Establish E Auburn High School Program of Studies 2021 2022 - "If it does not challenge you, it does not change you." (2024)

Establish EAuburn High School Program of Studies 2021 - 2022 “If it does not challenge you, it does not change you.” 1

Principal’s MessageJuly 27, 2021Dear Students:Auburn High School is a high performing, comprehensive secondary high school, that provides a rigorouseducational climate that empowers you to take responsibility for your own academic, personal and socialgrowth.You have the unique opportunity to create a personalized program of study based on your individualinterests and abilities. There is truly something for each of you at Auburn High School. The academicofferings you will find in this Program of Studies are progressive and delivered in a state-of-the-arteducational facility.In addition to exploring your academic interests, you are strongly encouraged to avail yourself to our co-curricular offerings. These offerings include athletics, fine arts and dozens of clubs and activities that areextensions of our school’s core curriculum.As you read through this Program of Studies, think carefully about the courses and levels of study youselect. Choose a rigorous program of study that is best for you and pursue it with vigor. You control yourfuture, no one else. Remember, there is not growth gained in not challenging yourself.If I can be of assistance in any capacity, please stop by my office. My door is always open, and you arewelcome anytime. I wish you success in your educational pursuits.Sincerely,WtÇ|xÄ ZA WxÄÉÇzv{tÅÑDaniel G. DelongchampPrincipal 2

Auburn High School Core Values and BeliefsThe students, teachers, staff members, administrators, parents, and community members of Auburn High School have collaborated to identify several key values that are most important to our learning community. These values are community, academics, and respect.We believe that having a sense of COMMUNITY is vital to the success of our school. Building positiverelationships between students, staff, administration, parents, and members of the school community is anessential part of this process. We believe that fostering communication and collaboration within andbetween these groups leads to a supportive and encouraging environment. Students will be more investedin their education if they feel a sense of belonging and can connect with others. Investing time, energy andresources in activities and events that are designed to foster a sense of community are both worthwhile andnecessary.We believe that ACADEMICS should provide students with opportunities for exploration, inquiry,creativity, and growth. We believe that academics consists of authentic and practical learning and shouldbe differentiated to best meet the needs of all students. Students should be able to think critically andcreatively and to communicate their ideas effectively. Students need to be able not only to accessinformation, but also to utilize this knowledge in a manner which will enable them to be successful aftergraduation from Auburn High. Individuals should take ownership of their education and be responsiblefor their choices, actions, and achievement. We believe that self-discipline, organization, and timemanagement are essential skills necessary for lifelong learning.We believe that RESPECT should be mutual between students, parents, teachers, staff, and members ofthe school community. It is important to recognize that all school members have been shaped by uniqueexperiences that inform their opinions and viewpoints, and these differences are to be valued andappreciated. All members should be encouraged to express themselves and their beliefs and opinions in asupportive and safe environment. We believe that respect for differences, diversity, property, community,time, and work form the foundation of a nurturing community. 3

Auburn High School 21st Century Learning ExpectationsAuburn High School has identified the following school-wide expectations for student learning, basedupon 21st Century Skills. These learning expectations are designed to reinforce the skills students need tolearn and demonstrate throughout their high school experience. Academic:  Communicate with clarity, purpose and consideration of audience.  Demonstrate the ability to investigate, research and solve problems using higher order thinking and reasoning skills.  Utilize various forms of technology and media to foster creativity and self-expression. Social:  Collaborate effectively as a member of a team. Civic:  Responsibly participate as a local and global digital citizen.Assessing Academic Learning Expectations:Each academic department of Auburn High School is responsible for assessing one of the academiclearning expectations through the use of a specific analytic rubric. Departments will use this rubric inconjunction with a student assignment each trimester, in order to determine whether or not a student isapproaching, meeting, or exceeding the learning expectation.Assessing Social and Civic Learning Expectations:All departments will be responsible for assessing student achievement of both the social and civic learningexpectations. Specific rubrics have been designed for each of these expectations. Faculty members willuse these rubric to determine whether or not a student is approaching, meeting, or exceeding the learningexpectation.Analysis and Reporting of Learning Expectations Data:The learning expectations and rubrics will be presented to students by their individual teachers.Throughout each trimester, teachers will use these rubrics in conjunction with assignments and classroomactivities in order to collect data on student achievement. Students will receive feedback on their progressthrough the trimester, but the data will be formally reported to students and their families on their reportcard at the end of each trimester, via Power School. In order to receive a rating of “Meets Expectations”or “Exceeds Expectations” in Power School, a student must have achieved at least that rating in allcategories of the rubric, otherwise they will receive the rating “Approaching Expectations”. It is a goal ofAuburn High School to have all students reach at least “Meets Expectations” in all areas before graduation.In addition to data reporting, teachers and students use the rubric results to evaluate curriculum,instruction, and learning. This process is designed to clarify academic expectations for students and tomaintain a continual process of reflection and “decision-making related to [our] curriculum, instruction,assessment, policies, and procedures” (NEASC 5). 4

Auburn High School operates on a trimester schedule system. Each trimester is approximately 13 weeksin duration. Students are enrolled in 5 courses per trimester. Below are the typical schedule students followeach day. 5 Day Rotating Schedule (No Activity) A DAY B DAY C DAY D DAY E DAY Warning Music Warning Music Warning Music Warning Music Warning Music 7:20-7:25 7:20-7:25 7:20-7:25 7:20-7:25 7:20-7:25 A BLOCK B BLOCK C BLOCK D BLOCK E BLOCK 7:25 - 8:33 7:25 - 8:33 7:25 - 8:33 7:25 - 8:33 7:25 - 8:33 68 minutes 68 minutes 68 minutes 68 minutes 68 minutes PASSAGE PASSAGE PASSAGE PASSAGE PASSAGE 8:33 - 8:38 8:33 - 8:38 8:33 - 8:38 8:33 - 8:38 8:33 - 8:38 B BLOCK C BLOCK D BLOCK E BLOCK A BLOCK 8:38 - 9:46 8:38 - 9:46 8:38 - 9:46 8:38 - 9:46 8:38 - 9:46 68 minutes 68 minutes 68 minutes 68 minutes 68 minutes PASSAGE PASSAGE PASSAGE PASSAGE PASSAGE 9:46 – 9:51 9:46 – 9:51 9:46 – 9:51 9:46 – 9:51 9:46 – 9:51 C BLOCK D BLOCK E BLOCK A BLOCK B BLOCK 9:51 – 10:59 9:51 – 10:59 9:51 -10:59 9:51 – 10:59 9:51 – 10:59 68 minutes 68 minutes 68 minutes 68 minutes 68 minutes PASSAGE PASSAGE PASSAGE PASSAGE PASSAGE 10:59 -11:04 10:59 -11:04 10:59 -11:04 10:59 -11:04 10:59 -11:04 D BLOCK E BLOCK A BLOCK B BLOCK C BLOCK 11:04 - 12:36 11:04 - 12:36 11:04 - 12:36 11:04 - 12:36 11:04 - 12:36 1st 11:04 - 11:27 1st 11:04 - 11:27 1st 11:04 - 11:27 1st 11:04 - 11:27 1st 11:04 - 11:27 2nd 11:27 - 11:50 2nd 11:27 - 11:50 2nd 11:27 - 11:50 2nd 11:27 - 11:50 2nd 11:27 - 11:50 3rd 11:50 – 12:13 3rd 11:50 – 12:13 3rd 11:50 – 12:13 3rd 11:50 – 12:13 3rd 11:50 – 12:13 4th 12:13 – 12:36 4th 12:13 – 12:36 4th 12:13 – 12:36 4th 12:13 – 12:36 4th 12:13 – 12:36 69 minutes 69 minutes 69 minutes 69 minutes 69 minutes PASSAGE PASSAGE PASSAGE PASSAGE PASSAGE 12:36 - 12:41 12:36 - 12:41 12:36 - 12:41 12:36 - 12:41 12:36 - 12:41 E BLOCK A BLOCK B BLOCK C BLOCK D BLOCK 12:41 - 1:50 12:41 - 1:50 12:41 - 1:50 12:41 - 1:50 12:41 - 1:50 69 minutes 69 minutes 69 minutes 69 minutes 69 minutes 10

There are times during the school year when students need to meet for a co-curricular purpose, advisoryperiod or other reason. When an activity period is necessary, the following schedule is utilized toaccommodate the activity period. 5 Day Rotating Schedule (Activity Schedule) A DAY B DAY C DAY D DAY E DAY Warning Music Warning Music Warning Music Warning Music Warning Music 7:20-7:25 7:20-7:25 7:20-7:25 7:20-7:25 7:20-7:25 A BLOCK B BLOCK C BLOCK D BLOCK E BLOCK 7:25-8:27 7:25-8:27 7:25-8:27 7:25-8:27 7:25-8:27 62 minutes 62 minutes 62 minutes 62 minutes 62 minutes PASSAGE PASSAGE PASSAGE PASSAGE PASSAGE 8:27-8:32 8:27-8:32 8:27-8:32 8:27-8:32 8:27-8:32 B BLOCK C BLOCK D BLOCK E BLOCK A BLOCK 8:32-9:34 8:32-9:34 8:32-9:34 8:32-9:34 8:32-9:34 62 minutes 62 minutes 62 minutes 62 minutes 62 minutes ACT/ADV* ACT/ADV* ACT/ADV* ACT/ADV* ACT/ADV* 9:34-10:04 9:34 -10:04 9:34-10:04 9:34 -10:04 9:34-10:04 PASSAGE PASSAGE PASSAGE PASSAGE PASSAGE 10:04-10:09 10:04-10:09 10:04-10:09 10:04-10:09 10:04-10:09 C BLOCK D BLOCK E BLOCK A BLOCK B BLOCK 10:09-11:11 10:09-11:11 10:09-11:11 10:09-11:11 10:09-11:11 62 minutes 62 minutes 62 minutes 62 minutes 62 minutes PASSAGE PASSAGE PASSAGE PASSAGE PASSAGE 11:11-11:16 11:11 -11:16 11:11 -11:16 11:11 -11:16 11:11 -11:16 D BLOCK E BLOCK A BLOCK B BLOCK C BLOCK 11:11 -12:43 11:11 -12:43 11:11 -12:43 11:11 -12:43 11:11-12:43 1st 11:11-11:34 1st 11:11-11:34 1st 11:11-11:34 1st 11:11-11:34 1st 11:11-11:34 2nd 11:34-11:57 2nd 11:34-11:57 2nd 11:34-11:57 2nd 11:34-11:57 2nd 11:34-11:57 3rd 11:57-12:20 3rd 11:57-12:20 3rd 11:57-12:20 3rd 11:57-12:20 3rd 11:57-12:20 4th 12:20-12:43 4th 12:20-12:43 4th 12:20-12:43 4th 12:20-12:43 4th 12:20-12:43 69 minutes 69 minutes 69 minutes 69 minutes 69 minutes PASSAGE PASSAGE PASSAGE PASSAGE PASSAGE 12:43-12:48 12:43-12:48 12:43-12:48 12:43-12:48 12:43-12:48 E BLOCK A BLOCK B BLOCK C BLOCK D BLOCK 12:48-1:50 12:48 -1:50 12:48 -1:50 12:48 -1:50 12:48 -1:50 62 minutes 62 minutes 62 minutes 62 minutes 62 minutes 11

Department of School Counseling 12

PhilosophyAuburn High School’s Counseling Program will:  Provide a comprehensive program addressing the academic, career and personal growth needs of every student, developmentally and sequentially throughout their high school years.  Be an essential and integral part of the overall educational process and complement the comprehensive curriculum.  Support the National and State Models for school counseling and will promote professional development to implement the National and State standards. Program GoalsAcademic Development  Identify post-secondary options consistent with interests, achievement, aptitude, and abilities.  Understand how school success and academic achievement enhance future career and vocational opportunities.Career Development  Develop an awareness of personal abilities, skills, interests, and motivations.  Demonstrate awareness of the career-planning process.  Maintain a career planning portfolio.Personal/Social  Learn the goal setting process.  Develop an action plan to set and achieve realistic goals.  Begin the process of achieving independence and developing self-advocacy skills. Guidance CurriculumSchool counselors design, plan, and implement a guidance curriculum; with teachers andparents/guardians involvement, student outcomes are optimized.Grade 9  First Year Student Orientation  Four Year Academic Planning  Orientation to Career Program: Personality Assessment  Groups with Peer Leaders: Peer Relationship, Time Management, etcetera  Academic Planning and Course Registration  PSAT preparationGrade 10  Review Academic Planning and Registration  MCAS testing  Career Program: Career Exploration and Research  PSAT preparation 13

Grade 11  Review Academic Planning and Registration  PSAT/SAT preparation  Standard Test Planning  Post-secondary Planning Night  Career Program: College and Career Search and Planning  Job Shadowing Opportunities  Interviewing SkillsGrade 12  Post Graduate Planning Overview  Post-secondary Applications  Resume and Cover Letter Writing  Job Shadowing Opportunities  Financial Planning / Credit  “Reality Bites” WorkshopFreshman - Senior Seminar (P/F)This special topics class for students will address the areas of development in the academic, career, andpersonal/social as published by the American School Counseling Association’s National Model for SchoolCounselors and the Massachusetts Model for Comprehensive School Counseling Programs. Topics willinclude: The College Application Process (including the college essay, letters of recommendations,interviewing skills), Career Development (including resume and cover letter buildings, in depth skillsidentification and career pathways), Personal/Social Development (issues of transition beyond high schoolsuch as budgeting). This course is taught by a member of the Guidance Department.Individual Student PlanningCounselors meet with students individually and in groups in planned activities to assist students withplanning, managing, and monitoring their educational, career, and personal goals. Each student is assigneda school counselor that will stay with him or her throughout his or her high school career. Students canmeet with their counselors by requesting an appointment through the guidance department secretary.During school hours, students must have a pass from the counselor or teacher.Responsive ServicesSchool counselors work in partnership with administrators, teachers, school and community healthprofessionals to provide short-term counseling interventions to resolve immediate conflict/problems,respond to crisis events, and intervene in school –specific situations that disrupt learning.Responsive service activities may include:  Individual/small group counseling  Consultation  Outside referrals  Preventative intervention  Crisis counseling 14

System SupportThe administration, management, and implementation of our comprehensive and developmental school-counseling program require an on-going support system. System support activities establish, enhance, andmaintain optimal delivery of the school-counseling program.System support activities include:  Program evaluation/assessment  Program development  Student assessment  Community outreach  Professional developmentSchool Adjustment Counselor / Psychologists / Social Worker / Counseling ServicesAuburn High School has a school adjustment counselor who provides counseling to students in crisis, individual andgroup counseling, and acts as a resource to families of students needing outside agency supports. The schooladjustment counselor supports students through intervention focusing on mental and physical wellness. In addition,Auburn High School has individual counseling services provided on-site by Auburn Youth and Family Services staffand YOU Inc.A certified school psychologist provides psychological services to the high school student population.Individual and group counseling by the school psychologist is provided to students who are identified,through the Special Education evaluation process of having a psychological disability that impedes theirprogress and who need counseling services for school related problems as identified on their IndividualEducation Plans (IEP).Auburn High School has a school social worker who provides intensive support to students andfamilies. The social worker is a liaison between the school and family to best support students in schooland at home to be successful.For all students, crisis assessment is available and may consist of student interviews, parent consultation,teacher consultation, and other assessment methods to ascertain the student’s immediate needs. Theidentification and referral of resources are provided.Naviance ProgramNaviance (also referred to as Family Connection) is the guidance portion of the AHS website(www.auburn.k12.ma.us) that gives students and parents individualized student information and resourcesfor grades 9 – 12. Students and parents receive information at the beginning of the school year to createtheir own accounts allowing them personal access to the site and their individual information. An e-mailaddress is required to register for an account which is active for four years. In Naviance, students andparents can plan for the student’s future success through a personality assessment and learning stylesinventory that tie in with a career and college search. The college search offers personalized searches andcollege acceptance and attendance statistics of past AHS graduates. Resources offered are study skills,testing information, financial aid, scholarships, as well as other family resources. In addition, students andparents receive e-mail updates about guidance events and important deadlines. Naviance serves as thebasis of the guidance curriculum through a portfolio of student work in areas of personal growth and futureplanning. 15

Academic InformationAll students will be responsible for completing 110 credits of study to obtain an Auburn High Schooldiploma in accordance with the recommended program of studies suggested by the MassachusettsDepartment of Elementary and Secondary Education (Mass Core). These requirements will include:4 years of English, 4 years of Math (Algebra, Geometry, Algebra II or the equivalent of this three yearsequence), 4 years of Physical Education, 3 years of a lab-based Science (including Biology), 3 years ofSocial Sciences (including United States History I, United States History II, and World History), 2 yearsof the same Foreign Language, 1 year of Fine Arts (must complete the equivalent of one year but can be indifferent areas) and five additional "core" courses such as Business Education, Health, and/or Technology.Mass Core also encourages students to participate in additional learning opportunities including APclasses, dual enrollment, a senior project, online courses for high school or college credit, and service orwork-based learning. Students are also responsible for obtaining a 472 (English), 486 (Math), or 220(Science) or higher on each MCAS examination. Students who score 455-471 (English) and 469-485(Math) MCAS are required by the Department of Elementary and Secondary Education to completean Educational Proficiency Plan (EPP) as part of their studies through grade 12. * Beginning withthe Class of 2024, students will be required to complete 40 hours of community service (10 hours peryear) as part of their graduation requirements. All of the preceding requirements must be met for astudent to receive an Auburn High School Diploma and to participate in June’s CommencementCeremonies.Academic Leveling ProcessCourses at Auburn High School are offered at the following levels: Advanced Placement (AP), Honors(H), and College Preparatory (CP). Each level covers the same core curriculum at a pace that is appropriatefor individual students. Some courses are offered without a level designation.Advanced Placement (AP) classes are college level courses that are based on a prescribed curriculumdeveloped by the College Board. These are highly challenging courses designed to replicate the academicrigor of the college environment. Enrollment in all AP courses requires an application and acceptance intoa particular AP program (specific AP applications are available in the guidance office). Students arerequired to do a great deal of independent work as well as readings and assignments to be completed overthe summer months. In the third trimester, students take AP exams based on the core class curriculum. Ifstudents obtain the required score on the exam, they may be eligible for advanced college credit at variouscolleges for the courses they completed in high school. Students are selected for AP study by their currentteacher and the receiving AP teacher, and the Department Chair based on certain prescribed criteria ineach department of study. If a student is not chosen for Advanced Placement study, they may appeal tothe Principal in writing. The Principal’s decision is final.* Important note regarding AP/Honors textbooks:All students enrolled in an AP course are expected to take the AP exam in May. The approximatecost for this exam is $94 and is paid by the student. The fee is determined by the College Board inPrinceton, New Jersey. Auburn High School recognizes zero profit from testing fees. If there isfinancial hardship, students are encouraged to see their guidance counselor for assistance.The following list is the AP/Honors courses offered by Auburn High School. Associated fees for eachAP course are below. Again, the fees are the responsibility of the student. If there is a financialhardship, students are encouraged to see their guidance counselor. 16

Course Required Materials Approximate Fees AP English Literature Summer Reading Texts (up to 5) $15 per text AP English Language No required materials. Review guide suggested. $15 - $25 AP US History No required materials. Review guide suggested. $15 - $25 AP World History No required materials. Review guide suggested. $15 - $25 AP Calculus AB No required materials. Review guide suggested. $15 - $25 AP Calculus BC No required materials. Review guide suggested. $15- $25 AP Chemistry No required materials. Review guide suggested. $15 - $25 AP Biology No required materials. Review guide suggested. $15 - $25 AP Studio Art Related supplies for portfolio preparation. $50 - $80 AP Music Theory Related materials for test preparation. $50 - $80 AP Statistics No required materials. Review guide suggested. $15 - $25 AP Physics No required materials. Review guide suggested. $15 - $25 AP Physics II No required materials. Review guide suggested. $15 - $25 AP Environmental Science No required materials. Review guide suggested. $15 - $25 AP Computer Science No required materials. Review guide suggested. $15 - $25 AP Psychology No required materials. Review guide suggested. $15 - $25 AP Government/Politics No required materials. Review guide suggested. $15 - $25 AP European History No required materials. Review guide suggested. $15- $25 AP French Language No required materials. Review guide suggested. $15- $25 AP Spanish Language No required materials. Review guide suggested. $15- $25Honors (H) classes are accelerated, demanding, and competitive. Honors courses require a great deal ofindependent work beyond the classroom and are designed for the highly motivated student. The receivingHonors teacher based on certain prescribed criteria in each department of study selects students for Honorslevel study. If a student is not chosen for Honors level study, they may appeal to the Principal in writing.The Principal’s decision is final.College Preparatory (CP) classes are designed to offer students a strong college preparatory foundationthat will allow them to pursue post-secondary education at a four-year, two-year or technical school.Grade Point Average (GPA)Make-up courses taken at an approved summer or night school or those provided by a tutor for make-uppurposes are included in a student’s GPA. A grade of 65 is the maximum grade that will be included in astudent’s GPA. Dual Enrollment courses, or other courses taken at a college are not included in theGPA. Only students who have attended Auburn High School on a full-time basis in grades 9, 10, and 11 17

will be included in Auburn High School’s official internal school ranking, determined at the end of gradeeleven and placed on the student’s permanent transcript. Transfer students must have completed two fullschool years (6 trimesters) at Auburn High School during their freshman to junior years to qualify under thisrequirement. Auburn High School does not calculate class rank for the purposes of reporting to colleges andother outside agencies. An internal ranking is kept for purposes of identifying a class’s valedictorian andstudents who are graduating with honors. Course / Level Change Policy Students will be allowed to make changes in their schedules, where possible, during the first week of trimester one for the year. During the add/drop period students may only make changes in elective courses and only when those changes do not require a change in any of their core curriculum courses. Level changes may be made during the year, where appropriate, and only with the permission of the student’s guidance counselor, parent, and Department Chair. Unresolvable conflicts will be the decision of the Principal. The Principal’s decision will be final. Lateral moves (i.e. going from one teacher to another teacher in the same level) will only be considered if the request is in writing and is approved by the Principal. Due to class size and course conflicts, making schedule changes of any kind may not be possible. Students are urged to make the most of their scheduled courses unless a real problem dictates that a change be made. Once the designated add/drop period passes, changes will only be made with the approval of the Principal. Withdrawing from a Course Students will only be allowed to withdraw from a course during the designated add/drop period or with prior approval from the Principal. Students need to be aware that when changing a course level, their current grade will follow the student to the new course. In addition, if a student elects to withdraw from a course, the course remains on the student’s transcript with a “WP” if passing or a “WF” if failing at the time of withdrawal. Choosing a Program of Studies Students are required each trimester to enroll in five courses. In choosing courses, students should carefully select courses (outside of the core curriculum) that reflect potential future areas of interest. In conjunction with teacher recommendation, parent and school counselor input, students should make choices that will benefit their future career and college goals. Considerations for choosing courses:  Fulfilling Auburn High School graduation requirements. Completing a four-year plan to complete graduation requirements by senior year.  Fulfilling minimum requirements for state college/university; more is desirable with courses that challenge students (AP and Honors) being looked upon more favorably by admissions.  In depth study is more valuable in a student’s program. The longer a course of study in a subject area, the more it will enhance the student’s preparation for the career and college program of their interest.  Students should strongly consider teacher recommendations when choosing a course of study and look to see what the pre-requisite grades are for particular courses.  Students are encouraged to challenge themselves in course selections. 18

Grading SystemProgress ReportsFormal progress reports are issued at the midpoint of each trimester (approximately 6.5 weeks). Progressreports are used to assist students and parents to formally update the status of their performance in a class,affording students an opportunity to make improvements where necessary prior to the end of the trimester.Parents and students may follow student progress every two weeks on Auburn High School’s PowerSchool portal.Report CardsFormal report cards are issued at the end of each trimester. End of year grades are reported on a student’stranscript. Parents and students may view unofficial end of trimester grades on Auburn High School’sPower School portal.Incomplete GradesTeachers may issue a student incomplete grades due to an extended absence from school such as aprolonged illness. Students must complete work within two weeks after the end of each trimester in orderto receive a grade, otherwise the incomplete grade is changed to the grade earned by the work submittedto date.Mid-Year / Final Assessment ActivitiesAll academic departments administer departmental mid-year and final exams during a designated examperiod at the conclusion of each trimester. Mid-term and final exam grades are factored into the calculationof a student’s final grade. SENIORS are exempt from final exams in single trimester courses if they haveachieved an average of “90” or higher for the trimester. SENIORS in single trimester courses who chooseto be exempt from their final exam will receive the equivalent average of their first trimester grade as theirfinal exam grade. SENIORS are exempt from their final exams in two and three trimester courses if theyhave achieved a “90” or better for each trimester as well as their mid-year exam. SENIORS who chooseto be exempt from their final exam will receive a final exam grade that is the equivalent average of theirtrimester grades and mid-year exam.Make-Up of Missed WorkStudents absent from school are allowed the same number of days to make up missed work as the numberof days they are absent.Tutorial ServicesStudents experiencing difficulties in a course should access help from their teachers by appointment afterschool and/or before school. The National Honor Society also provides tutorial support for students.Summer School PoliciesSummer school is an opportunity for students to take courses for credit if a student received a failing finalgrade for the school year. Students can only receive credit for summer school if courses are taken at AHSor an approved accredited high school program.The criteria for students to take summer school courses for credit are:  55- 64 regular year final averages (or teacher recommendation). 19

 Lost credit due to absences.The grading policies for summer school are:  Students must attend a summer school program at an accredited school.  Students will receive a maximum grade of 65 on their transcript for credit purposes. This average is what will be factored into a student’s GPA.  A student's actual summer average will be placed on the transcript with a notation of summer school average.Honor RollTrimester honor rolls are determined and posted after each report card. Students achieving trimester gradesof 80 or better receive honors status. Students achieving trimester grades of 90 or better receive high honorroll status.Graduation PolicyStudents are promoted with their graduating class provided they meet graduation requirements by the endof senior year. If graduation requirements are not met, students may be retained an additional year in orderto receive an AHS diploma. If students have met local graduation requirements, but not state MCASrequirements, students will have additional opportunities to retake the MCAS test after graduation asdesignated by the state. Students will receive a certificate of completion in lieu of a diploma until thestudent has achieved the minimum passing score on the MCAS exam as required by the state ofMassachusetts.Attendance PolicyInformation regarding Auburn High School’s attendance policy can be found in the Student Handbook. 20

Academic ProgrammingWhile it is the intention of Auburn High School to run the courses listed in the followingsections on an annual basis, unforeseen circ*mstances may necessitate a change in courseofferings.When creating a student’s schedule, priority is given to scheduling a student’s core programof study first, followed by electives.Students will have the opportunity to select elective courses they would like to take, butit is not guaranteed that they will receive their elective preferences. Course conflicts mayrequire elective courses to be changed without notice. 21

Level of Study GuidelinesAuburn High School has suggested guidelines for parents and students to strongly consider as courseselections are contemplated and finalized for the upcoming school year. These are guidelines only and notmeant to be restrictive. If there is a question or concern, parents and students are encouraged to contactthe high school to discuss in more detail. Descriptions of the expectations for each level of study can befound on page 15.Grade 8 to Grade 9 Algebra I/IIAlgebra I to Algebra II Honors C+ or higher end of year average, teacher recommendation*.Algebra I to Intermediate Algebra C or higher end of year average, teacher recommendation*.Pre-Algebra to Algebra I or Students not enrolled in Algebra I during 8th grade, teacherAlgebra I, Part I recommendation.*Students enrolled in Algebra I who desire Algebra II Honors placement and have an end of year grade thatfalls within the C/C+ range (75-79) are required to have a conversation with their teacher to discuss if theircurrent range of knowledge and skills in Algebra I is sufficient to proceed to Algebra II Honors. If AlgebraII Honors is questionable, students have the option of enrolling in Intermediate Algebra in Trimester One,followed by either Algebra II Honors or Algebra II CP, in Trimesters II and III. Please see coursedescriptions for each class in the Mathematics section located on page 37.Grade 8 to Grade 9 BiologyScience to Biology 9 Honors C+ or higher end of year average, teacher recommendation.**Science to Biology CP Students who are not enrolled in Biology 9 Honors.Grade 8 to Grade 9 EnglishAdv. Language Arts toEnglish 9 Honors C+ or higher end of year average, teacher recommendation.**Language Arts to English 9 CP Students not enrolled in English 9 Honors.Grade 8 to Grade 9 Social StudiesHistory to US History I Honors C+ or higher end of year average, teacher recommendation.**History to US History I CP Students not enrolled in US History I Honors. 22

Grade 8 to Grade 9 Foreign LanguageFrench I to French II Students who have completed French I, teacher recommendation.Spanish I to Spanish II Students who have completed Spanish I, teacher recommendation.French I or Spanish I Students who are not enrolled in French II or Spanish II.**Students seeking Honors placement and have an end of year grade that falls within the C/C+ range (75-79) are required to have a conversation with their grade 8 teacher to discuss if their current range ofknowledge and skills is sufficient to proceed to the grade 9 honors level.Course Placement Grades 10-12It is Auburn High School’s belief that all students should be enrolled in courses that provide individualrigor. To this end, students in grades 10-12 should choose a program of studies in concert with theirparents, current teachers, and guidance counselors on a yearly basis that will provide opportunities forstudents to successfully achieve their post-secondary plans upon graduation. 23

Department of English 24

*All members of the Class of 2025 will take three trimesters of ELA in 9th grade9 English I A/B/C: Origins of Literature (H/CP)In this three-trimester course, freshmen will improve their ability to read closely, think critically, andcommunicate clearly through a comprehensive study of all literary genres: poetry, drama (includingShakespeare), non-fiction, short fiction, mythology, and the novel. Writing instruction will focus on thedevelopment and organization of claims, paragraphs, and formal essays.10 English II A/B: Perspectives in Literature (H/CP)In this two-trimester thematic course, sophom*ores will build on the essential skills introduced in the freshmenyear as they study short fiction, poetry, non-fiction, drama, and the novel. Writing instruction will center onanalyzing evidence, integrating quotations, and preparing for the Spring MCAS examination. Prerequisite:English I.11 English Language & Composition AP (3 trimesters)—Fulfills the requirement English III (below). APEnglish Language and Composition is an intensive three-trimester college-level English course for juniors andseniors. The course promotes understanding of non-fiction and fiction, drawing on historical and contemporarywritings for extensive analysis. The course prepares students for the AP English Language and Compositionexam. Prerequisite: English II. 26

11 English III-A/B: American Experiences (H/CP)In this two-trimester survey course, juniors will analyze notable texts by several quintessential American authorssuch as Emily Dickinson, F. Scott Fitzgerald, Zora Neale Hurston, and Tim O’Brien. Writing instruction willfocus on improving sentence structure and clarity. Prerequisite: English II.12 English Lit. & Composition (AP) (3 trimesters) - Fulfills the requirement of both English IV courses(below). AP English Literature and Composition is a three-trimester college-level English course forseniors. The course is designed to prepare students for the AP English Literature and Composition exam throughthe extensive study of literature and composition. Prerequisite: English III12 English IV-A: HumanitiesIn this one-trimester course, seniors will evaluate significant works of Western literature and art ranging fromthe medieval to the contemporary period in an in-depth exploration of what it means to be human. Writinginstruction will focus on elevating style and developing voice. Prerequisite: English III12 English IV-B: Diverse VoicesIn this one-trimester course, seniors will examine complex texts written by black, indigninous, and people ofcolor to achieve a broader understanding and appreciation of their respective experiences, cultures, andtraditions. Writing instruction will focus on elevating style and developing voice. Prerequisite: English IIIElectives10-12 Journalism (CP)Students in this one-trimester elective have an opportunity to become real reporters of AHS news! Theycover stories of interest regarding student life, course offerings, sporting events, and many other schoolhappenings. Their course work involves writing, editing, and publishing stories, newspaper layout anddesign, and photography.10-12 Crime Fiction (CP) (Not offered 2021-2022)Crime Fiction is a one-trimester elective that examines characteristics of mystery fiction and the relationshipbetween mystery fiction and society. Students analyze and interpret selected texts, exploring how authors usethe narrative and linguistic conventions of mystery and detective fiction as an expression of aesthetic, political,and cultural values. Students will also study the unique historical and social contexts in which detective andmystery fiction emerged.11-12 Public Speaking (CP)Public Speaking is a course for juniors and seniors that focuses on the skills coinciding with giving speeches,talking in front of an audience, and giving presentations. Students will practice studying, writing, and givingseveral different forms of speeches. Many of the assignments provide preparation for academic andprofessional situations. By the end of the course, students will be able to comfortably speak in front of anaudience while presenting information in a format and manner that is conducive to the audience.10-12 Topics in Writing: Food and Culture (CP)In this one-trimester elective, students will discover the power and meaning of food and how it is contextualizedwithin the broader aspects of culture and human experience. Students will explore the relationship of food to 27

the pen through literature, film, “guest lectures”, and culinary archives. They will also polish their written voicethrough the production of original menus, recipes, memoirs, and culinary inspired essays.12 Applied English and Communications (CP)This one-trimester senior elective is designed to help students discover their passion and prepare for post-secondary career opportunities. Students will explore a variety of career paths through both independentresearch projects and interviews with adults working in fields of interest. Additionally, students will developprofessional writing and communication skills to be successful in the workforce.10-12 Creative Writing (CP)In this one-trimester elective, students have the chance to become authors. By exploring the elements of fiction,drama, and poetry, students analyze the works of prominent authors as a means to better understand andappreciate the process of creating literary works. Students study the techniques of effective creative writingand create their own literary portfolios reflective of the genre being studied.11-12 Short Story (CP)This one-trimester elective offers students the opportunity to experience and appreciate short fiction fromvarious traditions and time periods. Students will become familiar with the elements of short fiction and usethose to evaluate and compare texts both in writing and discussion.10-12 Graphic Novel (CP)This one-trimester course will allow students to study the graphic novel format (similar to comic books) whileexploring a variety of genres. Students will learn to analyze and interpret the combination of images withwritten work, opening up new possibilities in storytelling and meaning.9-12 Crime Fiction (CP)Crime Fiction is a one-trimester elective that examines characteristics of mystery fiction and the relationshipbetween mystery fiction and society. Students analyze and interpret selected texts, exploring how authorsuse the narrative and linguistic conventions of mystery and detective fiction as an expression 28

Massachusetts Seal of Biliteracy ProgramThe Massachusetts Seal of Biliteracy program recognizes high school graduates who attain proficiencyin two or more languages by high school graduation. The Massachusetts Seal of Biliteracy, adopted fromthe state, takes the form of a seal that appears on the transcript and diploma of the graduating senior.This recognition may be presented to colleges and future employers.Requirements to earn the Seal of Biliteracy include the following: - Students must be in acceptable academic standing for graduation with their class. - Students must achieve proficient or advanced in ELA MCAS. ACCESS scores may be used to satisfy the English Language criteria for English Learners if students fulfill the requirements of an Educational Proficiency Plan (see graduation requirements listed in opening of Program of Studies). These students must demonstrate English proficiency on ACCESSS with an overall score of at least level 4.2 and a composite literacy score of at leas level 3.9. - Students must achieve a 4 or 5 on an AP Language exam or intermediate high on the state’s approved language proficiency exam or portfolio if language exam is not available.For more information please visit: http://www.doe.mass.edu/scholarships/biliteracy/faq.html 27

Department of Fine and Performing Arts 28

A number of the most selective colleges and universities recognize the importance of a well-roundedstudent. Participating in the arts, and having a strong portfolio of evidence, is a great way to demonstrateone’s ability as a high achiever who has a variety of interests and accomplishments beyond the standardacademic routine. AHS visual arts courses provide opportunities for students to practice 21st century skillssuch as research, planning, critical thinking, decision-making, and team participation. In addition to skill-building, the arts can be a fulfilling lifelong practice. Below are some suggested (but not required)sequences for all levels of students who are interested in taking art classes.Simply Curious: Freshman: Introduction to Art. Sophom*ore through Senior year: average of 1-4 secondlevel courses, possibly a third level course.Lifelong Learner (not considering art or design career): Freshman: Introduction to art. Sophom*orethrough Junior year: 2-4 second or third level courses including Drawing Foundation. Senior:Concentration Portfolio or Portfolio Prep.9-12 Intro to Art/Design (CP) (Level 1) No prerequisiteIn this increasingly visual world, the ability to communicate visually is an important skill. This beginninglevel course provides a foundation of skills and concepts that are necessary to be visually literate. Learningvisual design principles will help students to make any presentation visually appealing and improve thequality of expressive works. Students will practice making informed judgments about visual art throughart making, art criticism, critique and reflection. A variety of art forms such as drawing, and sculpture willbe introduced. Students will also be exposed to historical and contemporary artworks. At the end of thecourse, students will participate in hosting an evening art exhibit.9-12 Drawing Foundation (CP) (Level 2) Prerequisite: Introduction to ArtBuilding on foundational skills and concepts provided in Introduction to Art and Design, DrawingFoundation is an in-depth exploration of drawing. The study of drawing is an excellent way to improveobservational, imaginative, and expressive abilities. A variety of materials will be used such as pencil,ink, charcoal, pastels, and mixed media. Students will also be exposed to historical and contemporarydrawings. At the end of the course, students will participate in hosting an evening art exhibit. This courseis designed for all types of students but is often a necessary part of college application portfolios for careerssuch as architecture, graphic design, fine arts, and art education.9-12 Handmade Printmaking (CP) (Level 2) Prerequisite: Introduction to ArtBuilding on foundational skills and concepts provided in Introduction to Art and Design, this course is anin-depth exploration of handmade printing techniques and their roots in art and industry. Projects willinclude t-shirt design, art journaling, card-making, and fine arts printing. The study of Printmaking is anexcellent way to improve imaginative, and expressive design. A variety of printmaking techniques will beused such as:  Screen-printing (t-shirts, etc.)  Relief printing: Stamping, linoleum block printing (carve image, stamp on paper)  Collagraph: Collaged surface that is inked and stamped  Monoprinting: Image painted onto surface and stamped 29

At the end of the course, students will participate in hosting an evening art exhibit.9-12 Painting (CP) (Level 2) Prerequisite: Introduction to ArtBuilding on foundational skills and concepts provided in Introduction to Art and Design, Painting is anin-depth exploration of painting techniques, and their roots in historical painting styles. The study ofPainting is an excellent way to improve observational, imaginative, and expressive design. A variety ofmaterials will be used such as acrylic, watercolor, inks, and mixed-media. A study of basic drawing skillsprior to this course is strongly encouraged. At the end of the course, students will participate in hosting anevening art exhibit.9-12 Sculpture (CP) (Level 2) Prerequisite: Introduction to ArtBuilding on foundational skills and concepts provided in Introduction to Art and Design, Sculpture is aconcentrated course in 3-D Design. A variety of materials will be used such as recyclables, papier mache,wire, air-dry clay, and plaster. Students will also be exposed to historical and contemporary sculptures. Atthe end of the course, students will participate in hosting an evening art exhibit. This class will not focuson ceramics.10-12 Ceramics (CP) (Level 2) Prerequisite: Introduction to ArtBuilding on foundational skills and concepts provided in Introduction to Art and Design, Ceramics is aconcentrated course in the basic techniques of hand building, glazing and firing pottery and sculptures inceramic clay. Assigned and independent projects will include both functional and sculptural ceramicobjects. Students will also be exposed to historical and contemporary ceramics. At the end of the course,students will participate in hosting an evening art exhibit. Ceramics is not available to third trimesterseniors.11-12 Media Concentration (CP) (Level 3) Can be repeated. Prerequisite: Good academic standing inprevious level 2 class of chosen art form.This one trimester course is for students who would like to continue exploring the subject of a previouslystudied course such as Drawing, Printmaking, Painting, or Ceramics II. 50% of projects will be dedicatedto creating an independent series of works with a distinct concentration. The remainder of projects will beassigned. Expanded and advanced techniques are learned through self-paced tutorials. Because much ofthis course focuses on independent projects, it demands a studious work ethic. Study will include research,analysis of examples, experimentation, recording progress, and reflective exercises. At the end of thecourse, students will host an evening art exhibit. Ceramics concentration is not available to third trimesterseniors.11-12 Portfolio Prep (CP) (Level 3/4)Prerequisite: Good academic standing in Introduction to Art,Drawing Foundation, one 2nd level course, and instructor permission.This two to three trimester long course is suggested for students planning on attending a college thatencourages or requires a portfolio of visual studies for careers such as architecture, design, fine arts, andart education. Students will create a minimum of 10 portfolio quality works based on portfolio applicationrequirements. 50% of projects will be dedicated to creating an independent series of works. The remainderof projects will be assigned. Some work outside of the classroom is expected. At the end of the course,students will host an evening art exhibit.11-12 Studio Art (Level 3/4) Can be repeated. Prerequisites: Introduction to Art, B or above inprevious level 2 class of chosen concentration, and a determined work ethic.This course is for students who would like to continue exploring the subject of a previous course such asCeramics, Drawing, Painting, or Sculpture. Students who wish to complete a college portfolio may also 30

take this class. At least 50% of the course will be dedicated to creating an independent series of workswithin a chosen concentration. The remainder of projects will be assigned to expand a breadth of abilities.Advanced techniques are learned through self-paced tutorials. Because much of this course focuses onindependent projects, it demands a studious work ethic. Study will include research, analysis of examples,experimentation, recording progress, and reflective exercises. At the end of the course, students will hostan evening art exhibit. Studio Art will share classrooms with AP Studio Art.12 AP Studio Art (AP) Prerequisite: A minimum of 2 trimesters of Studio Art including previousprerequisites, or teacher recommendationThe AP curriculum is designed to simulate the level of work required of a college foundation art student.AP Studio Art is recommended for serious art students with advanced artistic ability who will work towarddeveloping mastery in concept, composition, and execution of 2-D designs. All students will develop aportfolio that contains three sections: quality, concentration, and breadth. Students are required to submitthis body of work to the College Board for grading and possible college credit. This process takes theplace of the traditional written AP exam. Test fees do apply and are the student’s responsibility. Thiscourse encourages and expects creative and sustained investigation of formal and conceptual issuesthrough extensive journaling, development of portfolio pieces, critiques, reflections, exhibits andresponses to readings.Music and Theater9-12 Concert Band (CP) meets every dayThe Concert Band is open to students in grades 9-12 with prior experience playing a woodwind, brass,or percussion instrument. Students will develop and refine their technique through performing musicfrom a variety of sources. Performances at all concerts/festivals/events/games during the trimester isexpected by all members of the ensemble. Members of the concert band are required to participate inActivity Period Band.9-12 Concert Chorus (CP)Chorus is open to any student with an interest in singing. Students will study and apply the concepts ofproper vocal technique, reading standard musical notation, choral blend and balance, as well as aural skillsand sight-reading. Throughout the year, students will perform in three concerts, held at the end of eachtrimester. The course is taught primarily through rehearsals with an emphasis on the process of learninghow to sing correctly and the joy of music making. Through participation in this ensemble, students areencouraged to participate in the extra-curricular music department offerings, including Select Choir, JazzChoir, and the School Musical.9-12 Music Theory, Harmony, and Technology (CP)Music Theory is a one trimester course that helps students gain an understanding of the fundamentals ofmusic and composition. Students will learn the concepts of notes and key relationships, meter, part writing,chord changes, and musical creativity. Students will utilize technology to create perform, record, andcritique their own original compositions.11-12 History of Rock & Pop (CP)This semester course traces the development of popular music in America, beginning with its roots in jazz,blues and spirituals up through popular trends of today. Important historical events, social context andprominent musical figures will be discussed with each major decade and musical trend. Students will alsodiscuss the effects of music on popular culture, fashion, marketing and consumerism. 31

Establish E Auburn High School Program of Studies 2021 2022 - "If it does not challenge you, it does not change you." (2024)

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