SHS Program of Studies

SEYMOUR HIGH SCHOOL

Wildcats

Program of Studies

2012-2013

Seymour High School Member New England Association of Schools and Colleges

Cathy Goodrich Principal

James Freund

Assistant Principal

Paul Lucke Assistant Principal

2 Botsford Road Seymour, CT 06483 Tel 203.888.2561 Fax 203.888.7115 The mission of Seymour High School is to provide opportunities for all students to reach their maximum potential academically,

civically, and socially.

Seymour Public Schools is committed to a policy of equal opportunity/affirmative action for all qualified persons and does not discriminate in

any employment practice, education program, or educational activity on the basis of race, color, national origin, sex, sexual orientation,

disability, age, religion or any other basis prohibited by Connecticut state and/or federal nondiscrimination laws. Inquiries regarding the

nondiscrimination policies should be directed to the Title IX Coordinator, Christine Syriac, Associate Superintendent, 203-888-4564.

Dear Parents and Students:

This Program of Studies booklet has been created to assist you in the course

selection process. Contained within this booklet, you will find graduation requirements,

information about the grading process, descriptions of career paths, and a detailed

description of the courses offered at Seymour High School.

After reviewing the course offerings and requirements, please discuss your

interests and future plans, in order to make the best choices for the courses you will be

placed in next year. It is important for you to make a careful selection on your course

selection sheet, as changes are extremely difficult to make once the selection process has

been completed and the schedule is constructed.

Following “Course Selection Day”, the School Counselors will be meeting with

each student individually to review the level of required courses and elective courses. It

is our goal that this process will assist each student to reach their full potential and meet

with success at Seymour High School. If you have any questions regarding this process

of the Program of Studies, please contact the School Counseling Department.

Sincerely,

Cathy A. Goodrich

Principal

SEYMOUR HIGH SCHOOL

MISSION STATEMENT

The mission of Seymour High School is to provide opportunities for all students to

reach their maximum potential academically, civically and socially.

SEYMOUR HIGH SCHOOL LEARNING EXPECTATIONS

1. Learning and Innovation Skills

a. Critical Thinking and Problem Solving

b. Creativity and Innovation

c. Communication

d. Collaboration

2. Information, Media and Technology Skills

a. Information Literacy

b. Media Literacy

c. Information, Communication, and Technology Literacy [ICT].

3. Life and Career Skills

a. Flexibility & Adaptability

b. Initiative & Self-Direction

c. Social & Cross Cultural Skills

d. Productivity & Accountability

e. Leadership & Responsibility

Additionally, 21st century themes including global awareness, financial, economic,

business and civic literacy will be interwoven through a student’s experiences at Seymour

High School.

Achievement of the learning expectations occurs when a student successfully completes

specific class sequences in one of the academic academies as well as participation in the

developmental guidance program and completion of a capstone project. Specific learning

expectation achievement is integrated into the following academies.

Career Life Skills Academy – 1.a, 3.a, 3.b, 3.c, 3.d, 3.e

Humanities Academy – 1.a, 1.b, 1.c, 1.d, 2.a, 2.b, 2.c

STEM Academy – 1.a 1.d, 2.a, 2.c, 3.b

1

Table of Contents

Contents STAFF DIRECTORY ....................................................................................................................................................... 2 NONDISCRIMINATORY POLICY ................................................................................................................................ 3 SEXUAL HARASSMENT POLICY................................................................................................................................ 3 SCHOOL CHOICE OPTIONS ......................................................................................................................................... 3 REGISTRATION AND THE COURSE SELECTION PROCESS .................................................................................. 3 COLLEGE ADMISSIONS ............................................................................................................................................... 4 CAREER PATHWAY ...................................................................................................................................................... 5 CREDIT REQUIREMENTS FOR GRADUATION ...................................................................................................... 22 12TH GRADE HEALTH REQUIREMENT OPTIONS .................................................................................................. 22 PROMOTION REQUIREMENTS ................................................................................................................................. 23 AUDITING PREVIOUSLY TAKEN COURSES .......................................................................................................... 23 WITHDRAWING FROM A CLASS ............................................................................................................................. 23 LEVELING POLICY ..................................................................................................................................................... 24 HONORS COURSE REQUIREMENTS ........................................................................................................................ 25 SUMMER SCHOOL AND LOSS OF CREDIT MAKE-UP POLICY .......................................................................... 26 SPORTS PARTICIPATION COURSE REQUIREMENTS ........................................................................................... 26 TO BE CERTIFIED BY THE NCAA’S CLEARINGHOUSE, STUDENTS MUST: ................................................... 27 ACADEMIC PERFORMANCE STANDARDS FOR GRADUATION ........................................................................ 29 CLASS RANK/GRADE POINT AVERAGE/QUALITY POINT AVERAGE: ............................................................ 30 VOLUNTEER COMMUNITY SERVICE PROGRAM ................................................................................................. 31 CAREER LIFE SKILLS ACADEMY ........................................................................................................................ 32

BUSINESS DEPARTMENT .......................................................................................................................32 FAMILY AND CONSUMER SCIENCES ...................................................................................................34 PHYSICAL EDUCATION/HEALTH DEPARTMENT ...............................................................................35

HUMANITIES ACADEMY ......................................................................................................................................... 37 THE ARTS .................................................................................................................................................37

Visual Arts .............................................................................................................................................37 Music .....................................................................................................................................................38

ENGLISH DEPARTMENT ........................................................................................................................39 SOCIAL STUDIES DEPARTMENT ..........................................................................................................42 WORLD LANGUAGE DEPARTMENT .....................................................................................................45

STEM ACADEMY ....................................................................................................................................................... 47 TECHNOLOGY DEPARTMENT ...............................................................................................................47 MATH DEPARTMENT ..............................................................................................................................49 SCIENCE DEPARTMENT ........................................................................................................................51

OTHER COURSE OFFERINGS .................................................................................................................................... 53 Virtual High School ...................................................................................................................................53 Special Education Department ..................................................................................................................54

2

Seymour High School

Staff Directory

Cathy Goodrich – Principal

James Freund – Assistant Principal

Paul Lucke – Assistant Principal

Richard Kearns – Director of Security

Edward Rostowsky – Athletic Director

The Arts

Brandt Schneider

Joshua Swetts

Lynn Warecke

Technology Education

Sandy Briggs

Joseph Perrucci

Mike Stock

Business/Computer Ed

Mike Catanese

Jennifer Sardo

Kathy Verlezza

English

Lisa Cheney – Dept. Chair

Jennifer Anthony

Kathleen Daubney

Kelly Flannery

Donna Forte

Jennifer Monaco

Stephanie Shelinsky

Library Media

RoseAnne Thornton

Mathematics

Paula Burton

Monica Fasciano

Cathy Federowicz

Robert Kelo

Tom Lennon

Sarah Ramey

Greg Spath

Science

Michael Sirowich – Dept. Chair

Tony Ciccone

Bruce Deming

Mary Deming

Erin Scozzafava

Caroline Sweeney

Kurt Zeppetello

Social Studies

Alan Skiparis – Dept. Chair

Heather Brown

Eric DeMarco

John McCasland

Chris Pagliaro

Aaron Pawluk

Joshua Swetts

Dave Willadsen

Physical Education

Nick Aprea

Nick Frosolone

Paul O’Connor

World Language

Shane Cather

Fatima Silva

Janet Tropeano

Student Support Services

Melissa Anelli – Director of

School Counseling

Sandra Labacz – 9th

Grade

School Counselor

Counselors

Anita Cardona

Health Office

Barbara Eighmie, RN

School Psychologist

Sara Morgatto – Special

Education Dept. Chair

Social Worker

Karen Studley

Special Education

Michele Pray

Steve White

Victoria Williams

Secretaries

Mary Bialek

Sarah Leblanc

Lisa Rubio

Chris Vartko

3

NONDISCRIMINATORY POLICY

Seymour Public Schools is committed to a policy of equal opportunity/affirmative action

for all qualified persons and does not discriminate in any employment practice, education

program, or educational activity on the basis of race, color, national origin, sex, sexual

orientation, disability, age, religion or any other basis prohibited by Connecticut state

and/or federal nondiscrimination laws.

Any student or other individual who feels he or she has been denied an equal opportunity

in violation of this policy should immediately bring his or her complaint to the attention

of the building Title IX designee for this purpose the principal and/or assistant principal,

or the District Title IX Coordinator. Contact information for the Title IX designees in

each building can be found in the main office of each school in the district.

The District Title IX Coordinator is Christine Syriac, Associate Superintendent and can

be reached at the Board of Education offices, 98 Bank Street, Seymour, CT, or by calling

(203) 888-4564.

SEXUAL HARASSMENT POLICY

Sexual Harassment will not be tolerated among students of the school district. It is the

policy of the Seymour Board of Education that any form of sexual harassment is

forbidden, whether by students, supervisory or non-supervisory personnel, individuals

under contract, or volunteers subject to the control of the board. Students are expected to

adhere to a standard of conduct that is respectful and courteous to employees, to fellow

students and to the public.

SCHOOL CHOICE OPTIONS

Parents and students are encouraged to explore other educational opportunities that are

offered in the school district locally and regionally. These options include magnet,

charter, lighthouse and vocational-technical schools; Open-choice and inter-district

programs; and vocational agriculture centers. Contact the School Counseling Department

for further information on these School Choice options.

REGISTRATION AND THE COURSE SELECTION PROCESS

The Course Selection Process will begin following the Mid-Term Exams. Verification of

your requests will be mailed home to your parents or guardian before actual scheduling

occurs. You will also be asked to choose two to three alternate elective classes in the

event your first choice for an elective is filled.

As you consider what courses to select, you are reminded to review graduation

requirements, your college and vocational plans as well as your personal needs as a

student. Take into consideration your interests, abilities and personal learning style.

Discuss your choices with your teachers, parents and your counselor before you finalize

them. Keep in mind that 9-12 grade students must be registered for a minimum of six (6)

4

credits. Freshman must register for Freshman Seminar. In addition, freshmen and

sophomores must complete Physical Education and freshmen and juniors must complete

Seymour High School’s Health requirements. Students are strongly encouraged to

challenge themselves and take more than six (6) credits when possible.

COURSES SELECTED NOW ARE THE ONES YOU WILL BE EXPECTED TO

TAKE DURING THE NEXT SCHOOL YEAR.

Course selection verification lists will be issued to students in the spring for validation

of the courses selected. Students should check the courses carefully with their parents

and School Counselors to determine that…

Verification lists reflect the courses selected.

The appropriate levels have been assigned.

All pre-requisites have been met.

Students should report any conflicts or errors on their verification lists to their School

Counselors; if necessary they should schedule a meeting with the Counselor to correct

their verification list. Updated verification lists will be sent to the students by the end of

the school year so they will know what courses they have been placed in. Final schedules

will be issued to students prior to the opening of school in August. School Counselors

will be available to correct any computer errors, or conflicts. A conflict is an error in

scheduling such as a 9th

grade student being placed in English III. It is expected that

students have read the Seymour High School Program of Studies and signed up for

appropriate courses for the school year. Since all students have had ample time to change

their course electives prior to the end of the last school year, only under special

circumstances will requests for changes be considered.

COLLEGE ADMISSIONS

Entrance requirements for different colleges vary; however, there are certain basic

requirements upon which colleges generally agree. All colleges appear to be increasing

their admissions requirements and the competition for being accepted to college is also

increasing. For example, the following Connecticut State University admission

requirements for 2015 will apply for students entering many state institutions.

English 4 credits

Mathematics 4 (Advanced course as 12th

grader)

Sciences 3

Social Studies 3

Humanities Elective 1

World Language 3

Health/PE 1.5

Life Skills – Business/Technology 2

Fine Arts 1

*STEM elective 1

5

* Science, Technology, Engineering or Mathematics

Highly selective colleges expect a student to take a very demanding program of studies

and do well in comparison. Admissions counselors also urge high school seniors to take

a demanding and challenging program during their senior year. College acceptances may

be withdrawn if a student does not perform at a level equal to or better than that of

previous years.

CAREER PATHWAY

The key elements in Connecticut’s secondary school reform initiative are the foundation

blocks of Career Pathways: engagement, rigor and 21st century skills. Career Pathways

connect students’ classroom learning to postsecondary education and careers within the

context of career clusters. The process of engagement allows all students an opportunity

to explore possible careers and make educated decisions regarding secondary academic

and elective course enrollment, postsecondary plans and eventually careers. Rigor

inspires students to stretch beyond their individual comfort zones to embrace and master

meaningful challenges and begin to define their own interests, potential and direction.

The 21st century skills provide students with an understanding of the interconnectedness,

collaboration, and leadership skills, habits of potential and social responsibility, and

adaptability to change.

Connecticut Department of Education, Seasons of Change and Transition Overview

Students can benefit from participation in educational programs which provide a

coherent, articulated sequence of rigorous academic and career-related courses under the

career pathways initiative. A career pathway is used to develop an individual student

success plan which includes a strong academic core, electives within a career pathway or

other areas of interest, opportunities to earn college credit while in high school,

experiential learning and transition to postsecondary education. Extending learning

opportunities beyond the classroom walls reinforces and enhances essential academic,

technical and employability skills and knowledge that can be transferred across a wide

range of professions. Student achievement can be raised through participation in learning

experiences that require the application of knowledge and skills in real-life situations.

The Career Pathways Initiative provides:

a solid academic foundation;

an integrated program of studies that combines theory and learning through the

acquisition of higher-level academic, technical and employability skills in one or

more career clusters, which are groups of occupations sharing a common set of

skills and knowledge;

opportunities for students to receive the Connecticut Career Certificate, a portable

credential that provides employers and higher education institutions with

consistent validation of the skills necessary to succeed as prospective employees

and students;

relevance to educational experiences by helping students relate classroom

learning to real-life situations, become more actively engaged in learning and

6

develop an awareness of their interests, skills and career and postsecondary

options;

a variety of learning environments and individualized methods of assessment,

such as the career portfolio and career certificate;

an understanding of state, regional, national and global economies, which will

help students make informed choices about their adult work lives; and

reinforcement of the belief that every student should have the opportunity to

participate in programs and occupations regardless of gender, and develop an

understanding of diversity in the workplace, as well as in our schools.

Connecticut State Board of Education, Position Statement on the Career Pathways

Initiative, Adopted March 4, 2009

The following 16 career clusters represent all career possibilities. They link student’s

learning in school with the knowledge and skills they need for success in college and

careers. This connection to future goals motivates students to work harder and enroll in

more rigorous courses.

Agriculture

Architecture& Construction

Arts

Business

Education& Training

Finance

Government& Public Administration

Health Science

Hospitality

Human Services

Information Technology

Law

Manufacturing

Marketing

STEM: Science, Technology,

Engineering and Mathematics

Seymour High School has organized these 16 career clusters into 3 career academies.

Students will choose an academy and follow an academic path to have them better

prepared to meet their future endeavors.

Academies SHS Educational Departments Career Clusters

Career Life Skills Business, Vocational Family

Services, Physical Education

Agriculture, Business, Finance,

Government & Public Admin,

Hospitality, Marketing

Humanities English, Fine Arts, Social

Studies, World Language

Arts, Education & Training,

Human Service, Law

STEM Science Technology,

Mathematics, Engineering

Architecture & Construction,

Health Science, Info Tech,

Manufacturing, STEM

The specific courses are listed at the end of the Program of Studies

Academic plans for the career clusters are on the following pages.

7

Career Life Skills Academy

ED

UC

ATI

ON

LEV

ELS

GR

AD

E

English/

Language ArtsMath Science

Social Studies/

Sciences

Other Required

Courses

*Career and Technical

Courses and/ or Degree

Major Courses for

Agriculture

Other Electives

Recommended

Electives

Learner Activities

Credit

Totals

Occupations Relating

to This Career Cluster

9

English 1 Algebra I or

Geometry

General Science Civ ilizations and

Change

9th Grade PE, 9th

Grade Health

Spanish 1 or French 1 6.25

10

English 2 Geometry or Algebra

2

Biology U.S. History 10th grade PE Spanish 2 or French 2 6.5

11

2 electives Algebra 2 or Pre

Calc

Chemistry Civ ics and

Psychology or

Sociology

11th Grade Health Spanish 3 or French 3 6.5

College Placement Assessments-Academic/Career Advisement Provided

12

2 electives Anatomy and

Physiology and or

Environmental

Science

Psychology or

Sociology or Current

Events

Personal Finance

Articulation/Dual Credit Transcripted-Postsecondary courses may be taken/moved to the secondary level for articulation/dual credit purposes.

Year

13

English

Composition

English Literature

Algebra or

Calculus

Lab Science Economics

Psychology

All plans of study

need to meet learners'

career goals.

Continue courses pertinent to the

pathway selected.

Occupations Requiring

Postsecondary

Education ►Agricultural Chemical

Dealer►Aquaculturalist►Environmental

Compliance-

Assurance Manager►Equine Manager►Farm Manager ►Health and Safety

Sanitarian►Meat Cutter-Meat

Grader►Park Manager►Produce Buyer ►Recycling Technician►Wildlife Manager

.


Baccalaureate Degree►Agricultural Educator►Botanist►Ecologist►Environmental

Engineer►Fish and Game

Officer►Plant Pathologist►Veterinarian

Interest Inventory Administered and Plan of Study Initiated for all Learners

SE

CO

ND

AR

YP

OS

TS

EC

ON

DA

RY

Agriculture, Food & Natural ResourcesCareer Cluster Plan of Study for ►Learners ►Parents ►Counselors ►Teachers/Faculty

This Career Cluster Plan of Study (based on the Agriculture Career Cluster) can serve as a guide, along with other career planning materials, as learners continue on a career path.

Courses listed within this plan are only recommended coursework and should be indiv idualized to meet each learner’s educational and career goals.

Choose elective courses from

the following departments which

are related to area of career

interest Business,

Technology, Family

Consumer Science.

8

STEM Academy

ED

UC

ATI

ON

LEV

ELS

GR

AD

E

English/


Social Studies/

Sciences

Other Required

Courses

*Career and Technical

Courses and/ or Degree

Major Courses for

Architecture

Other Electives

Recommended

Electives

Learner Activities

Credit

Totals



9


Geometry

General Science Civ ilizations and

Change

9th Grade PE, 9th

Grade Health


10

English 2 Algebra 1 or

Geometry or Algebra

2


11

2 electives Geometry or Algebra

2 or Pre Calc

Chemistry Civ ics and

Psychology or

Sociology

11th Grade Health Spanish 3 or French 3,

Personal Finance

6.5


12

2 electives Pre Calculus or

Calculus

Physics Geography Algebra 2 or Advanced

Math or Calculus,

Physics, PE Elective


Year

13

English

Composition

English Literature

Algebra or

Calculus


Psychology

All plans of study


career goals.


pathway selected.

►Architect►Carpenter►Civil Engineer►Construction

Foreman/Manager►Contractor►Demolition Engineer►Drafter►Drywall Installer►Electrician►Electronic Systems

Technician►Equipment/Material

Manager►General

Contractor/Builder►Heating, Ventilation,

Air .

Conditioning and

Refrigeration .

Mechanic►Interior Designer►Painter►Paperhanger►Plumber►Project Estimator►Project Inspector►Roofer►Safety Director►Sheet Metal Worker►Tile and Marble Setter


SE

CO

ND

AR

YPO

STSE

CO

ND

AR

Y

Architecture and ConstructionCareer Cluster Plan of Study for ►Learners ►Parents ►Counselors ►Teachers/Faculty

This Career Cluster Plan of Study (based on the Architecture and Construction Career Cluster) can serve as a guide, along with other career planning materials, as learners continue on

a career path. Courses listed within this plan are only recommended coursework and should be indiv idualized to meet each learner’s educational and career goals.




interest. Technology, CAD I,

CAD II, Architecture Design I

9

Humanities Academy

ED

UC

AT

ION

LE

VE

LS

GR

AD

E

English/


Social Studies/

Sciences

Other Required

Courses

*Career and Technical Courses

and/ or Degree Major Courses

for Arts

Other Electives

Recommended Electives

Learner Activities

Credit

Totals



9


Geometry

General Science Civilizations and

Change

9th Grade PE, 9th

Grade Health


10


2


11

2 electives Algebra 2 or Pre Calc Chemistry Civics and

Psychology or

Sociology


Personal Finance

6.5


12

2 electives Psychology or


Events

Personal Finance Advanced Math or

Calculus, Physics


Year

13

English

Composition

English Literature

Algebra or

Calculus


Psychology

All plans of study


career goals.


pathway selected.

►Actor

►Audio-Video Designer

and .

Engineer

►Broadcast Technician

►Commercial Artist

►Computer Animator

►Curator/Gallery

Manager ►Director and

Coach

►Fashion Designer

►Journalist

►Lithographer

►Musician

►Printing Equipment

Operator

►Telecommunication

Technician

►Videographer

►Web Page Designer


SE

CO

ND

AR

YP

OS

TS

EC

ON

DA

RY

Arts, Audio/Video Technology and CommunicationsCareer Cluster Plan of Study for ►Learners ►Parents ►Counselors ►Teachers/Faculty

This Career Cluster Plan of Study (based on the Arts Career Cluster) can serve as a guide, along with other career planning materials, as learners continue on a career path. Courses

listed within this plan are only recommended coursework and should be individualized to meet each learner’s educational and career goals.


the following

departments/courses. Art,

Choir, Band, Music Theory,

Web Design I, Web Design II,

Physical Education

10


ED

UC

AT

ION

LE

VE

LS

GR

AD

E

English/


Social Studies/

Sciences

Other Required

Courses



for Business

Other Electives


Learner Activities

Credit

Totals



9


Geometry


Change

9th Grade PE, 9th

Grade Health

Spanish 1 or French 1,

Art, Music

6.25

10


II

Biology U.S. History 10th grade PE Spanish 2 or French 2,

Art, Music

6.5

11

2 electives Pre-Calculus or

Algebra II

Chemistry Civics and

Psychology or

Sociology


Art, Music

6.5


12

communications

and 1 elective

Pre Calculus or

Calculus

Environmental

Science

Psychology or


Events

Other Electives, Physics,

Calculus or Statistics or

Advanced Math


Year

13

English

Composition

English Literature

Algebra or

Calculus


Psychology

All plans of study


career goals.


pathway selected.

SE

CO

ND

AR

YP

OS

TS

EC

ON

DA

RY

Business ManagementCareer Cluster Plan of Study for ►Learners ►Parents ►Counselors ►Teachers/Faculty

This Career Cluster Plan of Study (based on the Business Management Career Cluster) can serve as a guide, along with other career planning materials, as learners continue on a

career path. Courses listed within this plan are only recommended coursework and should be individualized to meet each learner’s educational and career goals.

Choose elective course from the

following departments which are

related to area of career interest.

Business, Music - Suggested

courses - Accounting I,

Accounting II, Introduction to

Business.

►Administrative

Assistant

►Advertising Sales

Person

►Auditor

►Business Consultant

►Certified Public

Accountant

►Corporate Trainer

►E-Commerce Analyst

►Entrepreneur

►Facilities Manager

►Finance Director

►Human Resources

Manager

►Investment Executive

►Marketing Analyst

►Medical

Transcriptionist

►Office Manager

►OSHA/ADA

Compliance Officer

►Personnel Recruiter

►Public Relations

Manager

►Sales Representative

►Wholesale and Retail

Buyer


11

Humanities Academy

ED

UC

AT

ION

LE

VE

LS

GR

AD

E

English/


Social Studies/

Sciences

Other Required

Courses



for Education

Other Electives


Learner Activities

Credit

Totals



9


Geometry


Change

9th Grade PE, 9th

Grade Health


10


II


11


Algebra II

Chemistry Civics and Sociology 11th Grade Health Spanish 3 or French 3 6.5


12

Public Speaking,

Early British

Literature

2 psych electives or

ap psych

Personal Finance Focus on

area of

major


Year

13

English

Composition

English Literature

Algebra or

Calculus


Psychology

All plans of study


career goals.


pathway selected.

SE

CO

ND

AR

YP

OS

TS

EC

ON

DA

RY

Education and TrainingCareer Cluster Plan of Study for ►Learners ►Parents ►Counselors ►Teachers/Faculty

This Career Cluster Plan of Study (based on the Education & Training Cluster) can serve as a guide, along with other career planning materials, as learners continue on a career path.

Courses listed within this plan are only recommended coursework and should be individualized to meet each learner’s educational and career goals.

►Administrator

►Assessment

Specialist

►CareerTech

Administrator

►Child Care Worker

►Clinical Psychologist

►Coach

►College/University

Faculty

►Counselor

►Curriculum Developer

►Elementary Teacher

►High School Teacher

►Middle School

Teacher

►Principal

►Speech-Language

Pathologist and Retail

Buyer





interest. Art, Music, Family

Consumer Science - Child

Development, Web Design I,

Web Design II

12


ED

UC

AT

ION

LE

VE

LS

GR

AD

E

English/


Social Studies/

Sciences

Other Required

Courses



for Finance

Other Electives


Learner Activities

Credit

Totals



9


Geometry


Change

9th Grade PE, 9th

Grade Health


Music/Art

6.25

10


II


Music/Art

6.5

11

2 Electives Pre-Calculus or

Algebra II


Psychology or

Sociology


Music/Art, PE Elective

6.5


12

2 Electives Calculus and/or

Statistics and/or

Advanced Math

Psychology or


Events

Personal Finance Other Electives, Physics


Year

13

English

Composition

English Literature

Algebra or

Calculus


Psychology

All plans of study


career goals.


pathway selected.

SE

CO

ND

AR

YP

OS

TS

EC

ON

DA

RY

FinanceCareer Cluster Plan of Study for ►Learners ►Parents ►Counselors ►Teachers/Faculty

This Career Cluster Plan of Study (based on the Finance Career Cluster) can serve as a guide, along with other career planning materials, as learners continue on a career path. Courses

listed within this plan are only recommended coursework and should be individualized to meet each learner’s educational and career goals.




interest. Business -

Accounting I & II, Introduction

to Business

►Abstractor

►Accountant

►Actuary

►Bill and Account Collector

►Commodities

Representative

►Controller

►Credit Analyst

►Debt Counselor

►Economist

►Financial Planner

►Foreign Exchange

Manager

►Fund Raiser

►Insurance Broker

►Internal Auditor

►Loan Officer

►Non-Profit Manager

►Tax Examiner

►Title Researcher and

Examiner

►Treasurer

►Trust Officer

►Underwriter


13


ED

UC

AT

ION

LE

VE

LS

GR

AD

E

English/


Social Studies/

Sciences

Other Required

Courses



for Government

Other Electives


Learner Activities

Credit

Totals



9


Geometry


Change

9th Grade PE, 9th

Grade Health


Art/Music

6.25

10


II


Art/Music

6.5

11

2 electives at

least 1 writing

Pre-Calculus or

Algebra II

Chemistry Civics and Soc and

AP Psych or

Government

11th Grade Health Spanish 3 or French 3, PE

Elective

6.5


12

Effective

Communications

and writing

elective

Probability and

Statistics

AP Psych or Govern

and Criminal Law

and Legal Issues

Personal Finance Spanish 4 or French 4 5.5


Year

13

English

Composition

Writing the

Academic Essay

Algebra or

Calculus


Psychology

All plans of study


career goals.


pathway selected.

SE

CO

ND

AR

YP

OS

TS

EC

ON

DA

RY

Government and Public AdministrationCareer Cluster Plan of Study for ►Learners ►Parents ►Counselors ►Teachers/Faculty

This Career Cluster Plan of Study (based on the Government and Public Administration Cluster) can serve as a guide, along with other career planning materials, as learners continue on

a career path. Courses listed within this plan are only recommended coursework and should be individualized to meet each learner’s educational and career goals.




interest. Business -

Introduction to Business,

Careel Life Skills

►Ambassador

►Bank Examiner

►City Manager

►Combat Control

Officer

►Commissioner

►Cryptographer

►Election Supervisor

►Elected Official

►Foreign Service

Officer

►Immigration Officer

►Intelligence Analyst

►Internal Revenue

Investigator

►Lobbyist

►National Security

Advisor

►Policy Advisor

►Tax Policy Analyst


14


ED

UC

AT

ION

LE

VE

LS

GR

AD

E

English/


Social Studies/

Sciences

Other Required

Courses



for Health Science

Other Electives


Learner Activities

Credit

Totals



9


Geometry


Change

9th Grade PE, 9th

Grade Health


10


2


11

2 electives Algebra 2 or Pre Calc Chemistry or Physics Civics and

Psychology or

Sociology



12


Probability and

Statistics

Anatomy and

Physiology and Ap

Biology or AP

Chemistry

Psychology or


Events



Year

13

English

Composition

English Literature

Algebra or

Calculus


Psychology

All plans of study


career goals.


pathway selected.

SE

CO

ND

AR

YP

OS

TS

EC

ON

DA

RY

Health ScienceCareer Cluster Plan of Study for ►Learners ►Parents ►Counselors ►Teachers/Faculty

This Career Cluster Plan of Study (based on the Health Science Career Cluster) can serve as a guide, along with other career planning materials, as learners continue on a career path.



Less than

Baccalaureate Degree

►Dental

Assistant/Hygienist

►EMT/Paramedic

►Health Information

Coder

►Home Health Aide

►Lab Technician

►Phlebotomist

►Radiographer

►Registered Nurse


Baccalaureate Degree

►Athletic Trainer

►Biochemist

►Biostatistician

►Geneticist

►Industrial Hygienist

►Nutritionist

►Occupational

Therapist

►Physician (MD/DO)

►Physician’s Assistant

►Psychologist

►Radiologist

►Research Scientist

►Speech/Language

Pathologist

►Toxicologist





interest. Family Consumer

Science, Art, Music, Physical

Education Elective, Child

Development

15


ED

UC

AT

ION

LE

VE

LS

GR

AD

E

English/


Social Studies/

Sciences

Other Required

Courses



for Hospitality

Other Electives


Learner Activities

Credit

Totals



9


Geometry


Change

9th Grade PE, 9th

Grade Health


Art/Music

6.25

10


2


Art/Music

6.5

11


Psychology or

Sociology


Elective

6.5


12

2 electives Psychology or


Events



Year

13

English

Composition

English Literature

Algebra or

Calculus


Psychology

All plans of study


career goals.


pathway selected.

SE

CO

ND

AR

YP

OS

TS

EC

ON

DA

RY

Hospitality and TourismCareer Cluster Plan of Study for ►Learners ►Parents ►Counselors ►Teachers/Faculty

This Career Cluster Plan of Study (based on the Hospitality Career Cluster) can serve as a guide, along with other career planning materials, as learners continue on a career path.


►Baker

►Bartender

►Casino Manager

►Caterer

►Concierge

►Convention

Services Manager

►Director of

Operations - Lodging

►Director of Tourism

Development

►Event Planner

►Executive Chef

►Facilities Manager

►Maitre d'

►Museum Director

►Reservations

Manager

►Restaurant

Owner/Manager

►Sports Promoter

►Theme Park

Manager

►Tour and Travel

Guide

►Travel Agent

►Wine Steward





interest. Art, Business,

Family Consumer Science,

Music. Introduction to Foods,

Business Computer

Applications, Careel Life

Skills, Culinary Arts

16

Humanities Academy

ED

UC

AT

ION

LE

VE

LS

GR

AD

E

English/


Social Studies/

Sciences

Other Required

Courses



for Human Services

Other Electives


Learner Activities

Credit

Totals



9


Geometry


Change

9th Grade PE, 9th

Grade Health


Art/Music

7

10


II


Art/Music

6.5

11


Algebra II

Chemistry Civics and Sociology 11th Grade Health Spanish 3 or French , PE

Elective

6.5


12

Public Speaking

1 elective

Statistics and

Probability

2 psych electives or

ap psych

Personal Finance


Year

13

English

Composition

English Literature

Algebra or

Calculus


Psychology

All plans of study


career goals.


pathway selected.

SE

CO

ND

AR

YP

OS

TS

EC

ON

DA

RY

Human ServicesCareer Cluster Plan of Study for ►Learners ►Parents ►Counselors ►Teachers/Faculty

This Career Cluster Plan of Study (based on the Education & Training Cluster) can serve as a guide, along with other career planning materials, as learners continue on a career path.





interest. Business, Physical

Education Electives, Family

Consumer Science.

Suggested classes include;

Web Design I, Web Design II,

Child Development

►Buyer

►Certified Financial

Planner ►Community

Service Director

►Consumer Advocate

►Cosmetologist

►Director of Childcare

Facility

►Emergency and

Relief Worker

►Esthetician

►Funeral Director

►Licensed

Professional Counselor

►Market Researcher

►Massage Therapist

►Personal Fitness

Trainer

►School

Counselor/Psychologist

►Small Business

Owner

►Social Worker


17

STEM Academy

ED

UC

AT

ION

LE

VE

LS

GR

AD

E

English/


Social Studies/

Sciences

Other Required

Courses



for Information and

Technology

Other Electives


Learner Activities

Credit

Totals



9


Geometry


Change

9th Grade PE, 9th

Grade Health


10


2


11


Psychology or

Sociology



12

2 electives Probability and

Statistics and or

Calculus

Physics Psychology or


Events

Personal Finance PE Electives


Year

13

English

Composition

English Literature

Algebra or

Calculus


Psychology

All plans of study


career goals.


pathway selected.

►Animator

►Database

Administrator

►Data Systems

Designer

►E-Business Specialist

►Game Developer

►Information

Technology Engineer

►Media Specialist

►Network

Administrator

►Network Security

Analyst

►PC Support

Specialist

►Programmer

►Software Applications

Specialist

►Systems

Administrator

►Telecommunications

Network .

Technician

►User Support

Specialist

►Virtual Reality

Specialist

►Web

Architect/Designer


SE

CO

ND

AR

YP

OS

TS

EC

ON

DA

RY

Information and TechnologyCareer Cluster Plan of Study for ►Learners ►Parents ►Counselors ►Teachers/Faculty

This Career Cluster Plan of Study (based on the Information Technology Career Cluster) can serve as a guide, along with other career planning materials, as learners continue on a





interest. Art, Business - all

computer related courses,

Music.

18

Humanities Academy

ED

UC

AT

ION

LE

VE

LS

GR

AD

E

English/


Social Studies/

Sciences

Other Required

Courses



for Law

Other Electives


Learner Activities

Credit

Totals



9


Geometry

General Science or

Biology

Civilizations and

Change

9th Grade PE, 9th

Grade Health


Art/Music

7

10


II

Biology or Chemistry U.S. History 10th grade PE Spanish 2 or French 2,

Art/Music

7

11

2 electives at

least 1 writing

Pre-Calculus or

Algebra II

Chemistry or Physics Civics and Soc and

AP Psych or

Government


Elective

6.5


12

Effective

Communications

and writing

elective

Probability and

Statistics or Pre-

Calculus

AP Psych or Govern

and Criminal Law

and Legal Issues

Personal Finance Spanish 4 or French 4


Year

13

English

Composition

Writing the

Academic Essay

Algebra or

Calculus


Psychology

All plans of study


career goals.


pathway selected.

SE

CO

ND

AR

YP

OS

TS

EC

ON

DA

RY

Law, Public Safety, Corrections and SecurityCareer Cluster Plan of Study for ►Learners ►Parents ►Counselors ►Teachers/Faculty

This Career Cluster Plan of Study (based on the Government and Public Administration Cluster) can serve as a guide, along with other career planning materials, as learners continue on

a career path. Courses listed within this plan are only recommended coursework and should be individualized to meet each learner’s educational and career goals.





Music, Technology.

►Attorney

►Bomb Technician

►Corrections Officer

►Court Reporter

►Criminal Investigator

►EMT

►Federal Marshall

►Firefighter

►Gaming Surveillance

Specialist

►Hazardous Materials

Responder

►Loss Prevention

Specialist

►Paralegal

►Park Ranger

►Police and Patrol

Officer

►Probation/Parole

Officer

►Public Information

Officer ►Security

Director

►Youth Services

Worker


19

STEM Academy

ED

UC

AT

ION

LE

VE

LS

GR

AD

E

English/


Social Studies/

Sciences

Other Required

Courses



for Manufacturing

Other Electives


Learner Activities

Credit

Totals



9


Geometry


Change

9th Grade PE, 9th

Grade Health


10


II


11

2 electives Algebra II or Pre

Calculus


Psychology or

Sociology



12

2 electives Probability and

Statistics

Environmental

Science or Physics

Psychology or


Events

Personal Finance PE Elective


Year

13

English

Composition

English Literature

Algebra or

Calculus


Psychology

All plans of study


career goals.


pathway selected.

►Assembler

►Boilermaker

►Design Engineer

►Environmental

Engineer

►Foundry Worker

►Freight, Stock and

Material Mover

►Health and Safety

Representative

►Industrial Machinery

Mechanic

►Inspector

►Labor Relations

Manager

►Logistician

►Manufacturing

Technician

►Pattern and Model

Maker

►Production Manager

►Quality Control

Technician

►Safety Engineer

►SPC Coordinator

►Tool and Diemaker

►Traffic Manager

►Welder


SE

CO

ND

AR

YP

OS

TS

EC

ON

DA

RY

ManufacturingCareer Cluster Plan of Study for ►Learners ►Parents ►Counselors ►Teachers/Faculty

This Career Cluster Plan of Study (based on the Manufacturing Career Cluster) can serve as a guide, along with other career planning materials, as learners continue on a career path.





interest Business,

Technology. Classes include

Cad I, Cad II, Construction

Systems, Architectural

Design, Green Energy

20

Careel Life Skills Academy

ED

UC

AT

ION

LE

VE

LS

GR

AD

E

English/


Social Studies/

Sciences

Other Required

Courses



for Marketing

Other Electives


Learner Activities

Credit

Totals



9


Geometry


Change

9th Grade PE, 9th

Grade Health


Art/Music

6.25

10


II


Art/Music

6.5

11


Algebra II


Psychology or

Sociology


Elective

6.5


12

communications

and elective

Probability and

Statistics

Psychology or


Events

Personal Finance Calculus or Statistics or

Advanced Math, Physics


Year

13

English

Composition

English Literature

Algebra or

Calculus


Psychology

All plans of study


career goals.


pathway selected.

►Copywriter/Designer

►E-Commerce Director

►Entrepreneur

►Field Marketing

Representative

►Forecasting Manager

►Interactive Media

Specialist

►Inventory

Manager/Analyst

►Logistics Manager

►Merchandise Buyer

►On-line Market

Researcher

►Public Relations

Manager

►Promotions Manager

►Retail Marketing

Coordinator

►Sales Executive

►Shipping/Receiving

Clerk

►Telemarketer

►Trade Show Manager

►Warehouse Manager

►Webmaster






Music. Classes to consider

include, Accounting I, Accounting

II, Introduction to Business,

Business Computer Applications,

Careel Life Skills

SE

CO

ND

AR

YP

OS

TS

EC

ON

DA

RY

Marketing Sales and ServiceCareer Cluster Plan of Study for ►Learners ►Parents ►Counselors ►Teachers/Faculty

This Career Cluster Plan of Study (based on the Marketing Sales and Service Career Cluster) can serve as a guide, along with other career planning materials, as learners continue on a


21

STEM Academy

ED

UC

AT

ION

LE

VE

LS

GR

AD

E

English/


Social Studies/

Sciences

Other Required

Courses



for STEM

Other Electives


Learner Activities

Credit

Totals



9


Geometry


Change

9th Grade PE, 9th

Grade Health


Art/Music

6.25

10


2


Art/Music

6.5

11

2 electives Algebra 2 or Pre Calc Chemistry or Physics Civics and

Psychology or

Sociology


Elective

6.5


12


Probability and

Statistics

AP Biology, Physics

or AP Chemistry

Psychology or


Events



Year

13

English

Composition

English Literature

Algebra or

Calculus


Psychology

All plans of study


career goals.


pathway selected.

SE

CO

ND

AR

YP

OS

TS

EC

ON

DA

RY

STEMCareer Cluster Plan of Study for ►Learners ►Parents ►Counselors ►Teachers/Faculty

This Career Cluster Plan of Study (based on the Health Science Career Cluster) can serve as a guide, along with other career planning materials, as learners continue on a career path.






Music, Technology.

►Aerospace Engineer

►Agricultural Engineer

►Analytical Chemist

►Anthropologist

►Architectural

Engineer

►Astrophysicist

►Biomedical Engineer

►CAD Technician

►Civil Engineer

►Computer

Programmer

►Ecologist

►Geologist

►Geothermal Engineer

►Math Teacher

►Mathematician

►Metallurgist

►Statistician

►Survey Technician

►Zoologist


22

CREDIT REQUIREMENTS FOR GRADUATION

Requirements for Graduation Class of 2013- 22 CREDITS English 4 credits

Social Studies 3 credits U.S. History and Civics required

Math 3 credits

Science 3 credits Biology required

Physical Education 1 credit

Health 0.5 credit

Life Skills – Business/Technology 1.0 credit Computer credit required

Electives 6.5 credits

Requirements for Graduation Class of 2014 - 22 CREDITS English 4 credits


Math 3 credits



Health 0.5 credit

Humanities 0.5 credit Freshman Seminar

Life Skills – Business/Technology 0.5 credit Personal Finance required


Requirements for Graduation Class of 2015 and beyond - 24 CREDITS English 4 credits


Math 3 credits



Health 0.5 credit

Humanities 1 credit Freshman Seminar required

Life Skills – Business/Technology 2 credits Personal Finance required

Fine Arts 1 credit

Stem* 2 credits


* Science, Technology, Engineering or Mathematics in addition to required Mathematics and Science

credits

12

th Grade Health Requirement Options

All 12th grade students must select one of the following courses to fulfill the health requirement

for graduation.

Anatomy and Physiology (1 credit)

Body Systems (0.5 credit)

Child Development (0.5 credit)

Current Issues (0.5 credit)

Fitness for Life (0.5 credit)

Psychology (0.5 credit)

Sociology (0.5 credit)

Special Topics/Psychology (0.5 credit)

23

PROMOTION REQUIREMENTS

All students are required to carry a minimum of six credits. Freshmen and sophomores

must also take Physical Education. Juniors and seniors are allowed to take more than one

English class. Students who will be graduating in 2013-2014 will be promoted to the

next grade when the following minimum requirements are met:

To be a sophomore 4 credits

To be a junior 10 credits

To be a senior 16 credits

To graduate 22 credits

Students Graduating in 2015 and later will be promoted to the next grade when the

following minimum requirements are met.

To be a sophomore 6 credits

To be a junior 12 credits

To be a senior 18 credits

To graduate 24 credits

AUDITING PREVIOUSLY TAKEN COURSES

In order to be eligible, a student must first carry six other courses for credit. The student

must obtain written permission from his/her administrator. The auditing student has the

obligation to participate in class to the same extent as any of the other students. Should a

student fail to meet all of his/her responsibilities, he/she will be dropped from the course.

The student will receive no credit for the course, but the grade will appear on his/her

transcript. Also, the course will not count towards the student’s G.P.A or Q.P.A.

WITHDRAWING FROM A CLASS

Withdrawing from a class prior to the end of the first marking period:

May be approved only under the following conditions:

The request must be made prior to the end of the first marking period.

The student must continue to carry at least six credits.

The request must be in writing from the parent or guardian.

Withdrawing from a class after the first marking period:

Only under extreme circumstances will requests for withdrawals be considered after the

end of the first marking period. After the first marking period:

The student must continue to carry at least six credits.

The request must be in writing from the parent or guardian.

A WP or WF will be recorded on the student’s transcript depending on the student’s

grade at the time of withdrawal.

A WP or WF will not be calculated into a students GPA

24

LEVELING POLICY

English and Social Studies classes in grades 10-12 and Math and Science classes in

grades 9-12 are grouped according to ability. The prime difference between “levels” is

that of breadth and scope of coverage and the pace of the class.

Counselors and teachers recommend levels based on a student’s past performance,

teachers’ assessments of students’ class work, and scores on standardized tests. The

proper placement of students in courses is one way in which teachers address the learning

needs of students. Seymour High School believes that students should challenge

themselves to reach their fullest potential by taking courses at the highest levels

appropriate for them.

Students and parents should read the course descriptions carefully and consult with

teachers and counselors when unsure if a level is appropriate. The courses at Seymour

High School are classified as follows:

AP – Advanced Placement /UCONN – These courses are designed for students to earn

both high school and college level credit while in high school. These courses are more

challenging and stimulating compared to other high school courses. They often require

more work than honors classes, but give greater opportunities for individualized

programming and accomplishments.

Honors – These courses provide instruction and learning experiences for those students

whose academic performance has been of the highest caliber. Students enrolled in

Honors courses will learn to analyze and synthesize content, to develop original and

independent learning activities and to focus on abstract reasoning and critical thinking.

Students recommended for this instructional level will be expected to have exhibited

superior reading, writing, and thinking abilities.

Level 1 – These courses provide appropriate instruction and learning experiences for

those whose academic performance is above grade level, and who have exhibited a

commitment to academic achievement. The focus of this instructional level is to stress

mastery and evaluation of content, to increase abstract reasoning and critical thinking

skills, and to develop further independent learning activities. Students entering this level

are expected to have exhibited an excellent mastery of reading, writing, and thinking

skills.

Level 2 – These courses provide appropriate instruction and learning experiences to

prepare students for college, business and technical school, or for employment upon

graduation. Students entering this instructional level would be expected to have

exhibited an acceptable mastery of reading, writing, and thinking skills.

25

HONORS COURSE REQUIREMENTS

Incoming 9th

Grade Students

To qualify to take an Honors level course (s) in math and/or science students must have:

An A- average in current subject area course.

A recommendation from current subject area teacher.

In addition

To take Geometry and or Biology, a student must be currently enrolled Algebra I

with an A- average or above.

Each course (Math, Science) will be considered separately. Students may take one or

more Honors level courses if the above criteria is met.

10th

-12th

Grade Students

To qualify to take an Honors level course, students must have

An A- average in a Level 1 course in the same subject area.

A recommendation from current subject area teacher.

A recommendation from school counselor.

26

Summer School and Loss of Credit Make-Up Policy

1. Students who fail or lose credit in a subject for the year may attend an approved

summer school for credit, provided they do so during the summer following the close

of the school year in which they failed or lost credit. Exceptions to this must be

approved by the school administration.

2. Students may make up no more than two (2) academic courses for credit during a

summer session.

3. Students must have earned a minimum grade of “50” in order to attend summer

school.

4. Students who successfully complete summer school will receive a passing grade of

“60” for the course.

5. Both the grade earned during the school year and the “60” earned in summer school

will be reflected on a students’ transcript. Both will be used to calculate the students’

GPA.

SPORTS PARTICIPATION COURSE REQUIREMENTS

1. To be eligible to participate in fall athletics, a student must have received 4 credits

toward graduation at the close of the school year preceding the contest or be a new

incoming Freshman. They must also be passing a minimum of four Carnegie Unit

equivalents during their sports season.

2. To be eligible to participate in winter and spring athletics a student must have passed

4 Carnegie Unit equivalents the quarter preceding the contest. They must also be

registered in and passing a minimum of four Carnegie Unit equivalents during their

sports season.

27

TO BE CERTIFIED BY THE NCAA’S CLEARINGHOUSE, STUDENTS MUST:

1. Graduate from high school - You should apply for certification before graduation.

If you appear to meet NCAA requirements, the Clearinghouse will issue a

preliminary certification. After you graduate, the Clearinghouse will review your

final transcript to make a final certification decision.

2. Grade-Point Average

Be sure to look at your high school’s list of NCAA-approved core courses on

the clearinghouse Web site to make certain that the courses being taken have

been approved as core courses. The Web site is www.ncaaclearinghouse.net.

Division I grade-point-average requirements are listed on the following page.

The Division II The minimum core grade-point average is 2.000. The minimum

SAT score is 820 (verbal and math sections only) and the minimum ACT sum

score is 68.

3. Course requirements for Division I and division II Schools

DIVISION I 16 Core Courses:

4 years of English.

3 years of mathematics (Algebra I or higher).

2 years of natural/physical science (1 year of

lab if offered by high school).

1 year of additional English, mathematics or

natural/physical science.

2 years of social science.

4 years of additional courses (from any area

above, foreign language or nondoctrinal

religion/philosophy).

DIVISION II 14 Core-Courses:

3 years of English.

2 years of mathematics (Algebra I or higher).

2 years of natural/physical science (1 year of

lab if offered by high school).

2 years of additional English, mathematics or

natural/physical science.

2 years of social science.

3 years of additional courses (from any area

above, foreign language or nondoctrinal

religion/philosophy).

PLEASE NOTE: for students entering any NCAA College or university computer

science courses may not be used for initial-eligibility.

http://www.ncaaclearinghouse.net/

28

NCAA DIVISION I SLIDING SCALE CORE GRADE-POINT AVERAGE/

TEST-SCORE New Core GPA / Test Score Index

Core GPA SAT

Verbal and Math ONLY

ACT Core GPA SAT

Verbal and Math ONLY

ACT

3.550 & above 400 37 2.750 720 59

3.525 410 38 2.725 730 59

3.500 420 39 2.700 730 60

3.475 430 40 2.675 740-750 61

3.450 440 41 2.650 760 62

3.425 450 41 2.625 770 63

3.400 460 42 2.600 780 64

3.375 470 42 2.575 790 65

3.350 480 43 2.550 800 66

3.325 490 44 2.525 810 67

3.300 500 44 2.500 820 68

3.275 510 45 2.475 830 69

3.250 520 46 2.450 840-850 70

3.225 530 46 2.425 860 70

3.200 540 47 2.400 860 71

3.175 550 47 2.375 870 72

3.150 560 48 2.350 880 73

3.125 570 49 2.325 890 74

3.100 580 49 2.300 900 75

3.075 590 50 2.275 910 76

3.050 600 50 2.250 920 77

3.025 610 51 2.225 930 78

3.000 620 52 2.200 940 79

2.975 630 52 2.175 950 80

2.950 640 53 2.150 960 80

2.925 650 53 2.125 960 81

2.900 660 54 2.100 970 82

2.875 670 55 2.075 980 83

2.850 680 56 2.050 990 84

2.825 690 56 2.025 1000 85

2.800 700 57 2.000 1010 86

2.775 710 58

For further information and for requirements for Division II, see the Athletic Director, School Counselor or

contact: NCAA Initial-Eligibility Clearinghouse

301 ACT Drive

PO Box 4043

Iowa City, IA 52243-4043

1-877-262-1492 FAX 319-337-1556

www.ncaaclearinghouse.net

29

ACADEMIC PERFORMANCE STANDARDS FOR GRADUATION Connecticut Public Act Section 10-223a states that “each local and regional board of education shall specify the basic skills necessary for graduation, and include a process to assess a student’s level of competency in such skills.” In order for a student to earn a Seymour High School diploma, the student must earn a minimum of 22 credits to graduate in 2013-14 or 24 credits for graduation in 2015, they must also meet the credit distribution requirements. Additionally, students must meet the district’s academic performance standards in each of the following categories: English, Social Studies, Mathematics, Science and achieve standard for the schools learning expectations. The minimum requirements for students (in addition to the required credit requirements (22 credits) who have been enrolled in Seymour High School for at least three (3) consecutive semesters before graduation, include the following performance standards as part of the graduation requirement:

Students will have demonstrated mastery of the district performance standards if they have:

ENGLISH

Achieved a minimum of Proficient Level on the Reading component of the CAPT; or

Achieve a score of 450 on the SAT critical reading assessment; or

Achieve a final average of 70% or above in three English classes; or

During their junior or senior year achieve a minimum grade of 70% on a CAPT like reading

prompt designed by the English department.

MATHEMATICS

Achieved a minimum of Proficient Level on the Math component of the CAPT; or

Achieved a score of 450 on the SAT math assessment; or

Achieve a final average of 70% or above in three math courses; or

During their junior or senior year achieve a minimum grade of 70% on a CAPT like

mathematics assessment designed by the Math department.

SCIENCE

Achieved a minimum of Proficient Level on the Science component of the CAPT; or

Achieved a final average of 70% or above in Biology and two science electives; or

During their junior or senior year achieve a minimum grade of 70% on a CAPT like science

assessment designed by the Science department.

SOCIAL STUDIES

Achieved a minimum of Proficient Level on the Writing component of the CAPT; or

Achieve a score of 450 on the SAT writing assessment; or

Achieve a 70% or above in the three social studies courses; or

During their junior or senior year achieve a minimum grade of 70% on a CAPT like writing

assessment designed by the Social Studies department.

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Special Needs: Students with special needs may be exempt from district performance standards for

graduation as described in this policy if so indicated in their Individual Education Plan (IEP).

Digital Portfolio: Students who are enrolled in Seymour High School will maintain a digital portfolio

which will be maintained on the school servers. This portfolio will contain school projects and

papers.

Implementation Students will register for an appropriate course load that will keep them on track for meeting

the credit requirements of Seymour High school.

All tenth grade students will take the CAPT test.

All eleventh grade students who have not achieved proficiency levels on the CAPT must retake

the exam.

The School Counseling Department will provide at least three opportunities during the junior

and senior year to complete the performance standard in all district performance standard

areas.

Notification Of teachers: Within 30 days of the school’s approved release of CAPT scores, the School

Counseling Department will provide to the administration a list of juniors and seniors who

have not achieved minimum proficiency in their areas. The School Counseling Department, in

conjunction with teachers will review student scores and determine an appropriate remediation

plan.

Of students and parents: Within 30 days of the school’s approved release of CAPT scores, the

School Counseling Department will notify students and parents in writing of student

performance on CAPT. The written notification will include a reminder of performance

objectives and graduation requirements. Notification will be sent to both juniors and seniors.

If Requirements are not met Seniors who are not eligible for graduation with their class due to a failure to meet the district

academic performance standards, as per policy, in one or more subjects as described above,

may return in a fifth year to a pre-arranged program to be determined by the School

Counseling Department provided their age is less than 21 years.

Class Rank/Grade Point Average/Quality Point Average:

Grade point average (GPA) is determined by adding all final class averages and dividing by the

number of credits attempted inclusively. This average is not used to determine class rank.

Class rank is a system by which students are compared to their classmates according to their

academic achievement. Colleges must be able to assess a student’s performance in relation to

his/her peers in order to make appropriate admissions decisions. It also helps scholarship

committees assess a student’s performance.

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All seniors will be ranked with the exception of:

Special Needs or Alternative Education students with 50% or more of their classes in Special

Education or Alternative Education.

Transfer students to Seymour High School who have been enrolled for less than three (3)

semesters.

Class rank will be computed after:

Six semesters – Distributed to all seniors in October.

Seven semesters – Mid-point of the senior year and distributed in February.

All classes are included in the calculation of GPA and QPA excluding Pass/Fail subjects

Quality Point Average:

The QPA is determined by adding all final averages and their assigned quality points and

dividing by the number of credits attempted inclusively. The student’s quality point average

(QPA) is used to determine class rank.

Assigned quality points:

AP 30 quality points

Honors 20 quality points

Level 1 10 quality points

Level 2 0 quality points

VOLUNTEER COMMUNITY SERVICE PROGRAM

This is not a requirement for all students but rather an elective course available through the

Seymour High School Counseling Department. It can be started at any time (program must

be approved before hours begin to count toward this credit), but must be completed before

the student graduates. The necessary forms are available in the School Counseling Office.

Students are encouraged to consider this elective as part of their total course program – it offers

a new and exciting way to earn graduation credit.

Offered to Grades 10-11-12

Students are eligible to earn a total of one-half (.5) elective credit by participating in Seymour

High School’s Volunteer Community Service Program. Since such service is considered the

keystone of an educated citizenry, students will be given the opportunity to “give something

back” by volunteering to help their community while also working to fulfill their graduation

requirements. Fifty (50) hours must be accumulated in order to earn the half (.5) credit. Partial

credit for less than one fifty (50) hours will not be given.

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CAREER LIFE SKILLS ACADEMY

This academy is comprised of the Business, Vocational Family Services and Physical Education

Departments. Completion of the minimum requirements for this academy will satisfy the

following learning expectations 1.a, 3.a, 3.b, 3.c, 3.d, 3.e

BUSINESS DEPARTMENT

Mission Statement

The Business Department in Seymour High School will develop skills, knowledge, understanding, and attitudes

necessary for successful participation in postsecondary education and/or employment opportunities in their

personal business and financial endeavors as responsible and contributing citizens of local, national, and global

economies.

Accounting I – 620 1 Credit

Offered to grades 9-10-11-12

The knowledge of the basic principles of accounting

will help the individual understand business problems

and how to meet them. The purpose of this course is to

acquaint students with the methods of keeping proper

financial records, to understand business and

accounting terminology and to realize the value and

importance of accuracy, as well as systematic

procedures in handling finances.

Accounting II – 633

1 Credit

Offered to grades 10-11-12

Prerequisite: A grade of 70 or better in

Accounting I.

Accounting II provides an opportunity to develop a

practical knowledge of accounting techniques and

procedures as applied in business. The course,

specifically vocational and career oriented, is planned

for students who wish to enter the world of work in an

area that requires accounting skills upon their

graduation from high school; plan for further study in

any of the areas of business administration; desire

additional knowledge about business procedures and

records so that as future proprietors or managers they

can initiate and understand appropriate accounting

records; and/or enjoyed the Accounting I course and

wish to further their knowledge of accounting.

Banking Systems – 616

0.5 Credit – Semester Course

Offered to grades 11-12

Prerequisite: Successful completion of Personal

Finance with a grade of 70 or better.

In this half year course, students will understand how a

bank or financial institution functions as a business and

the role it plays in the U.S. economy. Everyone must

make financial decisions. This course will give

students the knowledge to make those decisions.

Banking Systems will provide immediate useful

banking knowledge as well as the foundation for new

learning and enhanced career opportunities.

Students will have the opportunity to learn banking

systems through a partnership with Sikorsky Financial

Credit union. This real-work experience may enable

the students to be employable in our on-site branch of

SFCU. Whether the student chooses to do the on-the-

job training or not, each student will take away a

valuable experience to serve him or her in future

endeavors.

Business Computer Applications – 641



This course will expose students to the computer skills

required to be successful in school as well as in

business working environments. The content of the

course concentrates on the use of Microsoft (MS) Word

and Excel. Instruction in MS Word will focus on

formatting content, organizing content, formatting

documents, collaborating and customizing Word.

Instruction in MS Excel will focus on organizing and

analyzing data, formatting data and content,

collaborating, managing data, workbooks and

customizing excel.

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Career Life Skills – 623

1 Credit


Career/Life Skills is designed to assist students in basic

life skills. They will develop employment, social,

independent living and occupational skills. They will

be involved in career search, job hunting, application

and resume writing, mock interviews, budgeting,

banking and basic keyboarding/computer skills. Field

trips and job shadowing will be encouraged and guest

speakers will be invited to speak to students regarding

various topics.

Introduction to Business – 610

1 Credit


To be successful in the business world, either as an

employee or as a proprietor, it is essential for one to

have a strong interest in business affairs and a basic

knowledge of how a business must operate to be

profitable. Introduction to Business is taught with

three (3) goals in mind:

1. To introduce the students to the world of

business and help prepare them for economic roles of

consumer, worker and citizen.

2. To serve as a background for other business

courses the student may take in high school and

college.

3. To assist the students with consumer decision

making, prepare them for future employment, and help

them effectively perform their responsibilities as

citizens.

Entrepreneurship - 618

0.5 Credit


Prerequisite: Introduction to Business – 610

Students will identify the fundamentals of business

creation, the personal attributes needed to be a

successful entrepreneur, and will research various

business opportunities. Topics covered include the

characteristics of an entrepreneur, discovering

entrepreneurial opportunities, and researching and

analyzing domestic, global and market trends. The

course culminates with the student developing a

hypothetical business plan to implement their unique

venture that conforms to all applicable governmental

laws and regulations.

Personal Finance – 608

0.5 Credit

Offered to Grades 10- 11- 12

Graduation Requirement for class of 2014-15

Personal Finance will introduce students to the world of

money management. They will learn what to do with

their money by learning about their financial options

and responsibilities and the consequences of

mismanaged finances allowing them to meet their

maximum potential civically and socially. The course

will cover money management strategies, different

financial services and institutions, consumer credit, the

finances of housing, savings and investing, stocks,

bonds, and mutual funds, and insurance and risk

management.

Principles of Marketing - 617

0.5 Credit


Prerequisite: Introduction to Business – 610

Principles of Marketing offers students insight into the

processes affecting the flow of goods and services from

the producer to the consumer. Course content ranges

considerably as general marketing principles such as

purchasing, distribution, and sales are covered;

however, a major emphasis is placed on kinds of

markets, market identification, product planning,

packaging, and pricing; and business management.

Web Applications (Computers and the Internet) – 611



Students will learn how to use the internet as a

productivity tool. Topics covered will include digital

literacy, ethics, accessibility and usability. Student will

develop their communication skills using current web

technologies of HTML coding, blogs, wikis, and other

web II applications.

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FAMILY AND CONSUMER SCIENCES

Mission Statement

The mission of the Family and Consumer Science department in Seymour High School is to prepare students for

family life, work life, and careers in family and consumer sciences by providing opportunities to develop the

knowledge, skills, attitudes, and behaviors needed to be a life-long learner in this discipline.

Introductory Foods – 707



This half year course is designed to introduce the

beginning cook with kitchen procedures that emphasize

recipe interpretation, nutrition, equipment safety and

care. The students will learn the basic skills required to

follow any recipe. The instructional component of the

course will include various cooking techniques. This

course is a prerequisite for all other Family and

Consumer Science classes.

Culinary Arts – 709



Prerequisite: C or better in Introductory Foods

This half year course is designed for students who plan

on pursuing a career in the food industry. Students will

be preparing to work in a professional kitchen. Students

will learn to select, use and care for more advanced

kitchen equipment. They will supplement their basic

skills and create more complex and varied applications.

Student will be encouraged to apply their skills in

creative ways.

Baking and Pastry – 710



Prerequisite: C or better in Introductory Foods

This half year course is designed for students who plan

on pursuing a career in the food industry. Students will

learn to select, use and care for specialized baking

equipment. Students will bake and artistically present a

variety of quick breads, yeast breads, pies, shortened

cakes, chiffon cakes, cookies, pastries and other

desserts.

Child Development – 712

0.5 Credit


Meets the grade 12 Health requirement

Vocational Family Services is based on the study of the

physical, emotional, social and intellectual growth and

development of children from prenatal to adolescence.

This course is for students of today who are planning

for tomorrow. It is for those interested in being parents,

those interested in teaching or caring for young

children, and/or for those interested in other child-

related careers. The emphasis is on being a caregiver in

any of these roles.

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PHYSICAL EDUCATION/HEALTH DEPARTMENT

Physical Education Mission Statement

Graduates of Seymour High School will recognize the importance of and choose to participate in physical activities

designed to maintain and enhance healthy lifestyles.

Health Education Mission Statement

Graduates of Seymour High School will develop and maintain behaviors that promote lifelong health.

All 9th

and 10th

grade students must take Physical Education 990 and 992

11th

or 12th

grade transfer students who need to earn PE credit for graduation must do so through PE

electives. They DO NOT have to take the Physical Education 990 or 992

Physical Education – 990, 992

0.5 Credit – grade 9


Required of all grade 9 and 10 students

One credit in physical education is required for

graduation. Classes meet five times per week for

freshman and sophomores for one semester. The

Physical Education curriculum seeks to develop

performance skills, to provide opportunities for

individual physical and emotional development, and

to foster self-discipline, cooperation, competition and

a sense of fair play. Substance Abuse Prevention is

incorporated into physical education classes.

Junior Seminar – 919


Required of all grade 11 students

Junior Seminar includes Lessons fostering academic,

career and college goals as well as social skills that

demonstrate respect for self and others will be

implemented. Additionally the class is designed to

give students reliable health information and develop

attitudes and practices related to good health.

Resisting peer pressure and good decision making

skills along with the following topics are covered;

AIDS/Sexually transmitted diseases, alcohol, drugs,

tobacco, cardio-vascular fitness, consumer education,

mental & emotional health, personal health, stress

management and teen pregnancy.

Physical Education Electives

Physical Education Electives are only available to 11th

and 12th

grade students.

Body Systems (Allied Health) - 901

0.5 Health credits

Prerequisite: C or better in Biology

The essential principles of anatomy and physiology

and specific body systems will be covered in this

course. The muscular, respiratory, circulatory,

neuromuscular, and endocrine systems are looked at

in depth in their relationship to physical activity and

exercise. There will be a primary focus on aerobic

and anaerobic cellular respiration in the use of ATP

as an energy source during exercise.

Cardiovascular Fitness – 906

0.5 credits

Students will be exposed to a variety of fitness

activities that will stimulate their cardiovascular

system. Students will also cover the physiological

aspects of this type of fitness in the classroom.

Students will develop and monitor a routine to

improve their cardiovascular fitness levels. The

cardiovascular fitness activities will include, running,

walking, circuit training, speed training, aquatic

training, Cardio – respiratory concepts will be

covered in the classroom and will provide insight into

what is happening to our bodies as we become more

fit. This will be a rigorous course and students are

expected to be prepared each day for such activities.

Students will be expected to complete a research

paper for this course.

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Athletic Development – 930

0.5 credits

Prerequisite: A grade of 80 or better in

Cardiovascular Fitness (906) or Fitness for Life (924)

This course will offer hands on experiences for

developing athletic abilities such as flexibility,

strength, power, speed and agility. Sport specific

workouts will be broken down on an individual sport

basis to tailor a student’s in season and off season

needs. Students will be expected to complete a

research paper for this course.

Yoga – 923

0.5 credits

Students will learn the fundamentals of alignment

and breathing, as well as the practice of basic

stretches, balancing poses, strengthening exercises

and relaxation techniques. Upon completion, students

will have developed an increase in strength,

flexibility, balance, stamina, and coordination.

Students will become aware of the connection

between mind, body, and breathing. Students will be

expected to complete a research paper for this course.

Fitness for Life – 924

0.5 Credit


This course offers students the opportunity to

participate in a program which will make a positive

difference in their lives. Students will be involved in

a rigorous program of fitness, learn how to self-assess

their fitness levels, and understand that physical

activity provides the opportunity for enjoyment,

challenges, self-expression and social interaction.

Students will also learn how to design their own

personal fitness program that will promote a healthy

lifestyle. Components of flexibility, strength training,

cardiovascular fitness, and nutrition will be included.

Students will monitor their individual fitness program

to improve their weight training and fitness levels.

Students will be expected to complete a research

paper for this course.

Sports and Games – 929

0.5 credits

As a class students will have a choice to participate in

a variety of sports that are played on a court, utilize a

racquet, or are played recreational. Advanced and

skills and an in depth analysis will be developed in a

chosen sport. Sports and games include but not

limited to basketball, speedball, floor hockey,

volleyball, soccer, team handball, tennis, badminton,

bocce, softball, Frisbee, and golf. Students will be

expected to complete a research paper for this course.

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HUMANITIES ACADEMY

This academy is comprised of the English, Social Studies, Fine Arts and World Language

Departments. Completion of the minimum requirements for this academy will satisfy the

following learning expectations 1.a, 1.b, 1.c, 1.d, 2.a, 2.b, 2.c

THE ARTS

Mission Statement

The Arts program at Seymour High School provides opportunities for students to create, perform and respond with

understanding to all of the arts, including music and the visual arts; to develop in-depth skills in at least one art

form; to appreciate the importance of the arts in expressing human experience; and to be prepared to apply their

arts skills and understandings throughout their lifetime.

Visual Arts

Basic Drawing - 803

0.5 credit – semester course


This half year course covers the basic media and

techniques of drawing (including perspective and

composition) while addressing the elements and

principles of two-dimensional design. This class

serves as a prerequisite to all other art classes.

Observational Drawing - 804



Prerequisite: A grade of 70 or better in basic drawing

This course has been designed for those students who

want to further their drawing skills The students will

focus on drawing from observation to learn to draw

portraits, figures, landscapes, still-life, etc.

Painting (Modern)-806




In this course the student will be introduced to

various media and techniques used in painting. The

focus of this course will be on mixing colors and

painting techniques, using tempera paints, acrylics,

and watercolors. Each painting will correlate with

the style of a famous modern artist and art

movement.

Observational Painting – 807




In this course the student will explore and expand

upon the different media and techniques used in wet

and dry painting. The focus of this course will be

painting a variety of subject matter from observation

to achieve realism. Students will explore color

relationships and concentrate on blending colors,

tints, tones, and shades to create volume.

3-Dimensional Design – 808

0.5 credit – Semester Course


Prerequisite: A grade of 70 or better in basic drawing.

In this course the student will be introduced to

various methods and materials of sculpture as a

means of expression. They will continue to work

with the elements and principals of 2-dimensional

design, and begin to incorporate the third dimension

of depth in their art using both additive and

subtractive methods. They will work with material

such as wire, clay, plaster, paper mache, and found

objects.

38

Pottery and Sculpture – 809

0.5 credit – Semester Course


Prerequisite: A grade of 70 or better in basic drawing.

In this course the student will incorporate the third

dimension of depth in their art through the use of

various clay techniques. Focusing on hand building,

students will use clay to create different forms of

functional and/or decorative pottery as well as

sculpture. Students will also have the opportunity to

experience wheel throwing.

Commercial Art and Art Careers-810



Prerequisite: A grade of 75 or better in at least one

painting course and sculpture course

Using the skills developed in drawing, painting, and

sculpture, students in this course will pursue a more

advanced study, with a concentration on commercial

art. This course will enlighten the student on several

career options available in the art field. Through

various hands-on activities in illustration and graphic

design, students will touch upon some of the many

facets of advertising, publishing, and promoting in

art.

Music

Concert Band – 830, 829

1 Credit


This is a Level 2 course for first year participants.

Level 1 credit will be awarded for students who are

in their second year of the high school music

program.

Concert Band provides students a chance to learn and

perform music through an instrumental ensemble.

Instruments appropriate for Concert Band which

includes: Flute, Clarinet, Oboe, Saxophone, Trumpet,

French Horn, Trombone, Baritone Horn, Tuba, or

Percussion. Students who enroll must be available for

a variety of performances and concerts. Prior

experience is necessary.

Concert Choir – 825, 824

1 Credit


This is a level 2 course for first year participants.

Level 1 credit will be awarded for students who are

in their second year of the high school music

program.

Concert Choir is open to all students and offers an

opportunity to develop vocal musical talents and

general music understanding in a coed musical

ensemble. No prior knowledge of music is necessary.

Concert Choir performs music in numerous

languages and covers music from a variety of musical

genres. Students who enroll in this course will be

learning how to read music and must be available for

a variety of performances and concerts.

Developmental Band – 835

1 Credit


Developmental Band provides opportunities for

students who have never played a musical instrument

to learn how to play one and participate in a band.

The course will offer the students a chance to enrich

their high school experience by involvement in the

learning and performance of music on an instrument

appropriate for Concert Band which includes: Flute,

Clarinet, Oboe, Saxophone, Trumpet,

French Horn, Trombone, Baritone Horn, Tuba, or

Percussion. Students who enroll must be available

for a variety of performances and concerts.

Introduction to Guitar – 836

0.5 Credit


Introduction to Guitar exposes students to the

fundamental knowledge and appreciation of the

guitar and music in general. The students will

discover different ways of thinking by practicing

musical, kinesthetic, and problem solving skills.

They will learn basic chords, theory, history, and the

workings of the guitar. Students will play songs

during class and listen to a variety of musical

selections from all genres.

39

Advanced Guitar - 837

0.5 Credit


Prerequisite: Passing grade in Introduction to Guitar

or demonstration of proficiency by audition.

Advanced Guitar will expose students to advanced

chords and scales. Students will participate in an in-

depth study of guitar players from the past. They will

be exposed to improvisation and composition.

Students will learn what is needed to compete

successfully in the musical world of guitar players.

Hip-Hop Methods - 838

0.5 Credit


The Hip-Hop methods is a music survey course

designed to increase students understanding of hip

hop culture. Topics to be addressed include social,

musical, dance, political, and artistic history of hip

hop. Students will participate in writing workshops

to develop their artistic voice and will perform their

works at SHS musical functions. Basic music

production and compositional techniques will be

addressed. This is a class where students will be

expected to perform. There is an after school

component to this grade.

Music Theory and Composition – 828

1 Credit


Music Theory will offer students the opportunity to

gain a greater understanding of music through the in

depth studies of music fundamentals. Students will

learn basic music elements, chord construction and

progression, harmonic analysis, musical form, and

musical orchestration and composition. The course is

planned for both students who wish to pursue a career

in music, as well as those who have an interest in

understanding and composing music.

ENGLISH DEPARTMENT

Mission Statement

The English program at Seymour High School prepares its students to use Standard English to write purposefully,

read critically, and speak and listen effectively. Students will use the language arts to explore and respond to

classical and contemporary works from many cultures and literary periods. Students will develop interpretative and

evaluative skills and make connections among their reading, their writing, and their lives.

English I – 102, 112

1 Credit


The main objective of freshman English is to provide

students with a comprehensive background in

literature and composition. The English I course

entails the study of literature, grammar and

composition.

English II – 121, 122, 125

1 Credit


English II Honors is open to recommended students

who meet the Honors course criteria.

Sophomore English students continue to study world

literature both fiction and non-fiction, to increase

their vocabulary through word study, and to expand

their knowledge of grammar as it applies to writing

skills. Significant time will be spent developing

stronger interpretive and analytical skills. As writers,

students will improve skills needed to create well-

constructed paragraphs and to sequence their ideas

with support from the text and create multi-paragraph

essays that clearly represent a topic.

Modern Non-Fiction – 147



In Modern Non-Fiction, students will develop a

better understanding of the rhetorical and stylistic

elements of the non-fiction genre. The reading and

viewing of selected works of modern non-fiction will

include, but are not limited to, The Color of Water, In

Cold Blood, Fallen Leaves, and In the Heart of the

Sea. Students will also develop their own narrative

and expository writing skills.

40

Multicultural Literature I – 159

0.5 Credit


In Multicultural Literary Studies, students will

increase their understanding of the multicultural

nature of our world. Topics to be addressed will

include special gender-related concerns (sexual

abuse, job discrimination based on sex, and the

socialization of children), age-related concerns

(rights of children, problems of adolescence, and

caring for the elderly) and the needs of people with

disabilities (inclusion in school, parking facilities,

and special equipment.) Students will read critically

and present to the class both orally and in writing at

the end of each unit of study. These units will be

comprised of the novels, essays, short stories, drama,

art and/or poetry of many cultures that co-exist in the

United States.

Multicultural Literature II – 160

0.5 Credit


This course is an extension of Multicultural

Literature I for students who would further increase

their understanding of the multicultural nature of our

world.

Writing The Academic Essay – 149

0.5 Credit – Semester course


Writing the Academic Essay is one of the most

difficult tasks facing high school and college students

today. This course will provide an overview of the

ten (10) essay types most frequently requested by

instructors. The course is based on the assumption

that writing is a practical art that can be learned by

studying basic patterns. Students will read model

essays and create essays of their own that reflect the

rhetorical patterns illustrated by the readings. These

include the descriptive, narrative, example,

classification and division, cause and effect, and

argument essay. Using The Norton Sampler as a text,

students will read model essays and practice writing.

Since the essays in this text reflect a multicultural

mixture, they will allow our students to experience

the world from many perspectives.

Public Speaking - 150

0.5 Credit


This course is intended to provide students with

essential principles to understand and develop

successful public speaking skills for personal,

academic, and social competence. Students will

participate in a variety of activities which include

planning, researching, revising, and presenting

informative and persuasive speeches; peer and self-

evaluation; and active engagement with the listening

process. Through involvement with the readings,

lectures, class discussions, class exercises, and

presentations, students will be presented with

strategies to enhance their skills to become more

competent, confident speakers. Participation in this

class requires registering at Naugatuck Valley

Community College. Registration is free and could

result in earned college credit.

UCONN English ECE – 137

Honors

1 Credit


This course is designed for students with a special

interest in literature and for those who have

demonstrated more than rudimentary writing skills.

These students are typically skilled readers of a

variety of literary genres. The concentration of

content in this course is the study of literature of

increasing complexity and analyzing such literature

in writing.

UCONN Early College Experience (ECE) provides

academically motivated students with the opportunity

to take university courses while in high school. These

challenging courses allow students to preview college

work, build confidence in their readiness for college,

and earn college credits that provide both an

academic and a financial head-start on a college

degree. UCONN ECE instructors are high school

teachers certified as adjunct professors by the

University. UCONN ECE faculty fosters independent

learning, creativity and critical thinking - all

important for success in college. To support rigorous

learning, University of Connecticut academic

resources, including library and online classroom

access, are available to all UCONN ECE students.

UCONN ECE students must successfully complete

the course with a grade of C or above in order to

receive University credit. UCONN credits are

transferable to many colleges and universities.

Students are charged a $25 per credit processing fee.

41

Creative Writing – 138

Level 1

0.5 Credit


This course focuses on writing as an art form. The

three major genres of creative writing featured are

poetry, short fiction, and nonfiction. The coursework

recognizes that creative endeavors flow from an

individual’s knowledge, experience, and cultural

background and will include the exploration,

development and expression of ideas through writing.

The student will learn where ideas come from, and

how ideas can be developed and transformed through

reading exemplar literature, exploration and critical

thinking. Students will participate in writing

workshops and will produce pieces that may be

published in the school literary magazine and/or

submitted to creative writing contests. It is essential

that student writers work in an atmosphere that

inspires confidence, knowing that they can take risks

without fear of criticism or ridicule. This is a course

for the mature student who wishes to explore the art

and form of creative writing.

The following English electives are only offered during school years which start during an odd numbered

year. (2013, 2015, 2017)

AP Literature and Composition - 146

1 Credit

Recommended to grade 11-12 students who meet the following criteria:

1. Subject teacher recommendation.

2. The final decision of acceptance into the course will be made by the classroom teacher.

This course prepares students to take the Advanced Placement English Literature and Composition exam. Prospective students

should realize, however, that every college and university has its

own idiosyncratic reaction to granting college credit.

This course is designed for students with a special interest in

literature, and for those who have demonstrated considerably more than rudimentary analytical writing skills. Essentially, what we

will be about here - in discussions, conferences, readings, and

writings - is the exploration of the multiple levels of discourse.

Early British Literature – 151, 152

Level 1, Level 2

0.5 Credit Offered to grades 11-12

This course provides a study of selected early major works in British Literature and their relationship to the present-day.

Students will be encouraged to search for essential ideas which

connect their lives with the past lives of warriors, villains, knights, leaders, thinkers, and reformers as they struggle in the battle

between good and evil. Focus will continue on the development of

analytical and interpretative skills and of effective writing skills.

Modern British Literature – 153, 154

Level 1, Level 2 0.5 Credit

Offered to grade 11-12

This course provides a study of selected British writers from the

nineteenth century to the present. Students will approach the

readings not only as individual works of art to be read creatively and enjoyed imaginatively and intellectually, but also as

representatives of major cultural movements of the past two

hundred years in the English-speaking world. Focus will continue on the development of literary analytical and interpretative skills

and effective writing skills.

The following English electives are only offered during school years which start during an even numbered

year. (2012, 2014, 2016)

AP Language and Composition – 136

1 Credit

Recommended to grade 11-12 students who meet the

following criteria:

1. Subject teacher recommendation.

2. The final decision of acceptance into the course will

be made by the classroom teacher.

This course prepares students to take the Advanced

Placement English Language and Composition exam.

Prospective students should realize, however, that

every college and university has its own idiosyncratic

reaction to granting college credit.

The AP Language and Composition course trains

students to become skilled readers and writers in

diverse genres and modes of composition. As stated

the Advanced Placement Course Description for the

English exams, the AP Language and Composition

course’s purpose is “to enable students to read

complex texts with understanding and to write prose

of sufficient richness and complexity to communicate

effectively with mature readers.” These skills will

allow the student to read critically and write

effectively in different modes in the college

classroom and beyond. The main text for the course

is The Bedford Reader as well as various American

novels both fiction and non-fiction. Students should

be prepared to write essays on a weekly basis.

42

Early American Literature – 155, 156 Level 1, Level 2


This course surveys American authors and the

historical development of literature in America.

Coursework illustrates how the events in history and

the cultural heritage of the times influenced the work

of authors. The ability to analyze literary works is

stressed. This course is highly recommended for

students whose intention is to pursue a higher

education. Topics include Puritanism, Romanticism,

Transcendentalism, Realism, and Naturalism.

Modern American Literature – 157, 158

Level 1, Level 2

0.5 Credit


This course emphasizes the novel as the dominant

modern American literary art form, as a social

document and a portrait of time and place. Students

will read and analyze the modern novel. Students will

write literary analysis on a regular basis. Required

reading will include but is not limited to the works of:

Mark Twain, Kate Chopin, Charlotte Perkins Gilman,

Earnest Gaines, F Scott Fitzgerald, John Steinbeck,

Ernest Hemingway, Truman Capote, Stephen King,

Jodi Picoult, Sue Monk-Kidd and Tim O’Brien

.

SOCIAL STUDIES DEPARTMENT

Mission Statement

The purpose of Social Studies is to help young people recognize their roles as participants in a democratic society.

By acquiring knowledge, developing skills and examining values, Seymour High School students will begin to

understand themselves as individuals, family members, consumers, responsible citizens, and life-long learners in a

diverse society.

Most social studies courses require regular internet use. Students who choose any of these courses must be

prepared to use the school library to access the internet regularly. Because of this, internet use forms must be

turned in within the first week of school for all students, additionally EDLINE accounts must be activated with e-

mail enabled for both students and parents.

Civilization and Change – 210

1 Credit


This is a survey course that will help students

understand the accomplishments and contributions of

past civilizations. It traces the development of

political ideas and thought, art, history, cultural and

scientific achievements of human civilization from

prehistoric time to the Renaissance Man’s actions,

past and present, which have helped him formulate

ideas within the total framework of civilization are

also studied.

United States History – 221, 222, 225

1 Credit


Students will study the development of the United

States from 1877 to present time. The class will

provide an in depth study of major eras in the growth

of America including: the Western Frontier,

Industrialization and the Gilded Age, Urbanization

and Progressivism, America on the World Stage, the

Boom to Bust, World War II, the Cold War, and

Years of Turmoil to Current Times. The goal of this

study is to develop an understanding of our shared

history, and how the past shapes our nation today.

43

AP United States History – 226

1 Credit



Placement US History exam. Prospective students

should realize, however, that every college and

university has its own idiosyncratic reaction to

granting college credit. Throughout the course,

students will explore the history of the United States

from Pre-Colombian time to the modern era.

This course takes an accelerated approach and is

designed to provide students with the opportunity to

be successful on the AP exam. The student is

expected to assume responsibility for independent

research and study. The goal is to create a college

level class.

American Government – 250, 251, 252


Graduation requirement open to 11th

and 12th

grade

students who have not taken AP US/Comparative

Government and Politics.

In this course, students will apply knowledge of the

United States Constitution, how the U.S. system of

government works and how the rule of law and the

value of liberty and equality have an impact on

individual, local, state and national decisions. In

addition, students will demonstrate knowledge of the

rights and responsibilities of citizens to participate in

and shape public policy, and contribute to the

maintenance of our democratic way of life.

Social Studies Electives

AP US/Comparative Government and Politics – 247 (This

course will be offered during the 2013-14 school year)


Meets 11th grade American Government requirement

The students in this yearlong, college level class will prepare

students to take two AP exams: United States Government and

Comparative Government and Politics. The class is designed to develop an understanding of the world’s diverse political structures

and practices using the following six nations: Great Britain,

Russia, China, Mexico, Iran, and Nigeria. The class will also cover an in depth study of American government and politics that

satisfies the state of Connecticut’s civics requirement. Students

should be willing to make a commitment to the rigors of a college level class.

This course takes an accelerated approach and is designed to

provide students with the opportunity to be successful on the AP exam. The student will be expected to assume responsibility for

independent research and study. The goal is to create a college

level classroom experience.

Criminal Law – 228



In the course Criminal Law, students will develop a

basic understanding of American jurisprudence.

Topics covered will include an introduction to law

and the legal system, law-making, citizen advocacy,

the court system, crime in America and due process.

Current Issues – 242




Daily newspapers, periodicals and other media are

used in an effort to give historical perspective to

"current issues" under discussion. Reading the daily

newspapers and oral discussion of articles are part of

the class work.

AP European History - 249

1.0 Credit

Offered to grades 10 -11-12

This course introduces students to European history

since 1450 and evaluates the cultural, economic,

political and social developments that have shaped

the world to this day. Students will develop an

understanding of some principal themes in modern

European history, an ability to analyze historical

evidence and historical interpretation and an ability to

express historical understanding in writing (The

College Board). Students should be willing to make a

commitment to the rigors of a college level class.



be successful on the AP exam. The student is




44

Geography – 238

0.5 Credit


This course will give the student the opportunity to

discover answers to questions about the world around

them. In this course, we will explore processes that

shape the Earth, the relationships between people and

their environment, and the links between people and

places. Students will have an opportunity to interpret

maps and study locations to enhance map skills.

Additionally, the course will emphasize elements of

culture around the world so that students may realize

and appreciate the similarities and differences among

various people. The course is designed to help

students gain a greater knowledge, understanding and

acceptance of people from different cultures.

Psychology Perspectives – 240




This course is intended to give students on

understanding of human behavior and mental

processes. Students will study the current

perspectives in Psychology and discuss how

Psychology uses science to determine the truth

regarding human behavior and mental processes.

Independent research and projects will be required.

Psychology - Special Topics in – 244 0.5 Credit – Semester Course



This course will provide students with an in depth

discussion of specific topics in Psychology. This

class will focus on Personality, Development,

disorders and Social Psychology. Independent

research and projects will be required. These topics

will be connected through the nature-nurture debate.

Psychology AP – 245 1 Credit

Open to grade 11 and 12 students with teacher

recommendation.



Placement English Psychology exam. Prospective

students should realize, however, that every college

and university has its own idiosyncratic reaction to

granting college credit.



be successful on the AP exam. The student will be




Sociology – 248




Sociology studies the various components of modern

society. Students are introduced to sociological

terms and concepts that will assist them in better

understanding man and his culture. Topics covered

include crime, social class, population trends, drug

and alcohol addiction, old age, mental health,

juvenile delinquency, and the family.

The Vietnam War - 287

0.5 Credit


The primary objective is to offer students an

additional opportunity to participate in an elective

course that allows students to delve into a turbulent

period in this country’s history and understanding

this conflict from all sides involved

45

WORLD LANGUAGE DEPARTMENT

Mission Statement

The mission of the World Language Department at Seymour High School is to prepare each student to become a

lifelong learner in a multicultural society. Upon completion of their World Language studies, students will listen,

speak, read and write proficiently in at least one language other than English, and will have explored the culture(s)

of that language.

French I – 310

1 Credit


French I is an introduction to the French language

and cultures. The "Raison D’Etre" of this course is to

teach the student to understand and speak French, and

as the year progresses, to read and write the language.

In this course, a study is made of some of the

geographical and cultural aspects of France and other

French-speaking countries.

French II – 320

1 Credit

Prerequisite: A passing grade in French I.

The second year of French presents the student with

the challenge of more extensive conversation with

emphasis on the idiomatic expressions needed to

sustain an adequate level of fluency for simple

conversation. The students will work to build

vocabulary, strengthen concepts of grammar, and

become familiar with the highlights of French

culture, history and the country itself.

French III – 330

1 Credit

Prerequisites: A passing grade in French II.

The first half of the program in French III is devoted

primarily to the further study of the more complex

structures of French grammar. In addition, a

perspective of France, its people and culture is

presented in some depth. In the second half of the

program, reading in French literature past and present

constitutes a substantial percentage of class activity.

Written expression in the form of composition and

themes further increases the student's knowledge of

grammar and strengthens his vocabulary.

French IV – 340

1 Credit

Prerequisites: A passing grade in French III.

French IV continues to emphasize the development

of speaking and listening skills and places heavy

emphasis on vocabulary building through reading.

Short literary works as well as readings about French

culture are included. Further emphasis is placed on

composition skills.

46

Spanish I – 311

1 Credit


The chief aims of Spanish I are to develop an ability

to understand the spoken language and to be able to

reply in clear, simple Spanish. Reading

comprehension is developed by means of short

stories, anecdotes, and descriptive paragraphs. Some

composition in Spanish is required. To make the

student aware of Spanish heritage in our culture,

historical and cultural materials on Spain and Latin

America are presented.

Spanish II – 321

1 Credit

Prerequisite: A passing grade in Spanish I.

In Spanish II, the grammar of the language is

reviewed and continued. The emphasis in this course

begins to shift from aural comprehension and

conversation to the development of greater reading

comprehension and free composition; more attention

is given to the attainment of vocabulary skills. The

study of Hispanic civilization continues.

Spanish III – 331

1 Credit

Prerequisite: A passing grade in Spanish II.

Emphasis is placed on verbal conversation, with oral

and written reports in Spanish. The writing phase of

language learning is given more prominence. At this

level, readings from Spanish literature and articles on

Spanish civilization give greater depth to the

students’ understanding of Spanish culture.

Spanish IV – 341

1 Credit

Prerequisite: A passing grade in Spanish III.

In Spanish IV, the stress shifts to Spanish

composition, to more sophisticated vocabulary and

idiomatic usage, and the reading of more modern

literary works. Studies on Hispanic culture will focus

on the history of Spain and Latin America.

47

STEM ACADEMY

This academy is comprised of the Science, Math and Technology Education departments.

Completion of the minimum requirements for this academy will satisfy the following learning

expectations 1.a 1.d, 2.a, 2.c, 3.b

TECHNOLOGY DEPARTMENT

Mission Statement

Technology education at Seymour High School centers on three skilled and technical areas: communications,

manufacturing and transportation. In each of these areas, Seymour High School feels it is necessary to provide

students with the knowledge and fundamental technological skills that are used in today’s workplace.

Alternative Energies I - 716

0.5 Credit


This is an integrated elective course that provides

students opportunities to study, comprehend, and

apply concepts related to energy, its various

resources, its consumption, and its effect on the

Earth’s systems. This course provides a

comprehensive overview of renewable energies,

including solar energy, wind power, hydropower, fuel

cells, biomass, and alternative transportation options.

Participation in this class requires registering at

Naugatuck Valley Community College. Registration

is free and could result in earned college credit.

Alternative Energies II - 717

0.5 Credit


Prerequisite: Alternative Energies I

Students will be taught the principles of solar home

design, solar hot water, pool and space heating and

solar cooling for both new and existing construction.

Students will learn how to assess the viability of wind

power, hydropower or biomass systems for a given

site. Students will also learn about the impact of

government regulations on the use of renewable

energies. Students will analyze these renewable

energy systems and will calculate savings, backup

energy needs, financing options, and economic

analyses. The student will investigate the potentials

of renewable energy technologies to help solve

environmental and economic problems within

society. Participation in this class requires

registering at Naugatuck Valley Community College.

Registration is free and could result in earned college

credit.

Architectural Design I – 723

1 Credit


Prerequisite: A grade of 70 or better in Computer

Aided Drafting & Design I or Construction Systems

I.

Students of Architectural Design I will design their

own 3200-5000 square foot home. Throughout the

course of the year, students will develop a detailed

set of plans for their home’s construction using

Computer Aided Design techniques. Each student

will also build a scaled model from the designed

plans.

Architectural Design II – 724

1 Credit


Prerequisite: A grade of 70 or better in Architectural

Design I.

In Architectural Design II, students will work in

groups and design a commercial structure (i.e.,

restaurant, school building, and athletic complex).

Throughout the course of the year, students will

develop a set of plans for the commercial structure,

as well as build a scaled model from the plans that

were drawn.

48

Intro to Construction Systems – 730

1 Credit


Introduction to Construction Systems offers students

an opportunity to explore and develop concepts of

construction. The primary aim is to acquaint the

learner with as many types of wood, processes and

concepts as time permits. Safe working habits and

safety are stressed. The student is acquainted with

hand tools, power tools, shop equipment,

construction processes (individual and mass

production), and planning and project development.

Construction Systems – 735

1 Credit


Prerequisite: Successful completion of Intro to

Construction Systems.

Construction Systems I offers an opportunity for

students to explore and develop concepts in

residential, commercial and non-building

construction systems. The goal is to acquaint the

learner with basic knowledge of various construction

systems and their impact on our culture and

environment by means of theory, laboratory and

research activities.

Computer Aided Drafting & Design I – 720 1 Credit


Computer Aided Drafting & Design I develops a

person’s understanding of the language of lines,

letters, and shapes as they are used to convey ideas in

Technology Education as a technical science found in

today’s modern industry. The areas learned include:

pictorial drawing (i.e., single view, orthographic

projections, and isometrics) as applied to mechanical

drafting with emphasis given to individual student

needs. This course provides ½ year board emphasis

and ½ year Computer Aided Drafting (C.A.D.)

emphasis, building a common basis for all further

Technology Education Courses.

Computer Aided Drafting & Design II – 721 1 Credit


Prerequisite: A grade of 70 or better in CAD I.

Computer Aided Drafting & Design II expands on

the student knowledge in Auto Cad (2000) or the

present version. Advanced pictorial drawings,

auxiliary views, sectioning views, isometrics views,

3D modeling, 3D rendering and shading techniques

will be used as advanced computer aided assessment

tools.

Energy Efficiency and Conservation Methods -

718

0.5 Credit


The student will identify and explain all of the energy

efficiency/ conservation methods available for energy

use reduction. Energy consuming facilities, both

domestic and commercial, will be analyzed by the

students for energy efficiency opportunities. The

student will calculate energy savings and

environmental impacts for most energy efficiency

methods in order to identify and assess energy

conservation opportunities. In addition, the student

will demonstrate the appropriate usage of energy

monitoring and measuring equipment commonly

used by energy specialists and energy auditors.

49

MATH DEPARTMENT

Mission Statement

Graduates of Seymour High School will apply proficiently a range of numerical, algebraic, geometric and statistical

concepts and skills to formulate, analyze, solve and facilitate inquiry and the exploration of real-world problems.

Such proficiency will also support continued study and appreciation of mathematics as a discipline.

Algebra I – 413, 414 1 Credit

Open to grade 9 students

Algebra I introduces the student to functions, with an

emphasis on linear equations and slope. Students

learn to solve multi-step equations using the

properties of algebra. Basic functions of the graphing

calculator are taught. Preparation for the CAPT is an

important part of Algebra I. Graphing with two

variables, basic statistics, and proportional reasoning

are covered. Students solve real life problems with

algebraic techniques.

Geometry – 421, 423, 425

1 Credit


Prerequisite: Completion of Algebra I

425 - Is open to recommended students who meet the

Honors course criteria.

The study of geometry helps students to visualize

both plane and space figures while acquiring

geometric facts. Through the study of

inductive/deductive reasoning and indirect proofs

students will develop their logical reasoning skills.

Algebra skills are reviewed and strengthened

throughout the course through the application of

geometric concepts. Geometry enables students to

appreciate the practical applications of geometry and

its connection to the real world. It also is designed to

prepare students for success in future mathematics

and scientific courses.

Algebra II – 430, 437, 426

1 Credit


Prerequisite: Completion of Algebra I and Geometry

426 - Is open to recommended students who meet the

Honors course criteria.

Algebra II continues the study of functions. Students

learn operations with functions, graphing of different

types of functions and equations, operations with

exponents, matrices, and complex numbers. Advance

features of the graphing calculator are incorporated

into the curriculum as well as real life problem

solving and applications of Algebra II in various

fields such as engineering and other sciences.

Participation in this class requires registering at

Naugatuck Valley Community College. Registration

is free and could result in earned college credit.

Intermediate Math - 408

1 Credit


This is an integrated course which will provide

exposure to both Algebra and Geometry prior to

taking the CAPT test. A variety of assessments will

enable the students to use math skills in a variety of

“real life” situations.

Advanced Math - 434

1 Credit


Prerequisite: Completion of Algebra II

Advanced Math is available to students who have

completed Algebra II and who require additional

coverage of higher level math concepts. Basic

Trigonometry and reinforcement of Algebra II will be

covered. This course will allow students to explore

different phases of advanced mathematics not

available in Algebra II. Students will explore levels

of probability, trigonometry and discrete

mathematics. This course is not open to students

who have passed Pre-Calculus.

Pre-Calculus – 431, 435

1 Credit


Prerequisite: A grade of 75 or better in Algebra II

This course is designed to provide a strong

foundation of pre-calculus concepts, techniques, and

applications to prepare students for more advanced

work. It places appropriate emphasis on discrete

mathematics and data analysis as the mathematical

framework for many important contemporary

applications. Units covered include functions,

50

graphs, and applications, trigonometry, discrete

mathematics, data analysis and introduction to

calculus.

Calculus - 448

1 Credit

Offered to grade 12

Open to recommended students who completed Pre-

Calculus with a grade of B or better

This course covers limit theory, differentiation and

integration of algebraic and transcendental functions,

as well as their applications. This course is intended

for students who want to earn the important concepts

and skills of calculus. The pace of this course is

geared to those students not intending to take the AP

exam. Evaluation of student performance is based

upon tests, quizzes, and homework. Projects,

presentations, and authentic written work are

incorporated into the evaluation of student

performance.

Calculus –Honors/AP/UCONN – 445 1 Credit

Offered to grade 12

Open to recommended students

Calculus consists of a review of formulas and graphs

(from algebra, geometry, and trigonometry), slopes of

functions and limits, derivatives, continuity,

maximum and minimum points, and rules of

differentiation. Students then study applications,

integration, vectors, parametric equations,

transcendental functions, and infinite series.

Calculus is a necessary course for those students

interested in further studies in the sciences. Students

who complete this course who have participated in

the UCONN cooperative will be eligible to receive

transferable UCONN college credit and or the

students have the opportunity to take the College

Boards Advanced Placement Exam for college credit.

Probability & Statistics – AP/UCONN – 442 1 Credit

Offered to grade 12


Students will see how probabilities may be

interpreted and how they may be used to make

choices, which promise to be profitable or desirable.

Permutations, combinations, Pascal's productive

pattern, conditional probability and distribution and

multinomial probability will all be studied in depth.

Students will deal with the collection, analysis

interpretation and presentation of masses of

numerical data. The following will be stressed:

averages, variability, confidence intervals for means,

differences between and among several means,

correlations and comparing frequency distributions.

Students who complete this course who have

participated in the UCONN cooperative will be

eligible to receive transferable UCONN college

credit and or the students have the opportunity to take

the College Boards Advanced Placement Exam for

college credit.

51

SCIENCE DEPARTMENT

Mission Statement

Our Mission at Seymour High School is to prepare each student to become a lifelong learner who is capable of

applying scientific concepts and processes in order to become informed, responsible individuals in a changing

technological society.

General Science – 501, 502, 505, 511, 512, 515

1 Credit

Open to grade 9 students

General Science Honors is open to recommended 9th

grade students who meet the Honors course criteria.

This course is an introductory survey of physical

science that will prepare the student for further study

in science. The course examines forces and motion,

properties of matter, electricity and magnetism, and

the nature of energy and energy transformation.

Students will also explore topics in the earth and

space sciences, such as astronomy, geology, and

meteorology as they relate to the principals of

physical science examined during the year.

Laboratory activities and problem solving are

important aspects of the course, and students will be

expected to design and conduct at least two

independent investigations during the year.

Biology – 521, 522, 525

1 Credit


Biology Honors is open to recommended 9th

and 10th

grade students who meet the Honors course criteria.

The study of biology provides an understanding of

fundamental biological concepts. The course

includes a survey of the biochemical processes of the

cell, microorganism, plants, animals and man. The

interrelationships of living things and their

environmental adaptations should bring about a

clearer comprehension of the significance of life and

its importance in human welfare.

Biology – AP/UCONN – 590 (This course will run during the

2013-14 school year)

1 Credit


Prerequisite: Successful completion of one year of Biology, one year of Chemistry, and teacher recommendation.

The course's topics include cellular and molecular biology, enzymes, energy transformations, photosynthesis, respiration,

ecological, evolutionary and ethological biology. Biology is a

laboratory science. A summer reading assignment is a required part of this course. Students who complete this course who have

participated in the UCONN cooperative will be eligible to receive

transferable UCONN college credit and or the students have the

opportunity to take the College Boards Advanced Placement Exam

for college credit.

Chemistry – 530, 531, 535

1 Credit


Prerequisite:

530 - For students who have not taken Algebra I or

received a grade lower than 75

531 - Successful completion of Algebra I (75 or

better) and Biology (75 or better).

535 - Successful completion of Algebra I (75 or

better) and Biology (85 or better), and be

recommended by a faculty member.

This is a laboratory science program that involves the

study of matter, energy, atomic structure, bonding,

chemical reactions and other related topics. One

extra period of laboratory time is scheduled each

week for conducting experiments. Students will read

scientific texts, solve word problems and write

laboratory reports.

AP Chemistry – 536

1 Credit


Prerequisite: Biology, one year of Chemistry, one

year of Physics or taking concurrently, and teacher

recommendation.


Placement Chemistry exam. Prospective students

should realize, however, that every college and

university has its own idiosyncratic reaction to

granting college credit.

The course’s topics include atomic theory and atomic

structure, chemical bonding, nuclear chemistry,

gases, liquids and solids, solutions, reaction types,

stoichiometry, equilibrium, kinetics,

thermodynamics, and organic chemistry. AP

Chemistry differs qualitatively from the usual high

school course in chemistry with respect to the kind of

textbook used, the topics covered, the emphasis on

chemical calculations and the mathematical

formulation of principles, and the kind of laboratory

work done by students. With this being said, some

52

institutions ask to see a record of the laboratory work

done by an AP student before making a decision

about granting credit. Students who complete this

course have the opportunity to take the Advanced

Placement Exam for college credit.

Anatomy and Physiology – 546

1 Credit

Offered to grade 12

Prerequisite: A grade of 75 or better in Biology and

Chemistry


This course will deal with both the function and

structure of the human body. The ten systems of the

body will be covered in detail. The goal of the

course will be to acquaint the student with the human

body and prepare them for a career in a health related

field. Students who enroll in this elective course will

be required to participate in animal dissections.

Physics – 540, 541, 545

1 Credit


Prerequisite:

540 - For students who have not taken Algebra I or

received a grade lower than 70

541 - Successful completion of Algebra I with a

grade of 70 or better

545 - Successful completion of Algebra II, and be

recommended by a faculty member.

This is a college preparatory science program that

integrates a conceptual approach to the study of

physics with extensive qualitative and quantitative

problem solving. Topics of study include: forces and

motion,

vectors, energy, sound, light waves, electricity and

magnetism. Students will participate in

demonstrations, lab activities and projects with an

emphasis on the use of technology to solve

problems. This course is recommended for all

students planning a career in science, construction,

engineering, or medical related fields.

AP Environmental Science – 549

1 Credit


Prerequisite: Successful completion of Biology,

Chemistry, and Algebra I with teacher

recommendation

Students will examine how the Earth’s biochemical

systems work and how humans affect these systems.

The interdisciplinary nature of environmental science

will be emphasized throughout the course. Basic

scientific principals and mathematical relationships

will be used to analyze the nature of environmental

problems, their causes, and potential solutions, as

well as the socioeconomic impacts to human societies

resulting from decision-making regarding the

environment.

Students taking this course will be able to receive AP

credit from the College Board upon demonstration of

proficiency on the AP Environmental Science exam.

However, students should realize that individual

colleges have their own requirements regarding

conferring college credit for AP courses.

Environmental Science – 537, 547

1 Credit


Prerequisite:

537 – Grades less than 75 in two prior science

courses

547 – Grades greater than 75 in two prior science

courses

Environmental Science is an applied science that

studies how humans interact with the environment.

The course is broken down into two major parts:

ecology, and the human impact on the environment.

Students will examine issues related to resource

depletion, pollution, and biodiversity. Students will

have opportunities to conduct laboratory and interest

based investigation. Participation in this class

requires registering at Naugatuck Valley Community

College. Registration is free and could result in

earned college credit.

53

OTHER COURSE OFFERINGS

Virtual High School

Seymour High School is a participating member of the Virtual High School Global Consortium.

Through this program students are able to access a wide variety of courses not available at

Seymour High School. The program is taught by Certified Teachers on a 15 week course

schedule.

Through participation in this program, students will interact with other students from around the

world, work independently, and earn additional credits. The successful VHS student should be

self motivated, able to learn independently, be computer literate, possess effective written

communication skills, and be willing to make a personal commitment to completing the course

work.

Program Guidelines

Courses offered at SHS cannot be taken with VHS.

Only one ½ credit course can be taken per semester, or one credit course per year.

Students must carry 5 SHS credits in addition to VHS credit.

Course grade will be included for class rank.

Course will be listed on transcript.

Application Process

Acceptance into this program will be based on the completion of the VHS Application, two

teacher recommendations, and course availability. In the event of numerous course requests,

students will be chosen by lottery.

For a listing of courses please access the VHS website through the school’s website under

Student Resources.

Freshman Seminar – 100

0.5 Credit

Required for all 9th

grade students

This course focuses on the student learner and will provide freshman students direct instruction

in skills that are critical for student achievement. Students will learn and practice effective note

taking strategies, effective study skills, and the personal skills necessary for successful

collaborative work. Students will learn and practice critical reading, writing and thinking

through the study of cross-curricular materials. A research based project will culminate the class.

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Work Study Program

.25-3 Credits: can be earned dependent upon hours worked.

Prerequisite: Career Life Skills or taking concurrently and recommendation by School Counselor

Offered to grades 11 – 12.

Special Education Department

The Special Education Department organizes and provides services to meet the needs of special

education students. The Planning and Placement Team (PPT) makes recommendations of

programs and classes for the student based on his or her emotional, academic, or physical needs.

In addition the team determines individualized goals for each student. Special Education

students are assigned a case manager who acts as a liaison with the student and the student’s

teachers, facilitates the Planning and Placement Team meetings, and performs other duties to

ensure implementation of the student’s program.

One course that may be recommended for an identified student is a period of Resource. In

Resource the student can work on the goals that were determined by the PPT as well as other

materials. Students are expected to work hard in this course as it is designed to help the student

be successful. The course is a Pass/Fail course, and credit is awarded on a semester basis.

Extended School Year Services (ESY) is made on an individual basis based on the needs of a

student who receives special education services. The type of service, amount of service and

duration of the ESY program for eligible children is determined by the needs of each individual

child who is eligible for ESY services. During a student’s annual review both regression and

non-regression criteria should be reviewed to determine a child’s eligibility for services,

discussions regarding a child’s eligibility for ESY and what that program would entail.

If there are any questions about our special education program please feel free to contact the high

school.

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NOTES

SHS Program of Studies

Documents

Transcript of SHS Program of Studies