Message from the Principal

            It is the mission of Tiverton High School to ensure that every student has the opportunity to achieve their maximum potential to become productive and knowledgeable citizens in a global society.  We also believe that all our graduates should be able to demonstrate that they are proficient in standards-based content as well as applied learning.  Our goal is to help all graduates achieve skills that would enable them to demonstrate college readiness, whether they choose the work force, college, serve their country, or start their own business. 

Employers and colleges want graduates who are competent in oral and written communication skills, have a strong foundation in math, demonstrate the ability to work in teams, and have the critical thinking skills necessary to research and solve problems effectively.  Students need to achieve high standards so they can apply their knowledge in real world situations.  We strive to provide an environment where students enter the doors to a school that consistently supports an individual’s academic and social-emotional needs.  As we continue to develop an academic structure aligned to the Rhode Island high school diploma system, our students will need the personal reinforcement of a supportive staff and community.  We look forward to observing and guiding student development and proficiency as they move onto graduation.  Good luck.

Policy of Non Discrimination

It is the policy of the Tiverton School Department not to discriminate on the basis of age, sex, race, religion, national origin, color, or handicap in its educational programs, activities and employment practices in accordance with applicable laws and regulations.  Additionally, the lack of English language skills of national origin minority persons will not be a barrier to admission and participation in vocational education programs.

   Inquiries regarding compliance with laws related to sex discrimination or related to handicapped accessibility may be directed to Superintendent William J. Rearick. Tiverton School Department, telephone 1-401-624-8475. 

   Any questions related to equal educational and employment opportunity may also be directed to Robert L. Bailey IV, Office for Civil Rights in Education, Rhode Island Department of Education, 255 Westminster Street, Providence, RI, 02903-3400, telephone 1-401-277-2648 or to the United States Office of Civil Rights, Post Office Square, Boston, MA  02107, telephone 1-617-233-4405.

TIVERTON HIGH SCHOOL  STAFF

SUPERINTENDENT OF SCHOOLS

Mr. William J. Rearick

HIGH SCHOOL ADMINISTRATION

Mr. Steven M. Fezette, Principal

Mr. John P. McKinnon, Assistant Principal

DEPARTMENT CHAIRPERSONS

Mrs. Patricia Busse, Science

Ms. Elizabeth Farley, Guidance

Mr. Peter Forrest, English

Mr. Matthew McGuire, Physical Education/Health

Mr. Paulo DeSousa, World Languages

Mrs. Frances Williamson, Mathematics

Mr. Pierce Williamson, Social Studies

Mr. Edwin Fernandes, Technology Education

COORDINATORS

Mr. Michael Alves, Music

Mrs. Geraldine Feldman, Art

GUIDANCE DEPARTMENT

Ms. Nicole Araujo-Martin

Mrs. Lynn Nicholas

Mrs. Cathy Winston

TELEPHONE

1 – 401 – 624 – 8494 Principal’s Office

1 – 401 – 624 – 6621 Guidance Offices

Tiverton High School

Mission and Expectations for Student Learning and Academic Expectations Statement

            Students at Tiverton High School will prepare to become productive and knowledgeable citizens in a global society by being actively involved in a school with programs and services driven by a qualified staff and involved community.

            Our mission objective is to ensure that every student has the opportunity to achieve his/her maximum potential.

Academic Expectations

1. Students will be able to read, write, and communicate effectively.

§         Read widely and critically for a variety of purposes

§         Write clearly, concisely, and persuasively

§         Communicate ideas and information effectively in and oral presentation

2. Students will be able to evaluate their own work using a variety of assessment methods.
3. Students will be able to reason logically in developing problem-solving skills.
4. Students will use various forms of technology to solve problems, acquire, organize research, and communicate information.
5. Student will develop an understanding and appreciation of the concepts that are associated with physical fitness and health.
6. Students will develop and appreciation of world cultures through the visual arts, music, literature, history, and language.
7. Students will be able to assimilate, analyze, interpret, and evaluate information critically.
8. Students will be encouraged to explore and develop skills in a second language.
9. Students will use arts to explore and express ideas, feelings, and beliefs.
10. Use a variety of mathematical methods and appropriate technology to solve problems and function confidently in a mathematically sophisticated world.

Social and Civic Expectations

1. Students will make a positive contribution to their school and community.
2. Students will demonstrate an understanding for people and their ideas and opinions.
3. Students will come to school and be prepared to work.
4. Students will recognize the importance of multiple viewpoints in order to understand people, issues, and events.
5. Students will develop skills and knowledge, which allow students to successfully meet the demands, which are normally associated with obtaining a job or beginning a career.

Primary and Secondary Responsibility of Expectations by Department

√ = Department Responsibility, P = Primary responsibility of depts., S = Secondary responsibility of depts.

Tiverton High School

Graduation Policy

Effective Beginning With the Class of 2008

HIGH SCHOOL GRADUATION REQUIREMENTS

PHILOSOPHY & INTENT
Every graduate of Tiverton High School will be prepared to successfully enter the work force or to pursue further post-secondary education.  Students will have multiple opportunities to reach proficiency and successfully complete course work which is aligned with the Rhode Island Grade Span Expectations and Applied Learning Standards, and local requirements, as approved by the Tiverton School Committee. 

The Tiverton High School Academic, Social and Civic Expectations for learning as approved by the New England Association for Secondary Schools and Colleges and the Rhode Island Board of Regents for Elementary and Secondary Education Diploma System Requirements drive this policy.

Academic Requirements:

Beginning with the class of 2008, students will need to successfully complete the following Carnegie units in the designated content areas:  (1 unit = a full year of study)

Beginning with the class of 2009:

• A third year of science will be required.

• Students will be required to take an additional year of advanced mathematics or an applied mathematics course that has been mapped to the RI Grade Span Expectations for mathematics.  Applied mathematics courses include: Chemistry, Physics, Accounting, Drafting, Architectural Design, Computer Aided Drafting, and Construction Carpentry. For the class of 2008 all students will be strongly encouraged to participate in a fourth year of mathematics.

• Students will be required to demonstrate proficiency in fine arts and applied technology through courses identified in the Program of Studies. Student may apply for a waiver if enrolled in a formal program outside of Tiverton High School that meets the criteria for proficiency.

Proficiency-Based Requirements:

1.      Successful completion of a Senior Project is required for graduation. Students will choose a topic and complete a project which includes the following:  an MLA documented research paper; a physical product or demonstration related to the research; 15 hours of documented time with a mentor (usually an expert in the topic area); a portfolio documenting the process; and a final oral presentation.  Specific details and timelines will be provided on the Senior Project web page at www.tivertonschools.org and at an informational assembly at the end of junior year.

2.      Multiple opportunities for students to demonstrate proficiency will be provided through end of course and common assessments in the areas of English, Mathematics, Science, Social Studies, Fine Arts, and Technology.  Proficiency will be determined by a student’s successful completion of course requirements and overall performance on all course assessments throughout the year. Performance on the state assessment and Senior Project will also serve as measures of proficiency. Proficiency in English, Mathematics, Science and Social Studies will be based on the RI Grade Span Expectations.  Proficiency requirements for Technology and Fine Arts will be based on state and national standards.

All major elective courses (i.e. World Languages and Career Technology) will also require student demonstration of proficiency on end of course and common assessments.

Role of State Assessments:

All students must participate in the state assessment program.  State assessments will be administered in accordance with a timeline established by the Rhode Island Department of Education.  All state assessment results shall be included on student transcripts.  Students who achieve a level of “Proficient” or “Proficient with Distinction” on the state assessment shall be exempted from a portion of the end of course assessment in the appropriate content area.  (This exemption does not apply to semester courses.)  Students who perform below proficiency on the state assessment must demonstrate proficiency on at least 70% of the GSEs for that subject area, as measured on local assessments and end of course assessments. The state assessment shall not represent more than 10 percent of the factors used to determine proficiency and eligibility for graduation.  Further guidance shall be outlined in the Tiverton High School Graduation Handbook.

 

Community Service Requirements:

Students will complete 75 hours of approved community service learning beginning in grade 7.  Students must also successfully complete all required reflective writings based upon their community service.

WAIVERS TO REQUIREMENTS:

Students requesting alternate means of meeting the above graduation requirements, such as credit for prior experience or dual enrollment shall have their transcripts and other evidences of proficiency reviewed by a Graduation Review Committee that shall include members from the school administration and the Proficiency Based Graduation Requirements Team.

Individual situations not addressed within this process will be handled on a case-by-case basis at the school administration level.  Students and families wishing to appeal the Graduation Review Committee’s decisions must cite the reasons, in writing to the Superintendent within ten business days. Students and families will be notified of the outcome of the Superintendent’s review within ten business days.

TRANSFERRING STUDENTS

The following guidelines shall apply to students who transfer into Tiverton High School:

 

1.  A Senior Project must be successfully completed during the senior year.   Senior Project requirements for students entering after the first term of their senior year will be prorated as outlined in the Senior Project Handbook. 

2.  Students who have completed a proficiency-based requirement of their previous high school, comparable to Senior Project will be exempt, so long as that requirement of their previous high school was approved by the Rhode Island Department of Education. 

3.  Community service requirements for all transfer students will be prorated as outlined in the Student Handbook and Community Service Handbook.

COMMUNICATION & PROGRESS MONITORING

Starting with the 2007-08 school year, all students entering the eighth grade of Tiverton Middle School shall be notified of the proficiency based graduation requirements.  Written notice will be provided to their families and posted on the district web site.  The same information shall be shared with students and families of those entering Tiverton High School.

Advisory teachers for 8^th grade students will review all graduation requirements with their advisees.  The same will occur in all advisory sessions at Tiverton High School.  THS advisory teachers will monitor their advisees’ progress toward successful completion of a Senior Project, Community Service, and other graduation requirements throughout their four-year experience.

As part of a comprehensive guidance program, all Tiverton Middle School and Tiverton High School students shall complete an Individual Learning Plan (ILP) that guides course selection, academic preparation, and planning toward all proficiency based graduation requirements.   High school guidance counselors in cooperation with advisors will review the ILP and communicate progress toward successful completion of all graduation requirements.  A parent signature is required at the semester and final review.

Families will receive ongoing communication from teachers and school counselors regarding their children’s progress towards these graduation requirements through quarterly, mid-year, and end-of-year progress reports.  School administrators and school counselors will meet with seniors who are making insufficient progress towards graduation requirements at the end of the first semester of the senior year to review opportunities for successful completion of all diploma requirements.  Final determination of ineligibility for graduation will be conveyed to students and families five business days prior to the graduation ceremony.

APPEALS

Students who have been denied a diploma may appeal the decision in writing to the Principal of Tiverton High School.  The appeal shall cite specific reasons for disagreement, and if the student is under the age of 18, it must be co-signed by a parent/legal guardian.  A response to the student/legal guardian appeal will be made within 2 business days.

If the appeal is due to unsuccessful completion of the Senior Project the written letter of appeal must be filed to the Principal of Tiverton High School within 2 business days of the Senior Project presentation.  An independent Appeals Panel that will include members from the school administration and Proficiency Based Graduation Requirements Team will consider the appeal.  No member of the Appeals Panel will have participated in the appellant’s Senior Project presentation.  If the Appeals Panel is presented with substantial evidence supporting the appeal, then the panel may authorize another Senior Project presentation to be conducted by a new team of evaluators.

If the Appeals Panel denies the appeal, the student may further petition the decision to the Principal.  If denied by the principal, the appeal may be presented following the normal appeal procedure through the Superintendent, the School Committee, and, the State Commissioner of Elementary and Secondary Education. 

 

Guidance Department

            The mission of the K-12 Tiverton School Department Guidance Curriculum is to develop in students’ life-ling skills and abilities in the areas of learning, living, and earning through the guidance curriculum, individual planning, responsive services, and support systems.

            The K-12 Tiverton School Department guidance program is modeled after the American School Counselor Association National Model and the RI Framework for Comprehensive K-12 School Counseling Programs.  The foundation of these models addresses the belief and mission that every student will benefit from the school counseling program; it also contains the counseling standards, the basis of the counseling program.  Our focus is, “How are students different as a result of the work of school counselors.”

            Through the use of Individual Learning Plans (ILPs), counselors will assist students to realize their full potential by helping students in the areas of:

§         Academic Development by helping students:

Ø      Acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span;

Ø      Complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college;

Ø      Understand the relationship of academics to the world of work and to life at home and in the community.

§         Career Development by helping students:

Ø      Acquire skills to investigate the world of work in relation to knowledge of self and to make informed career decisions;

Ø      Employ strategies to achieve future career goals with success and satisfaction;

Ø      Understand the relationship between personal qualities, education, training, and the world of work.

§         Personal / Social  by helping students:

Ø      Acquire knowledge, attitudes, and interpersonal skills to help them understand and respect self and others;

Ø      Make decisions, set goals, and take necessary action to achieve goals;

Ø      Understand safety and survival skills.

Counselors will routinely and for specific purposes call students to their offices for conferences.  Students are encourages to make appointments with their counselors if they have questions, problems, or wish to discuss academic / career plans.

Course Selection

            Counselors, teachers, and department chairpersons or coordinators will review each student’s plan annually.  All courses will be available to all students providing stated prerequisites are met.  Course availability shall be determined by grade level.  Seniors will have first preference, followed by juniors, sophomores, and freshmen.  Students must turn in course selection sheets by the stated deadline to be eligible for course placement.  Those who fail to turn them in on time will be placed on a waiting list if the class is at capacity.

            Since the middle school years are exploratory, special attention must be given to the selection of courses as the student progresses from the 8^th to the 9^th grade.  Each 8^th grade student will select a course of study for the 9^th grade year with the help and advice of his or her middle school guidance counselor.  The student’s plans for the future, his or her achievement, interests, aptitude, and capabilities will all be considered in making the final selection for courses.

            High school is the time for students to explore their capabilities, to increase their knowledge of self and the world in which they live, and to prepare themselves for future employment for further education.  Access and opportunity allows all students to explore a rigorous curriculum; however, students are strongly encouraged to utilize the recommendations and guidance of their teachers and counselors.

Course Selection Process

1. Counselors provide registration orientation and distribute the Program of Studies and course selection sheets to students in English classes.

2. Students obtain teacher recommendation for all courses by having them initial next to the recommended course.

3.      Students and parents review teacher recommendations and choose courses for the following school year.

4. Course selection sheets are signed by the parent / guardian and are then returned to the student’s English teacher.

5. English teachers will turn in all received course selection sheets on the designated due date.

6. Counselors and department chairpersons or coordinators will review the selections and then approve or meet with students who have made questionable selections.

7. Students with scheduling conflicts will be contacted by their counselor to make alternate choices.

Policy on Changing Course Requests

            Generally, once a student and his/her parent or guardian has made the selections and the counselor has agreed to them, change is not permitted.  This is especially true after the close of school in June.  Thereafter, the counselor and ultimately principal will permit course changes only for compelling reasons that will be determined.

Request for course change will not be considered after the first two weeks of the first marking period.  However, levels of courses may be changed throughout the year with the permission of the department chairperson or coordinator, counselor, and principal.

Credits

            Credits are point values given to a subject depending upon the number of times it is scheduled in a six-day cycle.  A course that meets every day for a full year is designated as a five-credit course.  If it meets for a half year, (i.e. for a semester), it is a 2.5 credit course.  In like manner, if a course meets three times in a six-day cycle for a full year, it is a 2.5 credit course.

Credit Requirements for Promotion

            In order to be promoted to the succeeding grade, each student must successfully complete 27.5 credit hours in each year of study.

            Students are not required to repeat subjects that were passed with a minimum grade of D.  Students who earn less than a passing grade must either repeat that course during the following school year or attend an approved summer school program.  Students must meet the criteria and have prior approval in order to take a summer school course.  Please refer to the Summer School section of the Program of Studies (p. 10).  In regards to English failures, taking two required English courses simultaneously is permitted ONLY in the senior year.  It is recommended that the student who fails a course take the summer school option when permissible.  Students should always check with their counselor to clarify graduation requirements.  All exceptions to the graduation requirement must be recorded in writing by the department chairperson, counselor, principal, and superintendent.

            Students who have earned less that the required 82.5 will be considered juniors until successful completion of their first two terms, (i.e. a term refers to a marking period; therefore, two terms or marking periods translate as the first semester).  Moreover, these students must carry the sufficient credits that are required for him / her to graduate by the end of the second semester.

Course Load

            ALL students must carry a minimum of 27.5 credits each year.  It is recommended that each student try to carry 32.5 credits of coursework.  As a result, the student will have greater exposure to course offerings.  Furthermore, in the event of failure, a credit deficiency will not be created.

            Although the guidance counselors will contact students and parents when a credit deficiency exists, it is the responsibility of the student to be sure that he or she has enough credits for promotion as well as graduation.

Graduation Requirements

            A graduate of Tiverton High School must earn a minimum of 110 credits.  Specifically, each graduate must successfully complete coursework in the following subjects:

The remainder of credits required will be earned through courses chosen by the student.

• Beginning with the class of 2008, all students will be required to successfully complete the Senior Project for graduation.
• All students will participate in end of the year departmental assessments, which include proficiency tasks.
• Beginning with the class of 2009, all students will be required to successfully complete three years of science.
• Students medically excused from Physical Education must submit proof of limitations to the principal in writing.
• All students graduating from Tiverton High School must have a completed ILP (i.e. individual learning plan).

Please refer to the Tiverton School Department Policy for Graduation found on pages five through eight of the Program of Studies.

Honor Roll Requirements

1. A student cannot be placed on an honor roll if he/she has a grade below B- in any subject (major or minor).
2. A student cannot be placed on an honor roll if he/she has an incomplete grade after the two-week make-up period.
3. A student must carry a minimum of four major subjects.
4. Honors will be based on grades earned for each quarter, not cumulative.
5. All graded subjects will count toward honors tabulation. 
6. First Honors:  All A’s.
7. Second Honors:  A’s and B’s.

Class Rank and Weighted Grades

   There are three levels of instruction in the curriculum. Courses taught at the highest level are given more weight toward determining class rank at the end of the junior year and in the middle of the senior year. Tiverton High School uses a 4.0 scale for determining class rank and grade point averages.  Essentially, an “A" is worth more in Level I courses than Level II courses.  “A’s” in Level II courses are worth more than those earned in Level III courses.

     This brief explanation is given to assist in understanding how class rank is determined. Students should always choose courses that meet their academic needs and abilities. Questions on this matter should be directed to the student’s guidance counselor or department chairperson.

Description of Levels of Courses

All course with the Level I designation are designed to offer in-depth study of the subject matter on a highly competitive level.  These courses are the most challenging in the curriculum.  If a Level I course also carries the AP designation, students will learn college level material.  Students who are enrolled in AP courses will be given the opportunity to earn college credit (based on the individual school’s guidelines) if the Advance Placement exam is passed.

All courses with the Level II designation offer a comprehensive study of the subject matter.  These courses will help to prepare students for college.

All courses with the Level III designation offer a basic study of the subject matter designed to reinforce basic skills and proficiency in the Grade Span Expectation as determined by the RI Department of Education.  Differentiated instructional strategies will be emphasized.

College Level Transitional Programs

Advance Placement Courses (AP) – Students enrolled in advance placement courses have an opportunity to earn college credit while in high school.  Advance placement courses are designed to academically challenge the students.  Class enrollment is limited to fifteen students and homework averages approximately 3 hours per night.  Please refer to the College Board website (www.collegeboard.com) to get specifics regarding grade requirements for individual colleges and universities.

Early Enrollment Program (EEP) – In addition to AP course offerings, Tiverton High School provide college level courses in conjunction with Rhode Island College.  Students who successfully complete these course have the option of enrolling with RIC (tuition to be paid by the student) and receiving college credit.  Students should ask their counselor for the names of colleges and universities that recognize and accept EEP credit.

Concurrent Enrollment – Under certain circumstances, students are allowed to take college courses and earn both college and high school credit.  For example, Bristol Community College offers qualified students a variety of college level courses such as Tech Prep.  Ask your counselor to explain the requirements and procedures for enrolling in Bristol Community College courses or the ACCESS program at Johnson and Wales University as well as courses offered by local institutions of higher learning.

Tech Prep Program – Tiverton High School and Bristol Community College have formed a partnership that will allow certain courses at the high school to accepted for college credit at BCC.  Once a student is accepted into this program, he/she will then be allowed to take classes at BCC while they are still enrolled in high school.  Classes taken at the college must meet after 4:00 pm or on Saturday or Sunday.  There will be no charge for tuition.  THS course that earn college credit are marked TP in the Program of Studies.

Early Graduation

Students are sometimes permitted to graduate from Tiverton High School is less than four years.  Students considering this option must apply to the principal by April 1^st of the sophomore year.  Approval is given on an individual basis.  See your counselor for more information.

Independent Study

            Independent study may be arranged with a teacher in any department or area.  Teacher participation in this activity is voluntary.  The student must submit a written plan.  The specifics of this plan must be approved by the department chairperson or area coordinator and by the principal.  Independent studies are offered primarily to seniors in good academic standing.  All independent studies will be offered on a Pass/Fail basis and will not be calculated in the student’s GPA or Class Rank.

Summer School Policy

            Students are permitted to attend summer school to make up failures in prerequisite and required courses.  There are specific criteria that must be met before permission will be granted for a student to attend summer school (including a minimum grade of 50 in his/her regular course earned during the school year).  Students wishing to attend summer school should obtain the Failure Make-up Criteria Form available in the Guidance Office.  This form must be completed and returned to the Guidance Office prior to the last day of the school year.  Note that the department chairperson and teacher permission is required.

Community Service
 

            All students will be expected to complete 75 hours of after school community service and the related reflection workshops and essays as a graduation requirement.  It is recommended that students average 18.75 hours per year.  The high school’s Community Service Coordinator administers this program.  It is the coordinator’s responsibility to assist students with placements and monitor their progress.  The school recognizes that many students have commitments after school; therefore, the Tiverton High School administration will try to be flexible in the placement of its students.

Departmental Proficiency Final Exams

            End of year departmental exams in freshman, sophomore, and junior classes will include an applied learning task that will count for 50% of the final exam grade.  The applied learning task may be assigned during the second semester.  Effective 2008, all grade level course final exams will meet this proficiency profile.

Individual Learning Plans (ILP’s)

            Each student is to map out his or her high school educational journey using an Individual Learning Plan.  In cooperation with a parent/guardian, teachers, and counselors, each student must design his or her ILP based on his/her goals for the future.  To be used to prepare for life after high school, the plan must be signed by the parent/guardian as well as the student’s guidance counselor.  Naturally, the student will be allowed to modify this plan each year as the student adjusts his or her life goals.

Career Education Department

Family and Consumer Science