Academic Planning for College & Career Readiness

Milford Public School Counseling Program

VISION

The vision of the Milford Public School Counseling Department is for all students to reach their highest potential academically, personally and socially through resiliency, innovation, and determination. Students will demonstrate effective communication, critical thinking and problem solving skills, thereby becoming leaders in an ever changing and challenging global society. Students will exhibit responsible decision making, confidence, and independence, while considering a range of perspectives in order to develop a worldview that helps create a compassionate, inclusive, and socially just community.

MISSION

The mission of the Milford Public School Counseling Department is to implement a proactive and high quality comprehensive counseling program that focuses on fostering strong relationships, advocating for every student's needs, and cultivating lifelong learners in a safe and supportive environment. This will be achieved through annual planning with a focus on academic success, career and college readiness and social-emotional development & wellness ensuring that each individual can achieve his or her highest goals and aspirations. As a result, our students will become empowered, compassionate leaders and change makers of tomorrow.

The School Counseling Department provides academic, career, and social/emotional counseling services to students throughout the year.

During the course selection process, School Counselors conduct:

• orientation sessions for all students in Grades 8-11 to explain the High School Program of Studies;

• individual conferences with students to develop an appropriate program of study (aligned to their post-graduate goal);

• an adjustment of student schedules if conflicts occur;

• ongoing counseling during the school year related to academic concerns; and college and career planning.

The list below outlines activities and counseling services that support the course selection process and post secondary planning and support for our students:

Grade 8

• Naviance: Career Key

• 8th Grade Orientation

• HS Visits & Elective Fair

• Individual Course Selection Meeting with School Counselor

Grade 9

• Introduction to School Counseling

• Naviance: Career Cluster Finder, Do What You Are, Adding careers to list

• Individual Course Selection and Academic Planning Meeting with School Counselor

• College and Career Expo/Fair

Grade 10

• Naviance: Completing Career Interest Profiler, Refine careers, Begin Researching

• Colleges/Post Secondary Programming Options

• Individual Course Section and Academic Planning Meeting with School Counselor

• College and Career Expo/Fair

Grade 11

• Naviance: Complete Game Plan Survey, Complete SuperMatch College Search, Add Colleges to Interest List, Attend College & Post Secondary Options Information Sessions

• Individual Course Section and Academic Planning Meeting with School Counselor

• Junior Post Secondary Planning Meeting

• Junior Parent Information Night

• College and Career Expo/Fair

Grade 12

• Senior College Application Summer Session

• Naviance: Refine College List, Attend College Visits and Info Sessions

• Post Secondary Meetings with School Counselor

• College and Career Expo/Fair

*For more information please visit your high school's school counseling website.

More than 80% of Milford’s graduates go on to higher learning. As such, it is very important that students plan their course selection carefully -- even as freshmen -- to make sure they are taking the courses they will need in order to enter college. To help students choose their courses, we have included General Entrance Requirements for Post-Secondary Schools, and the NCAA Guidelines in this section, as well as the Recommended Sequence Charts within many department sections.

For a sense of perspective, students should use the Tentative Four-Year Plan in order to begin thinking about future course selections in subsequent years.

Another factor to consider in the pursuit of post-secondary education is preparation for the SAT Reasoning Test (SAT I) and the SAT Subject Tests (SAT II). A strong Critical Reading and Writing score on the SAT is achieved through extensive reading, both in school and out. The math portion of the SAT requires knowledge of Algebra I, Algebra II, and Geometry.

Entrance Requirements for Post-Secondary Schools

The following chart shows general entrance requirements for most four year post-secondary schools. Students should consult their school counselors for the specific requirements of a particular school. The competitive nature of today’s admissions process often requires students to take more advanced courses and/or additional years within a subject.

English

4 Years

Including Composition

Math

4 Years (4 preferred)

Including Algebra and Geometry

Science

3 Years (4 preferred)

Including laboratory courses

Social Studies

3 Years (4 preferred)

Including US History

World Language

2 Years in one language

(3-4 preferred)

Electives

Some schools look specifically for Fine Arts and/or Career and Technical Education Electives

The Advanced Placement Program (AP) is a nationally recognized program designed to challenge high school students with college level courses. AP courses provide students with the rigor and complexity of an in-depth study of specific subjects, while helping students to develop study habits and time management skills essential for success in college. All our students are encouraged to take Advanced Placement courses.

The following Advanced Placement (AP) courses are currently offered in our high schools (Note: the descriptions are listed under each course):

English Advanced Placement Language and Composition

Advanced Placement Literature and Composition

Science Advanced Placement Biology

Advanced Placement Chemistry

Advanced Placement Environmental Science

Advanced Placement Physics 1

Advanced Placement Physics 2

Social Studies Advanced Placement US History

Advanced Placement Gov't and Politics

Advanced Placement Macroeconomics

Advanced Placement European History

Advanced Placement Psychology

Advanced Placement Human Geography

Mathematics Advanced Placement Calculus AB/BC

Advanced Placement Statistics

TEC & Business Advanced Placement Computer Science Principles

Advanced Placement Computer Science A

Visual Arts Advanced Placement Art & Design: Drawing Portfolio

Advanced Placement Art & Design: 2-D Design Portfolio

Advanced Placement Art & Design: 3-D Design Portfolio

World Language Advanced Placement Spanish Language

Advanced Placement Latin

Advanced Placement French Language and Culture

Interdisciplinary Advanced Placement Research

Advanced Placement Seminar

Advanced Placement Capstone

All AP courses culminate with a national AP Examination in the spring which measures how well students have mastered the college-level work in the particular subject. Students who do well on AP Exams can earn course credit and/or placement opportunities into advanced courses in college. In addition, students who qualify can cite among their credentials the academic distinction of earning AP Scholar Awards. Below are three of the more common awards:

◆ AP Scholar with Distinction: Granted to students who receive an average score of at least 3.5 on all AP Exams taken, and scores of 3 or higher on five or more of these exams.

◆ AP Scholar with Honor: Granted to students who receive an average score of at least 3.25 on all AP Exams taken, and scores of 3 or higher on four or more of these exams.

◆ AP Scholar: Granted to students who receive scores of 3 or higher on three or more AP Exams.

Students enrolled in AP courses are required to take the AP exam and have it scored. If the school budget allows, the exam fee may be subsidized. In special cases, the principal may exempt a student from the AP exam. When students enroll in Advanced Placement courses that are eligible for UCONN/ECE credit, students are required to pay a per credit fee, for the ECE credit. Enrollment in ECE is optional. As the fee varies from year to year, specific cost information is available from the School Counselor’s Office or the applicable AP Teacher. Many of the Advanced Placement Courses require some summer work.

UConn ECE provides academically motivated students with the opportunity to take university courses while in high school. These challenging courses allow for students to preview college work, build confidence in their readiness for college, and earn college credits that provide both an academic and a financial head-start on a college degree and other postsecondary opportunities. UCONN ECE instructors are high school teachers certified as adjunct professors by the University. UCONN ECE courses are denoted in the Program of Studies under the course, if they qualify.

Housatonic Community College provides highly motivated students with the opportunity to be exposed to the rigor of a college level experience while in high school and earn college credits. Both high schools offer HCC’s Early Childhood Education course and Principles of Financial Accounting course.

Students at both Jonathan Law High School and Joseph A Foran High School can enter the AP Capstone program and ultimately earn an AP Capstone Diploma. The AP Capstone Diploma was developed in response to feedback from Colleges and Universities and prepares students to analyze topics, plan and conduct investigations, propose solutions to real-world problems, communicate in various forms, collaborate with teams of students, and make cross-curricular connections. This program will cultivate student curiosity and prepare students to make logical, evidence-based decisions. This program will allow students to demonstrate that they are prepared to enter college with the research, writing, and collaboration skills necessary for successful college completion.

Students who choose to enroll in the AP Capstone Program will embark in a two year course sequence. They will begin with an AP Seminar course; this course is a foundational course based on the inquiry framework. The second course in the sequence is a designated AP Research course. The AP Research course gives students the opportunity to deeply explore a topic, problem, issue, or idea of their choice. Students who successfully complete and pass the exams for the AP Capstone Program will be eligible for the AP Seminar and Research Certificate. In addition, students who have completed the AP Capstone Program and earned a passing score of three or higher on four additional AP Exams, will be eligible for the AP Capstone Diploma.

For complete details on this program, please contact your School Counselor and/or click here.

A career pathway is characterized by concentration in a particular field of study through a sequence of courses which lead to the development of a particular set of knowledge and skills aligned with career interests. The pathway will culminate in a student-driven learning experience. Students who hold a specific GPA and complete the required sequence of classes are eligible for special designations upon completion of career pathways.

ENTREPRENEURSHIP AND BUSINESS MANAGEMENT PATHWAY

Entrepreneurship is the process of designing, launching, and running a new business, which typically begins as a small business. Entrepreneurs, innovators, and small businesses play key roles in our economy. Students in this pathway will gain an understanding of the business and marketing principles necessary to start and operate a business while developing an awareness of the opportunities for small business ownership and the planning skills needed to open a small business. Completion of the Entrepreneurship and Business Management Pathway requires a minimum of 3.0 credits in specified business, mathematics, and social studies courses.

COMPUTER SCIENCE PATHWAY

Computer Science encompasses the study of computers and algorithmic processes, including their principles, their hardware and software designs, their applications, and their impact on society. The computer science pathway will prepare students for training, college, and careers in computer science fields. The pathway consists of both required and elective courses. All students are able to enroll in computer science courses; however a student that chooses the Computer Science Pathway (CS Scholars Program) is required to complete a minimum of 3.0 credits in specific courses.

There are 11 Career Clusters in the Milford Public Schools to help students navigate their way to greater success in college and career. Career clusters are useful guides in developing programs of study bridging secondary and postsecondary systems and for creating individual student plans of study for a complete range of career options. As such, it helps learners discover their interests and their passions, and empowers them to choose the educational pathway that can lead to success in high school, college and career.

Click here for the career clusters.

Students in Milford Public Schools can elect to pursue the Connecticut Certificate of Global Engagement. The Certificate of Global Engagement is bestowed by the Connecticut State Department of Education upon students who meet district-selected requirements that will demonstrate their critical thinking and real-world problem solving skills. Additionally, this sequence of requirements will give students the opportunity to demonstrate their preparedness for college, career, and civic life and serve as a validation of their deliberate pursuit of global education and awareness.

Successful completion of the Certificate of Global Engagement through the Milford Public Schools requires a minimum of 7.0 credits in globally-focused coursework including:

• 3.0 credits of high school World Language,

• 4.0 credits in English, Science, and Social Studies courses with a global focus.

In addition, students are required to:

• Actively participate in at least one school-sponsored or endorsed globally-focused extra-curricular activity,

• Complete a district-approved Global Service Learning Project.

The Senior Internship provides students with the opportunity to become productive and responsible citizens of the 21st century. The internship program will enable students to extend their learning beyond the school while offering an opportunity to apply their knowledge and skills to career exploration in an area of personal interest. The purpose of the Senior Internship program is to allow students with a specific career interest to experience concentrated time in a work environment. The Senior internship includes a classroom component, a seminar class, journaling, logging hours and a formal presentation. Students electing this course will be asked to complete an application process the semester prior to their intern experience in which will help to determine their enrollment and placement.

The high school experience should guide students to explore who they are, what they believe, and provide opportunities to dive deeper into areas of interest. Student choice and voice within their own learning is paramount to helping them develop and achieve the life-long skills to become successful citizens of the world.

The Mastery-Based Diploma Assessment will include an experience where students have the opportunity to demonstrate personal growth of the MPS graduation competencies, such as academic scholarship, personal development, creative and innovative thinking, communication, collaboration, and global citizenship where they think and act beyond self toward service to others and our community.

Commencing with the Class of 2023, all Milford Public Schools students will be required to complete a Mastery Based Diploma Assessment in order to graduate.

Specific requirements for the Mastery-Based Diploma Assessment are currently under development and will be ready for first year implementation during the 2021-2022 school year.

Scholarship

Synthesis: Learners will be curious and challenge themselves. Learners will comprehend, organize and analyze information in order to solve problems and articulate solutions.

1. Master reading, writing, and communicating across the academic disciplines

2. Master a core body of knowledge

3. Create ambitious learning goals with teacher/peers

4. Collaboratively identify learning intentions and success criteria of lesson

5. Utilize success criteria to gauge learning progress

6. Utilize skills and knowledge to support learning and learning of peers

7. Receive and provide feedback to adult and student learners

8. Analyze, reason, and construct arguments based on evidence

9. Use technological and digital tools to explore and communicate

Personal Development

Synthesis: Learners will engage in self-care to result in a healthy lifestyle. Learners will identify and regulate their emotions and behaviors, set and achieve important personal and academic goals, use social-awareness and interpersonal skills to establish and maintain positive relationships, and demonstrate decision making and responsible actions to achieve success in school and life.

1. Consider a range of perspectives in order to develop a moral worldview that helps create a compassionate, inclusive, and socially just community

2. Act with empathy and kindness - respect each individual by authentically, actively, and empathetically engaging with diversity

3. Express themselves clearly, purposefully, and creatively in their speaking and writing, as well as other forms that they find effective and rewarding

4. Collaborate effectively with others to create new ideas and solutions

5. Be responsible and advocate for their own mental and physical health

6. Pursue their unique interests, passions and curiosities

7. Learn from failure and success through reflection and resilience

8. Set, monitor, adapt and evaluate ambitious goals to achieve success in school and life

Citizenship

Synthesis: Learners will be global citizens who think and act beyond self towards service to others and their community.

1. Engage in multiple perspectives

2. Identify, engage in and develop solutions to real world problems

3. Take informed action

4. Conduct themselves in an ethical and responsible manner

5. Evaluate the points of view of others against one’s moral standard

6. Work collaboratively and respectfully with others

7. Embrace diversity

Creativity/Innovation

Synthesis: Learners will be imaginative, curious, and challenge themselves to make, shape, and invent their learning experiences.

1. Imagine and create beyond the existing boundaries of understanding and learning

2. Manage ambiguity, suspending disbelief and not seeing the world in black and white terms

3. Design innovative solutions to persistent challenges

4. Practice initiative and entrepreneurship

The NCAA Eligibility Center website gives access to the Clearinghouse Home Page directly or through links from the NCAA’s website. These websites provide prospective student-athletes the information needed to understand the Division I and Division II eligibility requirements, how to register with the Clearinghouse, and gives access to individual Clearinghouse records.

Both Division I and Division II now require 16 specific core courses. It is important that prospective student-athletes are aware of the specific requirements and that they select courses with the requirements in mind. See the following two listings for the breakdown in credit expectations:

NCAA Division I (16-Core Course Rule)

• 4 years of English

• 3 years of Mathematics (Algebra I or higher)

• 2 years of Natural/Physical Science (1 yr. of lab)

• 1 year of additional English, Mathematics, or Natural/Physical Science

• 2 years of Social Science

• 4 years of additional courses (from any area above, Foreign Language or comparative religion/philosophy)

NCAA Division II (16-Core Course Rule)

• 3 years of English

• 2 years of Mathematics (Algebra I or higher)

• 2 years of Natural/Physical Science (1 yr. of lab)

• 3 years of additional English, Mathematics, or Natural/Physical Science

• 2 years of Social Science

• 4 years of additional courses (from any area above, Foreign Language or comparative religion/philosophy)

For a complete and updated list of Milford’s Approved NCAA Courses, please click here. You will need to enter the following information to view the list.

For students at Jonathan Law:

School Name: Jonathan Law High School

State: CT Code: 070423

For students at Joseph Foran:

School Name: Joseph A. Foran High School

State: CT Code: 070424

NCAA Legal Disclaimer: The list of NCAA courses, and courses contained within, are maintained as a guide for prospective student-athletes seeking NCAA initial-eligibility. The list of approved courses does not, nor is intended to, signify accreditation, certification, approval or endorsement of any high school or specific courses by the NCAA or NCAA Eligibility Center and is subject to change at any time and without notice. Core course information included on this Web site is provided for guidance and should not be solely relied on as an indication of NCAA initial-eligibility. Certification of a prospective student-athlete is case-specific, and the Eligibility Center has the authority to determine in its sole discretion whether the prospective student-athlete has met all criteria.

NCAA Toll-free phone numbers

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