Course Selection for School Year 2018-2019
The documents below outline which course a student can take by grade level. For more information about courses, such as course descriptions, please use the links above to visit each academic area’s webpage.
All courses offered at Essex Technical High School are college preparatory so that all students are college or career ready. Courses are structured using the following delineations:
Advanced Placement courses require students to apply advanced critical thinking and analytical skills that are typical of comparable college-level courses. This guiding Advanced Placement enrollment policy holds true for all Advanced Placement courses and exams, regardless of the grade level in which a student takes Advanced Placement coursework. Advanced Placement courses are specifically designed to provide challenging, college-level coursework for willing and academically prepared high school students. The amount of homework and independent research and reading is significantly more than in other courses. Students are expected to take the Advanced Placement exam in the spring. Advanced Placement courses follow specific guidelines and requirements set forth by the College Board.
For more information visit the AP Central website: http://apcentral.collegeboard.com/home
Students taking Advanced Placement courses are required to sign and return this Advanced Placement Student & Parent/Guardian Contract
This level is the most academically challenging and it moves at a rigorous pace with nightly homework as well as independent projects. Students in honors courses should possess a strong interest in learning and have a high level of intellectual curiosity. Students are expected to be self-motivated and work well with others. Homework is required to be done on time to ensure participation in daily class discussions.
Accelerated College Preparatory
Accelerated College Preparatory is designed for students preparing for two- and four-year college. The curriculum develops critical skills for college and career readiness and moves at a moderate pace. Students should evidence a solid interest in learning and work well independently and in groups with teacher direction. Students are capable and willing to put time and effort into their assignments. These courses require daily homework, longer term projects, and consistent participation in various class activities.
College Preparatory is designed for college-bound and career-oriented students. The curriculum develops critical skills for college and career readiness and moves at a pace that focuses on content and skills essential to succeed after high school. Students will complete assignments independently and in small groups in a structured class environment and have homework assignments and projects that extend the concepts and skills practiced in class.
Academic Skills Seminar 9
This course is a requirement for all freshman. It consists of a rotating schedule with a different content focus for each trimester (one trimester each of literacy, mathematics, and science). Students take all three with the same group. Content for the course is based on Pre-Advanced Placement curriculum. Materials provide students with the deep content knowledge and essential critical thinking skills necessary to meet Standards and to be prepared for college success.
In English, lessons train students to identify relevant textual support for an idea and how to evaluate arguments based on the quality of evidence and the validity of the reasoning. English lessons guide students through the process of connecting a writer’s’ choice of words, phrases, punctuation, and syntax to create the desired meaning within a text.
Mathematics lessons take students beyond the standard skill-based approach to a conceptual understanding of mathematics. By incorporating many concepts into one lesson and by presenting questions in a variety of modalities, students are engaged in interesting activities that require them to think, to reason, and to engage in mathematical inquiry. Students are encouraged to explain their solutions and to verbalize their thinking processes.
In Science, students develop a series of thinking skills. They progress from acquiring facts to being able to analyze and evaluate various pieces of scientific information. The science materials are content-based with an emphasis on laboratory skills and the integration of mathematics, technology, and the graphing calculator into the science classroom.
Project-Based Learning Lab (Grade 11 Elective)
This elective is designed to have grade 11 students during their academic week work collaboratively with a specific CTE project to develop and implement connections between academics and technical/agricultural learning. The focus for this course will be a campus-based sustainability project to improve water quality while restoring the pond pathway and surrounding areas that will one day be open to Essex Tech students as well as to the public. Students in the Project-Based Learning Lab will support students in Natural Resource Management and Environmental Technology to manage resources involving ecology and conservation in the development of this legacy project. While students do not have to be in either Natural Resources Management or Environmental Technology tech areas, it will help to have a general interest in this project and a willingness to help it be a success. This elective is open only to students in their junior year.
The Academic Seminar is designed to support the academic learning and organizational needs of students seeking additional support to complete their academic coursework at Essex Technical High School. In addition to providing students with focused in-school time to continue working on their academic coursework assignments, the Academic Seminar classroom also provides explicit instruction in organizational strategies and ongoing support to help students successfully complete their academic work. With that in mind, the daily classroom protocols must (a) maximize instructional time, (b) create a supportive, predictable environment, and (c) foster self-regulating learning skills.
Students taking Academic Seminar courses are required to sign and return this Academic Seminar Student & Parent/Guardian Contract
Academics Overview Presentation
The link below is the presentation shown at Freshman Parent Orientation on August 23, 2016.
MCAS 2017 Results Presentation
The link below is the presentation Dr. O’Toole presented to the School Committee on November 9, 2017.
Dr. Thomas O’Toole, Director of Academic Programs – ext. 3108
As Director of Academic Programs for Essex Technical High School, Tom O’Toole brings more than 25 years of experience as a teacher, counselor, and content director. Tom served as the ELA Lead Developer for all the MCAS English Language Arts tests for the Massachusetts Department of Elementary and Secondary Education and as a Director of School Partnerships for Project PACE [Performance Assessment Collaboratives for Education] at the Harvard Graduate School of Education responsible for offering PreK-12 teacher trainings in all content areas through the Massachusetts Performance Assessment Program. He served as Chief Reader for the MCAS ELA Composition Scoring Institutes throughout the state. He has provided content and pedagogy training, workshop facilitation, and graduate instruction to counselors, including his current work with Writing With Colors, an award-winning writing development program that benefits students of all ability levels.
At Essex Technical High School, Tom directs the teachers and curriculum and assessment development for all academic programs, and ensures that school curricula are aligned to the respective Massachusetts curriculum frameworks. Prior to working at ETHS, Tom was the K-12 Director of English and Drama for the Waltham Public Schools. In addition, Tom taught English and writing at Phillips Andover Academy, Boston College High School, Haverford School, and worked with special education students at The Holden School in Charlestown, MA, where he also served as a counselor. At Waltham High School, Tom co-taught screenwriting.
Tom O’Toole holds a doctorate in writing development theory from Northeastern University, along with two masters degrees: a Master of Arts in Counseling Psychology from Boston College and a Master of Arts in Teaching, English from Brown University, where he was named a National Endowment for the Humanities Fellow. He completed his Bachelor of Arts in English at Boston College. He is a member of the Association of Supervision and Curriculum Development, the National Council of Teachers of English, American Psychological Association, and the Massachusetts Council for Social Studies.
Academic Secretary – Ms. Deborah Scarfo – ext. 3313