The student completing an educational program in the Cranston Public Schools is an inquisitive, literate, culturally aware, life long learner, with positive self-esteem, who is able to think creatively and to analyze information critically. The student is a resourceful, technologically proficient worker, who contributes to team efforts. As a responsible citizen, the student is an ethical, self-reliant, and socially responsible member of the global community.

PHILOSOPHY OF CRANSTON HIGH SCHOOL EAST

Cranston High School East is a comprehensive high school whose major function is to accept each student as he/she is and to afford him/her an appropriate learning situation with maximum opportunity for self-improvement. Cranston High School East provides for individual differences in the curriculum in order to enable students to prepare themselves to seek their varied roles in society. Cranston East provides the essentials of a traditional education steeped in the basic verbal and quantitative disciplines, supplemented by the new dynamics required for a rapidly changing social, economic, and scientific environment. To encourage students towards positive direction to their lives, guidance and personal services promote intellectual, physical, social, and emotional well-being. A further aim of Cranston High School East is to foster good citizenship by combining the knowledge of the American political processes with the opportunity to participate in democratic activities. In pursuing these goals, Cranston High School East maintains a tradition of learning based on mutual respect and rapport which promotes a strong school community.

OBJECTIVES

To challenge the students academically at a level commensurate with their aptitude and goals

To develop skills for all students based upon individual educational and career goals

To provide a comprehensive range of diagnostic services and programs to assess and meet the specific needs of students who require special services

To provide students with programs and facilities that will prepare them to meet the challenges of technological changes

To develop the necessary skills within appropriate environments to foster creative expression

To enable students and parents to meet with counselors for guidance, program selection, referral coordination, counseling, pupil record services, and future educational placement

To provide opportunities to develop physical well-being through compulsory physical education courses, health programs, and interscholastic and intramural sports

To provide opportunities for understanding man and his society through the study of our social, political, economic, and artistic heritage

To develop a sense of civic consciousness through participation in organizations and in student government

To encourage a sense of community through student-faculty interaction involving academics, athletics, and student activities

CRANSTON HIGH SCHOOL EAST

Mission Statement
Adopted 3/4/04

The mission of CHSE, a partnership consisting of students, teachers, parents, and community members, is to educate all students in a safe, challenging, and mutually respectful environment, which will enable them to develop and demonstrate proficiency in critical thinking problem solving, and communication skills. The CHSE student and subsequent graduate will utilize these skills to become a respectful and productive contributor to both the school and community.

Adopted 6/1997
Adopted 3/4/02
Revised 11/17/03
Revised 12/10/03
Revised 2/2/04
Adopted 3/4/04
Adopted 1/3/05

It is the aim and objective of Cranston High School East to provide and arrange programs of study to meet the general and specific needs of individual students. This Program of Studies has been prepared to assist and guide the student and parent in selecting those subjects which best meet individual needs, abilities, and interests.

BACK

PHILOSOPHY OF CRANSTON HIGH SCHOOL WEST

Cranston High School West, a comprehensive high school, shall extend to all students the opportunity to develop to their fullest capacity. The school is committed to working with students to assist them in their personal growth and in achieving their potential in the area of academics, vocational preparation, social awareness, emotional maturity, personal responsibility, and physical development. The school operates on the belief that these ends are best met when community leaders, parents, faculty, and students work together to facilitate on-going processes and to plan for the future. An earnest endeavor shall be made to help all individuals become responsible citizens able to participate effectively in a democratic society.

Mission Statement
The mission of Cranston High School West is to empower and support all students to become responsible for their learning, to strive to reach their potential, to become a community of diverse learners, to treat others with courtesy and respect, and to become productive members of our society.

Administration:
The Cranston High School West administrative leadership team is committed to fostering a safe, personalized, learning environment that supports quality and creative instructional strategies and a variety of assessment practices that enable our students to demonstrate proficiency in both content and school-wide expectations.

Faculty:
The Cranston High School West Faculty is committed to providing quality instructional programs that foster growth in knowledge of core concepts and develop both higher order thinking skills and problem solving strategies in a personalized environment.

Student:
The Cranston High School West student body is committed to striving for academic excellence by being accountable for its learning, by applying its knowledge to real world situations, by demonstrating proficiency in social and school-wide expectations, and by adhering to approved school policies.

Community:
The Cranston High School West community, as educational partners with administration, faculty, and students, is committed to participating in various school and community groups, by advocating appropriate funding, by encouraging students to be responsible for their choices, and by providing students with site-based learning opportunities.

BACK

GRADUATION REQUIREMENT

For those students entering grade 9 in 2004 and thereafter, units of credits to meet state graduation requirements will be granted for courses taken in grades 9-12 only. This action does not preclude students taking certain courses prior to grade 9. Students should be encouraged to pursue as rigorous a course of study as possible. This action is taken to place Cranston in compliance with the Rhode Island Department of Education’s High School Reform mandates.

Below is a chart that reflects the current course work and high school reform requirements to earn a high school diploma from the Cranston Public Schools. Carnegie Units must be earned in grades 9-12 inclusive - generally over a minimum period of four years or its equivalent in academic time. A Carnegie Unit is earned passing a course that meets a minimum of 200 minutes/week for 36 weeks. At a minimum to earn a high school diploma from the Cranston Public Schools, students must earn the below noted credits:

CHART

GRADUATING CLASSES

2008, 2009, 2010, 2011 AND BEYOND

CONTENT AREA	2008 20 Carnegie Units	2009 21 Carnegie Units	2010 22 Carnegie Units	2011 24 Carnegie Units
English	4 Carnegie Units	4 Carnegie Units	4 Carnegie Units	4 Carnegie Units
Mathematics	4 Carnegie Units (3 Carnegie Units in mathematics classes; 1 Carnegie Unit in a math related content course per state *regulations.)**	4 Carnegie Units (3 Carnegie Units in mathematics classes; 1 Carnegie Unit in a math related content course	4 Carnegie Units (3 Carnegie Units in mathematics classes; 1 Carnegie Unit in a math related content course	4 Carnegie Units (3 Carnegie Units in mathematics classes; 1 Carnegie Unit in a math related content course
Science	2 Carnegie Units	3 Carnegie Units	3 Carnegie Units	3 Carnegie Units
Social Studies	2 Carnegie Units—(One Carnegie Unit must be in US History)	2 Carnegie Units—(One Carnegie Unit must be in US History)	3 Carnegie Units (One Carnegie Unit must be in US History)	3 Carnegie Units (One Carnegie Unit must be in US History)
Physical Education Health	1 Carnegie Unit--.25 Carnegie Unit each year in Physical Education. 1 Carnegie Unit--.25 Carnegie Unit each year in Health. Students excused from physical education due to medical reasons must complete the health component of the curriculum.	1 Carnegie Unit--.25 Carnegie Unit each year in Physical Education. 1 Carnegie Unit--.25 Carnegie Unit each year in Health. Students excused from physical education due to medical reasons must complete the health component of the curriculum	1 Carnegie Unit--.25 Carnegie Unit each year in Physical Education. 1 Carnegie Unit--.25 Carnegie Unit each year in Health. Students excused from physical education due to medical reasons must complete the health component of the curriculum.	1 Carnegie Unit--.25 Carnegie Unit each year in Physical Education. 1 Carnegie Unit--.25 Carnegie Unit each year in Health. Students excused from physical education due to medical reasons must complete the health component of the curriculum.
Digital Proficiency Portfolio	1 Carnegie Unit--.25 Carnegie Unit each year.	0	0	0
Fine Arts	.5 Carnegie Unit	.5 Carnegie Unit	.5 Carnegie Unit	.5 Carnegie Unit
Computer Technology	.5 Carnegie Unit	.5 Carnegie Unit	.5 Carnegie Unit	.5 Carnegie Unit
Electives	The remaining 4 Carnegie Units should be selected in conjunction with the student’s school counselor and parent/guardian, while considering the student’s goals and personal objectives to meet graduation requirements.	The remaining 5 Carnegie Units should be selected in conjunction with the student’s school counselor and parent/guardian, while considering the student’s goals and personal objectives to meet graduation requirements.	The remaining 5 Carnegie Units should be selected in conjunction with the student’s school counselor and parent/guardian, while considering the student’s goals and personal objectives to meet graduation requirements.	The remaining 7 Carnegie Units should be selected in conjunction with the student’s school counselor and parent/guardian, while considering the student’s goals and personal objectives to meet graduation requirements.
TOTAL MINIMUM CREDITS	20	21	22	24

*Cranston Public Schools will publish a list of acceptable courses from which students may select to meet the 4^th Carnegie Unit in mathematics. This Carnegie Unit will count towards mathematics and cannot be used to meet the minimum graduation requirement in any other content area.

All students must participate in physical education unless specifically excused annually by a physician. All students are annually scheduled for health education.

Students can earn graduation credit only once per course except as specifically noted otherwise in the course description. Courses taken at other schools or colleges, while a registered high school student, must first be approved in writing by the Principal or Director of Guidance if being taken for graduation credit. Without such written approval, courses taken by our students elsewhere while enrolled in high school are treated as “enrichment courses” and do not award graduation credit. This policy also pertains to summer school make-up courses not taken in the Cranston Summer School. BACK

PROFICIENCY-BASED GRADUATION

Commencing with the graduating Class of 2008, ALL students must accomplish the following at the proficiency level to be eligible to receive a Cranston Public Schools high school diploma:

· Earn 20 Carnegie Units in specified content areas (See Above Chart)

· Participation in and completion of end-of-course assessments

· Participation in and completion of the RI Department of Education’s Assessment Program

· Completion of the Proficiency Portfolio Requirements

CHOICE OF PROGRAM

In keeping with the philosophy of the Cranston School Department, you are strongly encouraged to pursue a challenging and meaningful program of studies. This is viewed as the best way to take advantage of the available opportunities at school and to best attain your future goals. This Program of Studies has been developed over a number of years in an attempt to meet students’ needs. All students are required to be enrolled in a full program with a maximum of three courses in any one department. Seniors must pass three major courses, regardless of the number of previous credits.

NOTE: Students with college aspirations should check with their guidance counselors for appropriate course selection. BACK

CHANGES OF PROGRAM

After students complete selecting their courses in January for the following year, a tally is completed to determine which classes will need to be dropped and to determine how many sections of other classes will be needed. This information is then used to develop what is called the Master Schedule. The Master Schedule is designed to have the minimum number of conflicts possible based on total student course selection.

It is important that you carefully select those subjects necessary for the accomplishment of your desired educational and vocational goals since program changes might prove to be impossible after the Master Schedule has been designed. Every effort should be made to select the most appropriate program of studies right from the start.

Summer:

Program changes necessitated by final failure or summer study are the responsibility of the student and should be requested during the summer.

School Year:

It is not school policy to permit a student to drop or change a course for reasons of homework, teacher, location of the classroom, or time of class. You will not be allowed to withdraw from a class for which specific permission was required for enrollment without the approval of the Principal. Senior students who have previously submitted transcripts to colleges will not be permitted to make program reductions or modification without first receiving the endorsement of the college. BACK

If a course is dropped during the last three weeks of the marking period, the student generally will receive a grade in that subject for the marking period. Exceptions are considered with the approval of the Assistant Principal for Student Services and approval of the Principal. Courses dropped after the issuance of first quarter grades will result in a WF or WP for the final grade which becomes a permanent part of the student’s record. A WF is a withdrawal due to Failure and a WP is a withdrawal while Passing. If a course is dropped after the December recess, the student will receive a first semester grade that becomes a permanent part of the student’s record. Thereafter the student will receive a grade of WP or WF. College preparatory students should be aware that colleges do not look favorably upon withdrawal grades unless there is a truly unique and compelling reason. BACK

ATTENDANCE

Students are expected to be in attendance daily and prepared for full participation in the educational process. A school day missed is a school day lost and no amount of make-up can reverse that loss. Unauthorized absences will impact on the grade, the grade point average, the class rank, and even eligibility for some activities. Unauthorized absence, chronic tardiness, and failure to report to assigned classes/study are violations of school regulations and will be dealt with in accordance with the disciplinary handbook. Be sure to review the Cranston Public Schools Attendance Policy No. 5113. BACK

GRADE PLACEMENT

Grade placement is a reflection of credits earned at the end of a school year. It has nothing to do with classes being taken. For example, you may be considered to be a repeating tenth grade student if you have seven (7) credits but you might well be taking English 11.

Grade 9 ... Passing three of the four core subjects offered in Grade 8 - English, Math, Social Studies and Science

Grade 10 5 Carnegie Units by the end of August following grade 9

Grade 11 10 Carnegie Units by the end of August following grade 10

Grade ........... Grade 12 15 Carnegie Units by the end of August following grade 11 and sufficient credits that support program completion that result in a minimum of 20 credits – as of the graduation date in June. BACK

ACCELERATED GRADUATION

Sometimes it is in the best interest of the student to finish high school in less than four years or to combine high school and college during what would be the senior year. If you wish to explore this possibility, make an appointment with the Principal or Assistant Principal for Academic Affairs, preferably very early in semester 5 (That is the start of the junior year). BACK

INDEPENDENT STUDY

Directed independent study may be arranged for qualified students if there is a staff member willing to serve as a mentor at no cost to the school system. If you are interested in such an opportunity, contact the Principal or Assistant Principal for Academic Affairs. BACK

MARKING SYSTEM

REPORT CARDS

Report cards are issued four times a year. The first three report cards must be acknowledged by the parent/guardian of all minor students. Report cards and transcripts may be withheld until the student has fulfilled all school obligations. A cumulative marking system of letter grades is used for the determination of final credit and rank.

ACADEMIC REPORTED DESCRIPTION

AVERAGE GRADE

97-100 A+ Superior

93-96 A Excellent

90-92 A- Outstanding

87-89 B+ Very good

83-86 B Good

80-82 B- Above average

77-79 C+ High average

73-76 C Average

70-72 C- Low average

67-69 D+ Below average

63-66 D Poor

60-62 D- Very poor

50-59 F Failure

00-49 F- Low failure

WP Withdrawal Passing

WF Withdrawal Failure

WM or M Withdrawal Medical

BACK

ACADEMIC PROGRESS REPORTS

The Academic Progress Report is issued at the midpoint of each marking period to reflect your child's academic progress in his/her class. The primary purpose of the Academic Progress Report is to indicate failure, a cumulative drop of two or more grades, or other problems that may have an impact on your child's education. This is viewed as a warning - it is not a mini report card. Failure to receive an Academic Progress Report does not assure a passing grade.

The secondary purpose of the Academic Progress Report is to allow teachers the opportunity to make commendable comments on your child's academic progress. BACK

GRADE POINT AVERAGE

Grade Point Average (GPA) is calculated on the quality points for the grade earned for each course awarding .50 credit or more. Quality points are totaled and then divided by the number of hours for a class. Note that honor grades below C- do not provide any weight. Courses taken in summer school, other schools, or colleges while a registered student will not be included in the calculation of the grade point average. Courses being audited or repeated for a better grade will not be included in the calculation of grade point average. BACK

HONOR ROLL

The GPA as calculated above is used to determine the quarterly honor roll. There are three honor lists.

¨ Highest Honors are awarded to those students who have a marking period grade of A or A+ in all courses awarding .50 credit or more.

¨ High Honors are awarded to those students who have a marking period GPA of 4.00 or higher and no grade below C-

¨ Honors are awarded to those students who have a marking period GPA of at least 3.00 and no grade below C-. BACK

CLASS RANK

The cumulative GPA is first used at the end of the junior year, re-calculated after semester one of the senior year, and finally following graduation. After each calculation the student is assigned a class rank; the student with the highest GPA is the number one student. Students with identical GPA’s have identical class ranks. Once the class rank is determined, it is used on all transcripts until a new rank is determined. BACK

PARENT-SCHOOL CONFERENCES

Parents may request teacher conferences. It is only when there is close cooperation between the home and the school that the educational process can develop smoothly and harmoniously. Conferences can be arranged by calling the Guidance Office several days in advance because teachers are available only at certain times. Students and counselors are not requested to sit in on all parent-teacher conferences, but are certainly available to do so if requested by the teacher, student, or parent. Parents are also invited to arrange for phone conferences with a teacher if a personal conference is not possible. BACK

GUIDANCE SERVICES

Guidance services are provided by experienced certified school counselors. School counselors provide continuous educational assistance to each student to deal with normal educational, personal, social, or vocational concerns. School counselors are responsible for the preparation of all college and employment transcripts. Course selection, program modification, assistance with post-secondary planning, and assistance with referrals to meet special needs are functions best accomplished with the student’s school counselor. The counselor sits as an ad hoc member representing his students at all meetings of the Team of Qualified Professionals, and IEP conferences.

Guidance services have been expanded to include the services of professionally trained and experienced support staff—social worker, substance abuse counselor, psychologist, reading specialist, speech and language therapist, school nurse, and other services upon request or deemed necessary to support student success.

A full time social worker is available in the Guidance Office to address emotional, psychological, social, and environmental issues which may impact learning. Services to selected students and their families include individual and group counseling, special education evaluations, crisis intervention, liaison with the home, knowledge about and referral to appropriate social agencies, consultation and support for staff as needed.

Parents wishing to meet with the counselor should also call for an appointment as counselors usually plan their conferences several days in advance and spontaneous parent meeting might be interrupting time designated for a student. This also provides time for the counselor to obtain teacher reports, particularly if the student is experiencing difficulty.

It is the intent that the student-counselor will remain with the student for the full high school experience. Individual conferences are held periodically during the year but you are encouraged to request an appointment whenever the need arises, whenever there is a question, or just to make yourself known. Since all counselors have a significant caseload, all students cannot be seen immediately and priority does go to the student obviously needing assistance or seeking a meeting. Request forms for this purpose are available in all homerooms and in the Guidance Office. You may also request an appointment with the Assistant Principal for Academic Affairs at any time including the summer. Parents are likewise urged to maintain a close working relationship with the school counselor. BACK

SPECIAL EDUCATION

CRANSTON HIGH SCHOOL EAST

The Cranston High School East Special Education Department offers a complete continuum of service for students with special needs. Within the continuum are several programs:

Resource Assistance

Self-Contained Classes

School-To-Work Transition Program

The model consists of three components:

· Individual classroom instruction

· On-campus vocational training options

· Community placements

Community-Referenced Curriculum for Students with Moderate Disabilities

· This community-referenced curriculum is based on the premise that every student, no matter how severe his or her disabilities, is capable of

living, working, and recreating in the community. The program includes the following:

· Structured learning in a variety of settings

· Direct preparation for the activities of daily life

· Social integration

· Home-school collaboration BACK

CRANSTON HIGH SCHOOL WEST

The Special Education Department at Cranston High School West offers a variety of services and courses designed for students diagnosed with special needs. The program services a wide variety of students with academic, social, emotional, and behavioral needs. The program continuum consists of resource support services for mainstreamed academic and vocational courses, and self-contained courses in the four major academic areas - English, Math, Science, and Social Studies for grades 9, 10, 11, and 12. Supportive services are also available in the area of speech and language therapy through a speech/language pathologist and Adaptive Physical Education taught by the APR instructor. Group and individual counseling and special supportive homerooms staffed by a school psychologist, school social worker and special education teachers are also available. BACK

EXAMINATION OF RECORDS

The official school record, the Permanent Record Card (PRC), is available for parent or student review upon request. This should be done by appointment with the counselor. This PRC contains demographic information, courses and grades, grade point averages, some test scores. It is the only thing that remains in the school after you graduate or leave school. Obviously it is in your best interest that it be totally accurate.

If a student had a special testing by the school department, the results are maintained in a confidential file. Requests to examine these types of records should be made to the Director of Special Services who will make arrangements for a person to be available to explain the records. Such records never become a part of the student’s school permanent record.

Information gathered by non-school agencies cannot be released by the Cranston School Department. BACK

COLLEGE SELECTION

An important function of the counselor is to assist with college planning. While planning should actually start in grade 8 at the time of course selection for grade 9, serious college selection should start by the middle of the junior year. This is particularly important if you are planning on an “early decision” program which will require college entrance exams to be taken during the spring of the junior year. It is important that you assume the initiative of staying in close contact with the counselor regarding this area of concern.

Assistance in this process is available from several sources but all do require you, as the consumer, to assume responsibility and initiative. After all, college itself requires those traits so the best way to show your readiness for college is to do this in high school. Computer programs that can suggest some possible colleges are available for your use. Handbooks and catalogues are available for your use and many colleges send representatives to the high school to acquaint students with their schools. Access to all these opportunities is available by signing up in Guidance. Participation in the Student Search Service of the several college exams also can be a way of receiving literature from colleges.

Colleges are also anxious that students visit on campus, attend class, and possibly spend a night in a dorm. Students wishing to do this should obtain a Request to be Absent form from the office at least one week in advance of the planned visit. Of course, such college visits must be arranged by appointment with the Admissions Office. College bound students should seriously consider attending the college fair held at the Warwick campus of CCRI, usually held in October. This should be done in both the junior and senior year. BACK

FINANCIAL AID/SCHOLARSHIPS

College is clearly expensive and the reality is that sometimes students must compromise their goals because of the cost factor. However, it is also a fact the financial aid is often more available to the student with an outstanding high school record and to the student who has assumed a leadership role in the school and community. Financial aid is not a birthright and financial aid will not seek out the student. Parents are urged to start financial aid planning as early as grade 7 or as early thereafter as possible.

At the very least, senior students/parents seeking financial aid and/or scholarship information for post-secondary educational purposes should:

1. Obtain and complete the Free Application for Financial Student Aid (FAFSA) form after January 1.

2. Review college catalogs for opportunities offered by the individual colleges.

3. Contact colleges for additional requirements and possibilities.

4. Look for other opportunities in the school bulletin and school website. Listen to school announcements.

5. Adhere to strict deadlines. BACK

COLLEGE ENTRANCE EXAMINATIONS

Most four-year colleges and some two-year colleges require some type of entrance examination - although they are not as important a factor in the admissions decision as most students fear. Students in the Northeast usually take the Scholastic Aptitude Test I (SAT I) and students applying to private selective colleges will probably take 3-4 Scholastic Achievement Tests II (SAT II).

Students applying to colleges in the mid-central part of the country may be asked to take the American College Test (ACT). The Guidance Office does maintain a few registration forms for it but the test itself is not administered in Cranston. Following is a suggested schedule but the counselor might well have a different plan to meet individual needs so be certain to stay in touch with the counselor.

While not cast in concrete, the following testing schedule is recommended if the student has taken the recommended course work to support college consideration. BACK

Grade 10 October PSAT

This is the Preliminary SAT. The benefit of 10th grade students taking this test is in the practice, the opportunity to determine weak nesses before taking them again, and to get a sense of how the student, as an individual, compares to other students in grade 10 across the country.

Grade 10 May AP Exam

If the student took European History/Hon, the student might wish to take the corresponding AP exam with the hope that a score of 3, 4, or 5 would award some college credit when the student is enrolled in college. It also enhances the college transcript.

Grade 10 June SAT II

If the student has done very well in biology or European History, the student might wish to take the achievement test (1 hour each) in the belief that taking the test closest to having finished the course will result in the best score. However, most sophomores do not take Achievements.

Grade 11 October PSAT

This time they count because the results are used by some scholarships & special programs including the National Merit Scholarship Qualifying Program.

Grade 11 May SAT I

This is usually the first time the college-bound student will actually take the “college boards.” Most students take it with the idea that it is for practice but if the student is planning on applying to college under early decision, they must have taken the SAT I in either May or June of the junior year. Unfortunately, some students don’t decide to apply early decision until the senior year. If the student has not taken the SAT, the student is not eligible. So, all things considered, all college-bound juniors should take the SAT in either May or June.

Grade 11 May/June AP Exam

See above; the test of choice this year might be American History/U. S. History and/or C++.

Grade 11 June SAT II

Early decision candidates or solid students who will be applying to private and rather selective colleges really should take English, Math I and a third achievement of choice.

Grade 12 Oct/Nov SAT I

To fulfill college entrance requirement.

Grade 12 Nov/Dec SAT II

To fulfill a possible college entrance requirement for a writing sample or other achievements not previously taken.

Grade 12 Jan SAT

Try again if you want but seldom of benefit.

Grade 12 May AP Exams

To gain possible college credit in English, calculus, economics, language, chemistry, physics, or computers. It is not unusual for the student to do better in the junior year. Colleges self report that they will use the best score, regardless of when taken.

Contact your guidance counselor for details on appropriate exams and dates. BACK

RELEASE OF RECORDS

Federal law and school department regulations direct that individual school records cannot be released to any person or organization without the specific written authorization of the parent or adult student unless specifically exempted by law or unless the student has clearly registered in another secondary school. Such authorization shall clearly identify the recipient, the types of information being released, the length of time for which the release is valid, and the general purpose to which the records will be put. In the event that such records are sent out without specific authorization (for example, by court order), the parent or adult student will be so informed. Records to other educational institutions may be released upon request if evidence shows that the student has registered there (unless specifically prevented by the parent); however, every effort will first be made to have parental authorization. Records are not released if there are outstanding financial obligations. Students sending college applications before mid-year grades are available, must submit a stamped addressed envelope for each mid-year report needed at least 10 days prior to the end of the first semester. Students must submit a stamped addressed envelope for final grades to be sent to the college or colleges desired.

Students seeking issuance of transcripts to colleges should be aware of additional requirements in addition to that of written authorization. There is a special form available in the Guidance Office that should be submitted to the guidance secretary at least ten school days in advance of the due date together with a stamped addressed 9" x 12" envelope or envelope provided by the college.

Undergraduate students will be issued transcripts at no cost to the student. Graduate transcript fees are $2.00 per transcript. Requests for fee waivers may be made to the Assistant Principal for Academic Affairs. BACK

MEDICAL ISSUES

MEDICAL PROBLEMS

It is in the student’s best interest if the school counselor and school nurse are kept informed of any medical problems. Information concerning students that require any special consideration, extra passing time, use of the elevator, early dismissal for special transportation, need to take medication before/during school, need for preferential seating, or have the potential for an allergic reaction or seizures is shared as needed with teachers. BACK

IMMUNIZATIONS

It is city and state law that all students must show evidence of having received all required immunizations. Students lacking such evidence will be excluded from school until such validation can be provided. BACK

HOME INSTRUCTION

Students who will be absent from school in excess of thirty (30) continuous school days may be eligible for home instruction for up to five subjects. Parents should contact the counselor upon first becoming aware of the medical problems to permit time for making the necessary referral, contacting the doctor, and obtaining teachers. Unfortunately it is not always possible to find tutors who must be certified teachers. BACK

PREGNANT STUDENTS

Pregnant students may attend school until directed otherwise by the doctor or clinic. Home instruction will then be authorized until the baby is six weeks old; longer if there is a documented medical problem. BACK

ELEVATOR USE

The school elevator is not for student use unless there is a validated mobility concern. In such instances students should see the school nurse for an elevator key. BACK

VOCATIONAL ASSISTANCE

Many students find career possibilities through courses taken in high school. Other students are still seeking a career direction in the senior year. Such students might wish to take a career interest inventory, the ASVAB (Armed Services Vocational Aptitude Battery — available at no cost or military obligation), or arrange to take the General Aptitude Test Battery (GATB) through the RI Department of Employment Security. Students seeking vocational assistance should meet with their school counselor. BACK

MILITARY SERVICE

As students complete the junior year and enter the senior year, they may be approached by military recruiters. If you are not interested, say so. If you continue to be bothered, let your counselor know. The high school provides you, the student, with ample opportunity to obtain military opportunity information but we do not support recruiters calling you at home. We do not release lists of names and addresses, but the military does seem to have a way of getting names. Bottom line, if you are not interested in the military, just say so; if you are interested, get as much information and take as much time as you need before making any written commitment. Above all, do not agree to any military service commitment without a written “contract” from the recruiter as to what you will get if you enlist. Contact your Principal if you have any questions. BACK

SELECTIVE SERVICE REGISTRATION

All males, within 30 days of their 18th birthday, must register with the selective service. This may be done by obtaining a form at any post office or the Guidance Office at your high school. Failure to do so can deprive you of any scholarship aid provided by colleges in addition to other penalties. BACK

ELIGIBILITY

Students must be cumulatively passing a minimum of 60 percent of their subjects to participate in all elected positions, athletics, cheerleading, and majorettes. Students who are on an early release program for employment purposes must be passing a minimum of 60 percent of their courses and be in no danger of not graduating because of failing required courses or being short of credits. BACK

TRANSFER CREDITS

Students entering Cranston East or Cranston West for the first time should have an academic record. This record is used for class placement and for determining the student’s credits earned to-date. If the official record from the sending school does not clearly show course credit, the credit awarded will be awarded in accordance with the receiving high school’s schedule. For example, physical education would award .25 credit, one semester courses would award .50 credit, etc. The same procedure will be followed for the determination of the grade point average.

In the absence of records, the student who has documented proof of having completed grade 8 will be considered as having no credits and will be placed in grade 9.

Often students entering from schools in foreign lands have records that do not convert to a Carnegie credit system. When conversion is not possible, credit will be awarded based upon a formula awarding up to 8 credits/year for a perfect record (all courses passed) with no previous GPA reported.

Students transferring from accredited schools using a non-Carnegie system will have the credits converted to the Carnegie system and the GPA calculated accordingly. Students transferring from non-accredited schools may not receive graduation credit unless the curriculum content clearly aligns with that at this high school. This would be determined by either an examination of the curriculum and texts by the department chairs or by the student showing content mastery on a department made examination. For purpose of transfer, an accredited school is one that has been approved by the state department of education in which the school is located to award the high school diploma.

Non-secular religion courses and driver education courses are not accepted as credits towards a Cranston Public Schools High School diploma although they will be reported as a part of the student’s record. BACK

HONOR SOCIETIES

Membership in the National Honor Society is first determined following semester one of the junior year. Students must have a minimum cumulative GPA of 3.50 and have the endorsement of a screening committee that will take into account such factors as character, leadership, and service. In other words, scholarship alone is not the determining factor. Membership is reviewed again following semester one of the senior year.

Membership in other honor societies is determined by the code of the group. Membership in the:

Rhode Island Honor Society is determined following semester one of the senior year. Senior students must have a minimum cumulative GPA of 3.30 and have the endorsement of a screening committee.

The Presidential Academic Excellence Award is determined following semester one of the senior year. Senior students must have a minimum GPA of 3.50, with no failing grades, and have the endorsement of a screening committee.

The Presidential Academic Effort Award is a special award recognizing outstanding effort by students who did not qualify for the above awards. BACK

COURSE DESCRIPTIONS AND NOTES

Course descriptions on the following pages arranged in numerical order, organized by department and have been provided by the teacher, department chairperson or program supervisor.

1. All courses are open to all students except as limited by logical prerequisites or noted as a part of the course description.

2. Unless otherwise noted, all courses grant one Carnegie graduation credit, meet for the full year, and assume out of-class preparation (homework).

3. Failure in a sequential course and not made up by August will prevent continuation in that area. Exceptions are health and physical education.

4. Students enrolling in courses in opposition to the recorded recommendation of the department chairperson and/or counselor may not be dropped from that course after October 1 without the specific permission of the Assistant Principal for Academic Affairs or the Principal.

5. Students withdrawn from courses for reasons of behavior, with permission from the Principal, after being given the opportunity for a hearing, will receive a Withdrawal.

The secondary English program uses an integrated approach to the teaching of English language arts skills. Students are instructed in the areas of reading, writing, speaking and listening. Instruction is geared to student proficiency and stresses creativity and individual initiative.

GRADE SPAN EXPECTATIONS

Rhode Island has developed frameworks and guides that identify grade span expectation upon which districts develop curricula for their schools. The content standards define what students need to know and be able to do. Learning consists of developing foundation skills upon which students continue to build. Acquiring some of these skills may require more than one year.

The state assessment program, closely linked to the state frameworks, requires state testing of all public school students in designated grades in English language arts, mathematics, science and health. School districts use the results of these tests to see how their students are performing according to the state performance standards and to assist schools develop strategies to close low performance gaps. All three of these deeply interconnected foundations of education reform -- standards, instruction, and student assessment -- are essential to meet our state and national goals. For additional information you may access www.rideo.gov.

BACK

ENGLISH

001 ENGLISH 9 HONORS

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 9

PREREQUISITE: Teacher recommendation based on student’s demonstration of exemplary performance in all aspects of the grade eight

English curriculum

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

R2-17; W1-14; OC 1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

This course is designed for motivated students who have demonstrated exceptional ability in English. It carries extra quality points in the computation of class rank, and work requirements exceed other grade nine English classes. Requirements include assignments based on a summer reading list and extensive quarterly independent readings. Literary genres including poetry, non-fiction, fiction and drama will be explored extensively in class. The literature will be analyzed for its relevance to life today, and discussions will focus on the connection between the past and the present. An intensive writing program geared towards literary analysis in preparation for the research paper required in 10 honors will be undertaken. Grammar and mechanics will be reviewed as necessary, and vocabulary-building units will be included.

002 ENGLISH 9

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 9

PREREQUISITE: Teacher recommendation based on student’s demonstration of both exemplary and proficient performance in varied aspects of

the grade eight English curriculum

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

R2-17; W1-14; OC 1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

This course is designed for motivated students who enjoy reading and analyzing texts. Students are exposed to world literature including fiction, non-fiction, poetry and drama. In addition to in-depth literary discussions conducted in class, independent quarterly reading assignments are required.

Students are involved in an intensive writing program that includes all forms of essay writing including the analytical literary response which helps develop students’ higher order thinking skills and also fosters discovery of connections between students’ lives and the literature. Vocabulary building continues, and grammar and mechanics are reviewed as necessary.

003 ENGLISH 9

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 9

PREREQUISITE: Teacher recommendation based on student’s demonstration of both emerging and beginning performance in New Standards

E1,2,4; GSE’s R4-8, R11-16, W7-10

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

R2-17;W1-14; OC 1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

This course is designed to help students improve their reading, writing, speaking and listening skills. Instruction focuses upon reading comprehension and analysis of a variety of genres including fiction, non-fiction, poetry and drama, and selections are geared toward student interest. Independent readings are required on a quarterly basis. The writing process is stressed to improve both clarity of writing and proficiency with writing mechanics. Individual and group presentations are included to help students with their speaking and listening skills.

010 ENGLISH 10 HONORS

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 10

PREREQUISITE: Teacher recommendation based on student’s demonstration of exemplary performance in all aspects of the grade nine

English curriculum

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

R2-17; W1-14; OC 1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

This course has been designed for extremely motivated English students who have demonstrated exemplary performance in English 9. It carries extra quality points in the computation of class rank, and work requirements exceed other grade 10 English classes. Students at this level should enjoy challenging reading and writing assignments and should be adept at critically analyzing literature. This course is reading intensive with a stress on poetry, fiction, non-fiction and drama. In addition to an in-depth summer reading project, extensive independent readings are required. Furthermore, the intensive writing program includes a required persuasive literary research paper. The student’s mastery of grammar and mechanics is expected at this level. Vocabulary building will be stressed in preparation for the PSAT’s.

011 ENGLISH 10

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 10

PREREQUISITE: Teacher recommendation based on student’s demonstration of both exemplary and proficient performance in varied aspects of

the grade nine English curriculum

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

R2-17; W1-14; OC 1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

World literature including fiction, non-fiction, poetry and drama continue as the major focus of the course. To prepare for the research paper required in eleventh grade college preparatory English, research skills are refined. In addition to in-depth literary discussions conducted in class, quarterly independent reading assignments are required. The intensive writing program begun in ninth grade continues as the analytical literary response is stressed in order to develop students’ higher order thinking skills. Grammar and mechanics are taught in the context of the students’ writing, and vocabulary building continues.

012 WORLD LITERATURE

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 10

PREREQUISITE: Teacher recommendation based on a student’s demonstration of both proficient and beginning performance in varied aspects

of the grade nine English curriculum.

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

R2-17; W1-14; OC 1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

This course has been designed for students who enjoy a challenging learning experience but who would like to strengthen their reading and writing skills. While it will include a strong emphasis on world literature, technical reading and writing geared toward a topic of student’s interest will also be stressed. Computer literacy will be emphasized as well. A review of writing mechanics will be included, and the editing and revising process will be used extensively. An in-depth research project will be required.

013 ENGLISH 10

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 10

PREREQUISITE: Teacher recommendation based on student’s demonstration of both emerging and beginning performance in New Standards E1,2,4; GSE’s R4-8, R11-16, W7-10

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

R2-17; W1-14: O C1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

Communication skills and analytical thinking are stressed in this course. The reading program employs strategies designed to enhance comprehension needed for success in both English classes and other school subjects. Quarterly independent readings will be required. The writing component focuses upon organization of ideas to help with clarity in both writing and speaking. Competency with grammar, mechanics, and vocabulary will also be stressed.

To reinforce student motivation, the reading materials will be geared toward students’ interests and include fiction, non-fiction, drama, and poetry.

020 ENGLISH 11 HONORS

Length of course: ONE YEAR

Credit: 1 CREDIT

Grade Placement: 11

Prerequisite: Teacher recommendation based on student’s demonstration of exemplary performance in all aspects of the grade ten

English curriculum

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

R2-17; W1-14: O C1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

This American literature survey course targets extremely motivated students. It carries extra quality points in the computation of class rank, and work requirements exceed other grade 11 English classes. Students must enjoy challenging reading and writing assignments and feel comfortable working independently. In addition to an in-depth summer reading assignment, extensive independent readings are required.

The 11 Honors student must be adept at critically analyzing both fiction and non-fiction materials dating from the colonial period of American history to the present. It is expected that students at this level must be able to complete both informational and analytical research papers. Mastery of grammar and mechanics is expected. In addition, vocabulary building will be stressed.

021 ENGLISH 11

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 11

PREREQUISITE: Teacher recommendation based on student’s demonstration of both exemplary and proficient performance in varied aspects of

the grade ten English curriculum

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

R2-17; W1-14: O C1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

American literature is the basis of this survey course. Various genres are studied to enhance students’ understanding and appreciation of the ways in which the American literary experience was influenced by American history. The readings are grade 11 in ability and in scope and sequence and are directed towards the enhancement of critical thinking skills. At this level, students are expected to be competent writers who can produce clear, high- level responses to the various texts read and analyzed over the course of the year. A literary research paper in which students demonstrate their ability to analyze literature and synthesize information is required. Grammar and mechanics will be reviewed as needed, and vocabulary building will continue.

022 AMERICAN LITERATURE

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 11

PREREQUISITE: Teacher recommendation based on a student’s demonstration of both proficient and beginning performance in varied aspects

of the grade ten English curriculum.

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

R2-17; W1-14: O C1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

This is the second year of a course designed to build strong reading and writing skills for those students who enjoy the study of literature. Both American literature and technical documents will be used to develop critical reading and writing ability. Development of computer literacy will continue, and interpersonal skills and workplace readiness will be addressed. Vocabulary building will be included as well as a review of writing mechanics as needed. The editing and revising of written work will be stressed. An informational research paper focuses around a topic of student interest will be required.

023 ENGLISH 11

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 11

PREREQUISITE: Teacher recommendation based on student’s demonstration of both emerging and beginning performance in New Standards

E1,2,4; GSE’s R4-8, R11-16, W7-10

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

R2-17; W1-14: O C1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

Students will study American literature with specific attention to a survey of fiction, non-fiction, poetry and drama. An emphasis will be placed on critical reading and writing development. Reading strategies will be employed, and high-interest reading material will also be included. Quarterly independent readings will be required. The writing component will continue to focus upon organization of ideas, and grammar, mechanics, and vocabulary will continue to be stressed.

029 English 12 (AP English Literature and Composition)

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 12

PREREQUISITE: Teacher recommendation based on student’s demonstration of exemplary performance in all aspects of the grade eleven

English curriculum and honors level course experience

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

R2-17; W1-14: O C1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

This course focuses upon preparing students for the AP English Literature and Composition Exam. It is designed for the truly motivated student of proven performance and ability and carries extra quality points in the computation of class rank. The teacher serves as discussion leader, questioner, and critic who will help the student assume responsibility for his/her own learning. The student must be self-motivated since many of the readings are done independently.

The content is based upon a survey of British literature including drama, poetry, fiction and non-fiction.. An intensive summer reading project is required, and coursework includes both in-depth research papers and projects. At this level, it is assumed that students are both accomplished readers and writers who enjoy and excel at literary analysis.

030 ENGLISH 12 HONORS

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 12

PREREQUISITE: Prerequisite: Teacher recommendation based on student’s demonstration of exemplary performance in all aspects of the

grade eleven English curriculum and honors level course experience

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

R2-17; W1-14: O C1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

This final year of honors English will focus upon British literature from the Anglo-Saxon period to the present. It carries extra quality points in the computation of class rank, and work requirements exceed other grade 12 English classes including an in-depth summer reading assignment. By this time in their academic careers, students should be expert at analyzing both fiction and non-fiction works and responding to both in high-level critical papers. Short research papers will be an integral part of the curriculum. It will also be expected that students work independently in pursuit of their English education and be prepared to lead class discussions that revolve around their discoveries.

031 ENGLISH 12

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 12

PREREQUISITE: Teacher recommendation based on student’s demonstration of both exemplary and proficient performance in varied aspects of

the grade eleven English curriculum

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

R2-17; W1-14: O C1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

British Literature from the Anglo-Saxon period through the present time is the basis of this survey course that includes fiction, non-fiction, poetry and drama. Students at this level are expected to have the skill to comprehend high level reading materials and to be competent writers who can produce clear, high-level critical responses to the texts studied throughout the year. Students will be required to produce an in-depth literary research paper that demonstrates their mastery of the research skills taught during the previous year as well as their ability to analyze literature and synthesize information. Independent readings will be assigned quarterly. Vocabulary building will continue, and grammar and mechanics will be reviewed as needed.

032 BRITISH LITERATURE

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 12

PREREQUISITE: Teacher recommendation based on a student’s demonstration of both proficient and beginning performance in varied aspects

of the grade eleven English curriculum.

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

R2-17; W1-14: O C1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

This is the third year of a sequential course. Critical reading and responses will focus around British literature including poetry and nonfiction, and the writing process will be stressed. Technical and functional reading and writing will continue. These will include units on both report writing and memo writing. Use of the Internet as an informational tool will be emphasized and will culminate in a required research project that will include both an informational research paper and a classroom presentation. Students will also practice proper interviewing techniques.

033 ENGLISH 12

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 12

PREREQUISITE: Teacher recommendation based on student’s demonstration of both emerging and beginning performance in New Standards

E1,2,4; GSE’s R4-8, R11-16, W7-10

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

R2-17; W1-14: O C1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

Students will study literature with specific attention to the development of English literature from the Anglo-Saxon period to the present including fiction, non-fiction, poetry and drama. High-interest contemporary British works will also be included, and quarterly independent readings will be required. Development of both critical thinking and writing will be stressed. Units on job readiness and problem solving will be included.

ELECTIVES

041 MEDIA STUDIES 1

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 10-12

PREREQUISITE: Teacher recommendation based on student’s demonstration of exemplary or proficient performance in ELA Standards E2a;

E3b; E3d,c; E4a,b; E6, E7

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

Journalism Ed. Association Standards 1-15

R2-17; W1-14: O C1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

This course explores the effect of the mass media on society and the individual and traces the development and impact of emergent technologies, foundation theories, and traditional concepts. The Media Studies course surveys the history and possible future of mass media, including newspaper, magazines, television, radio, film, advertising, the recording industry, and the Internet. Students will learn how advertising dollars are crucial for the survival of mass media entities, and as part of this lesson, they will be required to sell ads and design/create advertising units. This course encourages students to expand their repertoire of language skills and strategies with the goal of teaching students how to become critical listeners, readers and viewers, as well as effective users of the media available to them.

042 MEDIA STUDIES II

LENGTH OF COURSE: ONE YEAR

CREDIT: 1CREDIT

GRADE PLACEMENT: 11-12

PREREQUISITE: Teacher recommendation based on exemplary or proficient performance in Media Studies I

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

Journalism Ed. Association Standards 1-15

R2-17; W1-14: O C1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

Media Studies II focuses on application of theory and skills learned in Media Studies I, and includes guest speakers in the media profession, honing of career skills, and mastery of theory as it applies to practice. Students will collaborate to create both short and long- term projects that afford them the opportunity to explore all the elements that comprise the modern media.

043 MEDIA STUDIES III

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 12

PREREQUISITE: Teacher recommendation based on exemplary or proficient performance in Media Studies II

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

Journalism Ed. Association Standards 1-15

R2-17; W1-14: O C1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

This is the last in the Media Studies Course series. It is geared towards those students whose performance in both Media Studies I and II was exceptional and who may wish to pursue a career in the media. Students will be asked to produce in-depth projects that demonstrate their mastery, and they will work with mentors in either public relations/advertising, broadcast or journalism.

045S WRITING TO INFORM AND EXPLAIN

046S CREATIVE WRITING H

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 12

PREREQUISITE: Teacher recommendation based on exemplary performance in ELA standards: E1, 2, 4, 5

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

R2-17; W1-14: O C1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

English 12 Writing to Inform and Explain (URI Writing 104) is an elective writing course that offers students the opportunity to earn simultaneously one semester of college preparatory credit and three hours of college credit from the University of Rhode Island. This freshman course focuses upon writing emphasizing the sharing of information and the varieties and strategies of expository writing for differing audiences and situations. The three college credits are often, but not guaranteed, transferable to other colleges and universities. A small fee is charged to cover the cost of URI registration and the textbook. Second semester is an in-depth, intensified creative writing component.

051 INTRODUCTION TO THEATER

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 9-11

PREREQUISITE: NONE

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

R2-17; W1-14: O C1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

Introduction to Theater provides students with a wide range of experiences leading to a better understanding of drama from the perspective of both the spectator and the artist. Students will study famous plays exemplifying several types of drama and special production techniques. Members of the class will practice dramatic reading, basic blocking and staging techniques, and discuss scenery, make-up, and costuming. Students will also be expected to attend live theater performances as field trips or weekend activities.

052 ADVANCED THEATER

052H ADVANCED THEATER

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 10-12

PREREQUISITE: Teacher recommendation based on exemplary or proficient performance in 051, Intro to Theater

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

R4-6, 7-8,16; W1-10, W11,14; OC1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

This course is designed for students who are considering more specialized study in some particular area of theater. Students will participate in projects, research discussions and special activities. Theater history will be included. A considerable amount of reading and writing will be required.

Students who demonstrated exemplary performance in all aspects of Introduction to Theater, may choose to enroll in 052H. Extra, in-depth work is required including attendance at out-of-school theater productions and critiques of those productions.

053 ACTING-DIRECTING 1

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 11-12

PREREQUISITE: Teacher recommendation based on exemplary or proficient performance in 051, Intro to Theater

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

R4-6, 7-8,16; W1-10, W11,14; OC1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

This course provides students with a continuation of the introductory course with a particular focus on performing and directing. Intensified training in physical movement, vocal expression, and basic acting techniques are stressed. Students will practice a variety of theatrical styles and ensemble theater work.

054 ACTING-DIRECTING 2

LENGTH OF COURSE: ONE YEAR

CREDIT: 1 CREDIT

GRADE PLACEMENT: 11-12

PREREQUISITE: Teacher recommendation based on exemplary or proficient performance in 053, Acting-Directing 1

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-7

R4-6, 7-8,16; W1-10, W11,14; OC1 & 2

A1a; A1c; A2a &c; A3a & c; A4 a,b,c; A5a

1,2,3,4

This course offers second year study for additional credit at the discretion of the teacher.

055S THEATER PRODUCTION 1

SET DEVELOPMENT AND PRODUCTION

LENGTH OF COURSE: ONE SEMESTER

CREDIT: .5 CREDIT

GRADE PLACEMENT: 11-12

PREREQUISITE: INTRODUCTION TO THEATER AND/OR INTRODUCTION TO WOOODWORKING OR BASIC WOODWORKING

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

ELA 1-5

National Standards for Theater Arts 3,5,6,7,8

Technology Education

1,2,3,6

R2-6,11-14,16-17; W1-3, 9-11, 14; OC 1,2

A1a,c; A3a; A4a,b,c; A5a,c

1,2,3,4

This course focuses upon the development and construction of theater sets. However, it will not be limited exclusively to building. Rather, students will read and study the work being produced during the semester under the direction of the theater instructor. The industrial technology instructor will then guide them in the development and construction of sets needed for the production. The work students produce both individually and in groups will be the basis for their final evaluation.

055S THEATER PRODUCTION 2

SET DEVELOPMENT AND PRODUCTION

LENGTH OF COURSE: ONE SEMESTER

CREDIT: .5 CREDIT

GRADE PLACEMENT: 11-12

PREREQUISITE: Student demonstrated an exemplary performance in Theater Production 1.

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

ELA 1-5

National Standards for Theater Arts 3,5,6,7,8

Technology Education

1,2,3,6

R2-6,11-14,16-17; W1-3, 9-11, 14; OC 1,2

A1a,c; A3a; A4a,b,c; A5a,c

1,2,3,4

Students demonstrating an exemplary performance in 055S Theater Production 1 will be assigned to work with both Theater Production O55S students and elementary school students who are in the process of producing plays. They will instruct the students in the ways theater sets are developed and produced. This real world experience will particularly benefit those individuals planning to work in either theater or construction after their education is complete.

057M PUBLIC SPEAKING

057S PUBLIC SPEAKING

LENGTH OF COURSE: ONE SEMESTER (057S)

ONE YEAR MINOR (057M)

CREDIT: .5 UNIT

GRADE PLACEMENT: 9-12

PREREQUISITE: NONE

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

ELA 1-7

R2-8; R11-16; W1, W4-13; OC1 & 2

A1a,c; A3a; A4a,b,c; A5a

1,2,4

This course provides a practical, non-threatening atmosphere for the student to develop speech writing and delivery using informative and persuasive formats. Extemporaneous, impromptu, and manuscript modes are utilized. Proper use of visual aids is stressed and developed. Emphasis is placed on individual style and includes much “hands-on” individualized student-teacher work.

060S THEATER PRODUCTION - COSTUME DESIGN

LENGTH OF COURSE: ONE SEMESTER

CREDIT: .5 CREDIT

GRADE PLACEMENT: 11-12

PREREQUISITE: INTRODUCTION TO THEATER AND/OR INTRODUCTION TO FAMILY AND CONSUMER SCIENCES

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

ELA 1-5

Theater Arts 3,5,8

Family & Consumer Sciences 8.0, 2, 3, 4

R2-8; R11-16; W1, W4-13; OC1 & 2

A1a,c; A3a; A4a,b,c; A5a

1,2,4

This course focuses upon the textile aspects of theater production including the elements of costume design and creation. Students will study the work being produced during the semester under the direction of the theater instructor. The family and consumer science instructor will then guide them in the creation of costumes needed for the production. The work students produce both individually and in groups will be the basis for their final evaluation.

062S THEATER PRODUCTION – COSTUME DESIGN II

LENGTH OF COURSE: ONE SEMESTER

CREDIT: .5 CREDIT

GRADE PLACEMENT: 12

PREREQUISITE: SUCCESSFUL COMPLETION OF THEATER PRODUCTION – COSTUME DESIGN I

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

ELA 1-5

Theater Arts 3,5,8

Family & Consumer Sciences 8.0, 2, 3, 4

R2-8; R11-16; W1, W4-13; OC1 & 2

A1a,c; A3a; A4a,b,c; A5a

1,2,4

061S THEATER PRODUCTION – SET DESIGN

LENGTH OF COURSE: ONE SEMESTER

CREDIT: .5 CREDIT

GRADE PLACEMENT: 11-12

PREREQUISITE: INTRODUCTION TO THEATER AND/OR ART AND DESIGN APPLICATION OR BASIC ART AND DESIGN

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

ELA 1-5

Theater Arts 3,5,8

Art Education 1-5

R2-6,11-14,16-17; W1-3, 9-11, 14; OC 1,2

A1a,c; A3a; A4a,b,c; A5a

1,2,4

This course focuses upon the artistic aspects of theater production. Elements of scenic design will be explored and applied to the theater production scheduled for the semester. Students will study the work being produced under the direction of the theater instructor. The art instructor will then help them design the prop/stage layouts, build the models, and complete the final backdrops. The work students produce both individually and in groups will be the basis for their final evaluation.

063S THEATER PRODUCTION – SET DESIGN II

LENGTH OF COURSE: ONE SEMESTER

CREDIT: .5 CREDIT

GRADE PLACEMENT: 12

PREREQUISITE: SUCCESSFUL COMPLETIION OF THEATER PRODUCTION – SET DESIGN I

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

ELA 1-5

Theater Arts 3,5,8

Art Education 1-5

R2-6,11-14,16-17; W1-3, 9-11, 14; OC 1,2

A1a,c; A3a; A4a,b,c; A5a

1,2,4

In this advanced course, students are allowed the opportunity to apply the knowledge of the elements of set design and set creation that they gleaned through their participation in Set Design I. They will be afforded a greater opportunity to broaden their liberal arts background through the increased study of different historical and cultural perspectives which are essential in the theatrical design process. This advanced course would also increase the students’ opportunity to enhance their role in their own learning, and through the repeated and guided practice afforded students, they will be able to develop autonomy in their creative abilities and skills.

070S IMAGINATIVE/CREATIVE WRITING

LENGTH OF COURSE: ONE SEMESTER

CREDIT: .5 CREDIT

GRADE PLACEMENT: 9-12

PREREQUISITE: NONE

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-5

R2-6 ,12,14,16,17; OC1-2; W1-5, 9-14

A1c, A4a,b,c

1,2,4

Students interested in creative writing will practice composing a variety of genres including short poems and short stories. The use of journal writing to reflect on their work and the improvement they see in their writing skills will become an integral part of the course. Peer editing will also be included. Students will have the opportunity to read their original stories/poetry to the large group; thus, their presentation skills will be sharpened.

075 TIMELY JOURNEYS

LENGTH OF COURSE: ONE SEMESTER

CREDIT: .5 CREDIT

GRADE PLACEMENT: 11-12

PREREQUISITE: Teacher recommendation based on student’s demonstration of grade level proficiency in reading and writing.

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1-5

R2-17; W1-5, 11, 14; OC1 & 2

A1a, A1C; A2a, A2C; A4A, A4c, A5a

1,2,4

Students will utilize both literature and film to examine the concept of time including the possibility of time travel and the question of whether time is unchangeable and irreversible. The course is geared towards the student who enjoys reading and writing and who is interested in exploring both the internal and external dimensions of time. A summative journal (musings on time) is assigned as well as several short creative papers and projects.

ENHANCEMENT PROGRAMS

080 STUDY SKILLS-EAST

LENGTH OF COURSE: ONE YEAR (3 TIMES/CYCLE)

CREDIT: .5 CREDIT

GRADE PLACEMENT: 9

PREREQUISITE: NONE

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1a, E2, E3a, E4a,b

R2, 3, 12, 17; W1-11, 14; OC1

A1c, A4a,b,c

1, 2, 4

The primary goal of the course is to teach students how to make learning easier by equipping them with strategies that will ensure greater success in school and the workplace. Organization, time-management, note-taking, and test-taking strategies are a few of the many topics covered. In addition, writing skills are stressed.

081 STUDY SKILLS-WEST

LENGTH OF COURSE: ONE YEAR (3 TIMES/CYCLE)

CREDIT: .5 UNITS

GRADE PLACEMENT: 9

PREREQUISITE: NONE

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

E1a, E2, E3a, E4a,b

R2, 3, 12, 17; W1-11, 14; OC1

A1c, A4a,b,c

1, 2, 4

The primary goal of the ninth grade study skills program is to teach students how to make learning easier by equipping them with strategies that will ensure a greater deal of success in school and the workplace. Topics like organization, time management, note taking, and test taking strategies are a few of the many units covered. In addition, this course teaches good writing skills, which will enable the student to become a more proficient communicator. The skills taught in this course will be carried over to and complemented by similar work in all content area classes.

084 MATHEMATICS STUDY SKILLS-EAST

LENGTH OF COURSE: ONE YEAR (3 TIMES/CYCLE)

CREDIT: .5 CREDIT

GRADE PLACEMENT: 10

PREREQUISITE: NONE

Content Standards

GSE’s

Applied Standards

School-Wide Expectations

M1,M2a-d, M2j, M2k, M2n,M2o,M3a,M3b,M3k,M3l,M3o,

M4a-c,M4e,M4f,M5,M6a-g,M7,M8

M(N&O)-10-1,2,4,6,7,8, M(G&M)-10-7, M(DSP)-10-1,2,3,5,6

A1c,A2b,A2c,A3b

CE1,CE2,CE4,CW1,CW2

This course will assist all sophomores in developing the skills necessary to complete a math performance task to standard. Students will be asked to think creatively, to analyze information critically, to solve mathematical problems, to work together collaboratively, and to communicate mathematical ideas effectively. The areas of emphasis will vary depending upon the needs of the students. Included in the topics will be performance assessment, graphs, probability, odds and statistics, ratio and proportion, percent, formulas, counting problems, number concepts, sequences, patterns, geometry, and logic.

085M WRITING LAB 1

085S WRITING LAB 1

LENGTH OF COURSE: ONE YEAR

CREDIT: .5 CREDIT

GRADE PLACEMENT: 9-10

PREREQUISITE: NONE

CRANSTON HIGH SCHOOL EAST

PRINCIPAL

Sean T. Kelly

ASSISTANT PRINCIPALS

Cheryl M. Coogan

Robert E. Cooney

Scott D. Barr

Lynda Wagner

ASSISTANT PRINCIPAL FOR ACADEMIC AFFAIRS

Jeannine L. Nota

CRANSTON HIGH SCHOOL WEST

PRINCIPAL

Steven C. Knowlton

ASSISTANT PRINCIPAL

ASSISTANT PRINCIPAL FOR ACADEMIC AFFAIRS

Lynne F. Burke

401-270-8049 (Main Office Cranston West)

BACK

TABLE OF CONTENTS

PHILOSOPHY OF CRANSTON HIGH SCHOOL EAST

CAREER AND TECHNICAL COURSES

PHILOSOPHY OF CRANSTON HIGH SCHOOL WEST

PROFICIENCY-BASED GRADUATION

CHANGES OF PROGRAM

GRADE PLACEMENT

ACCELERATED GRADUATION

MARKING SYSTEM

ACADEMIC PROGRESS REPORTS

GRADE POINT AVERAGE

PARENT-SCHOOL CONFERENCES

Self-Contained Classes

FINANCIAL AID/SCHOLARSHIPS

RELEASE OF RECORDS

MEDICAL ISSUES

VOCATIONAL ASSISTANCE

MILITARY SERVICE

SELECTIVE SERVICE REGISTRATION

ELIGIBILITY

TRANSFER CREDITS

HONOR SOCIETIES

GRADE SPAN EXPECTATIONS

001 ENGLISH 9 HONORS

LENGTH OF COURSE: ONE YEAR

002 ENGLISH 9

003 ENGLISH 9

LENGTH OF COURSE: ONE YEAR

010 ENGLISH 10 HONORS

011 ENGLISH 10

GRADE PLACEMENT: 10

013 ENGLISH 10

021 ENGLISH 11

022 AMERICAN LITERATURE

023 ENGLISH 11

031 ENGLISH 12

032 BRITISH LITERATURE

033 ENGLISH 12

ELECTIVES

041 MEDIA STUDIES 1

042 MEDIA STUDIES II

043 MEDIA STUDIES III

051 INTRODUCTION TO THEATER

053 ACTING-DIRECTING 1

054 ACTING-DIRECTING 2

055S THEATER PRODUCTION 1

SET DEVELOPMENT AND PRODUCTION

057M PUBLIC SPEAKING

061S THEATER PRODUCTION – SET DESIGN

063S THEATER PRODUCTION – SET DESIGN II

070S IMAGINATIVE/CREATIVE WRITING