Additional Learning Options

Sabbatical Leaves

Procedures for withdrawal and re-enrollment for sabbatical leave are available in the Registrar’s Office.  Families planning a sabbatical leave should meet with their child’s school counselor and then the Registrar. Families returning from sabbatical leave should schedule an appointment with the Registrar and then their child’s school counselor.

Early Graduation

Considering the rich and varied course offerings, most students will find areas of interest and challenge in the curriculum for four years.  However, in keeping with our philosophy that permits students to progress as rapidly as they are able, students who complete graduation requirements are permitted to leave school prior to the normal period of four years in grades 9-12.  Times of termination are at the end of a semester.

It is important to note that most competitive colleges and universities do not view early graduation as a plus in the admissions review, unless the student has exhausted the high school curriculum (e.g. completed the lab science sequence through physics, math through calculus, language through Advanced Placement, etc.).  Most colleges and universities put more weight on the quality of a student’s academic program than on other factors in the admissions process. Unless there is a specific purpose for leaving high school early, with plans for constructive use of time, most students would gain more by remaining in school, taking courses that they had not previously fit into their programs, or studying in greater depth subjects in which they have a strong interest.

Students interested in early graduation must follow the process outlined below during the junior year to be considered for early graduation during the senior year:

1. Meet with parent/guardian and school counselor to review graduation status, college/career and future plans.

2. Independently investigate college/career interests and the implications of early graduation.

3. Write a letter to the Guidance Department Head. Describe your reasons for requesting early graduation. Explain how you will use the time between the completion of high school classes and the June graduation ceremony. Include evidence that arrangements for this time have already been made, or are well developed. Describe your future plans and the implications of early graduation. A parent/guardian must co-sign a letter.

4. Meet with the Guidance Department Head and a parent/guardian to discuss the plan.

If the plan is approved, you will need to meet with your counselor to adjust your course requests by June of your junior year.  You will also need to remember to discuss your plan for early graduation in your junior year college counseling meeting.  Students electing to graduate early may not participate in extracurricular activities after their last day of full-time enrollment in the high school.

College Classes

Seniors are able to take courses at local colleges to extend their learning beyond the high school offerings if those college courses do not conflict with high school courses or responsibilities and the student is in good academic standing at ARHS.  With the approval of the Counseling Department Head, the Assistant Principal and the approval of the college or university, students may be allowed to enroll in one or more courses prior to graduation from high school. Students and parents/guardians are responsible for transportation and all expenses associated with the college course.

Students should note that they cannot earn both high school and college credit for a single college course, unless they are dually enrolled (see below). Credits earned on the college level cannot be used to satisfy high school graduation requirements. Application forms for Amherst College, the University of Massachusetts and Hampshire College are available digitally with school counselors and must be completed at the time of course registration in the Spring. 

Dual Enrollment Program

Students have the opportunity to enroll part-time or full-time at local community colleges (GCC, HCC or STCC) and may use those credits to fulfill ARHS graduation requirements. Some of the requirements of dual enrollment include:

• Being capable of taking the initiative to create one's own educational program and to fulfill graduation requirements without regular supervision. It is important to note that professors at the community colleges are not allowed to communicate directly with parents and guardians after initial registration and therefore only communicate directly with the student.

• Being able to communicate with professors regularly and keeping up with assignments without regular reminders (students need to keep track of deadlines carefully).

• Having the interest and academic readiness to do work at the college level (including the successful completion of the required placement tests)

• It is recommended that students complete at least 9th and 10th grade, including the ARHS graduation requirements of eight English credits, eight science credits, eight math credits, US History and MCAS testing.  Each college will have its own additional requirements for application.

• Having the maturity to function independently in a college environment and maintain positive working relationships with adults.

• Students and families are financially responsible for all tuition and fees and will need to provide their own transportation.

Students interested in pursuing dual enrollment must meet with their parents/guardian and school counselor and submit an application, in the spring preceding the year in which they want to enroll.

Work Study

The Work Study Program is a cooperative effort between the high school and employers in the community, in which junior or senior students combine school work with part-time, paid employment and receive credits toward graduation.  With parent/guardian approval, a student may apply for Work Study, taking a minimum of four classes per semester and spending the remainder of the school day as an employee in business or industry.

Students interested in this option should contact their school counselor.  Students enrolled in Work Study are required to document at least 6 hours of work per week during school hours.  These work hours must start before the end of the school hours and before the plus block (3:00), Monday to Friday.  Students are required to submit time cards, signed by their supervisors, every 4 weeks. This course is offered Pass/Fail, and students can earn up to 2 credits per scheduled Work Study period per quarter.  If a student requests Work Study but does not have 7 hours of employment during school hours, s/he will be placed in an open elective course.

Alternative Learning Program (ALP)

The Alternative Learning Program (ALP) allows students to earn high school credits for experiences that supplement the standard high school curriculum and is designed to replace other electives in the student’s schedule.  In order to be approved for an ALP, students (most often juniors and seniors) must demonstrate readiness for independent work and develop a plan of study that is not available to them in the regular ARHS high school curriculum.  For example, students may choose to develop a course of study utilizing the knowledge and expertise of members of the community, take a course at one of the Five Colleges, complete a comprehensive community service project, complete an internship, or work with a faculty advisor or mentor to complete independent research or a project in an area of study to facilitate deeper learning than can be accomplished through the regular ARHS curriculum. Under the Alternative Learning Program, there are seven categories in which students can design an ALP for high school credit:

Unified PE ALP (10-12 grade students):

This ALPS experience is for self motivated, independent and kind learners looking to build on their current leadership and humanitarian skills. There is a huge emphasis placed on building these skills as well as exhibiting positive and appropriate leadership behavior at all times. You will aid the teacher in the creation and delivery of lessons designed to build trust, communication, decision making and reflection.  These activities will also aim to improve the physical skills of all students.  Class content will include cooperative games, individual and group fitness, sport skills and game play. 

ALPS students will be required to complete activity plans and implement/lead these lesson ideas, complete reflections and be expected to use their plus block period to continue this work in preparation for the week ahead. 

ALPS students must have attendance that is in good standing and agree to a firm commitment of this class experience. 

Unified Art ALP (11-12 grade students):

This ALPS experience is for self motivated, independent and kind learners looking to build on their current leadership and humanitarian skills. There is a huge emphasis placed on building these skills as well as exhibiting positive and appropriate leadership behavior at all times. You will aid the teacher in the creation and delivery of lessons designed to build trust, communication, decision making and reflection.  These activities will also aim to improve the creative and artistic skills of all students.  

ALPS students will be required to complete activity plans and implement/lead these lesson ideas, complete reflections and be expected to use their plus block period to continue this work in preparation for the week ahead. 

ALPS students must have attendance that is in good standing and agree to a firm commitment of this class experience. 

Unified Performing Arts ALP (11-12 grade students):

This ALPS experience is for self motivated, independent and kind learners looking to build on their current leadership and humanitarian skills. There is a huge emphasis placed on building these skills as well as exhibiting positive and appropriate leadership behavior at all times. You will aid the teacher in the creation and delivery of lessons designed to build trust, communication, decision making and reflection.  These activities will also aim to improve the creative and theatrical skills of all students.  

ALPS students will be required to complete activity plans and implement/lead these lesson ideas, complete reflections and be expected to use their plus block period to continue this work in preparation for the week ahead. 

ALPS students must have attendance that is in good standing and agree to a firm commitment of this class experience. 

To assist students in working out a viable ALP contract, the following procedures have been established:

1. Students may obtain a Google ALP form from their school counselor.

2. When designing an ALP and completing the ALP form, the student will need to attach a description on a Google Doc which communicates clearly how they will be productive during the time spent pursuing the ALP. 

3. The student must review their proposal with their supervising teacher or counselor for initial approval prior to completing the ALP form for administrative review. 

4. Students should have alternate courses in their schedules should an ALP not be approved.  Once the ALP is approved, the alternate course will be dropped from the student’s schedule.

5. Any changes or modifications in the ALP activity must be approved by the faculty member (typically a teacher and or counselor) supervising the ALP contracts.

6. Students enrolling in a college or other course of study outside of ARHS must receive prior approval through the ALP or college class application in order to receive ARHS credit for the course.

7. A student who wishes to design more than one ALP in a semester must have special permission from the guidance department head supervising ALP contracts. The administration reserves the right to limit the total number of ALP credits and the type of ALP credit earned toward an ARHS diploma. 

8. *Internships also require an internship contract and monthly time cards. Students should meet with their school counselor to obtain these and review the process.