What Makes Beverly High School Special?
High School Completion and Course and Credit Requirements
Preparing for the Future: Career & College Planning
Course Exploration & Excitement Choice Board
Course Descriptions:
Business and Computer Technology
English, Media & Communications
English as a Second Language (ESL)
Science, Engineering and Applied Technology
Wellness: Physical Education, Health and Family/Consumer Science
Accreditation Statement, Temporary Records Statement, & Chapter 22 of the M.G.L.
Enrolling approximately 1300 students, Beverly High School offers a variety of programs for its diverse student body, almost ninety-five percent of whom go on to two or four year colleges. Those programs include 13 Advanced Placement courses, 4 world languages, 6 science laboratories, and numerous fine arts courses. Complementing the classroom curriculum are many co-curricular and extracurricular activities. Beverly is proud of its strong high school academic program and its widely celebrated fine arts program, its athletic teams, and its award-winning student publications. Beverly High School values the various student organizations that foster leadership, service, and social awareness among its student body.
The late John Updike, one of Beverly's best-known residents, said, “Beverly is a town with something for everyone. If you can't be happy in Beverly, you're not trying." Located on the North Shore of Massachusetts about 26 miles from Boston, Beverly, called the Garden City, is a residential and industrial community covering fifteen square miles with a wealth of natural beauty and resources, including nine miles of coastline. Beverly provides easy access to Route 128, five commuter rail stations, a municipal golf course, an airport and an excellent school system. Two colleges and a hospital are located in Beverly as well as several theaters that offer live performances. The city has a strong partnership with businesses and the arts and a thriving downtown. Over 40,000 residents make Beverly their home.
THE VISION OF THE BEVERLY HIGH SCHOOL GRADUATE:
Beverly High School is a four-year, comprehensive senior high school. Through its subject matter offerings and its activity programs, it seeks to meet as many of the educational needs of its students as possible. The school is concerned with its responsibility for all youth of the city whatever their backgrounds, abilities, interests or ambitions.
In order to participate in the commencement exercises for Beverly High School, students must satisfy all requirements designated for either a Diploma or a Certificate of Achievement. Recipients of Diplomas and Certificates will also be eligible to receive Advanced Academic Endorsements in recognition of significant academic performance in various fields of study.
To receive a Certificate of Achievement, a student must:
In planning a program of studies, a student must annually enroll and be fully scheduled each year. No student may elect courses for credit that are above his or her grade level. Students in grades 10, 11, and 12 may not elect subjects intended for grade 9 students without similar approval. Permission to initiate such requests should be secured by a student through his or her counselor. Any student failing a required subject should attend summer school in order to meet graduation requirements. The total number of units required for graduation is 140. Students in all grades must be fully scheduled for each year. Seniors must be scheduled for a minimum of 30 credits in order to graduate.
Subject | Credits | Notes |
English | 20 | All Four Years |
Mathematics | 20 | All Four Years |
Science, Engineering & Applied Technology | 17.5 | 15 credits in Lab Sciences (Biology, Chemistry, Earth Science, Physics and Engineering) |
Computer Technology | 2.5 | |
History/Social Science | 17.5 | Includes United States History 1, United States History 2, and Modern World History |
Fine Arts | 5 | |
World Language | 10 | Two-year requirement, same language |
Wellness: | 10 | Wellness 9 (2.5 credits) Wellness 10 (2.5 credits) Wellness 11 (2.5 credits) Wellness 12 (2.5 credits) |
Electives | 37.5 | Depending on graduating class |
Total | 140 |
At the completion of the freshman year (Grade 9), a student must have earned a minimum of 35 credits to be considered a full sophomore. A 9th grade student who earned 30 credits will be considered a conditional sophomore. A 9th grader who earned fewer than 30 credits WILL NOT be promoted to Grade 10.
At the completion of the sophomore year (Grade 10), a student must have earned a minimum of 75 credits to be considered a full junior. A 10th grade student who earned 70 credits will be considered a conditional junior. A 10th grader who earned fewer than 70 credits WILL NOT be promoted to Grade 11.
At the completion of the junior year (Grade 11), a student must have earned a minimum of 105 credits to be considered a full senior. An 11th grade student who earned 100 credits will be considered a conditional senior. An 11th grader who earned fewer than 100 credits WILL NOT be promoted to Grade12.
Upon entering ninth grade, students will begin to develop a four-year academic plan with their counselor. This academic/career plan will be developed and revised throughout their four years. Parents will continue to review the course selections. Parents should consult with guidance counselors when necessary. The guidance counselors provide academic planning and college, career, personal, and crisis counseling. Each student is assigned to a guidance counselor and is seen individually and in groups to address academic, social and emotional issues and to create plans for careers and postsecondary education. In addition, parents and students are encouraged to access the services of the guidance staff.
Courses are offered according to their rigor based on four criteria: pace of instruction, depth and breadth of content, challenging classroom activities, work assignment and expectations outside the classroom. Homework is expected in all courses.Requested course placements should be discussed with the students, parents, current teachers, and the guidance counselor in order to best facilitate the best chances for success. Students should be challenged without becoming overextended by the material and performance tasks. Beverly High School works diligently to fulfill each student’s requests for courses. However placement in the courses requested is not guaranteed.
These courses contain highly challenging material, presented at an accelerated and more intense pace. They require advanced reading, writing, verbal, conceptual, mathematical, and study abilities, as well as extensive outside preparation. Students who choose AP must be motivated to academically achieve and already possess well developed study habits, and who will initiate seeking extra help if necessary, plan long term assignments effectively, and organize their time well.
The Advanced Placement (AP) Program sponsored by the College Board provides the means for secondary schools and colleges to provide such educational experiences. The Advanced Placement (AP) Program provides descriptions of and examinations in college-level courses to interested schools and the results of those examinations to the colleges of the student's choice. Participating colleges, in turn, may grant credit or placement or both to students who have performed at a certain level on the Advanced Placement (AP) Examinations.
Many students are capable of completing college-level studies during secondary school. The Advanced Placement (AP) Program sponsored by the College Board provides the means for secondary schools and colleges to provide such educational experiences. To take an AP level course is not something a student and their parent/guardian should enter into lightly. Beverly High School continues to increase enrollment and with limited resources, schedule changes are not allowed once the master schedule is set and teachers are assigned to particular courses.
Any Advanced Placement courses that fail to meet adequate enrollment may not run. Advanced Placement courses may require students to complete a summer project or assignment.
These courses contain highly challenging material, presented at an accelerated and more intense pace than the typical college preparatory courses taken by a majority of four-year college-bound students. They require advanced reading, writing, verbal, conceptual, mathematical, and study abilities, as well as extensive outside preparation.
These courses are designed to prepare students for college and / or career placement. They will require well-developed reading, writing, verbal, conceptual, mathematical, and study abilities, as well as outside preparation. They will have a strong emphasis on fundamental communication skills and essential concepts. They will contain much practice and reinforcement. In addition, all elective courses will be considered CP courses unless otherwise stated.
Grade Point Average is an average of grade points divided by final grades. Our scale utilizes a weighted GPA of leveled courses. Quarter grades or grades other than final grades in leveled, credit bearing courses are not counted in calculating GPA. Class rank is based on students' GPA. Beverly High School uses a weighted 4.0 scale. Updated GPA and Class rank will be available to students each year at the end of September. Seniors will be notified of final class rank to determine valedictorian and salutatorian at the end of first semester, senior year, which includes an average of seven semesters (two semesters per year and first semester, senior year).
There are three levels of courses at the high school that count towards GPA: College Preparatory, Honors, and Advanced Placement. There’s a 1.0 value difference between the Standard/College Preparatory level and the AP level. For example, an A+ in a Standard/College Prep course gets 4.30 quality points. The same grade in an Honors class receives 4.80 quality points, and 5.30 quality points in an Advanced Placement class. The following table gives all of the values. (0.5 is added for Honors courses, 1.0 is added for A.P. Courses)
Letter Grade | C.P. | Honors | AP |
A+ | 4.30 | 4.80 | 5.30 |
A | 4.00 | 4.50 | 5.00 |
A- | 3.70 | 4.20 | 4.70 |
B+ | 3.30 | 3.80 | 4.30 |
B | 3.00 | 3.50 | 4.00 |
B- | 2.70 | 3.20 | 3.70 |
C+ | 2.30 | 2.80 | 3.30 |
C | 2.00 | 2.50 | 3.00 |
C- | 1.70 | 2.20 | 2.70 |
D+ | 1.30 | 1.80 | 2.30 |
D | 1.00 | 1.50 | 2.00 |
F | 0.00 | 0.00 | 0.00 |
Each quarter Beverly High School publishes an Honor Roll of those students who have maintained the following qualifications. All courses will count for the purpose of determining Honor Roll. Please note that GPA and Class Rank are not impacted.
A student must have no grade lower than an A-, and a P in any course where a pass/fail standard is in place.
A student must have at least one A- or higher, no grade below a B-, and a P in any course where a pass/fail standard is in place
The Beverly Summer School Program offers students an opportunity to make up course failures. Courses are offered for credit. Students, who wish to make up credits for courses through some other program or through private tutoring, must first apply for approval through their counselor. There is a fee for attending summer school courses.
BHS (STAY Program) does provide a credit recovery program for students requiring additional courses in order to graduate. Students must get permission from the principal to participate in the program. The STAY Program provides the opportunity for students to recover credits by utilizing GradPoint, an online curriculum resource. Courses include all major subjects, as well as health, art, computer technology and elective offerings. Any summer course offered at BHS has a fee associated with enrollment.
It is expected that courses be chosen carefully by students with the help of their parents and counselors in terms of their capabilities, objectives, and ability to meet course prerequisites. Course selection should be a collaborative process involving student, parent, teacher and counselor. This decision may be appealed to the Principal. As is stated elsewhere, the master schedule and other courses are set based upon student requests (and signed by parents/guardians). Therefore, there will not be any changes except those involving errors in the scheduling process, conflicts with other classes, or revised course offerings. In order to drop a course, students must follow the Course Change and Withdrawal Policy. This includes a form completed by student, parent, teachers and assistant principal by the specified date. Courses dropped after the specified time (see below) will carry a final mark of W.
COURSE CHANGE AND WITHDRAWAL POLICY
All withdrawals must be approved by the student’s teacher, assistant principal, parent/guardian and guidance counselor. Students must complete the Course Change Form with signatures from all aforementioned personnel. If the student does not have approval from all personnel, the student will not be able to drop the course.
Students may appeal to their assistant principal in regard to the withdrawal deadline if there is an unusual circumstance such as a medical concern.
The last day to change an elective course is the seventh school day of the school year or second semester. After this day, electives will not be able to be changed or dropped.
The last day to withdraw from an Advanced Placement (AP) course is the 45th school day of the first quarter. After the first quarter has ended, students will not be permitted to drop an AP course.
Level changes, to either increase or decrease the difficulty of a course, are granted if a student is academically misplaced in the class in terms of the level of difficulty. In order to change a level of a course, students must have the approval of their current teacher, assistant principal, parent/guardian and guidance counselor to either increase or decrease a level. The deadline to change a level is the last day of the second quarter. Level changes are considered for Honors and College Preparatory courses. AP courses are not considered for a level change. The last day to change levels is at the end of first semester.
Our Special Education department embraces a philosophy of inclusion in the least restrictive environment (LRE) and works diligently to provide all students with a Free and Appropriate Public Education (FAPE). Special Education services are available to all students, preschool through graduation and young adults ages 18-22 who are determined to be eligible through the evaluation process. Federal guidelines for students’ eligibility and services are outlined by IDEA 2004 (Individual with Disabilities Act). When a child is determined to be eligible, the school system, in partnership with the parent, develops an Individual Education Program. The definition of inclusion is treated independently for each child and services are determined on an individual basis through the IEP process.
ACCOMMODATION PLANS (504)
Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against persons with a handicap in any program receiving federal financial assistance. The act defines a person with a handicap as anyone who:
In order to fulfill its obligation under Section 504, the Beverly Public Schools recognizes a responsibility to avoid discrimination in policies and practices regarding personnel and students. No discrimination against any person with a handicap will knowingly be permitted in any of the programs and practices in the school district. The school district has specific responsibilities under the Act, which include the responsibility to identify, evaluate, and, if the child is determined to be eligible under Section 504, to afford access to appropriate accommodations to enable access to educational services.
SEAL OF BILITERACY - The Seal of Biliteracy is awarded to students who have attained literacy in two or more languages. The Massachusetts Board of Elementary and Secondary Education have established criteria to recognize students who have received a high level of proficiency in English and not less than one foreign language. To qualify for the State Seal of Biliteracy, students must meet all graduation requirements and the English language and foreign language criteria. Criteria include:
Students are encouraged to speak with their guidance counselor before their senior year to begin the process of attaining the Seal of Biliteracy.
The Guidance Department assists students and their parents with plans for the future. Counselors provide information on high school graduation requirements and on general college admission requirements. The counselors will assist students in formulating post- secondary plans, and write recommendations for students upon request. The Guidance Secretary/Registrar sends transcripts to colleges. In addition, counselors will provide information on tests such as The Scholastic Assessment Test (SAT) and the American College Test (ACT). The counselors host several College Planning Sessions and a Financial Aid Night for parents and students.
It is the responsibility of the students and parents to obtain the particular requirements for college admission and to complete applications of specific schools to which they intend to apply. The responsibility for requesting transcripts and recommendations from the guidance office and responsibility for sending in applications remains with students and their parents.
The Guidance Department has implemented Naviance, an online program designed to assist students and parents in accessing and organizing information on college selection and admissions procedures.
Information on using Naviance will be provided to parents by the Guidance Department when requested.
All members of the school staff and particularly the guidance counselors will do everything possible to help all students create post-secondary plans utilizing the Naviance Program, in advisory and in classroom presentations.
There are many types of post-secondary institutions for students and parents to consider. They may be classified as follows: (l) Degree-granting institutions offering curricula generally requiring four school years for completion; (2) community colleges and technical institutes offering programs of two years duration; (3) and a large class of schools, giving courses from six weeks to several years in length. The latter group of schools is often vocational in nature.
In selecting a school or college, a student and his or her parents should analyze its offerings to be sure there is likelihood that it will fulfill expectations. Students are encouraged to visit schools during school vacations and to narrow their choices to a reasonable number. (5-7 schools)
The requirements for admission to colleges vary so greatly in detail that it is impossible to establish guidelines that may be trusted to qualify a candidate for all colleges. However, generalizations may be made.
Schools and colleges usually require a candidate to be prepared in sixteen units of work. A unit as presented to a college from Beverly High School consists of five credits of work in a subject for which study outside of class is required. For example, five credits of English is one unit. For subjects that meet less frequently throughout the year, a fraction of credit is allowed. The grades required in the sixteen units vary among the schools and colleges.
The 16 CARNEGIE UNITS are courses usually required for consideration for admission to a four-year college or university:
It is important to note that colleges and universities vary in their admissions criteria; requirements for a specific college or university should be checked with that college or university’s Admission Department.
Schools and colleges usually list the subjects and units that they require. Engineering colleges require several units in mathematics and in physics. Some colleges require a certain number of units in world languages. The catalogs of institutions carefully list subjects and scholastic requirements for admission, and a prospective student must make sure the program he or she is following in high school will meet these requirements.
Criteria in addition to specific subjects that colleges use in determining a student's preparation for advanced study are as follows:
The PSAT is a practice SAT administered ONLY in October. Juniors and sophomores who might be interested in college are encouraged to take this exam. Scores are not shared with colleges, only with parents, the student, and the student’s counselor. The College Board provides a detailed report of the student’s performance on the test, which can be used as a tool to determine SAT preparation needs. Top scorers during junior year may qualify for the prestigious National Merit Scholarship awards. Students' score reports are online at www.collegeboard.com and linked to Khan Academy, which allows for tailored practice for the SAT. The SAT is required for admission to many four-year colleges. The redesigned SAT (Spring 2016) consists of a Reading test, a Writing and Language test, a Math test and an optional Essay (students are encouraged to register with the essay). All sections are multiple choice except the essay. For more information on the content of the questions of all parts of the redesigned SAT, visit www.collegeboard.com.
The SAT Subject Tests are subject-based tests required by a small percentage of colleges and universities, most of which are considered elite. The test requirements for each college or university should be checked to determine which tests are required before registering for these, or any, exams. They are one hour each and three can be taken on the same test date. One cannot take both SAT and SAT Subject Tests on the same date. SAT Subject Tests should also be completed during sophomore and junior year, preferably in the spring or at the end of a course.
The ACT is another test that is considered by most four- year colleges and universities for admission. This test can be used as an alternative to the SAT or in addition to the SAT. Many colleges or universities that require SAT Subject Tests will accept ACT scores in place of both the SAT and SAT Subject tests. This curriculum-based test is 3 hours long and includes four sections: English, Math, Reading, and Science Reasoning. The ACT can be taken at any time during the junior year and again in the fall of senior year.
Information, including test dates, is available in the guidance office. Visit www.collegeboard.com for further information on the PSAT, SAT, or SAT Subject Tests. Visit www.act.org for more information on the ACT. Registration for all of these tests except PSATs may be completed at these websites, or through registration materials available in the guidance office. Be aware of registration deadlines.
Registration for the PSAT starts in late September. This test is given only once a year on its national test date. Announcements for registration will be posted, and registration will be through the guidance office. For the SAT and ACT, registration does not happen in the guidance office, but rather through the website of the testing company.
Fee waivers for these tests are available for low-income students. Students should see their guidance counselor for one if appropriate. As always, students and parents are encouraged to meet with guidance counselors for clarification and direction.
Students entering four year or two year public colleges or universities may be required to prove college readiness before they can take credit-bearing courses at the college level. Typically, students scoring lower than 500 on the Evidence-Based Reading and Writing section and Math section of the SAT will be required to take an Accuplacer Exam. Students who do not demonstrate college readiness through this exam will be required to take additional, remedial, noncredit courses. Students can eliminate the need for remedial courses at the college level by taking the Accuplacer Exam early, ideally in the junior year. Also developing the areas in which they may be weak before retaking the exam will be helpful. All students can take the Accuplacer Exam for free at North Shore Community College. Please see your Guidance Counselor for details.
Students who wish to enroll in any Division I or Division II college or university in the fall, and want to participate in athletics or receive an athletic scholarship during the student’s first year must:
For more information see your Guidance Counselor or go online to www.ncaaclearinghouse.net
Our Student Advisory Program was established in 2009 to increase personalization for students and to create a greater connection to our school community. Advisory is a formal ongoing program through which each student is assigned an advisor in grade nine, who over the course of four years, will support and assist the student through guided Social Emotional Learning (SEL) skills and Career Readiness activities. Students will learn these skills through activities based on the following developmental themes and essential questions by grade level:
The Senior Internship Program provides an eligible senior with the opportunity to investigate a career, explore an interest, invent a project of his or her design, or extend an existing school project. The senior will be granted permission to leave Beverly High School and work solely on his or her internship during the fourth quarter. The senior is required to seek a Site Guide, a specialist who can provide training and support with his or her internship. For projects, students must seek a BHS Mentor to provide guidance and support on the pacing and completion of their project. In this winning combination, the student gains valuable real life experience and the Guide or Mentor may also benefit from the efforts of the student and any project produced. This is a non-paid learning experience and should not be viewed as a job.
ESSEX TECH AFTER DARK PROGRAM
Open to members of the junior class in good academic standing and subject to Essex North Shore Agricultural & Technical School admission requirements. This is a two year program beginning in a student’s junior year. Students would enroll in career vocational programs at Essex North Shore Agricultural and Technical High School in addition to enrollment in Beverly High School required courses. The option for students to take courses at North Shore Community College and get dual credit from both schools is available. Students should meet with their guidance counselor to determine eligibility and develop their schedule.
CAREER/VOCATIONAL AND TECHNICAL EDUCATION (CVTE)
Students may begin training for many vocational and technical careers while at Beverly High School. The CVTE program at BHS allows students interested in pursuing a vocational career path to earn college credit while at high school. CVTE students work with their counselor to develop career plans in their chosen field. The plan continues after high school and may result in students earning a certificate, license, or a two-year degree in their field. Services offered to CVTE students are:
Active Articulation Agreements
An articulation agreement provides pathways to a seamless transition from high school to college while providing a chance for students to receive college credit for class work done in high school.
You might be eligible to receive college credit that you can transfer into North Shore Community College upon earning a B or higher in the following courses:
Business & Finance Pathway | Marketing Pathway |
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NSCC also has articulation agreements with 4 year colleges and universities. Once students are enrolled at NSCC, they can take advantage of articulation agreements and transfer opportunities that are in place with four-year colleges and universities. For more information on opportunities available through CVTE, please contact Ms. Ferrara, Director of College and Career Readiness.
VIRTUAL HIGH SCHOOL
The Virtual High School is a national program for delivering high caliber (many courses are for honor credit), non-traditional curriculum over the Internet. At Beverly High School, a predetermined number of students may choose exciting courses from a very diverse catalog, developed by specially trained, motivated to use cutting-edge information technology, can budget their time effectively, enjoy working independently, and have some pioneer spirit. This program can offer some flexibility to students who, due to scheduling conflicts, cannot take a course to receive credits required for graduation. For electives, students will find unique courses in the catalog, taught by teachers with special interests. Students will be scheduled for computer access time during the day for VHS course work and they may work at home. Take a look at over 100 courses offered by Virtual High School by going to www.govhs.org. A VHS course counts for the same amount of credits as any other course at Beverly High School. Choose from Standard, Honors and Advanced Placement level courses with VHS. Priority given to seniors, then juniors... See your guidance counselor to determine if VHS is for you. Contact Mrs. DiCarlo in Guidance for an application.
Students may earn college credits, which also are applicable toward high school graduation for courses taken at accredited colleges with the approval of their guidance counselors and the principal. It is the responsibility of students who wish to pursue courses for high school credit to complete an application form for each course before enrolling and to arrange to have a final grade report forwarded to the school. Grades earned in core classes (English, Science, Social Studies, Mathematics and Foreign Language) through any Dual Enrollment Program or through courses completed at local colleges will be factored in a student's G.P.A. at the AP level. Beverly High School looks to continually expand the Advanced Studies offerings each year.
The guidance counselor to whom a student has been assigned is his or her best source of information at present. For those who have terminated their formal training at Beverly High School, the services of the guidance staff are available by appointment.
COURSES OF STUDY
BUSINESS/COMPUTER TECHNOLOGY
GRADE | COURSE TITLE | NUMBER | CREDITS |
BUSINESS | |||
10-12 | C.P. Accounting 1 | 703 | 5 |
C.P. Business and Entrepreneurship Essentials | 707 | 5 | |
Marketing | 701 | 5 | |
11-12 | C.P. Marketing 2/3 | 702 | 2.5 |
C.P Business Law and Ethics | 706 | 5 | |
C.P. Personal Finance | 711 | 5 | |
Accounting II | 705 | 5 | |
C.P. Business Management & Globalization | 708 | 5 | |
COMPUTER TECHNOLOGY | |||
9 | Computer Science | 722 | 5 |
10-12 | Computer Assisted Design (CAD Drawing) | 730 | 2.5 |
BHS Tech Support | 725 | 2.5 | |
Computer Programming I | 727 | 2.5 | |
Computer Programming II | 728 | 2.5 | |
Web Design & Development | 732 | 2.5 | |
Video Game Design | 735 | 5 |
CAREER EDUCATION
9 | My Future and Career Success 9 | 777 | 2.5 |
10 | My Future and Career Success | 775 | 2.5 |
11-12 | Essex Tech Advanced Manufacturing | ET-01 | 20 |
Essex Tech Automotive Collision, Repair and Refinishing | ET-02 | 20 | |
Essex Tech Design and Media Communications | ET-03 | 20 | |
Essex Tech Construction Craft Laborers | ET-04 | 20 | |
Essex Tech Sustainable Horticulture | ET-05 | 20 | |
Essex Tech Automotive Technology | ET-06 | 20 | |
Essex Tech Plumbing | ET-07 | 20 | |
Essex Tech Electricity | ET-08 | 20 |
ENGLISH, MEDIA & COMMUNICATIONS
GRADE | COURSE TITLE | NUMBER | CREDITS |
ENGLISH | |||
9 | Honors English 9 | 100 | 5 |
C.P. English 9 | 101 | 5 | |
10 | Honors English 10 | 110 | 5 |
C.P. English 10 | 111 | 5 | |
11 | Advanced Placement English Language | 123 | 5 |
Honors English 11 | 120 | 5 | |
C.P. English 11 | 121 | 5 | |
12 | Advanced Placement English Literature | 133 | 5 |
Honors English 12 | 130 | 5 | |
C.P. English 12 | 131 | 5 | |
9-12 | Creative Writing | 152 | 2.5 |
Public Speaking | 157 | 2.5 | |
American Film Studies | 158 | 2.5 | |
Telling Your Own Story: A Study in Narrative | 159 | 2.5 | |
World Mythology | 230 | 2.5 | |
MEDIA & COMMUNICATIONS | |||
10-12 | Intro to Digital Media Production | 151 | 5 |
Broadcast Journalism & Documentary Film-making | 154 | 5 | |
Digital Storytelling | 159 | 5 |
ENGLISH AS A SECOND LANGUAGE (ESL)
GRADE | COURSE TITLE | NUMBER | CREDITS |
9-12 | Newcomer ESL | 570 | 10 |
Emerging ESL | 571 | 5 | |
Intermediate ESL | 572 | 5 | |
SEI US History I | 574 | 5 | |
SEI US History II | 575 | 5 | |
SEI Math | 304 | 5 | |
SEI Biology | 404 | 5 |
FINE ARTS
GRADE | COURSE TITLE | NUMBER | CREDITS |
VISUAL ART | |||
9 - 12 | Art Foundation | 640 | 2.5 |
10 - 12 | 2D Art | 641 | 2.5 |
3D Art | 650 | 2.5 | |
Digital Design | 653 | 2.5 | |
Advanced Art | 642 | 5 | |
Panther Press Design | 654 | 5 | |
11 - 12 | Advanced Placement Studio Art/Portfolio Development | 660 | 5 |
MUSIC | |||
9-12 | Band | 606 | 5 |
Chorale | 602 | 5 | |
Treble Choir | 603 | 5 | |
Advanced Jazz Ensemble | 611 | 5 | |
String Ensemble | 612 | 5 | |
Advanced Vocal Ensemble | 601 | 5 | |
History of Rock Music I | 618 | 2.5 | |
History of Rock Music II | 619 | 2.5 | |
Intro to Piano/Keyboard | 616 | 2.5 | |
Intermediate Piano | 617 | 2.5 | |
Guitar I | 615 | 2.5 | |
Guitar II | 620 | 2.5 | |
Intro to Music Theory | 613 | 2.5 | |
Advanced Placement Music Theory | 614 | 5 | |
Intro to Ukulele | 623 | 2.5 |
HISTORY/SOCIAL STUDIES
GRADE | COURSE TITLE | NUMBER | CREDITS |
9 | C.P. United States History I | 215 | 5 |
Honors United States History I | 214 | 5 | |
10 | C.P. United States History II | 221 | 5 |
Honors United States History II | 220 | 5 | |
Advanced Placement United States History | 223 | 5 | |
11 | C.P. World History | 201 | 5 |
Honors World History | 200 | 5 | |
Advanced Placement World History | 213 | 5 | |
9-12 | Geography | 235 | 2.5 |
AP Human Geography | 225 | 5.0 | |
10-12 | AP Psychology | 224 | 5.0 |
Psychology | 242 | 2.5 | |
Economics | 234 | 2.5 | |
Civics 2.0 | 240 | 2.5 | |
Criminal Justice | 241 | 2.5 | |
History of Beverly and Essex County | 232 | 2.5 | |
Sociology | 244 | 2.5 | |
Facing History | 247 | 2.5 | |
11-12 | American Identities | 250 | 2.5 |
MATHEMATICS
GRADE | COURSE TITLE | NUMBER | CREDITS |
9 | Honors Algebra I | 310 | 5 |
C.P. Algebra I | 312 | 5 | |
Honors Geometry | 329 | 5 | |
Algebra Essentials | 381 | 5 | |
10 | Honors Algebra II | 321 | 5 |
C.P. Geometry | 331 | 5 | |
Honors Geometry | 330 | 5 | |
Geometry Essentials | 382 | 5 | |
11 | Honors Algebra II | 321 | 5 |
C.P. Algebra II | 323 | 5 | |
11 - 12 | Honors Precalculus | 340 | 5 |
C.P. Precalculus | 341 | 5 | |
Advanced Placement Statistics | 366 | 5 | |
Advanced Placement Calculus AB | 350 | 5 | |
12 | C.P. College Review Mathematics | 302 | 5 |
C.P. Statistics | 363 | 5 | |
C.P. Calculus | 352 | 5 | |
Honors Calculus | 351 | 5 | |
10-12 | Art of Mathematics | 377 | 2.5 |
PSAT/SAT Math Prep | 379 | 2.5 |
MCJROTC
9-12 | MCJROTC – Leadership I | 083 | 5 |
MCJROTC – Leadership II | 085 | 5 | |
MCJROTC – Leadership III | 086 | 5 | |
MCJROTC - Leadership IV | 087 | 5 |
SCIENCE, ENGINEERING AND APPLIED TECHNOLOGY
GRADE | COURSE TITLE | NUMBER | CREDITS |
9 | C.P. Biology | 413 | 5 |
Honors Biology | 412 | 5 | |
10 | C.P. Chemistry | 424 | 5 |
Honors Chemistry | 422 | 5 | |
C.P. Earth Science | 425 | 5 | |
11 | C.P. Engineering | 441 | 5 |
Honors Engineering | 440 | 5 | |
C.P. Physics | 433 | 5 | |
Honors Physics | 432 | 5 | |
Advanced Placement Chemistry | 420 | 5 | |
Advanced Placement Physics I | 435 | 5 | |
Advanced Placement Biology | 410 | 5 | |
10-12 | C.P. Anatomy and Physiology | 450 | 5 |
| Honors Anatomy and Physiology | 449 | 5 |
Forensic Science | 452 | 5 | |
Environmental Science | 460 | 2.5 | |
Robotics | 455 | 2.5 | |
Science & Society | 457 | 2.5 | |
Marine and Coastal Science | 448 | 2.5 |
WELLNESS/FAMILY AND CONSUMER SCIENCE
GRADE | COURSE TITLE | NUMBER | CREDITS |
WELLNESS | |||
9 | Wellness 9 | 900 | 2.5 |
10 | Wellness 10 | 904 | 2.5 |
11 | Wellness 11 | 905 | 2.5 |
12 | Wellness 12 | 906 | 2.5 |
10-12 | Life Issues | 908 | 2.5 |
Lifetime Fitness | 910 | 2.5 | |
Intro to Athletic Training/CPR | 912 | 2.5 | |
Competitive Team Sports | 913 | 2.5 | |
Advanced Athletic Training | 914 | 2.5 | |
Psychology of Sport and Exercise | 921 | 2.5 | |
Food, Nutrition & Exercise | 922 | 2.5 | |
EMR Training Course | 923 | 2.5 | |
FAMILY AND CONSUMER SCIENCE | |||
9 - 12 | Child Development I | 916 | 2.5 |
Child Development II | 918 | 2.5 | |
Introduction to Culinary Arts | 930 | 2.5 | |
Food Service | 931 | 5 | |
International Foods | 932 | 2.5 | |
America’s Regional Foods | 934 | 2.5 |
WORLD LANGUAGE
GRADE | COURSE TITLE | NUMBER | CREDITS |
9-12 | C.P. French 1 | 500 | 5 |
C.P. French 2 | 502 | 5 | |
Honors French 2 | 503 | 5 | |
C.P. French 3 | 504 | 5 | |
C.P. French 4 | 506 | 5 | |
Honors French 3 | 505 | 5 | |
Honors French 4 | 507 | 5 | |
AP French Language and Culture | 509 | 5 | |
CP American Sign Language 1 | 510 | 5 | |
CP American Sign Language 2 | 511 | 5 | |
Honors American Sign Language 2 | 513 | 5 | |
CP American Sign Language 3 | 512 | 5 | |
Honors American Language 3 | 514 | 5 | |
C.P. German 1 | 520 | 5 | |
C.P. German 2 | 522 | 5 | |
Honors German 2 | 523 | 5 | |
C.P. German 3 | 524 | 5 | |
C.P. German 4 | 526 | 5 | |
Honors German 3 | 525 | 5 | |
Honors German 4 | 527 | 5 | |
AP German Language and Culture | 529 | 5 | |
C.P. Spanish 1 | 540 | 5 | |
C.P. Spanish 2 | 542 | 5 | |
Honors Spanish 2 | 543 | 5 | |
C.P. Spanish 3 | 544 | 5 | |
C.P. Spanish 4 | 546 | 5 | |
Honors Spanish 3 | 545 | 5 | |
Honors Spanish 4 | 547 | 5 | |
AP Spanish Language and Culture | 550 | 5 | |
AP Spanish Literature | 549 | 5 | |
9-12 | World Cultures | 560 | 2.5 |
ACCREDITATION STATEMENT
Beverly 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 or college 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.
Accreditation by the New England Association is not partial but applies to the institution as a whole. As such, it is not a guarantee of the quality of every course or program offered, or the competence of individual graduates. Rather, it provides reasonable assurance about the quality of opportunities available to students who attend the institution. Inquiries regarding the status of an institution's accreditation by the New England Association should be directed to the administrative staff of the school or college. Individuals may also contact the Association.
Pursuant to state law, the school maintains a student transcript and a temporary record. The transcript includes information such as the student's name and address, the courses taken and the final grades received, by year, credits earned, and grade levels completed. This is kept for sixty years after graduation.
The temporary record contains the majority of the information maintained by the school system about the student. This includes standardized test results, class rank, participation in extracurricular activities and teacher evaluations. This is destroyed after five years. Prior to that, a student may obtain a copy of anything in the folder. Just before it is destroyed, the student may take the originals.
In order to comply with both Massachusetts and Federal regulations, parents and children associated with the Beverly Public Schools are annually informed of three pieces of legislation affecting public school students. These three pieces of legislation specifically prohibit discrimination in the public schools.
"All educational and non-academic programs, activities and employment opportunities at Beverly Public Schools are offered without regard to race, color, sex, religion, national origin, ethnicity, sexual orientation, gender identity, age and/or, disability, homelessness and any other class or characteristic protected by law.”
Section 504 of the Rehabilitation Act of 1973 (Federal) provides that:
"No otherwise qualified handicapped individual . . . shall, solely by reason of his handicap, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance."
On June 24, 1975, the State Board of Education approved regulations for Chapter 622. These regulations address five areas of school policy: school admissions, admission to courses of study, guidance, course content, and extracurricular athletic activities. In compliance with Chapter 622 and Title IX regulations, the Beverly School Committee has designated Mrs. Suzanne Charochak as Coordinator of Title IX, Chapter 622 and as coordinator of Section 504 for the school system.
If you have any questions as to Beverly's compliance with these regulations, you may write or call:
Dr. Dorothy Flaherty, Assistant Superintendent Dr. Suzanne Charochak, Superintendent
978-921-6100 x714 978-921-6100 x711
Beverly Public Schools Beverly Public Schools
70 Balch Street, Beverly, MA 01915 70 Balch Street, Beverly, MA, 01915