Program of Studies

This catalog offers the complete list of course offerings at Diman Regional Vocational Technical High School.  As such, it has been designed to help parents and students at Diman Regional Vocational Technical High School make informed decisions regarding course selection and educational programs. 

This catalog should be used during the spring course selection process and in conjunction with teacher recommendations.  At Diman RVTHS, faculty, staff, and administration recognize the importance of partnering for student success.  Therefore, all program of studies decisions at Diman RVTHS are made in partnering with students’ guidance counselors. 

For more information regarding the course selection process, parents and students are encouraged to contact the Guidance Office. 

Director of Guidance
Diman Regional Vocational Technical High School
(508) 678-2891 x1250

Accreditation

Diman Regional Vocational Technical High School is accredited by the New England Association of Schools and Colleges (NEASC), the New England Association of Schools and Colleges and Certificate of Occupational Proficiency (COP), and the Massachusetts Department of Elementary and Secondary Education

Section 504 of the Rehabilitation Act of 1973

Diman Regional Vocational Technical High School complies with all aspects of Section 504 of the Rehabilitation Act of 1973. As such, Diman RVTHS is dedicated to providing all students with a free, appropriate public education (FAPE). For further information regarding 504 accommodations, please contact the Guidance Office

Grade Point Averages (GPA) and class rank are important to students seeking scholarships, financial assistance, and other post-secondary endeavors. GPA and class rank are calculated using a system of levels and credits.  

Each academic and elective course is assigned the appropriate level based on the rigor of the curriculum and the performance expectations: generally Advanced Placement and dual enrollment courses are rated at the highest level, followed by honors courses, college prep courses, and then college and career readiness level three courses. For the purposes of calculating GPA only, each level is assigned a specific weight. It is important to note that levels do not affect the grade published on a student's report card.

Levels provide a means of accurately calculating class rank for a diverse population. Levels may also be utilized to adjust for an individual with significant modifications to his/her course expectations. GPA and class rank are calculated by multiplying a student's adjusted class averages by the corresponding credit value and then dividing by the total number of attempted credits.

Diman Regional Vocational Technical High School utilizes a 4.0 curriculum level/100 point grade scale.  The values associated with each course are listed below. 

Honors courses are an integral part of the total curriculum at Diman Regional Vocational Technical High School. These courses have been developed keeping in mind the Diman mission statement: "to develop the unique potential of each learner". They are designed to accelerate students' learning in classes that have elevated expectations.

Because of the challenging nature of these courses, they carry higher quality points than the courses for the general student population.  It is important to note that Advanced Placement and dual enrollment courses carry a higher weight than all honors sections.

Freshmen Honors Placement

Eighth grade students who have been selected to attend Diman will receive notice of a placement exam in the spring of 2021.  During this placement exam, students will be assessed upon their writing, reading, and mathematics skills.  Utilizing placement test scores, MCAS scores (when available), and grades from their sending schools, students will placed in the honors or college preparation sections of history, biology/physics, English language arts, and algebra or geometry. Since placement is limited in many of these honors level courses, other factors such as attendance, discipline record, and guidance counselor recommendations are also considered. To ensure that placement in the honors courses reflect students' abilities, as well as motivation and work ethic, a review of students' progress begins after the first academic cycle. At this time, or later in the semester, teachers may recommend a change in the placement.  All student led changes will take place before October 1st.  All teacher recommended changes will take place before November 1st. 

Upperclassmen Honors Placement

Diman Regional Vocational Technical High School offers the following upperclassmen honors and Advanced Placement level courses:

Students in the sophomore, junior, and senior year are placed into honors courses based upon their past academic performances, student selection, placement testing, and teacher recommendation. Honors students should be highly motivated and have a work ethic that will ensure that all assignments are passed in on time and meet the expectations of the honors course. A student, who is not meeting the expectations of the course and does not maintain an 80% average, may be removed from the class or have a written contract drawn up allowing him/her to remain in the class under certain criteria. 

It is important to note that honors selection can only be granted when a student has met all course prerequisites.  Honors placement cannot be granted without meeting all required expectations.  The prerequisite criterion for each course is detailed in the course description section of this catalogue.  

Dual Enrollment

Diman Regional Vocational Technical High School strives to provide all students with a rigorous and competitive education.  Due to the demanding nature of these courses, some Diman students are prepared for college courses at an early age.  Students who are ready to face the challenge that college offers may then enroll in dual enrollment courses.  In accordance with the District’s Dual Enrollment Policy, students who take and pass college courses may be eligible for replacement credit.  For assistance with this course scheduling, students interested in dual enrollment courses should see a guidance counselor prior to registering for college level courses.  

In order to receive a diploma from Diman Regional Vocational Technical High School, a student must earn a minimum of 210/240 credits. This can be achieved by passing the courses detailed below.

In alignment with MassCore, Diman students must also satisfy all course criteria detailed in the chart below.  In order to effectively pass the courses detailed below, Diman students must earn a passing grade of at least 65 in each subject listed in the graduation chart.  Additionally, all students must pass the MCAS tests in the subjects required by the state of Massachusetts.

Course Selection

Each student is expected to discuss individual course selection with a parent and guidance counselor. Though the Diman team works to ensure that most students are placed in the courses that they request, it is understood that sometimes certain course requests will not fit within a student’s schedule. 

For this reason, the Diman team cannot guarantee that all course requests are met.  It is important to remember that course selections are requests only. 

In placing students, the Diman team reviews student selections, previous grades, career/college goals, course prerequisites, and teacher recommendations. 

• Honors ELA 10, 11, and 12
• Advanced Placement English Language and Composition
• Advanced Placement English Literature and Composition
• Honors United States History II and Honors World History
• Honors Biology 10, Honors Physics First II, Honors Chemistry I & II, and Honors Applied Physics I & II
• Honors Geometry, Honors Algebra 2, Honors Pre-Calculus, and Honors Calculus
• Advanced Placement Calculus
• Advanced Placement Statistics
• Advanced Placement Biology
• Advanced Placement Chemistry
• Advanced Placement Physics
• Advanced Placement United States Government and Politics
• Advanced Placement Computer Science Principles.
• High Honors is awarded when a student has a 3.75 weighted GPA for the semester with all grades at 83 or higher.
• Honors is awarded when a student has a 3.3 weighted GPA for the semester with all grades at 83 or higher.

Credit Recovery

• Saturday Program
• 8:00 A.M. – 12:00 P.M.

Teacher Extra Help Days

• Posted in each room & shop
• May be available before or after school – see teacher

 
EXTENDS - EXtra Time Educating to the Needs of Diman Students

• Tuesdays and Thursdays, 2:45-3:45 a.m.
• 3 Certified Teachers including a Special Education Teacher
• Transportation available  
• Students must sign up by 2:00 p.m. in the administration office

Late Bus Sign Up

• Runs Tuesday and Thursday at 3:45
• You must sign up beforehand.

• In-school Tutorials
• Saturday Programs
• Certain qualifications exist

The Diman Peer Tutoring Program is designed for students to help their peers in academic and vocational classes.  This voluntary program has assisted countless students in achieving academic and vocational success.  Please see further information below on how to receiving tutoring services or volunteer as a Peer Tutor.

Tutoring

Thanks to some phenomenal student volunteers, we have peer tutors that are ready to help you. If you are struggling in a class and feel that you can connect with one of your classmates to bring that grade up.

Sign up

Volunteer Tutors

One of the greatest opportunities in your high school career and beyond is to help your peers.  Being a peer tutor gives you an opportunity to help your classmates achieve success.  All grades are welcome to participate in helping in both academics and shop.  

Become a Tutor

For more information, please contact Mr. Cain at rcain@dimanregional.org.

OBJECTIVE 5: To provide ongoing review and alignment of local curriculum in relation to Massachusetts Curriculum Frameworks

 
Click here to download the addendum (PDF).

Included:

• HELPFUL EDUCATIONAL INTERVENTIONS FOR STUDENTS WITH ATTENTION DEFICIT DISORDER
• Examples of ACCOMMODATIONS for ANY student

Rev 9/11

We consider ELs to be students whose native languages are not English and who cannot use or understand English sufficiently to perform classroom work that meets standard expectations.

All newly enrolled students must be administered a home language survey (HLS) and whoever completes the survey must be informed that the HLS is not to confirm citizenship status. If the HLS indicates that there is another language spoken at home, the students should be assessed for English language proficiency. We use WIDA Screener Online to initially identify students if they are not students who entered Diman with ACCESS results from the last calendar year or students reclassified as former English learners (FELs) in their previous schools.

Based on the screening results or acquired data results, the team makes initial placement decisions. If the students have scores of 4.5 or higher in the overall composite level and the literacy level, then they are classified as “not ELs” and do not get placed in our SEI program. If they perform lower than 4.5 in those categiories, they are identified as ELs and are placed in our SEI program.

We then notify parents of the testing results and placement decision. There are two notifications. The first is sent by mail no later then 10 days from enrollment and focuses on things like the purpose and content of our SEI program and parents’ rights in relation to the program. The second notification must be sent out within the first 30 days of the school year and specifically addresses points such as reasons for placement, levels of English proficiency, methods the program will use, exit requirements, connections to IEPs (if applicable), and parents’ right to complete opt-out requests.

If parents elect to opt-out, students continue to receive sheltered English instruction in mainstream classrooms and are mandated to be assessed annually with WIDA ACCESS. The only component they will not receive is direct instruction from the ESL teacher. Requests to opt-out would need to be submitted each school year.

Once initial placements are made, the district updates the applicable fields and submits the data for SIMS. From there, Diman maintains records pertinent to the program such as test scores, progress reports, reclassification information, monitoring documentation, and evidence of written communication with home.  

ELs at Diman are able to fully engage in curricular and extracurricular programs and activities. They have access to and are encouraged to participate in honors classes, after-school clubs/sports, etc. Likewise, they are entitled to receive guidance and counseling in their native language when needed.

Some ELs may have a disability and require special education services. Because services are not mutually exclusive, we offer all supports and resources to eligible students. To avoid inappropriately identifying Els as students with disabilities, we evaluate ELs in an appropriate language.

Our annual summative assessment is WIDA ACCESS. The scores produced by ACCESS identifies which proficiency level an EL has achieved mid-year in the domains of speaking, listening, reading, and writing and the composite areas of literacy, oral language, and overall proficiency.

We have the WIDA MODEL as an interim assessment, but we do not require it to be administered. Ongoing formative assessment is more beneficial for tracking growth because language development is not a linear process. Formative assessment practices with feedback and adjustments give a continued flow of information concerning instructional objectives.

Every year, English proficiency benchmarks are determined for individual ELs. The Language Opportunity for Our Kids Act (LOOK Act) requires that we create goals for ELs who are not on track to attaining English proficiency within six years of entering a Massachusetts public school. To help ELs meet benchmarks and establish personalized goals, our team follows the English learning success template (ELST), reviews data/best practices, and obtains input from family.  

To exit students from EL status, we first consider ACCESS results. We also check other relevant data to determine whether the students can perform at expectations. Students with at least an overall score of 4.2 and composite literacy score of 3.9 on ACCESS may be reclassified as former English learners (FELs) if they can demonstrate ability to perform classwork in English using one of the following measures: MCAS content area tests, academic grades in school, or documented recommendations by classroom teachers.

When students are determined as FELs, they are removed from the SEI program and re-coded for the upcoming SIMS report. Notification is sent home and all the school records are updated. For four years, FELs are monitored through a system of reviewing student progress in school and communicating with parents. If our team determines a need to make a student an EL again because of a lack of English, we will obtain parent consent and officially return the student to the ELE program. 

Level 1 Entering and Level 2 Beginning

Instruction should:

• Be based on student’s current level of English language proficiency
• Differentiate for pre-literate Ells and literate Ells
• Encourage higher order thinking skills
• Include differentiated rubrics
• Allow for silent period and nonverbal responses
• Connect to background knowledge
• Identify and assist with cultural differences and school procedures
• Provide repeated opportunities to learn the same information
• Provide repeated opportunities to practice oral language
• Provide accessible texts and materials
• Build a basic vocabulary of English words and conversational terms and phrases
• Emphasize cognates
• Use gestures to provide meaning
• Print important concepts on the board
• Increase wait time
• Provide direct instruction in literacy
• Incorporate graphic organizers
• Provide objects from real life used in classroom instruction by educators to improve students' understanding of other cultures and real life situations
• Provide an affective environment that is positive and secure to practice oral language and listening skills
• Include self-advocacy skills.

Level 3 and 4: Developing/Expanding

Instruction should:

• Be based on student’s current level of English language proficiency
• Encourage higher order thinking skills
• Include differentiated rubrics
• Provide direct instruction on story elements and structure
• Provide direct instruction on parts of speech, roots, prefixes, and suffixes
• Provide direct instruction on the Internet and various types of media for research
• Provide direct instruction on cause and effect relationships
• Teach explicitly reading and comprehension strategies
• Provide visual clues and explicit meanings of idiomatic expressions and figurative language
• Provide accessible reading selections
• Incorporate graphic organizers
• Allow for individualized oral or written reading responses
• Give direct instruction on identifying semantic clues related to fact and opinion
• Provide direct instruction and model basic reading stragegies for specific genres
• Provide an environment that is positive and secure to practice oral language, listening skills, and literacy skills
• Identify and assist with cultural differences and school procedures
• Provide multiple and different opportunities to learn new language skills
• Continue to increase academic vocabulary
• Provide reading materials at the student’s reading level
• Connect to background knowledge

Level 5- Bridging

Instruction should:

• Be based on student’s current levels of English language proficiency
• Continue direct instruction
• Provide support in writing process through classroom assignments
• Continue to increase academic vocabulary
• Continue to increase complexity of syntax
• Provide support for content reading through the use of graphic organizers and other scaffolds
• Assist students in developing learning strategies useful in various academic contexts
• Provide opportunities for developing critical thinking skills
• Include self-advocacy skills
• Continue to provide graphic and visual support as needed

Monitored

Teachers needs to:

• Continue to monitor English and academic progress

Adapted from www.hbgsd.k12.pa.us/cms/lib/PA01000004/Centricity/... 

Scenario

1. The end of the first semester has arrived and the ELL student has not completed all of the course expectations so that the instructor can assign a grade.
   
   Recommendation:  Teachers should refer to the ILEP Plan for each ELL student.  Some students will not receive accommodations in every content area.  Written documentation justifying failing grades at each grading period, including student work samples, must be presented to the ELL committee for review and maintained in the student’s ELL portfolio.  The teacher must have verbal discussion with parents in a conference or by phone and appropriate documentation must be on file. When the student has not successfully completed a term, he/she would be given an incomplete for first trimester and would continue working on course requirements during the second trimester.  Teachers should encourage and provide maximum support along with this accommodation of providing additional time so that these students can progress as quickly as possible.   

2. The end of the second trimester has arrived and the ELL student has not completed all of the course expectations so that the instructor can assign a grade.
   
   Recommendation:  Teachers should refer to the ILEP Plan for each ELL student.  Some students will not receive accommodations in every content area.  Written documentation justifying failing grades at each grading period, including student work samples, must be presented to the ELL committee for review and maintained in the student’s ELL portfolio.  The teacher must have verbal discussion with parents in a conference or by phone and appropriate documentation must be on file.  When the student has not successfully completed a full year course, he/she would be given an audit and would continue working on course requirements during summer school.  The grade earned in summer school would replace the audit on the transcript, thereby giving the student the accommodation of additional time.  If student does not attend summer school, then he/she will be reenrolled in that class the following year.  Teachers should encourage and provide maximum support along with this accommodation of providing additional time so that these students can progress as quickly as possible.   

3. There is an ELL student, who has recently enrolled in school, and wishes to participate in one of the school’s athletic programs. (There may / may not be transferring grades to establish eligibility.)
   
   Recommendation:  The ELL Committee should meet and make recommendations for participation in the athletic program.  This ELL Committee recommendation should be submitted to the State Athletic Association for consideration. 

4. An ELL student just entering your school scores at Level 1 (Entering) or Level 2 (Beginning) on the ACCESS for ELLs or IPT.
   
   Recommendation:  It is highly recommended that Level 1 (Entering) or Level 2 (Beginning) ELLs just entering school in the United States at the high school level be encouraged through conferences with the student and parents to establish an extra-year track to graduation. 

Adapted from :  www.shelbyed.k12.al.us/instruction/ell/forms/2006_Recommendations...

Massachusetts Department of Elementary and Secondary Education regulations require that all schools determine the language(s) spoken in each student’s home in order to identify their specific language needs.  This information is essential in order for schools to provide meaningful instruction for all students.  If a language other than English is spoken in the home, the District is required to do further assessment of your child.  Please help us meet this important requirement by answering the following questions.  Thank you for your assistance.

Student Information

First Name _______________________________

Middle Name _______________________________

Last Name _______________________________

Gender     F   M

Country of Birth _______________________________

Date of Birth (mm/dd/yyyy)  _____­­­_ /______ /______

Date first enrolled in ANY US school  _____­­­_ /______ /______ 

School Information

Start Date in New School  _____­­­_ /______ /______

Name of Former School and Town _______________________________

Current Grade __________

 
Questions for Parents/Guardians

What is the native language(s) of each parent/guardian? (circle one)

______________________ (mother / father / guardian)

______________________ (mother / father / guardian)

 
Which language(s) are spoken with your child?
(include relatives, grandparents, uncles, aunts, etc.)

__________________  seldom/sometimes/often/always

__________________  seldom/sometimes/often/always

 
What language did your child first understand and speak?

 
Which language do you use most with your child?

Which other languages does your child know?(circle all that apply)

____________________________ speak / read / write

____________________________ speak / read / write

 
Which languages does your child use? (circle one) 

_____________________ seldom/ sometimes/ often/ always

_____________________ seldom/ sometimes/ often/ always
 
Will you require written information from school in a language other than English? ____ (YES)  ____ (NO)

Will you require an interpreter/translator at Parent Teacher meetings? ____ (YES)  ____ (NO)

 
Parent/Guardian Signature:

X________________________________

 
Today’s Date:

______ / ______ / ______

1. English Language Development Standards: http://wida.us/standards/eld.aspx#2004
    
2. Access for ELLs: http://wida.us/assessment/ACCESS/
   (Here you will find an interpretative guide for score reports and sample items.)
    
3. WIDAs Can Do Descriptors: http://wida.us/standards/CAN_DOs/
   (These descriptors give teachers a basic overview of what the Listening, Speaking, Reading, and Writing proficiency level results from Access for ELLs test indicate about their students' abilities)

1. Students’ languages and cultures are valuable resources to be tapped and incorporated into schooling.
2. Escamilla & Hopewell (2010); Goldenberg & Coleman (2010); Garcia (2005); Freeman, Freeman, & Mercuri (2002); González, Moll, & Amanti (2005); Scarcella (1990)  
3. Students’ home, school, and community experiences influence their language development.
   Nieto (2008); Payne (2003); Collier (1995); California State Department of Education (1986)    
4. Students draw on their metacognitive, metalinguistic, and metacultural awareness to develop proficiency in additional languages.
    Cloud, Genesee, & Hamayan (2009); Bialystok (2007); Chamot & O’Malley (1994); Bialystok (1991); Cummins (1978)  
5. Students' academic language development in their native language facilitates their academic language development in English. Conversely, students' academic language development in English informs their academic language development in their native language.
   Escamilla & Hopewell (2010); Gottlieb, Katz, & Ernst-Slavit (2009); Tabors (2008); Espinosa (2009); August & Shanahan (2006); Genesee, Lindholm-Leary, Saunders, & Christian (2006); Snow (2005); Genesee, Paradis, & Crago (2004); August & Shanahan (2006); Riches & Genesee (2006); Gottlieb (2003); Schleppegrell & Colombi (2002); Lindholm  & Molina (2000); Pardo & Tinajero (1993)  
6. Students learn language and culture through meaningful use and interaction.
   Brown (2007); Garcia & Hamayan, (2006); Garcia (2005); Kramsch (2003); Díaz-Rico & Weed (1995); Halliday & Hasan (1989); Damen (1987) 
7. Students use language in functional and communicative ways that vary according to context.
   Schleppegrell (2004); Halliday (1976); Finocchiaro & Brumfit (1983) 
8. Students develop language proficiency in listening, speaking, reading, and writing interdependently, but at different rates and in different ways.
   Gottlieb & Hamayan (2007); Spolsky (1989); Vygotsky (1962)   
9. Students’ development of academic language and academic content knowledge are inter-related processes.
   Gibbons (2009); Collier & Thomas (2009); Gottlieb, Katz, & Ernst-Slavit (2009); Echevarria, Vogt, & Short (2008); Zwiers (2008); Gee (2007); Bailey (2007); Mohan (1986)   
10. Students' development of social, instructional, and academic language, a complex and long-term process, is the foundation for their success in school.
    Anstrom, et.al. (2010); Francis, Lesaux, Kieffer, & Rivera (2006); Bailey & Butler (2002); Cummins (1979)  
11. Students’ access to instructional tasks requiring complex thinking is enhanced when linguistic complexity and instructional support match their levels of language proficiency.
    Gottlieb, Katz, & Ernst-Slavit (2009); Gibbons (2009, 2002); Vygotsky (1962)  
12.  
13. © 2010 Board of Regents of the University of Wisconsin System, on behalf of WIDA, www.wida.us