PROGRAM OF STUDIES 2017-2018 - JOEL BARLOW HIGH SCHOOL Regional District #9 Easton-Redding, Connecticut
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JOEL BARLOW HIGH SCHOOL
Regional District #9
Easton-Redding, Connecticut
PROGRAM OF STUDIES
2017-2018
Joel
Barlow
High
School
Learning
Expectations
COMPLEXITY
COMMUNITY
COMMUNICATION
Students,
as
creative
problem
solvers,
Students
will
live
as
active
and
informed
Students
will
demonstrate
proficiency
and
will
sustain
active
inquiry,
apply
prior
citizens,
collaborate
effectively
toward
fluency
in
their
ability
to
meet
the
literacy
knowledge,
and
take
risks
as
critical
thinkers.
common
goals,
treat
others
with
respect,
and
demands
of
an
interconnected
world.
assume
responsibility
for
their
own
lives.
• • •
knowledge
personal
responsibility
presentation
• • •
transfer
of
knowledge
respect
interpersonal
skills
• • •
ambiguity
and
risk-‐taking
collaboration
interpretation
• • •
active
inquiry
global
citizenship
writing
•
critical
thinking
and
problem
solving
C O M P L E X I T Y
Students,
as
creative
problem
solvers,
will
sustain
active
inquiry,
apply
prior
knowledge,
and
take
risks
as
critical
thinkers.
E X E M P L A R Y
A C C O M P L I S H E D
D E V E L O P I N G
B E G I N N I N G
• • • •
Demonstrates
sophisticated
Demonstrates
adequate
Demonstrates
adequate
Demonstrates
limited
understanding
of
fundamental
and
understanding
of
fundamental
skills
understanding
of
either
fundamental
understanding
of
KNOWLEDGE
higher
order
thinking
skills
and
and
concepts
and
some
higher
order
skills
or
concepts,
with
limited
fundamental
skills
and
concepts
thinking
ones
ability
to
work
with
higher
order
concepts,
prohibiting
• •
thinking
skills
understanding
of
higher
•
Accesses,
applies,
documents,
and
Accesses,
applies,
documents,
and
order
ones
•
presents
knowledge
with
fluency
presents
knowledge
with
minor
Accesses,
applies,
documents,
and
showing
full
understanding
of
flaws
that
do
not
diminish
presents
knowledge
with
flaws
that
Lacks
fluency
in
accessing,
skills
and
concepts
understanding
of
skills
and
concepts
diminish
understanding
of
skills
and
applying,
documenting,
and
• • • •
concepts
presenting
knowledge
TRANSFER
OF
Independently
builds
on
prior
Builds
on
prior
knowledge,
Builds
on
prior
knowledge
and
ideas
Rarely
builds
on
prior
knowledge,
synthesizing
and
synthesizing
and
applying
new
with
support,
resulting
in
minimal
knowledge
and
ideas,
even
KNOWLEDGE
applying
new
information
information,
with
minimal
support
synthesis
and
application
with
support,
prohibiting
• • •
synthesis
and
application
•
Makes
frequent,
meaningful,
and
Makes
relevant
cross-‐discipline
and
Attempts
some
cross-‐discipline
and
rich
cross-‐discipline
and/or
real-‐ real-‐life
connections
real-‐life
connections
that
Learns
primarily
without
life
connections
demonstrate
partial
understanding
cross-‐discipline
or
real-‐life
• • • •
connections
Demonstrates
persistence
and
Engages
ambiguity
with
minimal
Engages
ambiguity
with
support
to
Avoids
ambiguity
and
relies
AMBIGUITY
patience
with
ambiguity
in
order
support,
in
order
to
create
meaning
attempt
meaning
on
prior
knowledge
• • •
to
create
meaning
AND
RISK-‐ •
Shows
willingness
to
take
Lacks
consistency
in
willingness
to
Avoids
opportunities
to
take
TAKING
Consistently
demonstrates
an
appropriate
risks
take
appropriate
risks
appropriate
risks,
relying
on
eagerness
to
take
appropriate
safe
or
familiar
ideas
risks
• • • •
Initiates
and
sustains
exploration
Poses
and
considers
relevant
Poses
and
considers
new
questions
Seldom
poses
new
ACTIVE
of
relevant
and
sophisticated
questions
with
prompting
questions
• • •
questions
INQUIRY
•
Accesses
relevant
information
Needs
direction
in
accessing
Has
difficulty
accessing
Demonstrates
resourcefulness
in
relevant
information
information
accessing
productive
and
• • • •
substantive
information
CRITICAL
Identifies
complex
problems
Identifies
problems
Identifies
problems
with
support
Seldom
identifies
problems
• • • •
THINKING
Effectively
evaluates
quality
and
Evaluates
quality
and
validity
of
Evaluates
information
with
support
Has
difficulty
evaluating
•
AND
PROBLEM
validity
of
information
from
information
information
• •
multiple
perspectives
Proposes
solutions
with
limited
or
SOLVING
•
Proposes
logical
solutions
that
are
flawed
evidence
Has
difficulty
proposing
Proposes
solutions
that
are
adequately
supported
logical
solutions
thoroughly
supported
and
demonstrate
sophisticated
understanding
C O M M U N I T Y
Students
will
live
as
active
and
informed
citizens,
collaborate
effectively
toward
common
goals,
treat
others
with
respect,
and
assume
responsibility
for
their
own
lives.
E X E M P L A R Y
A C C O M P L I S H E D
D E V E L O P I N G
B E G I N N I N G
• • • •
Always
prepared
and
introduces
new
Prepares
for
class
and
Sometimes
prepares
for
class
Rarely
or
never
prepares
•
ideas
and
engages
others
in
relevant
participates
in
class
activities
and
participates
in
class
for
class
and
does
not
PERSONAL
• •
activities
activities
with
prompting
participate
in
class
Sets
appropriate
and
realistic
•
activities
RESPONSIBILITY
•
Aligns
realistic,
measurable
goals
with
an
goals
Sets
broad,
basic
goals
with
• •
appropriate
post-‐secondary
plan
assistance
Does
not
set
appropriate
Recognizes
impact
of
behavior
on
and
realistic
goals;
goals
set
Explains
the
impact
of
behavior
on
others
and
through
self-‐reflection
Recognizes,
with
prompting,
•
by
others
others
and
takes
personal
responsibility
is
able
to
modify
behavior
impact
of
behavior
on
others
for
decisions
and
is
willing
to
modify
Unable
to
explain
impact
of
behavior
behavior
on
others
and
does
not
take
personal
responsibility
for
decisions
• • • •
•
Consistently
empathizes
with
others
in
a
Empathizes
with
most
people
Empathizes
with
those
to
whom
Has
difficulty
empathizing
• • •
variety
of
contexts
s/he
feels
connected
with
others
Usually
listens
for
understanding,
Consistently
listens
for
understanding,
recognizes
personal
boundaries,
Sometimes
listens
for
Rarely
listens
for
RESPECT
recognizes
personal
boundaries,
and
and
speaks
with
appropriate
understanding,
recognizes
understanding,
recognizes
•
speaks
with
appropriate
language
and
language
and
tone
personal
boundaries,
and
speaks
personal
boundaries,
and
•
tone
with
appropriate
language
and
speaks
with
appropriate
Recognizes
that
one’s
actions
• •
tone
language
and
tone
Acts
in
accordance
with
established
and
necessarily
impact
others
in
a
appropriate
rules
of
civility
variety
of
ways
Acts
with
an
increasing
Rarely
recognizes
how
understanding
of
the
impact
on
one’s
actions
impact
others
others
• Proactively
works
toward
group
goals
• Contributes
to
group
goals
• Works
toward
group
goals
with
• Works
toward
group
goals
•
• • •
without
prompting
occasional
prompting
only
when
prompted
Consistently
and
actively
contributes
COLLABORATION
•
knowledge,
opinions,
and
skills
Contributes
knowledge,
opinions,
Contributes
knowledge,
Rarely
contributes
•
and
skills
opinions,
and
skills
with
knowledge,
opinions,
and
Values
the
knowledge,
opinions,
and
• •
prompting
skills
without
prompting
skills
of
all
group
members
and
Values
the
knowledge,
opinions,
encourages
their
contribution
and
skills
of
all
group
members
Sometimes
recognizes
the
Rarely
recognizes
the
knowledge,
opinions,
and
skills
knowledge,
opinions,
and
of
all
group
members
skills
of
all
group
members
• Understands
the
complexity
of
society
• Appreciates
the
complexity
of
• Shows
awareness
of
social
• Shows
a
limited
GLOBAL
and
acts
to
bring
about
meaningful
society
and
often
acts
to
bring
change,
but
rarely
acts
to
bring
understanding
of
social
CITIZENSHIP
• • • •
change
about
meaningful
change
about
change
change
•
Demonstrates
and
promotes
respect
for
Demonstrates
respect
for
others
Usually
demonstrates
respect
Rarely
demonstrates
• • •
others
for
others
respect
for
others
Regularly
participates
in
Assumes
a
committed
role
in
community
community
service
Sometimes
participates
in
Rarely
or
never
participates
service
community
service
in
community
service
C O M M U N I C A T I O N
Students
will
demonstrate
proficiency
and
fluency
in
their
ability
to
meet
the
literacy
demands
of
an
interconnected
world.
E X E M P L A R Y
A C C O M P L I S H E D
D E V E L O P I N G
B E G I N N I N G
• • • •
• •
Shows
sophisticated
sense
of
Shows
clear
sense
of
audience
Shows
some
sense
of
audience
Shows
little
sense
of
• •
audience
audience
• •
Uses
language
effectively
Uses
language
somewhat
effectively
PRESENTATION
•
Uses
language
artfully
and
Uses
language
ineffectively
Organizes
clearly
to
support
Organizes
fundamentally
with
little
•
articulately
• •
meaning
impact
on
meaning
Organizes
ineffectively,
•
Organizes
artfully
to
enhance
often
blocking
meaning
Uses
media/materials
Uses
media/materials
somewhat
•
meaning
appropriately
appropriately
Uses
media/materials
Uses
media/materials
effectively
ineffectively
• Skillfully
chooses
appropriate
• Consistently
chooses
• Inconsistently
chooses
appropriate
• Rarely
chooses
appropriate
INTERPERSONAL
• • •
means
of
communication
at
all
times
appropriate
means
of
means
of
communication
means
of
communication
SKILLS
•
communication
Uses
sophisticated
non-‐verbal
Uses
appropriate
non-‐verbal
Has
difficulty
with
• •
communication
Uses
appropriate
non-‐verbal
communication
when
prompted
appropriate
non-‐verbal
• •
communication
communication
Skillfully
promotes
discourse
Inconsistently
engages
in
discourse
Actively
promotes
discourse
Rarely
engages
in
discourse
• • • •
• •
Applies
complex
listening
skills
Applies
appropriate
listening
Applies
basic
listening
skills
Rarely
applies
listening
• •
skills
skills
Applies
complex
reading
and
Applies
basic
reading
and
viewing
• •
viewing
skills
Applies
appropriate
reading
and
skills
Rarely
applies
reading
and
INTERPRETATION
• •
viewing
skills
viewing
skills
Recognizes
sophisticated
patterns
Recognizes
basic
patterns
and
• •
and
complex
forms
Recognizes
consistent
patterns
forms
Unable
to
recognize
• •
and
forms
patterns
and
forms
Creates
insightful,
discerning,
Creates
plausible
but
superficial
perceptive
meaning
Creates
thoughtful,
perceptive
meaning
Creates
meaning
on
a
meaning
literal
level
• •
WRITING
Scores
at
level
5
or
higher
on
the
•
Scores
at
level
4
on
the
•
Scores
at
level
3
on
the
Barlow
Scores
below
level
3
on
the
Barlow
Diagnostic
Writing
Rubric
Barlow
Diagnostic
Writing
Diagnostic
Writing
Rubric
Barlow
Diagnostic
Writing
Rubric
Rubric
JOEL BARLOW HIGH SCHOOL Hello Barlow Students: The Joel Barlow High School Program of Studies is intended to help develop a plan to guide you through high school and beyond. You will find in these pages descriptions of courses sequenced in a way that will maximize learning and provide direction to students and parents seeking to navigate personalized learning journeys. When you look at a “real” map, you begin to appreciate the many roads that overlap and intersect. One road appears as if it is leading a certain way and then it veers off. Those side roads and short cuts are sometimes paths to unexpect- ed adventure. The best place to begin any journey is with a plan and an open mind. Course selection is no different! Some of you may have a definitive path or direction that will guide your course selection while others are still searching. Each of you, however, has personal strengths that will support you on your high school journey. A little self-reflection now will help you concentrate on the pages to follow. When are you at your happiest? What courses and experiences cause you to pause and to ask more questions? What topics linger in your mind long after the book is closed or class has ended? Select courses that challenge and fulfill you. Ask questions along the way. While we don’t want you to base your selection of courses solely on the opinions of oth- ers, do seek advice from parents, guidance counselors and teachers who know you and know the programs we offer. There are expectations for graduation listed in these pages and also aspirations for learning. Our most success- ful students strike the balance, finding the perfect mix of courses to challenge themselves without getting over- whelmed and discouraged. Educator and researcher, Mihaly Csikszentmihalyi, calls this “flow”; the optimal level of peak performance that is achieved when the tasks we are called on to perform match or slightly challenge our skill set. Happiness on the journey can be found by opening ourselves up to diverse experiences along the way. How many times have we ceded power to our GPS systems and followed blindly as a friendly computer voice told us to turn here or continue straight or the dreaded “recalculating”? I remember being told to “make a le- gal U-turn” after I failed to follow directions. At the time I thought such a navigational tool could be handy when making real-life decisions. But since life’s journeys don’t come with easy GPS navigation, it’s best to gather the most information we can, take a deep breath, and embrace what life and high school have to offer. Be well. Gina M. Pin Assistant Superintendent / Head of School
CONTENTS REGIONAL DISTRICT #9
BOARD OF EDUCATION
We Value, We Believe, We Expect................................................ 3
Learning Expectations .................................................................. 4 Easton Redding
General Information Paul Coppinger Chris Hocker
Graduation Requirements Catherine Gombos Mark Lewis
Competence in Basic Skills ............................................ 9 Vance Hancock Mike D’Agostino
Early Graduation............................................................. 10 Todd Johnston Walter King
Promotion Policy ........................................................... 10
Participation in Graduation............................................. 11
Curriculum Planning ADMINISTRATION
Using the Program of Studies ....................................... 11
Course Selection .......................................................... 11 Thomas H. McMorran, Ed.D., Superintendent of Schools
Course Summaries ....................................................... 11
Prerequisites................................................................. 11 Gina M. Pin, Assistant Superintendent, Head of School
Advanced Placement and Accelerated Programs.......... 12
Course Changes and Drop Guidelines .......................... 12 Jennifer Desmarais, Assistant Principal
Calendar for Course Scheduling.................................... 13
Julie McTague Assistant Principal
Academic Performance
Grades and Grade Reporting......................................... 14 Michael Santangeli, Administrator, Athletics, Health
Weighted Grading.......................................................... 14 and Physical Education
Class Rank .................................................................... 15
Honor Roll ................................................................... 15 Patricia Roszko, Director of Special Education Services
CAPT Honor Roll ........................................................ 15
Diploma with Distinction ............................................ 15
STUDENT SERVICES
Make-Up of Failed Courses ........................................ 16
Summer School............................................................ 16
Paula Panos, Director of School Counseling
Academic Support and Enrichment ............................. 17 Mary Atkinson, Counselor
Course Description Henry DelAngelo, Counselor
Department of Humanities Liz Gold, Counselor
SAT/Reading/Writing/Reasoning .................................... 18 Jennifer Ramirez, Counselor
Art ................................................................................... 19 Scott Reimold, Counselor
Theatre ............................................................................ 23 Alyssa Cohen, Psychologist
Music .............................................................................. 24 Rebecca Hoyt, Psychologist
English ............................................................................ 27 Maryanne Pieratti, Social Worker
Pamela Walker, Student Assistance Counselor
World Language .............................................................. 33
Annmarie Gorman, R.N., School Nurse
Social Studies .................................................................. 37
Department of Special Programs
Senior Passage.................................................................. 41 DEPARTMENT CHAIRS
Interdisciplinary Opportunities ........................................ 42
Angela Staron, Humanities
Beyond Barlow’s Borders ................................................ 43 J.T. Schemm, Science, Technology, Engineering, Math
Department of Wellness Education ....................................... 44 and Business
NCAA Initial Eligibility Requirements........................... 47
Department of Science, Technology, Engineering, Math
and Business INSTRUCTIONAL LEADERS
Business Education ......................................................... 48
Technology and Engineering........................................... 50 Frederick Barna, Science, Technology, Engineering, Math
Mathematics .................................................................... 53 and Business
Science ............................................................................ 61 Meg Bernardo, Science, Technology, Engineering, Math
Department of Support Services and Business
Margaret Egan, Special Education Services
Education and Career Planning........................................ 66
Lori Estes, Science, Technology, Engineering, Math
Support Services............................................................... 67 and Business
Special Education ............................................................ 69 Kristen Fallo, Wellness, Health and Physical Education
Computer Technology Guide ...................................................... 71 Carolyn Huminski, Humanities
Four-Year Course Planning Schedule ......................................... 72 Christopher Poulos, Humanities
Appendix ..................................................................................... 73 Sandra VanAusdal, Humanities
Page 8
GRADUATION REQUIREMENTS
All students must acquire a total of 48 semester credits to graduate. Some courses JOEL BARLOW COUNSELORS
are designed to be full-year or two-semester courses. These must be studied for
an entire school year, and are identified under individual course descriptions.
Credits are to be distributed as shown below:
Subject Semester Credits Specific Requirements
English 8
Mathematics 6 Paula Panos, Director of
School Counseling
Science 6 2 credits in Life Science
2 credits in Physical Science
2 electives
Social Studies 6 2 credits in Our Western Tradition
1 credit in Non-Western Study
1 credit in American Government
2 credits in U.S. History Mary Atkinson, Counselor
Fine & Applied Arts 4 1 credit in Fine or Performing Arts
1 credit in Applied Arts
2 electives
Offerings in Applied Arts include:
Business Education, Computer
Education & Technology
1 credit must be a computer course
Henry DelAngelo, Counselor
Health/Physical 5 2 credits in grade 9
Education 1 credit each in grades 10, 11 and 12
Electives 13
Total Credits Required 48
State Mandated Assessments
Liz Gold, Counselor
In 2001, the CT General Assembly passed legislation (Public Act 01-166) that
required “each local and regional board of education shall review and revise its
policies for promotion from grade to grade and for graduation in order to ensure that
such policies foster student achievement, reduce the incidence of social promotion
and meet the requirements of this section. On and after said date, such policies
shall: (1) include objective criteria for the promotion and graduation of students,
(2) provide for the measuring of the progress of students against such criteria and
the reporting of such information to parents and students, (3) include alternatives to
promotion such as transition programs, and (4) provide for supplemental services,
and such policies may require students who have substantial academic deficiencies Jennifer Ramirez, Counselor
that jeopardize their eligibility for promotion or graduation to attend after school
programs, summer school or other programs offered by the school district that are
designed to assist students in remedying such deficiencies.”
Initially, Barlow used Connecticut Aptitude Performance Test (CAPT) benchmark
scores at goal in Reading, Writing, Mathematics, and Science as one of the criteria
for graduation. Last year, the Smarter Balance tests replaced CAPT in reading
writing, and mathematics. This year, all 11th grade students are required to take
the SAT in March. This test will replace the Smarter Balance tests. The CAPT
Scott Reimold, Counselor
science assessment continues to be given to10th grade students.
Page 9
GRADUATION REQUIREMENTS
Writing Portfolio
COMPETENCE IN BASIC
SKILLS Graduates must complete an assessable writing portfolio by February of their junior
year. Students may rebuild their portfolios during the fourth marking period for reas-
sessment. Final portfolio results will be on the first quarter transcript senior year.
A student who has completed all the requirements for a diploma from Joel Barlow High
EARLY GRADUATION School may be allowed to complete his/her program at the end of 7 semesters, subject
to the following conditions:
1. The termination at the end of 7 semesters is to be part of a planned program for
the 8th semester.
2. The planned program will be submitted to the Head of School or his designee be-
ginning at the end of the 5th semester and no later than the end of the 6th semester.
3. The planned program must be approved by the parent or guardian of a student if
the student is not yet 18 years of age.
4. A diploma will be issued at the end of the academic year.
5. Students may participate in graduation exercises and all other class activities
associated with the graduating class.
6. Students may use the program and facilities of the high school as part of a planned
program for the 8th semester.
PROMOTION POLICY Since 48 credits are required for graduation, students should plan to acquire approxi-
mately 12-14 credits per year in order to remain on track.
A student will be promoted from one grade to another as long as he/she has accumulated
the following number of credits:
Beginning of Grade 10 8 credits
Beginning of Grade 11 20 credits
Beginning of Grade 12 34 credits
When students have been retained or are at-risk of retention, a semester review will be
held to determine if the current status should be continued.
PARTICIPATION IN Students must complete all requirements for graduation prior to the graduation
ceremony in order to participate in the event.
GRADUATION
Candidates for graduation must pass a minimum of four subjects per semester in
Grade 12 in order to participate in the graduation ceremony even if they meet all
other requirements for graduation.
Page 10GRADUATION REQUIREMENTS and CURRICULUM PLANNING
The Program of Studies has been designed to support effective curriculum planning USING THE PROGRAM
by delivering a clear, student-directed description of course offerings and support
services. It is organized by discipline with additional emphasis on interdisciplinary OF STUDIES
studies and off-campus learning opportunities. Students and parents should review
this publication carefully, with the intention of enhancing their interests and abili-
ties and furthering their educational and vocational goals through their academic
program. Through careful reflection and personalized, thoughtful course selection,
students can realize the school's mission of enhancing intellectual curiosity, personal
integrity, individual well-being and civic responsibility.
The course selection process begins in December, with classroom teachers in each COURSE SELECTION
subject area submitting recommendations for the succeeding year. In January,
counselors meet with all students to review these recommendations and plan the
next year's program, with attentiveness to a four-year plan based on personal goals.
Parents are welcome to attend the planning conference by appointment.
While students and families make the final decisions as to an appropriate academic
program, it is extremely important that they consider seriously the recommendations
of teachers and counselors. These professional recommendations are based on several
factors, the goal being each individual student's academic success. Changes can be
made to the proposed schedule according to published guidelines.
All curriculum guide summaries are available through the Joel Barlow website COURSE SUMMARIES
under "Curriculum.”
At appropriate times throughout a semester, students will receive in writing specific
requirements and due dates of long-term assignments and projects. Many of these
are also available through the website.
If parents/guardians have any questions regarding curriculum, they should call the
appropriate department chairperson at 203-938-2508.
Because of their sequential nature and the necessity of establishing a firm foundation PREREQUISITES
before moving onto more advanced work, certain courses require prior preparation.
Students should be sure they have the necessary prerequisites for a course before
selecting that course.
Page 11CURRICULUM PLANNING
ADVANCED PLACEMENT and Joel Barlow’s Advanced Placement Program is designed to provide college-level
course mastery and learning experiences to highly disciplined students who have
ACCELERATED PROGRAMS
a steadfast commitment to academic rigor. Advanced Placement courses are of-
fered in eighteen different subject areas. All Advanced Placement students sign a
contract attesting to their intention to fulfill the demanding requirements of each
course, and to contribute to the dynamic learning environment of the classroom.
Students who withdraw from an AP course after the deadline without teacher and
department approval will receive a Withdrawn-Failure for the remainder of the
course. If a student completes the first semester and then withdraws, he/she will
receive the earned grade for the first semester minus the AP designation and a
Withdrawn-Failure for the second semester.
COURSE CHANGES AND A school's budget and staffing are determined in the spring of each year for the follow-
ing school year. Student course selections furnish the data for these decisions.
DROP GUIDELINES
For this reason, it is essential that all course selections are made carefully and that
a deadline is established beyond which changes cannot be made. Most courses
will be chosen during the spring semester before the deadline. After the May/June
conflict resolution period, and until the August 1/December 1 deadlines, students
may request a change of schedule. Requests will be maintained on a wait list and
granted on a space available basis, taking into account class size and balance.
Guidelines for Course Changes after the August 1st/December 1st deadlines:
1. If a student is experiencing significant difficulty in a course on or before the
first or third quarter progress reporting period, substantiated by a teacher
recommendation, a change in level or placement may be made with parental
consent and department chairperson notification.
2. If a level change or course substitution becomes necessary between the
progress reporting date and the end of the first or third quarter, a recom-
mendation verified by signatures of the counselor, the parent, the teacher,
and the department chairperson is required.
3. When changes are requested between the end of the first or third quarter and
the end of the semester, an administrative review is required, to include the
director of school counseling, the department chairperson, the counselor, the
teacher, and an administrator.
4. After the first quarter ends, first semester and full-year courses (identified in
course descriptions) that are dropped without a teacher recommendation will
be listed as Withdrawn-Failure. After the third quarter ends, second semester
courses that are dropped without a teacher recommendation will be listed as
Withdrawn-Failure. All Advanced Placement courses are considered to be
full-year courses.
5. All students must carry at least six courses for credit at all times.
Page 12CALENDAR FOR COURSE SCHEDULING
FOR 2017-2018 SCHOOL YEAR
DECEMBER 2016 Program of Studies available to parents of students in Administration
grades 8-11 via Joel Barlow website
DECEMBER 16, 2016 Teacher recommendations completed for placement of Department Chairs
students in leveled courses
JANUARY 9, 2016 Program of Studies orientation meeting for parents Department Chairs
JANUARY 3 - Course selection completed by student, parent and School Counselors
JANUARY 31, 2017 school counselor
PLEASE NOTE: After January 31 and until August 1/
December 1, students may modify their course of study
if openings exist in newly selected courses.
After August 1, the only changes made will be for 2nd
semester until December 1 or for those that meet the
guidelines on Page 12.
MAY 2017 Master student schedule completed Administration
MAY - JUNE 2017 School counselors resolve schedule conflicts with School Counselors
students
JULY 2017 Resolved student course selection emailed School Counselors
JULY - AUGUST 2017 New students registered; classes balanced School Counselors
SEPTEMBER 2017 Final schedules distributed on the first day of school School Counselors
Page 13ACADEMIC PERFORMANCE
GRADES and GRADE In general, grades are assigned according to a standard of achievement which may
REPORTING be realistically expected at a particular stage of a student's academic life. In certain
subjects (for example, Computer Applications), mastery of content is the standard,
regardless of a student's grade level.
Report cards are issued four times a year. Both quarterly grades and cumulative
semester grades will be shown on each report card. Ongoing progress information
can be accessed through Powerschool.
Many teachers use a standards-based grading system in which students can elect
to be retested against a fixed standard. This approach is also know as a standards-
based performance assessment system and will be identified by the teacher in course
descriptions and on the Power School grade book. Opportunities for retesting will
not be open-ended, and teacher will manage them such that quarter grades will be
reported on time.
Note: • Final exam grades will be entered on the report card
• Final exam grades will be counted towards the cumulative grade
Credit: • Credit is received for the following marks:
A, A-, B+, B, B-, C+, C, C-, D+, D, D-, P
• No credit is received for the following marks: E, F, I, W, WF, O
• (AP) designates Advanced Placement courses
• (H) designates Honors courses
The following marks are used to indicate student progress:
A = Work of superior quality F = No credit awarded I = Incomplete
B = Very good work W = Withdrawn E = Excused
C = Satisfactory WF = Withdrawn (Failure) O = Audit
D = Below satisfactory
In addition to the academic grades, comments may appear on report cards. However,
comments will not necessarily appear on all report cards.
WEIGHTED GRADING Higher quality points are assigned to students who receive an A or B in Honors
and Advanced Placement courses. This additional credit applies to the calculation
of grade point average.
Grade Normal Credit Value Honors (Weighted) Value
A 4.0 5.0
A- 3.7 4.7
B+ 3.3 4.3
B 3.0 4.0
B- 2.7 3.7
C+ 2.3 2.3
C 2.0 2.0
C- 1.7 1.7
D+ 1.3 1.3
D 1.0 1.0
D- 0.7 0.7
F 0 0
P 0 0
Page 14ACADEMIC PERFORMANCE
In June 2000, the Board of Education approved a proposal to eliminate the report- CLASS RANK
ing of class rank. Currently, each student earns a computed grade point average
(GPA), with Honors and Advanced Placement courses weighted. Colleges and
post-secondary programs receive an official transcript with GPA provided, as well
as a copy of Joel Barlow High School's profile, which includes a grade distribution
chart for the current senior class. This chart indicates the number of students in that
class whose GPA falls within segmented ranges. Copies of the school profile are
available on the Joel Barlow Web Site.
Students with outstanding records are recognized four times a year. Requirements HONOR ROLL
are:
High Honors - 3.7 quality point average or higher
Honors - 3.3 to 3.69 quality point average
The honor roll is determined on the basis of the quarterly grade. Grades are not
weighted in determining the honor roll placement. Honor roll will be calculated
10 days after the marking period ends. Students with incomplete grades are not
eligible for honor roll.
The Diploma with Distinction is awarded to graduating seniors who have achieved, DIPLOMA WITH
with conscientious work and personal integrity, four of the following six criteria
DISTINCTION
listed below:
• Attained either a 31 Composite Score on the ACT or a 1380 Combined
Critical Reading/Math Score on the SAT. Students in the Classes of 2018 and
2019 must also have attained the advanced level on the Science Connecticut
Academic Performance Test.
• Earned during the first six semesters of high school an overall weighted grade
point average of 3.3 or better.
• Qualified for the marking period Honor Roll six times during the first six
semesters (i.e., the first 12 marking periods) of high school.
• Received a score of five (i.e., commendable level) or higher on the Junior
Writing Portfolio.
• Received a score of four (i.e., outstanding level) or higher in the Reading
Record Program.
• Completed a Career Pathways sequence consisting of career research, job
shadowing, and extended internship or community service, receiving a score
of four or higher on each component for an average of 4.5, and achieving a
The Diploma with Distinction is presented to qualified, graduating seniors at the
annual Commencement Exercises of Joel Barlow High School. The diploma not
only recognizes the exceptional academic achievements of the recipients, but also
commends the recipients for their personal integrity in all aspects of scholarship.
Any acts of cheating, plagiarism, and other commissions of unethical acts by stu-
dents to present or to falsely promote their academic work, including co-curricular
performance, disqualifies the students from such distinction.
Students who have met the criteria for Diploma with Distinction by October 1st of
senior year will receive official notification that they have qualified for this distinc-
tion. This notification will be mailed to all post-secondary institutions to which the
students have applied. However, the notification will be revoked and post-secondary
institutions will be notified of this revocation if disqualification for the diploma oc-
curs anytime during the remainder of the senior year.
Page 15ACADEMIC PERFORMANCE
MAKE-UP FAILED A student may make-up a failed course if an equivalent course is offered at a state-
approved secondary school and is given for credit by that institution. This must be
COURSES arranged with prior approval of the Joel Barlow counseling department. On-line
opportunities for credit recovery will be considered on a case by case basis.
The in-depth study of a subject, which is necessary for the awarding of credit by
Joel Barlow High School, cannot be accomplished in an abbreviated time period.
For this reason, enrichment or review courses and courses taken with a private tu-
tor will not be given credit. However, a student's program will be adjusted where
warranted and a note made on the transcript if requested.
SUMMER SCHOOL A student is eligible for summer school if he or she failed a course during the previ-
ous school year with an average of 50 to 59. Students must attend summer school
during the summer immediately following the failure. Make-up of a failed course is
acceptable if the course is offered at any state-approved secondary school, provided
the course is approved by the Joel Barlow High School Counseling Department.
Options for after-school recovery may be provided on a limited basis.
Page 16ACADEMIC PERFORMANCE
ACADEMIC SUPPORT and ENRICHMENT
LEARNING COMMONS
Students will find a rich variety of materials in the school’s nationally recognized Learning Commons. Information on practically any
topic is available in some form, including both print and electronic opportunities for access.
The Learning Commons is intended for quiet learning and reflection. Students may conduct research, read recreationally, or use the
various resources for listening, and viewing. Those who need to work with other students may ask to use the collaborative study areas.
The Learning Commons is open every day from 7:00 to 3:00 p.m. All staff members are uniquely qualified to help students with their
research or study needs. Staff members begin working with students early in grade 9, conducting seminars to build research skills and
facilitate access to resources.
ACADEMIC CENTER
Students enjoy the casual atmosphere of the Academic Center to work quietly in small groups, confer with a classroom teacher about
an upcoming test or assignment, or make up a test or quiz after an absence. The Center is used by students of all levels of achievement
and provides support in all subject areas.
Open from 7:00 a.m. to 3:00 p.m. daily, the Academic Center is fully staffed by a teaching assistant, as well as by subject area teachers
who are available each period on a rotating basis. National Honor Society students volunteer as a way to earn community service hours.
WRITING CENTER
The Writing Center has operated for more than twenty-five years to encourage and improve writing across the curriculum at Joel Barlow
High School. Open every day between 7:00 a.m. and 4:00 p.m., the Writing Center houses computers with a variety of applications
available for student use. A full-time writing assistant and specialized writing tutors work with individual students of all grades and
achievement levels on writing assignments from all subject areas. Students work on brainstorming topic ideas, organizing their thoughts,
developing and refining their ideas, and revising and editing their texts. Students are led through the writing process guided by the Bar-
low diagnostic and narrative writing rubrics, as well as publications of models culled from past student writing. During the junior year,
each student compiles a portfolio of several revised pieces of his or her best writing. The portfolio is assessed holistically by internal
and external scorers, and the student receives specific feedback designed to guide his or her future writing development. Students are
expected to achieve the “4 - Effective” standard on the Barlow writing rubric prior to graduation.
CAREER CENTER
The Career Center, located in the Student Services suite, maintains a library of information on occupations, schools, colleges, GAP years
and military life. The Career Center is opened daily from 7:00 a.m. to 3:00 p.m. Much of this information is also available on-line and
through the Center's computer programs. A teaching assistant is in the Career Center daily to meet with college representatives and to
aid students in their research. The assistant works closely with school counselors in the facilitation of the school counseling curriculum,
maintains individual portfolios for all students, and assists in the development of each student's post high school action plan. Students
are welcome to visit the Career Center at any time during the school day.
LANGUAGE ACQUISITION RESOURCE CENTER (LARC)
The Language Acquisition Resource Center (LARC) focuses on the support of normal classroom instruction, individual student needs,
and the opportunities to learn languages not included in the regular curriculum. In the LARC the Internet becomes the “textbook,” of-
fering an independent, self-paced, teacher-facilitated learning environment. Students have access to the LARC during their scheduled
class time and, when a teacher is available, after school or during study periods. Those students enrolled in The Virtual World Language
Study will be assigned to the LARC for their formal class time.
Page 17HUMANITIES
The Humanities Department coordinates studies and activities in the areas of SAT/Reading/Writing/
Reasoning, Visual Arts, Music, Theater, English, World Language, and Social Studies.
SAT/READING/WRITING/REASONING Angela Staron,
Interim Department Chairman
CREDIT(S)
GRADE(S) PER SEMESTER FALL SEMESTER SPRING SEMESTER
9-10 1 Reading and Reasoning: Reading and Reasoning:
Strategies in Learning & Test Taking Strategies in Learning & Test Taking
10-12 1 SAT Advanced Verbal Skills SAT Advanced Verbal Skills
11-12 1 SAT College Reading SAT College Reading
10-12 1 College Writing College Writing
11-12 1 Introduction to Philosophy
12 1 Film Literacy Film Literacy
None of these courses fulfill specific graduation requirements. They are general electives designed to reinforce and develop a wide range of essential skills.
Reading and Reasoning: exposure to a broad range of literature, fiction have already asked some or all of these ques-
Strategies in Learning & Test Taking and nonfiction, with a gradual increase in dif- tions at one time or another. This course is an
(Fall or Spring - Grades 9-10 - 1 credit) ficulty and diversity of choices, each student introduction to western philosophy. We can care-
reads and progresses through an individual fully examine how different philosophers have
Strategies in Learning: Reading and Reasoning is de- program. A willingness and ability to work in answered these and other questions. In addition,
signed to help students acquire and practice strategies an atmosphere of mutual trust and independence we will formulate and present our own ideas
which will help them become independent learners. is a prerequisite for this course. and evaluate the merits of such ideas in a civil
Special emphasis is placed on higher level reading environment promoting intellectual risk taking
skills, study habits, vocabulary development, think- and generosity of spirit. This course requires
College Writing careful reading and a strong willingness to join
ing skills, and problem solving skills. There is also
a heavy concentration on organization skills such as (Fall or Spring - Grades 10-12 - 1 credit) in conversations. There is an expectation to
note-taking, time-management, and test-taking skills. share ideas during class discussions. In addition,
This course includes specific preparation for such College Writing is designed for students inter- students will craft papers that present positions
standardized tests as the PSAT and SAT. Students ested in improving writing skills. All students, based upon deductive and inductive reasoning.
use technology in preparation for oral presentations whether gifted, interested, or identified as need-
and projects. Writing is an integral part of this course; ing further development of their writing skills,
students utilize vocabulary, create journal entries for are candidates for this course. Within this writing
Film Literacy
their study strategies' portfolio, and practice writing. community, students share writing, examine their
own writing processes, and develop needed skills (Fall or Spring - Grade 12 - 1 credit)
at their own pace.
In Film Literacy, students start by immersing
SAT Advanced Verbal and Reading themselves in the world of film terminology
Students have the opportunity to develop writ-
Comprehension Skills ing in a variety of forms and for a variety of and techniques. While some of the core of the
(Fall or Spring - Grades 10-12 - 1 credit) purposes. They develop their ability to assess course may seem fairly easy (i.e. viewing films),
their own writing, a key to becoming an inde- the collateral work includes reading published
Advanced Verbal Skills is designed to help students pendent writer. In addition, they practice writing analyses and reviewing more nuanced film con-
develop upper level reading and vocabulary skills strategies that help them increase their learning cepts, as well as writing detailed analytical papers.
necessary for SATs and college level study. The in the classroom. Although the course focuses on some character
program includes advanced reading comprehension, development, study will also extend into film
critical thinking and intensive college vocabulary Student writers improve as they become comfort- theory with complex and challenging ideas. For
development. Writing is used mainly as a tool to able with their voices and develop confidence in instance, the course will use Joseph Campbell’s
reinforce the learning of vocabulary. Students focus what they have to say. They develop positive text The Hero with a Thousand Faces as a means
on extensive preparation and practice for the PSAT attitudes toward writing and an appreciation for of articulating character movement through the
and SAT tests. writing as an activity that will enrich their lives story line. The course will also use Syd Field’s
in and out of the classroom. three-act structure ideas as outlined in Screenplay
and The Screen Writer’s Workbook. Screenings
scheduled outside of the regular school hours
SAT College Reading Introduction to Philosophy will be held periodically, with students viewing
(Fall or Spring - Grades 11-12 - 1 credit) (Spring - Grades 11-12 - 1 credit) films in their entirety and meeting in seminars.
Prerequisite: Strong reading skills
Applications of the understanding of the film
Studies prove that reading is related to SAT and writ- genre in projects, including screenplays, story-
What is truth? How should we govern? What
ing success. In College Reading, students improve boards and films, will be required.
can I know with absolute certainty? What is
comprehension, develop vocabulary, and foster the
justice? Does God exist? What is good? What,
enjoyment of reading. Through carefully guided
if any, are the limits or reason? It is likely you
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