Dynamic Learning Program (DLP)

DYNAMIC LEARNING PROGRAM

The Dynamic Learning Program (DLP) is an alternative learning program designed to foster active and engaging learning.  The program places a strong emphasis on classroom discussions, individual conferencing, and small group activities, creating an environment that encourages collaboration, critical thinking, and personal growth.

DLP employs an active learning methodology that goes beyond the conventional lectures and textbooks.  Students are encouraged to be actively involved in the learning process, participating in hands-on activities and real world applications.  Open discussions are encouraged.  Students are active contributors to the learning experience.

Every student will engage in regular one-on-one conferences.  These one-on-one conferences allow for a deeper understanding of each student's learning style, interests, and challenges.

Collaborative learning is an integral part of DLP.  Small group activities, projects, and problem solving tasks foster teamwork, communication skills, and the ability to approach challenges from multiple perspectives.  Students learn not only from staff but also from their peers within the program.

The classrooms are designed to be flexible and adaptable.  Classrooms can be rearranged to suit different activities when needed, technology is integrated seamlessly to enhance the learning experience.

The Dynamic Learning Program embraces active learning, meaningful discussions, individualized support, and collaborative activities.  The program strives to cultivate not just knowledge, but the skills and mindset needed for success.

The student’s school day consists of a combination of DLP classes and courses within the larger community.  All course work is designed to fulfill graduation credits.  DLP not only addresses academic development but also emphasizes the importance of personal responsibility , mental well being, and the value of a positive mindset.  This approach ensures that students are not only academically prepared but also equipped with the life skills and resilience needed for a successful and fulfilling future.

Students, parents/guardians, guidance counselors and administration may participate in an interview process, and must sign a contract agreeing to comply with DLP expectations, to pursue enrollment in the program. To maintain a positive, respectful, and productive learning environment, students enrolled in the Dynamic Learning Program are expected to adhere to the guidelines outlined in the program handbook.  This policy ensures accountability and provides clear expectations for behavior, participation and academic effort.  Failure to comply with these expectations will result in progressive consequences, culminating in removal from the program if necessary.

Facilitating students in developing their full potential and in pursuing their post-high school aspirations are the primary objectives of the Dynamic Learning Program.

Faculty

Ms. Traci Wyse

CULTIVATING GROWTH MINDSET:UNLOCKING POTENTIAL AND EMBRACING CHALLENGES (810) 

Grades 9-10:  Level 2

(Semester) .75 credits

NOT OFFERED - 2025-2026

This course is  designed to equip students with essential life skills based on the principles of “The 7 Habits of Highly Effective Teens” by Sean Covey.  This transformative class is tailored to the unique experiences of high school students, providing practical tools and strategies to thrive academically and personally.

Topics studied include exploring the power of personal responsibility, developing a proactive mindset, navigating high school challenges, defining personal and academic goals, mastering time management skills, maximizing productivity, enhancing listening and communication skills for better understanding and fostering empathy and understanding in interpersonal relationships. 

The course will offer engaging multimedia content, real world case studies and stories relevant to teenagers, group discussions and collaborative projects to reinforce learning, and feedback and coaching for individual growth.

COMMUNICATION (816) 

Grades 9-10:  Level 2

(Semester) .75 credits

This course is designed to go beyond traditional curriculum to engage students in meaningful discussions about the pressing challenges faced by individuals and communities around the world.  This class is designed to foster awareness, empathy, and critical thinking skills by delving into “real talk” issues such as hunger, poverty, student rights, and human rights, etc.

This course aims to empower students with knowledge, skills and compassion needed to become informed and responsible global citizens who actively contribute to positive social change. 

Assessment in this class is not only based on traditional exams but also on students’ ability to critically analyze, articulate their thoughts and actively engage in discussions and community projects. Students are encouraged to reflect on their personal growth through the course and how it has influenced their views and actions in the real world.

ORGANIZATIONAL SKILLS (856)

Grades 9-12: Level 1

(Semester) .5 credits 

This course is designed to help develop the skills necessary for improved success in the classroom, particularly the core content classes.  Self-advocacy and frequent communication with teachers will be encouraged and reinforced.  Students are expected to bring assignments and/or study materials to class. The objective or organizational skills class is to help students stay organized, complete homework assignments, projects, study and become self advocates for their education.  Every class begins with students planning and organizing their materials, followed by consultation with the instructor, where work is prioritized.  Each class closes with students summarizing that day’s accomplishments and assessing that day’s performance. 

This is a pass/fail course where students are expected to be in class, equipped with those materials needed to accomplish their work. Students are expected to manage their time wisely, be respectful of the learning environment and complete their assignments in a timely manner.

PHYSICAL EDUCATION ACTIVITIES (913) 

Grades 9-12:  Level 2

(Semester) .5 credits

This course is designed to  provide students with the opportunity to participate in a variety of team-based and individual physical activities. The students assess their current levels of cardiovascular and muscle fitness by demonstrating competency in a number of specific skills and exercises. These assessments are used to set individual goals and reflect upon self-improvements.

CONTEMPORARY TEEN ISSUES​ ​(831)

Grades 11-12: Level 2

(Semester) .75 credits

This course is designed specifically for students enrolled in the Dynamic Learning Program. Its purpose is to assist students in coping effectively with life’s challenges, explore their aspirations and lifetime goals, and to address core issues impacting adolescents and society.

The course provides personal growth opportunities, as well as experiences within a group setting of engagement and collaboration. Global, national and community issues will be examined, as seen through the lens of adolescence.  Planning for one’s future after high school will also be a focal point, with students being given an opportunity to explore educational and career options via field trips and in cyberspace.

Individual research is emphasized, and students will be required to make both individual and group presentations regarding their findings. Of prime importance is assisting students in applying what they have learned to their own lives.

Upon completion of the course, students will be better equipped to understand causes and consequences of human behavior; better able to cope with their own needs and frustrations; develop a clearer concept of identity and self-worth; and strive to respect the dignity and worth of every individual.

LEADERSHIP SKILLS (818)

Grades 11-12:  Level 2

(Semester) .75 credits

This course is designed specifically for students enrolled in the Dynamic Learning Program.  Leadership skills are important for effective communication, making decisions about processes and maintaining skills that are essential to productivity and performance in the workplace and at school.  The ability to lead successful lives often depends on a person’s ability to strategize, listen to feedback and navigate social interactions with others.  Being able to develop creative solutions to solve problems is another trait that leads to success.  This course will help students find ways to implement strategies for effective problem solving, empathize with others, and ways to approach others with kindness and acceptance to foster positive relationships. 

Upon completion of this course, students will be able to consistently show leadership by showing confidence in the ability to admit mistakes and improve, act as a role model for others, and be aware of their own strengths and weaknesses.

NAVIGATING ADULTHOOD WITH CONFIDENCE (820)

Grades 11-12:  Level 2

(Semester) .75 credits

NOT OFFERED 2025-2026

Adulting is a class designed to prepare you for realistic decision making in a variety of content areas that confront young adults. The primary focus is to develop essential skills for living on your own, in a family, or with others. This class will introduce you to the concepts and practices to successfully manage your personal finances. You will learn to develop knowledge, skills, attitudes, and behaviors associated with living on your own. This class will utilize and will focus on hands-on activities, lectures, project-based learning, group discussion, videos, guest speakers, and the use of technology. Students will work independently as well as part of a small group to complete assignments. 

This course will cover topics such as automotive care, health care needs, employability, wellness and nutrition, managing money (i.e., banking, budgeting, taxes, credit cards, savings/stocks), social etiquette, etc.

LIFE IN BALANCE: SEL SKILLS FOR TEENS (835 )

Grades 9-10 Level 2

(Semester) .75 credits

The course is designed to equip students with the social and emotional learning (SEL) tools necessary to navigate adolescence with confidence, empathy, and resilience.  This course aligns with the CASEL 5 framework, focusing on the core competencies of Self Awareness, Self Management, Social Awareness, Relationship Skills, and Responsible Decision Making.  Through engaging activities, discussions, and projects, students will explore the dynamics of emotional intelligence, practice mindfulness, strengthen interpersonal skills, and develop strategies for managing challenges in health, balanced ways.

This course will prepare students to face academic, social, and personal challenges with resilience and integrity.  By integrating SEL skills into daily life, students will be empowered to build positive relationships, make thoughtful decisions, and maintain emotional balance, both in high school and beyond.

FOUNDATIONS OF LITERATURE AND WRITING (074)

Grades 9-10 Level 2

(Year Long) 1.5 credits

Grades 10-12

In this course, students will develop skills critical to understanding literature, writing, and the fundamentals of the English language. Students will be encouraged to develop a positive attitude toward enjoying literature, improving writing skills and expanding vocabulary.

Through the exploration of short stories, novels, graphic novels, poetry, and nonfiction texts both Western and Non-Western, students will develop an understanding of the narrative structure, literary and poetic devices, and the mechanics of written language.

Writing is integral in the process of learning, thinking and communicating, and students will be given ample opportunities to respond critically to a variety of literary works in order to strengthen their writing skills. Students will also be provided with opportunities to practice implementing literary devices through creative writing.

Through reading, writing, and class discussion, students will develop editing accuracy, increase spelling accuracy, improve reading comprehension, and expand vocabulary.

The overall goals of the course are for students to hone the ability to analyze literature and to learn to communicate effectively in the written form.

ELEMENTS OF NONFICTION (824)

Grades 9-12:  Level 2

(Year) 1.5 credits 

NOT OFFERED 2025-2026

Elements of Nonfiction focuses on prose based on facts and real-world events and people, including biography and history. Writing assignments include personal narrative, journal-keeping, letter-writing, essays, news writing, and biography. Primary texts for the class include selected memoirs, newspaper articles, professional writings, recounts of historical events, and a variety of biographies.

The course emphasizes the following skills: recognizing the differences as well as the similarities between nonfiction and fiction; improving writing skills; distinguishing between the various forms of nonfiction and the reasons for employing them; becoming familiar with and using various literary devices; developing strategies for generating topics; developing editing accuracy; increasing spelling accuracy; improving reading comprehension; and expanding vocabulary.

Vocabulary is derived from literature read for class; spelling comes from individual student writing.

ELEMENTS OF POETRY (828)

Grades 9-12:  Level 2

(Year) 1.5 credits

NOT OFFERED 2025-2026

Elements of Poetry focuses on poetry and poets.  The output of student writing, combined with poetry from assorted anthologies, will provide the primary text for the class.  The writing component of the course provides students with a variety of assignments ranging from the simple to the complex, enabling students to experience what it takes to be a poet by writing poems of their own.

The course emphasizes the following skills: recognizing the distinction between connotative and denotative meaning and between figurative and literal language; improving writing skills; becoming familiar with and using various literary devices; developing editing accuracy; increasing spelling accuracy; improving reading comprehension; and expanding vocabulary.  

ELEMENTS OF FICTION ​(827)

Grades 10-12: Level 2

(Year) 1.5 credits

NOT OFFERED 2025-2026

Elements of Fiction is an academic English course designed for multiple grade levels as a substitute for the traditional Grades 10, 11, and 12 English classes.  It employs high interest and engaging books, short stories and prose to teach students the art of reading and writing.  These pieces of fiction are taken from a variety of sources including books, anthologies, and student-writing. 

The course provides students with a variety of writing assignments ranging from the simple to the complex and expectations are high.  Students learn to identify the various components of a piece of fiction and then practice creating various components on their own.  The goal is for students to be able to read and analyze diverse examples of fiction, with the ultimate goal of writing a high-level of fiction on their own.

The course emphasizes the following skills: recognizing the differences, as well as the similarities, between fiction and nonfiction; improving writing skills; becoming familiar with and using various literary devices; developing strategies for generating topics; developing editing accuracy; increasing spelling accuracy; improving reading comprehension; and expanding vocabulary.

Vocabulary is derived from literature read within and for the class, with spelling and grammar comes from individual student writing.

INTEGRATED GEOMETRY (871)

Grades 9-12:  Level 2

(Year) 1.5 credits

Prerequisite: A grade of D- or higher in Integrated Algebra I or teacher recommendation.

This course is similar to the Integrated Geometry course offered by the Mathematics Department and fulfills the same requirements.

Topics studied include concepts in plane geometry such as angle relationships, circles, similarity and congruence correspondences, geometric constructions, and coordinate geometry as well as systems of linear equations and inequalities, power models, symbolic manipulation of polynomial and rational expressions, properties of space-figures including area and volume and the ability to work with and estimate radicals.  

Four dimensions of understanding are emphasized: carrying out various algorithms with increasing skill, developing and using mathematical properties and relationships, applying mathematics to realistic situations and representing or picturing mathematical concepts.  

Classroom activities will include teacher and student explanations and class discussions of concepts, techniques and homework problems.

THE FOLLOWING DLP COURSES MAY OR MAY NOT BE OFFERED, DEPENDING ON STUDENT INTEREST/NEED:

INTEGRATED ALGEBRA I (839)

Grades 9-12:  Level 2

(Year) 1.5 credits

All students should take this course which focuses on algebra for a variety of reasons.  Algebra builds competency in arithmetic, encompasses formulas, graphs and the translation to the language of math of everyday situations which abound in the workplace.  Algebra also enables students to recognize that arithmetic is not merely a collection of unrelated rules and procedures.

Students should expect homework every class period and are required to have a scientific calculator for classwork and homework.  Before the purchase of calculators and notebooks, the student is advised to consult with his/­her teacher.

Integrated Algebra I exposes students to statistics and geometry as the framework for the study of linear expres­sions, equations and inequalities.  The study of probability provides a context for fractions, functions and set ideas.  Content and methodology reflect real-life applications and current technology.  Geometric concepts are integrated through­out this course as a context for algebraic applications and as preparation for geometry.  Throughout these topics, reading, problem solving and the graphic representation of solutions are emphasized.

Four dimensions of understanding are emphasized: carrying out various algorithms with increasing skill, developing and using mathematical properties and relationships, applying mathematics to realistic situations and representing or picturing mathematical concepts. 

Classroom activities will include teacher and student explanations and class discussions of concepts, tech­niques and homework problems.

INTEGRATED ALGEBRA II AND TRIGONOMETRY (834)

Grades 9-12:  Level 2

(Year) 1.5 credits

Prerequisite:   A grade of D- or higher in Integrated Geometry.  

This course is similar to the Integrated Algebra II and Trigonometry course offered by the Mathematics Department and fulfills the same requirements.
Topics include work with trigonometric ratios and circles, multiple-variable models, algebraic relations and functions, formal reasoning and deduction as well as further work with linear, exponential, power, and periodic models.

Four dimensions of understanding are emphasized: carrying out various algorithms with increasing skill, developing and using mathematical properties and relationships, applying mathematics to realistic situations and representing or picturing mathematical concepts.
Classroom activities will include teacher and student explanations and class discussions of concepts, techniques and homework problems.

UNITED STATES HISTORY I: U.S. History from 1763 to 1900 (833)

Grades 10 -12: Level 2

(Year) 1.5 credits

Students will examine the historical and intellectual origins of the United States during the Revolutionary and Constitutional eras.  The important political and economic factors that contributed to the Revolution as well as the consequences of the Revolution, including the writing and key ideas of the U. S. Constitution, will provide the foundation for this course.  Other topics to be studied in U.S. History I will be America’s westward expansion, the establishment of political parties, and economic and social change in the new nation.  The course will culminate with study of the growth of sectional conflict in the emerging nation, the resultant Civil War and the consequences of the Civil War, including Reconstruction. The reading of primary source documents is a key feature of this course.  

Students will be asked to develop a variety of skills in an effort to meet the course objectives.   Specific concepts and skills include, but are not limited to: long and short- term cause and effect relationships, distinguishing fact from opinion, interpretation of historical maps, charts and graphs, distinguishing intended from unintended consequences, gathering and assessing evidence, historical context and the language skills necessary to become and independent learner.

Instructional strategies and materials include the use of discussions, readings, role-playing, lectures, cooperative learning, audio-visual programs, research and computer activities.

UNITED STATES HISTORY II:  U.S. History since 1900 (851)

Grade 11:  Level 2

(Year) 1.5 credits

This course employs the curriculum, common assessments, and expectations set forth by Dennis-Yarmouth’s Social Studies department for US History 2. It introduces students to major developments in US History from 1900 to the present.  Students analyze the causes and consequences of the Industrial Revolution, westward expansion and America’s growing role in diplomatic relations.  They study the goals and accomplishments of the Progressive movement and the New Deal, and learn about the various factors that led to America’s entry into World War I and World War II, as well as the impacts of both on American life.  Finally, students will study the causes and course of the Cold War, important economic and political changes during the Cold War, including the Civil Rights movement, and recent events and trends that have shaped modern-day America.

For US History since 1900, students will focus on the following concepts from the Massachusetts State Frameworks: historical understanding including chronology of events and cause and effect, geographic place and its impact on the human environment, basic economic concepts, rights and responsibilities of citizenship, and the role authority and power play in the evolution of US History over the past 135 + years.  Three concepts, power, interdependence and equality, are spiraled through each unit to provide continuity and understanding.

Students will be asked to develop a variety of skills, such as interpretation and construction of historical timelines, maps, charts and graphs; distinguishing historical  fact from opinion, and intended from unintended consequences. Further emphasis will be placed on the development of the student’s reading, writing, speaking and research skills.

Instructional strategies and materials include discussions, readings, lectures, role-playing activities, question and answer, cooperative learning, audio-visual programs and technology-based activities.

CELLULAR BIOLOGY, GENETICS AND EVOLUTION (836)

Grades 9-12: Level 2

(Year) 1.5 credits

This course is designed to provide ALP students with a basic understanding of the workings of cells, heredity and evolution, and prepare them for the High School Biology MCAS Exam, one of three MCAS exams that students must pass as one prerequisite for high school graduation in Massachusetts. 

Beginning with a look at cellular biology, students will learn the contents of the cell with particular emphasis on mitosis and growth, and then they learn about the cell’s role in sexual reproduction, meiosis and heredity.

The geologic time scale will be introduced with specific emphasis on the fossil record and will be used to explore topics in evolution including natural selection, adaptation, adaptive radiation and speciation.

Students are expected to recognize the patterns in inheritance that led to Mendel’s tenets of heredity and, also, those patterns within the fossil record that led to general evolutionary theory as well as Darwin’s theory of natural selection.  An appreciation for the challenges that these scientists and others faced when first introducing their paradigm-shattering theories to the scientific and political communities of their day will be stressed.

The basic concept of this course is that data and information can be utilized to make inferences about the workings of the natural world.  Students will develop the skills necessary for making a scientific inquiry, synthesizing information and communicating their information through a variety of means.

Methods of instruction consist of class discussions, field trips, laboratory studies, audio-visual presentations and guest speakers, as well as library and Internet research.