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Select the option that is closest to where you are in the MTSS implementation process:

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Why did you select this session today? What do you hope to learn?

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Why did you select this session today? What do you hope to learn?

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What challenges do you anticipate in establishing MTSS (specifically Tier 3) in your district?

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What challenges do you anticipate in establishing MTSS (specifically Tier 3) in your district?

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If none of these apply, please add your challenge in the comments:

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What is one takeaway you will bring back to your school?

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What is one takeaway you will bring back to your school?

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NJSCA Winter Conference "Students Empowered: Developing a Successful Tier 3 Program for High School Students"

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Amazingly Simple Graphic Design Software - Canva

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Advanced Placement
Watchung Hills Regional High School offers to all interested students the opportunity to take Advanced Placement courses. Many collegesaward students advanced credit for a score of three or higher on AP tests. WHRHS Information is available through the AP Coordinator, Department Supervisors or School Counselors. Additional information may be found at https://apstudents.collegeboard.org/

To be eligible for athletic competition during the second semester (Feb. 1 to June 30) of the 9th grade or higher, a pupil must have passed the equivalent of 12 1/2% of the credits (15) required by New Jersey for graduation (120) at the close of the preceding semester (Jan. 31). Full-year courses shall be equated as one-half of the total credits to be gained for the full year to determine credits passed during the immediately preceding semester.

As per NJSIAA Bylaws, it is recognized that students may accelerate their academic programs during their first three years of secondary schooling. Consequently, such students may be eligible in the second semester of their senior year even when they carry less than the State minimum (15 credits) during the first semester provided they are meeting their school district's graduation requirements and are passing all courses in which they are enrolled at the start of the first semester. Seniors who withdraw from courses with a passing grade (WP) will be eligible provided they are carrying sufficient credits for graduation purposes.

Course Levels
Many classes in English, mathematics, science, social studies, and world language are offered on at a range of academic levels. Students are recommended for the appropriate course level by teachers and administrators. Among the criteria considered are ability to meet all prerequisites, demonstrated willingness and ability to handle the work at the designated course level, previous course grades, standardized test scores, work/study habits, and student motivation. All course levels are college preparatory.

Advanced Placement (AP) - These courses are the most academically demanding levels possible. Successful completion may lead to college credit. Enrollment in these classes is very selective.

Honors (H) - These courses require a high level of academic maturity, interest, ability, reading, intellectual curiosity and the ability to study and work independently. The pace is rigorous.

Accelerated (A)- Rigorous college preparatory courses which have a higher academic demand and requirements.

College Prep (CP)- Courses with rigorous academic curriculum for college preparation.

No Letter - Ungrouped/not leveled courses

Honor Roll
Students must be enrolled in a minimum of 20 credits to be eligible for Honor Roll or Principal's Honor Roll.

Honor Roll: A grade of 80 or higher in all courses and a P or higher in non-numerical graded courses are required.

Principal's Honor Roll: A grade of 90 or higher in all courses and a P or higher in non-numerical graded courses are required.

Minimum Course Requirements
In the current schedule, students must be enrolled in a program of 37 or more credits each year and graduate with a minimum of 131 credits. Full year courses earn five or more credits; semester courses earn 2.5 credits; physical education and health earn five credits combined. Each semester, students must be enrolled in a minimum of seven courses (including physical education or health) and can take a maximum of eight courses. Only courses taken at Watchung Hills Regional High School between September and June will be included in GPA calculations.

Only one study hall is permitted each semester. A study hall granted for opt-out of physical education or senior early leave counts as a study hall for the purposes of this limit.

At WHRHS, courses may be taken to obtain credit through Option II only under one of the following scenarios:

1. The student failed the course and must remediate to recover credit.

2. The student wishes to fulfill State requirement for visual and performing arts or NJSLS for Career Readiness, Life Literacies, and Key Skills.

Option II courses cannot be used to fulfill a graduation requirement in English, social studies, math, science, world language, physical education and health.

All courses must be approved prior to enrolling. Students may not apply for Option II after they have completed a course. Students will be responsible for sending an official transcript confirming the successful completion of the approved course to the School Counseling Office. The name of the course, pass/fail grade, and appropriate credits will be recorded on the WHRHS transcript. The grade will not count toward the student's GPA.

Courses taken prior to the official start of a student's freshman year (September 1) will not appear on the WHRHS transcript under any circumstances.

Progress Reporting
Report Cards: The reporting calendar is divided into four marking periods of nine weeks each. Report cards are available via Parent Access.

Interim Reports: Individual students' progress can be monitored by viewing gradebooks by course in Parent Access.

WHRHS will not be offering performance based assessments for level changes in September. Tentative schedules will be sent to students in June. More information can be found on the WHRHS home site under Counseling.

In addition, students who request to drop a course once school has begun must follow the deadlines as described below:
Semester One Courses

Dropping a course prior to September 30, 2024 will result in the course not being reported on the transcript.

Dropping the course after this date will result in a WP or WF on the transcript.

Student schedule remains with 37 credits or more.

Semester Two Courses

Dropping a course prior to March 3, 2025 will result in the course not being reported on the transcript.

Dropping the course after this date will result in a WP or WF on the transcript.

Student schedule remains with 37 credits or more.

Year-Long Courses

Dropping a course prior to November 6, 2024 will result in the course not being reported on the transcript.

Dropping a course after this date will result in a WP or WF reported on the transcript.

Student schedule remains with 37 credits or more.

Co-Teaching (or the In-Class Resource Program) occurs in general education classrooms where students require assistance in the areas of organizational skills, study skills, curriculum reinforcement using varied instructional strategies. The co-teaching model provides students with an opportunity to interact with general and special educators who work collaboratively to maximize educational learning experiences in the general education classroom.

A Resource Center Replacement Program provides a replacement curriculum for those students with disabilities requiring a differentiated approach to graduation requirements. The Resource Center program parallels the general education curriculum. Courses are designed to incorporate NJ Core Content Standards with appropriate modifications as well as provide small group instruction, using a multi-modal approach.

A Career Academic Resource Experience (LLD Program) is designed to meet the needs of the learning and language disabled student whose educational goals are appropriately met in a highly structured, individualized program that incorporates career academics, behavioral and social skills, functional life skills, and vocational training. Students fulfill the mandated course requirements in the areas of English, history, math, science, health, and adaptive physical education through the LLD/Special Education curriculum. In addition, students participate in a variety of school-to-work transition experiences through the vocational courses and off-site student internship opportunities. A Transition Coordinator works with the case manager and students' families to plan a program of studies focused on teaching students vocational skills.

Standards for Learning
The New Jersey Student Learning Standards (NJSLS) include Preschool Teaching and Learning Standards as well as K-12 standards for: Visual and Performing Arts; Comprehensive Health and Physical Education; Science; Social Studies; World Languages; Technology; and NJSLS for Career Readiness, Life Literacies, and Key Skills. Building on a robust body of research, the New Jersey Student Learning Standards (NJSLS) provide clear and consistent learning goals across nine distinct content areas to help prepare students for postsecondary success. The standards clearly demonstrate what students are expected to learn at specific grade levels. The purpose of rigorous learning standards includes teaching students the knowledge and skills needed to succeed in our rapidly changing world.

These 21st-century student outcomes require a deeper understanding of academic content at much higher levels than ever before. The revised standards facilitate this in-depth learning in all content areas through the systematic and transparent integration of 21st-century knowledge, skills and themes; global perspectives; cross content connections; and technology. Consequently, successful implementation of the revised standards requires rethinking of traditional curricular and assessment approaches, as well as the creation of 21st-century learning environments in which teachers and students work across and beyond traditional disciplines and boundaries as engaged co-learners, critical and creative thinkers, and problem solvers.

Valedictorian and Salutatorian
Selection of the valedictorian and salutatorian will be based upon the highest and second highest weighted seven-semester GPA respectively. In order to be eligible for consideration, a student must have a history of continuous enrollment at Watchung Hills Regional High School (WHRHS) for at least the fifth, sixth and seventh semesters. Only courses taken at WHRHS from September to June will be included in the GPA calculations.

Students must complete a minimum of 131 credits. The coursework must include the following course requirements:
four years (20 credits) of English three years (15 credits) of history: World History, UDS History 1 and 2 three years (15 credits) of math: including Algebra 1 and Geometry three years (15 credits) of science: including at least 5 credits in laboratory biology/life science, chemistry, environmental science or physics; and an additional laboratory/inquiry-based science two years (10 credits) of world language four years (20 credits) of Health and Physical Education 5 credits of visual and performing arts 5 credits of 2.5 credits of financial, economic, business and entrepreneurial literacy 5 credits of For the graduating seniors in the class of 2025 and for two school years thereafter, students in public high schools and charter schools must complete either the Free Application for Federal Student Aid (FAFSA®) or the New Jersey Alternative Financial Aid Application as a condition of receiving a high school diploma, unless an opt-out waiver is completed according to the terms of P.L. 2023, c.295. NJSLS for Career Readiness, Life Literacies, and Key Skills or career technical education School Counseling course(s) (formerly Guidance-based) NJSLS for Career Readiness, Life Literacies, and Key Skills or career technical education course(s)
Additionally, students must demonstrate a minimum proficiency required as indicated by the NJ Dept. of Education (NJDOE) in language arts literacy and mathematics by means of subject specific NJGPA (New Jersey Graduation Proficiency Assessment) assessments, a Substitute Competency Test, or meet the criteria of the NJDOE Portfolio Appeal.

When selecting your elective courses, please consider your four-year plan and pay close attention to the courses designated for specific years. Certain electives are offered on an alternate year basis. If a course is offered in 2024-2025, for example, it may not be offered again until 2025-2026. Additionally, please note that courses only run when there is sufficient student enrollment. To discuss your four-year plan or specific elective course offerings in greater detail, please reach out directly to your School Counselor.

The Arts department is dedicated to helping students grow personally, intellectually, socially, and visually. Students are offered a variety of courses in visual arts, career arts, theater Darts, music and dance. These courses provide students with an array of creative opportunities and which help them develop a personal aesthetic. Most subjects are organized by a sequential study. The curriculum for all courses in the Arts department reflect the New Jersey Student Learning Standards.

Family and Consumer Science
The Family and Consumer Science department is dedicated to helping students learn practical, hands on skills in the areas of food preparation and caring for young children. Students will experience activities/lessons/discussions that are essential for developing a balanced life beyond high school. Foods and Child Development are organized by a sequential study. The curriculum for all courses in the Family & Consumer Science department reflect the New Jersey Core Curriculum Content Standards in NJSLS for Career Readiness, Life Literacies, and Key Skills.

Music
The Arts Department offers courses in vocal, instrumental, and general music. Each of these courses provides students with the opportunity to create, perform, listen to, and analyze music.

Chorus (650)

Chorus is designed to provide students with the opportunity to experience music, develop vocal techniques and understand the nature of singing four-part choral literature with an ensemble. In this course, students focus on reading music notation. Students are required to attend at least one group performance per semester. Chorus is designed to provide students with the opportunity to experience music, develop vocal techniques and understand the nature of singing four-part choral literature with an ensemble. In this course, students focus on reading music notation. Students are required to attend at least one group performance per semester.

Students may repeat this course for credit as the content will change each academic year. However, the course may be taken only twice, at that point students must enroll in Advanced Chorus if prerequisites are met or explore other elective options.

Advanced Chorus Honors (655)

Grade: 10, 11, 12
Year Credits: 5
Prerequisite: 85% or higher in Chorus 1 and/or Supervisor Approval
Graduation Requirement: Visual and Performing Arts

Chorus Honors is designed to allow students to demonstrate and understand the elements and principles that govern the creation of works of art in music. All students will understand the role, development, and influence of music throughout history and across cultures. In this course students will synthesize those skills, media, methods, and technologies appropriate to creating, performing, and/or presenting works of art in music. All students will demonstrate and apply an understanding of arts philosophies, judgment, and analysis to works of art in music. Students may repeat this course for credit as the content will change each academic year .Students are required to attend at least one group performance per semester.

Freshman Concert Band (667)

Concert Band is an instrumental ensemble open to any student who is proficient on a traditional woodwind, brass, or percussion instruments. The concert band course is intended for high school students in grade 9 interested in participating in a large instrumental ensemble experience. In this course, students will learn proper performance techniques and exercises designed to improve overall musical reading and technical skills on their specific instrument while preparing them for the high school musical experience. Additionally, students will study the historic significance of selected musical compositions, develop a vocabulary for critique, as well as develop skills in basic music theory. Those that participate are also encouraged to take part in the smaller ensembles that are offered throughout the year, like marching band or jazz band. Students are required to participate in all performances during the calendar school year (Winter Concert, Spring Concert, Graduation, and Competition/Festival Performance).

Orchestra (Strings) (660)

The String Orchestra course is open to any student who is proficient on violin, viola, cello, or string bass. The course is intended for high school students grades 9 - 12 interested in participating in an intermediate to advanced orchestral setting. In this course, students will focus on individual and ensemble performance. Instruction will emphasize proper performance techniques including proper hand and instrument positions, and bowing styles. The music selected will be used to assist students to cultivate their individual performance and music reading skills, as well as improve technically on their instrument. The historical importance of selected compositions will also be studied. The orchestra performs at least twice each year in concerts at the school.

In this course students will learn proper performance techniques and exercises designed to improve overall musical reading and technical skills on their specific instrument. Concentration will be on developing proper hand positioning and bowing styles. Additionally students will study the historic significance of selected musical compositions, develop a vocabulary for critique, as well as develop skills in basic music theory. Students are required to participate in all performances during the calendar school year (Winter Concert, Spring Concert, Competition/Festival Performance, Spring Musical). Although not required, private lessons are encouraged to develop growth and advancement.

Music Appreciation (665)

Grade: 9, 10, 11, 12
Semester Credits: 2.5
Prerequisite: None
Graduation Requirement: Visual and Performing Arts

Offered in School Years: 2023/24 & 2025/26
Not offered in School Years: 2024/25 & 2026/27

Music Appreciation is designed to explore the history and development of Western Music from the Middle Ages through to Modern times. In this course, students will focus on the distinguishing components of each of the major time periods in music history (Baroque, Classical, Romantic, and Modern). Topics of lecture will include: composer biographical information, opera, oratorio, musical theater, sonata form, concerti, art song, and the symphony. Additionally outside topics will include World Music, the development of American Jazz, and the rise of Popular Music. Students will also be encouraged to attend a performance of live music.

Music Theory (664)
Offered in School Years: 2023/24 & 2025/26
Not offered in School Years: 2024/25 & 2026/27
The Music Theory course is designed to develop skills in the elements and principles of music. Basic note reading skills is strongly recommended. Students will learn basic musical notation concepts: clefs, note placement on the staff, major/minor keys, major/minor scale construction, dynamics; basic music construction: major/minor chord construction, melodic writing, harmonic writing (Dominant, Sub-Dominant, Dominant); and ear training skills: dictation (melodic and rhythmic) and harmonic (intervals). This course prepares students interested in placement for the AP Music Theory Course.

AP Music Theory (636)

Grade: 10, 11, 12
Year Credits: 5
Prerequisite: 90% or higher in Music Theory and/or Supervisor Approval
Graduation Requirement: Visual and Performing Arts

Offered in School Years: 2024/25 & 2026/27
Not offered in School Years: 2023/24 & 2025/26

AP Music Theory corresponds to two semesters of a typical introductory college music theory course that covers topics such as musicianship, theory, musical materials, and procedures. Musicianship skills including dictation and other listening skills, sight-singing, and keyboard harmony are considered an important part of the course. Through the course, students develop the ability to recognize, understand, and describe basic materials and processes of music that are heard or presented in a score. Development of aural skills is a primary objective. Performance is also part of the learning process. Students understand basic concepts and terminology by listening to and performing a wide variety of music. Notational skills, speed, and fluency with basic materials are emphasized.

Keyboarding/Piano (677)

Keyboarding/Piano is designed for students having little or no experience with the piano keyboard. Students in this course will learn to play simple pieces of music, reading standard music notation and using proper piano technique. Also throughout the course major historical piano compositions and internationally renowned pianists will also be explored. Student progress will be evaluated by individual in-class piano performances, class participation and written assessment.

Guitar (676)

This introductory Guitar course is designed for the beginner guitar student with little or no experience. Students will learn the basics of how to play the guitar. The course is designed to cover how chords are structured along with tuning, strumming, finger picking patterns, note-reading as well as an intro to basic scales.

Foundations of Music Production (678)

Foundations of Music Production is designed for students who possess a desire to compose, create and record original musical compositions. The course will provide students with an opportunity to use industry standard Digital Audio Workstations to create music in a variety of styles and genres. Course topics will include musical composition, basic studio recording techniques, rudiments of music theory and self-publication strategies. Students will adopt a top-down perspective in exploring the effects technology has had in shaping the music industry and apply these understandings in their own productions. Students will also learn techniques for building and managing an online musical portfolio of completed compositions.

Intermediate Music Production (680)

Intermediate Music Production is designed to expand upon the skills, concepts and technologies introduced in Foundations of Music Production. The key production tools used in the composition, arrangement and publication of modern music will be explored in greater detail as students undertake a multitude of projects which elaborate on foundational competencies. Within the digital audio workstation environment, a greater emphasis will be placed on the mastering stage of music production by utilizing associated industry tools to prepare songs for a professional standard of publication. Additionally, students will also be introduced to the tools and techniques uniquely associated with a live music engineering setting.

Film/Theatre
The Arts Department's course of study of theatre provides students with content knowledge of theatre as an art form, with a focus on performance and production. History of all art forms can be studied in The Arts Through Time. Cinema Studies looks at the Art of Film.

Visual
The visual arts curriculum provides students with excellent content knowledge in both two- and three-dimensional design. Through discipline-based art education, students not only master the skills and techniques of a variety of media but also learn the elements and principles of art in a historic/cultural perspective and develop the ability to critique and appreciate visual art.

AP Art History (638)

Grade: 11, 12
Credits: 5
Prerequisite: Must have 80% or above in previous years history class

Graduation Requirement: Visual and Performing Arts
Offered in School Years: 2024/25 & 2026/27
Not offered in School Years: 2023/24 & 2025/26
AP Art History The Advanced Placement Seminar in Art History is a year-long, college-level course exploring western and non-western art from prehistoric to contemporary times. It emphasizes the analysis of 250 required works and 410 images, placing them in historical contexts. Students compare art across cultures and historical periods, considering economic and sociopolitical influences. The course focuses on developing strong written critical analysis skills, connecting artworks to their historical settings and demonstrating understanding of geopolitical and ideological changes. Weekly activities include close-reading, text analysis, and written comparisons. Designed for self-motivated students preparing for the AP exam, the course fosters exceptional analytical and written skills, along with a comprehensive understanding of art history.

AP Studio Art 2-D Design (640)

Grade: 11, 12
Year Credits: 5.0
Prerequisite: A final grade of 85% or higher in Fine Art Honors or Media Arts Honors, a portfolio review and/or Supervisor Approval

AP Studio Art 2-D Design is designed for the highly motivated art student who is interested in taking the AP 2-D Exam and may continue with art after high school. Through research, practice, experimentation, documentation, critique and revision, students will produce a portfolio of original works, and maintain a website as evidence of their evolution. The pieces created in this course will continually work to answer a single student-posed inquiry, and may utilize various techniques, materials and subject matter. Students must be prepared to spend additional time outside of class to meet deadlines and submit to the AP 2D Art & Design Exam in the spring.

AP Studio Art 3-D Design (642)

Grade: 10, 11, 12
Year Credits: 5
Prerequisite: 85% or higher in Ceramic Honors or 3D Design Honors and/or portfolio review and Supervisor Approval
Graduation Requirement: Visual and Performing Arts

AP Studio Art 3-D Design is designed for the highly motivated art student who is interested in taking the AP 3-D Exam and may continue with art after high school. Through research, practice, experimentation, documentation, critique and revision, students will produce a portfolio of original works, and maintain a website as evidence of their evolution. The pieces created in this course will continually work to answer a single student-posed inquiry, and may utilize various techniques, materials and subject matter. Students must be prepared to spend additional time outside of class to meet deadlines and submit to the AP 3D Art & Design Exam in the spring.

Intermediate Graphic Arts (812)

Intermediate Graphic Arts is designed to develop and build upon the skills, theories, practices, and knowledge learned in oundations of Graphic Arts or Computer Aided Graphic Design 1 . Students will begin working with clients on real-world design projects, learning how that interaction plays a role in the design process. Students will develop an understanding of translating someone else's ideas into a visual document while working in a studio environment. In this course, students will explore advanced layout designs, packaging, and production. Student projects are centered on client-designer relationships, pitching ideas, and mastery of industry-standard software, such as Adobe Photoshop.

Intermediate Photography (628)

Grade: 9, 10, 11, 12
Semester Credits: 2.5
Prerequisite: 80% or higher in Foundations of Photography and/or portfolio review and Supervisor Approval
Graduation Requirement: Visual and Performing Arts

Intermediate Photography is designed to help students continue to explore the Elements of Art and Principles of Design using previously learned skills, techniques, and cultures as a springboard for the creation of original works, which will ultimately create a portfolio of original student work. Photography 2 is a second-level course in a four-level sequence. In this course, students continue to explore the works and styles of artists past and present, practice and develop several techniques and skills in art making. Students will also produce and exhibit an original body of work, and the write and speak about art in a way that reflects the ability to analyze and interpret works done by themselves, their peers, and professional artists. Students will work independently, with peers, in the studio and on their own using both digital cameras and computer editing software.

Media Arts Honors (624)

Media Arts Honors is geared toward students who have an interest in creating original works of art in digital mediums of their choice (photography, vector-based illustration, digital painting). Students will expand on digital artmaking skills and become proficient in software programs including Photoshop and Illustrator. Students will have the freedom to interpret a variety of prompts through subject matter of their choice, while experimenting and building personal style. Students will have the opportunity to build diverse portfolios with both fine art and commercial art pieces. Students will deepen their studio practices through independent exploration as well as peer collaboration and critique, building skills that will prepare them for the AP Studio Art 2-D course.

Foundations of Drawing (601)

Grade: 9, 10, 11, 12
Year Credits: 2.5
Prerequisite: None
Graduation Requirement: Visual and Performing Arts

Foundations of Drawing is designed for students with little to no traditional drawing experience, who are interested in developing basic drawing skills to communicate their ideas visually. Students gain foundational drawing skills used to create form, figures, perspective and depth; and begin to build an art vocabulary with which to describe and understand artwork. Students work both from observation and photographs, and will become familiar with multiple drawing media including graphite pencil, charcoal, and colored pencil to create original and expressive works.

Intermediate Drawing (602)

Grade: 9, 10, 11, 12
Year Credits: 2.5
Prerequisite: 80% or higher in Foundations of Drawing, Fine Arts 1 and/or portfolio review and Supervisor Approval
Graduation Requirement: Visual and Performing Arts

Intermediate Drawing gives students the opportunity to build on previously learned techniques in the creation of original and expressive artwork. Students will continue to develop drawing skills and learn new techniques while building a portfolio that communicates original ideas. Students will expand their art vocabulary as they respond to and evaluate artwork in class critiques, as well as share insights. Students will experiment with materials and styles inspired by a variety of contemporary and historical art.

Foundations of Painting (603)

Grade: 9, 10, 11, 12
Year Credits: 2.5
Prerequisite: None
Graduation Requirement: Visual and Performing Arts

Foundations of Painting is designed for students with little to no traditional painting experience, who are interested in developing basic painting skills. Students will explore simple drawing principles including sketching and composition as well as gain an introduction to brush handling, technique, application, color theory and color mixing. Students will focus on basic painting techniques through the use of watercolor and acrylic paint. Subject matter will include landscapes, still-life set-ups, and working from original photographs.

Intermediate Painting (604)

Grade: 9, 10, 11, 12
Year Credits: 2.5
Prerequisite: 80% or higher in Foundations of Painting, Fine Arts 1 and/or portfolio review and Supervisor Approval
Graduation Requirement: Visual and Performing Arts

Intermediate Painting is designed for students who wish to expand on their basic painting abilities. Students will continue building their knowledge learned in Foundations of Painting, and expand their experience with watercolor and/or oil paint. Subject matter may include, but is not limited to landscape, still life, portraiture and working from original photographs.

Fine Arts Honors (622)

Fine Arts Honors is the third in a four-level sequence, and is essential for students who plan on taking AP 2D Design. In this course students will expand their understanding of the Elements of Art and Principles of Design by building upon learned skills and techniques, and developing their artistic voice. Students will work in several mediums including graphite, charcoal, pastel, watercolor, acrylic paint, colored pencil, etc. to create a portfolio of original works. Students must be prepared to spend additional time outside of class to meet deadlines.

Ceramics Honors (623)

Grade: 10, 11, 12
Year Credits: 5
Prerequisite: 85% or higher in Foundations of Drawing and Foundations of Ceramics and Intermediate Ceramics or portfolio review and Supervisor Approval
Graduation Requirement: Visual and Performing Arts

Ceramics Honors is designed to build upon the skills learned in Ceramics 1 and 2 while focusing and pushing boundaries on the elements of arts and principles of design for 3-Dimensional art forms. In this course, students will apply their skills to demonstrate their understanding of unity/variety, repetition, proportion/scale, balance, emphasis, and contrast. The goal of this course is to prepare students "Breadth Section" for the AP Studio Art 3-D portfolio. Students develop refined large- scale wheel throwing skills, complex layering glaze formulation and design techniques that result in unique 3-D forms that demonstrate advanced quality, individual artistic style, and craftsmanship.

Foundations of Crafts (612)

Grade: 9, 10, 11, 12
Semester Credits: 2.5
Prerequisite: None
Graduation Requirement: Visual and Performing Arts

Foundations of Crafts is a foundational course for students with little or no formal training in the arts. Students respond to and evaluate artwork in class, experiment with materials and styles inspired by a variety of contemporary and historical art, and build on ideas found in new and traditional crafts in order to create original works. Foundations of Crafts now has a Peer Outreach component that affords regular education students the opportunity to collaborate with students with disabilities. The goals of this course include growing leadership, self-advocacy, disability awareness, tolerance, kindness and communication skills. There will be multiple opportunities to build social emotional wellness. A limited number of students will have the opportunity to work with Arts teachers in a supportive role with a variety of hands on projects With prior special education departmental approval; this course will extend the successful peer outreach initiative, and students will learn skills to prepare them for future intern positions.

Intermediate Crafts (613)

Grade: 9, 10, 11, 12
Year Credits: 2.5
Prerequisite: 80% or higher in Foundations of Crafts, and/or portfolio review and Supervisor Approval
Graduation Requirement: Visual and Performing Arts

Intermediate Crafts will allow students to deepen their understanding and appreciation for a variety of craft applications from around the world. In this course, students will independently explore various cultures, materials, and techniques through the creation of unique handmade crafts. Students will expand on their understanding of the elements of art and principles of design to complete a variety of projects. Intermediate Crafts is a meticulous and detail-oriented class, good for students who like to work with their hands and learn new techniques.

Foundations of Jewelry (614)

Foundations of Jewelry is designed to provide students with the opportunity to explore and create 3-dimensional wearable art using different mediums. Throughout this course, students will develop an understanding and successfully apply the elements of art and the principles of design. In this course, students will focus on the technical skills necessary to design and create personal artistic adornment. Emphasis will be on the social and historical context in which jewelry has been made; it's significance in today's society; the original, creative and appropriate use of materials; and craftsmanship and developing design skills used in the creative process. Critiques will also be covered in class. Jewelry is a detail-oriented class, good for students who like to work with their hands and exploring different mediums such as sheet metal, wire, clay, paper, and more.

Intermediate Jewelry (615)

Intermediate Jewelry is designed to provide students with the opportunity to expand upon their understanding of 3-dimensional wearable art using different mediums. Throughout this course, students build upon their knowledge and apply the elements of art and the principles of design. In this course, students will focus on the technical skills necessary to design and create personal artistic adornment. Intermediate Jewelry is a detail-oriented class, good for students who like to work with their hands and exploring different mediums such as sheet metal, wire, clay, paper, and more.

Intermediate Sculpture (617)

Grade: 9, 10, 11, 12
Year Credits: 2.5
Prerequisite: 80% or higher in Foundations of Sculpture, Sculpture 3-D Design and/or portfolio review and Supervisor Approval
Graduation Requirement: Visual and Performing Arts

Intermediate Sculpture will allow students to deepen their understanding and appreciation of three-dimensional fine art. Students will develop skills in crafting sculpture charged with aesthetic understanding as well as expression of their emotional intellect. Students will refine visual and verbal vocabulary as they problem solve through critical thought and understanding. Sculpture II will allow the students to utilize this vocabulary in analyzing and thoughtfully responding to three-dimensional works of art. Students will explore various sculptural media and techniques as they incorporate the foundational design theories they learned in Sculpture I. Students will advance from Sculpture II with not only a polished and comprehensive portfolio, but the confidence to continue their three-dimensional studio practices - incorporating them into their everyday lives.

3D Design Honors (625)

3D Design Honors is designed to build upon the skills learned in Sculpture, Crafts, or Jewelry while focusing and pushing boundaries on the elements of arts and principles of design for 3-Dimensional art forms. In this course, students will apply their skills to demonstrate their understanding of the use and application of materials in three-dimensional forms by exploring a wide variety of materials. Students will develop a portfolio of original work by refining skills and design techniques that result in unique 3-D forms and demonstrate advanced quality, individual artistic style, and craftsmanship.

Peer Outreach (278)
Grade: 11, 12
Year Credits: 5
Prerequisite: Approval of the Director of Special Services

Peer Outreach affords regular education students the opportunity to work with students with disabilities. The goals of this course include leadership, self advocacy, self-management, disability awareness, tolerance and diversity, communication and intrapersonal and interpersonal skills. This full year course will be split into two semesters with the first focusing on disability awareness and the second on inclusion within the arts. A limited number of students will have the opportunity to work with special education teachers in a support role, with prior special education departmental approval, as part of the student internship program.

The Arts Department offers sequential study in the following career arts; Wood Arts, Culinary Arts, and Multimedia Production. In these courses students will engage in the process of career exploration and preparation.

The English department is dedicated to helping students learn to read critically, write analytically, speak effectively, and view diverse texts thoughtfully. The department places a priority on not only reading but also interpreting and synthesizing a variety of complex texts simultaneously. This emphasis will improve students' abilities as they gather information, use evidence to support their claims, and learn how to evaluate multiple online and print sources when writing research papers. Students will read poetry, fiction and nonfiction; study grammar; learn vocabulary through close reading; and complete both expository and creative writing assignments . The curriculum for all courses in the English department reflects the New Jersey Student Learning Standards for English.

The Business Arts department is dedicated to creating students who demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to engage in a professional business career. The department offers a wide range of courses in the areas of business technology, accounting, leadership, entrepreneurship and sports management. All courses offered in the Business Arts department reflect the New Jersey Student Learning Standards.

Intermediate Applications of Computer Science (759)

Grade: 10, 11, 12
Semester Credits: 2.5
Prerequisite: Geometry H 70-100 Geometry A 75-100 Geometry CP 90-100 OR Algebra 2H 70-100 Algebra 2A 75-100 Algebra 2CP 90-100
Graduation Requirement: NJSLS for Career Readiness, Life Literacies, and Key Skills
Intermediate Applications of Computer Science is designed for students who would like to learn fundamental computer science concepts and skills at an accelerated pace. This course focuses on concepts such as variables, expressions, algorithms and program design while students learn the Java programming language. Students are expected to be highly motivated and interested in possibly pursuing Computer Science for college or career.

Cybersecurity (756)

Grade: 9, 10, 11, 12
Year Credits: 5
Prerequisite: Geometry H 70-100 Geometry A 75-100 Geometry CP 90-100 OR Algebra 2H 70-100 Algebra 2A 75-100 Algebra 2CP 90-100. 8th grade must be recommended to Geometry H or A or Algebra 2H or Algebra 2A
Graduation Requirement: NJSLS for Career Readiness, Life Literacies, and Key Skills

Cybersecurity is designed for motivated students considering Cybersecurity for college or career. Students will learn how to identify and protect against security threats. Fundamental concepts and skills including the basics of cryptography, software security, networkingfundamentals, and basic system administration will be introduced. It is recommended to have taken an earlier computer science course before taking Cybersecurity.

Economics (755)

Economics is designed to provide students with a foundation of basic economic concepts for them to understand economic ideas and principles both for every day life and for examining major economic systems in the world. Students are introduced to concepts of supply and demand, prices and competition, and money and banking. Students will apply knowledge to their own lives, including employment issues and the market economy. NCAA

Entrepreneurship (723)

Entrepreneurship will introduce students to the basic principles of business, including entrepreneurship and business ethics.

In this course students will focus on the major steps involved in starting a new business, including the marketing, financing, budgeting, managing, and legal aspects. Students will develop a business plan and learn what it takes to carry out the entrepreneurial process, while investigating real-life examples. Entrepreneurship is designed for students who have an interest in developing the skills, aptitudes, and knowledge necessary to be successful entrepreneurs.

Hospitality Financial Management (734)

Intro to Mobile App Development (753)

Intro to Mobile App Development provides students with no programming background with an introduction to mobile application development. Students will use App Inventor, a visual, drag-and-drop tool for building mobile apps on the Android platform. In the process, students will learn fundamental programming concepts and skills.

Sports & Entertainment Management (724)

The Mathematics department is dedicated to helping students learn to succeed in mathematical studies and analytic thinking. Students will learn how to solve academic and real-world problems and understand the relevance of mathematics to their every day lives. The offerings in this department are designed to make our students life-long learners of mathematics. All courses are organized by a sequential study beginning with Algebra 1. All courses offered in the Mathematics department reflect the New Jersey Student Learning Standards for Mathematics.

Algebra 1 A, CP (311, 313)

Algebra 2 H, A, CP (320, 321, 323)

Grade: 9, l0, 11, 12
Year Credits: 5
Prerequisite: Algebra 1 and Geometry, Grade Requirement
Graduation Requirement: Mathematics

Algebra 2 is a study of math topics beyond basic algebra and geometry. Topics include linear and quadratic equations, exponents, polynomials and their operations, factoring, rational expressions and equations, radicals and their operations, fractional exponents and their operations, rational/irrational/imaginary numbers, graphing and writing equations, solving quadratic equations, solving systems of equations, functions which includes graphing, evaluating and their operations, conic sections which includes graphing and writing their equations, logarithms and exponential functions, basic trigonometry. NCAA

Pre-Calculus with Trig H, A, CP (357, 358, 362)

Grade: 11, 12
Year Credits: 5
Prerequisite: Algebra 2, Grade Requirement
Graduation Requirement: Mathematics

Pre-Calculus with Trig is designed for junior and senior students. In this course students will combine algebraic and geometric concepts needed to prepare students for the study of calculus. This course will strengthen student's conceptual understanding and mathematical reasoning. All pre-calculus courses will delve into: functions and their graphs, polynomial and rational functions, exponential and logarithmic functions, sequence and series, conic sections, analytic trigonometry, and applications of trigonometry. Student's studying pre-calculus will have regular opportunities to use a graphing calculator to explore higher-level concepts. NCAA

AP Calculus: AB, BC (360, 370)

AP Calculus AB and AP Calculus BC are designed for junior and senior students. Enrollment in AP calculus is predicated on student's prior knowledge in pre-calculus with trigonometry. The AP Calculus Development Committee recommends that calculus should be taught as a college-level course. Both courses are intended to be challenging and demanding. Students in this course will have regular opportunities to use a graphing calculator to explore higher-level concepts.

In this course the philosophy of Calculus AB and Calculus BC are primarily concerned with developing the student's' understanding of the concepts of calculus and providing experience with its methods and applications. The courses emphasize a multi-representational approach to calculus, with concepts, results, and problems being expressed graphically, numerically, analytically, and verbally. Emphasis is placed on limits, continuity, derivatives and integrals of functions of one variable. Calculus BC is an extension of Calculus AB rather than an enhancement; common topics require a similar depth of understanding. NCAA

AP Computer Science Principles (383)

AP Computer Science Principles is an interesting mix of programming in JavaScript and Information Technology. Unlike AP Computer Science A that focuses on programming using algorithms and design, this course focuses on computer science as a whole. The course promotes exploration and creativity through Data Analysis, Cyber Security, App Design and the Internet of Things. The College Board designed AP Computer Science Principles with the goal of creating diverse leaders in computer science fields and attracting and engaging those who are traditionally underrepresented with essential computing tools and multidisciplinary opportunities. NCAA

AP Computer Science A (382)

Grade: 10, 11, 12
Credits: 5
Prerequisite: Algebra 2H with a 75 or above or Algebra 2A with an 85 or above and Intermediate Applications of Computer Science or AP Computer Science Principles
Graduation Requirement: Elective

AP Computer Science A is a fast-paced advanced level course that focuses on the study of the fundamental principles associated with object-oriented programming using the Java language. In this course students will focus on topics including Objects, Boolean expressions, methods, looping, sorting and recursion. The objective of this course is to prepare students for the A version of the Advanced Placement (AP) Computer Science examination. NCAA

The Physical Education department is dedicated to helping students learn about the connection between a strong mind and body. Students will learn that physical activity, core strength and overall fitness should remain priorities well beyond their high school requirements. This program has been designed to meet students' needs while they develop more confidence in their physical ability which will help their future growth and effective decision making not only in the areas of wellness and fitness, but also in their activities outside the academic classroom.

The health curriculum provides students diverse opportunities to explore health-related issues which include nutrition, mental health, human sexuality,drugs and medicines and driver's education. The goal of these courses is to enable students to make informed decisions concerning their own health and that of their family, friends and other community members. Students will learn to achieve a more balanced life incorporating their academic, social, athletic and artistic talent alongside their developing emotional intelligence.

Physical Education 09 (0121, 012)

Grade 9 Physical Education is designed as a comprehensive program covering Core Physical Education curriculum where students are provided physical education experiences which meet their needs and serve as a basis for future growth and effective decision-making in the area of wellness and fitness.

Students will focus on:
Wellness Education - Fitness, Nutrition, Physiology, and Kinesiology
Recreation Education - Jump Rope, Badminton, Pickleball, Adventure Education I, and Elementary School Games
Sport Education - Basketball, Football, Softball, Ultimate Frisbee, Team Handball, Soccer, and Floor Hockey

The School Counseling (formerly Guidance) department is dedicated to the premise that all students are individuals with distinct abilities, interests, and needs. While students may be exposed to similar learning experiences, their perceptions, stages of development, and responses vary. They must learn to understand and appreciate their individual talents to develop goals commensurate with their abilities and interests; and to take maximum advantage of the opportunities in the classroom and community to reach these goals. The role of the School Counselor is to guide students in achieving their potential by providing academic, career, and social and emotional counseling. Students will earn five (5) credits by completing the four School Counseling course requirements in NJSLS for Career Readiness, Life Literacies, and Key Skills.

The Science Department is committed to the school vision of developing critical and creative thinkers who collaborate and communicate effectively to solve academic and real world problems. We offer traditional classes in biology, chemistry and physics, for students of a wide-range of interests in science.

Science courses at WHRHS are aligned to New Jersey Student Learning Standards which allow for teachers to develop a curricular framework that is not only rich in content but also in the practice of inquiry-based science. To this end, teachers are involved in creating a dynamic curriculum via a team based approach rather than an individual approach. This team based approach allows for a broader thought process and the sharing of ideas and materials that expand to all students.

The Social Studies department is committed to helping students become critical and creative thinkers who collaborate and communicate. Students will learn to become civic-minded citizens as they study history and social science with a focus on the past and present. The Social Studies department will promote the development of positive attitudes towards communication and critical thinking skills. The curriculum for all courses in the department reflect the New Jersey Student Learning Standards.

As part of WHRHS's commitment to pathways to educational success for all learners, The Empower Program provides students with additional support to reach WHRHS graduation requirements and be prepared for post-secondary readiness. Watchung Hills Regional High School utilizes a multi-tiered system of support model to identify students experiencing significant barriers to academic success and in need of the academic remediation and interventions delivered through this program.

Through the Empower program, students may be enrolled in one or multiple courses for either credit recovery opportunities or to access academic support if in danger of failing a core content course (needed for graduation) after other prior school interventions have been unsuccessful. WHRHS certified and experienced teaching staff deliver academic instruction and study skill strategies in a supportive and flexible classroom environment. WHRHS Student Assistance Counselors routinely present and engage with students to provide additional education, life skills and social, emotional learning opportunities, and support.

The Empower program combines one on one teaching and an online curricula software to individualize the instruction and provide opportunity to address learning loss. The program is self-paced and awards credit recovery based upon demonstrated competency of the WHRHS curriculum. With the support of WHRHS staff, students develop critical academic skills in time management, organization, and notetaking in concert with their credit recovery work. All students enrolled in the Empower program for credit recovery are graded on a pass/fail basis. For students who have fallen behind on credits, this program provides an opportunity to remediate and get back on track to earn a WHRHS diploma.

Students identified for support through the Empower Program are varied but may include students that have lost credit, have a history of chronic absenteeism, or are experiencing other barriers to academic success. Both general education and special education students are able to access and utilize the Empower program for support if appropriate.

In addition to the academic school year, the Empower program may also be available in the summer for in-person credit recovery opportunities.
Courses:

Empower English (112): Credit recovery for WHRHS English 1, 2, 3, or 4 CP

Empower Social Studies (212): Credit recovery for WHRHS World History, US History 1 or US History 2 CP

Empower Math (312): Credit recovery for WHRHS Algebra 1, Geometry or Algebra 2 CP

Empower Science (412): Credit recovery for WHRHS Biology, Chemistry or Physics CP

Empower (712): Opportunity for credit recovery for other core content graduation requirements including physical education courses, health courses, and/or academic support opportunities

Program Features:

Blended learning utilizing direct instruction and individualized online curriculum aligned with WHRHS and New Jersey Student Learning Standards to meet WHRHS and NJDOE graduation requirements.

Positive behavioral support, instruction on executive functioning skills, and social emotional learning strategies provided in the classroom from certified teaching staff.

Presentations and programs provided by Student Assistance Counselors on topics including SMART goal planning, lessons on stress response and resilience, and emotional regulation.

Additional counseling and support available for students through our school based mental health clinicians.

Opportunity for students to get back on track towards earning a WHRHS diploma and be prepared for college or other post-secondary goals.

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Program of Studies 2024-2025 - Watchung Hills Regional High School

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Program of Studies 2024-2025 - Watchung Hills Regional High School

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Google Forms - create and analyze surveys, for free.

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Our Mission

We collaborate with educators to align/integrate culturally sustaining MTSS and school counseling programs to meet the needs of ALL students.

We uphold our mission through our research, writing, presentations, trainings, and consultation. We focus on alignment of systems for the following reasons:

This book provides an overview of the what and the why behind the alignment of school counseling programs and MTSS. Written by school counselor educators and school counselors, it provides ample examples of alignment across universal, tier 2/3 evidence based practices, data, and collaboration strategies.

State School Counseling Coordinator

District School Counseling Leader & School Counseling Adjunct Professor

Check out the recent edition of ASCA Magazine featuring three of our articles on MTSS and Dr. Emily Goodman-Scott!

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School counselors for MTSS is committed to educating and training school counselors in multi-tiered systems of support (MTSS)

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Even when prevention practices are in place, a small percentage of students will need additional supports and interventions to thrive in the learning environment. Intensive intervention planning is a data driven decision-making process that results in the implementation of intensive and individualized interventions developed based on the results of a comprehensive assessment. Intensive tertiary tier interventions may be developed to address all domains including academics, conduct and behavior, social and emotional wellness, and mental health. Often individualized intensive interventions will include strategies to address multiple domains of student life.

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CharacterStrong provides research-based Pre-K through 12th grade social & emotional learning curricula and professional learning services that positively impact lives.

Research-Based Social Emotional Learning and Character Education

Our curricula and professional learning are grounded in research and focused on fostering the Whole Child with vertically-aligned lessons that teach SEL and character, side-by-side.

Character Development

SEL Competencies

Self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

Character education involves developing thoughtful, healthy, and kind human beings. Our character is informed by our personal values and choices.

The tools to give students
what they need.

"CharacterStrong is an impactful program that has made a huge impact in our school, and in my classroom. I have always felt like I had a focus on relationships with my students, but this program takes it to another level."

"I believe it is no longer enough just to teach educational content. We need to start educating the whole child and shape more compassionate human beings. To date, CharacterStrong trainings and curricula are the best way of going about this."

"I am a Mental Health Therapist and have worked in schools for over 40 years. I have seen the desperation, decline, and hopelessness upfront and personal. This has given me the hope that we can help change things."

Georgina H.
Director of School Supports

Ashley G.
Math Teacher

Dyan W.
Educator & Coach

in all

and

Over

And Over

3.2M

students served

100,000

educators Trained

21

countries

50

states

Our Curricula

Each curriculum that CharacterStrong offers is designed by educators, for educators. Relevant, engaging, and easy-to-use.

Research-Based

Plug & play lessons

Comprehensive slide decks

Implementation support

English & Spanish translations

Minimal to no supplies needed

Our Professional Learning

All professional learning options focus on low-burden, high-impact strategies to infuse social & emotional learning into the classroom.

Focused on implementation success

Interactive & engaging

Role-specific trainings

On demand or live

It's more than a curriculum, it's a culture.

It's more than a curriculum,
it's a culture.