FALMOUTH HIGH SCHOOL PROGRAM OF STUDIES

The Program of Studies is designed to assist students in planning their academic program at Falmouth High School. Course selections should be made carefully and as part of a four-year plan designed to meet post-secondary goals. It is important that students discuss their program and courses with their parents, teachers, advisors, and counselors. Special attention should be given to the course descriptions, course levels, prerequisites, and the amount of credit given per course. Each student is required to carry at least six (6) academic credits each semester. The goal of this process is to encourage students to take courses that provide the greatest opportunity for both challenge and success. This will provide students with maximum options in post-secondary placement.

The Guidance Department of Falmouth High School provides a variety of services for its students. All students are encouraged to visit the Guidance Department whenever they are faced with educational, vocational, or personal issues, and decisions. The following services are offered by the Guidance Staff: personal counseling, interest testing, test interpretation, and college and career counseling. The guidance department conducts a variety of assessments during the year, including the PLAN, PSATs, SAT, AP tests, and interest inventories. Our goal is to provide this information so that it will inform students’ decision making.

GRADUATION REQUIREMENTS

To earn a diploma from Falmouth High School, students must complete a minimum of twenty-one (21) credits of course work.  (A year-long course earns one credit; a semester-long course earns one half credit.)  The following courses are required: 

		Class of 2008 and 2009:		Class of 2010 & beyond:
		4 English credits		4 English credits
		3 mathematics credits		3 mathematics credits
		3 science credits		3 science credits
		3 social studies credits		3 social studies credits
			1 world history (9)		1.5 world history (9,10)
			1.5 U.S. history (10,11)		1.5 U.S. history & government  (10,11)
			.5 social studies elective (11,12)	1 fine art credit
		1 fine art credit		.5 health credit
		.5 health credit		1 physical education credit
		1 physical education credit
	Community Service:  ALL students must complete 30 hours. Transfer students should speak with their guidance counselor concerning their individual requirements.
		Senior Discovery: ALL seniors are required to complete a senior discovery project.

Advanced Placement Courses

Falmouth High School offers a variety of Advanced Placement (AP) courses.  These courses give students the opportunity to take college-level courses while still in high school.  Advanced Placement courses are rigorous and designed for students who wish to be challenged intellectually.  Subjects are studied in greater depth and detail, with students expected to develop and support their arguments and perspectives.  Development of writing skills, problem-solving techniques, and study habits essential for college academics provides an advantage to students successfully completing AP courses.
Additional advanced courses include: Anatomy and Physiology, Syracuse University Project Advanced English (senior year), French V, and Spanish V.

Advanced Placement courses currently planned for 2007-2008 at Falmouth High School include:

	AP Biology	AP Government & Politics:  Comparative
	AP Calculus AB	AP Government & Politics:  United States
	AP Chemistry	AP Physics
	AP English Language	AP Psychology
	AP English Literature & Composition	AP Statistics
	AP European History	AP US History

Students taking AP courses at Falmouth High School are required to take the corresponding AP exam administered at school in May.  The fee for each exam is currently $83.00, with fee reduction or waiver available for qualified students.

Several additional AP courses are available through Virtual High School.

Most colleges and universities in the United States (as well as in thirty other countries) award college credit and/or advanced placement through qualifying AP exam scores.  This allows students the possibility of moving into upper-level courses, pursuing a double major, or gaining time to study abroad while in college.

Post-secondary Planning & College Admission Requirements

Students can plan their course of study throughout their four years of high school to ensure that they are well prepared and qualified to attend college, and to make their future college application as strong as possible.

Colleges and universities vary greatly in their entrance requirements, and these may differ from those specified in the Falmouth High School Graduation Requirements.  Many technical programs, community colleges and even some four-year colleges offer open admission, requiring only a high school diploma for entrance with no specification as to courses taken; students take a series of qualifying exams for placement into college courses.  Conversely, the most selective four-year schools look at both grades and rigor of program (the level of challenge in the course work), and evaluate students’ transcripts based on both these factors.  The transcript is, of course, only one part of the student’s application, and many other factors are weighed, including extracurricular activities, personal statement (essay), teacher and counselor recommendation letters, personal qualities and the interview (if available).  However, the transcript typically is the most important piece of the application. 

Most colleges’ admissions requirements fall somewhere between open admission and the most selective schools.  The following is a general guideline to college admission requirements:

English	Virtually all colleges and universities require four years of English.  The more selective schools look for Honors or AP courses.
Mathematics	Three years of mathematics, including algebra I & II and geometry, is the minimum required by all four-year colleges, and many want a fourth year of math, preferably pre-calculus.  Programs in areas such as engineering, business and computer science typically require a fourth year of math.  College-bound students are strongly encouraged to take four years of mathematics.  The more selective schools look for four years of math, and give more weight to calculus and other advanced classes, as well as honors and AP courses.
Science	Two years of laboratory science (beyond freshman science) are the minimum required by most four-year colleges, and many want three lab sciences (typically biology, chemistry and physics).  The more selective schools want at least three years of lab science, and will look for Honors and AP courses.
Social Science	Most colleges look for two to three years of social sciences, with the more selective schools looking for four years of study and Honors and AP courses.
Languages	Two years of a foreign language – preferably the same language – are required by most four-year colleges.  Three years of foreign language are preferred (with more weight given to three years of study of the same language).  The more selective schools like to see four years of foreign language study (again, preferably the same language), and look for Honors and/or advanced courses (e.g. French V or Spanish V).

Standardized Testing:  Requirements & Recommendations

All students take the PSAT in October of their sophomore and junior years. All students take the SAT (replacing the MEA) in the spring of their junior year.  We encourage all students planning to attend college to take the SAT a second time, and we recommend the October test date for this.  Some schools (although not the majority) also require SAT Subject Tests, and we encourage juniors planning to take them to do so on the June test dates.  The ACT, accepted by virtually all colleges in place of the SAT, is another option for students to consider, particularly those who are not pleased with their SAT scores.  The SAT is offered seven times a year; the ACT is offered six times.  For more information, go to www.collegeboard.com or www.actstudent.org or contact the Guidance Office.

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STUDENT RESPONSIBILITY

It is the responsibility of each student to make certain that all requirements for graduation are met. Rules, regulations, and policies regarding scholastic credit should be reviewed carefully. The guidance counselors and the administrative staff will make every effort to ensure that students are scheduled properly, but each student must be responsible for progress toward his/her diploma.

GRADING SYSTEM

A+: 100	B+: 90 - 92	C+: 82 - 84	D+: 75 - 76	F: 0 - 69
A: 96 - 99	B: 87 - 89	C: 79 - 81	D: 72 - 74	WP: Withdrew passing
A-: 93 - 95	B-: 85 - 86	C-: 77 - 78	D-: 70 - 71	WF: Withdrew failing

Courses changed after the add-drop period remain on the transcript and are posted with either a WP or WF depending on the student's average at the point of the change.

HONOR ROLL

To be eligible for the honor roll, a student must be enrolled in a full academic program. A student will qualify for high honors if an A is received in each subject. A student will qualify for regular honors if an A or a B is received in each subject. The honor roll will be published for each quarter and each semester.

GRADE POINT AVERAGES

A student's GPA reflects the student's overall average in all graded courses. GPA's are calculated for the first time at the end of the sophomore year and then at the end of each semester until the end of the first semester senior year. Honors level courses and Advanced Placement courses are weighted for the purpose of grade point averages. Student transcripts reflect the weighted averages.

FAILURES

When a student fails a class, it is his/her responsibility to address that failure. For most courses, retaking the course in the following semester or year, if required, can make up the failed course. Since four years of English are required for graduation, make-up of a failed English class should be arranged through the Guidance Office for an approved summer school or summer tutorial program.

ALTERNATIVE PROGRAMS THAT MAY RESULT IN EARNED CREDITS TOWARDS GRADUATION

The following alternative programs must originate with the guidance department and have the final approval of the principal:

1)       Tutorial Program - A student may make up a failed course with an approved private tutor. The specific course, the goals, the content, the means of evaluation and time constraint must have prior approval of the guidance department, the content team leader and the principal.

2)       College Level Courses - Students may enroll in college level courses in order to make up a failed course or to earn additional credits. A failed course may be made up in a one-semester three-credit college course. Two semesters of successful college level courses will earn one academic credit at Falmouth High School in subjects that the student has not taken previously. All course level work for credit must be approved in advance by the guidance department.

3)       Home School – Students participating in a state-approved home-school program may earn credit toward graduation with prior approval of the principal, in consultation with the guidance department and the content team leader. Standards similar to those applied for tutorial credits will be applied.

4)      Web Based Courses - A student may enroll in a pre-approved web based course. Web based courses require approximately the same amount of time to complete as face-to-face courses. Students taking web based courses must have prior approval of the director of student planning and learning options, the content team leader, guidance counselor, and the principal.

GRADE LEVEL PLACEMENT

The following credit requirements are necessary in order to advance to the next grade level:

Grade 10 - 5 credits

Grade 11 - 10 credits

Grade 12 - In order to be classified as a senior, a student must be able to show by the first day of the school year, that he/she is in a scholastic program which, if successfully carried out, will give the necessary 21 credits to allow graduation with the class. Any student who cannot do this will be considered a member of the eleventh grade.

PARTICIPATION IN GRADUATION EXERCISES

Students who, because of scholastic deficiency, are not allowed to participate in graduation exercises in a particular year, will be encouraged to complete their work. Those who are out of school when the requirements are completed have the option of receiving their diplomas at a conveniently arranged time.

THE COURSE SELECTION PROCESS

The course selection process involves a balancing of student requests, teacher recommendations, parent preferences, and course availability. Many courses have prerequisites for the next sequential course, and it is important for the student to check with the teacher to see if he/she has satisfied the prerequisites for the next course. As a general rule, a minimum of a C average is required in order to move to the next higher level. Placement in honors courses requires a desire on the student's part to explore a topic in greater depth and a commitment to extra time and effort. Elective courses are assigned based on student interest as well as both availability and positioning in the schedule.

SCHEDULE CHANGES

Students will be issued schedules based on their selections as reflected on their course selection sheets. Every effort will be made to satisfy student requests, student needs, and parent and teacher recommendations. Students will be encouraged and given every opportunity to discuss their choices with teachers, advisors, parents, and guidance counselors before they leave for the summer. The guidance staff is available for two weeks at the end of the school year and again two weeks before school opens in the fall to discuss scheduling problems. Therefore, we hope that any changes in the fall will be kept to a minimum and certainly within the first two weeks of school. A date will be set at the beginning of the school year that will mark the end of the add-drop period. After that date, each schedule change request initiated by students or parents will require discussion among all parties and will be judged on its own merits with the best interest of the student in mind. In some cases, a student, teacher, parent and counselor conference may be required. If all parties make a concerted effort to choose appropriate classes at the recommended level, most schedule changes, which can be disruptive, will be avoided.