Academics
Policy revision is an ongoing process. As policies are revised and approved for adoption during Board of Education meetings they are then posted on our district website. It is important to carefully monitor all communications issued from the district and from your school to remain current with updates.
Teachers are available for extra help. Students who are having subject matter difficulty, or who have makeup work to do, are encouraged to take advantage of this opportunity. The responsibility for making an appointment with a teacher for additional help rests solely with the student. Office hours are posted in school or on the website. Students and families are encouraged to seek academic assistance and support from the school counselor.
Academic Policies
Acceptable Use Policy (Computers/Network), (6141.321)
Field Trips, Use of Private Automobile, (6153.2)
Graduation Requirements, (6146)
National Honor Society, (6145.51)
Promotion and Retention, (5123)
Scientific Research Based Intervention (SRBI)
SRBI is a framework to provide responsive intervention to students to support and accelerate learning. A child’s progress is studied and findings are used to make decisions about teaching and learning support. The SRBI framework has three “tiers”. Each tier provides differing kinds and degrees of support.
Tier I - All children receive high quality curriculum and instruction in the classroom.
Tier II - The school provides intervention for children who need more support than they are receiving from the general education curriculum.
Tier III - The school provides focused intense instruction for children who need more support.
Accountability
Universal Common Assessments in different subjects are given at various times throughout the year and are a component of SRBI. The assessments review progress of all children through the use of grade/age tests. They also help schools identify children who may need support or other types of instruction.
Progress Monitoring: is a way for teachers to better understand a child’s needs and demonstrate the growth students are making in specific areas.
Elementary Specific
At the elementary level, we have implemented a series of academic and social interventions to support student learners. At each elementary school, there is a team approach to support students and work with classroom teachers to provide instructional support. This support can come in a variety of models; including pushing into the classroom or pull-out support or small group or individualized learning, depending on the level of need.
The Academy
The Academy is an alternative education school located at 140 Gulf Street in Milford for students in Grades 9-12. Students are referred from Jonathan Law and Joseph A. Foran High Schools or can apply themselves directly. The application process includes a written application, a personal interview with the student and parent/guardian, and a day of shadowing current students. The program offered at The Academy is designed to meet all the academic requirements needed for a Milford Public Schools high school diploma.
Class Rank
Class rank, which is frequently requested by colleges, is based on the Weighted Grade Point Average (WGPA). Class rank is calculated at the end of 6 semesters and again at the end of the 7th semester. Only grade point subjects are used in determining rank. A student must be enrolled in the Milford Public School system on the first day of his/her senior year to be included in the class rank.
High School
After courses have been selected for the upcoming academic year, any necessary changes should be made by the end of the current school year. If changes become necessary over the summer, requests should be made to the school counselor before the start of the school year. All requests for course changes after the start of the school year must be approved by the principal or his/her designee.
Coursework Outside of District
High School
Under special circumstances, some students take courses outside of the Milford Public School system. Some examples of these include the Yale Co-op Program in Foreign Languages, the Yale-New Haven Saturday Seminar series, the Taste of College Program at Sacred Heart University and the Outstanding High School Senior Program at the University of New Haven.
While these courses may count toward a student’s high school graduation requirements, they will not be considered toward a student’s GPA. All costs associated with these special courses are the responsibility of the student/student’s family.
Curriculum
ELEMENTARY
At the elementary level, our mission is to provide each child the opportunity to reach his/her full potential in an environment that emphasizes mutual cooperation. We work to help students become lifelong learners who develop positive attitudes about themselves and others.
Language Arts Curriculum
The Milford Public Schools endorse a literacy curriculum tied to the Connecticut Common Core standards. Our comprehensive Literacy curriculum offers students a wide variety of experiences in the areas of reading, writing and explicit foundational skills. With support from the curriculum and built in Professional Learning through instructional coaching, teachers are able to make adjustments to accelerate all students' learning.
Mathematics Curriculum
The elementary mathematics curriculum is designed to provide students with ample opportunity to mathematize their worlds through a balanced approach to numeracy development that emphasizes conceptual understanding, problem solving, and fact fluency. Furthermore, instruction fosters the development of important mathematical practices such as formulating a mathematical argument, understanding and critiquing the reasoning of others, and looking for opportunities to generalize reasoning.
Science Curriculum
The elementary science curriculum is designed to illuminate to students the relationship between science and their world through the investigation and exploration of scientific phenomena. Learning experiences are designed to help students understand how scientific knowledge develops, as well as to give them an appreciation of the wide range of approaches that are used by scientists to investigate, question,model, and explain phenomena in the natural world. In addition, the elementary curriculum places great emphasis on engineering practices through their scientific applications and connection to technology.
Social Studies Curriculum
The elementary social studies curriculum in Milford seeks to prepare students to understand and function in a global society. Through inquiry, students are asking and answering compelling questions as related to the C3 Framework. Milford utilizes the state and national standards as well as the Connecticut Core standards to engage students in High Quality experiences which allow for discussions and exploration in geography, history, civics and economics.
Social Emotional Learning
Social and Emotional Learning (SEL) is the process through which children develop awareness and management of their emotions, 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 behaviors to achieve school and life success. There is a strong research base indicating that these SEL competencies improve students’ social/emotional development, readiness to learn, classroom behavior, and academic performance. SEL skills from our MPS Social and Emotional Learning Framework are taught by teachers and special service providers, and are practiced throughout the day in all content areas and settings.
Special Subjects
In addition to the core curriculum areas, classes are provided in art, media, music, health, and physical education by certified special subject personnel. Grade 4 and Grade 5 students receive instruction in instrumental music and may elect to participate in the Band or Strings Program.
World Language
Spanish is offered at the PK-5 level. Students receive three 20-minute sessions of Spanish instruction per week in Grades K-2; in Grades 3-5, students receive two 30-minute sessions of Spanish instruction per week. The classes will be taught primarily in Spanish in order to immerse students in the language.
SECONDARY
Students study various combinations of Reading, Language Arts, World Language, Mathematics, Science, Social Studies, Art, Music, Technical Education, Health and Physical Education. The middle school program of study concentrates on the mastery of skills in these areas. All curriculum is aligned to the Connecticut State Standards.
Language Arts
The 6-8 Language Arts program is designed to facilitate student learning through integration of the reading, writing, speaking, and listening. Our comprehensive program utilizes process writing and employs a literature-based approach to expose students to a wide range of texts and opportunities for literary analysis. Aligned with the curriculum, teachers are able to make adjustments to individualize and accelerate all students' learning.
Math
The middle school mathematics curriculum is a problem-centered curriculum promoting an inquiry-based teaching-learning classroom environment. Students engage in meaningful learning that promotes their ability to make sense of mathematical ideas and reason mathematically. Mathematical ideas are explored in depth to allow students to develop rich mathematical understandings and meaningful skills.
Science
Students learn the core ideas and crosscutting concepts of science through engagement in the practices of science and engineering. Students will ask questions about, investigate, and seek to explain phenomena, as well as to apply their understanding to engineering problems. These authentic phenomena inspire curiosity and motivate students to develop solutions to real world problems.
Social Studies
In grades six and seven, students will explore the intersection of past and present through the study of early civilizations and modern world regions using the disciplinary lenses of geography, economics, history, and civics. In grade eight, students will engage in the study of United States history from European colonization through the Civil War by examining significant events, documents, and people of the 18th and 19th centuries. Aligned with the CT Social Studies Frameworks, relevant contemporary and historical issues will provide opportunities for focused inquiry across Social Studies classes, and students will generate and research compelling questions.
Unified Arts
All students take Art, Music, Physical Education, Health, and Technical Education. In art, music, and technical education, students engage in authentic tasks related to the various subject areas. Students complete projects, collaborate, and use digital learning tools to support their learning. Physical Education and Health class activities are designed to promote an appreciation for healthy and balanced living and life-long fitness.
World Language
Spanish and French are offered through our middle school program. In grade 6, we offer an exploratory language program that introduces both world languages. The seventh and eighth grade courses are aligned to the high school Spanish 1 and French 1 courses. Students who successfully complete the sequence of courses while in middle school will be eligible to enter high school with one high school credit in Humanities.
Other Services
Pupil Personnel Services are available for all students. Additional information can be found in the Special Education section, found later in this handbook.
Multilingual Learner (formerly ESOL/EL) Program
The challenge of contemporary education is to prepare all students to succeed in life, including those learners who enter school from various backgrounds and languages. The number of students from multilingual backgrounds is growing, both nationwide and in Milford. More than 100 students, speaking 31 different languages, are expected to be enrolled in the Multilingual Learner (ML) program during the 2023-2024 school year.
The ML program uses English as the language of instruction and encourages students to use their native language to make learning connections. Although there is no formal bilingual program at this time, we encourage ML students to use their native language. Elementary students generally receive in-class instruction and support by a TESOL (Teaching English to Speakers of Other Languages) certified staff member or certified Instructional Coach in consultation with a TESOL certified teacher. ML students may also receive small group and/or one-on-one instruction. Middle and high school ML students receive instructional support during one of their scheduled class periods along with in-class support.
The ML program teaches not only the social language skills necessary for everyday communication, but also seeks to develop the academic language proficiency that is critical for success in school. It takes approximately two years of instruction for students to master social language skills in English. The acquisition of academic language proficiency, however, is more demanding, and it can take from 6 to 9 years for students to achieve parity with their native English language peers. For more information on the ML program, contact Claudia Anderson, ML Coordinator K-12 at (203) 783-3724 or Marissa Acampora, Supervisor of Equity & Engagement, at (203) 882-6101.
Exams and Final Grades
Summative assessments and experiences are given in all subject areas. Students are expected to take exams at the scheduled times. Published dates are subject to change. Students enrolled in AP classes are required to complete the AP exam for that course. A student enrolled in a UCONN Early College Experience (ECE) course is required to complete the final exam.
Final grades are determined as shown.
Full Year Courses
Marking Period 1 20%
Marking Period 2 20%
Midterm Exam 10%
Marking Period 3 20%
Marking Period 4 20%
Final Exam 10%
Final Calculation 100%
Semester Courses
Marking Period 1 40%
Marking Period 2 40%
Sem. Final Exam 20%
Final Calculation 100%
Final Exam Exemption for Seniors*
Graduating seniors with a second semester average of B+ or above and no cuts in a full year course are exempt from taking the final exam in June. Seniors in semester courses are eligible to be exempt from the course’s final exam if they have a semester average of B+ or above and no cuts in the course. Students enrolled in Early College Experience courses may be required to take a final exam to fulfill requirements at Housatonic Community College. For exempt students, final grades are determined as shown in the following charts.
Full Year Course
Marking Period 1 22.5%
Marking Period 2 22.5%
Midterm Exam 10%
Marking Period 3 22.5%
Marking Period 4 22.5%
Final Exam exempt
Final Calculation 100%
Semester Course
Marking Period 1 50%
Marking Period 2 50%
Final Exam exempt
Final Calculation 100%
Grading Practices: Secondary Level
Grades 6-8 and 9-12: Professional Staff Expectations for Learning and Supports
Professional staff members are expected to do all they can to ensure students have mastered unit and course expectations in order for students to fulfill content and skill obligations.
Professional staff members are expected to monitor the progress of each student and contact parents/guardians if students are struggling to meet course expectations or are in need of accelerated learning.
Professional staff members are expected to communicate with the student, parents/guardians, school administrator and support staff for those who are at risk of receiving a failing grade in any subject.
Grades 6-8 and 9-12: Student Expectations for Learning and Supports
In all learning experiences, students are expected to engage actively, putting forth their best efforts in accordance with all expectations and due dates.
Students, as well as parents/guardians, are expected at all grades and levels to take an active role in monitoring and reflecting on their own academic progress.
Students are expected to take advantage of clearly identified and accessible supports for additional learning opportunities as needed to help them both reach and demonstrate mastery.
Students who are struggling to demonstrate mastery, refusing to engage in work, and repeatedly handing in work late, will be reviewed by teachers, support staff, and/or administrators and further interventions may be taken in support of the student and family.
Grades 6-8: Assessments, Tests, Quizzes, Assigned Essays, Projects, Lab Reports and other substantial assignments are essential learning experiences for students
Assessments not completed or handed in on time will be accepted within five days or fewer and penalized up to 10% per school day.
Any student who scores below 70% on an assessment may consider a retake. Students must request and complete a plan of action specifically outlining what they will do to increase their mastery of the assessed skills and content.
Teachers will allow for a retake one time per marking period per course after the student demonstrates an understanding of the material being assessed. The new score cannot exceed 70%.
*Plan of action and retake must occur within five days of the grade recording and student notification.
Grades 9-12: Assessments, Tests, Quizzes, Assigned Essays, Projects, Lab Reports and other substantial assignments are essential learning experiences for students
High School Reassessment Process: Students need to complete the reassessment reflection form provided by the teacher. In this form, students must reflect on the reasons needed for a reassessment, missing concepts or skills, and include an action plan to demonstrate mastery. Teacher discretion to approve and/or adjust action plan and reassessment is located on the form.
Students need to complete the reassessment reflection form within one cycle of receiving their assessment grade within the current marking period. No reassessments will be initiated within the last cycle of any marking period.
Students need to plan a time for reassessment. Reassessments cannot occur during class time unless approved by the teacher.
Students can complete multiple reassessments within a quarter, but only once per assessment.
The grade that best reflects student mastery is the grade that ultimately counts for that particular assessment. Students will be able to achieve up to a 90% on their reassessment.
These guidelines do not apply to midterm or final exams.
Grades 6-8 and 9-12: Homework: Assignments are an integral part of an instructional program as they ask students to prepare for or respond to classroom instruction.
Up to 10% of final grade can come from graded homework. Late homework will be accepted with up to 10% taken off per school day.
Grades 6-8 and 9-12: Grade Reporting: Based on clearly identified and measured student achievement.
All grades are based on student performance on clearly defined learning standards.
Weighting within trimesters/semesters for all classes follows established department guidelines. Teacher grading practices are clearly communicated to students and parents.
Assigned student work is posted online in a timely manner for students.
Zeros are recorded in PowerSchool as a placeholder until the student completes the work expectations.
If the assignment is never completed by the end of the quarter/marking period, the zero remains.
If a student cuts class or cheats on an assignment, the resulting score will be a zero.
Grades are recorded in PowerSchool within 10 school days.
Grades 6-8 and 9-12: Best Practices
Student success is integral to creating a lifelong learner. While grades have historically been thought to determine this, a move to standards-based learning changes this process. Best teaching practices support student learning to ensure success. Teachers have a plethora of interventions to use to assist struggling learners. These include:
Conference with student and parent/guardian
Differentiate instruction within regular classroom
Require assessment/assignment corrections
Alternate assessments/assignments
Additional instruction during flex, office hours, and student support center
Additional literacy or numeracy supports (Reading Specialist/Numeracy Specialist)
Additional testing
Referral to the Student Assistance Team, Student Support Center, or other applicable building resources
When a student consistently performs below grade level expectations, the Student Assistance Team (SAT) will be notified and an intervention plan will be developed in collaboration with the student’s family to address a student's performance. Interventions may be documented in the data portal.
Note: Musical performances are required and cannot be made up. Two weeks' notice is required for any student who cannot make a performance. Students who do not show up for a performance without telling their teacher or without a sufficient reason will receive a '0'.
Grade Assignments
Grade Assignments
High School (9-12)
Grades and their corresponding letter equivalents are shown in the chart below.
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Grade Points
Grade Points (High School)
The Grade Point Average (GPA) is computed by dividing the total grade points by the number of grade point courses. The following courses do not carry grade points: CERTO, Independent Study, Reading Lab, Summer School, Community Service, Work Study, Numeracy and Literacy Study Centers.
Weighted Grade Points
To acknowledge different degrees of difficulty among courses and levels, a weighted scale is applied to student grades to determine class rank and graduation honors and may be used to calculate the Honor Roll. For example, an A in a Level 1 course carries a higher weight than an A in a Level 2 course, and so on. All courses that carry grade points are weighted.
Levels for all courses are indicated with the course description. The level assigned to elective courses is based on prerequisites, location in a sequence, and level of difficulty.
Exemption for Grade Points
Beyond the courses for graduation, a student may choose to take up to 2.0 credits (two full-year courses or four semester courses) without grade points. The student will be expected to do all the work of the class and will receive a grade, but the grade will not be used in calculating the Honor Roll or rank in class. Exemptions cannot be used in Advanced Placement or Level 1 courses or in courses taken to meet graduation requirements.
Grade Points (Middle School)
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Graduation Honors
Graduation Honors, including the assignment of valedictorian and salutatorian, will be based on the Weighted Grade Point Average for the first three years and the first three marking periods of the senior year. Academic honors are also granted to students who achieve the following benchmarks as they approach graduation. These are:
Summa Cum Laude: GPA of 4.5 or better
Magna Cum Laude: GPA of 4.25 - 4.49
Cum Laude: GPA of 4.0 – 4.24
Graduation Honors: Community Service
Students who complete 200 hours or more of community service during their high school years, including the summer in which students are transitioning from 8th to 9th grade, will be designated with a Distinction for Community Service upon graduation. Community service is voluntary time (without compensation) spent on selfless acts which benefit the school community and/or the wider community. Community service can be fulfilled in the service of a school, community, or religious affiliation.
All community service hours must be filed in the School Counseling Office within 45 days of the completion of an activity. The Milford Public Schools Community Service Record Form is the preferred method of recording hours served. In certain cases, however, hours of service may be confirmed through the submission of a testimonial letter or some other form. Confirmation of hours served is required via signature of the on-site adult attesting to the student’s participation and hours. All seniors must have their forms in by May 1 of their graduation year in order to receive this distinction during commencement. Guidelines and forms are available in the School Counseling office.
Please note: the following activities would not be accepted toward the Distinction for Community Service honor:
Community service for school activities that are self-serving to the student or organization;
Court mandated community service; or
Community service which promotes the teaching of religion, (i.e. religious instruction).
Honor Roll
High School
The Honor Roll, which is announced after each marking period, is determined by grade points or by weighted grade points. Please visit your School Counselor for additional information.
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High Honors
GPA of 4.4 or better, no grade below an A-
WGPA of 4.50 or better, no grade below A-
1st Honors
GPA of 4.0 or better, no grade below a B-
WGPA of 4.0 or better, no grade below B-
2nd Honors
GPA of 3.4 or better, no grade below a C
WGPA of 3.5 or better, no grade below a C
MIDDLE SCHOOL
Students at the middle school level have the opportunity to be named to the academic honor roll. Inclusion on the honor roll is based on the grades students achieve and is calculated using the grade point average (GPA) system. The honors criteria are as follows. A student is not eligible to receive honors with an Incomplete, Medical, or Pass/Fail grading.
Middle School Honors Criteria
Honors with Distinction: Grade Point Average (GPA) of 3.75 or higher.
High Honors: Grade Point Average (GPA) between 3.50 – 3.74.
Honors: Grade Point Average (GPA) between 3.2 – 3.49.
In addition to GPA criteria for Honor Roll inclusion, students may not receive a grade lower than a C- (70) in any course throughout the quarter/marking period.
Interdistrict Magnet Schools
The Interdistrict Magnet Schools are identified schools that have open seats for students in other school districts. The Connecticut State Department of Education approves and funds this program. As a result, there are no tuition costs to parents or home school districts.
Each of the individual magnet schools is dedicated to academic excellence and human diversity. In addition, each school has a specialized curriculum “theme” or approach to teaching. Click here for an overview of the participating interdistrict schools and other information.
Kindergarten
Milford offers full day kindergarten for students. Registration for kindergarten begins in early spring. Notices are published in area newspapers for those new to the Milford Public Schools and in various communications from the district to families that already have other children in the district. The Milford Public School district uses a centralized, online system for most of the registration process. Additional direction will be provided as we get closer to the time of registration.
Parents/guardians must provide the child’s original birth certificate (or a certified copy with a raised seal) and two proofs of residency, (not a driver’s license). Acceptable examples of proof of residency include a mortgage bill, an active lease, and two utility bills. A full detail of the number and types of documents needed to complete your child’s registration process can be found in Policy 5118 and its corresponding regulation.
For the 2023-24 school year, children must have reached 5 years of age on or before December 31st of the year in which he/she will enter school. Beginning in the 2024-25 school year, children must have reached 5 years of age on or before September 1st of the year in which he/she will enter school.
Kick Off to Kindergarten and Kindergarten Meet & Greet
All elementary schools offer a 'Kick Off to Kindergarten' opportunity in late spring for registered Kindergarten families. This event is designed to give incoming kindergartners and their parents/guardians a chance to meet each other and the school staff. A second event - the 'Kindergarten Meet and Greet' will be held just before the school year begins in the fall. The Meet and Greet offers attendees to meet their teacher, see their classroom, take a short bus ride, and learn much more about their school.
Make-Up Work
If a student has been granted an excused absence, then he/she is responsible for contacting his/her teachers immediately upon return to school to gather assignments.
Students who are absent for unexcused reasons (i.e. non-compliant vacations) will be held responsible for all work missed. For planned absences, such as vacations during the school year other than those appearing on the Milford Public Schools Calendar, teachers will not be required to provide students or parents with advance work or assignments. It is the student’s and/or the parent’s responsibility to get the work upon their return. Parents and students must understand when classes are missed due to vacations, it is not the responsibility of the teachers to provide remedial instruction for work assignments missed.
Elementary Level
At the elementary level, when parents report an unplanned absence using the Attendance Absence Form within PowerSchool (due to illness or other unexpected reason), they may request assignments from teachers at that time. These may be picked up in the office at the close of the day or carried home by a sibling or friend.
For planned absences, (i.e. vacations planned during the school year other than those appearing on the Milford Public Schools Calendar), teachers will not provide students or parents with advance work or assignments. It is the student’s and/or parent’s responsibility to get the work upon their return.
Middle School Level
If a student is absent for legitimate reasons, he/she is allowed to make up the work within a reasonable time period as designated by the teacher. It is the student’s responsibility to make-up missed work. Incomplete work at the end of a marking period that is not completed in two school weeks results in an F, as defined by the grading policy.
Make Up Work Procedure
After 2 days of excused absences, parents may request assignments by contacting the teacher via email. The assignments may be picked up in the office after the school day has concluded or may be shared electronically.
Students who are absent for unexcused reasons (i.e. non-compliant vacations) will be held responsible for all work missed. For planned absences, such as vacations during the school year other than those appearing on the Milford Public Schools Calendar, teachers will not be required to provide students or parents with advance work or assignments. It is the student’s and/or the parent’s responsibility to get the work upon their return. Parents and students must understand when classes are missed due to vacations, it is not the responsibility of the teachers to provide remedial instruction for work assignments missed.
Research Papers
In the Milford Public Schools, all research papers are prepared using the MLA Research Handbook and Style Manual. The MLA format was chosen by Milford because it is commonly used in high schools and colleges. The MLA format covers research and writing, as well as principles and mechanics of documenting research from both print and non-print sources. Each student should refer to an MLA guide prior to preparing papers. MLA guides are available from the Media Specialist, or the teacher making the assignment of the paper.
School Counseling
High School
Students entering high school are assigned a school counselor based upon alphabetical order. Counselors work collaboratively with students, parents, school personnel and administrators to provide individual, academic and career counseling. In order to assure continuity, each student remains with his/her assigned counselor throughout the high school experience. School counselor assignments can be found on the high school's website under School Counseling.
Jonathan Law High School Counseling Dept.
Elementary/Middle School
There is a social worker, school psychologist, and school counselor available in each of our middle and elementary schools. These professionals can help students make vocational, social and personal growth decisions. Parents/guardians and/or students have a right to request a conference with any member of this team. To do this, you may ask your homeroom teacher to set up an appointment for you or request an appointment through the school’s main office.
Student Schedules
The student’s schedule is readily available on PowerSchool through the Parent Portal. Parents/Students may request a paper copy, if needed, through the Main Office. Any questions regarding student schedules should be addressed to the school counseling staff.
Elementary School
Students at the elementary school level enjoy a day that is made up of these components: Morning Meeting and Social & Emotional Learning, Math, Reading, Writing, Speaking & Listening, Science, Social Studies, Specials (including Art, Media, Physical Education, and Music), Lunch, and Recess. In PK-5, students also have Spanish as part of their studies.
In PreK and Kindergarten, specifically, students will engage in intentional play interdisciplinary learning experiences. During intentional play, learners engage in the process of collaboratively choosing, planning, creating, communicating, and reflecting. Learning these skills supports growth in executive functioning.
Middle School
Students at the middle school level will follow an 'eight drop two' schedule for the 2023-2024 school year. The schedule includes an eight day cycle which is identified by letter days A-H. Students will attend six 58 minute classes each day.
During any given day:
Students in grade 6 will attend core classes (Math, Science, Social Studies, and ELA), a Unified Arts class (PE, Art, Health, Music, Tech Ed., and Comprehensive School Counseling) and an Enrichment class which varies from quarter to quarter.
Enrichment classes include: STEM in Math and Science and Humanities in ELA and Social Studies, World Language.
Students in grade 7 and 8 will attend core classes (Math, Science, Social Studies, ELA, and World Language), a Unified Arts class (PE, Art, Health, Music, Tech Ed., and Comprehensive School Counseling), and one Enrichment class which varies from quarter to quarter.
Enrichment classes in grade 7 and 8 include: STEM in Math and Science and Humanities in ELA and Social Studies.
The middle school schedule allows:
Instructional blocks to engage in authentic tasks and support High Quality Instruction; and
Equal access to all programming for all students.
High School
Students at the high school level will follow a six day (A-F) schedule for the 2023-24 school year. All students will have an eight period schedule, however, all classes will not meet every day. On A-D days students will attend six classes that are 57 minutes in length. On E and F days, students will attend four classes that are 80 minutes in length.
The Academy
Students will follow an A and B daily schedule. Class periods are approximately 50 minutes in length. Classes are delivered on a rotating schedule with five periods each day. Students also attend a 'Morning Meeting' check in and a 25 minute lunch period daily.
Study Halls
High School
Study periods provide students with time in school to study, review work and do homework assignments. Study periods occur in a student’s daily program when the student is not scheduled for a class or other activity.
Attendance at study halls is mandatory. All students in study hall must be engaged in academic work for the duration of the period.
Summer Learning
It is important for students to maintain growth made during the school year over the summer months. Therefore, a summer learning website page is published at the close of each school year to further enrich the child’s enjoyment of reading, mathematics, and other core subjects.
It is expected that students will visit the Summer Learning website regularly and complete any assignments listed there for the applicable level and grade.
Summer School Programming
High School/Middle School
Credit Recovery
Summer school is offered for students to make up courses they have failed or to enhance a qualifying grade. Eligibility for make-up courses in summer school will be based on the student’s attendance and effort during the year. Students whose final grade is below 40% or whose attendance in class has been very poor will not be recommended. They must repeat the course during the school year. Students must make up a failed course in the same year that the failure occurred.
To qualify for summer school, a student must earn a minimum course grade of 40% and meet the attendance requirements for the course. If a student does not meet the attendance requirements in a course, the student must petition their school’s attendance appeals committee to request a waiver of the attendance requirement.
Summer school is in session 6 hours a day for 20 days. Each subject is taught 3 hours daily, and a student may take one or two subjects (0.5 - 2.0 credits) during the summer program period. The maximum number of credits a student may acquire through summer school is 4.0. Grading is Pass/Fail, and no quality points will be awarded.
Permission of the principal must also be obtained before a student may take an advanced course for credit or take a summer school course in another town. School credits will not be granted for tutorials.
Textbooks and Materials
Textbooks are the property of the Milford Board of Education. All textbooks issued to students are to be covered immediately and kept covered all year long. A record of the condition of each book is made by the teacher when the book is issued. It is the student’s responsibility to maintain textbooks in the condition they were in at the date of issue. All students must return their book(s) directly to the teacher. According to Connecticut General Statute 10-221(c), the school may withhold records of transcripts and/or report cards until all educational materials are paid for or returned.
The school reserves the right to withhold participation in extracurricular and co-curricular activities for failure to remediate issues related to lost or damaged textbooks and/or materials.
Equipment/Chromebooks/Tablets/Library Books
Equipment (i.e. cameras, calculators, etc.) and library books are also the property of the Milford Board of Education and must be returned in the same condition as received. A student must pay the replacement value for any equipment or library materials lost, stolen or damaged.
All Chromebooks/Tablets distributed by MPS are owned by the district and loaned to students for a period of time as deemed appropriate by the MPS administration. Chromebooks and tablets must be returned in the same condition as distributed. We highly recommend the purchase of the Chromebook insurance as offered by the district. This low-cost (approx. $25) annual coverage will protect you should any type of damage occur on the Chromebook. Insurance coverage is renewable each year for the annual fee. Refer to the Student/Parent Acceptable Use Policy and Chromebook sign off form in PowerSchool.