TUDENTS 5120

Promotion/Retention/Acceleration

The Manchester Public Schools are dedicated to the total and continuous development of each student enrolled. The professional staff is expected to place students at the grade level best suited to their academic, social, and emotional level.

The Manchester Public Schools establish and review performance standards that clearly communicate to parents, students, and teachers the district's high expectations for learning. The standards are measured continuously with high quality curriculum-based assessments that accurately measure student progress and growth over time, leading toward mastery of the concepts, skills, and content that are identified for key grade levels.

Performance measurements provide information for specific instructional assistance and adjustment for identified students, that:

• Emphasize early mastery of literacy and numeracy;
• Provide for extended learning time for students who do not meet standards during the regular school year/programs;
• Focus support during key grade level transitional experiences and for students whose schooling experience has been effected by high mobility;
• Clearly inform parents and offer training and outreach so that parents can support literacy and learning within the home;
• Are supported by continuous teacher professional development in current research-based instructional practices.

The Manchester Public Schools also establish and periodically review performance standards required for high school graduation. A student's achievement of the standards will be measured through the Connecticut Academic Performance Test, administered during grade 10, and through other assessments, as articulated in the Administrative Guidelines of this policy. Beginning with the Class of 2005, all students MUST take the CAPT in grade 10. Beginning with the Class of 2006, any student who does not demonstrate achievement of the required performance standard will have additional assessment opportunities to reach a satisfactory level of competency prior to high school graduation.

Adopted: June 24, 1985
Revised: January 24, 1994
Revised: September 28, 1998
Revised: June 26, 2000
Revised: March 11, 2002
Revised: July 7, 2003
Revised: December 13, 2004 (Guidelines only)

References:
Connecticut General Statutes 10-221h (Early Reading Success)
Connecticut General Statutes 10-221a and 10-223
State of Connecticut Common Core of Learning
State of Connecticut K-12 Curriculum Frameworks
State of Connecticut Testing Program
Manchester Board of Education Strategic Plan (Accountability for Success)

5120
STUDENTS

Promotion/Retention/Acceleration
Administrative Guidelines

Kindergarten Through Entering Grade 9:

Teachers and administrators determine student placement in grade and in specific instructional assistance programs through comprehensive review of the student's performance data. The guiding criteria in all decisions are the student's adjustment and the student's optimum progress toward proficiency demonstrated on performance measurements of district standards.

Local and national longitudinal data show that students, promoted without regard to achievement, tend to fall even farther behind their classmates as they move through school. Conversely, retention in grade greatly increases the likelihood that a student will drop out of school. Therefore, retention in grade, if it is necessary, is more appropriate in primary grades rather than in later grades.

The decision as to pupil placement shall be made by the school principal in accordance with the procedures outlined below. The decision will be made after careful analysis of student performance data:

• Ongoing teacher observation;
• Standards-based performance assessments and integrated benchmarked book performance, used to establish a student's proficiency in decoding and comprehension;
• Ongoing timed math facts proficiency tests and district-wide curriculum-based mathematics tests, used to establish a student's proficiency in numeracy;
• Connecticut State Testing Program data;
• Student attendance;
• Social adjustment.

Students who do not meet proficiency on district performance assessments are expected to participate in specific instructional assistance programs.

Any teacher who feels that a child should be considered for non-promotion or acceleration should, after consulting with the principal, confer with the parent(s)/guardians(s). These consultations should take place between December and April or earlier if a student demonstrates difficulty with learning prior to that time period.

If non-promotion or acceleration seems to be in the best interest of the child, the parents/guardians must be asked to attend a special conference to discuss the school's recommendation.

After the parents have been apprised of the school's recommendations, they are requested to sign a form indicating their agreement or disagreement with the decision. In most cases, a decision on non-promotion or acceleration should be made prior to the end of the school year. However, if the student completes a summer school program, the principal and parents may discuss the student placement decision again at the beginning of the next school year.

The appeal of a decision may be carried to the Superintendent.

Middle School Grades and Requirements for Entrance to Grade 9:

It is the philosophy of Manchester Middle Schools that we must provide academic support structures to extend learning opportunities for students who do not meet the standards and academic responsibilities during the regular school year or school hours. It is expected that any Grade 6 or Grade 7 student, who has not successfully completed an academic course during the regular school year, will attend summer school.

To enroll in grade 9, a student must have a passing end-of-year grade in three of the four full year academic courses (Reading/Language Arts, Mathematics, Science, and Social Studies). A student who may be retained will be evaluated by teachers, administrators, and guidance personnel at the middle and high schools based on the criteria outlined below.

To attain a passing end-of-year grade, students must earn a minimum passing grade of a D+ in at least two quarters of the year. At least one of the quarters the student has passed must occur during the second semester. A student who has maintained a minimum of a D in all four quarters will be considered as earning a passing end-of-year grade.

Therefore, during the summer after the grade 8 regular program, any student who does not fulfill the above-stated criteria must attend a summer school program in the failed academic course(s). This program is organized to foster skills for success in high school. A student must receive passing grades in the summer school courses and must adhere to all summer school regulations in order to complete the summer school program. After successfully completing this intensive academic preparatory program, the student will be enrolled in grade nine.

If non-promotion or acceleration seems to be in the best interest of the student, the parents/guardians must be asked to attend a special conference to discuss the school's recommendation. These consultations should take place between December and May or earlier if a student demonstrates difficulty with learning prior to that time period.

In most cases, a decision on non-promotion or acceleration should be made prior to the end of the school year. However, if the student successfully completes a summer program, the principal, guidance counselor, and parents may discuss the student placement decision again at the beginning of the next school year.

Requirements for Graduation from Manchester High Schools:

To graduate from the Manchester Public Schools a student must have earned a minimum of twenty two (22) credits and must have met the credit distribution requirement. Beginning with the Class of 2005, all students must take the Connecticut Academic Performance Test in grade 10. Beginning with the Class of 2006, students must also meet three performance standards: English, Mathematics, and Technology. Beginning with the Class of 2008, students must meet four performance standards: English, Mathematics, Technology, and Social Studies. Students in the Class of 2009 must meet five performance standards: English, Mathematics, Technology, Social Studies, and Science.

Twenty two credits in Grades 9-12 are required for graduation in Manchester. This must include a minimum of the following core requirements:

4.0 credits in English (to include Freshman English, Sophomore English, Junior English, and Senior English)
3.5 credits in Social Studies (Grade 9 and 10 - 2 credits in required courses in Global Issues and Modern World History; 1 credit in U.S. History; and ½ credit in Grade 12 Participation in American Society course, or Law electives)
2.5 credits in Science (to include Earth Science, Biological, and Physical Science)
3.0 credits in Mathematics)
1.25 credits in Physical Education
1.5 credits in Fine Arts (Art, Music) or Vocational Education
6.25 credits must be earned in addition to the core requirements. (This includes the student's obligation under law to successfully complete the required health courses and drug and alcohol study.)

Beginning with the Class of 2006, students must have met the three performance standards: the English Performance Standard, the Mathematics Performance Standard, and the Technology Performance Standard. Students in the Class of 2008 must meet four performance standards: English, Mathematics, Technology, and Social Studies. Students in the Class of 2009 must meet five performance standards: English, Mathematics, Technology, Social Studies, and Science.

GRADE LEVEL DETERMINATION: Students will not be automatically promoted to the next grade. The number of credits a student has earned by the end of summer school will be used to determine his/her grade classification:

Grade 10 - 4 credits
Grade 11 - 8 credits
Grade 12 - 14 credits

The Manchester Public Schools High School Graduation Performance Standards

ENGLISH

Credit Distribution Requirements
4 credits in coursework and successful completion of the district performance standard.

Model for Performance-Based High School Graduation Requirements-English

English

Reading Across the Disciplines - Writing Across the Disciplines

Reading for Information

Response to Literature

Interdisciplinary Writing

Editing and Revising

ENGLISH STANDARD: Student will score in one of the top three score bands on the CAPT.

I. Required English Performance Skills for Graduation

A. The student will read a piece of literature and demonstrate an understanding through interpretation, connection, and critical stance.

B. The student will respond to articles on a current issue and write a persuasive response that is focused, organized, elaborated, and edited for standard English conventions.

C. The student will demonstrate control of basic editing skills.

II. Assessment Options for English - The student MUST take the Connecticut Academic Performance Test in grade 10 and will achieve a grade standard that demonstrates competency in reading and writing through one of the following assessment options:

A. Achieve the district established standard on the Connecticut Academic Performance Test (CAPT) Reading Across the Disciplines and Writing Across the Disciplines.
B. Achieve the district established standard on CAPT Reading Across the Disciplines and a score at least equivalent to the previous year's national average on SAT II Writing.
C. Achieve a score at least equivalent to the previous year's national average on SAT II Writing and SAT II Literature.
D. Achieve the district established standard on a district-assembled and administered test, comprised of secured, released items from the CAPT Reading Across the Disciplines and Writing Across the Disciplines.
E. Achieve a grade standard in an additional, specified English course in the senior year. The focus of this course will be on using a portfolio to demonstrate student work which meets the standards over time.

III. Instructional Opportunities to Meet Requirements
A. Regular classroom instruction with curriculum inclusion of CAPT-based strategies.
B. After-school tutoring program.
C. Summer school CAPT strategies course. The focus of this course will be on using a portfolio to demonstrate student progress to meet the standards.
D. Required course in senior year for students who have not met requirements. The focus of this course will be on using a portfolio to demonstrate student work which meets the standards over time.

IV. Administration of Assessments
A. CAPT assessments will be administered according to State of Connecticut guidelines.
B. SAT assessments will be administered according to SAT guidelines.
C. Teachers will administer secured, released CAPT Reading Across the Disciplines and Writing Across the Discipline and/or MHS-developed Reading Across the Disciplines and Writing Across the Discipline assessments according to a plan developed by MHS administration.
1. A committee will score papers of students who have not met any of the graduation performance standards.
a. Papers will be scored without student names.
b. Two teachers who do not have the student will score the paper using the CAPT rubrics. In the event of a discrepancy (two scores more than one number apart), a third scorer who does not have the student will resolve the discrepancy.
c. Scorers will pass a score reliability test.
d. The Assistant Superintendent, in consultation with the district supervisors and the high school principal, will appoint scorers.
D. A grade standard in an additional English course in the senior year will be a basis for meeting the performance standards. The focus of this course will be on using a portfolio to demonstrate student work which meets the standards over time.

Mathematics

Credit Distribution Requirements
3 credits in coursework and successful completion of the district performance standard.

Model for Performance-Based High School Graduation Requirements- Mathematics

CONTENT

PROCESSES

Problem Solving and Reasoning
Communicating
Computing and Estimating

MATHEMATICS STANDARD: Students must achieve a score in one of the top three score bands in mathematics as outlined in the Connecticut Academic Performance Test.

I. Required Mathematics Performance Skills for Graduation

• The student must satisfactorily complete three out of four multi-step mathematical problems that require demonstration of basic math operations, including fractions and decimals, and conceptual understandings in mathematics. Students will be provided with any required formulas and may use a calculator in completing the task.
• For each of the answers given to these multi-step problems, students must explain in writing or in a pictorial, graphical, or algebraic representation, how he/she arrived at each answer or justify each answer.

II. Assessment Options for Mathematics - The student MUST take the Connecticut Academic Performance Test in grade 10 and will achieve a grade standard that demonstrates competency in mathematics through one of the following assessment options:

A. Achieve a score in one of the top three score bands on CAPT Mathematics.
B. Achieve a score at least equivalent to the previous year's national average on SAT I Math.
C. Achieve a score at least equivalent to the previous year's national average on SAT II Math.
D. Achieve the district goal standard (High Proficiency) on a district-assembled and administered, comprised of items from secured, released CAPT Mathematics.
E. Achieve proficiency over time in an additional, specified mathematics course that is project-based.

III. Instructional Opportunities To Meet Requirements:

A. Regular classroom instruction and support with curriculum inclusion of CAPT-based strategies.
B. Additional support such as CAPT-review software programs, distance learning programs, etc.
C. Course in senior year (second, third and/or fourth quarter).
D. Summer school for students (junior or senior) who have not met requirements.

IV. Administration of Assessments:

Beginning in their sophomore year, students have several opportunities to meet one of the performance standards:

A. CAPT assessments will be administered according to the State of Connecticut guidelines.
B. SAT I and SAT II Math will be administered according to the Educational Testing Service SAT guidelines
C. Mathematics teachers will administer the secured, released CAPT Mathematics and/or MHS developed Mathematics assessments according to a plan developed by MHS administration.
D. A grade standard in an additional project-based mathematics course will be a basis for meeting the performance standards.

SOCIAL STUDIES

Credit Distribution Requirements

• 3.5 credits in coursework (Grade 9 and 10 - 2 credits in required courses in Global Issues and Modern World History; 1 credit in U. S. History; and ½ credit in Grade 12 Participation in American Society Course, or Law electives)
• and successful completion of the district performance standard.

Model for Performance-Based High School Graduation Requirements
Social Studies

Beginning with the Class of 2008, Manchester High School students must successfully complete a performance-based project in order to earn a diploma.

The State of Connecticut has not included social studies testing in the Connecticut Academic Performance Testing Program, unlike English, math, and science. Therefore, Manchester students will demonstrate competency for the social studies graduation requirement through one of two projects:

• In the eleventh grade, students will complete a History Day Project (as defined by state and national History Day Standards).
• Students, who fail to complete the History Day Project, must complete a Citizen Action Project in the mandatory grade 12 Citizenship Course (Citizenship Courses are: Participation in American Society, Law and Order, or Law and American Society).

The History Day Project will greatly improve teaching and learning in social studies for all students. The expectation is that students and teachers will combine skills and content when completing these projects. The project emphasizes reading, writing, critical thinking, and development of historical knowledge. Demonstrated mastery of content is imperative to completion of the History Day Project. A number of essential social studies skills must also be utilized to complete this project. These projects will also improve assessment, as they will allow teachers to assess a student's proficiency in both skills and content within the context of a single project.

TO COMPLETE THE SOCIAL STUDIES GRADUATION REQUIREMENT:

I. In Grade 11: complete a History Day Project, which is always based on state and national standards and is assessed using the rubrics developed by the National History Day Committee.

STANDARDS: Each year the theme of this project is provided by the National History Day, which is recognized as an exemplary program at the state and national level. The theme changes each year. Annual themes always expect students to create authentic links between history and the present day (past themes included "Technology and Society", "Rebellion, Revolution, and Reaction", and "Rights and Responsibilities in History").

Annual History Day themes have reflected many of the ten strands, identified in the Social Studies Standards, developed by the National Council for the Social Studies. Themes of the last five years have allowed students to incorporate the following standards strands:

• Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity.
• Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time.
• People, Places and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments.
• Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity.
• Individuals, Groups and Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.
• Power, Authority and Governance: Social studies programs should include experiences that provide for the study of how people create and change structure of power, authority, and governance.
• Science, Technology and Society: Social studies programs should include experiences that provide for the study of relationships among science, technology, and society.
• Global Connections: Social Studies programs should include experiences that provide for the study of global connections and interdependence.
• Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

The requirements for History Day projects are rigorous. Students completing a project must be able to answer the following essential questions:

• How is my topic important?
• How was my topic significant in history in relation to the History Day theme?
• How did my topic develop over time?
• How did my topic influence history?
• How did the events and atmosphere (social, economic, political, and cultural aspects) of my topic's time period influence history?

IMPLEMENTATION: Students may meet this requirement by completing a project in one of the following categories:

• Paper (individual only)
• Individual Exhibit
• Group Exhibit
• Individual Performance
• Group Performance
• Individual Documentary
• Group Documentary

It is expected that Honors and College Preparatory students will be able to complete these projects semi-independently, while students in Post-Secondary Prep and General Level classes will be very carefully monitored and assisted by their teachers when working on these projects.

Some students may complete their social studies graduation requirement before their junior year. This should not be discouraged.

ASSESSMENT: History Day Projects will be assessed using the Manchester History Day Projects rubrics. Foundational rubrics are provided by National History Day. Social studies teachers in Manchester will review these rubrics, to jointly create "Manchester-specific" rubrics to determine which projects demonstrate competency for the Manchester Social Studies Graduation Requirement.

Students do not have to enter town wide or regional History Day competition, although this should be encouraged. Students who do not successfully complete a History Day Project must meet the graduation requirement during Grade 12.

II. Grade 12: Complete a Citizen Action Project. This would be completed within the context of a student's citizenship/government class (The project is mandatory for all students; however, only those students who failed to complete the History Day Project in their junior year will have their Citizen Action Project count toward their graduation requirement).

A Citizen Action Project examines an issue in the town or the school and includes proposes and carries out steps to solve the problem. This directly relates to the mission of the Social Studies Department at Manchester High School: to encourage students to participate in society in a democratic way. (The skateboard park near Robertson School in Manchester is an example of a town decision that resulted from a Citizen Action Project done by a Manchester High student. Petitions were gathered supporting the construction of the park and the students involved presented their petitions during a formal presentation they gave at a Board of Education meeting.) These projects allow students to be active citizens in the community; for many, these have provided a first, and authentic, glimpse of how town government actually works.

A requirement concerning Citizen Action Projects also reflects several of the strands identified in the national standards created by the National Council of the Social Studies. These include:

• People, Places and Environments: Social studies programs should include experiences that provide for the study of people, places and environments.
• Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity.
• Individuals, Groups and Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups and institutions.
• Power, Authority and Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority and governance.
• Production, Distribution, and Consumption: Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services.
• Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment: Rubrics already exist for projects currently being completed in Participation in American Society and Law and Order classes. Teachers from the Social Studies Department will review these, and will then create a separate rubric to determine which Citizen Action Projects pass in terms of a graduation requirement and which do not.

Model for Performance-Based High School Graduation Requirements - Technology

The Manchester technology graduation requirement requires students to solve an authentic, complex problem using appropriate technology. Students must design the solution to the problem, select the appropriate technology, and use the technology independently to research the problem. Appropriate use of technology is taught in courses noted in the appendix.

The project/problem will be, at minimum, a major performance project of several weeks duration. Students must pass the project and the course in order to earn the credit for the technology graduation requirement.

Students may meet this requirement in several different ways as they take courses that include defined projects. For example, they may choose to meet the requirement with a focus in Sciences and Technology, Humanities, or Fine and Performing Arts. Completion of the project will be noted in the final exam column for the courses listed.

The essential elements of a technology graduation requirement project are defined as:

a) An authentic "real world" complex problem parallel to the course in which it is offered.
b) Sufficiently challenging to require work equivalent to a semester project.
c) Described and accompanied by a rubric.

Teachers in designated courses design their project, with the following minimum elements:

I) A statement that this project would fulfill the technology graduation requirement.
II) Definition of project, or method for identifying the problem.
III) A statement that technology must be used independently.
IV) Overall requirements for completion of the project.
V) Due date and assessment rubric.

Students must complete all aspects of the assigned project with competency. Projects will be designed to incorporate all six standards. Each teacher should submit to the department curriculum leader, at the end of the course, a copy of the instructions and rubric. Students will submit a copy of their project on diskette or CD-Rom.

Teachers will thus monitor and maintain a level of challenge and rigor that will ensure our graduates leave the Manchester Public Schools with the appropriate skills.

MANCHESTER HIGH SCHOOL GRADUATION REQUIREMENTS

COMPUTER TECHNOLOGY COMPETENCY STANDARDS FOR STUDENTS

STANDARD 1: Operations and Concepts

A. Students demonstrate a sound understanding of the nature and operation of technology systems
B. Students are proficient in the use of technology

ASSESSMENT:

• Make informed choices among technology systems, resources and services.
• Demonstrate ability to use basic features of personal productivity software and performance units within courses required for graduation.
• Develop strategies for solving common hardware and software issues within the classroom.
  

INSTRUCTIONAL OPPORTUNITIES:

• Classroom instruction in technology integrated units
• After school open lab tutorial
• Senior year summative project/portfolios

STANDARD 2: Social and Ethical Issues

C. Students understand the ethical, cultural and societal issues related to technology.
D. Students practice responsible use of technology systems, information and software.

ASSESSMENT:

• Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole
• Demonstrate (and advocate for) legal and ethical behaviors among peers, family, and community regarding the use of technology and information
• Observe all ethical and legal restraints in copying or using material from any print, nonprint or electronic resources
• Demonstrate an understanding of the process for copyrighting/protecting their original work
• Observe local, state and national laws and policies and procedures regarding the use of computers, other technologies and networks

INSTRUCTIONAL OPPORTUNITIES:

• Classroom instruction in technology integrated units
• After school open lab tutorial
• Senior year summative project/portfolios

STANDARD 3: Technology Productivity Tools

E. Students use telecommunications to collaborate, publish and interact with peers, experts and other audiences.
F. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

ASSESSMENT:

• Create written, oral, numeric and visual communications using appropriate applications (spreadsheet database, hypermedia, etc.) to construct, organize, analyze and interpret ideas and data, and present conclusion
• Real-world applications and simulations will be demonstrated
  

INSTRUCTIONAL OPPORTUNITIES:

• Classroom instruction in technology integrated units
• After school open lab tutorial
• Senior year summative project/portfolios

STANDARD 4: Technology Communication Tools

G. Students use technology tools to process data and report results.
H. Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks.

ASSESSMENT:

• Evaluate technology-based options including distance and distributed education, for lifelong learning.
• Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications and productivity
• Select and apply technology tools for research, information, analysis, problem-solving, and decision-making in content learning
• Demonstrate the ability to solve problems by collecting, analyzing and interpreting data through the use of data management software (database, spreadsheets, etc.)

INSTRUCTIONAL OPPORTUNITIES:

• Classroom instruction in technology integrated units
• After school open lab tutorial
• Senior year summative project/portfolios

STANDARD 5: Technology Research Tools

I. Students use technology tools to process data and report results.
J. Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks.

ASSESSMENT:

• Evaluate technology-based options including distance and distributed education, for lifelong learning.
• Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications and productivity
• Select and apply technology tools for research, information, analysis, problem-solving, and decision-making in content learning
• Demonstrate the ability to solve problems by collecting, analyzing and interpreting data through the use of data management software (database, spreadsheets, etc.)
• Investigate and apply expert systems, intelligent agents and simulations in real world situations

INSTRUCTIONAL OPPORTUNITIES:

• Classroom instruction in technology integrated units
• After school open lab tutorial
• Senior year summative project/portfolios

STANDARD 6: Technology Problem-Solving and Decision-Making Tools

K. Students use technology resources for solving problems and making informed decision.
L. Students employ technology in the development of strategies for solving problems in the real world.

ASSESSMENT:

• Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications and productivity
• Investigate and apply expert systems, intelligent agents and simulations in real world situations
• Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models and other creative works
• Independently use technology to search for and identify potential work, career or study opportunities in content learning

INSTRUCTIONAL OPPORTUNITIES:

• Classroom instruction in technology integrated units
• After school open lab tutorial
• Senior year summative project/portfolios

COURSES THAT SATISFY THE TECHNOLOGY REQUIREMENT

While many Manchester High School courses incorporate use of contemporary technology, the following courses satisfy the Manchester technology graduation requirement upon successful completion of the course and the specified project:

Art

Explorations in 3-D Design

Business
Computer Applications
Advanced Computer Applications
English/Technology Communications
Business and Technology Applications
Marketing internship

Career Services

English

English/Technology Communications
Sophomore English
American Literature

Family and Consumer Sciences

Mathematics
Algebra II Connections
Pre-calculus Mathematics
Calculus

Performing Arts

Science

Marine Biology
Environmental Earth Science
Scientific Principles of Technology

Social Studies

Technology

Communications Technology
Architecture 2
Scientific Principles of Technology
Computer Programming II
/AP Computer Science
CAD Drafting/Design 2

World Languages

French 4
Italian 4
Spanish 4

Additional courses will be added as a result of curriculum and instructional change in both design and delivery. Manchester views this list as a dynamic list which will change to best meet students' needs.

Manchester Public Schools High School Graduation Performance Standards

SCIENCE

Credit Distribution Requirements
2.5 credits in coursework and successful completion of the district performance standard. Credits to include Earth Science, Biology and Physical Science.

Model for Performance-Based High School Graduation Requirements - Science

• Content: The content is drawn from three major areas:
  Life Science: ecosystems, genetics and evolution, cells, human biology
• Physical Science: structure of matter, reactions and interactions, forces and motion, energy sources and transformations
• Earth Science: astronomy, earth's natural resources, meteorology, earth history and dynamics

Processes:

Conceptual understanding and application of scientific knowledge:

• Describe natural phenomena with appropriate scientific terms
• Explain natural phenomena with scientific concepts
• Predict future events based on scientific knowledge
• Apply scientific reasoning and knowledge
• Interpret and communicate scientific information using words, equations, graphs and charts
  

Experimentation:

• Recognize and define problems for scientific investigations
• Design appropriate procedures to solve the problem
• Predict the results based on knowledge of problem-related content
• Conduct investigations, collect data and record observations
• Interpret data, draw conclusions and assess their validity

SCIENCE STANDARD: The student will score in one of the top three score bands on the CAPT.

I. Required Science Performance Skills for Graduation

• The student will be able to demonstrate science literacy in the fields of earth science, biology and physical science by being able to critically analyze current information in these areas.
• The student will be able to demonstrate the ability to investigate a problem by designing an experiment with controlled variables.
• The student will be able to collect and analyze date from experiments and draw a reasonable conclusion.
• The student will be able to demonstrate the ability to read and develop CAPT-like activities
  from critical reading of a problem in a portfolio maintained through his core science subjects.

II. Assessment Options for Science - The student must take the Connecticut Academic Performance Test (CAPT) in Grade 10 and achieve a grade standard that demonstrates competency through one of the following assessment options:

A. Achieve the district-established standard on the Science portion of the Connecticut Academic Performance Test (CAPT) by scoring in one of the top three score bands.

B. Demonstrate proficiency over time in a portfolio of science activities. Two science activities must be completed per course semester. Eight out of ten activities assigned must receive passing scores.

C. Achieve a passing score on a district generated science test of secured released CAPT-like questions. The student will be offered this opportunity the second semester senior year, after completing a self-study package of relevant material.

III. Instructional Opportunities to Meet Requirements

A. Regular classroom instruction and support with inclusion of CAPT-based strategies.

B. Ninth grade CAPT simulation.

C. Student portfolio of CAPT-like activities completed in each science course.

D. The opportunity to complete additional portfolio activities in a senior year course to bring the portfolio to a passing standard. The student will sign up for a quarter long course and complete the number of projects necessary to bring his total to eight passing. Five projects will be offered each of the first two quarters in the senior year. A second quarter may be required if the student enters the senior year and has not successfully completed eight projects.

Note: Students who failed to score within the top three score bands on the CAPT in grade 10 are required to take CAPT Science in grade 11.

IV. Administration of Assessments
Beginning in the freshman year, students have several opportunities to meet one of the performance standards:

A. CAPT assessments will be administered according to the State of Connecticut guidelines during grade 10.

B. Teachers of students in grades 9, 10, and 11 will administer two CAPT-like activities per course semester that will be maintained in a student portfolio.

C. Science teachers will administer a secured, released CAPT Science and/or MHS developed Science assessment during the second semester of senior year according to a plan developed by MHS administration.

NOTIFICATION:

Of Teachers: At the beginning of the school year, the Manchester High School Guidance Department or the administration at Manchester Regional Academy and Bentley Alternative School will provide to junior and senior teachers (in subject areas with required performance tasks) a list of all seniors who have not met a standardized test goal in their areas. Teachers will also be notified of the junior CAPT scores upon their receipt at the school.

Of Students: The middle schools' Guidance Department will include with the student's Connecticut Mastery Test scores an explanation of the high school performance standards for high school graduation. The counselors will explain that the mastery test scores might predict the student's future achievement on the Connecticut Academic Performance Test. The Manchester High School Guidance Department or the administration at Manchester Regional Academy and Bentley Alternative School will write to juniors who do not meet the CAPT goal to remind them of the performance standard requirements for graduation. At the beginning of the school year, each senior shall be notified by his/her guidance counselor of his/her status relative to meeting the performance standards for graduation. Opportunities for assistance will be included with each notification. A student's achievement of the district performance standards will be noted in the student's cumulative record. Students will receive in writing the Appeals Process.

Of Parents: The middle schools' Guidance Department will include with the student's Connecticut Mastery Test scores an explanation of the high school performance standards for high school graduation. The counselors will explain that the mastery test scores might predict a student's future achievement on the Connecticut Academic Performance Test. Parents will also receive an explanation of the assistance the student is receiving to improve achievement. After each assessment that the student takes during high school, the Manchester High School Guidance Department or the administration at Manchester Regional Academy and Bentley Alternative School will also notify in writing, through Return Receipt Requested Certified Mail, the parents of junior and seniors who have not met the performance standard goal in a given area and thus must pass one or more of the district performance tasks. Opportunities for assistance will be included in each notification. Parents will receive in writing the Appeals Process.

EXEMPTIONS/MODIFICATIONS:

Transfer Students: If a student has completed three years in an out-of-state high school, the student may be exempted from Manchester High School's performance standards for graduation.

Special Education Students: All students, with the exception of those with severe intellectual limitations, are required to participate in the performance standard evaluation at least twice. Those students who are unsuccessful and identified under IDEA with a disability which impacts
learning may, through action of a Planning and Placement Team, then be exempted from one or more of the performance standards or one or more of the criteria on the rubric that measures a performance standard. This only occurs following two unsuccessful attempts and after the student's disability is reviewed and it is determined that a change in expectation is appropriate.

English Language Learners: A student whose primary language is not English may be exempted from the district performance standards or a part of those requirements, in accordance with state statute. The need for the exemption must be directly attributable to the language limitations of the student. Exemptions will be determined by the appropriate building administrator.

APPEALS PROCESS:

A. There is no appeal to the scoring of the state-scored CAPT or the Educational Testing Service scored SATs.

B. A student who misses the standard goal by one or two points on assessments scored by Manchester teachers may appeal the score. Students must submit their request for an appeal to the school principal within 20 school days of receiving their score. A student must submit a statement, using the scoring rubric, demonstrating why their score is incorrect. If a student makes an appeal, a teacher, who has not read the paper, will re-score it.

C. The independent assessor will be selected by the Assistant Superintendent for Curriculum and Instruction or his/her designee.

D. The outcome of the independent review will be sent to the principal. The principal will communicate the result of the independent review to the student and parent(s)/guardians(s).

E. Any student may appeal the scoring of their paper in writing within 20 days of receiving the score to the Superintendent if the student believes the process described in these regulations was not followed. The Superintendent will review the case to assure that all regulations were followed. If the Superintendent finds the regulations were not followed, the Superintendent will order a special assessment.

Options If Requirements Are Not Met Prior To Graduation
A. Return in September for additional year(s) of high school.
B. Enroll in summer school and pass the requirement for the performance standards. The focus of this course will be on using a portfolio to demonstrate student work which to meets the standards over time.
C. Arrange re-testing, through the guidance department, to meet the performance standards.

MID-YEAR GRADUATION FOR SENIORS: Students who can complete all graduation requirements by the end of the first semester of the senior year, may leave Manchester High School at that time.

EARLY GRADUATION FOR JUNIORS: It may be possible for some students to satisfy all graduation requirements by the end of their junior year. Although Manchester High School does not encourage students to leave a year early, it is possible, on an individual basis, to apply for this rare option.

To qualify for a diploma, a TRANSFER student must be in attendance at least the entire second semester of the senior year and must meet all graduation requirements.

SPECIAL EDUCATION: If special education students do not meet the requirements for a Manchester High School Diploma, they may receive a Manchester High School I.E.P. Diploma, which indicates the student has satisfactorily completed the special education curriculum approved by the Board of Education.

Reference:

5127.1 Specific Unit Requirements for Graduation from Manchester High School
5127.11 External Credit Options Meeting Manchester High School Graduation Requirements
Connecticut General Statutes 10-221h (Early Reading Success)
Connecticut General Statutes 10-221a, 10-223
Connecticut General Statutes 10-19 (Teaching about Substance Abuse)
State of Connecticut Common Core of Learning
State of Connecticut K-12 Curriculum Frameworks
State of Connecticut Testing Program
Manchester Board of Education Strategic Plan (Accountability for Success)

Adopted: June 24, 1985
Revised: January 24, 1994
Revised: September 28, 1998
Revised: June 26, 2000
Revised: March 11, 2002
Revised: July 7, 2003
Revised: December 13, 2004