The Falmouth Public Schools works tirelessly to develop meaningful, engaging, and relevant opportunities for student learning. As such, our coordination of learning experiences and requisite pedagogy remains a focus of sustained professional learning. Our instructional  leadership network, known as Grade Level Leaders, meet monthly and serve as liaisons between the Office of Teaching and Learning and their grade level colleagues at their schools. The Massachusetts Department of Elementary and Secondary Education (DESE) requires public schools throughout the state to design curricula in alignment with curriculum frameworks, which articulate learning objectives for students at each grade. While the standards help districts determine what students will know and be able to do by the end of the school year, the district retains the autonomy to determine how these learning objectives are met.

Some students receive additional instruction based on specific needs. This would include students diagnosed with a learning or physical disability, English learners, and students in need of academic intervention. These services are provided by specialists certified to instruct these specific and individualized areas.

All students must be assigned a full academic schedule in order to be considered an enrolled student at Falmouth High School. Students take the equivalent of six (6) classes, which meets the minimum twenty-four (24) academic credits for the school year.  Exceptions exist for documented medical disabilities with administrative approval. Students seeking out-of-school exchange programs or the like must withdraw from the high school then re-enroll upon return.

The calendar of district events can be found on our website, www.falmouth.k12.ma.us. Also, our calendar of high school events can be found on the high school website www.falmouth.k12.ma.us/Page/9.

The school year runs 185 days, including an additional five (5) days in case of school closings for weather or other emergencies. Any of the five (5) days not necessary to cover emergencies will be dropped from the calendar at the end of the school year.

The year is divided into four (4) marking periods with report cards issued at the end of each. A marking period consists of approximately forty-five (45) school days. Falmouth High School runs on a six-day rotation. A cycle might start on Wednesday and run Thursday, Friday, Monday, Tuesday, and Wednesday. The next six-day cycle would start on Thursday and run through the next Thursday.

The purpose of the six-day cycle is to create a rotation relative to the days of the week so that, for instance, Monday holidays don’t consistently interfere with the same classes.

Students and teachers will be reminded each day that it is Day A, B, C, D, E, or F.

The Falmouth Public Schools will grant differentiated diplomas to students to reflect a variety of levels of accomplishment while meeting the basic graduation expectations of the Falmouth School Committee and Falmouth High School.

High school graduation is signified by receipt of a diploma and by a statement on the student’s transcript. Both the diploma and the transcript will provide for differentiation according to levels of accomplishment as set forth below. All levels allow participation in the graduation ceremony, although two (2) types signify lack of full completion of graduation requirements. Students must be enrolled at FHS for at least one (1) semester of senior year to receive a diploma.

The specific academic requirements for graduation leaves students and parents/guardians a range of options. The school encourages students to seek a broad sampling of learning experiences at this time in their lives. A course at Falmouth High School may be scheduled to run for half or all of a school year. In most cases, students will receive two (2) credits for passing a half-year (two (2) marking periods) course; and four (4) credits upon the satisfactory completion of a full-year course.

No credit is given for courses that are failed for reasons of withdrawal, incomplete work, or unsatisfactory work.

To graduate, students must earn a minimum number of course credits according to the following schedule:

Total credits, 96

Please realize that many colleges and career plans require other special course sequences.  No more than twenty-four (24) credits in one subject area will be counted toward fulfillment of minimal graduation requirements.

The School Committee, while reaffirming that high school students should attempt to broaden their interests and explore a full program of study, recognizes that it may be in the best interest of some students to graduate in fewer than four (4) years.  This may take place under the following circumstances:

1. The student’s counselor and the parents/guardians agree that it is in the student’s best interest
2. Appropriate forms are completed according to the following deadlines:
   1. For juniors accelerating a full year, forms by the end of the first semester of junior year
   2. For seniors accelerating by one half-year, forms at the beginning of the first quarter of senior year.
3. All minimum requirements are met
4. Approval by the principal

State law requires that English Language Learners (ELLs) receive instruction that is specifically designed to assist them in learning the English language and subject matter content and that a parent/guardian participates in the decision-making process. When a student enrolls in Falmouth Public Schools, the district will determine whether the student is an English Learner, and the student will be placed in an appropriate instructional setting to support content and language learning.

As minimum guidelines for students considering four-year colleges, the following are suggested:

1. 16 credits of English
   
   
2. 8 - 16 credits of one world language
   
   
3. 16 credits of mathematics, sequence of courses up to and including Algebra II
   
   
4. 12 - 16 credits of science, at least 12 credits of lab science
   
   
5. 12 credits of social studies
   
   
6. 96 total credits including PE, the arts, and other special interest courses

Please see our guidance counselors for specific requirements for individual colleges or major interests, and please also refer to the current Falmouth High School Program of Studies for further information regarding course credits and graduation requirements.

Students have the option of retaking a class to improve a grade. The original class credit remains; however, the higher grade may replace the previously earned grade on the transcript.

Falmouth High School offers a broad curriculum in terms of both the scope of courses and the skill levels at which the courses are offered. Student enrollment and ability to succeed in a class may depend on the completion of prior courses.

Prerequisites, if necessary, are listed with a course description to assist parents/guardians and students in making good choices about entering a particular course. Prerequisite courses must be passed; no prerequisites are satisfied without a passing grade. If a reasonable level of competence has not been achieved, the student may choose to go to summer school to repeat the course, if it is available. Finally, certain courses require performance prerequisites. This may take the shape of an audition (in some musical courses), an honors placement exam, a writing sample, or the completion of a project to demonstrate necessary skills.

Class Rank -- Rank in class depends upon points earned from the quality of the grades earned and the quantity of course credits undertaken. A weighted system applies to grades, with the number value for a letter grade dependent on the category of difficulty of the course.

The four-category system follows a long-standing labeling of courses in the Program of Studies. Category I courses have an AP designation. Category II courses are designated with an asterisk (*) meaning honors work. Category III (CP2) and Category IV (CP1) courses are comprised of work that is oriented toward college and career readiness.

Grades and Corresponding Point Factors

Category I

Category II

Category III

Category IV

The basic rationale is to provide a weighted system that rewards the work of students who choose more difficult courses, without creating such a heavy weighting that students feel forced to take advanced courses, above their abilities, in order to compete for rank in class. Students should be encouraged to work successfully and productively at their appropriate level of challenge.

Rank in class is reported by groups of one-twentieth (1/20) or 5% of the graduating class, based on work through the end of junior year only.

Grade Point Average (GPA) is unweighted and computed using the final grade for a course. Courses currently “in progress” will have quarter grades averaged for the GPA. Quarterly averaging also applies to current year courses with blank or incomplete final grades.

All course work taken during grades 9-12 applies to GPA. A=4.0 A-=3.7 B+=3.3 B=3.0 B-=2.7 C+=2.3 C=2.0 C-=1.7 D+=1.3 D=1.0 D-0.7 F=0

At the end of each marking period an honor roll is published. To be eligible a student must meet minimum course load requirements. (See point 1 in this section.) Students having all A’s and A-’s are awarded High Honors; students with no grade lower than a B- are awarded Honors. Work in all courses applies.

National Honor Society (NHS)

Juniors and seniors are eligible for membership in the National Honor Society determined by excellence in academics, leadership, character, and community service. Academic requirements are applied to all grades up to the time of induction:

1. Candidates must have a 3.50 overall average or better in courses taken in grades 9-11.
   
   
2. A move from a more demanding level of a subject to a less demanding level will require consideration by the review committee of the reasons and of the status of the student at the time.
   
   
3. Transcripts that are not characterized by academic challenge and evidence of consistently satisfactory performance are subject to consideration by the review committee.
   
   
4. Student activity information forms will be provided which must be completed and submitted by a deadline in order to be considered for membership. Additionally, the prospective candidates must demonstrate evidence of the following:
   
   
   1. Community service such as volunteering in a hospital, church, as a tutor or in a community activity.
      
      
   2. Extracurricular activities, sports, clubs, community activity, and family responsibility.

Finally, these candidates will submit evidence of good character in the form of letters of support from members of the community. Also, a student’s record in school must be clear of evidence of a serious violation of school rules and the student should not have any documented evidence of academic dishonesty. The NHS advisor works with the faculty committee to review each student’s activity information form for membership. Students will then receive notification of their acceptance. The committee continues to ensure that the honor society standards are maintained. In order to graduate as a member of the NHS, the student must continue to meet academic requirements and also perform community service: ten (10) hours as a junior and twenty (20) hours as a senior.

There will be a five-member review committee made up of faculty members from the high school. The committee will have an organizational meeting in September of each year and thereafter will meet as necessary with the advisor. Decisions of that committee may be appealed to the Principal. Membership in the NHS will be rescinded for failure to maintain established standards.

Math Honor Society

Mu Alpha Theta is a National High School and Two Year College Mathematics Honor Society dedicated to inspiring keen interest in mathematics. Membership is open to juniors and seniors who have demonstrated excellence in Honors Math classes with a 3.50 or better math GPA, commit to volunteer as a math tutor, and attend monthly meetings.

Science Honor Society

Membership in the Science National Honor Society is open to juniors and seniors who have maintained a 3.0 grade point average overall and a 3.50 GPA in all science courses and who have been or are enrolled in at least one (1) honors or upper level science course. Members must also participate in a science-related service project which furthers the knowledge of science in the school and community.

French Honor Society

Membership in the Société Honoraire de Français is open for students who have completed at least the first semester of sophomore year studies in French. Students need an overall average of A- in French and B- in all classes to be invited for membership. Students need to perform twenty (20) hours of community service, ten (10) hours in Foreign Language service and ten (10) hours in any area.

National Art Honor Society (NAHS)

NAHS membership is for inspiring and recognizing students who have shown an outstanding ability in art. The NAHS strives to aid members in working toward the attainment of the highest standards in art areas, and to bring art education to the attention of the school and community.

TRI-M National Music Honor Society

Students are selected for membership in the TRI-M National Music Honor Society on the basis of scholarship, character, cooperation, leadership, and service to school and community. Students must be in their junior or senior years and must have earned an “A” average in all music performance courses and a GPA of 3.0 in all other academic subjects.

All course changes must be requested on a drop/add form, which is available in the Guidance Office.

• To change an academic class during the 1st cycle, a student’s parent/guardian and their guidance counselor must give approval on the drop/add form.
  
  
• To change a class during the 2nd cycle, a student’s parent/guardian, guidance counselor, and the appropriate department head must give approval on the drop/add form.
  
  
• To drop a class after the completion of the 2nd cycle, administrative approval must be sought, and the student will receive the appropriate WP or WF grade.
  
  
• To change a level designation in a particular class, a student will need approval from their parent/guardian, guidance counselor, and appropriate department head. If the level change request is initiated after the 1st marking period, administrative approval will be required.

Students may take courses online, or in summer school under specific conditions, and apply the earned credit toward their school diploma credit. Students attending summer school are subject to all Falmouth High School discipline rules.

1. The student must receive a grade of C or better in the summer session course in order to have it accepted for graduation credit.
   
   
2. The courses in summer school must be paid for by the student, following normal procedures.
   
   
3. The number of day school credits applied to the minimum graduation requirements must not be less than three-fourths (3/4) of the total.
   
   
4. Further restrictions on summer school credits include the fact that make-up credits may be earned by students who have failed a course during the regular school day/year, if the following conditions are met:
   
   
   1. Enrollment must be planned in advance with the student’s counselor;
      
      
   2. Students must have earned at least a forty-five (45) average in the failed day school course; and
      
      
   3. Students must maintain a minimum grade of C in the summer school course as well as meet all attendance requirements for summer school.
      
      
   4. “Original” credits for courses not previously attempted in day school are generally not permitted through summer school courses. With the approval of the student’s counselor, students may seek exception through direct consultation with the principal.
      
      
   5. Certain academic courses may be repeated in summer school in order to fulfill grade requirements for advancement in day program. Please note that in these cases the day school course grade remains on the student transcript, and the summer school grade is recorded without graduation credit.
      
      
5. Students are able to make up credits after school through enrollment in online learning courses. Students seeking such enrollment must consult with their guidance counselor for more information. These online learning courses are also available during the summer session. Note that all credit recovery online learning classes require tuition/fees in order to be enrolled. Please see your guidance counselor for more information.

In order to advance with the proper graduating class in sophomore, junior, and senior year, students must earn minimum numbers of credits toward graduation:

• Senior 68 credits
• Junior 48 credits
• Sophomore 22 credits

Students will return to the appropriate Year of Graduation (YOG) designation once they have completed the required credits.

Classroom and Grading Standards

Departments have established their own individual standards for classroom conditions such as seating arrangements, required materials, chewing gum, and assignment deadlines. Departments have established the specifics of grading requirements and guidelines. These will be distributed in writing at the beginning of each course. Parents/Guardians should check with students to review this information when a student transfers into a new class and they should request a copy of the policy from the teacher.

Continuation of Learning Outside of the Classroom 

As a community of learners, the Falmouth Public Schools recognizes that meaningful and relevant learning is situated both in the classroom and outside of the classroom. In alignment with the workforce and post-graduation learning environments, to achieve the goals for learning across our curriculum, students continue to engage with course materials and assignments beyond the scheduled times of class meetings or school days. Transfer of learning happens through practice and socialization of ideas. We subscribe to the core value that learning happens anytime, anywhere, and we prioritize student needs and interests and seek ways for them to access learning at a point aligned to their readiness.  

When we make decisions about learning, we have three key phases on which we focus: learn about it, practice it, and show it through evidence of learning. We use this approach to empower students to take ownership of their learning, including the pace and nature of personalization. Learning, and the work students complete to demonstrate their learning, should reflect their own efforts.

Falmouth Public Schools emphasizes collaboration within and across our community. Continued learning can be situated in public libraries, local businesses, and students’ homes. With the support of our Falmouth Learning Partners, anywhere you see this logo, please know that all Clippers are welcome to collaborate in that space. As a District, we work to support students’ access to resources, including internet connectivity, across our community. 

Intentions of Learning Outside of the Classroom

1. PREPARATION: exposure to a topic as an introduction to new concepts and ideas; such assignments may include reading, viewing a video, and other learning opportunities that do not result in a submittable product but are essential to continued learning.
   
   
2. PRACTICE: an opportunity for students to strengthen skills and concepts taught in the classroom by reinforcing them through continued learning opportunities related to the in-class instruction.
   
   
3. EXTENSION: an opportunity for students to apply, synthesize, problem solve, and/or transfer newly acquired skills to other situations and contexts. Learning and assignments that extend beyond the school day help students situate their learning in real situations to apply skills and concepts as evidence of learning. 

In addition to the forms of shorter, more routine opportunities to reinforce learning, students are also assigned longer-term projects from time to time. Such assignments extend skills and concepts taught in the classroom. Class time should be allotted for students to research and work on their project. Time spent outside of class on projects should continue as a natural extension of learning. Timelines should be clearly stated and include interim checkpoints at which students receive feedback from their teachers. 

Upon returning to school after a period of absences, a student has a length of time equal to the number of school days absent to make up missed work. Previously announced assignments/tests must be completed upon return. The responsibility is on the student to meet with the teacher to determine when the assignment/test is to be made up.

If any extenuating circumstances exist, the parent/guardian should contact the assistant principal or the guidance counselor. The assistant principal and/or guidance counselor will consult with teachers, department heads, the assistant principal, and principal when necessary.

Expectations

We believe that within our school community everyone has a role in helping our students achieve success: 

• School Administration Teams 
• School administrators are responsible for engaging teachers and staff in active discussions about refining the intent and practice of continuing learning outside of the classroom. 
• They will invite the voices of teachers, families, and students to inform the ongoing conversation. 
• School administrators will also support teachers in their intentional design of learning (e.g., unit/lesson development, selection of instructional resources) both in and out of the classroom environment. 
• Teachers 
• Teachers are responsible for creating meaningful and reasonable assignments. 
• When teachers assign learning outside of school, there should be a specific purpose that is relevant to continued growth and fluency with ideas and skills, and teachers should provide feedback to students regarding the assignment and their learning in a timely manner. Such feedback may be in the form of individual, small group, and/or whole class and be formative in nature. 
• Parents/Guardians are responsible for providing time and space for students to engage in their continued learning. 
• Students are responsible to do their best and complete such learning and activities within the given deadlines.

We value time with families and will provide designated times when no additional work will be assigned beyond the school day.

We understand that there are times when students cannot complete their continued learning and maintain pace with their peers and expectations of the course. We encourage parents/guardians and students to communicate with teachers and administrators when issues arise that impact the student’s ability to maintain progress with their learning. We accept that these exceptions may occur from time to time.

Students who choose more rigorous classes, especially Advanced Placement (AP) classes, should expect to receive more practice work than other students. Students should consult with families, guidance counselors, and teachers regarding course selections and are responsible for finding balance between their academic and personal lives. Due to the nature of AP courses, there may be times during the school year (e.g., long weekends and vacations) that it is necessary for AP teachers to give student assignments in order to prepare students for AP exams.

Report Cards

Report cards are issued four (4) times a year. Achievement marks are as follows: