MISSION STATEMENT Learning at Richford Jr-Sr High School is a partnership among administrators, teachers, parents, students, and the community, that challenges students to become self-directed, life long learners. All students will achieve their full potential in a safe, caring, and respectful environment. All students will meet academic expectations, and will become civically and socially responsible members of their community.

BOARD OF DIRECTORS AND ADMINISTRATION Board of Directors

Andrew Pond, Chairperson Kevin Blaney Pamela Hazen Mannette Guilmette Wallace Steinhour

Superintendent of Schools

Jay Nichols

Principal

Beth O’Brien

Assistant Principal

Robert Fehr

Guidance Director

Allison Witherspoon

School Phone

802 / 848-7416

NON-DISCRIMINATION POLICY The Richford Town School District does not discriminate on the basis of race, color, national origin, age, sex, or handicap in admission to, access to, treatment in or employment in its programs and activities. The following person has been designated to handle inquiries regarding the non-discrimination policy: Beth O’Brien, Principal Richford Jr-Sr High School 1 Corliss Heights Richford, VT 05476 802 / 848-7416 Inquires concerning the application of non-discrimination policies may also be referred to the Regional Director, Office for Civil Rights, U.S. Department of Education, J. W. McCormack P.O.C.H., Room 222, Boston, MA 02109-4557.



Page 1 



PERSONAL LEARNING PLANS (PLPs) Creating your Personalized Learning Plan provides you the opportunity to reflect upon your learning and future, and enables the adults in your school to better understand you and how to best support your learning and your goals. While the PLP can be seen as a written plan that you have developed, you should think of this as a “living” document that can change as your needs and ideas change. Your honesty and commitment to this process are paramount to the end results having a positive impact for you. (Provided from the Vermont Agency on Education website (www.education.vermont.gov)

COMMON CORE STANDARDS The Vermont Grade Expectations (GE) in math and English have been replaced by the Common Core Standards. The adoption of the Common Core State Standards in English Language Arts and Mathematics by the Vermont State Board of Education in August 2010 has created the foundation for the transformation of K-12 education in Vermont. Because the standards are anchored in the knowledge and skills for all students to be successful in college and career, the effectiveness of their implementation will require all educators to teach in a manner consistent with the intended purpose of common, rigorous standards. The Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science and other Technical Subjects (ELA) represent an opportunity to focus instruction, curriculum, and assessment on a rigorous, coherent, commonly-held set of expectations for all students graduating from secondary schools. With the adoption of the Common Core Standards for Mathematics, Vermont will build on work of the last two decades and continue moving towards preparing Vermont students to be college and career ready. These Common Core State Standards are in line with the expectation for math content in high performing countries. Further information on the Common Core Standards can be found at http://www.corestandards.org



Page 2 



GRADE REPORTING Grades are issued four times a year as follows: Semester 1

Semester 2

Quarter 1 - November Quarter 2 - January

Quarter 3 - April Quarter 4 - June

Semester grades are based on quarter marking periods and examination grades. The semester grade is 75% of the average of both quarters with the examination representing the remaining 25% of the total. PROGRESS REPORTS Progress reports are issued approximately 4.5 weeks into every quarter. Parents may request more frequent reports by contacting the Guidance Office. HONOR ROLL An Honor Roll will be prepared and published at the end of each marking period. The Honor Roll is based on marking period/quarter grades. The two levels of honors are: High Honors-Grade Average of 90 - 100 Honors -Grade Average of 80 - 89 Any grade of 79 or lower or an incomplete grade will make a student ineligible for the honor roll.



Page 3 



PROMOTION POLICIES

Promotion Junior High In order to be promoted, junior high students must pass all core courses (English, Science, Social Studies, and Math), Advisory and their electives or be promoted per a team and principal decision. Promotion Senior High In order to be promoted, high school students (grades 9-12) must earn the following credits: To be promoted to

Credits required

Grade 10 Grade 11 Grade 12

6 12 18

Minimum to Graduate



24.5

Page 4 



GRADE EQUIVALENTS A+ A AB+ B B-

= = = = = =

97 - 100 93 - 96.9 90 - 92.9 87 - 89.9 83 - 86.9 80 - 82.9

C+ C CD+ D DF

= = = = = = =

77 - 79.9 73 - 76.9 70 - 72.9 67 - 69.9 63 - 66.9 60 - 62.9 Below 60

WEIGHTED GRADES The following classes will be offered with weighted grades: Physics AP Calculus AP English 12 Weighted grades will be offered on a 5.0 scale as follows: A = 5.0 B = 4.0 C = 3.0 D = 2.0 F = 0.0 The decision to add weighted grades was made in order to encourage students to enroll in more challenging upper level courses. By placing these courses on a 5.0 scale students can take these classes without worrying about harming their G.P.A. If in taking one of these courses a student received a B they would receive a 4.0.



Page 5 



ADMISSIONS REQUIREMENTS for COLLEGE Most Four-Year Colleges  4 years English (writing & literature)  3-4 years Math (Algebra 1 & 2; Geometry; Trigonometry or Pre-calculus or Probability & Statistics)  2-3 years Science (Biology, Chemistry, Physics, Earth Science)  2-3 years Foreign Language (one language)  3 years Social Studies  1-2 years Fine Arts/Computer Education

Highly Competitive Colleges  4 years English (writing & literature)  4 years Math (Algebra 1 & 2; Geometry; Trigonometry or Pre-calculus; Honors Statistics; Calculus)  4 years Science (Biology, Chemistry, Physics)  3-4 years Foreign Language (one language)  3 years Social Studies  1-2 years Fine Arts/Computer Education  Advanced Placement Courses (recommended)

Four-Year Nursing & Allied Health Programs  4 years English  3-4 years Math (Algebra 1 & 2; Geometry; Trigonometry or Pre-calculus or Probability & Statistics)  3 years Science (Biology, Chemistry, Physics)  2-3 years Foreign Language (one language)  3 years Social Studies (Psychology & Sociology)  1-2 years Health Science (recommended)  1 year Human Anatomy & Physiology (recommended)

Four-Year Business Programs  4 years English  4 years Math (Algebra 1 & 2: Geometry; Trigonometry; Probability & Statistics)  2-3 years Science  2-3 years Foreign Language (one language)  3 years Social Studies  Related Business Courses (accounting, computer)

Four-Year Engineering & Science Programs  4 years English  4 years Math (Algebra 1 & 2; Geometry; Trigonometry or Pre-calculus; Calculus)  2-3 years Science (Biology, Chemistry, Physics)  2-3 years Foreign Language (one language)  3 years Social Studies  1 year Computer Education  Related Engineering Courses (drafting)

Two-Year Vocational/Technology Programs  4 years English  3 years Math (Pre-Algebra; Algebra 1 & 2; Geometry)  2-3 years Science  3 years Social Studies  2 years related Technology courses (drafting)

Two-Year Community Colleges & Business Schools  4 years English  3 years Math (Pre-Algebra; Algebra 1 & 2; Geometry)  2 years Science  2 years Foreign Language (recommended for Liberal Arts transfer programs)  3 years Social Studies  Related technology courses (computer, accounting) Note: Standards and admission policies vary from school to school. Therefore, students and parents are advised to review college catalogs for specific entrance requirements.



Page 6 



GRADUATION REQUIREMENTS

Courses to be completed

Credits

English

4

Math

3

Science

3

History

4

Consumer Economics

0.5

Physical Education Health Fine Arts Practical Arts Computer Science

1.5 0.5 1 1 1

Electives

5 ___

Total Credits

24.5

High school students are required to complete 30 hours of community service by May 1st of their senior year.



Page 7 



VERMONT VIRTUAL LEARNING COOPERATIVE (VTVLC) VTVLC offers online courses taught by certified Vermont teachers. There are many reasons why students may take a VTVLC course: to minimize scheduling conflicts, to offer variety in their schedule (i.e. if VTVLC offers a course we do not), for enrichment purposes, or perhaps for credit recovery. Every effort will be made to schedule students’ VTVLC courses during the regular school day. If this is not possible, students will be responsible for working on their VTVLC course on their own time. Please note that students may not replace a RJSHS class that they can access in their regular schedule with a VTVLC course. VTVLC courses are intended to provide variety and flexibility. Enrolling in a VTVLC course requires prior approval from the Director of Guidance. See attached VTVLC catalogue for an idea of what they offer.

DUAL ENROLLMENT/CONCURRENT COLLEGE CLASS OPPORTUNITIES All Vermont high school students may enroll in two (2) free college courses by the time they graduate from high school by using a voucher. Students are responsible for any fees or text books associated with the college class. If students qualify, they may receive a $150 stipend from VSAC to help pay for course expenses. At this time, students may take college courses on any VT college campus (with the exception of Middlebury) or online (if the institution offers an online option). RJSHS also offers Dual Enrollment options that are built into the high school schedule and that are taught by Richford teachers (these are called Dual Enrollment Concurrent classes). Students may use their voucher for Concurrent Classes, or they may pay at a reduced rate of $150 per course. RJSHS will offer one (1) credit for successful completion of a college course (college transcript must be submitted to the guidance office). The grade and credit will be issued on the high school transcript, and will be averaged into the high school GPA and class rank. Students must meet with the Director of Guidance prior to enrolling in the college class to make sure that the class is a good fit, and to complete the necessary paperwork/contract.



Page 8 



COMMON CORE STATE STANDARDS FOR ENGLISH Students who are College and Career Ready in Reading, Writing, Speaking, Listening, and Language The descriptions that follow are not standards themselves, but instead offer a portrait of students who meet the standards set out in this document. As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual. They demonstrate independence. Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials. They build strong content knowledge. Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking. They respond to the varying demands of audience, task, purpose, and discipline. Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science). They comprehend as well as critique. Students are engaged and open-minded – but discerning – readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning. They value evidence. Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence. They use technology and digital media strategically and capably. Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals. They come to understand other perspectives and cultures. Students appreciate that the twenty-first century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.



Page 9 



English ENGLISH 9 / FOUNDATIONS OF LANGUAGE AND LITERATURE Full Year / English Students will study a variety of selections from the world of literature including novels, poetry, essays, myths, and drama. The students will learn to analyze the different genres of literature in a critical fashion, will examine concepts, and will build vocabulary skills using a variety of word attack skills. Sentence structure will be examined and students will develop grammatical skills by examining patterns. Students will refine their writing skills by producing a variety of compositions, both formal and informal. Emphasis will be placed on proper form, style, and use of grammatical conventions. Additionally, students will be writing a research paper. Assessment is accomplished through a variety of means, including, but not limited to, unit tests and quizzes, a variety of written assignments (including the maintenance of a writing portfolio), directed small group activities, vocabulary and grammar worksheets, creating and supplementing a reading portfolio, and oral presentations. ENGLISH 10 / SOCIETY AND LITERATURE 1 Credit/ English In this course of study, students will examine both world and ‘closer to home’ issues through reading, research, analyzing the perspectives of authors, and create understanding of those issues through writing in a variety of contexts. This class is writing intensive, and students will be able to refine their writing skills in the areas of argument, narrative, and explanatory writing. Students will be asked to study pieces of literature, as well as shorter texts, in the context of when they were written, and compare this context with the current cultural context of the region. Assessment is accomplished through discussion, small group activities and written responses such as journals, creative writing and formal essays. ENGLISH 11 / THE AMERICAN EXPERIENCE 1 Credit / English Students will study a variety of selections from American Literature including novels, poetry, and drama. Authors include Hawthorne, Poe, Jonathan Edwards, and more modern writers such as Hemingway, Saroyan, and Howard Frank Mosher. Students will respond to texts through evaluation of the material in terms of literary elements such as purpose, point of view, concepts, assumptions, consequences, and figurative language. Assessment is accomplished through written responses, which require the use of proper grammar and conventions, directed small group activities, and conventional written tests. Students must maintain a weekly journal and complete a major research paper, which clearly pertains to the literary themes covered by

Page 10 



this course. Supplementary materials such as video and Internet resources are used when appropriate. Another very important component of this course is a special unit designed to assist students in their preparation for the Scholastic Assessment Test (SAT). ENGLISH 12 1 Credit / English Students will study a variety of selections from English and World Literature including novels, poetry, epic literature, and drama. Authors include Homer, Chaucer, Dante, Shakespeare and more modern writers such as Ibsen and W.P. Kinsella. Students will respond to texts through critical analysis and interpretations of each selection and through evaluation of the material in terms of literary elements such as purpose, point of view, concepts, assumptions, consequences, and figurative language. Assessment is accomplished through written responses, which require the use of proper grammar and conventions, directed small group activities, and conventional written tests. Students must also maintain a weekly journal, and complete a major research paper, which clearly pertains to the literary themes covered by this course. Students are also expected to complete a major project, which clearly pertains to the texts covered by this course. This project must include both a written and non-written component. Supplementary materials such as video and Internet resources are used when appropriate. AP ENGLISH LITERATURE 1 Credit / English Prerequisite: By permission of the instructor-Open to 11th and 12th graders AP English Literature and Composition aims to develop skills in literary analysis through close reading of texts. Students will be challenged by several different genres and works written over a large time period (16th Century-Present) from American and global perspectives. The class culminates in taking the AP Exam in May. The AP program is designed to be rigorous and represent what a college course might be like. This class can also be taken for Dual Enrollment credit through Vermont Technical College. ENGLISH FOR TECHNICAL CAREERS 1 Credit / English Prerequisite: This course is intended for students enrolled at CHCC. This class will explore the variety of reading and writing that occurs in the many technical careers that students may choose to pursue. Students will read a variety of texts, including (but not limited to) technical manuals, maps, blue prints, procedural texts, invoices, correspondence, as well as visual diagrams. Students will create resumes and cover letters, as well as learn the art of professional email creation (and other forms of professional correspondence), write procedural pieces, narratives, and arguments that pertain to the technical fields. Assessment is

Page 11 



accomplished through discussion, small group activities and written responses such as journals, creative writing and formal essays.

HOLOCAUST LITERATURE ½ or 1 Credit / English Elective This literature course will provide an introduction to fiction, non-fiction, drama, and poetry of the Holocaust. Using the literature of the Holocaust, students will explore the social and moral implications of this historic time. In addition, some art, film, and primary source documents will be the basis of an exploration of the Nazi regime and the human reaction to this abuse of power. Major themes will be the effects of stereotyping, racism, prejudice, abuse of power and the responsibility of the individual citizen. COLLEGE AND CAREER WRITING 1 Credit / English Elective If you want to write an impressive college essay or a resume that will get you a job or write a great SAT essay, this course is for you. In the first half of the course, you will learn how to “write for life”. We will cover college essays, resumes, cover letters, business proposals, incident reports, letters of resignation, test essays and other forms of writing you will need after high school. Seniors will be given enrollment priority.

JOURNALISM ½ or 1 Credit / English Elective This class will follow current events, generate news stories and function as a newsroom creating a print publication for the RJSH community. variety of texts, varying in complexity. Students will complete an array of writing assignments, mostly focusing on the art of literary analysis and interpretation.

STRATEGIC LITERACY ½ or 1 Credit / English Elective This course is designed to help improve a student’s ability to read more fluently with greater comprehension skills and to help students become more organized and effective as writers.

Page 12 



Written requirements include assignments designed to help students learn how to write more effectively by learning organizational strategies.

COMMON CORE STATE STANDARDS FOR MATHEMATICS Standards for Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy). 1. Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 2. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships; the ability to decontextualize – to abstract a given solution and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents – and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects. 3. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and – if there is a flaw in an argument – explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments. 4. Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe



Page 13 



a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose. 5. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts. 6. Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions. 7. Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see a 7x8 equals the well 2

remembered 7+5+7x3, in preparation for learning about the distributive property. In the expression, x 9x+14, older students can see the 14 as 2x7 and the 9 as 2+7. They recognize the significances of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They can also step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, 2

as single objects or as being composed of several objects. For example, they can see 5-3(x-y) as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y. 8. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y-2)/(x-1)=3. Noticing the regularity in the way terms cancel when 2

3

2

expanding (x-1)(x+1), (x-1)(x +x+1), and (x-1)(x +x +x+1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results. Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle, and high school years. Designers of curricula, assessments, and professional development should all attend to the need to connect the mathematical practices to mathematical content in mathematical instruction.



Page 14 



The Standards for Mathematical Content are a balanced combination of procedure and understanding. Expectations that begin with the word “understand” are often especially good opportunities to connect the practices to the content. Students who lack understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut. In short, a lack of understanding effectively prevents a student from engaging in the mathematical practices. In this respect, those content standards which set an expectation of understanding are potential “points of intersection” between the Standards of Mathematical Content and the Standards of Mathematical Practice. These points of intersection are intended to be weighted toward central and generative concepts in the school mathematical curriculum that most merit the time, resources, innovative energies, and focus necessary to qualitatively improve the curriculum, instruction, assessment, professional development, and student achievement in mathematics.

Mathematics

ALGEBRA 1 (GRADE 9) Full Year / Math This course will cover the following Common Core math standards: Reasoning with equations and their graphs: introducing functions, evaluating expressions, solving equations and inequalities, and creating equations to solve problems. Descriptive Statistics: Shapes and centers of distributions, describing variability and comparing distributions, categorical and numerical data on two variables. Linear and Exponential Functions: Linear and exponential sequences, functions and their graphs, transformations of functions, using functions and graphs to solve problems. Polynomial and Quadratic Expressions, Equations, and Functions: using different forms for quadratic functions, function transformations and modeling. Synthesis of Modeling with Equations and Functions: Elements of modeling (analyzing graphs and data sets), modeling from a graph, sequence, data, and verbal descriptions. NOTE: Incoming 9th graders who can demonstrate proficiency in Algebra, can test out of Algebra 1. Students who score proficient or better on the placement test may instead take 10th grade Geometry. Students will still be required to earn three (3) math credits towards the graduation requirement.

STRATEGIC ALGEBRA ½ or 1 Credit / Math Elective This course is designed to support those students concurrently enrolled in Algebra 1 by reinforcing and supplementing the concepts covered in that course. Students will work on

Page 15 



basic skills and concepts in number computation, algebra, functions and problem solving through a combination of worksheets, web-based math tutorial programs and differentiated instruction.

GEOMETRY Full Year / Math Prerequisite: Successful completion of Algebra I This course will cover the following Common Core math standards: Congruence: experiment with transformations in a plane; define congruence in terms of rigid motions; prove geometric theorems; geometric constructions. Similarity, Right Triangles and Trigonometry: similarity transformations; prove theorems; define trigonometric ratios and use them to solve right triangle problems. Circles: theorems; arc lengths and sector areas. Expressing Geometric Properties with Equations: translate between a geometric description and the equation of a conic section; use coordinates to prove simple geometric theorems algebraically. Geometric Measurement and Dimensions: volume formulas and problems; visualize relationships between two and three dimensional objects. STRATEGIC GEOMETRY ½ or 1 Credit / Math Elective This course is designed to support those students concurrently enrolled in Geometry by reinforcing and supplementing the concepts covered in that course. Students will work on basic skills and concepts in number computation, geometric properties and measurement techniques through a combination of worksheets, web-based math tutorial programs and differentiated instruction.



Page 16 



ALGEBRA II 1 Credit / Math Prerequisite: Successful completion of Algebra I and Geometry This course will cover the following Common Core math standards: Number and Quantity: rational exponents; perform arithmetic operations with complex numbers; use complex numbers in polynomial identities and equations. Algebra: seeing structure in expressions; relationship between zeros and factors; use polynomial identities to solve problems; rewriting rational expressions; create and solve equations and inequalities in one variable; solve systems of equations; represent equations and inequalities graphically. Trigonometric Functions: model periodic phenomena with trigonometric functions; prove and apply trigonometric identities. Modeling with Functions: understand the concept of a function and use function notation; interpret, analyze and construct functions that arise in various applications or which model a relationship between two quantities; construct and compare linear, quadratic and exponential functions. Inferences and Conclusions from Data: make inferences and justify conclusions from sample surveys, experiments and observational studies; use probability to evaluate outcomes of decisions. STATISTICS (Dual Enrollment option through CCV) Meet with Guidance to complete necessary paperwork for Dual Enrollment. 1 Credit / Math Prerequisite: Successful completion of Algebra II An introduction to the basic ideas and techniques of probability and statistics. Topics may include numerical and graphical descriptive measures, probability, random variables, the normal distribution, sampling theory, estimation, hypothesis testing, correlation and regression. The use of technology will be required. This course can be taken for dual enrollment credit through CCV only if number permit. ● Outline the general development of statistical science, and list a number of common applications of statistical methodology. ●

Distinguish between descriptive and inferential statistics. Page 17 



●

Create and apply various techniques used to describe data, such as pie charts, bar graphs, frequency tables, and histograms.

●

Define three common measures of central tendency (mean, median, and mode), and demonstrate the ability to calculate each manually from a series of small data sets.

●

Describe common methods of measuring variability, including range, percentiles, variance, and standard deviation, and calculate each from a series of small data sets.

●

Explain the Normal Probability Distribution, techniques of sampling, the Central Limit Theorem, and the concept of standard error, and computer probabilities associated with normally distributed samples.

●

Test hypotheses about the value of the mean assuming the normal distribution and large sample results.

●

Select and perform common statistical tests including one- and two-tailed tests.

●

Define linear regression and correlation and discuss their applications

●

Interpret and evaluate the validity of statistical data and reports

●

Demonstrate proficiency in understanding, interpreting, evaluating and applying quantitative data and information.

PRE-CALCULUS 1 Credit / Math Prerequisite: Successful completion of Algebra 2 OR concurrent enrollment in Algebra 2 This course will cover the following Common Core math standards: Number and Quantity: represent complex numbers and their operations on the complex plane; evaluating roots and radicals of complex numbers; extend complex numbers to fractal equations; represent and model with vector quantities; perform operations on vectors. Trigonometric Functions: analyze functions using different representations with a concentration on trigonometric functions; extend the domain of trigonometric functions using the unit circle; application to surveying problems (earth distance problems, property area calculations); prove and apply trigonometric identities; model periodic phenomena with trigonometric functions. Trigonometric Relationships and Identities



Page 18 



AP CALCULUS 1 Credit / Math (Dual Enrollment Option through Vermont Technical College) Meet with Guidance to complete necessary paperwork for Dual Enrollment. Prerequisite: Successful completion of Pre-Calculus or concurrent enrollment in PreCalculus AND recommendation from previous math instructor The solid of revolution formed by the graph of y = x2 from x = 0 to x = 2, and the general concept of volumes of solids of revolution.

This is an intensive course in mathematics which will follow the College Board Advanced Placement (AP) curriculum. Both differential and integral calculus are covered. Students will learn how mathematical techniques related to dynamic systems can be used to solve more complex and diverse problems than is possible with discrete math. In addition, the course will prepare students to take the AP Calculus (AB) placement exam given in May. Applied MATH 1 Credit / Math Elective Business math is a course in which students will learn how to use mathematics as a tool in their personal lives. Student will review and apply mathematical operations with whole numbers, decimals, fractions, ratios, and percentages. They will use formulas to solve a variety of mathematical questions as well as apply knowledge of computer and calculator use. Topics of study will include (but are not limited to) banking, budgeting, consumer credit, and a comprehensive business plan. Business plans will include research on demographics, startup costs, operational costs, projected sales, and best and worst case scenarios for the viability of a business. SKETCHPAD GEOMETRY ½ Credit / Math Elective This course is offered to students who want to strengthen their knowledge of geometry. We will use Geometer’s Sketchpad to explore traditional geometric concepts through investigations, and support hypotheses through both inductive and deductive reasoning.

Page 19 



Science EARTH & ENVIRONMENTAL SCIENCE (GRADE 9) Full Year / Science This course is designed to introduce students to some of the broad topics in earth science and environmental science. Students will demonstrate an understanding of the Earth, its environment, and the universe in terms of a system, understanding the forces that affect and shape them over time, and the theories used to explain their evolution. In addition we will study the interrelationships between the physical earth and the living organisms, which exist on our planet, including how humans impact planet earth. Some of the topics we may study include dynamic earth, out of this world, ecosystems, human population, human impact, and climate change. Students will make connection to curriculum through current events, problem based learning, and service learning opportunities. Students will be expected to visit the nearby woods, fields, and river to complete inquiry based projects and to investigate questions about our region. Students must be prepared for outside activities where we often get wet, cold, or dirty. Student learning will be assessed through class activities, lab reports and data collection journals, current events writings, reports, projects, oral presentations, participation, and unit tests. BIOLOGY (GRADE 10) 1 Credit / Science Biology is a laboratory course that covers the study of living things. This biology course is designed to provide a more rigorous science program to prepare students who aspire to continue their formal education after high school in a college setting. Through classroom discussions, experimentation, and modeling, students become familiar with some of the unifying principles governing living things, and why people now need to know biology to make personal decisions. Topics as diverse as genetics and how it influences individuals and populations, why viruses and bacteria are often difficult to control and why reliance on antibiotics has resulted in resistant strains of bacteria will be studied. Through dissection of various invertebrate specimens students will identify common features associate basic life processes, and classify organisms. Assessment consists of unit tests, quizzes, lab reports, weekly homework, and participation. FOOD AND NUTRITION SCIENCE 1 Credit / Science This course will allow students to study of the relationship between food, nutrition, and wellness. The course will introduce concepts and skills as they apply to food preparation, food production, food safety, food nutrition, and human nutritional needs. The aim of the course is to help students understand nutritional needs to make choices for optimal health. Instructional

Page 20 



methods will include research projects, reading and reflecting on current events, laboratory investigation, preparation, and serving of nutritional foods. ANATOMY AND PHYSIOLOGY 1 Credit / Science Prerequisite: Successful completion of Biology or by teacher recommendation This course will focus on the structures and functions of the human body. Students will study the systems of the body (skeletal, digestive, circulatory, respiratory, urinary, nervous, endocrine and reproductive) and how they are organized. Lab experiences will be incorporated throughout the class. HONORS CHEMISTRY 1 Credit / Science Prerequisites: Successful completion of Biology AND prior completion or current enrollment in Algebra II. This course provides students with a fast paced introduction to chemistry and may include topics such as: atomic and molecular structure, stoichiometry, gases, solutions, acids and bases, chemical reactions, thermodynamics, reaction rates, chemical equilibrium, nuclear processes, organic chemistry and biochemistry. Students learn to solve real-world chemistry problems using math skills, hands-on laboratory techniques, logic and critical thinking. HONORS CHEMISTRY II (Grades 11 & 12) 1 Credit / Science This course is designed to stem off of Chemistry and is for students who are serious about going to college for something science related. Students should have taken Chemistry or have a track record of doing well in science classes. A previous understanding of Chemistry is not required, but their grades must be stellar to be bumped to Chemistry II without taking Chemistry. High level of mathematics is a must.

PHYSICS (Grades 11 & 12) 1 Credit / Science Prerequisite: Chemistry OR an upper level math course (Calculus, Statistics, Algebra II) with passing grades above 80). Students will learn about the laws that govern how the universe was formed and how we function as a human race because of those laws. Theoretical and conceptual physics will be taught together. This is a math intensive course; a significantly more mathematics intensive than Astronomy/Astrophysics.

Page 21 



FORENSICS (Grades 11 & 12) 1/2 Credit or 1 Credit / Science Elective Students will apply science inquiry from a variety of scientific disciplines to solve crimes. Students will learn forensic techniques, evidence and data collection, and analysis and explanation of the cases. Course strands include forensic lab techniques and observations, trace evidence, fingerprints, DNA, blood, toxicology, handwriting analysis and more.



Page 22 



Humanities At Richford Junior Senior High School, the study of Humanities is an inquiry and actionfocused experience. Each year, students will explore the human condition through the subjects of CIVICS, ECONOMICS, GEOGRAPHY, and HISTORY. The curriculum is consistent with the CCC (College, Career and Civics) Standards and integrates the arts, literature, and technology. The study of Humanities at Richford Junior Senior High School ensures our students will, by the end of grade 12:  understand the important institutions of their society and the principles these institutions are intended to reflect (CIVICS)  engage in economic decision making, investigate the incentives that motivate people, and investigate how to use scarce resources to maximize the well-being of individuals and society (ECONOMICS)  ask and answer geographic questions, and understand how to seek new geographic knowledge that is personally and socially useful (GEOGRAPHY)  understand patterns of change and innovation, evaluate the context in which events unfold, and assess the significance of specific individuals, groups, events, and developments (HISTORY)  evaluate change and continuity over time, making appropriate use of historical evidence in answering questions and developing arguments about the past (HISTORY)  evaluate sources  gather information from a variety of sources (print and online)  identify author’s purpose, main points and point of view, and evaluate the usefulness and relevance of information  use information to construct opinions, explanations or arguments  represent ideas in a variety of forms and communicate conclusions to a range of audiences  apply their knowledge, skills and perspective and undertake purposeful and informed action to address a problem they identify  deliberate with others about how to define and address a problem  plan and complete an historian’s inquiry into the problem  plan constructive, purposeful and informed action to address the problem  take action independently or collaboratively  reflect on the result HUMANITIES SEMINAR I “Cultural Studies” (GRADE 9) Full Year / History This course will examine culture throughout the globe and time. Students will look at ancient civilizations, and people’s lives today across the world. Students will gain an understanding of the methods used in the fields of anthropology and geography. The students will examine archaeological information, written records and other primary and secondary resources used in exploring the past. They will be able to compare the development of human culture and

Page 23 



technology throughout the various time period of human history. Course units will be organized by aspects of human life: for example, eating, housing, religion, government. HUMANITIES SEMINAR II “The 20th Century” (GRADE 10) 1 Credit / History Students will explore events of the last 100+ years in history. Students will be mostly focused on life in the United States, but act as detectives to discover whose voice is missing from the story. Students will figure out how power is controlled and gained in a society. Students will understand how our government and legal system works and demonstrate an understanding of democratic processes. Students will do “action research” and try and create change within our local community. Students will gain an understanding of historical thought, and build skills working with primary sources and research. HUMANITIES SEMINAR III (GRADE 11) 1 Credit / History Students in this core class will explore three basic motivations underpinning most human actions in history: conflict, migration and innovation (fight, flight and insight). Case studies (e.g. WWII, Vietnam) in conflict are studied chronologically. Case studies in migration core units they will engage in independent research and project development. Students will use argument as a metaphor for thinking, and animate DSRP to manipulate thinking more literally. Students will engage in ideation independently (coming up with ideas on your own) and will focus on the revisions process required to communicate those ideas. Additionally students will be practicing a set of transferable skills applicable across economic, social and political arenas of the human experience. HUMANITIES SEMINAR IV (GRADE 12) 1 Credit / History Students in this core class will seek to develop the perspective of future economic and social entrepreneurs. The first unit uses logical syllogism to identify major premises of the American Republic and distinguish between premises where we as a nation have shown dedication, and where evidence of dedication to those premises is lacking. Basically, the process of logical syllogism is necessary for people to live together and agree on reasonable, just laws and enforcement of those laws. In the second unit students will grapple to understand basic economic principles that operate both on macro and micro levels. Students will be required to complete projects independently for both units. At the completion of the core unit projects, students will engage in an independent research project to develop their unique perspective on an aspect of either economic or social entrepreneurship.



Page 24 



HUMANITIES THROUGH VISUALS 1 Credit / History ~Understanding place, time and ideas by using, comparing and creating visual models~ Students will be interacting with primary (including their own first-hand accounts) and secondary sources that depend on visuals to communicate ideas and evidence. Students will be creating their own visual models that communicate authentic ideas while comparing student perspectives with conventional perspectives. We will begin using and creating maps and move on to other genres such as photo essays, infographics, etc. Student products will be built for specific public audiences. The course will start by focusing on modern and local topics and work backward in time and expand its scope geographically.

PSYCHOLOGY ½ Credit OR 1 Credit / History Elective Students will be building a mental model of the human experience recognizing how the biology of the brain relates to key psychological concepts (e.g. bias, human development, theories of intelligence) and how each concept of study can be used to describe, explain, predict or influence human thoughts and behaviors. An independent research project is required.



Page 25 



Foreign Language FOREIGN LANGUAGES – Students planning on applying to 2 or 4 year colleges are advised to take a minimum of 2 years of a foreign language.

FRENCH I Full Year / Foreign Language This course is an introduction to the French language. Key topics include vocabulary acquisition, verb conjugation, grammar, and idiomatic expressions. As we explore the Francophone world, we will also cover culture, geography, cultural influences, and practical implications of the language relevant to student life. The text is Bienvenue. Students will work in and out of the text, in workbooks, and with realia, film, and auditory materials. Individual and interactive group work are cornerstones of this course. Speaking, listening, reading, and writing skills are all emphasized.

FRENCH II 1 Credit / Foreign Language Prerequisite: Successful completion of French I It is expected that students enrolling in the class completed French I with a minimum average of a 70. This class begins where French I left off, and it is assumed that students will make an attempt to keep their skills honed in the time between French I and French II. French II focuses on more advanced grammar structures, varied verb tense usage, and integration of new words and expressions into the student’s existing French vocabulary. Conversations and Compositions will get progressively longer as students master more advanced concepts and combinations. As we continue to explore the Francophone world, we will cover new information and concepts in culture, geography, cultural influences, and practical implications of the language relevant to student life The text continues to be Bienvenue, with a possibility of moving into Aboard after the completion of the first text. Students will continue to work in and out of the text, in workbooks, and with realia, film and auditory materials. Individual and interactive group continue as cornerstones of this course. Speaking, listening, reading, and writing skills are all emphasized, though with higher production expectations than French I.



Page 26 



FRENCH III/IV 1 Credit / Foreign Language Prerequisite: Successful completion of French II Note: Students pursuing 4 years of foreign language study may enroll in this class twice. It is expected that students enrolling in this class completed French II with a minimum average of an 80. This class begins where French II or French II left off, and it is assumed that students will make an attempt to continue their skills between one class and the next. French III/IV focuses on more advanced grammar structures, usage of multiple verb tenses, and integration and spontaneous implementation of new words and expressions into the student’s existing French vocabulary. Conversations, reading assignments, and compositions will get progressively longer and more complex as students master more advanced concepts and combinations. As we continue to explore the Francophone world, we will cover new information and concepts in culture, geography, cultural influences, and practical implications of the language relevant to student life. The text is Aboard, with breaks to work in selected novels. Students will continue to work in and out of the text, in workbooks, and with realia, film and auditory materials. Individual and interactive group continue as cornerstones of this course. Speaking, listening, reading and writing skills are all emphasized, especially in spontaneous or self-directed settings. Speaking is a very prominent focus of this course as is written and oral creative self-expression in the target language. SPANISH I Full Year / Foreign Language This course is an introduction to the Spanish language. Key topics include vocabulary acquisition, verb conjugation, grammar, and idiomatic expressions. As we explore the Spanishspeaking world, we will also cover culture, geography, cultural influences, and practical implications of the language relevant to student life. The text is Buen Viaje Students will work in and out of the text, in workbooks, and with realia, film, and auditory materials. Individual and interactive group work are cornerstones of this course. Speaking, listening, reading, and writing skills are all emphasized.



Page 27 



SPANISH II 1 Credit / Foreign Language Prerequisite: Successful completion of Spanish I It is expected that students enrolling in the class completed Spanish I with a minimum average of a 70. This class begins where Spanish I left off, and it is assumed that students will make an attempt to keep their skills honed in the time between Spanish I and Spanish II. Spanish II focuses on more advanced grammar structures, varied verb tense usage, and integration of new words and expressions into the student’s existing Spanish vocabulary. Conversations and Compositions will get progressively longer as students master more advanced concepts and combinations. As we continue to explore the Hispanic world, we will cover new information and concepts in culture, geography, cultural influences, and practical implications of the language relevant to student life The text continues to beBuen Viaje. Students will continue to work in and out of the text, in workbooks, and with realia, film and auditory materials. Individual and interactive group continue as cornerstones of this course. Speaking, listening, reading, and writing skills are all emphasized, though with higher production expectations than Spanish I. SPANISH III/IV 1 Credit / Foreign Language Prerequisite: Successful completion of Spanish II Note: Students pursuing 4 years of foreign language study may enroll in this class twice. It is expected that students enrolling in the class completed Spanish II with a minimum average of an 80. This class begins where Spanish II or left off, and it is assumed that students will make an attempt to keep their skills honed in the time between one class and the next. Spanish III focuses on more advanced grammar structures, usage of multiple verb tenses, and integration and spontaneous implementation of new words and expressions into the student’s existing Spanish vocabulary. Conversations, readings assignments, and compositions will get progressively longer and more complex as students master more advanced concepts and combinations. As we continue to explore the Hispanic world, we will cover new information and concepts in culture, geography, cultural influences, and practical implications of the language relevant to student life The text is Buen Viaje 2 , with breaks to work in selected novels. Students will continue to work in and out of the text, in workbooks, and with realia, film and auditory materials. Individual and interactive group continue as cornerstones of this course. Speaking, listening, reading, and writing skills are all emphasized, especially in spontaneous or self-directed settings. Speaking is a very prominent focus of this course as is written and oral creative self-expression in the target language.



Page 28 



ROMANCE LANGUAGES 1 Credit / Elective The focus of this class is to learn about Latin-based (Romance) cultures and explore Morphology--the study of how languages adapt and borrow words from one another. In this class students will explore various cultures and languages that have deep roots to Rome and Latin, specifically focusing on French, Spanish, Portuguese, and Italian. In the first quarter, students will study Latin using the Cambridge Latin Series and be able to translate short stories. During the second quarter, students will spend a quarter learning conversational Spanish and investigating Hispanic cultures. During the third and fourth quarters, however, students will become experts on two of the aformentioned languages, using formal language instruction or DuoLingo--a highly interactive language-learning application. In short, the ideal student for this class would be one who is eager to learn about the study of languages (Linguistics) and/or possibly study abroad or travel in the future.



Page 29 



Computer Technology ROBOTICS I ½ Credit / Computer Science This class will work in small teams to build and program robots to complete a series of missions. Students should have strong math skills (Recommended 10-20 students). ROBOTICS II ½ Credit / Computer Science Class will build on the topics and skills covered in Robotics 1 (recommended 4-8 students) ***Students must have completed Robotics I*** INTRO TO CODE AND VIDEO GAME DESIGN ½ Credit / Computer Science Students will learn the elements of designing a game with Game Star Mechanic, as well as the basics of coding and creating their own video game using ALICE. PODCAST/BLOGGING ½ Credit / Computer Science Students will learn how to create their own podcast/blog online. INQUIRY PROJECT 1 or ½ Credit / Computer Science Students will conduct EXTENSIVE research on an area or topic of interest and create a project/presentation demonstrating what they have learned. 6 student maximum, and suggested for 11th and 12th graders only.



Page 30 



YEARBOOK (Seniors Only – with teacher permission) 1 Credit / Computer Science The yearbook class allows students the opportunity to participate in the making of a real life publication. This experience develops organization, proof reading, writing skills and meeting deadlines. Computer and typing skills are also developed. Since this is an important book, both to the school and the community, Mr. Murphy reserves the right to hand pick the students he feels best meet these criteria.



Page 31 



Health/Physical Education HEALTHY LIVING 1 Credit / Physical Education (1/2 Credit) & Health (1/2 Credit) This course is for students who are interested in learning more about how to maintain a healthy active lifestyle beyond weight training and traditional physical education activities. The health requirement will be integrated into this class. STRENGTH AND CONDITIONING ½ or 1 Credit / Physical Education This is a physical education course for students interested in achieving their highest level of health-related fitness. Class activity emphasizes improving health- related fitness through weight training, kettlebell workouts, and running programs. Students have the opportunity to design and develop an appropriate personal fitness program that enables them to achieve a desired level of fitness. Athletes are strongly recommended to take this course. Though the focus of this course is fitness there will still be an opportunity for some sports and games. YOGA/PILATES ½ Credit / Physical Education This class will focus on different methods of wellness like yoga, Pilates, meditation, walking, and stretching. PHYSICAL EDUCATION ½ or 1 Credit / Physical Education This course offers instruction in the skills, strategies, and playing of team sports without losing sight of the importance of physical fitness. The concepts of cooperation, teamwork, and sportsmanship are stressed.



Page 32 



Practical Arts CHILDCARE 1 Credit / Practical Art Students will become aware of the parenting skills needed to raise a child. Knowledge will be assessed by using case studies to evaluate various situations. Using available resources, students will be introduced to the stages of prenatal development. Students will help experience this situation with “The Empathy Belly.” Students will be introduced to the stages of labor and the appearance of newborns. Basic care of a baby will be introduced to the growth and development of children 0-6 years. ART & CUISINE 1 Credit / Practical Art Students will start by learning the basics of kitchen safety. They will learn about knife skills, measuring techniques and food safety. Once the basics have been mastered, students will learn how to use local and fresh ingredients to create dishes and baked goods that are both beautiful and delicious. They will focus on decorating and plating their food in an artistic way that will highlight the elements and principles of design. WOODWORKING TECHNOLOGY I 1 Credit / Practical Art This course is designed to introduce the student to the woodworking industry. Students will learn the safe and proper use of all tools (hand, portable and stationary power) used in the woodworking shop. Students will be required to pass a safety exam before working in the shop. Students will work the proper steps to produce three or four projects. They will learn design and planning, layout and cutting, assembly, finishing and staining. They will be introduced to the lathe and produce a number of practice pieces and one project. Clean-up, safety, tool care and maintenance will be emphasized. A short writing assignment will be required. Students are graded by effort, tests, quizzes, and other assignments.



Page 33 



FIRST RESPONDER 1/2 Credit / Practical Art Prerequisite: Must be in 11th or 12th grade This course is designed as an entry-level class into the Emergency Medical System. This curriculum includes skills necessary for students to provide emergency care with a limited amount of equipment. Specifically, after successful completion of the program, the student will be capable of performing the following functions at the minimum entry level: -Recognize the seriousness of the patient’s condition or extent of injury to assess requirements for emergency medical care. -Administer appropriate emergency medical care for life threatening injuries relative to airway, breathing, and circulation. -Perform safely and effectively the expectation of the job. The students will learn CPR and emergency medical care through a series of lectures, practical hands-on situations, tests, and quizzes. They will be graded on effort, tests, quizzes, and assignments. Students will receive an advanced First Aid and CPR / AED certification.

WOODWORKING TECHNOLOGY II (GRADES 10 -12) 1 Credit / Practical Art Prerequisite: Successful completion Woodworking Technology I This course is a continuation of Woodworking Technology I. The student will learn more advanced techniques used in the woodworking industry. These techniques will be employed to construct several projects with more complex features than in the previous class. Students will be required to pass a safety exam before working in the shop. The students will continue to learn the proper and safe operation of all tools. Clean-up, safety, tool care and maintenance will be emphasized. A short writing assignment will be required. This class will be offered during the Woodworking Technology I class and may be subject to available class size. Students are graded by effort, tests, quizzed and other assignments. MODEL MAKING (GRADES 9 – 12) ½ Credit / Practical Art



Page 34 



Students will be introduced t the production of scale models t understand and appreciate their realism, details and functions. Cars, trucks, planes, rockets and boats will be the main focus while using materials such as plastic, wood and metal. Creativity, research, details and history are requirements. METAL ARTS (GRADES 11 – 12 OR With Permission from the Instructor) ½ Credit / Practical Art This class is designed to allow the student to display their creative side while learning about different types of metal and metal processing. The student will become familiar with but not limited to gas, arc and MIG welding, brazing and soldering, bending and metal properties. A few small practice pieces and small projects will be required along with a final project of a metal sculpture.

WOOD CARVING (GRADES 9 – 12) ½ Credit / Practical Art This course is designed to give students a look into the world of wood carving. Students will be introduced to hand and machine carving through a series of projects designed to enhance their woodworking abilities and create an appreciation for the fine details needed to produce such projects. Students are graded on effort, tests, quizzes and other assignments.



Page 35 



Fine Arts

BARN QUILTS 1/2 Credit / Fine Art Students will explore Vermont history while creating barn quilts. They will use the elements and principals of design, geometric shapes and careful planning to create and execute their very own barn quilt. We will mainly be using paint and wood to create student works. SCULPUTURE 1 Credit / Fine Art Students will work with wood and clay to create sculptures of their own design. They will learn the basics of clay sculpting and how to use a pottery wheel as well as the basics of carving wood by hand. We will explore tools, materials and techniques while letting our creativity take flight. PAINTING ½ Credit / Fine Art This course will explore painting using acrylics, tempera, and watercolor on paper, board and canvas. Students will learn to sketch their own canvases and how to mix colors. They will paint landscapes, portraits and animals.

HIGH SCHOOL BAND 1 Credit / Fine Art Prerequisite: One year of instrumental music study or by permission of music instructor Students are expected to take band for the entire year. Exceptions must be approved by the music instructor.



Page 36 



Students will learn to play music of different styles and historical eras. Further develop-ment of each student’s musicianship is stressed through increasing knowledge of music fundamentals and ensemble skills. Students have the opportunity to participate in District and All State Music Festivals. Assessment is done through evaluation of daily participation, successful participation in required performances and periodic quizzes. GUITAR I ½ or 1 Credit / Fine Art This course is open to beginning and experienced guitar students. Guitar instruction in this course will include learning efficient technique, develop basic musicianship skills, exploring various styles of guitar music, and ensemble playing. Assessment is done by evaluating daily participation and a weekly quiz. PIANO I ½ or 1 Credit / Fine Art This class will focus on music fundamentals and learning the basics of playing the piano keyboard. Emphasis will be on learning to read music and developing basic keyboard technique. The class would include ensemble activities using notation and sequencing computer software such as GarageBand and Mixcraft. PIANO KEYBOARDING II ½ or 1 Credit / Fine Art This class is a continuation of the Beginning Piano Keyboarding class. Further development of note reading, technique, individual projects will be emphasized. CHORUS 1 Credit / Fine Art Students will learn fundamental vocal technique, exploring various styles of music from classical to pop, and perform at the Winter and Spring Concerts. If desired, students will also have the opportunity to participate in the Northwest District Music Festival Choir and All State Music Festival.

.



Page 37 



Additional Electives DRIVER EDUCATION ¼ Credit / General Elective Driver education is offered to students who have obtained a valid driver’s permit. The class is offered after school once during first semester, and again during second semester. Students must sign up in the guidance office. A student who is 16 or 17 years old has to pass driver education in order to obtain a driver’s license in Vermont. Enrollment in Driver Education is based on the birth date of seniors and juniors, with this group having first priority. Sophomores are given next priority based on the student who had held his/her learner’s permit the longest. Freshmen are assigned on a space available basis, also based on the student who has held his/her learner’s permit the longest. This course consists of 30 hours of classroom instruction, six hours of behind-the-wheel driving and six hours of observation. Driving includes completion of the Partnership Driving Guide with the parent which requires 25 hours of practice at home with 5 of the hours being nighttime. Classroom topics include: knowledge of the rules of the road and driver responsibilities, basic vehicle control and maneuvers, managing risk, natural laws, drowsy driving, road rage, distracted driving, insurance and steps to follow in a crash, sharing the road with tractor trailers and motorcycles, driving in urban and rural areas, adverse driving conditions, alcohol and other drugs, buying and maintaining a vehicle and finding your way with use of maps, internet and GPS. Students will only receive a State of Vermont Certificate if they have completed all the required assigned work and have successfully passed the classroom and driving phase of the course.



Page 38 



CONSUMER ECONOMICS/SENIOR SEMINAR (GRADE 12) ½ Credit / Consumer Economics A required course for seniors, this will introduce values, goals and decision-making. A variety of case studies will be used to explore and become aware of the influences on life. Students will do a job unit where they will prepare a resume, application, and a cover letter for a specific job. Students will then conduct a mock interview with a written evaluation. Students will become aware of the different effects of deductions in a payroll unit. Students will be using a text book and worksheet material to identify the types of deductions by filing a W-4 form. Using information from case studies and information from the IRS, students will be able to file a 1040EZ tax form. Students will be introduced to various aspects of banking ending with a checkbook case study to cover a month’s worth of trans-actions. Students will be introduced to budgeting techniques and set up a budget using case studies. WORK BASED LEARNING Prerequisite: Director of Guidance approval Earn up to 1 credit per semester depending on the number of hours completed in the program. Students may obtain credit for required courses. Work Based Learning is a program designed to better prepare students for their roles in the world of work and to assist them in making future career choices. It also provides opportunities for students to experience the workplace and gain an understanding of the environment and its requirements through job shadowing and internships. It helps provide guidance to students about life and career choices. WBL provides an educational experience for students that are exciting and relevant. It is connected to the world of work and provides knowledge, skills, and attitudes that match the needs of broad career fields and involves students in their own development. Students will work closely with our Community Outreach Coordinator to secure job shadows and internships and devise a plan of study. INDEPENDENT LEARNING PROJECT ½ or 1 Credit Have you ever wondered what kind of a learner you might be if you were learning about something you want to learn about? Independent Learning Project offers students the opportunity to develop critical learning skills while exploring a personal passion or interest. The goal of this class, offered to the 9th through 12th grades, is to foster student initiative and

Page 39 



independence. Through conducting an in-depth exploration of a topic of their choice, students will develop the skills of the RJSHS ‘Pathways of Learning:’ Thinking, Research, Communication, Collaboration, Self-Efficacy, and Citizenship.

Community Service COMMUNITY SERVICE LEARNING PROJECT (GRADES 9-12) 30 hour requirement (students who are at RJSHS for less than four years will be required to complete a pro-rated number of community service hours) Participation in a Community Service Learning Project is a graduation requirement which focuses on guiding students in becoming civically and socially responsible members of their communities. Each student must complete 30 hours of unpaid community service by May 1st of their senior year. The recommendation is that this service is spread over a student’s high school experience. Students will have the responsibility of initiating contact with an approved site, completing a proposal application, maintain time sheets and perform with integrity. Site supervisors will evaluate student performance. Upon completion of the service requirement, students will be assessed. The may choose to submit a 250 word essay, go before an interview committee or make a presentation before a committee. The assessment is to be a reflection on their community service learning experience.



Page 40 





Page 41