Program of Studies Introduction

Program of Studies 2021-2022

Introduction

This Program of Studies has been developed to assist students in the course selection process. Students are strongly encouraged to read this information and discuss the contents with parents, teachers and counselors before constructing a final schedule for the next year and completing the course selection process online via iStudent.

Meetings will be held with each grade level to explain the scheduling process for next year. Meetings with counselors will be scheduled for students during specified weeks to discuss course selections and future plans.

Course recommendations are made by current teachers for the coming year in iPass. Students review and complete the course selection process, including selection of electives, in iStudent.

Guidance

The School Counseling Staff will arrange student conferences upon request. Please call (978) 692-5570 ext. 2.

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Counselors

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Westford Academy Mission Statement

Westford Academy, in collaboration with home and community, provides a safe environment where high expectations advance academic excellence. We are committed to promoting integrity and critical thinking, while fostering tolerance and life-long learning in an ever-changing global society.

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Expectations for Student Learning

Students at Westford Academy will:

Academic Expectations:

1. Access information.
2. Read effectively for a variety of purposes.
3. Think critically and analytically.
4. Communicate effectively:
   1. Write
   2. Speak
   3. Listen
   4. Perform/Create

Social Expectations:

1. Exhibit respect, honesty, and integrity in all aspects of school life, including curricular, co-curricular, and social activities.
2. Take responsibility for personal actions and behaviors related to physical, mental and emotional development.

Civic Expectations:

Participate actively in a variety of school and community programs, preparing them to exercise their civic rights, duties, and responsibilities within our global society.

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Vision Statements

The Vision Statements provided below describe the desired state of the Westford Public Schools in the next 5 to 8 years. The Visions are an expression of possibility, yet based enough in reality to be plausible. The purpose is to inspire those involved and interested individuals to help the Vision become a reality. The Visions provide the basis from which the district determines priorities and establishes targets for performance.

1. Curriculum, Instruction, and Assessment

As a vibrant community of learners, the Westford Public Schools are excited by new ideas, and motivated to explore, question, think, and create, both individually and collaboratively. For each student, effort is recognized, unique skills and talents are fostered, and excellence is a common goal.

A rigorous core curriculum provides the educational foundation from which students  pursue additional interests to extend and enrich their unique aptitudes. The curriculum is integrated and inter-disciplinary to ensure that students develop practical and critical thinking skills for navigating globally in the 21st century. A comprehensive curriculum review cycle ensures that the curriculum is evaluated and renewed, and supports the district’s vision and goals.

Instruction occurs in flexible and collaborative environments, for both teachers and students, where academic and experiential opportunities are plentiful, both within and beyond the classroom. Research-based instructional approaches and best practices are shared, implemented, and evaluated as an approach to continuous improvement.

Developmentally appropriate approaches to assessment are used to better understand and evaluate teaching effectiveness, curriculum, professional development, and to ensure the progress of each student over his/her entire school career. The district uses projects, portfolios, presentations, and other interactive approaches, as fuller measures of potential and progress, to complement and augment test scores.

2. Personnel and Professional Development

The Westford Public Schools recruit and retain professional, creative, and dynamic faculty and staff, in a collegial environment, dedicated to the success of each student.

Westford faculty and staff embrace continuous growth and challenges; they regard each other as resources, participate in mentoring and peer evaluation, and share best practices on a regular basis. They are supported by innovative and continual opportunities for professional and personal development; these include collaborations with educational and business partners for academic and experiential learning. These professional development experiences enhance staff contributions as leaders in the local community and the world beyond.   

3. Communications and Community Relations

The Westford Public Schools reach out to all of Westford to ensure that the schools are an open, inviting resource for the entire community. The district uses various forms of media to generate an optimum level of communication with all members of the community.

The Westford Public Schools value their cooperative working relationships with municipal officials and committees, and appreciate the support and benefits they receive from various school support groups and the community at-large.

The schools also initiate and participate in sustained partnerships with various groups including alumni, businesses, community organizations, educational institutions, government, and media, as well as individuals. 

4. Student Services

The Westford Public Schools understand that the growth and development of the "whole child" is enhanced when the emotional well-being and safety of each individual student is a focus. Support within and outside of the classroom is offered through an integrated and seamless array of services including health services, peer tutoring, peer mediation, special education classes, alternative programming, guidance and mental health counseling, and co-curricular and enrichment activities. Faculty expertise is shared district-wide to further ensure success across grades and schools. Each student is supported by a strong connection with at least one adult within the schools.

As a district, special attention is paid to promoting stress reduction. The physical and mental health, of both students and staff, is balanced with their intellectual and personal growth, and meeting educational standards. Programmatic and scheduling decisions are made to ensure that students and staff have opportunities for relaxation and reflection, outdoor activities, healthy eating, and physical exercise.

The Westford Public Schools partner with parents to facilitate grade level transitions. All student services are regularly evaluated and continually improved. A decrease in absenteeism, an increase in student achievement, and productive community connections for all students are some indicators of the success of these essential services.

5. School Management and Leadership

The Westford Public School District is a forward-thinking learning community, exercising leadership in meeting the needs and challenges of education in the 21st century.

The schools work closely with local government and Westford residents to ensure consistent and sustained municipal funding for the schools, as well as with the larger community for creative use of private, non-profit, and foundation resources. In addition, the schools and their supporters participate in an active advocacy coalition in efforts to influence the state and federal government to fund legislative mandates, loosen restrictions, control costs, and enact other initiatives that support the success of the Westford School System.

The schools work diligently to ensure facilities are up-to-date, well-maintained, and capable of supporting the district’s vision and goals. Services and resources are equitable from school to school, and shared as necessary. The Westford Schools collaborate with other area schools, including vocational-technical schools, on innovative ways to regionalize service delivery when appropriate.

The Westford Public Schools are continually evaluating the possibility of reconfiguring the grade structure of the district to ensure that educational and building capacity needs are being met. The structure of the school day and annual calendar are also regularly evaluated to ensure they support the district’s needs. The Westford Schools are committed to a flexible and responsive structure.

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Westford Public Schools Core Values

Our Core Values are the behaviors, attitudes, beliefs and commitments that we must exhibit to fulfill our school system's vision. These values should be understood and shared by every member of our school system our values are what we stand for. These Core Values will guide our action, focus our energies and act as an anchor point for all our plans.

In working to realize our vision over the next five years, the Westford Public Schools will embody its Core Values by:

1. Pursuing Excellence in a Learning Community

• Continually improving
• Reaching for excellence and meeting high standards
• Working together to support all students
• Promoting collaborative initiatives, relationships, and interactions between students, staff, parents, and community
• Expecting respect, integrity, ethical behavior, and good decision-making
• Connecting and integrating curriculum
• Providing appropriate facilities and technology for teaching, learning, and working

2. Promoting Individual Growth and Development

• Being guided by the wisdom of what is best for children
• Employing differentiated instruction techniques in a developmentally appropriate manner
• Nurturing students' self-confidence, intellectual growth and social interactions
• Setting high expectations/standards for students, staff, and parents
• Recognizing and rewarding student achievements in co-curricular activities
• Producing well-rounded individuals
• Recognizing that the schools support the growth and development of teachers, staff, and parents
• Providing leadership opportunities

3. Ensuring Safety and Well-Being

• Being committed to physical safety and health
• Recognizing the importance of psychological and emotional health and well-being
• Ensuring safe and healthy facilities
• Creating an environment of trust, support, respect
• Providing a secure and comfortable learning environment

4. Supporting Creativity and Innovation

• Encouraging teachers, staff, and students to innovate and take risks, without fear of judgment
• Allowing more student choices  
• Motivating students to be engaged beyond scores and other traditional assessments
• Encouraging self-motivation, life-long learning, and curiosity
• Continually improving, growing, and changing

5. Fostering Connections with Local and Global Communities

• Recognizing that the community is all-encompassing: from the local community of Westford to the global community of the entire world
• Respecting diversity and caring for each other
• Valuing community service (local to world) as a way of giving back and doing good
• Seeing ourselves as global citizens, with the ability to contribute to change
• Sharing resources within Westford and in the larger world

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Grading

Course Prerequisites & Elective Program

In a sequence of subjects, a student normally must pass the preceding offering before electing to move a higher level.  A student is discouraged from selecting subjects that are below the achievement level he/she has attained in related courses. Our course selection process requires that teachers, counselors and students approve online course recommendations. Teachers or Department Coordinators may recommend that a selection to a higher level may not be advisable.

Progress Reports

In order to keep parents and students up to date regarding academics, progress reports will be provided to all students and parents at the mid-point of each term via the iStudent and iParent portals.

Achievement and Records

Achievement grades are given to students at the end of each quarter. These grades reflect the overall evaluation of class contribution based on participation in class, tests and related assignments. Achievement is measured numerically with a minimum passing grade of 65. Other grades contained on achievement records and progress reports may be reported in the following manner:

Grading Key

Honor Roll

The Honor Roll is figured for Honors and High Honors. In order to receive High Honors, a student must have an academic average of 90% or above (to include not more than one grade between 80-89).

To receive Honors, a student must have an academic average of 80% or above, with no grade lower than 80%.

A grade of 79% or below, an "F" in a pass/fail course, a WF, or a WD, automatically disqualifies a student from Honor Roll.

If a student receives a grade of "incomplete", he/she is not eligible for Honor Roll. It is his/her responsibility to arrange for, and make up all work within two weeks after the close of the marking period. A grade of "incomplete" cannot be credited towards interscholastic eligibility.

Grading Guidelines

The educational experience provided at Westford Academy seeks to promote inquiry and creativity and accentuate reasoning and analytical thinking. It also provides for the wide range of student abilities allowing for individual strengths and weaknesses.

In order to develop these strengths and identify any learning weaknesses that students may have, a wide range of learning activities must be part of the classroom experience. The following guidelines contain the specific types of learning experiences that will be evaluated each marking term in order to establish a comprehensive assessment of pupil achievement:

• Individual Achievement: Objective tests, quizzes, homework
• Self Expression: Individualized research projects, journals, book reports, essays
• Large Group / Small Group: Class participation, group interaction, projects, labs

Course Changes

Students are encouraged to work closely with their guidance counselor during the course selection process. After the start of each school year, changes to a students program may not be possible for a variety of reasons: class size, single class offerings, conflicts, or disapproval by parent, counselor, or teacher.

Full Year Course:

1. Within two weeks after 1st Progress Report students can withdraw from a course if:*

• Another course is selected and scheduled.
• The student is still carrying 32.5 credits.
• Parent/teacher permission is secured.

*Course will not be identified on transcript

 2. From 2 weeks after 1st progress report to mid-year, a student can withdraw from a course if:**

• Another course is selected and scheduled
• The student is still carrying 32.5 credits
• Parent/teacher permission is secured

**A grade will be noted on 1st term and/or 2nd term report card (depending on date of withdrawal). A withdrawn (WD) will be noted on final transcript.

Semester Courses

• Before 1st progress report = No notation
• Within two weeks after 1st progress report = WD
• After 2nd week from 1st progress report = WF

After Mid-Year, students should no longer request to drop a course. In such cases a (WF) withdrawn failing notation will be noted on final transcript and will be calculated in the student's cumulative average.

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Course Classifications for Weighted Grade Point Average

Only courses offered at Westford Academy or through the Dual Enrollment program will be used to calculate a student's GPA. Any course completed in addition to the maximum of 35 credits per year available to Westford Academy students is recognized as enrichment only.

Courses taken outside of Westford Academy are recognized as enrichment only.

Courses identified for developing a student's weighted grade point (GPA) average carry an AP, Honors or CP designation in their title.

Advanced Placement

A 5-credit course that includes an Advanced Placement test. This is a college level course that may lead to advanced placement in college. Students will study and research from the accepted Advanced Placement curriculum and are expected to take the Advanced Placement exam in May. Criteria for acceptance into class:

• Teacher / Departmental recommendation.
• High Honors Achievement required in previous college prep courses in the same discipline or
• 85% average or above in an Honors or Advanced Placement offering in the same discipline.
• Demonstrates ability to read and critically analyze written material.
• Department guidelines may vary.

Honors

An intensive course that demands independent learning as well as critical, creative and analytical thinking.

• Criteria: (See criteria above)

College Prep Course Level 

A course of study that requires the interrelationships of concepts and abstract thinking. College Prep courses prepare students for post-secondary education.                            

Grade Point Average

GPA is determined for all students using a weighted scale. This scale is listed below.

Grade Point Average (GPA) Scale

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Planning Your High School Program

In planning your four-year program at Westford Academy, you should ask the following questions:

• What strengths and weaknesses do I have as indicated by standardized tests of aptitude, achievement and interest?
• What strengths and weaknesses do my school marks show to date?
• What are my chief interests in and out of school?
• What general area of work do I hope to engage in when I complete my education?
• Will this require further education beyond high school?
• If it is required, what type of school must be investigated?
• What admission requirements must be met?

Be sure to discuss these concerns and other questions that you may have with your school counselor.

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Graduation Requirements

Graduation from Westford Academy implies that students have satisfactorily completed the prescribed courses of study for the general instructional levels and have satisfactorily passed any examinations, MCAS, and other requirements set by the faculty and/or the school committee.

Any occasion of serious breach of discipline by a senior during the last quarter of his/her senior year may result in non-participation in the graduation ceremonies.

Each spring, the staff will arrange for appropriate awards and recognition programs and graduation exercises.

The Principal has the authority to waive or delay the completion of graduation course requirements when scheduling difficulties arise. Additionally, the Principal has the authority to grant a student request to modify his or her curriculum. Regardless of any action approved by the Principal, students must satisfy the credit requirements and student testing required by Massachusetts Department of Elementary and Secondary Education.

Requirements for Graduation:

1. A student must pass five 5-credit courses or the equivalent in semester offerings each year in order to be promoted to the subsequent year of secondary schooling.
2. The five 5-credit courses must include English and Mathematics at the appropriate level. A student may go to summer school or be tutored to make up subjects(s) needed for promotion or graduation where the adequacy of demonstrated competence in the subject is judged by the administration.
3. A student must pass a minimum of 117.5 credits to graduate as well as satisfy the requirements specified below.
4. Students are required to take 32.5 credits each year. Exceptions require administrator approval.

Passing the following subjects is required:

¹One of the US or World History courses may be taken as early as 8th grade

²Four semesters of P.E. are required unless excused in writing by a physician.

³Acceptable courses may address computer hardware, computer programming, and/or use of prevalent industry software.

°May be met by any course from the Music, Art, or Theater departments

*The Foreign Language requirement may be waived upon application to the Curriculum Coordinator for World Languages. Students seeking such an exemption should be aware they will not meet minimum entry requirements for the MA University System

The Principal will make provisions for interpretation of transfer credits so as not to penalize students who transfer into Westford Academy from schools which do not have corresponding graduation requirements. The Principal will also make provision for determining and interpreting graduation requirements in unusual circumstances.  

Credit for Foreign Study:

Students who are away for a term or year to participate in a student exchange program or otherwise study abroad may receive credits toward high school graduation when (1) study plans are approved by the school administration in advance; and (2) the institution where the study occurred submits a record of the student's work. In these instances, the Principal and student's school counselor will evaluate the work and assign credit for it where the work indicates adequate learning appropriate for the student's grade level.

Credit for College Courses:

Students who achieve passing grades at accredited colleges or universities prior to graduating from Westford Academy may be provided credit for these courses by Westford Public Schools for purposes of meeting the promotion and graduation requirements provided herein. Eligible courses may be either on-campus or online courses and must be worth three or more credits. Prior authorization from the administration at Westford Academy must be attained before any college or university credit will be accepted towards graduation requirements.

Westford Public Schools Policy References:

P6109 - Promotion and Retention of Students
Massachusetts Curriculum Frameworks
Admissions Standards for the Massachusetts State University System and the University of Massachusetts, August 2013

Policy Adopted: April 9, 2001
Westford Public Schools
Policy Revised: May 20, 2002
Policy Revised: March 28, 2016

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School Counseling Services

The school counseling staff at Westford Academy works to help students develop an educational program that matches their self-characteristics, to gain competencies needed to plan for post-high school decisions, and to develop effective human relationship skills that enhance participation in their roles as student, worker, family member and community member.

Counselors are available throughout the school day. Emergency situations or urgent concerns will receive immediate attention. Students are encouraged to seek assistance when needed. Parents are encouraged to contact counselors when needed to support their child's growth. Counselors provide group information sessions throughout the year for students and parents.

The SCOIR program is available to assist students in increasing their own awareness of college and career decision skills. Interest inventories, career information and college search information are all developed and stored in each student's electronic portfolio in SCOIR throughout their four years at Westford Academy.

The administrative assistants, staff and administration are resources for students with questions and concerns. They respond carefully and willingly to student inquiries and needs. Throughout the curriculum, opportunities for the development of academic, college and career readiness, and personal/social competencies are provided.

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College Visitations and Job Interviews

Visits to colleges and places of employment for interview purposes represent legitimate reasons for absence from school provided arrangements are made in cooperation with the student's counselor and written permission from a parent or guardian is received in the Administration Office prior to the appointment.

Over 150 representatives from colleges visit the school each fall. This is an excellent opportunity for seniors to gain additional insight and understanding of a college's academic offerings. These visits are reviewed on morning announcements and students receive advanced notification of visits via SCOIR. Alumni Panels, Admissions Panels, Essay Writing Resources, and Parent Workshops on college planning, college financing, and the changing standardized testing landscape are part of the regular support provided to students and parents at Westford Academy.

Junior and senior students are allowed up to three days per year to visit college campuses. In order for these absences to be excused, students should request a note from the college admissions office verifying their visit and give that note to their school counselor upon their return to Westford Academy.

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School to Careers Program

Self-Assessment and Career Exploration

Students are introduced to the career decision-making process during their freshman year. They learn to assess their values, skills and interests and apply that information to course selection and opportunities in the world of work. They also open and develop an online portfolio of their career exploration activities during their four years at Westford Academy.

Career Exploration Breakfast Series

This goal of this event is to help students connect academic schoolwork to career readiness and awareness beyond Westford Academy. Each sophomore and junior will sit with two different community speakers in an informal, round table format. This active question and answer experience helps our students gain an understanding of careers and potential college majors. It may also lead to a junior job shadow site and/or a senior capstone internship site. All juniors and sophomores are expected to attend this event.

Field Trips

Students are provided with opportunities throughout the year to visit career programs at local schools and businesses.

Job Shadow

This is a one day visit to a workplace designed to give students the chance to observe someone at work in a specific career field. Students shadow an adult "role model" who is employed in a field of interest and can help the student with his/her educational and career decisions. Topics of discussion may include workplace norms and customs, and guidance in the career research and job search process. It is an important connecting activity that can lead to internship or work opportunities. All juniors participate in a May Job Shadow day.

Senior Capstone Experience

All seniors participate in the 4th quarter Senior Capstone Experience in one of the following ways:

• Internships: Unpaid work experience for students that is structured to help demonstrate practical applications for academic learning. These experiences help students focus on career goals, motivate them in school, and may even lead to future employment.
• Community Service: Students volunteer their time in hospitals, nursing homes, or other community agencies. Previous sites include volunteering the Cameron Senior Center, Lowell Humane Society or Habitat for Humanity. At least half of the student's weekly community service hours must be spent in direct contact with the organization for which they are volunteering.
• The Project: (Only for students enrolled in at least two AP courses) In-depth research on an approved topic of choice. With the help of a faculty advisor and site supervisor in the community, the student plans and carries out an in-depth study of a particular topic, such as scientific research or developing a computer program. Research projects can take one of the two following forms:
  • Research Paper: Must be 15-20 pages in length (depending on number of AP courses). Paper must address a specific, focused essential question. The paper must cite a minimum of 10 sources; at least half must be print sources (ex: journal article or book). Paper must contain in-text citations as appropriate and follow MLA or APA format.
  • Research Projects: Students engage in extensive research on a detailed topic that is then translated into a tangible final product. Past examples have included: a portable UV sanitizer, iPhone app development, and kinetic sculpture.

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Special Programs

Academic Development Center (ADC)

The Academic Development Center at Westford Academy is designed to help students who want to improve their study skills and academic performance. A contract is written with the approval of the parents, student, guidance counselor and administration. Students can be recommended for the ADC by teachers, counselors, administrators, and parent/guardians or as a result of an Instructional Support Team meeting.

Students in grades 9-12 are eligible to utilize the ADC in place of an elective block. In addition, student tutors with strong academic skills may be scheduled to assist in tutoring students and would receive appropriate community service hours, to be coordinated between the ADC advisor and the guidance counselor.

Alternative Education Program

The Westford Academy Alternative Program is designed to assist a population of students who require additional educational and emotional support to be successful in their academic programs. Students accepted into the program have their schedules tailored to meet their individual needs.

Dual Enrollment

Middlesex Community College and the University of Massachusetts Lowell, in conjunction with Westford Academy, offer college courses to students that simultaneously meet their graduation requirements at Westford Academy through the state-sponsored Dual Enrollment program. Students are able to earn college credit at a discounted price (subject to change). Informational sessions are provided twice each year for interested families. For further information, see your School Counselor.

Independent Study

Independent Study is available to students for credit in nearly all subject areas. In order to be approved for an Independent Study, a student must find a faculty member who is qualified and willing to supervise a project in the field of study chosen by the student. The teacher and student will create a contract specifying the goals, methods of attainment and the means of evaluation. The contract is submitted to the Curriculum Coordinator and Counselor for final approval. Students may participate in only one independent study during the school year.

Virtual High School

VHS is a non-profit collaborative of nearly 300 participating high schools offering full-semester on-line courses to high school students in 22 states and 8 countries. A successful VHS student possesses strong problem solving skills and has strong organizational and time management habits. Due to the nature of the course, you will need to manage your learning schedule, work independently in a course, and manage time appropriately.

Westford Academy offers 7 students per semester the opportunity to enroll in a VHS course for enrichment purposes in place of an in house elective.  For more information, visit the VHS website.  Please note: Full year courses, including AP courses, are not available due to limited resources.

Before applying, take the Pre-Student Survey to help you determine if VHS is a good choice for you. The survey can be found by clicking here. For further information, see your School Counselor.

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Summer School Courses

Westford Academy students may complete summer school courses in conjunction with the Chelmsford Community Education Program, Nashoba Valley Technical High School and Acton Boxborough Regional High School. Only courses failed during the school year at Westford Academy may be made up for credit recovery. Information on summer school programs can be obtained from the School Counseling department in late Spring.

Students are encouraged to participate in enrichment summer programs. These programs can be used to broaden a student's background as well as strengthen certain weaknesses. See the Enrichment Programs link in SCOIR for information on summer programs received by the school counseling office.

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Nashoba Valley Technical High School

The NVTHS serves the towns of Chelmsford, Groton, Littleton, Pepperell, Shirley, Townsend, and Westford.

The mission of Nashoba Valley Technical High School is to provide the highest quality academic and vocational-technical education possible to prepare our students for their future success in a technical world.

Nashoba Valley Technical High School is accredited by the New England Association of Schools and Colleges, Inc. and provides its students with on-the-job training, high-level vocational-technical skills, college prep, a technical certificate, and an opportunity for further education, and/or job placement.

The following programs are offered at Nashoba Valley Technical High School: Auto Collision Repair/Refinishing, Automotive Technology, Banking, Marketing and Retail, Carpentry and Cabinet Making, Cosmetology, Culinary Arts, Dental Assisting, Design and Visual Communications, Early Childhood Education, Electrical Technology, Engineering Academy, Health Assisting, Hotel Restaurant Management, Machine Tool Technology, Plumbing and Heating, Programming and Web Development, Television Media/Theater Arts.

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