Staples High School was originally built in 1884 by a savvy Yankee trader, Horace Staples. Believing in the value of education, Horace determined Westport should be a progressive town and have its own high school.

As a young boy, Horace attended the local district school until he was 10 years old. At that age, farm boys were expected to forego schooling and go to work full time on the farm, though a determined boy might continue his studies during the four or five months of winter. Despite these limitations, Horace Staples completed his education and embarked upon a successful business and banking career.

Having unsuccessfully offered land for a school to the town of Westport in 1866, Staples decided to build the school himself. Some of the businessmen feared that education would make the boys lazy, but Mr. Staples did not believe this.

Opening on October 31, 1884, Staples High School was a three-story red brick building on Riverside Avenue located on the land now occupied by Bedford Middle School. Beginning with 60 students who paid an annual tuition of $16 to $20, the school had one high school classroom, one grammar school classroom, a library and a laboratory. School lasted from 9 a.m. to 4 p.m. as students studied a variety of subjects including English, German, Latin, Greek and algebra.

On June 24, 1887, the first graduating class of six young women was handed the first Staples’ diplomas. Made of genuine sheepskin, these diplomas bore a picture of the school’s donor, Horace Staples. On July 1, 1903, control of Staples High School was transferred from Staples’ estate to the Town of Westport. Fifty years after the first graduating class of six, 88 young men and women graduated.

In 1958, Staples High School was moved to its current location on North Avenue in order to respond to the expanding needs of the community. Today’s Staples includes an Olympic-size indoor pool and a radio station, WWPT-FM (90.3 FM).

Staples is a front-runner in the state and nation for its broad range of extracurricular activities, its rich curriculum and its outstanding program of professional development for teachers and administrators.

During the 2000-01 school year, we are proud to report that Staples had first place winners in several academic national competitions including the Intel Science program, the Siemens-Westinghouse program, and the National Engineering Design Challenge.

PHILOSOPHY

Education is by its very nature a contradictory affair. On the one hand, its purpose is to conserve what society thinks is best and to pass on that information and those skills to the next generation. On the other hand, education must enable people to question tradition, to enhance and even change society. With this in mind, the role of a good school is to establish a balance between the conservative and the radical; it is to promote questioning and change as well as an understanding of and reverence for the past. Staples High School recognizes its central responsibility as an intellectual one - to teach students to use their minds and to stimulate their intellectual curiosity.

Staples High School is the active environment in which entering middle school adolescents become young adults whose future choices and decision swill influence, not only their own lives, but indeed our world. We at Staples help our students develop skills to communicate, calculate, create, research and reason. We encourage our students to build a foundation of responsibility, respect, cooperation and sensitivity to the needs and contributions of others. We recognize that the process of thoughtful choice and change can best occur in a nurturing environment, one in which students schooled in a shared body of knowledge come to possess a lifelong passion for learning.

Democracy is a way of life filled with paradox. The freedom of the individual must be sensitively balanced by responsibility and responsiveness to a community of individuals. Staples High School, as a center for education in a democracy, honors and promotes that freedom, that responsibility and that responsiveness.

The Staples community commits itself to a firm belief in the worth and dignity of each human being. We believe in the pursuit of knowledge and value the process of learning as highly as the product of learning. We are dedicated to the fostering of democratic principles and to the promotion of excellence.

CORE VALUES

· Cherish the attainment of academic excellence

· Act with respect and speak with kindness to one another

· Respect each person’s right to a safe and productive learning environment

· Prote ct personal and school property

ACADEMIC EDUCATION EXPECTATIONS

1. Each student will think critically in a variety of contexts and situations.

To that end a student will:

· Interpret, compare and contrast

· Apply knowledge in new contexts

· Generalize, predict and draw conclusions

· Analyze, evaluate and synthesize

2. Each student will be a reflective learner.

To that end a student will:

· Articulate their own learning styles

· Accommodate other students’ learning styles

· Assess areas for growth and strategies as a learner

· Incorporate constructive feedback in order to improve learning

· Utilize appropriate support and resources

· Demonstrate the ability to set priorities and achievable goals

3. Each student will read critically.

To that end a student will:

· Identify main ideas, author’s purpose and intended audience

· Locate supporting details

· Evaluate authenticity and reliability of sources

· Make connections within and among texts

· Formulate questions based on the text

· Analyze the text

4. Each student will write effectively.

To that end a student will:

· Write with organization and coherence

· Write for a variety of purposes and audiences

· Develop an idea completely

· Provide sufficient supporting details

· Use clear, correct and varied sentence structure

· Write with mechanical and grammatical correctness

· Make appropriate word choices

5. Each student will speak effectively.

To that end a student will:

· Listen for and identify main ideas, principles and concepts

· Use constructive feedback to improve two-way communication skills

· Interpret and synthesize information conveyed by other speakers

· Demonstrate an openness to speakers with differing points of view

6. Each student will listen effectively.

To that end a student will:

· Listen for main ideas, principles and concepts

· Use constructive feedback to improve two-way communication skills

· Interpret and synthesize information conveyed by other speakers

· Demonstrate an openness to speakers with differing points of view

7. Each student will be competent problem solvers.

To that end a student will:

· Identify and define the problem

· Understand the relevant issues presented by a problem

· Identify and locate the relevant information needed to solve a problem

· Develop a logical approach leading to a valid conclusion

· Collect and analyze data

· Clearly communicate the results

8. Each student will use technology as a tool for learning.

To that end a student will:

· Assess the strengths and weaknesses of various types of technology

· Use appropriate technology to research information

· Use technology to analyze data

· Understand technology to communicate ideas and information

9. Each student will demonstrate an understanding of the human experience through a study of history and diverse cultures.

To that end a student will:

· Demonstrate an awareness of various past and present political, social, economic and religious systems.

· Understand the concept and implications of ethnocentrism

· Assess the impact of diverse ideologies on the human condition

· Understand the significance of events and trends of the past and present

10. Each student will strive to be physically, mentally and emotionally healthy.

To that end a student will:

· Develop skills necessary to perform a variety of physical activities

· Regularly participate in practices and activities to help achieve and maintain physical, mental and emotional well being

· Demonstrate an ability to cope with stress and use a available support systems

11. Each student will demonstrate awareness and a critical understanding of aesthetics.

To that end a student will:

· Demonstrate the ability to work in an artistic medium

· Demonstrate an understanding of the elements of the creative process

· Demonstrate comprehension of the historical and cultural context in which arts are created

· Demonstrate a knowledge of artists and their works

CIVIC EDUCATION EXPECTATIONS

1. Each student will demonstrate citizenship in their school and community both in words and actions.

To that end a student will:

· Work to improve their school and community

· Develop a sense of civic responsibility to a group larger than friends, family, and co-workers

2. Each student will demonstrate a sense of ethics.

To that end a student will:

· Demonstrate honesty, integrity, dependability and self-control

· Fulfill academic, civic and social obligations

· Maintain standards of decorum

SOCIAL EDUCATION EXPECTATIONS

1. Each student will work cooperatively.

To that end a student will:

· Use positive interpersonal skills

· Monitor their behavior as group members

· Demonstrate willingness to compromise

· Accept and apply constructive criticism

· Perform a variety of roles within a group

2. Each student will demonstrate social competencies that promote respect for others.

To that end a student will:

· Accept individual differences and demonstrate concern and compassion for others

· Accept responsibility for their behavior

ACCREDITATION

Staples High School is accredited by the New England Association of Schools and Colleges, Inc., a non-governmental, nationally recognized organization whose affiliated institutions include elementary schools through collegiate institutions offering post-graduate instruction.

Accreditation of an institution by the New England Association indicates that it meets or exceeds criteria for the assessment of institutional quality periodically applied through a peer group review process. An accredited school is one which has available the necessary resources to achieve its stated purposes through appropriate educational programs, is substantially doing so, and gives reasonable evidence that it will continue to do so in the foreseeable future. Institutional integrity is also addressed through accreditation.

ACADEMIC SCHEDULE

We expect students and staff to practice high ethical standards. Honesty, respect for the process of learning, and concern for others are essential to the proper functioning of our community. In an educational setting such as Staples, academic cheating is not tolerated, and when discovered, the student faces appropriate school discipline.

ACADEMIC INTEGRITY

All students are expected to exhibit ethical behavior in meeting their academic responsibilities. Cheating, plagiarism and other violations of the academic integrity policy carry serious consequences including grade and course failure.

ACADEMIC YEAR

The year is comprised of 4 quarters with an assessment period after each semester (2^nd and 4^th quarters).

ACADEMIC DAY

An Academic Day runs from 7:30 a.m. to 2:15 p.m. with 8 periods (1-8) of varying lengths based on a 5-day cycle. The cycle rotates periods to insure 8 classes meet 4 times a week with a daily lunch period. See appendix: Daily Schedule.

Three Alternative Schedules (X,Y or Z), allowing for 5, 60 or 20 minute meetings, were developed to allow for time to discuss important school issues, distribute report cards, hold concurrent class meetings, elect officers, etc.

COMMUNICATION TIME

The purpose of the Communication Time period is to create an informed school community, which fosters greater and more effective engagement in the overall life of Staples High School.

A 15-minute Communication Time occurs at the start of the period three days a week periods 2, 3, 8 on Tuesday, Wednesday and Thursday during the school year.

ACADEMIC ASSISTANCE

TEACHER HELP

According to a teacher’s schedule, teachers are accessible for extra help. Students are encouraged to communicate this need with each specific teacher.

ACADEMIC SUPPORT CENTERS

Academic support is provided through the Reading and Writing Centers. The Reading Center offers semester courses designed to strengthen comprehension, vocabulary, study skills, and reading fluency and speed. The Writing Center offers semester courses designed to strengthen grammar, composition, editing and creative writing skills. The Title I program is designed to help students with study skills, homework assignments, projects and personal study skills. In addition, students may schedule appointments and/r attend drop-in sessions as needed.

LEARNING CENTERS

Three Learning Centers provide assistance to students at all levels throughout the entire school day from period 1 through period 8. Each center is staffed by two faculty members prepared to help students on class assignments, projects, and activities. The range of service extends from the struggling learner to students with advanced skills. The Centers include Math/Science, English/Social Studies and World Language.

GRADUATION REQUIREMENTS

Students must earn a minimum of 22.0 credits in the following areas:

AREA # OF CREDITS

English (1.0 each year) 4.0

Distribution:

As part of the English requirement, all students

Must produce a major research paper (usually in

The junior year) in one of the following courses:

English III, AP Language, Effective Writing, or

Research and Understanding Literature

Social Studies 3.5

Distribution:

· Western Humanities 1.0

· U.S. History 1.0

· Area Studies .5

· American Government .5

· Additional Elective .5

Mathematics 3.0

Science 2.0

Technology/Computer Science* .5

Physical Education and Health 3.0

Distribution:

Freshman year 1.0

Sophomore year 1.0

Junior year 1.0

Senior year (Health) Seniors must enroll

Arts 4.0

Distribution: (Minimum of .5 credits in 3 of 4 areas)

(1) Fine Arts – Art, Music, Theater;

(2) Practical Arts – Computer, Driver

Education, Family & Consumer Science,

Technology Education, Media/TV Production,

Work-Study;

(3) Human Arts – Child Development, Child

Study, Community Service, Senior Option,

Relationships;

(4) World Language – Only a third year level or

Higher course may be applied toward this credit.

*Computer requirement waiver: students who meet the exit standards of the middle school computer technology program will be exempted from the .5 high school computer requirement.

Electives 2.0

Total 22

COURSE EVALUATION

All courses are to be evaluated at the end of the semester in which the course is completed. Teachers will provide evaluation forms for all students in the class. The evaluations are used to improve curriculum and pedagogic strategies.

COURSE LOAD REQUIREMENTS

Students must enroll in a minimum number of classes in each quarter as follows:

Grade 9: 7 classes each quarter.

Grades 10-12: 6 classes each quarter.

CREDIT EARNED OUTSIDE OF WESTPORT PUBLIC SCHOOLS

The following guidelines have been established regarding credits earned outside of the Westport Schools:

· All credit awarding courses in the Westport Summer School will be given credit.

· All makeup courses at an accredited secondary school or college will be honored if the school certifies credit on a transcript.

· All courses taken to accelerate placement, meet prerequisites, or graduation requirements must have both:

1) Prior approval of the program/course and syllabus, by the appropriate division coordinator.

o Approval will be granted based on the match to our curriculum.

o Approval will not be denied for small differences, but the

student will be informed of the missing content. To monitor

learning, we think it is important for the student to have regular contact with a teacher.

2) Post completion approval of the program/course, by the appropriate division coordinator.

o Approval will be based on the grade and listing of objectives

mastered.

· If a student chooses to appeal a decision, he or she may ask for a review by the Staples Academic Placement team chaired by the Coordinator of Guidance.

· Only courses earned at Staples or the Westport Summer School during the high school years will appear on the student’s transcript and be counted toward grade point average.

· External transcripts will be attached to the Staples transcript.

DROP/ADD DEADLINES

Students who need to drop and/or add courses during the school year may do so during the following dates:

There will be only four reasons to drop or add a course:

1. Drop and/or add to accommodate the successful completion of a summer school course.

2. Drop and/or add to accommodate a level change.

3. Drop an advanced course to add a course that was failed last year.

4. Add a course during an unscheduled period if it doesn’t require another change in schedule.

Add Deadline:

Full Year Courses September 4

First Semester Courses September 4

Second Semester Courses January 31

First Quarter Courses September 4

Second Quarter Courses November 6

Third Quarter Courses January 31

Fourth Quarter Courses April 9

Drop Deadline:

Full Year Courses October 25

First Semester Courses September 27

Second Semester Courses March 7

First Quarter Courses September 6

Second Quarter Courses November 8

Third Quarter Courses February 5

Fourth Quarter Courses April 11

*Note: Students dropping a course after the drop deadline, will receive a grade of “WF” (Withdrawn Failing) and that grade will be recorded on the student’s transcript.

Level changes may not be made within the last five (5) school days of the first semester.

1^st qtr. – Oct.28-Nov.1; 2^nd qtr. - Jan. 22-28; 3^rd qtr. – Mar.31-Apr.4.

Pass/No Record Dates:*

Full Year Courses October 25

First Semester Courses September 27

Second Semester Courses March 7

First Quarter Courses September 6

Second Quarter Courses November 8

Third Quarter Courses February 5

Fourth Quarter Courses April 11

*Note: Students dropping a Pass/No Record course, after the drop deadline, will receive a grade of “WF” (Withdrawn Failing) and that grade will be recorded on the student’s transcript.

EXAMS

All classes are scheduled for a two-hour assessment at the end of each semester. Assessment days begin at 8:00 a.m. and end at 12:30 p.m. Make-up exams are administered on a designated date (after the last scheduled exam date). Bus transportation is provided before the first and after the last exam of the day. All students with a State of Connecticut driver’s license may drive during exam week providing that they park only in student parking spaces. Parents must call the Attendance Office if the student is going to be absent.

FINAL GRADES

Students earn a final grade in all of their classes. The final grade becomes part of the student’s official transcript. Students also earn quarterly grades that do not become part of the student’s transcript, but serve as an interim report on the student’s progress in semester and full year courses.

GRADE APPEAL

All grade appeals should be made in writing no later than one quarter after the grade is issued. The appeal should clearly state the reasons for consideration of a grade change. Documentation should be attached which supports each case. The appeal should be made first to the teacher, then the Division Coordinator, and if necessary, the principal.

Note: No case will be heard unless the teacher involved has been contacted.

GRADE CARDS

Grade cards are mailed home to students not owing an accountability approximately eight school days after the end of each quarter.

GRADES EARNED

Grades that may be earned in the Staples’ marking system are:

· A+, A, A-, B+, B, B-, C+, C, C-, D+, D, D-, F (fail)

Grade Equivalents

A+ A A- B+ B B-

97-100 93-96 90-92 87-89 83-86 80-82

C+ C C- D+ D D- F

77-79 73-76 70-72 67-69 63-65 60-62 59-lower

· P (pass): any student may elect up to one (1) credit per year to be graded as “P”. In the case of failure, neither the grade nor the title of the course is reported on any records (No Record). See Attendance Policy & Procedures: Consequences to Unexcused Absences

· I (incomplete): a grade given if a faculty member believes the student deserves additional time to complete a test, assignment, project, etc. Incompletes must be satisfied within one (1) quarter or the grade becomes an