The Purpose of the Secondary School Information Guide

Transcription

1 The Purpose of the Secondary School Information Guide The Secondary School Information Guide contains important information for students on how they can be successful in middle and high school. The Guide highlights WISD policies, rules and regulations that apply to secondary school students and it provides detailed information about the courses offered. Most importantly, the Guide offers the information you will need to plan the courses you will take to graduate from high school and be accepted and successful at the college you choose and in your desired career. The Guide has six sections that include: General Information for all secondary students and parents; Middle school information and course descriptions; High school information, including graduation programs, course descriptions, and Career and Technical Education course descriptions There are several ways to use this guide. First, you may identify topics that interest you from the Table of Contents and go directly to them. Second, you may want to read the general information section all the way through and the sections that apply to you regarding middle school or high school. Third, you will need to refer to the descriptions of the courses as you select your schedule for the next academic year. You should look ahead at the classes that are necessary to meet graduation requirements. Many of those classes have prerequisite courses that you must take in your freshman, sophomore or junior year. If you get to your senior year without taking the prerequisites, you will not be able to take the higher level courses and possibly not have the credits you will need to graduate. So plan ahead! Your counselor and teachers can help you select the right classes to take so that you will be able to graduate well prepared for college and for the career of your choice. WI S D

2 2 Secondary School Information Guide Waco ISD Mission Statement: Waco ISD will ensure innovation and excellence in education to prepare all learners for productive engagement in a global society. MLW

3 Table of Contents SECTION I: General Information for Secondary School Students & Parents...5 Success in Secondary School... 6 Academic and Career Planning in WISD... 6 Parents Can Help... 6 High School Transcripts... 6 Extracurricular Activities and University Interscholastic League (UIL)... 6 Suspension of Eligibility for Extracurricular Activities... 6 Taking Responsibility... 6 Personal Conduct... 6 Achieving Success... 7 Grading System... 7 Report Cards and Progress Reports... 7 Honor Roll Status... 7 Standardized Testing... 7 College Readiness Standard - Is your child ready?... 8 Graduation Ceremonies... 8 Middle School Grade Promotion... 8 High School Grade Level Classification... 8 Grade Classification... 8 Early Graduates... 8 Classification of Students Entering from Outside of the District (Grade Level Placement)... 9 Transfer of Courses and Grades... 9 Transfer of Credit from Non- accredited Institutions and Home School Programs... 9 Letter Grades... 9 Making Changes... 9 Course Change Procedures... 9 Course Corrections... 9 Transfers to Other Schools... 9 NCLB Options and Diversity Choice to Other Schools... 9 Advanced Academic Courses and Programs... 9 Pre-Advanced Placement (Pre-AP)... 9 Advanced Placement (AP)... 9 Weighted Grade Points for Advanced Academic Courses Career and Technical College Articulated Courses A. J. Moore Academies and Lake Air Montessori Special Schools and Programs Gifted and Talented (GT) Services WISD Credit Recovery Center Homebound Program Pregnancy Related Services (PRS) Services for Students with Special Needs English Language Learners (ELLs)/ Limited English Proficient (LEP) English as a Second Language (ESL) Participation of LEP/ELL Students in STAAR/EOC Participation of LEP/ELL Students in TELPAS English Language Learners Served by Special Education Students with Disabilities Section Students with Dyslexia and Related Disorders Special Education An ARD Committee includes:

4 4 SECTION II: Middle School Information & Course Descriptions Middle Level Education Mission: Our Loftiest Aspiration Middle Level Education Strategies Curriculum at a Glance Preparing Your Schedule National Honor Society for Middle School MIDDLE SCHOOL COURSE DESCRIPTIONS SECTION III: High School Information and Graduation Requirements College and Career Programs of Study Graduation Programs Graduation Requirements for Students Receiving Special Education Services, Texas Administrative Code Required Exit Level Tests for Graduates of 2012, 2013, and Required Tests for Graduates 2015 and beyond Semester and Final Examinations Credit by Examination (CBE) General Dual credit Academic Recognition Academic Achievers National Honor Society Higher Education Information The Top 10% Ruling Top 8% for UT at Austin for Graduating Class of 2010 and Thereafter Texas Tuition and Fee Exemption for Recipients of Temporary Assistance for Needy Families (TANF) Toward Excellence, Access and Success (TEXAS) Grant Program Non-citizen In-state Tuition at Public Post-secondary Institutions in Texas College Preparation and College Testing Information Pre-college Entrance Tests SAT Subject Tests The ACT The SAT The THEA SECTION IV: High School Course Descriptions SECTION V: High School Career & Technical Education (CTE) Course Descriptions Career and Technical Education (CTE) Cluster Areas Appendices Waco Independent School District Approved Dual Credit Courses for McLennan Community College Waco Independent School District Approved Dual Credit Courses for Texas State Technical College TAKS Instructional Objectives and STAAR/EOC Reporting Categories WISD Articulated Courses WISD Graduation Plans and STAAR/EOC Requirements for Students entering 9th Grade and thereafter Course Sequence Leading to AP-Level Courses Advanced Placement Waco ISD College & Career Readiness Greater Waco Advanced Manufacturing Academy Middle School Course Sequences Theatre Arts Sequence (High School) CTE Academy & School of Study Sequences... 96

5 5 WISD Disclaimer: The contents of the Secondary School Information Guide are relevant to WISD Policy (Legal and Local), Regulation and Practice as of October For current information regarding district policy please refer to the Waco Independent School District website at or visit with your school counselor. Specific school-related questions should be directed to campus staff. When a parent or guardian has a question or concern, he or she should contact the person who made the initial decision. After discussing the matter, if the concern continues, the principal should be contacted.

6 6 Success in Secondary School Success in middle and high school requires planning and lots of hard work. This section of the Secondary School Information Guide is intended to answer many of the questions students and their parents have about planning for graduation and the rules and procedures schools in WISD follow. Use this guide to help select middle and high school courses. Many courses are required and there are also many enjoyable and enriching electives. Choose your courses carefully, plan to work hard, and get involved in extracurricular activities. Academic and Career Planning in WISD Academic and career planning is an ongoing process for students in WISD. Counselors present guidance and career-planning activities to students in grades Each student develops a 4-year plan in the eighth grade. The 4-Year Plan is a planning process created by the student, in conjunction with the counselor and parent(s) to note current career interests, postsecondary goals, and courses they plan to take to meet high school graduation requirements. In 5 th -6th grades, students will focus on making the transition between skills obtained in school and skills needed to be successful in a career. In 7th grade students will make the link of career interests and personal values. Students also explore the transition to high school by looking at typical high school courses. In 8th grade students utilize a web-based career interest program called Career Cruising. Students complete career interest assessments, learn about careers, post-secondary education, and begin to plan their high school courses. 8 th grade students will also complete a career cluster survey, skills assessment and selfassessment which will plot their interests, as well as completing the learning style inventory. In grades 9-12 students utilize the web- based program, Career Cruising. 10th grade students will research careers based on the results of their interest inventory. College searches will be completed as well. 11th grade students will research colleges and universities based on their interest inventory results, and career search results. 12th grade students will research majors of study at their favorite colleges, which is based on their work from the preceding grades. Students in 12th grade will also complete a resume for use either in the workplace or for application to a place of higher education. 9th -11th grade students will also complete and/or update their four-year academic plan. Parents Can Help Parents play an influential role in helping their son or daughter plan, prepare and develop a 4- year plan. Parents should: Review this guide and materials they receive at school and discuss them with their student. Learn graduation plan requirements and be sure that the student meets them. Encourage students to take foreign language courses and other courses needed for the Texas Education Agency Recommended or Distinguished Achievement Graduation Programs as soon as possible. Make sure students select courses that help them meet their educational and career goals. Encourage students to take Advanced Placement courses and dual credit courses to earn college credit while still in high school. Help students to learn about colleges and careers that interest them. Review the results of your students work on Career Cruising. Contact your student s counselor or visit Career Cruising for more information. ( Students who are involved in after school (extracurricular) activities are often more successful in school. WISD offers clubs, teams and other opportunities for learning academic and social skills, making friends and developing leadership skills. Encourage your student to be involved in at least one extracurricular activity. High School Transcripts The high school transcript is an official and permanent record of a student's academic performance during high school and, in some cases, of high school courses completed prior to high school (TEC (e)). Transcript entries may not be altered or removed except to correct errors. Extracurricular Activities and University Interscholastic League (UIL) Activities that support course work include language clubs, journalism, debate, theatre arts, band, orchestra, choir, and career clubs. Student athletes can further their development by participating in University Interscholastic League (UIL) sports. For high school: football, volleyball, cross-country, golf, tennis, swimming, basketball, baseball, softball, soccer and track and field. For middle school: football, volleyball, basketball, track and field, soccer, and tennis. Sixth grade students cannot participate in UIL activities ( ame=fm%28legal%29.pdf). A student must be enrolled in school for at least four hours per day to be considered in membership for one full day (19 TAC [h]). The classes in which the student is enrolled for the four hours may be for either state approved or local credit. Students who are in classes more than four hours some days and less than four hours on other days are considered to be full-time if they spend an average of four hours per day in class for a five day school week (i.e. Block Schedules, Dual Credit, etc.) High school athletes need to be aware of the National Collegiate Athletic Association (NCAA) academic guidelines and requirements throughout their high school career (9-12) if they plan to participate in college sports. Beginning in the junior year, important information needs to be submitted to the NCAA Eligibility Center. For more information visit the NCAA website at or contact your coach, counselor or registrar for specific information. Suspension of Eligibility for Extracurricular Activities Any student with a failing 6 weeks grade will be suspended from competition. Some advanced courses are exempt from this rule. Refer to WISD policy FM (local) at ame=fm%28local%29.pdf. Taking Responsibility Personal Conduct WISD expects students to exhibit a high degree of self-discipline and contribute to an educational climate that allows each student to enjoy a healthy, safe, and positive learning experience. When necessary, discipline is used to maintain order and promote appropriate behavior. A copy of the WISD Student Code of Conduct is provided to each student. Each campus may establish additional rules and regulations under WISD guidelines. Students and parents/guardians will receive these rules. Please refer to the Student Code of Conduct, Student Handbook, and online policy ( ver_345/file/publications/parent_resources/sh B1213.pdf) for information on attendance and discipline. The Code and Handbook are also online in English and Spanish: d=428&pageid=689

7 7 Achieving Success Student grades will be based on a numerical scale of A grade of 70 or above is considered passing. Grading System Grading and reporting student progress is intended to help increase student achievement. An effective grading system allows educators to clearly communicate student progress toward pre-defined curriculum standards in a way that is equitable, accurate, and useful. The full text of the WISD grading policy is available on each campus and on the District s website ( Id=428&pageId=689). Policy and District expectations are summarized below. As the instructional leader of the school, the principal has the ultimate responsibility to enforce fair and consistent grading procedures that are consistent with District policies and developed by the secondary campus department in each school. Teachers will develop, through collaboration with their secondary campus department, a clearly defined grading procedure consistent with District policies. Each teacher will distribute a copy of the grading procedure to students and parents at the beginning of each school year or semester and to all new students and parents thereafter. Through collaboration with the campus principal, secondary campus department will determine the redo and reassessment guidelines to provide a reasonable opportunity to a student who earns a failing grade. Teachers will accept and award at least partial credit for late work turned in within three consecutive school days of the due date. Because of differences in short-term assignments, teachers have the option of giving students an alternative assignment that will be due within the same time frame as the original assignment. Students will be made aware of the deadline established by the teacher. Through collaboration with the campus principal, each elementary grade-level team or secondary campus department will determine the redo and reassessment guidelines to provide a reasonable opportunity to a student who earns a failing grade. When a student transfers from one school to another within the District, the sending school must complete the withdrawal form that includes information from the current grading period. Parents may request conferences with teachers, counselors, and/or administrators concerning their child s academic progress. Teachers will use professional discretion in awarding credit for assignments missed due to extended absences and/or extenuating circumstances. Teachers may provide reassessment options. The parents and the school share responsibility for helping students succeed. Each school will provide alternative programs for students having difficulties, including individualized instruction, tutorial support, and mentoring. Note: The contents of the Secondary School Information Guide are relevant to WISD Policy (Legal and Local), Regulation and Practice as of January For current information regarding district policy please refer to the Waco Independent School District website at or visit with your school counselor. Report Cards and Progress Reports The District will mail all secondary report cards and progress reports to parents. Report cards are sent at the end of each grading period. Progress reports are provided for students and parents at the mid-point of the grading period. Not receiving an unsatisfactory report does not guarantee a passing grade because a teacher cannot always foresee problems that might occur at the end of the reporting period. Report cards provide clear and concise information about a student s academic performance and promote communication among teachers, students, and parents about the student s personal development, conduct and work habits. The report card also provides information for employers, colleges and other post-secondary institutions. Numerical scores for each secondary course are based on performance on examinations, essays, papers, presentations, performances, projects, or other measures appropriate to the subject matter. Scores may also be given for class work, homework, and class participation. Grades reflect academic achievement only and are not based on discipline, attendance, number of times tardy, or participation in extracurricular activities or other non-academic criteria. The middle school report card reports a numerical average each six weeks for each course. At the end of the year, the six-week grades are averaged to give the student a course average. The high school report card includes the numerical average for the grading period, each six-weeks. The final report card includes a summary of each of the six-week periods and semester grades. In a semester course the three six weeks grades and the final examination grade are averaged to give a final numerical average for each semester course. The report card reflects progress for a point in time. The cumulative grade point average is reflective of all completed high school credit courses, including grades earned in high school courses prior to grade 9, through the given reporting semester. Six weeks grades for courses in progress are NOT included in the cumulative grade point average. The high school report card reflects the cumulative grade point average. Honor Roll Status The honor roll system recognizes and rewards notable academic achievement in secondary schools. Honor roll recognition is based on scholarship achievement only. It has no relationship to National Honor Society requirements, which include factors in addition to scholarship. Students in grades 6 through 12 will be placed on the A Honor Roll each six weeks if they have achieved 90 or above in all subjects. Students will be placed on the A-B Honor Roll each six weeks if they achieved 80 or above in all subjects. Standardized Testing Standardized tests are administered periodically to all students to evaluate knowledge gained over a given period of time and to assess the effectiveness of the curriculum. The Texas Education Agency has established times at which tests are given and WISD provides guidelines for using the results. For all other students, the following statemandated tests apply: Grade 6: STAAR (State of Texas Assessment of Academic Readiness), STAAR-M or STAAR- Alt: Math and Reading TELPAS for LEP students not exited from ESL Grade 7: STAAR, STAAR-M or STAAR-Alt: Math, Reading and Writing TELPAS for LEP students not exited from ESL Grade 8: STAAR, STAAR-M or STAAR-Alt: Math, Reading, Social Studies and Science TELPAS for LEP students not exited from ESLSTAAR L, linguistically accommodated versions of STAAR 3-8 and EOC, are available for eligible students in grades 3-8 and EOC in math, science, and social studies only. Any 6th, 7th, or 8th grade student taking a high school-level course for which there is a STAAR End-of-Course (EOC) assessment must also take that specific EOC assessment. Modified EOC assessments will be provided for special education core courses required for the minimum graduation plan only.

8 8 Grade 11: Exit Level TAKS, TAKS-Accommodated, TAKS- M or STAAR-Alt: English Language Arts, Math, Social Studies and Science TELPAS for LEP students not exited from ESL Preliminary Scholastic Aptitude Test (PSAT) ACT or SAT: recommended Grade 12: Exit Level TAKS for retested students TELPAS for LEP students not exited from ESL ACT or SAT: recommended End-of-Course (EOC) Assessments for Students in Grades 9 12 Beginning with ninth graders in the school year, end-of-course (EOC) assessments are administered for the following courses: Algebra I, Geometry, and Algebra II English I, English II, and English III Biology, Chemistry, and Physics World Geography, World History, and United States History Satisfactory performance on the applicable assessments will be required for graduation and will also affect the plan under which the student may graduate. There are three testing windows during the year in which a student may take an EOC assessment, which will occur during the fall, spring, and summer months. In each content area (English language arts, mathematics, science, and social studies), a student must achieve a cumulative score. To determine whether the student meets the cumulative score, the student s EOC assessment scores in each content area will be added together. If the student s total score on the assessments within the content area is not equal to or greater than the cumulative score set by TEA, the student may retake any of the assessments in that content area until the student achieves the cumulative score. A student who does not achieve the minimum required score on any individual assessment will be required to retake that assessment. EOC test scores will count as 15% of the student s grade in the corresponding course. A student may choose to retake an EOC assessment in situations other than those listed above as well. STAAR Modified and STAAR Alternate, for students receiving special education services, will be available for eligible students, as determined by the student s ARD committee. These particular EOC assessments may have different testing windows than the general assessments, and the ARD committee will determine whether successful performance on the assessments will be required for graduation. STAAR-L, which is a linguistically accommodated assessment, will be available for students who have been determined to be limited English proficient (LEP) and who require this type of testing accommodation. College Readiness Standard - Is your child ready? What is the College Readiness Standard? Colleges and universities in Texas have determined that students are not ready for college level classes if they did not pass the TAKS test with a 2200 on the math and reading sections, with at least a 3 on the essay. If your child did not pass this standard on TAKS, they still have several opportunities to prove they are college ready. A student can meet the college readiness standard in several ways. The chart below outlines the state mandated college readiness scores. TAKS 2200 or higher/ 3 on Composition SAT Combined Critical Reading and Math of 1070 or higher with at least 500 on both ACT Composite 23 with at least a 19 in English and Math Scores can be mixed and matched. An example would be if a student has a 2220 on the math TAKS, a 2100 on Reading, a 500 on the SAT verbal and a 450 on the SAT math, the 2220 on the math TAKS and the 500 on the SAT verbal would be used to meet the college readiness standard. Why should it matter to me? Upon high school graduation, students must meet the college readiness standard or they will be required to pay for developmental classes at the college they are attending. These classes are not only frustrating, but cost time and money and will not count toward your child s degree. Graduation Ceremonies To participate in graduation ceremonies, students are required to complete all graduation course requirements and pass English/Language Arts, math, science and social studies TAKS exit test or other required examinations. For students entering 9th grade for the first time during the school years, students must meet acceptable standards as set by the state Commissioner of Education on STAAR End-of-Course assessments. Contact your school counselor for specific information. Middle School Grade Promotion To be promoted from one grade to the next, a middle school student must ( ame=eie%28local%29.pdf): Have an overall grade average of 70; and Attain an average of 70 or above in: language arts, mathematics, social studies and science. Students Success Initiative: Enacted by the 76th Texas Legislature (1999), the Student Success Initiative (SSI) mandated the following passing standards: reading and mathematics tests at Grade 5, and reading and mathematics tests at Grade 8. As specified by these requirements, a student may advance to the next grade level only by passing these tests or by unanimous decision of his or her grade placement committee that the student is likely to perform at grade level after accelerated instruction. The goal of the SSI is to support on grade level academic achievement for every student. Students in grades 3-8 who fail any staterequired assessment may be required to complete accelerated instruction in the subject not passed as a condition of promotion. If a campus or grade placement committee requires accelerated instruction, the student shall not be promoted unless the student completes the required accelerated instruction.- High School Grade Level Classification Promotion, grade-level advancement, and course credit shall be based on mastery of the curriculum. Grade-level advancement for students in grades 9-12 shall be determined by course credits and the number of years completed in high school (EIE local). Grade Classification 10th grade requires completion of one year of high school and a minimum of 6.0 credits. 11th grade requires completion of two years of high school and a minimum of 12.0 credits. 12th grade requires completion of three years of high school and a minimum of 18.0 credits. Additionally, the following considerations are adhered to for determination of credit totals for promotion and grade-level placement. Denied credit(s) are not included when factoring credit totals; Credit totals are based on all awarded credits, including local credits and repeated credits. Early Graduates A parent is entitled to request, with the expectation that the request will not be unreasonably denied, that the student be permitted to graduate from high school earlier than the student would normally graduate, if the student completes all required courses and exit-level assessment requirements for graduation. Students seeking graduation in fewer than 4 years should see their school counselor or registrar. Prior to grade level reclassification to grade 12 the student must: Meet the minimum credit requirements for grade level reclassification; Show evidence of course completion probability for their intended graduation plan Grade point averages for a student who completes the high school program

9 9 requirements in fewer than four years shall be ranked with the class in which he or she actually graduates. Classification of Students Entering from Outside of the District (Grade Level Placement) Students entering the District from an accredited public, private, or parochial school shall provide evidence of prior schooling outside the District and shall be placed initially at the grade level reached elsewhere. For students in grades 9-12, grade level initial placement will be based upon the number of current credits earned in the sending district and the student s original year of entry to 9th grade. Accredited is defined as accreditation by the Texas Education Agency (TEA), an equivalent agency from another state, or an accrediting association recognized by the Commissioner of Education [FD (Local and Regulation)]. A student entering the District from nonaccredited public, private, or parochial school, including home schools, shall be placed initially at the discretion of the principal, pending assessment appropriate to the student s grade level, validation of credits, or results of creditby-examination tests [FD (Local)]. Student or parent shall request credit validation at the time of registration. If the student chooses not to request credit validation, the student will enroll in the course. Entering students will secure information from the school registrar or counselor regarding validation of credit through credit by examination. [EEJA (LOCAL and REGULATION)] Transfer of Courses and Grades When a student transfers after a semester or full year is completed, the receiving district must honor credits already awarded by the sending Texas public district or charter (19 TAC 74.26(a)(1)); including high school courses completed prior to grade 9.Student records from non-texas public schools (i.e., private, out-of-state or out-of-country,) will be evaluated for transfer of credit, including courses completed prior to grade 9. Credit will be awarded provided the curriculum of the course is aligned with Texas Essential Knowledge & Skills (TEKS). Foreign transcripts and supplemental documents should be translated in English and presented to the campus registrar with the original foreign transcript upon request from the high school registrar or counselor; a course syllabus may be required. WISD graduating scales and GPA standards will be applied to course credits and grades transferring from out-of-district institutions. Validation of course credit from nonaccredited institutions, including homeschool institutions, is optional, but once a credit is validated the credit cannot be rescinded. The method for validating course credit is through credit by examination. WISD has no authority on how receiving districts will evaluate courses for transfer when students withdraw from WISD to attend another secondary institution. Transfer of Credit from Non- accredited Institutions and Home School Programs A high school student entering the District from a non- accredited school, including homeschool programs, will be given the opportunity to validate credit(s) earned in the sending school, at no cost to the student or parent through testing or other evidence, that any course taken by a student at a nonaccredited public, private, or parochial school meets State Board requirements ( ame=fd%28local%29.pdf). Letter Grades When students transfer to WISD from a school that gives letter grades, a uniform grading system for translating letter grades is used in all secondary schools. This system also applies to credits completed through Dual Credit. The alpha to numeric chart is: A Excellent A+ 99 A 96 A- 92 B Good B+ 89 B 86 B- 82 C Fair C+ 79 C 76 C- 72 D 70 F Failing (below 70) 60 Exception: Upon receipt of an alpha-tonumeric conversion scale from the sending district, the sending district s grading scale is used in lieu of WISD s conversion chart. Making Changes Course Change Procedures From time to time it is necessary for students to change courses during the semester. If a student needs to change a course or transfer from one course to another, the student should discuss the need with the school counselor. The following procedures should be followed: for a semester or yearlong course, a student may not withdraw from a course after the eleventh day of instruction. However, to meet individual student needs, the principal may use his or her discretion to approve a course change. A student who withdraws from a course before the deadlines stated above will have the grade from the dropped course applied to the grade average for the new course. It is highly recommended that a student transfer from one course to another in the same discipline. Receiving teachers will describe the knowledge and skills essential for success in the course and will suggest ways to learn them. A student who requests and receives a course change assumes responsibility for the content of the entire course on the final examination. Course Corrections In the spring and/or during the summer, students will receive a list of the courses that they requested for the new school year. Students and parents have the opportunity to request course changes until June 8. After June 8th, course corrections will only be made for errors in the student s schedule. Transfers to Other Schools WISD expects students, based on their residence address, to attend their assigned schools. However, under certain circumstances, a student may need or wish to transfer to another campus. To obtain a transfer, the parent must secure a transfer form from the student s school office, complete it, and submit it to the Office of Student Services. Once transferred, a student may not return to his or her original school during the school year unless both principals agree. See Policy FDB. Transfer students and their parents assume responsibility for satisfactory attendance, discipline, achievement, transportation, and cooperation with the school staff while at the transfer school. If these responsibilities are not met, a transfer may be revoked. If a transfer is revoked, the student may not subsequently request a transfer back to the same school. NCLB Options and Diversity Choice to Other Schools Not later than the first day of school year following identification, the District shall provide all students enrolled in the school with the option to transfer to another public school in the District that has not been identified for school improvement. [Policy CNA and FDB] Advanced Academic Courses and Programs Pre-Advanced Placement (Pre-AP) The Pre-AP program is a level of challenging courses designed to teach students strong study skills and learning strategies. Pre-AP courses are offered in grades 6-10 and are taught by teachers with specialized training. Pre-AP courses emphasize critical thinking, reading, research, and writing, and as appropriate, advanced performance expectations. Pre-AP courses carry weighted grade points. Advanced Placement (AP) The Advanced Placement program is a sequence of college-level courses taught in grades by high school teachers with specialized training. AP courses require

10 10 students to study content for a deeper understanding at a more cognitively complex level. Students have the opportunity to pay a fee to the College Board to take AP Exams in May. AP exam results are used to grant college credit and course placement based on student performance based on policies of individual colleges and universities. AP courses carry weighted grade points. Weighted Grade Points for Advanced Academic Courses All high school advanced academic courses carry weighted grade points, including Pre- AP, Advanced Placement (AP), International Baccalaureate (IB) courses, Dual Credit, and Articulated Credit courses, which follow outlines and expectations set forth by the respective academic organization. Weighted courses require additional time, student initiative, and high academic skills. A student who fails one of these courses will be placed on academic probation for the following six weeks. If the student fails again while on academic probation, he or she will be subject to removal from the course. The parent and principal make the final removal decision. Dual credit and some college articulated courses also receive weighted grade points. Career and Technical College Articulated Courses Certain content-enhanced career and technical high school courses have been found to be substantially equal to certain introductory-level college courses. A student completing these courses must achieve a grade of B or above to receive articulated credit. Completion of the high school course or courses required to equal a college course with a B or above also counts as a Distinguished Achievement Program (DAP) measure. All courses eligible for college credit are identified on the high school transcript with the special explanation course code A. This code helps participating colleges identify courses taught for award of articulated college credit. Completion of these college-level courses provides a way to start a college technical major in high school and continue in a community or technical college. The result is a certificate or associate degree in a career field. ATLAS Academy ATLAS Academy is a school of choice that addresses student interest in the humanities, sciences and technology as the foundation for advanced learning, Pre Advanced Placement (Pre AP), in all content areas. Students who attend ATLAS in grades six to eight work closely with multi-talented, creative teachers who guide students in developing deep understanding of subject matter through direct instruction, problem-based learning, collaborative exploration, and discovery. Instruction is interdisciplinary. There is a strong emphasis on technology across the curriculum. Texas Essential Knowledge and Skills (TEKS) are integrated into thematic units centered on 21st century skills and problems of relevance to adolescent learners. Emphasis for all students is on applied learning experiences that help them function with increasing competency as researchers, creators, problem solvers and practitioners. Problem-based study using a variety of research strategies, group activities and independent work allows students to pursue their individual interests in depth. Mini-courses are an integral part of ATLAS. Mini-courses are offered as specialized electives to address the variety of gifted student interests. All students taking minicourses start with a research course. This course includes study skills that are relevant to all academic classes. It also involves researching for a service learning project which is then implemented in the community resulting in character development. After the completion of the research mini-course, students have the option of several interest-based mini-courses. Courses range from robotics to scholarship application. These courses are multi-age and are six weeks in length, allowing each student to take five per year in addition to the research class. Some of the courses are also for high school credit. A. J. Moore Academies and Lake Air Montessori WISD has several advanced academic programs available to students at the secondary level. A. J. Moore Academies at University High School offers high school students an opportunity to study in one of eight career pathways at University High School. Those pathways include information technology, finance, hospitality and tourism, health professions, engineering, education, automotive technology, and public safety. Lake Air Montessori is a magnet program that serves WISD students in pre-k through 8 th grade. The Montessori Method is a comprehensive educational approach based on the observation of children s natural learning tendencies as they unfold in prepared environments for multi-age groups. Special Schools and Programs Gifted and Talented (GT) Services Services for GT students are provided in the four core content areas: language arts, mathematics, science, and social studies. To qualify for services, students must complete the nomination and screening process and meet specific criteria for identification. GT services are provided through differentiated instruction within the cluster-grouping model, where small groups of GT students are assigned to teachers who have completed required GT training. Clustering students provides opportunities for GT students to work with other GT students, independently, and in flexible groups. Campuses may choose to enhance the model with additional opportunities for GT students. At the secondary level GT students must enroll in Pre- AP, AP in the area(s) in which they are GT identified. WISD Credit Recovery Center The credit recovery center is designed to provide flexible, self-paced learning environment for students. It enables students to recover credits in core subject areas and to earn the credits necessary to graduate on schedule. Students are accepted for enrollment based on need. Fifth-year high school students are given priority. Students interested in enrolling in the credit recovery center should contact their counselor. Homebound Program The Homebound Program provides homebased instructional services for students confined to home or a hospital for medical reasons. A student qualifies for Homebound services if for medical reasons he/she is expected to be confined at home or hospital bedside for a minimum of 4 weeks and has a medical condition documented by a physician licensed to practice in the United States. If you have questions about the Homebound Program, contact the school nurse or the Homebound Office at Pregnancy Related Services (PRS) During pregnancy and after delivery, a student is eligible for instructional support services to stay on track in their academic courses. Services are provided when a student is: (1) pregnant and attending classes on a campus; (2) confined to home due to medical complications; and (3) confined during the 6 weeks postpartum period. For more information about PRS, contact the school nurse. Services for Students with Special Needs English Language Learners (ELLs)/ Limited English Proficient (LEP) English as a Second Language (ESL) The Middle School language arts curriculum provides English as a Second Language (ESL) for English language learners (ELLs), who are recent immigrants, (0-3 years in U.S. schools) so that students develop their abilities to listen, speak, read, and write in English. ESL Reading is recommended for ELLs who need additional support in reading on grade level in English. Both classes are designed to develop the English language proficiency needed to succeed in all-english classes including language arts, math, science, and social studies. The High School language arts curriculum provides English I and II for Speakers of Other Languages (ESOL I and ESOL II) to recent immigrant students. A Reading class is recommended for English Language Learners who may not be reading on grade level to further develop comprehensive English skills. The English as a Second Language (ESL) teacher provides English instruction to meet the needs of students at the beginning, intermediate and

11 11 advanced levels of proficiency. For recent Spanish-speaking immigrant students, Spanish for Spanish Speakers is recommended to strengthen the students primary language and reinforce the Texas Essential Knowledge and Skills required meeting the standards on STAAR/EOC. For speakers of other languages other than Spanish, it is recommended that such students enroll in classes which will enhance their first language. This is particularly important for students enrolling in the school district with low literacy skills as a result of interrupted schooling or with no previous school experience. Other Languages, English III and English IV. A Sheltered English course is recommended for ELLs who, after being in the United States for two or three years, are transitioning into regular English courses but have not learned enough English to perform at the same levels as their native English speaking peers. For recent immigrant students who have been in a United States school for fewer than three years, sheltered courses in Algebra, World Geography, and Biology are recommended. When possible, teachers provide native language support in the content. Participation of LEP/ELL Students in STAAR/EOC ELL students are required to participate in the STAAR/EOC state assessments. STAAR L is a special administration of STAAR for LEP-exempt recent immigrants in grades Linguistic accommodations are made in order to assist students in overcoming language barriers and to provide a meaningful assessment of academic knowledge and skills. STAAR L administrations tests are available for Grades 3-8 Mathematics and EOC Algebra I, Geometry, Algebra II Grades 5 & 8 Science and EOC Biology, Chemistry and Physics Grades 8 Social Studies and EOC World Geography, World History, U.S. History. Spanish versions of STAAR L are not available. See standardized testing section of this publication and TEA's English Language Learners Assessment webpage for additional information and resources. Participation of LEP/ELL Students in TELPAS NCLB requires that all eligible LEP students in grades K-12 be assessed annually on the progress they make in learning the English language. The Texas English Language Proficiency Assessment System (TELPAS) was developed to fulfill this requirement and consists of multiple-choice reading tests, holistically rated assessments based on classroom work and teacher observation. Secondary students are assessed with TELPAS holistically rated assessments in the following language domains: listening, speaking, and writing. In addition, students are assessed in the language domain of reading through the TELPAS. Together, the reading tests and holistically rated assessments provide performance data used to fulfill state and federal reporting requirements. TELPAS is an appropriate assessment tool for students receiving TEKS instruction on at least a kindergarten level. In rare cases, the ARD committee and LPAC may determine that a student should not be assessed in one or more domains due to a disability. English Language Learners Served by Special Education ELLs who receive special education services have special education needs related to a disability as well as needs related to second language learning. It is important for ARD committees and LPACs to work together to ensure that instruction is tailored to meet each student s linguistic and special education needs. ARD committees and LPACs should keep in mind that LEP-exempt students receiving special education services who participate in LAT administrations may also be eligible for other accommodations in addition to the linguistic accommodations that are determined to be appropriate. Students with Disabilities Section 504 The Rehabilitation Act of 1973, commonly referred to as Section 504, is a nondiscrimination statute enacted by the United States Congress. The purpose of the Act is to prohibit discrimination and to ensure that students with disabilities have educational opportunities and benefits equal to those provided to other students. An eligible student under Section 504 is a student who has a physical or mental impairment that substantially limits them in a major life activity such as learning, self-care, walking, seeing, hearing, speaking, breathing, working and performing manual tasks. See the school counselor for more information about services for qualifying students. Students with Dyslexia and Related Disorders Students with dyslexia have difficulty with reading, writing and/or spelling. Each campus has a teacher who is trained to evaluate, instruct, and monitor qualified students. Schools serve students with dyslexia or related disorders in a variety of ways determined by a 504 committee. Services may include specialized instruction, classroom accommodations, and assistive technology. See the school counselor for more information. Special Education Special education and related services are specifically designed instructional services developed to support students with disabilities within the general curriculum. The intent of the support services is to enable all students with disabilities to make progress in the general curriculum, to participate in extracurricular and nonacademic activities, and to be educated and participate with non- disabled peers in the public school system. WISD is committed to meeting the needs of students who have cognitive, physical, emotional or learning differences. Each campus utilizes a child study team that meets to discuss and recommend intervention strategies through general education programming. Students who are referred for special education support and services must participate in an evaluation process with formal notice and consent of parents. If evaluation information shows eligibility for special education support and services, an Admission, Review and Dismissal (ARD) Committee develops an appropriate educational program for each student. An ARD Committee includes: The student and his/her parent; District representative; Evaluation representative; At least one of the student s general education teachers; A special education teacher (The child s disability may require a teacher certified in a specific area, such as Visual or Auditory impairment); Related services provider, if required; Language Proficiency Assessment Committee representative, if required; Career and Technical Education Representative, if CTE is being considered for the student. The program developed by the ARD Committee is referred to as an Individualized Education Program (IEP). The IEP is implemented in the least restrictive environment appropriate for the student. The student and parents have legal rights under the Individuals with Disabilities Education Act (IDEA) that are outlined in the Procedural Safeguards. Parents also receive information from Texas Education Agency in the booklet, A Guide to the Admission, Review and Dismissal Process. Information about these rights are provided and explained to parents and/or adult students at least one time per year, and: When a student is initially referred for evaluation When requested by parent At the initial filing of a due process hearing WISD policies are updated regularly. Please check the WISD website for online policy and up-to-date policy information

12 12 WISD Disclaimer: The contents of the Secondary School Information Guide are relevant to WISD Policy (Legal and Local), Regulation and Practice as of October For current information regarding district policy please refer to the Waco Independent School District website at or visit with your school counselor. Specific school-related questions should be directed to campus staff. When a parent or guardian has a question or concern, he or she should contact the person who made the initial decision. After discussing the matter, if the concern continues, the principal should be contacted.

13 13 Middle Level Education Mission: Our Loftiest Aspiration The mission of middle level education, where children explore and discover their unique identities, is to ensure all students demonstrate high academic achievement and develop confidence and character to succeed in high school and beyond; this is accomplished by: Engaging students in rigorous, relevant, world-class curriculum and instruction Fostering meaningful relationships Encouraging respect and appreciation of diversity Promoting civic engagement Supporting students intellectual, physical, social, and emotional well-being Middle Level Education Strategies 1. We will develop, recruit, support, retain, and recognize highly qualified principals, teachers, and staff at every middle school to ensure that every student has a quality education. 2. We will implement a rigorous, relevant, world-class curriculum and ensure that teachers have the professional development necessary to consistently apply best instructional and assessment practices. 3. We will develop a comprehensive plan in partnership with outside resources and agencies to support at-risk students and families in order to increase student attendance and reduce barriers to learning. 4. We will promote healthy life styles and safe learning environments at every middle school to ensure that students are fit, healthy, and ready to learn. 5. We will design middle level learning environments that foster relationships and smaller learning communities addressing such needs as facility use, staff organization, career exploration, and project-based learning. 6. We will identify and implement effective academic support and interventions for underachieving students. 7. We will create and implement effective transition programs for entering and exiting middle schools. Waco Independent School District s middle schools serve students in grades six to eight (ages 11-14). Waco ISD middle schools are designed to meet the needs of young adolescents. Curriculum at a Glance WISD provides middle school students a wellbalanced curriculum that exceeds the requirements of the Texas Education Agency (TEA). The WISD academic program offers all students the same basic course of study. Students in grades 6-8 are required to take core courses in English/language arts, mathematics, science, social studies, physical education, and fine arts. During the middle school years, students need to broaden their academic and career options and develop the foundation needed for success in high school. In addition to the required courses, students choose optional courses (electives) in fine arts, languages other than English, as well as courses that explore areas of student interest, or the student may take additional physical education courses. Specific required and elective courses may vary from school to school. Middle schools offer Pre-Advanced Placement courses in English, mathematics, science and social studies, as well as other services to gifted and talented students. These courses provide additional challenges within the traditional program of instruction. Any student with the interest, ambition, and motivation to enroll in one or more advanced academic courses may do so with parent permission. Many middle schools also offer selected courses for high school credit. High school courses taken in middle school may count toward the graduation requirements. Examples of these courses are Health & Physical Education, Professional Communications (speech), Touch Data Systems, Algebra I, Fine Art (Art and/or Music Appreciation), Languages Other Than English (LOTE), Health, and Business Information Management (BIM I). Beginning in the school years, students in grades 6-8 who are also enrolled in a high school course will take the corresponding STAAR EOC assessment as required for graduation. Students must complete the same level and discipline to satisfy 1.0 unit of LOTE credit. Students must complete part A (part 1 of a 2 part course) and part B (part 2 of a 2 part course) to earn one high school credit which will satisfy one year of Languages Other Than English requirement in WISD graduation plans. High school level courses completed at the middle school level, regardless of outcome, shall post to the high school academic record. The final grade will not be included in calculating high school grade-point averages and will appear on the high school transcript. A counselor can assist students and parents in choosing appropriate courses. Teachers may also make recommendations to parents to move students into advanced academic courses and will contact the parent to discuss this. If the parent wishes to move their child into one or more advanced academic courses, the parent will need to conference with the current teacher and/or counselor. Preparing Your Schedule Beginning in the sixth grade, students should start thinking about their future course schedules. Therefore, when choosing elective courses, sixth and seventh grade students should consider what it requires to accomplish their goals. For instance, if students are interested in taking advanced band, choir, or theatre arts, in eighth grade, students should select the beginning course in sixth grade and the intermediate course in seventh grade. A course that is required before another course can be taken is called a prerequisite course. Although many beginning courses are available to 7th and 8th grade students, students should determine whether courses they would like to take in 7th and 8th grade require any previous courses. Students should plan their schedule for the upcoming year by selecting from the required and elective courses. Remember that required courses will either be regular or Pre-AP. Required physical education courses and optional elective courses will either be semester or yearlong. Course descriptions for required and elective courses follow the Middle School Section. National Honor Society for Middle School Membership for National Junior Honor Society (NJHS) is based upon demonstration of outstanding performance in five areas: scholarship, leadership, service, character, and citizenship. These definitions are as follows: Scholarship - The student has a minimum grade average established by the faculty council on all course work completed. Leadership - The following twelve areas are forms of leadership. The student: is resourceful in proposing new problems, applying principles, and making suggestions; Demonstrates initiative in promoting school activities; Exercises positive influence on peers in upholding school ideals; Contributes ideas that improve the civic life at the school; is able to delegate responsibilities; exemplifies positive attitudes; Inspires positive behavior in others; Demonstrates academic initiative; successfully hold school offices or positions of responsibility; conducts business effectively and efficiently, demonstrates reliability and dependability; Is a leader in the classroom, at work, and in other school or community activities; Is thoroughly dependable in any responsibility accepted; and Is willing to uphold scholarship and maintain a loyal school attitude.

14 14 Service - The following eight areas are forms of service. The student: Volunteers and provides dependable and well-organized assistance, is gladly available and is willing to sacrifice to offer assistance; Works well with others and is willing to take on difficult or inconspicuous responsibilities; cheerfully and enthusiastically renders any requested service to the school; Is willing to represent the class or school in interclass and interscholastic competition; Does committee and staff work without complaint. Participates in some activity outside of school, for example, Girl Scouts, Boy Scouts, religious groups, volunteer services for the elderly, poor or disadvantaged; Mentors persons in the community or students at other schools; and Shows courtesy by assisting visitors, teachers, and students. Character - The following ten areas are forms of character. The student: Takes criticism willingly and accepts recommendations graciously; Consistently exemplifies desirable qualities or behavior (cheerfulness, friendliness, poise, stability); Upholds principles of morality and ethics; Cooperates by complying with school regulations concerning property, programs, office, halls and the like; Demonstrates the highest standards of honesty and reliability; Regularly shows courtesy, concern, and respect for others; Observes instructions and rules, is punctual and faithful both inside and outside of the classroom; Has powers of concentration, self- discipline, and sustained attention as shown by perseverance and application to studies; Manifests truthfulness in acknowledging obedience to rules, avoiding cheating in written work, and showing unwillingness to profit by the mistakes of others; and Actively helps rid the school of bad influences or environment. Citizenship - The following three areas are forms of citizenship. The student: Understands the importance of civil involvement; Has a high regard for freedom, justice, and respect of the American form of government (representative democracy); and Demonstrates mature participation and responsibility through involvement with such activities as scouting, community organizations, and school clubs. Campus Administrators will also review candidates with regards to citizenship and students may be declared ineligible based on this review. Each category listed is judged independently. To be eligible for membership, a student must have the grade point average established by the faculty council on all course work completed. In addition to this academic requirement, outstanding leadership, service, character and citizenship at school and in other activities are required. Standards for National Junior Honor Society include: All local selection guidelines for NJHS must conform to the national guidelines; Each campus will have a five-member faculty council with a chapter adviser. The adviser will exercise the duties outlined in the Constitution published by the national office of NJHS; Guidelines will be fairly and consistently applied and any changes in guidelines will be publicized prior to implementation; All schools will publicize the selection process and make the information available to parents, students, and faculty members upon request. The selection criteria will be publicized in the District s Secondary School Information Guide (SSIG) annually; Students in grades 7 and 8 are eligible for membership. Students in grade 6 are eligible for candidacy during the spring of their sixth grade year; Membership criteria for scholarship will be an average established by the faculty council; Each campus will use the Student Activity Information Form suggested by the national office; Faculty evaluation forms will be used, and the evaluator will sign each form. The evaluator must be prepared to support any below average rating with substantiating data based on sound professional judgment and action. Faculty advisers will conduct informal interviews with faculty members regarding below-average ratings that appear to be unique; A point system will be utilized for faculty evaluations and the points will only be applied to the criteria of leadership, service, and character. Schools will use a point system of 1-5 (5=excellent; 4=good; 3=average; 2=fair; and 1=unacceptable). Faculty evaluations will be processed by the student s current teachers individually rating the student. For admission to NJHS a student must have a total of 126 points (out of 140 possible points) and meet the scholarship requirement. For admission to NJHS a student must have a total of 126 points (out of 140 possible points) and meet the scholarship requirements; and All middle schools will follow the national guidelines for NJHS membership.

15 15 MIDDLE SCHOOL COURSE DESCRIPTIONS Students will be placed in Pre-AP classes based on TAKS results or parent signature on choice sheets. Students identified as G/T must be registered for Pre-AP classes in the area(s) in which they have been identified in order to maintain G/T designation and receive G/T services. Pre-AP classes include strategies that students will need if they choose to enroll in AP courses at the high school level. Pre-AP classes are more advanced. ENGLISH/LANGUAGE ARTS 6th TEA # (Pre-AP) 7thTEA # (Pre-AP) 8th TEA # (Pre-AP) READING 6th TEA # th TEA # th TEA # These classes provide instruction and practice in reading a variety of genres, including media literacy, writing a wide variety of compositions, listening and speaking at higher levels each year. Students complete research projects that require them to understand and evaluate a variety of textual and visual materials. They learn grammar, usage, vocabulary, and other English language skills within the context of reading and writing. In , the State of Texas Assessments of Academic Readiness (STAAR) and will replace TAKS for grades 3-8 reading. Mandated by House Bill 3 in the 2009 legislative process, the grades 3-8 STAAR reading assessments must be linked from grade-to-grade to the performance expectations for the English III End-of-Course assessments. Students who fail the grades 3-8 STAAR reading assessments are required to receive remediation. ENGLISH AS A SECOND LANGUAGE (ESL) ENGLISH FOR NON-ENGLISH SPEAKERS ENGLISH (ESL) 6th TEA # /0133 7th TEA # /0134 8th TEA # /0135 READING (ESL) 6th TEA # th TEA # th TEA # ESL classes prepare students for academic success in all content areas. ESL classes cover the same concepts, knowledge, and skills found in the English Language Arts curriculum. Students learn the English language to obtain, process, and construct knowledge as well as to demonstrate their knowledge of subject matter information through listening, speaking, reading, and writing. MATHEMATICS 6th TEA # (Pre-AP) 6th TEA # (Math Lab) 7th TEA # (Pre-AP) 7th TEA # (Math Lab) 8th TEA # th TEA # (Math Lab) Throughout mathematics in Grades 6-8 students build a foundation of basic understandings in number, operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry and spatial reasoning; measurement; and probability and statistics. In , the State of Texas Assessments of Academic Readiness (STAAR) and will replace TAKS for grades 3-8 mathematics. Mandated by House Bill 3 in the 2009 legislative process, the grades 3-8 STAAR mathematics assessments must be linked from grade-to-grade to the performance expectations for the Algebra II End-of-Course assessments. Students who fail the grades 3-8 STAAR mathematics assessments are required to receive remediation. ALGEBRA I AND GEOMETRY (Pre-AP) 8th TEA # th TEA # (1.0 High school credit earned) Some eighth grade students may choose to take Algebra I, which is a high school credit course. Only students who have mastered the material taught in mathematics in grades 6-8 should take this course. Students who complete any high school mathematics courses in grades 7 and/or 8 may use the credit earned to satisfy the requirement of four units of mathematics in grades Grades earned in high school courses taken in middle school are not included in the high school GPA. NOTE: Entering freshmen must take four years of high school mathematics courses to include Algebra I, Geometry and Algebra II. The Math Modeling with Applications course, if taken, must occur before Algebra II. SCIENCE 6th TEA # (Pre-AP) 7th TEA # (Pre-AP) 0341 (ESL) 8th TEA # (Pre-AP) Students learn concepts in an integrated approach of life, earth, and physical sciences with an emphasis on inquiry-based field and laboratory investigations. A unit in personal health and sexuality is included at each grade level. SOCIAL STUDIES 6th TEA # (Pre-AP) 7th TEA # (Pre-AP) 0340 (ESL) 8th TEA # (Pre-AP) Students learn about events, leaders, beliefs and geography in economic and political systems and cultures. Grade 6 emphasizes modern life in world regions. Grade 7 studies Texas Geography and History. Grade 8 studies U.S. History from exploration to KEYBOARDING PROFICIENCY Beginning , keyboarding proficiency is required at the middle school level. The expectation is that students will be proficient in keyboarding before entering grade 9. To assist students in meeting this expectation, the following opportunities are available: Passing keyboarding or Touch System Data Entry at the middle school during the school year (grade 7 and 8). Passing keyboarding or Touch System Data Entry during summer school before grade 9, if offered as a part of the summer school program Demonstrating proficiency on a districtdeveloped keyboarding equivalency assessment at middle school. TOUCH SYSTEM DATA ENTRY 8th TEA # C740 HS CREDIT Credit: 1/2 Students apply technical skills to address business applications of emerging technologies. Students enhance reading, writing, computing, communication, and reasoning skills and apply them to the business environment. Students will need to apply touch system data entry for production of business documents, and will develop psychomotor skills through drill practice and reinforcement of correct keyboarding techniques. Students will be provided instruction on how to create, format, and edit personal and business documents, including letters, reports, memos, and outlines. The course includes skill development in proofreading, spelling, and punctuation. Students will learn skills using software for word processing, visual presentation, and spreadsheet application while learning file management skills. Students who do not want to earn 0.5 high school credit may complete the course for no credit.

16 16 MIDDLE SCHOOL PHYSICAL EDUCATION IMPORTANT: All middle school students must take at least four semesters of Physical Education or Physical Education Substitutions. Athletics, Dance or JROTC are Physical Education Substitutions that will satisfy the 4-semester requirement if taught by a Physical Educator or Dance Instructor during school hours. Students must take at least one semester of General Physical Education or Physical Education Substitution per each grade level. PE 6th TEA # PHYSICAL EDUCATION (ONE SEMESTER) 6th TEA # th TEA # th TEA # An approved Off-Campus PE Equivalent Program may also substitute for the Physical Education requirement for 7th and 8th grade. All students will be assessed on their physical fitness using the FITNESSGRAM assessment based on their Health Classification. 6th Grade PE TEA # Students in 6th grade will understand in greater detail the function of the body and learn to use technology to measure their own performance, such as using a pedometer to track physical activity. Students will be able to identify types of physical activities that provide them with enjoyment and challenge to encourage them to be physically active throughout life. The 6th grade physical activity focus is: Basketball, Flag Football, Jump Rope, Soccer, Tennis, Track and Field, Volleyball and Fitness skills. 7th Grade PE TEA # Students in 7th grade physical education will apply similar concepts from one sport or movement setting to another. Students will learn how to observe another individual s performance and notice key elements for success. At this grade level, students are expected to participate in physical activity both in and out of school while maintaining a healthy level of fitness as their bodies grow and change. Their knowledge of safety and the ability to manage their own behavior is reinforced. Instruction is directed toward encouraging the incorporation of physical activity into a daily routine and less toward fundamental skill development. The 7th grade physical activity focus is: Bowling, Circuit Training, Disc Golf, Floorball, Outdoor Education, Softball, Ultimate Frisbee and Fitness skills. 8th Grade PE TEA # Students in 8th grade physical education will continue to understand the need to remain physically active throughout life by participating in enjoyable lifetime activities in and out of school. Students will be able to demonstrate higher-level movement skills, strategies and tactics within game play. Students will learn the components of fitness. The 8th grade physical activity focus is: Badminton, Basketball, Golf, Lacrosse, Team Handball, Volleyball, Weight Training and Fitness skills. 7 th /8 th Grade PE (HS Credit) 8th Grade PE TEA #PES HS Credit PY01 Students in 8th grade physical education will continue to understand the need to remain physically active throughout life by participating in enjoyable lifetime activities in and out of school. Students will be able to demonstrate higher-level movement skills, strategies and tactics within game play. Students will learn the components of fitness. The 8th grade physical activity focus is: Badminton, Basketball, Golf, Lacrosse, Team Handball, Volleyball, Weight Training and Fitness skills. PHYSICAL EDUCATION SUBSTITUTIONS FOR MIDDLE SCHOOL Physical Education substitutions allow a student to use approved physical activities to meet the physical education requirements for middle school. ATHLETICS COURSES GRADE PLACEMENT: 7th and 8th grades PREREQUISITE: Approval by the Athletic Coach Students will participate in athletic activities during this class, which can be substituted for a physical education credit. Students will learn grade level Physical Education curriculum during the off-season. 7th TEA # (Girls) 0237 (Boys) 8th TEA # (Girls) 0239 (Boys) HEALTH Health Education This is a one semester course. Students study and learn skills that enable them to lead healthy lives. Students will explore and learn the function and care of body systems and the effects of alcohol, tobacco, and drugs on these systems. Students also study first aid and sexually transmitted diseases with a strong emphasis on sexual abstinence. Local #: 0586 TEA #: HIGH SCHOOL CREDIT FINE ARTS One semester of Fine Arts is required; students may choose yearlong option if they want to take the other semester as an elective ART (BEGINNING) 6th TEA # (Semester) 0260 (Year) 7th TEA # (Semester) 0262 (Year) 8th TEA # (Semester) 0264 (Year) BAND (BEGINNING) 6th TEA # th TEA # th TEA # BAND (INTERMEDIATE) 7 th TEA # th TEA # (Brass) 0273 (Wood) 0274 (Mus/Band) BAND (ADVANCED) 7 th TEA # (Mus/Band) 8th TEA # (Mus/Band) Band is offered at three levels of instruction. Students are introduced to the fundamentals of band instruments. Students are required to furnish their own instruments. However, some instruments may be available for use. Rapidly progressing students may be transferred to a more advanced band level as scheduling permits. Out-of-school rehearsals and performances are required. CHOIR (BEGINNING) 6th TEA # (Girls) 0295 (Boys) TEA # (Year) 7th 8th TEA # (Semester) 0297 (Year) CHOIR (INTERMEDIATE) 7th TEA # (Boys) 0299 (Girls) 0300 (Mixed) 8th TEA # (Boys) 0302 (Girls) 0303 (Mixed) CHOIR (ADVANCED) 7th TEA # (Boys) 0305 (Girls) 0306 (Mixed) 8th TEA # (Boys) 0308 (Girls) 0309 (Mixed)

17 17 Choir classes are designed at three levels for students whose interests lead them toward a sequential, continuing study of choral music. This course is a performance oriented course and teaches unison, two, three and four-part choral literature. Musicianship is developed through the study of vocal techniques, sightreading skills, and music listening. Out-ofschool rehearsals and public performances are required. ORCHESTRA (BEGINNING) 6th TEA # ORCHESTRA (INTERMEDIATE) 6th TEA # th TEA # th TEA # ORCHESTRA (ADVANCED) 6th TEA # th TEA # th TEA # PREREQUISITE: Directors approval required for placement in all levels. Orchestra is offered at three levels of instruction. Students furnish violins and the school provides violas, cellos, and string basses. Basic fundamentals of stringed instruments are introduced, and rapidly progressing students may be transferred to a more advanced orchestra as scheduling permits. Out-of-school rehearsals and performances are required. String players must be enrolled in a regular orchestra class to participate in other specialized instrumental ensembles, such as Mariachi. THEATRE ARTS (BEGINNING) 6th TEA # (Semester) 7th TEA # (Semester) 0314 (Year) 8th TEA # (Semester) 0316 (Year) This course includes technical theatre, preparation for plays, make-up, pantomime, improvisation, and understanding characters through character study. Skills in speech presentation, including the elements of communication, oral interpretation, and various types of speeches will be emphasized. At least one production is presented during the year. Out-of-school rehearsals and performances are required. BEGINNING IN THE SCHOOL YEAR, THERE WILL BE A HIGH SCHOOL FINE ARTS CLASS OFFERED IN MIDDLE SCHOOL. CONTACT COUNSELOR FOR MORE DETAILS. Elective Courses for 6th, 7th, and 8thGrade Students CAREER AND TECH EDUCATION BUSINESS INFORMATION MANAGEMENT I (1 HS Credit) 8 th TEA # C212 Prerequisite: Technology Education, Technology Careers or Teacher Approval This exploratory course will increase the student s knowledge of the operating system of a computer. Concepts learned include recognizing and understanding computer hardware, installing and using software, learning internet skills, peripherals, customer service skills and professionalism. Students will also diagnose and repair basic hardware problems. Students will explore careers that involve designing, developing, supporting and managing computer hardware, software, and multimedia. Expenses may be incurred for projects. SPEECH PROFESSIONAL COMMUNICATIONS 8th TEA # C998 This course develops the skills of the five functions of expression: participating in social traditions, informing, persuading, creating and imagining. GATEWAY TO TECHNOLOGY 7 th TEA #N C160 TENNYSON MIDDLE SCHOOL ONLY This course will increase the student s understanding of the development and impact of technology on society and the environment. The student will design, build and test products and systems to solve real world problems. The students will be able to use and manage resources of technology. The course introduces real world applications in the areas of transportation, power and energy, construction, manufacturing, multimedia, desktop publishing, graphic design, video production and bio-related technology. Hands on problem solving activities may include designing and making products, accessing technology, constructing models of building, using computers and using power tools and equipment. Expenses may be incurred for projects. This course may be taken once in either grade 6, 7, or 8. FOREIGN LANGUAGES SPANISH I (1 HS Credit) 7 th TEA # SPANISH II (1 HS Credit) 8 th TEA # AP SPANISH LANGUAGE (APSPALAN) (1-4 HS Credit) 8 th TEA #A ESPANOL EL HISPANO HABLANTE I (1 HS Credit) 6-8 th TEA # ESPANOL EL HISPANO HABLANTE II (2 HS Credit) 6-8 th TEA # Courses offer sequential language instruction in speaking, listening, reading, and writing. Students also learn about the culture of the country or countries where the language is spoken. Spanish for Spanish speakers should be offered on campuses where there are significant numbers of speakers of that language Students must complete part A in7th grade and part B in 8th grade to earn 1 high school credit which will satisfy the first year of Languages Other Than English (LOTE) requirement in WISD graduation plans. Students who complete only one year will earn.5 credit that will count toward state elective graduation credit, appear on the transcript and will be included in the high school grade point average. Students are expected to complete both semesters of the same LOTE course. Students who do not complete the full 1.0 credit during middle school will experience scheduling issues in high school. ELECTIVE COURSES KICK START 1 st YR Local # KS01 2 nd YR Local # KS02 3 rd YR Local # KS03 Key Strategies: Building strong moral character Teaching discipline and respect with positive reinforcement Instill a sense of belonging Instill empathy and compassion towards others Provide an opportunity for meaningful participation in schools and communities Set attainable goals Create reflective individuals Increase family participation Transfers life skills Collaborate with academic faculty and administrators to help improve our program's effectiveness in every participating school

18 18 Forensic Facts (Local Course #ATL3): Students will learn how Forensic Scientists use their background to help law enforcement solve crimes. We will do a variety of experiments and take a tour of the Baylor chemistry lab and local forensics lab. A Picture Is Worth a Thousand Words (Local Course #ATL2): Students will explore the art of photography. We will explore both technique and impact. They will learn to evaluate the craft as well as take pictures of various Tennyson events and create a yearbook for the school. Science Fair (Local Course #ATL4): Students will learn how to develop their own experiment and compete at the regional and state level. Dissection Station (Local Course #ATL6): Students will explore the world of biology and be given opportunities to perform dissections that are usually reserved for high school biology students. I Need a Doctor (Local Course #ATL5): Students will learn about the varying areas of the medical field, both research and practice and become CPR certified. Fun Science (Local Course #ATL7): Students will participate in daily fun science experiments that are not part of the school year such as making sugar crystals, bottle rockets, slime etc. Desktop Publishing (Local Course #ATL8): Students will explore desktop publishing projects and software --- brochures, flyers, signs, posters, etc. and create original works as a means of personal or group expression Garage Bands (Local Course #ATL9): Whether vocalists or instrumentalists, students will get the opportunity to create their own composition. Students will use creative expression and performance to sing/play instrument. Plan, Cut, Sew (Local Course #ATL10): Students will study geometric patterns and then design their own heirloom quilt. Students will utilize principles of quality construction. Babysitting Survival (Local Course #ATL11): Students will explore developmental characteristics of young children and develop babysitting activities to keep children safe and entertained. Students will use various methods of guidance for children and analyze responsibilities for maintaining the health and safety of children. Geometry in the Arts (Local Course #ATL14): Geometry is everywhere, especially in the arts. Examples are origami, tessellations, fractals, etc. Invention Convention (Local Course #ATL13): Inventions have to start with inventors. Everyone is an inventor. Even you! Live smarter, not harder! Anyone Can Draw! (Local Course #ATL12): Drawing is a learnable skill. It s simply having someone show you what to do and then practicing so you can improve. Say It Out Loud (Local Course #ATL15): Do you like poetry, drama, comedy? We will be learning and performing various pieces of literature, poetry, scenes from plays, and other types of performance pieces. Oral interpretation allows you to put your own "twist" or perspective to the pieces. Students who wish will have opportunities to compete or even prepare for the performance portions of History Fair. Who s Got the Power? (Student Congress) (Local Course #ATL16): Students will role play the workings of the legislative branch of our government by writing their own "real world" their own bills and debate their worth in a congressional setting. There will also be opportunities for those who are interested to compete in this event as well. What s Your Beef? (Peer Mediation) (Local Course #ATL17): Students will be trained in conflict resolution, group dynamics, how the brains work and then apply those skills to mediate conflicts amongst other peers. Digging Up the Past (Archeology) (Local Course #ATL18): How did the people live in the past? What did they eat? How did they die? What influenced their ways of life? We have always been fascinated with group of people who lived before us (Native American tribes, early settlers etc.). They all left behind artifacts that told about them and how they lived. We will explore the world of archeology by studying techniques and how to excavate and gather data from artifacts that will help us better understand the peoples that came before us. Atlas World News (Local Course #ATL19): Students will work as a team to create a newspaper that reports the most important and interesting events taking place within the ATLAS Academy. Students will learn how to write straight news stories, editorials, feature articles and more, for this six week publication. Great Texts (Local Course #ATL20): Great Texts is the ATLAS Book Club for students who love to read and discuss famous books by classical authors! You will have a chance to read and discuss the stories of great writers like Shakespeare and Dickens with people who love books. I Like To Argue (Local Course #ATL21): Special skills of critical thinking and reasoning are an important part of daily reactions to what you hear, think, and read. This course is designed to present you with a set of strategies which will increase your abilities to react critically and to form arguments. This class will help you to learn the art of asking the "right" questions, including right questions about your own thoughts. You will learn the art of mustering reasons, of obtaining useful data, of pinpointing the real issue and noticing when an arguer evades it, and of offering critical opinions based on those evaluations. Critical thinking isn't just an art; it is a disposition and a commitment. Your informal strategies arguing positions will be honed as we examine reasoning in speeches, conversations, essays, and group deliberations.

19 19 Paranormal Investigation (Local Course #ATL22): Students will explore the spirit world through literature, science, and popular culture. This course will cover the investigators roles, what they seek and where they go to search for unexplained anomalies and using scientific methodology, electronic equipment and research techniques to investigate and analyze evidence. Connections: An Alternative View of Change (Local Course #ATL24): Study the history of science and invention and how various discoveries, scientific achievements, and historical world events were built from one another in a particular way to bring about particular aspects of modern technology. This class rejects the conventional view of historical progress and argues that the modern world is the result of a web of interconnected events, each one consisting of a person or group acting for reasons of their own motivations. Aeronautics (Local Course #ATL25): Aerospace engineering engages students in engineering design problems related to aerospace information systems, astronautics, rocketry, propulsion, the physics of space science, space life sciences, the biology of space science, principles of aeronautics, structures and materials, and systems engineering. Research (Local Course #ATL1): Students will learn basic research skills and techniques that will help with History Fair and Science Fair projects. Students will also take various personality and interest inventories in an effort to better understand their learning styles and preferences. A great way to start the year! GI Joe and Jane (Local Course #ATL26): What would YOU tell the founding fathers? Students will learn how to identify patriots and collect oral histories. Studies will write essays for competitions and money prizes. Students will also put the finishing touches on a Welcome Home Parade for Iraq War veterans. This course involves a field trip to Austin, Texas, for their veteran's day parade. Media and the Message (Local Course #ATL27): Students will communicate the news and opinion at ATLAS Academy using traditional and non-traditional media. Students will create and run a daily news show that informs and inspires Tennyson students. So You Want To Be a Lawyer? (Local Course #ATL28): This mini course will explain what it takes to be that guy on Law and Order. Speakers will explain the down and dirty about the legal profession and field trips to our local court house will help students see what the law is all about. We will also develop a list of those laws that REALLY make a difference in your life. Lights, Camera, Action! (Local Course #ATL29): Want to let your creative side show? It may be in front of the camera...or behind it! Making your own movie is fun and easy to do. Learn the basics of planning and filming and editing. During the course we will brainstorm, write, direct and create a short film of our choosing. Washington DC or Bust! (Local Course #ATL30): Students will spend 6 weeks getting ready for our trip to Washington, DC. Students will make a travel guide for those attending our year-end field trip, complete with activities and tentative timetables. Students will lay a wreath at the Tomb of the Unknown Soldier, visit Capitol Hill, go to the Spy Museum, the Smithsonian, Mt. Vernon and other points of interest. Kids in the Kitchen (Local Course #ATL32): Students will explore the math, science, and language of cooking. Students will interact and learn from local chefs in this basic nutrition class. Beginning with food and kitchen safety, this class will introduce students to menu planning, food preparation, dining etiquette, and culminate with the class preparing a meal in a gourmet kitchen. Community Gardening (Local Course #ATL31): Students will participate in creating a flower and vegetable garden. Student will learn the social and environmental benefits of gardening from gardeners in the community. As preparation for creating our own garden, students will visit gardens in the Waco community. The class will work together to plan, organize, plant, and tend a garden on the school grounds. Judge ATLAS (Local Course #ATL33): Students will investigate the judicial system in the United States. With expert testimony from community educators and lawyers, the class will understand the difference between civil and criminal court cases. Students will get an introduction to career opportunities in the legal profession and participate in a mock trial. Stock Market Game (Local Course #ATL34): Students will compete with others in the area as they invest a hypothetical $100,000 in the stock market. Who ll make the most money? Improv Studio (Local Course #ATL35): Students will explore the art of improvisation and direction. NASA/Astronomy (Local Course #ATL36): Students will study the history and current events NASA is engaged in as well as the astronomical contexts they deal with on a daily basis on the International Space Station. Big Questions (Local Course #ATL37): We may not ponder the meaning of life, but we will tackle big questions as we read the works of classic philosophers. Genealogy: Who Am I? (Local Course #ATL39): Do you know your family roots? Have you ever wandered when your family immigrated to the United States and from where? Do you have a famous relative? Are you royalty? Then let s find out! This mini-course will assist you in discovering your family past through research called genealogy. Let s do some family digging and create a family tree! Any skeletons in your family closet? Am I Greek? (Local Course #ATL40): Did you know Darth Vader was Roman? How about the fact that science fiction stories and movies have literary roots in Greek and Roman mythology? Did you know that Nike was a goddess and the inspiration for a future sneaker trade mark? The roots of our government and culture are built on the foundation of the ancient Greek and Roman civilizations. Let s go discover classical history by investigating the ancient cultures of the Greeks and Romans!

20 20 Paint My World! (Local Course #ATL38): Have you ever seen large wall paintings (murals) at church or other public buildings? Go check out the federal building in downtown Waco it has murals painted in the early 1900s on the lobby walls. Let s study some famous artists and artworks then hopefully create and paint our own murals. Renaissance Studies or Are Leonardo, Michelangelo, Donatello, and Raphael REALLY Ninja Turtles? (Local Course #ATL41): Did it all begin with Leonardo? Did he really design and build the first helicopter in the 1400s? Did Michelangelo really spend four years lying on his back painting a church ceiling 40 feet off the ground? Many of our modern inventions, fashion, and art trends stem from the Renaissance period in Europe. Let us open our artist minds to the great artists and masterpieces of the Renaissance Era. Scholarship/Competition (Local Course #ATL23): Learn about the different questions and challenges offered in the Destination Imagination and Odyssey of the Mind competitions. Students will explore the different areas and then select one for specialization. Challenges deal with everything from fine arts to service to structural design. efolio and Presentations (Local Course #ATL42): Students will learn about various tools and modes of presentation and incorporate all of them into their online electronic portfolio, efolio. These modes of presentation will include, but are not limited to: Web 2.0 tools, ipad app productions, and video presentations. Robotics I (Local Course #ATL43): Intro to Robotics will foster students' creativity and innovation by presenting opportunities to design, implement, and present meaningful robotic products using Lego Robotics hardware and software. Students will collaborate with one another, their instructor, and various electronic communities to solve problems in designing and programming robots. Robotics II (Local Course #ATL48): Robotics II will foster students' creativity and innovation by presenting opportunities to design, implement, and present meaningful robotic products using Lego Robotics hardware and software at an advanced level. Students will collaborate with one another, their instructor, and various electronic communities to solve problems in designing and programming robots at an advanced level. They will participate in Robotics competitions with other ATLAS students and with students other schools. Professional Communications (Speech) (Local Course #ATL44): 7 th /8 th grade only; high school credit Professional Communications blends written, oral, and graphic communication in a careerbased environment. Careers require individuals to be creative and have a strong background in computer technology, which is an academic foundation, as well as proficiency in professional oral communication. Independent Study (Local Course #ATL50): Students will have the opportunity to explore their personal interests in an academic setting. They will conduct research, interviews, and use real-world experiences. We Mean Busine$$-Entrepreneurship Course (Local Course #ATL51): Turn your passion into a business! You will get the opportunity to learn the lessons of money management and organizational skills needed to start your own business. We will also take a look at other young entrepreneurs that have successfully started and manage small business and learn what they did to become successful. Service Learning The Next Level (Local Course #ATL49): This is an extension of the original service learning research conducted in the first six weeks. Students will extend their research project into the second six weeks. Atlas Academy Handbell Choir (Local Course #ATL52): Join the Atlas Academy Handbell Choir. Knowing how to read music is helpful, but not necessary. You will learn how to ring handbells of varying sizes and will perform for an audience at the end of the six weeks. Novel Ideas (Local Course #ATL53): Novel Ideas is the ATLAS Book Club for students who love to read and keep up with pop culture novels. We will explore books on the current New York Times Best Seller lists. 6th Grade Intro to Technology (Local Course #ATL54): This course is required for all incoming ATLAS students. The purpose is to familiarize students with all devices, applications, and websites that will be used throughout the ATLAS course curriculum. Introduce Yourself to the Visual and Performing Arts! (Local Course #ATL55): This mini course combines classroom and online instruction. This is a course designed as an introduction to the arts, such as: Theatre, Music, Visual Art, Dance, Architecture, and Cinema. Study focuses on the appreciation of the performing and fine arts and the ways in which they reflect the values of civilization. Science of Psychology (Local Course #ATL56): The psychology of science will include philosophy, history, and sociology of development and serve as an introduction of psychology, as well as focus on experiments using memory, tension, mood and instinct to form varying psychological hypotheses and research and gather data. Mind Games- The Study of Logic (Local Course #ATL57): No cat enjoys the company of snakes. Fluffy enjoys the company of snakes. Therefore, Fluffy is not a cat. Enjoy the fun and mindboggling excitement of logic, the study of the principles of reasoning. Be able to argue with clarity and precision. HOTRHF- The Good, the Bad, the Ugly (Local Course #ATL58): Use this mini-course time to enhance your history fair research and prepare for competitions. Time will be spent developing topics and working with sources and presentation modes. Take your project to the next level using this elective time to prepare for Heart of Texas Regional History, Texas History Day and National History Day. The Entire World is a Stage (Local Course #ATL59): The student develops concepts about self, human relationships, and the environment, using elements of drama and performance arts. Students will develop their self-expression. Some will design sets, costumes and all will learn appropriate audience behavior. Students will perform vignettes, short plays, dramatic and humorous solos and duet acting scenes.

21 21 WISD Disclaimer: The contents of the Secondary School Information Guide are relevant to WISD Policy (Legal and Local), Regulation and Practice as of October For current information regarding district policy please refer to the Waco Independent School District website at or visit with your school counselor. Specific school-related questions should be directed to campus staff. When a parent or guardian has a question or concern, he or she should contact the person who made the initial decision. After discussing the matter, if the concern continues, the principal should be contacted.

22 22 The high school curriculum in the Waco Independent School District is designed to meet the needs of students preparing for college, careers and citizenship in the community. WISD offers a full range of courses, advanced academic courses, and a comprehensive array of Career and Technical Education programs. All WISD students are expected to prepare for both college and careers. In addition to the core academic programs, each high school also offers a variety of extracurricular and co-curricular programs for students. High schools students can perform in a marching band, star in a dramatic production, learn modern dance, or edit a newspaper. They can compete in volleyball or football, or any of a dozen other sports; and every campus has numerous clubs and organizations students can join for fun and education. All students entering grade 9 are required to enroll in the Recommended High School Program or Distinguished Achievement Program. Permission to enroll in the Minimum Graduation Plan will be granted only when a student, the student's parent or guardian, the counselor and the principal agree in writing, signed by each party, that the student should be permitted to take courses under the MHSP. The WISD Permission to Graduate form on the Minimum Graduation Plan may be obtained from your school counselor. Refer to the permission form for eligibility requirements. Browse through the course offerings in this guide to identify electives or programs that interest you. Counselors are available to help students identify courses to take, but students should discuss their goals and interests with parents as well. Students and their families should explore the many college scholarship opportunities available to successful high school students. Scholarship information is provided to all students via the WISD scholarship site: d=428&pageid=4088. See your counselor for scholarship information. College and Career Programs of Study All Waco ISD high school students have the opportunity to focus their high school elective course choices in a field of interest. The programs of study are divided into twelve clusters. The clusters are a method of organizing the available electives into manageable college/career focus areas called Programs of Study. selection of a program of study is based upon individual interest and aptitude. Following are the clusters available in WISD. Architecture & Construction Arts, AV & Communication Business Management & Finance Education & Training Health Science Hospitality & Tourism Human Services Information Technology Law, Public Safety, Corrections & Security Manufacturing Science, Technology, Engineering & Mathematics Transportation, Distribution, & Logistics Students are urged to take the courses in a coherent sequence to maximize the effectiveness of the learning. In many of the majors, college articulated credit is dependent on following the correct sequence of courses. Your teachers and counselors will be glad to help you review your interests and skills to help you determine what program of study to choose. Graduation Programs WISD expects students to take at least the Texas Education Agency (TEA) Recommended High School Program, which requires a minimum of 26 credits for graduation, or the Distinguished Achievement High School Program which requires 26 credits including three years of Language Other than English, plus advanced measures. All students must take required English, mathematics, science and social studies courses in the year they enter high school, and they must continue those courses annually until all requirements are met. Students must graduate on one of the graduation programs available to them when they enter Grade 9. Outlined below are the various graduation programs available to students based on the year that they enter high school (Grade 9). Students entering Grade 9 in the fall of 2007, 2008 and 2009 can graduate under the following three High School Programs: Recommended High School Program and Distinguished High School Program graduation requirements changed for students entering Grade 9 in the fall of 2010 and thereafter. Each graduation program exhibit outlines course requirements specific to the given graduation program: 1) Minimum High School Program with Waco ISD Modification Exhibit 4. 2) Recommended High School Program with Waco ISD Modification Exhibit 5. 3) Distinguished Achievement High School Program with Waco ISD Modification Exhibit Refer to the EIF Exhibits in District Policy (LOCAL) found on the WISD website at Programs of Study include a sequence of courses (3 or more) within a cluster. Each Program of Study will have a series of three or more courses that will move a student from a beginning introductory course to two or more increasingly advanced courses. All Programs of Study start with the Recommended High School Graduation Program as a foundation and focus on the use of electives in a coherent sequence to build student skills in an area of interest. The

23 H I G H S C H O O L Information and Graduation Requirements 23 Students entering 9th grade in school year and thereafter can graduate under one of the graduation programs outlined in Exhibits 1-3. WISD Board of Trustees approved changes to graduation program requirements for the incoming 9th grade class of , as allowed by the State Board of Education. Minimum High School Program (Exhibit 1) Entering 9th Graders in 2010 and thereafter English Language Arts + English I, II and III English I and II for Speakers of Other Languages may be substituted for English I and II for students with limited English proficiency who are at the beginning or intermediate levels of English language proficiency. The fourth credit of English may be selected from any of the following: -English IV -Research/Technical Writing -Creative/Imaginative Writing -Practical Writing Skills -Literary Genres -Business English (CTE) -Journalism -AP English Language & Composition -AP English Literature and Composition Mathematics + Algebra I Geometry The third credit may be selected from any of the following: -Mathematical Models with Applications -Mathematical Applications in Agriculture, Food, and Natural Resources (CTE) -Algebra II -Precalculus -Independent Study in Mathematics -Advanced Quantitative Reasoning -AP Statistics -AP Calculus AB -AP Calculus BC -AP Computer Science - IB Mathematical Studies Standard Level - IB Mathematics Standard Level -IB Mathematics Higher Level -IB Further Mathematics Standard level -Engineering Mathematics (CTE) -Statistics and Risk Management (CTE) Note: Students must take one full credit of the same course. 4X4 Recommended High School Program (Exhibit 2) Entering 9th Graders in 2010 and thereafter credits 4 English Language Arts + English I, II, III, and IV English I and II for Speakers of Other Languages may be substituted for English I and II only for students with limited English proficiency who are at the beginning or intermediate level of English language proficiency. 3 Mathematics + Algebra I Geometry Algebra II The additional credit may be selected from either of the following and must be successfully completed prior to Algebra II: -Mathematical Models with Applications -Mathematical Applications in Agriculture, Food, and Natural Resources (CTE) The fourth credit may be selected from the following after successful completion of Algebra I, Geometry, and Algebra II: -Precalculus -Independent Study in Mathematics -Advanced Quantitative Reasoning -AP Statistics -AP Calculus AB -AP Calculus BC -AP Computer Science -IB Mathematical Studies Standard level -IB Mathematics Standard Level -IB Mathematics Higher Level -IB Further Mathematics Standard Level -Engineering Mathematics (CTE) -Statistics and Risk Management (CTE) Note: Students must take one full credit of the same course. credits 4X4 Distinguished High School Program* (Exhibit 3) Entering 9th Graders in 2010 and thereafter 4 English Language Arts + English I, II, III, and IV English I and II for Speakers of Other Languages may be substituted for English I and II only for students with limited English proficiency who are at the beginning or intermediate level of English language proficiency. 4 Mathematics + Algebra I Geometry Algebra II The fourth credit may be selected from any of the following after successful completion of Algebra I, Geometry, and Algebra II: -Precalculus -Independent Study in Mathematics -Advanced Quantitative Reasoning -AP Statistics -AP Calculus AB -AP Calculus BC -AP Computer Science -IB Mathematical Studies Standard level -IB Mathematics Standard Level -IB Mathematics Higher Level -IB Further Mathematics Standard Level -Engineering Mathematics (CTE) -Statistics and Risk Management (CTE) Note: Students must take one full credit of the same course. credits College Board Advanced Placement, dual credit, and International Baccalaureate courses may be substituted for requirements in appropriate areas. * Distinguished Achievement Program requirements also include student achievement of four advanced measures. 23

24 24 Minimum High School Program (Exhibit 1) Entering 9th Graders in 2010 and thereafter Science + Biology Integrated Physics and Chemistry (IPC) May substitute Chemistry or Physics for IPC but must use the other as academic elective credit. Note: Students must take one full credit of the same course. Social Studies + One credit from either of the following courses: -World Geography Studies (one credit) -World History Studies (one credit) U.S. History Studies Since Reconstruction (one credit) U.S. Government (.5 credit) 4X4 Recommended High School Program (Exhibit 2) Entering 9th Graders in 2010 and thereafter credits 2 Science + Biology, AP Biology, or IB Biology Chemistry, AP Chemistry, or IB Chemistry Physics, Principles of Technology, AP Physics, or IB Physics The fourth credit may be IPC, but must be successfully completed prior to chemistry and physics. If IPC is not taken, then the fourth credit may be selected from any of the following laboratory-based courses: -Aquatic Science -Astronomy -Earth and Space Science -Environmental Systems -AP Biology -AP Chemistry -AP Physics B -AP Physics C -AP Environmental Science -IB Biology -IB Chemistry -IB Physics -IB Environmental Systems -Scientific Research and Design (CTE) -Anatomy and Physiology (CTE) -Engineering Design and Problem Solving (CTE) -Medical Microbiology (CTE) -Pathophysiology (CTE) -Advanced Animal Science (CTE) -Advanced Biotechnology (CTE) -Advanced Plant and Soil Science (CTE) -Food Science (CTE) -Forensic Science (CTE) IPC cannot be taken as the final or fourth year of science, and must be taken before the senior year of high school. 2.5 Economics with emphasis on free enterprise system and its benefits.5 Social Studies + World Geography Studies (one credit) World History Studies (one credit) U.S. History Studies Since Reconstruction (one credit) U.S. Government (.5 credit) Economics with emphasis on free enterprise system and its benefits 4X4 Distinguished High School Program* (Exhibit 3) Entering 9th Graders in 2010 and thereafter credits 4 Science + Biology, AP Biology, or IB Biology Chemistry, AP Chemistry, or IB Chemistry Physics, AP Physics, or IB Physics After successful completion of a biology course, a chemistry course, and a physics course, the fourth credit may be selected from any of the following laboratory-based courses: (the third and fourth credit may be taken concurrently): -Aquatic Science -Astronomy -Earth and Space Science -Environmental Systems -AP Biology -AP Chemistry -AP Physics B -AP Physics C -AP Environmental Science -IB Biology -IB Chemistry -IB Physics -IB Environmental Systems -Scientific Research and Design (CTE) -Anatomy and Physiology (CTE) -Engineering Design and Problem Solving (CTE) -Medical Microbiology (CTE) -Pathophysiology (CTE) -Advanced Animal Science (CTE) -Advanced Biotechnology (CTE) -Advanced Plant and Soil Science (CTE) -Food Science (CTE) -Forensic Science (CTE) Note: Students must take one full credit of the same course. Social Studies + World Geography Studies (one credit) World History Studies (one credit) U.S. History Studies Since Reconstruction (one credit) U.S. Government (.5 credit) credits Economics with emphasis on free enterprise system and its benefits.5 H I G H S C H O O L Information and Graduation Requirements 24 + College Board Advanced Placement, dual credit, and International Baccalaureate courses may be substituted for requirements in appropriate areas. * Distinguished Achievement Program requirements also include student achievement of four advanced measures.

25 25 Information and Graduation Requirements Minimum High School Program (Exhibit 1) Entering 9th Graders in 2010 and thereafter Academic Elective One credit from: World History Studies World Geography Studies Any science course approved by SBOE (If substituting Chemistry or Physics for IPC, must use the other as academic elective credit.) 4X4 Recommended High School Program (Exhibit 2) Entering 9th Graders in 2010 and thereafter 4X4 Distinguished High School Program* (Exhibit 3) Entering 9th Graders in 2010 and thereafter credits credits credits 1 Languages Other Than English + Must be any 2 levels of same language. 2 Languages Other Than English + Must be any 3 levels of same language. 3 General Physical Education The required credit may be from any combination of the following one-half to one credit courses: o Foundations of Personal Fitness o Adventure/Outdoor Education o Aerobic Activities o Team or Individual Sports In accordance with local district policy, credit for any of the courses listed above may be earned through participation in the following activities: o Athletics o o JROTC Appropriate private or commerciallysponsored physical activity programs conducted on or off campus In accordance with local district policy, up to one credit for any one of the courses listed above may be earned through participation in any of the following activities: o Drill Team o Marching Band o Cheerleading All allowed substitution activities must include at least 100 minutes per five-day school week of moderate to vigorous physical activity Credit may not be earned for any TEKS-based course more than once. No more than four substitutions credits may be earned through any combination of substitutions. 1 General Physical Education The required credit may be from any combination of the following one-half to one credit courses: O Foundations of Personal Fitness O Adventure/Outdoor Education O Aerobic Activities O Team or Individual Sports In accordance with local district policy, credit for any of the courses listed above may be earned through participation in the following activities: O Athletics O JROTC O Appropriate private or commerciallysponsored physical activity programs conducted on or off campus In accordance with local district policy, up to one credit for any one of the courses listed above may be earned through participation in any of the following activities: O Drill Team o Marching Band o Cheerleading All allowed substitution activities must include at least 100 minutes per five-day school week of moderate to vigorous physical activity Credit may not be earned for any TEKSbased course more than once. No more than four substitutions credits may be earned through any combination of substitutions. 1 General Physical Education The required credit may be from any combination of the following one-half to one credit courses: O Foundations of Personal Fitness O Adventure/Outdoor Education O Aerobic Activities O Team or Individual Sports In accordance with local district policy, credit for any of the courses listed above may be earned through participation in the following activities: O Athletics O JROTC O Appropriate private or commerciallysponsored physical activity programs conducted on or off campus In accordance with local district policy, up to one credit for any one of the courses listed above may be earned through participation in any of the following activities: O Drill Team o Marching Band o Cheerleading All allowed substitution activities must include at least 100 minutes per five-day school week of moderate to vigorous physical activity Credit may not be earned for any TEKSbased course more than once. No more than four substitutions credits may be earned through any combination of substitutions. 1 25

26 H I G H S C H O O L Information and Graduation Requirements 26 Minimum High School Program (Exhibit 1) Entering 9th Graders in 2010 and thereafter Speech Professional Communications (CTE) Technology Applications Either: - Principles of Information Technology (C732) - Business Information management I (C212) Fine Arts + Art, Level I, II, III, or IV Dance, Level I, II, III, or IV Music, Level I, II, III, or IV Theatre, Level I, II, III or IV; Principles and Elements of Floral Design (CTE) Note: Students must take one full credit of the same course. Elective Courses + From any of these: The list of courses approved by the SBOE for Grades 9-12 (relating to Essential Knowledge and Skills) State-approved innovative courses JROTC (1-4 credits) Driver Education (.5 credit) A maximum of 3 credits of Reading I, II or III may be offered by districts for state graduation elective credit for identified students. Total Credits for Minimum High School Program 4X4 Recommended High School Program (Exhibit 2) Entering 9th Graders in 2010 and thereafter.5 Speech Professional Communications (CTE) 1 Technology Applications Either: - Principles of Information Technology (C732) - Business Information management I (C212) 1 Fine Arts + Art, Level I, II, III, or IV Dance, Level I, II, III, or IV Music, Level I, II, III, or IV Theatre, Level I, II, III or IV; Principles and Elements of Floral Design (CTE) Note: Students must take one full credit of the same course. Elective Courses + From any of these: The list of courses approved by the SBOE for Grades 9-12 (relating to Essential Knowledge and Skills) State-approved innovative courses JROTC (1-4 credits) Driver Education (.5 credit) A maximum of 3 credits of Reading I, II or III may be offered by districts for state graduation elective credit for identified students. Total Credits for Recommended High School Program 4X4 Distinguished High School Program* (Exhibit 3) Entering 9th Graders in 2010 and thereafter.5 Speech Professional Communications (CTE) 1 Technology Applications Either: - Principles of Information Technology (C732) - Business Information management I (C212) 1 Fine Arts + Art, Level I, II, III, or IV Dance, Level I, II, III, or IV Music, Level I, II, III, or IV Theatre, Level I, II, III or IV; Principles and Elements of Floral Design (CTE) Note: Students must take one full credit of the same course. Elective Courses + From any of these: The list of courses approved by the SBOE for Grades 9-12 (relating to Essential Knowledge and Skills) State-approved innovative courses JROTC (1-4 credits) Driver Education (.5 credit) A maximum of 3 credits of Reading I, II or III may be offered by districts for state graduation elective credit for identified students. Total Credits for Distinguished High School Program + College Board Advanced Placement, dual credit, and International Baccalaureate courses may be substituted for requirements in appropriate areas. * Distinguished Achievement Program requirements also include student achievement of four advanced measures. Advanced Measures Original research/projects may not be used for more than two of the four advanced measures. The measures must focus on demonstrated student performance at the college level or professional level. Student performance on advanced measures must be assessed through an external review process. The student may chose from any of the following options: 1. Original research/project that is: (a) judged by a panel of professionals in the field that is the focus of the project, or (b) conducted under the direction of mentor(s) and reported to an appropriate audience; and (c) related to the required curriculum set forth in TAC 74.1 (relating to Essential Knowledge and Skills) Test data where a student receives: (a) a score of three or above on the College Board Advanced Placement examination; (b) a score of four or above on an International Baccalaureate examination; or (c) a score on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) that qualifies for recognition as a commended scholar or higher by the College Board and National Merit Scholarship Corporation, as part of the National Hispanic Recognition Program (NHRP) of the College Board or as part of the National Achievement Scholarship Program of the National Merit Scholarship Corporation. The PSAT/NMSQT score shall count as only one advanced measure regardless of the number of honors received by the student ; or 3. College academic courses, including those taken for dual credit, and advanced technical credit course, including locally articulated courses, with a grade of 3.0 or higher. 26

27 27 Information and Graduation Requirements Graduation Requirements for Entering Freshmen in TO BE ANNOUNCED LATE SPRING/EARLY SUMMER 2013 The State Board of Education will have new graduation requirements for entering freshman in school year Information has not been released prior to the printing of this publication. Please refer to the Waco ISD website ( in late spring or early summer for additional information. The proposed graduation requirement revisions are located on the Texas Education Agency website: 28

28 28 Graduation Requirements for Students Receiving Special Education Services, Texas Administrative Code A secondary program for students with disabilities will terminate when the student graduates or when the student no longer meets the age requirement for eligibility. A student with disabilities who has not reached his or her 22nd birthday on September 1 of a scholastic year shall be eligible for services through the end of that scholastic year or until graduation. Graduation constitutes a release from services and is a change in placement. C. Participated in the most appropriate state assessment as determined by ARD and ARD has determined if satisfactory performance on state assessments is necessary for graduation. 4) A student receiving special education services may also graduate and receive a regular high school diploma upon the ARD committee determining that the student no longer meets age eligibility requirements and has completed the requirements specified in the IEP. Information regarding Senate Bill 673: To graduate, a student must achieve a cumulative score at least equal to the product of the number of assessments taken in that content area and the scale score that indicates satisfactory (passing) performance. For students on minimum graduation plan Cumulative score is based on the number of courses taken for which an end-of-course assessment exists Cumulative score requirement may vary by subject area A student receiving special education services may graduate and be awarded a high school diploma if: 1) The student has satisfactorily completed the state s or district s (whichever is greater) recommended or distinguished curriculum and credit requirements with accommodations as recommended by ARD for graduation applicable to students in general education, including satisfactory performance on the exitlevel assessment instrument; or 2) The student has satisfactorily completed the state s or district s (whichever is greater) minimum curriculum and credit requirements with accommodations as recommended by ARD for graduation applicable to students in general education. ARD has determined if satisfactory performance on the required state assessments is necessary for graduation. 3) A student receiving special education services may also graduate and receive a regular high school diploma when the student s ARD committee has determined that the student has successfully completed: A. The state's or district's (whichever is greater) minimum credit requirements for students without disabilities with modifications. B. The student s Individualized Educational Plan (IEP) and met one of the following conditions: 1. Full time employment, based on the student s abilities and local employment opportunities, in addition to sufficient self-help skills to enable the student to maintain the employment without direct and ongoing educational support of the district. 2. Demonstrated mastery of specific employability skills and self-help skills which do not require direct ongoing educational support of the district; or 3. Access to services that are not within the legal responsibility of public education, or employment or educational options for which the student has been prepared by the academic program. A school district shall issue a certificate of attendance to a student who receives special education services and who has completed four years of high school but has not completed the student s IEP. This bill does not preclude a student from receiving a diploma once the IEP has been completed. The district shall allow a student who receives a certificate of attendance to participate in a graduation ceremony. A student may participate in only one graduation ceremony under this new subsection. Required Exit Level Tests for Graduates of 2012, 2013, and 2014 Students must complete all graduation requirements for the TEA Minimum, Recommended, or Distinguished High School Graduation Programs, and pass certain tests, such as the TAKS (Texas Assessment of Knowledge and Skills) exit level tests. (With written parental permission students can graduate under the Minimum plan). The state of Texas requires every public school district to assess students' mastery of state curriculum standards, the Texas Essential Knowledge and Skills (TEKS). The exit level test is designed for the 11th grade. Every student must pass the 4 TAKS (Texas Assessment of Knowledge and Skills) tests as one of the requirements for graduation (as listed above). The tests assess English/language arts, mathematics, science and social studies, requires knowledge of Algebra and Geometry, Biology and Integrated Chemistry and Physics, English III, and early American and United States History. Required Tests for Graduates 2015 and beyond STAAR (End of Course tests) will be required for students entering the 9th grade in fall Students will take the tests at the end of the spring semester in the courses listed below. English I, English II, English III Algebra I, Geometry, Algebra II Biology, Chemistry, Physics World Geography, World History, U.S. History In addition to meeting cumulative score requirement in each of four core content areas, students on the recommended high school program have to perform satisfactorily on Algebra II assessment English III assessment In addition to meeting cumulative score requirement in each of four core content areas, students on the distinguished achievement program have to perform satisfactorily on the college-readiness component of Algebra II assessment English III assessment Student s score on the assessment must be worth 15% of student s final grade for that course. For STAAR EOC assessments, passing standards are to be set in spring Semester and Final Examinations All WISD students enrolled in high school courses are required to take semester examinations and/or complete culminating activities in all courses (EIAA Local). Any tenth or eleventh grade student who meets the grade and attendance requirements listed below may be exempted from the final exam in each class for the spring semester only. Any twelfth grade student who meets the grade and attendance requirements listed below may be exempted from the final exam in each class both fall and spring semesters. The exemption applies to each class individually. In lieu of taking the exam, students will be provided with alternate activities during their scheduled exam time. These alternative activities will be conducted on campus. An actual grade average (unweighted) of eighty-five (85) or better for the semester in a particular class will be required. A student may have no more than two (2) excused absences in the class for which the exemption is desired. Students with even one unexcused absence or one day of in-school or

29 29 out-of-school suspension may not be exempted. Absence is defined as missing a specific class period, whether excused or unexcused, in-school suspension, or out-ofschool suspension. A tardy of 10 minutes or more is considered an absence. Three unexcused tardies of less than ten minutes constitute an absence. The only absence exceptions are school-related business such as extra-curricular activities or field trips and bona fide, documented college or university visits for which all make-up work is completed. The teacher s record (grade book) is the final authority; therefore, any questions about school-related absences should be cleared up with the teacher as soon as possible after the absence. Students who do not attend the alternate activities will be counted absent. If this absence exceeds the two (2) allowable excused absences for the grading period, or is an unexcused absence, the student s exemption will be revoked. The student will receive an Incomplete for all applicable subjects until the final examination(s) are taken. A student who meets the exemption requirements for a class may choose to take the exam regardless of his/her grade in a particular class. However, if she/he takes the exam, the grade will be counted and averaged with the semester grades in order to determine the final course grade. Students will be notified by each teacher of their exemption status the day prior to the first day of final exams. Absences will be counted through that day. High school courses taken in middle school may count toward the graduation requirements. Examples of these courses are Health Education, Profession Communication (speech), Touch System Data Entry, Algebra I, Languages Other Than English (LOTE), and Business Information Management I. Beginning in the school years, students in grades 6-8 who are also enrolled in a high school course will take the corresponding STAAR EOC assessment as required for graduation. High school level courses completed at the middle school level, regardless of outcome, shall post to the high school academic record. Credit by Examination (CBE) General Guidelines: Credit by exam for acceleration is offered at no cost during a testing window at secondary campuses in the fall, spring, and summer through the College & Career Readiness Department. Specific dates and information may be obtained through your counselor or registrar. The District uses Texas Education Agency- approved examinations from the University of Texas or Texas Tech University for students in grades A list of available examinations may be obtained from the school counselors, university centers, or the College & Career Readiness Department. Counselors or registrars will submit required applications and appropriate forms for credit by examination testing to the College & Career Readiness Department by scheduled deadlines. Registration forms will require a parent/guardian signature. A counselor s signature must be secured as verification that the student's records indicate testing for acceleration or prior instruction in a course. It is the responsibility of the school staff to provide the parent and or student with a copy of the study guide for the courses(s) requested. Study guides for grades 9-12 courses are online at the UT Distance Education website: and on the Texas Tech website: Exams are scored by UT or Texas Tech and returned to the College & Career Readiness Department, who then forwards the score reports to the school. A counselor or designated school staff member must inform the parent/guardian and student of the score. Failing scores on credit by examination are not recorded on the transcript. Examination scores for high school courses will not be used in computing the student's grade point average (GPA) and rank in class. Credit by exam without prior instruction (acceleration): District students who have mastery in a subject but have not received prior instruction in the subject area or grade level may take credit by examination for acceleration to gain credit for those subjects or grade levels. Students who score 90 percent or above on a Districtapproved test for acceleration may receive credit for the course. Credit by exam with prior instruction: District students who have received formal prior instruction in a subject area may take credit by examination for credit recovery or validation of credit. The District will pay for CBE tests. Prior instruction as defined by the District shall include: 1. Enrollment in a non-accredited public, private, parochial school, or homeschooling program, as verified by an official school transcript/record or as evidenced by a student work portfolio that may include: course syllabus, work samples, completed culminating exam, and list of resources (textbooks, websites, etc.) Or 2. For a semester course (18 weeks), proof of at least 9 weeks of classroom instruction or 3. Proof of completion of half of the required lessons of a correspondence course. Previous administrations of credit by examination do not constitute prior instruction. Students enrolling from nonaccredited programs may be scheduled for courses in the next sequence level of the subject area in which they are being tested. Students desiring validation of high school credits must complete all tests for credit by examination within eighteen weeks of enrollment. Students in grades 6-12 at secondary schools, who score 70 percent or above on a CBE with prior instruction, shall receive credit for the academic course at the secondary level. Dual credit High school and college credit can be earned at the same time by taking college courses while still in high school. Some dual credit courses may be offered on high school campuses. For detailed information about the qualifications and enrollment in dual credit, consult your school counselor. Upon completion of a course taken, a college transcript must be submitted to the registrar's office for the purpose of validating credit. Students gaining credit by passing a dual credit course must also take the STAAR EOC assessment for that subject in order to meet graduation requirements. The EOC score will count for 15% of the grade. Summer school courses may be taken for credit. Students may take courses in summer school for enrichment, acceleration, credit recovery or remediation. Summer school grades are counted in the grade-point average. The only exception to this will be for students in grade 12 who are planning to graduate in the summer of a given school year. Grades earned in summer courses by these graduating seniors shall be recorded for credit purposes only, as numerical grades, and will be excluded from GPA calculation. Information about summer school is available during the spring semester at the high school campus. Academic Recognition Academic Achievers Students in grades can qualify as academic achievers and receive recognition at an annual Academic Achievers Ceremony. In order to qualify as an academic achiever, a student must have a cumulative high school average of or higher for all courses taken beginning in grade 9. For purposes of determining qualifications, grade averages are considered as of the end of the fall semester of grades 10, 11, and 12. National Honor Society Membership in the National Honor Society is based on excellence in four areas: scholarship, leadership, service and character. Definitions of these four areas are as follows:

30 30 Scholarship: The student has a minimum grade point average (GPA) established by the high school faculty council. Character: The student meets responsibilities; is reliable, honest, truthful and courteous and has perseverance. Leadership: The student is resourceful; demonstrates initiative; sets good example and successfully holds positions of responsibility; Service: The student volunteers; assists teachers and staff; participates in community activities and acts with or on behalf of others; without any direct financial or material compensation to the individual performing the service. Each category is judged independently. To be eligible for consideration for membership, a student must have the minimum GPA established by the high school faculty council on all course work completed. In addition to this academic requirement, outstanding character, service and leadership at school and in other activities are required. Standards for National Honor Society at High School include: All local selection guidelines for NHS must conform to the national guidelines. Each campus will have a five-member faculty council with a chapter adviser. The adviser will exercise the duties outlined in the NHS Constitution published by the national office of NHS. Guidelines will be fairly and consistently applied and any changes in guidelines will be publicized prior to implementation. Each campus must establish and publicize written NHS guidelines annually and forward a copy to the Associate Superintendent for High Schools. All schools will publicize the selection process and make the information available to parents, students and faculty members upon request. The selection criteria will be publicized in the District s Secondary School Information Guide (SSIG) annually. Students in grades 11 and 12 are eligible for membership. Students in grade 10 are eligible for candidacy during the spring of their sophomore year. The faculty council will establish a minimum GPA. Students meeting the established GPA are qualified to apply for membership in the NHS. The GPA will be calculated in the same manner as usually calculated in WISD. Each campus may utilize the Student Activity Information Form suggested by the national office or a similar document. Faculty evaluation forms will be used, and the evaluator will sign each form. The evaluator must be prepared to support any below average rating to the faculty council with substantiating data based on sound professional judgment and action. Faculty advisers will conduct informal interviews with faculty members regarding below- average ratings that appear to be unique. The faculty council will establish an equally weighted point system to rate students equally in scholarship, leadership, service and character. Teacher input would be compiled using the system developed by the faculty council. Once scholarship criteria for entry are established, each campus will establish a rubric for weighting grade point averages that are above the minimum. Student applicants should submit documentation of service to the faculty council, who will establish a rating for service based on hours and contributions made by the student. All high schools will follow the national guidelines for NHS. DEFINITIONS A student s grade average is the average semester grade of courses taken in grades A student s rank-in-class is his or her rank order in the class, based on the numerical grade average of semester grades. The numerical average of grades in eligible semester courses attempted shall be divided by the number of such courses. WEIGHTED FACTORS For students entering grade 9 prior to the school year, the following weighted factors shall be multiplied by the semester grade to determine each semester s weighted grade average: Advanced Placement courses Pre-Advanced Placement courses, dual credit courses, or early admission courses Honors courses taken prior to the school year Academic courses Special education courses prior to the school year For students entering grade 9 in and thereafter, the following weighted factors shall be multiplied by the semester grade to determine each semester s weighted grade average: Advanced Placement courses Pre-Advanced Placement courses, dual credit courses, or early admission courses Effective the school year, there will be no honors level courses Academic courses and special education courses Effective immediately, for all high school grade levels, special education courses shall have a 1.0 weight. Advanced Placement and Pre-Advanced Placement courses must be approved by the Superintendent and the curriculum council. Weights shall be used for computing grade point average (GPA) for class ranking purposes only. Students who transfer from a private or another public school with gifted and talented weighted courses shall have each course evaluated by comparing its syllabus to local courses to determine the GPA weight. ELIGIBILITY All students who have completed a minimum of two semester courses per year at an academic or higher level shall be eligible for a GPA for class ranking and shall be ranked accordingly. Grades included in computation are: 1. Grades earned for high school courses, whether taken during the regular day, evening school, or summer school program. Transfer grades from accredited schools shall be evaluated using District guidelines. 2. Grades earned in dual credit programs in cooperation with institutions of higher education. 3. Grades earned in TEA-approved correspondence courses. 4. Failing grades, even for those courses retaken. 5. Grades earned in courses where the student has lost credit due to excessive unexcused absences. EXCEPTIONS The following grades shall not be included in the grade average: 1. Grades earned in local credit courses. 2. Grades earned through credit by examination. 3. Grades earned through Advanced Placement examinations. 4. Grades earned in grades 7 8 for Level I of a foreign language and/or for Algebra I or any other high school courses taken in grades Grades earned in a nonaccredited or home school.

31 31 6. A grade of W, which shall occasionally be given when a schedule change occurs. RANK-IN-CLASS The student s rank-in-class shall be computed each semester and shall be available for information to the student and his or her parent(s) or guardian. The final ranking of seniors shall be computed at the end of the spring semester when semester grades are reported. Rank-in-class information shall be released only: 1. To appropriate school or college personnel. 2. At the request or consent of the student, or the parent if the student is a minor. 3. In response to formal legal processes. HONORS ELIGIBILITY In order to be eligible for valedictorian, salutatorian, and/or other scholastic honors, the student shall have satisfied the following requirements: 1. The student must have completed the state and local graduation requirements. 2. The student must have uninterrupted enrollment in the District for the entire junior and senior year. HONORS RECOGNITION The District high schools, in an effort to recognize superior performance, shall identify its top five percent based on class rankings. The graduating senior with the highest grade average shall be des-ignated as the valedictorian and shall be awarded the scholarship provided by Texas law. The second highest ranking graduate shall be designated as the salutatorian. TIES In the event two or more students tie for valedictory or salutatory honors, both (or more) students shall receive equal recognition. To determine which one of the students who tied should receive the valedictory scholarship or awards, the student having taken the greatest number of dual credit and Advanced Placement courses shall receive the awards. If further resolution is necessary, the stu-dent having taken the greatest number of Pre-Advanced Placement courses shall be awarded the position. COMMUNICATION A copy of this policy shall be provided to each student in the sec-ondary student handbook. Higher Education Information The Top 10% Ruling Students who are ranked in the top 10 percent of their graduating class are automatically admitted to a Texas public college or university of their choice. Students must apply for admission no later than two years after graduating from a Texas high school, and they must submit a completed application before the expiration of any filing deadline established by the college or university. Colleges and universities may require an essay, letters of recommendations, admission and placement tests, fees, and an official high school transcript. Colleges and universities may add additional requirements under this ruling. Check with the counselor at your high school. Top 8% for UT at Austin for 2013 Senate Bill 175 passed in June 2009 changed the top 10% rule for The University of Waco. Under this new law, the University is to admit automatically enough students to fill 75% of available spaces reserved for Texas residents in an entering freshman class, beginning with the 2013 summer/fall class. Using data from recent years, the University has determined that automatically admitting students in the top 8% of their graduating class will fill the 75% available spaces for the entering class of summer/fall The remaining spaces will be filled through holistic review of applications. Graduating Class of 2010 and Thereafter In addition to the admission requirements listed, HB 3826 adds the requirement that all students must complete the recommended high school or distinguished diploma program to be considered for admissions to any general academic teaching institution, including those with open enrollment policies. See your high school counselor for complete details. WISD policies are updated regularly. Please check the WISD website for online policy and up-to-date policy information Texas Tuition and Fee Exemption for Recipients of Temporary Assistance for Needy Families (TANF) The State of Texas will waive tuition and fees for the first year at a Texas public institution of higher education including universities, colleges, community colleges, junior colleges, and technical colleges. To be eligible: Be a Texas resident; Have graduated from a public high school in Texas; Have been a dependent child whose parents received financial assistance through the TANF program for at least six months of the year of the child s high school graduation; Are younger than 22 years of age on the date of enrollment; Enroll as an undergraduate student at a public college or university and start using the award within 24 months of graduation from high school; and Enroll in classes for which the college receives tax support (i.e., a course that does not depend solely on student tuition and fees to cover its costs). May be used only at Texas public colleges and universities. The student must provide proof from the Department of Human Services of receiving TANF benefits to the college registrar. Toward Excellence, Access and Success (TEXAS) Grant Program The TEXAS Grant Program was designed to help well-prepared high school graduates with financial need go to college. Applicants for an initial award: Are Texas residents Have not been convicted of a felony or crime involving a controlled substance Show financial need Register for the Selective Service or are exempt from this requirement AND Be a graduate of an accredited Texas public or private high school not earlier than the school year Complete the Recommended High School Program or Distinguished Achievement Program Enroll in a non-profit public college or university in Texas within 16 months of high school graduation Have accumulated no more than 30 semester credit hours, excluding those earned for dual credit or concurrent courses or awarded for credit by examination (AP, IB or CLEP) OR Have earned an associate degree from a public technical, state or community college in Texas and Enrolled in any public university in Texas no more than 12 months after receiving their associate s degree. Application does not ensure the student will receive award. For more information go to:

32 32 Non-citizen In-state Tuition at Public Postsecondary Institutions in Texas Effective since Fall 2001, Texas Law HB 1403 enables immigrant students, including undocumented, to qualify as Texas residents and pay in-state tuition. This tuition is much lower than the tuition paid by international students. In August 2005, the state Congress approved a new law SB 1528 that expands the benefits of HB To qualify under SB 1528, a student must meet the following four provisions: Graduate from a public or private high school, or receive a GED, in Texas; Reside in Texas for at least the 3 years leading up to high school graduation or receiving a GED; Reside in Texas for the 12 consecutive months right before the semester you are enrolling in college; and Provide the institution an affidavit stating that you will file an application to become a U.S. permanent resident as soon as you are eligible to do so. Other restrictions may apply. Check with the counselor at your high school. The student must be eligible for state aid. Check with your Counselor for more information on Financial Aid and Scholarship Opportunities. Additional information can be located on College Preparation and College Testing Information All WISD students are strongly encouraged to take tests required to qualify for college admission and scholarships. Generally, the most effective preparation for any of the tests is a rigorous course of study, regular school attendance, and consistent, strong study skills. Knowing what kinds of tests will be required or recommended is critical to planning and preparation. Pre-college Entrance Tests The Preliminary Scholastic Aptitude Test (PSAT), which is the National Merit Qualifying Test (NMSQT), provides students an opportunity to take a practice test that is a retired SAT and serves as a predictor of scores on the SAT. The SAT is a test student s may take as part of their college admission. WISD provides funding for all juniors to take the PSAT at no personal expense. Freshmen take a free practice PSAT to help them prepare for taking the PSAT as a sophomore and junior. For juniors, the PSAT/NMSQT is the National Merit Scholarship qualifying test. Juniors who perform exceptionally well on the test might be eligible for National Merit Scholarships. All Texas colleges and universities will accept either the SAT or the ACT for admissions purposes. These two tests are different, and excellent performance on one does not necessarily predict excellent performance on the other. When deciding which test to take, students should select the one that best matches their strengths. The ACT measures achievement in English, mathematics, reading, and science reasoning and covers content typically taught in high schools across the United States. The SAT measures critical reading, writing and mathematical knowledge and aptitude and includes some material not generally taught in school. SAT Subject Tests The SAT Subject Tests are one-hour, primarily multiple-choice tests that measure student s knowledge and skills in particular subject areas, as well as their ability to apply that knowledge. Many selective colleges and universities require that students take one or more of these tests as part of the admissions process or for placement purposes in college courses. Students should consult the admissions offices of the schools they are considering to determine if SAT Subject Tests are required. Students should take SAT Subject Tests at the end of corresponding high school courses. For example, a student who completes chemistry at end of the junior year is encouraged to take the SAT chemistry test in June following the junior year. Advanced Placement (AP) Exams give students the opportunity to earn college credit while still in high school. Each AP course is based upon a national course outline equivalent to a firstyear college course. At the completion of each AP course taken in high school, students have the opportunity to take the AP exam in that subject. AP exams are given only once a year, in May. They are offered at the student s high school campus. Policies for granting college credit based on performance on an AP test vary from college to college. Students should consult college admissions offices to determine individual institution policies. The ACT is a three-hour multiple-choice test measuring achievement in four areas: English, mathematics, reading, and science reasoning. The writing test, which is optional, measures skill in planning and writing a short essay. Each sub-test yields a score of Averaging the four sub-tests produces a composite score that also is reported on a scale of The SAT (Reasoning Test) is a three-hour and forty-five minute test of critical reading, writing and mathematical abilities administered by the College Board. It also includes a twenty-five minute essay for the writing portion. Students will receive three scores on the scaleone for critical reading, one for math, and one for writing. Students will also receive two subscores: a multiple-choice score from and an essay score from The total writing score, which is a combination of the multiplechoice and essay scores, is reported on the scale. The essay will make up approximately 30% of the writing section score. The THEA (Texas Higher Education Assessment) is required for entry to any Texas public college or university. Students must take and pass tests in reading, mathematics, and writing. This is not the same as the Texas Assessment of Knowledge and Skills (TAKS), which students must take and pass in order to receive a high school diploma. Even students who wish to take dual credit courses or to concurrently enroll in high school and college must have THEA scores prior to enrolling in college courses. THEA is not an admissions test. It will not limit students access to college, but may determine that remedial coursework must be taken in college. Students may be exempt from the THEA test if they score sufficiently high on the ACT, SAT or the exit-level TAKS test. Students must score at or above the following to be exempt from the THEA: ACT composite score of 23 with a minimum of 19 on both the English and math tests; or SAT combined verbal and math score of 1070 with a minimum of 500 on both the verbal and math tests; or TAKS Math 2200, Language Arts 2200, and Writing Subsection of 3 or better. Students should check with their counselor to see if they qualify as THEA exempt. Colleges vary in their admissions requirements and in their use of college admissions test scores. Students should consult the admissions offices for specific information. Registration materials for all of the tests discussed in this section are available on all high school campuses in the guidance and counseling office. Students with disabilities may qualify for special accommodations on each of these tests. Students should consult the test registration materials and/or their high school counselors for specific information about accommodations.

33 33 WISD Disclaimer: The contents of the Secondary School Information Guide are relevant to WISD Policy (Legal and Local), Regulation and Practice as of October For current information regarding district policy please refer to the Waco Independent School District website at or visit with your school counselor. Specific school-related questions should be directed to campus staff. When a parent or guardian has a question or concern, he or she should contact the person who made the initial decision. After discussing the matter, if the concern continues, the principal should be contacted.

34 34 English I The course emphasis is on the fundamental language skills. Students will plan, draft, and complete written compositions on a regular basis. Additionally, the course includes the study of literary terms and various literary genres: short stories, poetry, novel, drama, and non-fiction. Local Course #: 0358 A. J. Moore UHS #: B0358 TEA #: Course Code: ENG 1 Pre AP English I Students will participate in a general review of grammar with emphasis upon usage. Vocabulary development and outside reading will complement each unit of study. A greater depth of study of the English language and more extensive practice in writing a variety of well-formed sentences and compositions supplement the literary analysis. All literature study will be supported by composition. Literary emphasis includes the short story, novel, drama, and poetry that prepare students for the advanced placement Local Course #: 0360 A. J. Moore UHS #: B0360 TEA #: Course Code: ENG la Grade(s): 9 English II The course continues an emphasis on language skills, composition skills, and an examination of literary themes and forms. Students will read extensively in multiple genres from world literature. Students also interpret the possible influences of the historical context on a literary work. Local Course #: 0361 A. J. Moore UHS #: B0361 TEA #: Course Code: ENG 2 Grade(s): Prerequisite(s): English I Pre AP English II Students will review writing skills and extend their study of vocabulary, the short story, novel, poetry, and drama. Strong attention will be given to the development of composition skills based upon literary themes. Outside reading assignments will concentrate on preparation for the advanced placement examination. New areas of emphasis are the writing of the argumentative paper, the study of satire, and the development of research skills. Local Course #: 0363 A. J. Moore UHS #: B0358 TEA #: Course Code: ENG 2A Grade(s): 10 Prerequisite(s): English I English III This course continues an emphasis on composition skills. The students will work with advanced language usage and composition skills while gaining greater knowledge of American literature. The literary selections include short stories, novels, poetry, drama, and non-fiction. Local Course #: 0367 A. J. Moore UHS #: B0367 TEA #: Course Code: ENG 3 Grade(s): Prerequisite(s): English II U.S. History/English III The purpose of this course is to integrate English III and U.S. History to better equip the student with the skills to identify significant people, issues and events in U.S. History and American Literature. While focusing on events in U.S. History from Reconstruction to the present, the student will be writing about, reading and analyzing American literature from the Revolution to the present. Students will be responsible for assignments and projects that will include both English III and U.S. History topics. Local Course #: 0364 TEA #: Course Code: USHISTH/ENG3H Grade(s): Prerequisite(s): English II Advanced Placement English Language and Composition (AP English III) Advanced Placement English Language and Composition offers students college-level instruction in rhetoric and composition. Students read widely from multiple genres and compose their own works spanning several writing styles. Emphasis is given to preparation for the Advanced Placement exam on which students may earn college credit or advanced placement. Local Course #: 0370 TEA #: A Course Code: APENGLAN Grade(s): Prerequisite(s): English II English IV Students are engaged in a final review of language skills together with a study of English literature. Writing skills will be coordinated with the literary study as well as with practical needs in daily life. Special attention is given to instructional strategies to improve the student s reading comprehension and to the gathering of information for a formal report. Local Course #: 0371 A. J. Moore UHS #: B0371 TEA #: Course Code: ENG4 Grade(s): Prerequisite(s): English III

35 35 Business English Students recognize, evaluate, and prepare for a rapidly evolving global business environment that requires flexibility and adaptability. Students apply technical skills to address business applications of emerging technologies. Students enhance reading, writing, computing, communication, and reasoning skills and apply them to the business environment. Students are expected to plan, draft, and complete written compositions on a regular basis. Students edit their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English and produce final, error-free drafts for business reproduction. Can be used as 4 th English if on minimum graduation plan. Local Course #: C210 TEA #: Course Code: BUSENGL Grade(s): 12 Prerequisite(s): English III Advanced Placement English Literature and Composition (AP English IV) Advanced Placement Literature and Composition offers students collegelevel instruction in literature and composition. Students read widely from works of prose, poetry, drama, and non-fiction to develop an appreciation for literary art. Students develop skills of literary criticism and analysis, including technical vocabulary. Local Course #: 0375 TEA #: A Course Code: APENGLIT Grade(s): 12 Prerequisite(s): English III Reading I (ESOL I students only) This course is aimed at giving ESOL students the opportunity to determine word meaning in oral and written communication. In addition, students use listening, speaking, reading, and writing strategies in a variety of practical situations Local Course #: 0385 TEA #: Course Code: READ 1 Credit(s):.5-1 Reading II (ESOL II students only) This course is aimed at extending ESOL students the opportunity to determine word meaning in oral and written communication. In addition students use listening, speaking, reading, and writing strategies in a variety of practical situations. Local Course#: 0386 TEA #: Course Code: READ 2 Credit(s):.5 1 ENGLISH/READING FOR SPEAKERS OF OTHER LANGUAGES English for Speakers of Other Languages I The English for Speakers of Other Languages courses listed below all include the following elements: integrated listening and speaking behaviors, speaking fluently in different settings for a variety of purposes, integrated writing and language concepts and skills, integrated literature and reading concepts and skills, and learning cultural concepts of other people. Upper level courses include recursive processes as well as products within integrated strands. ENG 1 SOL substitute for ENG 1 for students who are identified as LEP and are at the beginning or intermediate level of English language proficiency. Local Course #: 0383 TEA #: Course Code: ENG 1 SOL English for Speakers of Other Languages II The English for Speakers of Other Languages courses listed below all include the following elements: integrated listening and speaking behaviors, speaking fluently in different settings for a variety of purposes, integrated writing and language concepts and skills, integrated literature and reading concepts and skills, and learning cultural concepts of other people. Upper level courses include recursive processes as well as products within integrated strands. ENG 2 SOL substitute for ENG 2 for students who are identified as LEP and are at the beginning or intermediate level of English language proficiency. Local Course #: 0384 TEA #: Course Code: ENG 2 SOL Research/Technical Writing The course is for college bound as well as other students who have an interest in advanced writing techniques. The methodology of gathering information is taught as students use the information in expository, argumentative, and persuasive writing. Logical organization of ideas and successful rhetorical devices for influencing the reader are supplemented with practice in editing and revising. (May be used as 4 th year English on minimum plan) Local Course #: 0352 TEA #: Course Code: TECH WR Credit(s):.5-1 Practical Writing Skills The course focuses on writing for practical situations such as writing assignments in content area classrooms, composing business letters, and note taking. The characteristics of effective written language will be emphasized: appropriate punctuation and spelling, grammatical accuracy, and correct paragraph development. (May be used as 4 th year English on minimum plan) Local Course #: 0351 TEA #: Course Code: PRACT WR Credit(s):

36 Creative/Imaginative Writing This course gives the students an opportunity for self-expression through writing, using the basic grammatical skills acquired in previous courses. Students have the opportunity to read and write poetry, fiction, drama and children s stories. Students incorporate the use of computers in the Write Room for desktop publishing purposes with an emphasis on editing, creativity, illustrative enhancements, and readability. The students are required to publish and present one of their projects to an audience. (May be used as 4 th year English on minimum plan) Local Course #: 0376 TEA #: Course Code: CREAT WR Grade(s): Credit(s):.5-1 Reading Application and Study The course is designed to help the high school reader increase vocabulary, increase critical reading and thinking skills, master higher level researchstudy skills, and adjust rate and purpose to type of reading. (AJ Moore and UHS only) Local Course #: 0353 TEA #: Course Code: Skills READAPP Credit(s):.5 Reading I The course is designed for the student who has not mastered the most recent TAKS reading test and is experiencing difficulty in content area classes. Emphasis will be placed on individualized diagnosis of reading difficulties with remedial instruction in assessed areas (reading comprehension, vocabulary development, reading rate, study skills, listening skills, and critical thinking). Up to three units may be taken for state elective credit. Local Course #: 0355 TEA #: Course Code: READ1 Credit(s):.5 1 Reading IV The course is designed for the student who has not mastered the most recent TAKS reading test and is experiencing difficulty in content area classes. Emphasis will be placed on individualized diagnosis of reading difficulties with remedial instruction in assessed areas (reading comprehension, vocabulary development, reading rate, study skills, listening skills, and critical thinking). Local credit only. Local Course #: 0378 TEA #: Course Code: READ4 Grade(s): Credit(s):.5-1 (local credit) Independent Study in English: The Bible as Literature (Part I) This course is designed to teach students knowledge of biblical content, including characters, poetry, and narrative. And as applicable, familiarize students with the history and literary style of Hebrew Scriptures and the New Testament and their influence on contemporary society and culture, including literature, art, music mores, oratory, and public policy, as well as law, history, government and morals and values. Local Course #: 0382 TEA #: Course Code: IND ENG Grade(s): Credit(s):.5 Prerequisite(s): English II Independent Study in English: The Bible as Literature (Part II) This course is designed to teach students knowledge of biblical content, including characters, poetry, and narrative. And as applicable, familiarize students with the history and literary style of the Hebrew Scriptures and the New Testament and their influence on contemporary society and culture, including literature, art, music, mores, oratory, and public policy, as well as law, history, government and morals and values. Local Course #: 0381 TEA #: Course Code: IND ENG 2 Grade(s): Credit(s):.5 Prerequisite(s): English II and Independent study: The Bible as Literature (Part I) 36 Reading II The course is designed for the student who has not mastered the most recent TAKS reading test and is experiencing difficulty in content area classes. Emphasis will be placed on individualized diagnosis of reading difficulties with remedial instruction in assessed areas (reading comprehension, vocabulary development, reading rate, study skills, listening skills, and critical thinking). Up to three units may be taken for state elective credit. Local Course #: 0356 TEA #: Course Code: READ2 Grade(s): Credit(s):.5-1 Reading III The course is designed for the student who has not mastered the most recent TAKS reading test and is experiencing difficulty in content area classes. Emphasis will be placed on individualized diagnosis of reading difficulties with remedial instruction in assessed areas (reading comprehension, vocabulary development, reading rate, study skills, listening skills, and critical thinking). Up to three units may be taken for state elective credit. Local Course #: 0357 TEA #: Course Code: READ3 Grade(s): Credit(s):.5-1 Algebra I Algebra I provides the foundation concepts for high school mathematics. Students are expected to develop algebraic thinking and symbolic reasoning, to use functions to represent and model problem situations, and to analyze and interpret relationships. They work in many situations to set up equations, use a variety of methods to solve them, and develop techniques for working with functions and equations which are essential in understanding underlying relationships. The focus of this course is on linear functions but introduces quadratic and other nonlinear functions. The use of graphing calculators is required. Local Course #: 0434 A. J. Moore UHS #: B0434 TEA #: Course Code: ALG 1

37 Geometry Geometry continues to develop algebraic thinking, symbolic reasoning, and problem solving strategies and techniques which began in Algebra I. The focal points of geometry are geometric thinking and spatial reasoning; geometric figures and their properties; the relationship between geometry, other mathematics, and disciplines; and the tools for geometric thinking. Students use a variety of representations (concrete, pictorial, algebraic, and coordinate), tools, and technology to solve meaningful problems by representing figures, transforming figures, analyzing relationships, and proving things theorems. The use of graphing calculators is required. Local Course #: 0440 A. J. Moore UHS #: B0440 TEA #: Course Code: GEOM Prerequisite(s): Algebra 1 Pre AP Geometry Geometry continues to develop algebraic thinking, symbolic reasoning, and problem solving strategies and techniques which began in Algebra I. The focal points of geometry are geometric thinking and spatial reasoning; geometric figures and their properties; the relationship between geometry, other mathematics, and disciplines; and the tools for geometric thinking. Students use a variety of representations (concrete, pictorial, algebraic, and coordinate), tools, and technology to solve meaningful problems by representing figures, transforming figures, analyzing relationships, and proving theorems. The use of graphing calculators is required. The Pre- AP geometry is aligned to prepare students for Advanced Placement calculus. Students develop skills in thinking, research, communication, and self-directed learning. Local Course #: 0442 A. J. Moore UHS #: B0442 TEA #: Course Code: GEOM A Grade(s): 9-10 Prerequisite(s): Algebra I Algebra II Algebra II continues to develop algebraic thinking, symbolic reasoning, and problem solving strategies and techniques which began in Algebra I. The focal points of Algebra II are quadratic and square root functions, rational functions, and exponential and logarithmic functions. The use of graphing calculators is required. Local Course #: 0437 A. J. Moore UHS #: B0437 TEA #: Course Code: ALG 2 Prerequisite(s): Geometry Pre AP Algebra II Algebra II continues to develop algebraic thinking, symbolic reasoning, and problem solving strategies and techniques which began in Algebra I. The focal points of Algebra II are quadratic and square root functions, rational functions, and exponential and logarithmic functions. The use of graphing calculators is required. Pace of the course is accelerated, and completion of outside and/or in-class projects is expected. Pre-AP Algebra II is aligned to prepare students for Advanced Placement Calculus. Students develop skills in thinking, researching, communication, and selfdirected learning. Local Course #: 0439 A. J. Moore UHS #: B0439 TEA #: Course Code: ALG 2A Grade(s): 9-11 Prerequisite(s): Geometry Engineering Mathematics (AIM) Engineering Mathematics is a course where students solve and model robotic design problems. Students use a variety of mathematical methods and models to represent and analyze problems involving data acquisition, spatial applications, electrical measurement, manufacturing processes, materials engineering, mechanical drives, pneumatics, process control systems, quality control, and robotics with computer programming. (Counts as 4 th year of Math) Local Course #: C930 TEA #: Course Code: ENGMATH Grade(s): Prerequisite(s): Passing score on Math TAKS, Algebra II Statistics and Risk Management Students will use a variety of graphical and numerical techniques to analyze patterns and departures from patterns to identify and manage risk that could impact an organization. Students will use probability as a tool for anticipating and forecasting data within business models to make decisions. Students will determine the appropriateness of methods used to collect data to ensure conclusions are valid. Counts as a math credit Local Course #: C250 TEA #: Course Code: STATSRM Grade(s): Prerequisite(s): Algebra II Mathematical Models with Applications Students continue to build on the K-8 and Algebra I foundations as they expand their understanding through other mathematical experiences. Students use algebraic, graphical, and geometric reasoning to recognize patterns and structure, to model information, and to solve real-life application problems involving money, data, chance, patterns, music, design, and science. Students use mathematical models from algebra, geometry, probability, and statistics and connections among these to solve problems from a wide variety of advanced applications in both mathematical and nonmathematical situations. (Students selecting to take Math Models, Algebra II is their 4 th or final course. Students may not take Math Models after Algebra II) Local Course #: 0445 TEA #: Course Code: MTHMOD Prerequisite(s): Geometry Credit(s):.5 1 PreCalculus In precalculus, students continue to build on the Algebra I, Algebra II, and geometry foundations. Students use symbolic reasoning and analytical methods to represent mathematical situations, to express generalizations, and to study mathematical concepts and the relationships among them. Students use functions, equations, and limits as useful tools for expressing generalizations and as means for analyzing and understanding a broad variety of mathematical relationships. Students also use functions as well as symbolic reasoning to represent and connect ideas in geometry, probability, statistics, and trigonometry to model physical situations. Students use a variety of representations (concrete, numerical, algorithmic, and graphical), tools, and technology to model functions and equations and solve real-life problems. The use of graphing calculators is required. Local Course #: 0447 A. J. Moore UHS #: B0447 TEA #: Course Code: PRE CALC Grade(s): Prerequisite(s): Algebra II and Geometry 37

38 Pre-AP PreCalculus In precalculus, students continue to build on the Algebra I, Algebra II, and geometry foundations. Students use symbolic reasoning and analytical methods to represent mathematical situations, to express generalizations, and to study mathematical concepts and the relationships among them. Students use functions, equations, and limits as useful tools for expressing generalizations and as means for analyzing and understanding a broad variety of mathematical relationships. Students also use functions as well as symbolic reasoning to represent and connect ideas in geometry, probability, statistics and trigonometry to model physical situations. Students use a variety of representations (concrete, numerical, algorithmic, and graphical), tools, and technology to model functions and equations and solve real-life problems. The use of graphing calculators is required. Local Course #: 0449 A. J. Moore UHS #: B0449 TEA #: Course Code: PRE CALC A Grade(s): Prerequisite(s): Algebra II and Geometry Strategic Learning for High School Mathematics This course is intended to create strategic mathematical learners from underprepared mathematics students. The basic understandings will stimulate students to think about their approach to mathematical learning. These basic understandings will include identifying errors in the teaching and learning process, input errors, physiological concerns and key cognitive skills. The essential knowledge and skills will foster a deeper understanding of the task of learning mathematical concepts. Use of personal data and statistical analysis will establish relevance and aid in creation of personalized learning goals. Local Course #: 0458 TEA #: N Course Code: STLNHSM Grade(s): 9-10 Credit(s): Advanced Placement Calculus The Advanced Placement Calculus AB course consists of a full academic year of work in calculus comparable to courses in colleges and universities. Students work with functions in order to: understand the meaning of derivatives in terms of rate of change and local linear approximations, the definite integral, and the relationship between the derivative and the definite integral. Students communicate mathematically and use technology to solve problems. At the end of the AP calculus course, students have the opportunity to take the AP Calculus AB exam and potentially earn college credit or advanced placement. Local Course #: 0450 TEA #: A Course Code: AB (AP) APCALCAB Grade(s): Prerequisite(s): PreCalculus Advanced Placement Statistics The AP Statistics course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Four themes drive the curriculum of the course: 1) Exploring Data: Describing patterns and departures from patterns; 2) Sampling and Experimentation: Planning and conducting a study; 3) Anticipating Patterns: Exploring random phenomena using probability and simulation; and 4) Statistical Inference: Estimating population parameters and testing hypothesis. At the conclusion of the course, students have an opportunity to take the Advanced Placement exam and potentially earn college credits or advanced standing. Local Course #: 0454 TEA #: A Course Code: APSTATS Grade(s): Prerequisite(s): Algebra I & Geometry Acadec - Math The course is designed to give students the opportunity to learn and practice the math skills needed to be successful at UIL competitions. Local Course #: 0457 TEA #: Course Code: INSTUMTH Integrated Physics and Chemistry Integrated Physics and Chemistry is a laboratory science requiring a strong background in math. Topics covered in chemistry are: Structure of Matter, Measurement, Properties of Matter, Chemical Reactions, and Carbon Chemistry. Physics topics include: Motion, Work and Heat waves and Sound, Light, Electric Charges and Currents, Electromagnetism and Electrochemical Reactions. (Students cannot take this course if they are on the DAP plan. It cannot be taken as the 4 th or final year of science on the RHP) Local Course #: 0477 A. J. Moore UHS #: B0477 TEA #: Course Code: Chemistry IPC Grade(s): 9-11 Biology Biology I is a laboratory science. Through a variety of activities, students learn basic biological concepts such as plant and animal systems and environmental quality. Local Course #: 0478 A. J. Moore UHS #: B0478 TEA #: Course Code: BIO Pre-AP Biology This course extends those topics covered in the academic level of Biology I to include research based study and project-centered learning. Students are expected to be self-directed in their learning. Local Course #: 0480 A. J. Moore UHS #: B0480 TEA #: Course Code: BIO A Grade(s): 9 Prerequisite(s): none

39 39 Advanced Placement Biology II Advanced Placement Biology is a science as a process, evolution, energy transfer, continuity and change, relationship of structure to function, regulation, interdependence in nature, and science technology and society. At the end of the course, students will have an opportunity to take the AP Biology exam and potentially earn college credit. (may count as 4 th and final science) Local Course #: 0481 A. J. Moore UHS #: B0481 TEA #: A Course Code: AP-BIO Grade(s): Prerequisite(s): Biology & Chemistry Chemistry In the classroom and labs, students explore the uses of the periodic chart in regard to chemical and physical properties of elements, atomic structure, atomic bonding, writing formulas, naming elements and compounds, balancing equations, and doing mathematical calculations. Local Course #: 0482 A. J. Moore UHS #: B0482 TEA #: Course Code: CHEM Prerequisite(s): Algebra I Pre-AP Chemistry This course is designed to introduce students to the qualitative and quantitative aspects of a first-year chemistry program. An in-depth study of mathematical applications will be stressed. The course will emphasize the theoretical concepts of molecular bonding, thermodynamics, kinetics, and equilibrium. Local Course #: 0484 A. J. Moore UHS #: B484 TEA #: Course Code: CHEM A Grade(s): Prerequisite(s): Algebra I Advanced Placement Chemistry Advanced Placement Chemistry is designed to be the equivalent of an introductory college course in chemistry. Students study the structure of matter, states of matter, reactions, and descriptive chemistry. At the end of the course, students will have an opportunity to take the AP Chemistry exam and potentially earn college credit. (may count as 4 th and final science) Local Course #: 0485 TEA #: A Course Code: AP-CHEM Grade(s): 11 Prerequisite(s): Chemistry and Algebra II Physics Physics is a mathematically oriented science course that deals with the physical laws of the universe. Emphasis is on understanding the four universal forces and solving problems relating to gravity, electromagnetic and nuclear forces. A background in Algebra and Geometry is desirable. A scientific calculator is used in solving physics problems. Local Course #: 0486 A. J. Moore UHS #: B0486 TEA #: Course Code: PHYSICS Grade(s): Prerequisite(s): Algebra I Principles of Technology In Principles of Technology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Various systems will be described in terms of space, time, energy, and matter. Students will study a variety of topics that include laws of motion, conservation of energy, momentum, electricity, magnetism, thermodynamics, and characteristics and behavior of waves. Students will apply physics concepts and perform laboratory experimentations. (May be taken in place of Physics for students on the recommended plan. May not be used as a 4 th Science.) Local Course #: C950 TEA #: Course Code: PRINTECH Grade(s): 11 Prerequisite(s): one unit of high school science and Algebra I. Principles of Technology (CTED) In Principles of Technology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Various systems will be described in terms of space, time, energy, and matter. Students will study a variety of topics that include laws of motion, conservation of energy, momentum, electricity, magnetism, thermodynamics, and characteristics and behavior of waves. Students will apply physics concepts and perform laboratory experimentations. (Science Credit) Local Course #: C951 TEA #: Course Code: PRINTECH Grade(s): Prerequisite(s): one unit of high school science and Algebra I. (ARD placement) Advanced Placement Physics B Advanced Placement Physics is designed to be the equivalent of an introductory college course in physics. The course includes topics from both classical and modern physics. Major topics of the course include: Newtonian mechanics, fluid mechanics and thermal physics, electricity and magnetism, waves and optics, and atomic and nuclear physics. At the end of the course, students will have an opportunity to take the AP Physics B exam and potentially earn college credit or advanced placement. (may count as 4 th and final science) Local Course #: 0488 TEA #: A Course Code: PHYSB Grade(s): Prerequisite(s): Algebra II (Precalculus may be taken concurrently) Engineering Design and Problem Solving (Rockets I) Engineering Design and Problem Solving reinforces and integrates skills learned in previous mathematics and science courses. This course emphasizes solving problems, moving from well-defined toward more open ended, with real-world application. Students apply critical-thinking skills to justify a solution from multiple design options. Additionally, the course promotes interest in and understanding of career opportunities in engineering. (4 th year Science Credit) Local Course #: C965 TEA #: Course Code: ENGDPRS Grade(s): 12 Prerequisite(s) 39

40 40 Scientific Research and Design I (Rockets II) This course is designed to combine and reinforce all objectives for high school science in a research and project based class. Students research, design and build science projects for competition. The class is utilized as a testing of student hypothesis for research purposes. The students are expected to be self-directed in their learning. This course is recommended for students in Grades: 11, or 12. (may count as 4 th and final science) Local Course #: 0470 TEA #: Course Code: SCI/R&D Grade(s): 12 Prerequisite(s): Biology, Chemistry and Physics/PT Credit(s) 1 Environmental Systems This course provides students opportunities to study and classify environmental objects, actions or events through scientific investigation. Students describe the effects of pollutants on the ecological balance, compare environmental populations under varying conditions, and apply the principles of environmental science to everyday life. Students also identify and manipulate conditions of investigations. (may count as 4 th and final science) Local Course #: 0475 TEA #: Course Code: ENVIRSYS Grade(s): 12 Prerequisite(s): Biology, Chemistry and Physics/PT Elective Credit only Advanced Placement Environmental Science Advanced Placement Environmental Science is designed to be the equivalent of an introductory college course in environmental science. Students study the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and humanmade, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. At the end of the course, students will have an opportunity to take the AP Environmental Science exam and potentially earn college credit or advanced placement. (may count as 4 th and final science) Local Course #: 0476 TEA #: A Course Code: AP-ENVIR Grade(s): 12 Prerequisite(s): Biology, Chemistry and Physics/PT also Recommended Algebra I -1.5 Aquatic Science In Aquatic Science, students study the interactions of biotic and abiotic components in aquatic environments, including impacts on aquatic systems. Investigations and field work in this course may emphasize fresh water or marine aspects of Aquatic Science depending primarily upon the natural resources available for study near the school. Students who successfully complete Aquatic Science will acquire knowledge about a variety of aquatic systems, conduct investigations and observations of aquatic environments, work collaboratively with peers, and develop critical-thinking and problem-solving skills. (may count as 4 th and final science) Local Course #: 0493 TEA #: Course Code: AQUA SCI Grade(s): 12 Prerequisite(s): Biology, Chemistry and Physics/PT Anatomy & Physiology In Anatomy and Physiology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Anatomy and Physiology study a variety of topics, including the structure and function of the human body and the interaction of body systems for maintaining homeostasis. (may count as 4 th and final science) Local Course #: C505 TEA #: Course Code: ANATPHYS Grade(s): Prerequisite(s): Biology, Chemistry and Physics/PT Forensic Science Forensic Science is a course that uses a structured and scientific approach to the investigation of crimes of assault, abuse and neglect, domestic violence, accidental death, homicide, and the psychology of criminal behavior. Students will learn terminology and investigative procedures related to crime scene, questioning, interviewing, criminal behavior characteristics, truth detection, and scientific procedures used to solve crimes. Using scientific methods, students will collect and analyze evidence through case studies and simulated crime scenes such as fingerprint analysis, ballistics, and blood spatter analysis. Students will learn the history, legal aspects, and career options for forensic science. (may count as 4 th and final science) Local Course #: C820 TEA #: Course Code: FORENSCI Grade(s): Prerequisite(s): Biology, Chemistry and Physics/PT Food Science In Food Science students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Food Science is the study of the nature of foods, the causes of deterioration, the principles underlying food processing, and the improvement of foods for the consuming public. (may count as 4 th and final science) Local Course #: C625 TEA #: Course Code: FOODSCI Grade(s): Prerequisite(s): if using as 4 th science - Biology, Chemistry and Physics/PT

41 41 World Geography Studies The course provides students with the opportunity to study the interaction of peoples and cultures with their physical environments in the major areas of the world. Students explore various regions of the world, studying their governments, arts, and resources. Areas studied are Western Europe, Eastern Europe, Middle East, Sub-Saharan Africa, Asia, and Latin America and physical geography. Local Course #: 0507 A. J. Moore UHS #: B0507 TEA #: Course Code: W GEO Pre AP World Geography This course is designed for students to prepare for Advanced Placement course later in their high school career in which they will seek college credit. It is for students who are highly motivated to learn and have the ability to analyze and draw connections from a variety of data about the world around them. The course provides students the opportunity to study the interaction of people and their physical environments in the major areas of the world. It introduces the students to the world of geographers, their unique vocabulary, tools and methodologies. Local Course #: 0546 A. J. Moore UHS #: B0546 TEA #: Course Code: WGEO Grade(s): 9 Advanced Placement Human Geography AP Human Geography introduces students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth s surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice. Local Course #: 0506 TEA #: A Course Code: AP HUMGEO World History Studies The course includes a survey of ancient, medieval, and modern times with an emphasis placed upon modern times. A background of world events is presented to the student to help understand current events and world problems. Multiple areas of the world are studied. Local Course #: 0510 A. J. Moore UHS #: B0510 TEA #: Course Code: W HIST Advanced Placement World History AP World History highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. The course emphasizes relevant factual knowledge deployed in conjunction with leading interpretive issues and types of historical evidence. The course builds on an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage. Periodization forms an organizing principle for dealing with change and continuity throughout the course. Local Course #: 0513 TEA #: A Course Code: AP WHIST Grade(s): United States History since Reconstruction The course content covers significant people, issues, and events after 1877, emphasizing present day issues that have their roots in the past. The major topics of this course are the effects of Reconstruction on the South; the rise of big Movement; immigration; U.S. as a world power; the Progressive Movement; World War I; the Roaring Twenties; the Thirties; rise of dictators; World War II; the Cold War; and the struggles of the super powers in the contemporary world. Local Course #: 0515 A. J. Moore UHS #: B0515 TEA #: Course Code: US HIST Grade(s): Advanced Placement United States History The Advanced Placement U.S. History course covers historical content from Columbus through Reagan. Emphasis is given to critical thinking and advanced reading and writing. Students read widely from both primary and secondary sources and practice the art of well-developed expository essay writing. At the conclusion of the course, students have an opportunity to take the Advanced Placement examination and potentially earn college credit or advanced placement. Local Course #: 0519 TEA #: A Course Code: APUSHIST Grade(s): U.S. History/English III The purpose of this course is to integrate English III and U.S. History to better equip the student with the skills to identify significant people, issues and events in U.S. History and American Literature. While focusing on events in U.S. History from Reconstruction to the present, the student writes about, reads and analyzes American Literature from the American Revolution to the present. Students are responsible for assignments and projects that include both English III and U.S. History topics. Local Course # 0514 TEA #: Course Code: USHISTH/ENG3H Grade(s): Prerequisite(s): English II, World Geography, World History 41

42 42 United States Government The course is a general survey of the development and mechanics of United States government. It includes studies in the following areas: foundations of American government, federalism, legislative branch, executive branch, and judicial branch. In addition, emphasis is placed on the development of Texas government at the following levels: state, county, city, school district, and judicial branch, as specified in the Texas Constitution. Local Course #: 0522 A. J. Moore UHS #: B0522 TEA #: Course Code: GOVT Grade(s): Prerequisite(s): U.S. History Credit(s):.5 AP Comparative Government and Politics The AP Comparative Government and Politics introduces students to the concepts used by political scientists to study the processes and outcomes of politics in a variety of countries. The course illustrates the diversity of public life and communicates the important differences in global political communities. Comparative Government allows students to identify problems, analyze policymaking, and compare multiple political systems. Local Course #: 0521 TEA #: A Course Code: APCPGOVT Grade(s): 12 Prerequisite(s): AP US History, AP Government Credit(s):.5 Advanced Placement US Government and Politics The AP U.S. Government and Politics course provides a rigorous and indepth study of the structure of federal government. Students read widely from primary and secondary sources and write extensively about the critical issues. Students develop skills of critical analysis and evaluation. At the conclusion of the course, students have an opportunity to take the Advanced Placement exam and potentially earn college credits or advanced standing. Local Course #: 0524 TEA #: A Course Code: APUSGOVT Grade(s): 12 Prerequisite(s): U.S. History Credit(s):.5 Economics with Emphasis on the Free Enterprise System The course develops an understanding and appreciation of the principles of economics and the fundamentals of the American free enterprise system and to help students become full participants in the American economic and political system. Topics studied include: reviewing major forms of business enterprise, the role of labor, marketing goods and services, pricing and advertising, financing businesses, money and banking, economic stabilization policies, and insurance as a source of investment funds and producer of consumer services. Local Course #: 0525 A. J. Moore UHS #: B0525 TEA #: Course Code: ECO-FE Grade(s): Credit(s):.5 Advanced Placement Macroeconomics Students develop a thorough understanding of the principles of economics that apply to an economic system as a whole. Emphasis is given to study of national income and price determination, and students develop familiarity with economic performance measures, economic growth, and international economics. At the conclusion of the course, students have an opportunity to take the Advanced Placement examination and potentially earn college credits or advanced placement. Local Course #: 0529 TEA #: A Course Code: APMACECO Grade(s): 12 Credit(s):.5 AP Microeconomics The purpose of an AP course in Microeconomics is to give students a thorough understanding of the principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the economic system. It places primary emphasis on the nature and functions of product markets, and includes the study of factor markets and of the role of government in promoting great efficiency and equity in the economy. Local #: 0537 TEA #: A Grade(s): 12 Prerequisite(s): AP Microeconomics Credit(s):.5 Social Studies Research Methods Students conduct advanced research on a student selected, teacher approved Social Studies topic using qualitative and quantitative methods. Local Course #: 0528 TEA #: Course Code: SSRES Credit(s):.5 AP European History This course develops an understanding of the main themes in Modern European history, including political and diplomatic, intellectual and cultural, and social and economic history. Analyzing historical evidence and reading critical literacy narratives is integrated into the chronologically ordered whole picture of the modern history of Europe. The knowledge gained in this class will help students develop a contextual understanding for the development of contemporary institutions, the role of continuity and change in society and politics, and the evolution of current forms of artistic and intellectual expression. Local #: 0520 TEA #: A Course Code: APEUHIST Grade(s): Prerequisite(s): AP World History elective credit Special Topics in Social Studies: The Bible as History I This course is designed to teach students knowledge of biblical content, including characters, poetry, and narrative. This course is also designed to teach, as applicable, the contents and history of Hebrew Scriptures or New Testament and the influence of Hebrew Scriptures or New Testament on law, history, government, public policy, literature, art, music, customs, morals, values, and culture in contemporary culture. Local #: 0543 TEA #: Course Code: SPTSS Grade(s) Prerequisite(s): World History Credit(s):.5 Elective Credit only

43 43 Special Topics in Social Studies: The Bible as History II This course is designed to teach students knowledge of biblical content, including characters, poetry, and narrative. This course is also designed to teach, as applicable, the contents and history of Hebrew Scriptures or New Testament and the influence of Hebrew Scriptures or New Testament on law, history, government, public policy, literature, art, music, customs, morals, values, and culture in contemporary culture. Local #: 0544 TEA #: Course Code: SPTSS 2 Grade(s): Prerequisite(s): World History and SPTSS: The Bible as History (Part I) Credit(s):.5 Elective Credit only Social Studies Advanced Studies Students who are pursuing the Distinguished Achievement Program may take Social Studies Advanced Studies to earn state credits for developing, researching, and presenting their mentorship or independent study advanced measure. In Social Studies Advanced Studies students conduct in-depth research, prepare a product of professional quality, and present their findings to appropriate audiences. Students, working independently investigate a problem, issue, or concern; research the topic using a variety of technologies; and present a product of professional quality to an appropriate audience. Local Course #: 0518 TEA #: Course Code: SS ADV A Grade(s): Credit(s):.5 1 SPANISH Spanish I The course objective for the first year of study is to develop audio-lingual skills with mastery of basic structures, expressions, and common vocabulary without translation. The skills of reading and writing are introduced based on the material which will be presented orally. Students experience various aspects of another culture and understand that behavior is conditioned by culture. A study of the interrelationship of language is presented along with information concerning the role of non- linguistic elements in communication. Local Course #: 0547 TEA #: Course Code: SPAN 1 Pre-AP Spanish I Pre-AP Spanish I is an introductory level language course taught at a rigorous pace. Students develop the skills necessary for long-term mastery of the language. The course is vertically aligned to prepare students for Advanced Placement Spanish. Students develop audio-lingual skills with mastery of basic structures, expressions, and common vocabulary without translation. The skills of reading and writing are developed based on the material which will be presented orally. Students experience various aspects of another culture and understand that behavior is conditioned by culture. Local Course #: 0556 TEA #: Course Code: SPAN 1A Español para el Hispano Hablante 1 This is an introductory course in Spanish for students who speak Spanish as a native language. Native Spanish speaking students learn to distinguish between formal and informal language registers and their appropriate domains. They develop skills of reading and writing with accuracy and fluency as they develop bilingual literacy. Local Course #: 0566 TEA #: Course Code: SSSPAN1 Spanish II The second year course of study introduces additional basic structures and further develops the skills of speaking, listening, reading, and writing. Students begin to recognize familiar material in an unfamiliar context, use alternate means of communicating an idea, produce guided compositions, and use word recognition skills. Cultural connotations of common words and phrases are introduced along with some unique features of the language. Local Course #: 0548 TEA #: Course Code: SPAN 2 Prerequisite(s): Spanish I Pre-AP Spanish II Pre-AP Spanish II introduces additional linguistic structures and further develops the skills of speaking, listening, reading, and writing. Students continue to develop language mastery, and the curriculum is aligned to prepare students for Advanced Placement Spanish. Students will recognize familiar material in an unfamiliar context, use alternate means of communicating an idea, produce guided compositions, and use word recognition skills. Cultural connotations of common words and phrases are introduced along with some unique features of the language. Additional emphasis is given to reading and writing skills in Spanish. Local Course #: 0557 TEA #: Course Code: SPAN2A Prerequisite(s): Spanish I 43

44 44 Español para el Hispano Hablante 2 This is a second level course in Spanish for students who speak Spanish as a native language. Native Spanish speaking students continue to distinguish between formal and informal language registers and their appropriate domains. They develop bilingual literacy through practice in increasingly complex reading selections and multiple opportunities to produce formal written compositions in Spanish for a variety of purposes. Local Course #: 0567 TEA #: Course Code: SSSPAN2 Prerequisite(s): Español para el Hispano hablante 1 Spanish III The course provides opportunities for talented language students beyond those offered in the regular Spanish II class. It stresses the development of intermediate proficiency in oral skills and accurate comprehension of contemporary and cultural reading passages. Additionally, the course expands the use of grammatical constructions and vocabulary and begins the development of expository composition. Local Course #: 0549 TEA #: Course Code: SPAN 3 Grade(s): 9-12 Prerequisite(s): Spanish II Pre-AP Spanish III The Pre-AP Spanish III course continues the development of intermediate proficiency in oral skills and accurate comprehension of contemporary and cultural reading passages. Additionally, the course expands the use of grammatical constructions and vocabulary and continues the development of expository composition. The curriculum of the course is aligned to prepare students for the Advanced Placement Spanish course. Local Course #: 0550 TEA #: Course Code: SPAN 3A Prerequisite(s): Spanish II Spanish Literature (Spanish V) Can be taken simultaneously with Spanish VI. In Spanish Literature, students study a range of literary works written in Spanish. Students develop skills of analysis and evaluation as they speak and write literary criticism in Spanish. This course is the prerequisite for AP Spanish Literature. Local Course #: 0554 TEA #: Course Code: SPAN 5 Prerequisite(s): AP Spanish Language Advanced Placement Spanish Language (Spanish IV) The course meets the requirements of a college course in Spanish studies. It stresses the development of fluency in oral skills, comprehension of Spanish literature and history, expository composition, and expanded use of grammar. This course utilizes higher level/critical thinking skills and focuses on the development of accuracy and fluency. The student has the opportunity to take the advanced placement examination at the conclusion of this course. Local Course #: 0552 TEA #: A Course Code: APSPALAN Prerequisite(s): Spanish III Advanced Placement Spanish Literature Spanish VI Can be taken simultaneously with Spanish V. The course meets the requirements of an intermediate college course in Spanish. It stresses the comprehension of Spanish literature and history, expository composition, and expanded use of grammar and oral communication skills. This course utilizes higher level and critical thinking skills and focuses on the development of language fluency. Local Course #: 0553 TEA #: A Course Code: APSPALIT Prerequisite(s): AP Spanish Language FRENCH French I The course objective for the first year of study is to develop audio-lingual skills with mastery of basic structures, expressions, and common vocabulary without translation. The skills of reading and writing are introduced based on the material which will be presented orally. Students experience various aspects of another culture and understand that behavior is conditioned by culture. A study of the interrelationship of language is presented along with information concerning the role of non-linguistic elements in communication and the importance of errors in the process of learning a language. Local Course #: 0559 TEA #: Course Code: FREN 1 Pre-AP French I Pre-AP French I is an introductory level language course taught at a rigorous pace. Students develop the skills necessary for long-term mastery of the language. The course is vertically aligned to prepare students for Advanced Placement French. Students develop audio-lingual skills with mastery of basic structures, expressions, and common vocabulary without translation. The skills of reading and writing are developed based on the material which will be presented orally. Students experience various aspects of another culture and understand that behavior is conditioned by culture. A study of the interrelationship of language is presented along with information concerning the role of nonlinguistic elements in communication. Local Course #: 0564 TEA #: Course Code: FREN 1A French II The second year course of study introduces additional basic structures and further develops the skills of speaking, listening, reading, and writing. Students begin to recognize familiar material in an unfamiliar context, use alternate means of communicating an idea, produce guided compositions, and use word recognition skills. Cultural connotations of common words and phrases are introduced along with some unique features of the language. Local Course #: 0560 TEA #: Course Code: FREN 2 Grade(s): Prerequisite(s): French I

45 45 Pre-AP French II Pre-AP French II introduces additional linguistic structures and further develops the skills of speaking, listening, reading, and writing. Students continue to develop language mastery, and the curriculum is aligned to prepare students for Advanced Placement French. Students will recognize familiar material in an unfamiliar context, use alternate means of communicating an idea, produce guided compositions, and use word recognition skills. Cultural connotations of common words and phrases are introduced along with some unique features of the language. Additional emphasis is given to reading and writing skills in French. Local Course #: 0565 TEA #: Course Code: FREN 2A Grade(s): Prerequisite(s): French I Pre-AP French III The Pre-AP French III course stresses the development of intermediate proficiency in oral skills and accurate comprehension of contemporary and cultural reading passages. Additionally, the course expands the use of grammatical constructions and vocabulary and continues the development of expository composition. The curriculum of the course is aligned to prepare students for the Advanced Placement French course. Local Course #: 0562 TEA #: Course Code: FREN 3 A Grade(s): Prerequisite(s): French II Advanced Placement French Language - French IV The course meets the requirements of a college course in French. It stresses the development of fluency in oral skills, comprehension of French literature and history, expository composition, and expanded use of grammar. This course utilizes higher level/critical thinking skills and focuses on the development of accuracy and fluency. Local Course #: 0563 TEA #: A Course Code: APFRLAN Grade(s): 12 Prerequisite(s): French III GERMAN German I The course objective for the first year of study is to develop audio-lingual skills with mastery of basic structures, expressions, and common vocabulary without translation. The skills of reading and writing are introduced based on the material which will be presented orally. A study of the interrelationship of language is presented along with information concerning the role of non-linguistic elements in communication and the importance of errors in the process of learning a language. Local Course #: 0568 TEA #: Course Code: GERMAN 1 Pre-AP German I Pre-AP German I is an introductory level language course taught at a rigorous pace. Students will develop the skills necessary for long-term mastery of the language. The course is vertically aligned to prepare students for AP German. Students will develop audio-lingual skills with mastery of basic structures, expressions, and common vocabulary without translation. The skills of reading and writing are developed based on the material which will be presented orally. Local Course #: 0577 TEA #: Course Code: GERMAN 1A German II The second year course of study introduces additional basic structures and further develops the skills of speaking, listening, reading, and writing. Students begin to recognize familiar material in an unfamiliar context, use alternate means of communicating an idea, produce guided compositions, and use word recognition skills. Cultural connotations of common words and phrases are introduced along with some unique features of the language. Local Course #: 0569 TEA #: Course Code: GERMAN 2 Grade(s): Prerequisite(s): German I Pre-AP German II Pre-AP German II introduces additional linguistic structures and further develops the skills of speaking, listening, reading, and writing. Students continue to develop language mastery, and the curriculum is aligned to prepare students for Advanced Placement German. Students will recognize familiar material in an unfamiliar context, use alternate means of communicating an idea, produce guided compositions, and use word recognition skills. Local Course #: 0578 TEA #: Course Code: GERMAN 2A Grade(s): Prerequisite(s): German I German III During the third year course of study, students are provided opportunities to comprehend native speakers in controlled situations, sustain conversation on familiar subjects, do intensive and extensive reading, and do original compositions. Cultural generalizations are studied along with appropriate language for different social situations. Activities are geared toward the development of higher level and critical thinking skills which address a variety of learning styles. Independent and guided research is conducted by the students in the areas of German history, art, and literature. Local Course #: 0570 TEA #: Course Code: GERMAN 3 Grade(s): Prerequisite(s): German II 45

46 46 Pre-AP German III The Pre-AP German III course stresses the development of intermediate proficiency in oral skills and accurate comprehension of contemporary and cultural reading passages. Additionally, the course expands the use of grammatical constructions and vocabulary and continues the development of expository composition. The curriculum of the course is aligned to prepare students for the Advanced Placement German course Local Course #: 0571 TEA #: Course Code: GERMAN 3A Grade(s): Prerequisite(s): German II Advanced Placement German Language - German IV The course meets the requirements of a college course in German. It stresses the development of fluency in oral skills, comprehension of German literature and history, expository composition, and expanded use of grammar. This course utilizes higher level and critical thinking skills and focuses on the development of accuracy and fluency Local Course #: 0574 TEA #: A Course Code: APGRLAN Grade(s): 12 Prerequisite(s): German III Public Speaking Application of the Legal System II (Mock Trial) Students must learn the concepts and skills related to preparing public messages, to analyzing and evaluating these messages and applying vital critical thinking and problem solving processes. Students enrolled in this class receive an introduction to the workings of our legal system, and exercise communication and the art of advocacy, which is the basis of our system of justice. Students gain an understanding of the mechanics of a trial and the fundamentals of trial techniques and then try to blend the techniques into an overall presentation that effectively presents a position. WACO HIGH SCHOOL ONLY Local Course #: 0397 TEA #: Course Code: PUBSPKG2A Grade(s): Credit(s):.5-1 Public Speaking Application of the Legal System III (Mock Trial) Students must learn the concepts and skills related to preparing public messages, to analyzing and evaluating these messages and applying vital critical thinking and problem solving processes. Students enrolled in this class receive an introduction to the workings of our legal system, and exercise communication and the art of advocacy, which is the basis of our system of justice. WACO HIGH SCHOOL ONLY Local Course #: 0400 TEA #: Course Code: PUBSPKG3A Grade(s): 12 Prerequisite(s): Public Speaking Credit(s):.5-1 Professional Communications Professional Communications blends written, oral, and graphic communication in a career-based environment. Careers require individuals to be creative and have a strong background in computer, an academic foundation, and a proficiency in professional oral communication Local Course #: C998 TEA #: Course Code: COMMAPP PROFCOMM Credit(s):.5 1 Public Speaking Application of the Legal System I (Mock Trial) Students must learn the concepts and skills related to preparing public messages, to analyzing and evaluating these messages and applying vital critical thinking and problem solving processes. Students enrolled in this class receive an introduction to blend the techniques into an overall presentation that effectively presents a position. Students study Texas Civil and Criminal Codes. WACO HIGH SCHOOL ONLY Local Course #: 0394 TEA #: Course Code: PUBSPKG 1 A Grade(s): Credit(s):.5-1 Art I Art l is a general introduction to art based on an understanding and an application of the fundamentals of the elements and principles of design. Local Course #: 0710 TEA #: Course Code: ART 1 Art II Drawing Local Course #: 0711 TEA #: Course Code: ART2DRAW Prerequisite(s): Art I Grade(s): Art III Drawing Local Course #: 0719 TEA #: Course Code: ART3DRAW Grade(s): Prerequisite(s): Art II

47 47 Art IV Drawing Local Course #: 0729 TEA #: Course Code: ART4DRAW Grade(s): 12 Prerequisite(s): Art III Art Electronic Media The student will produce original artwork that integrates digital imaging software and digital cameras using Adobe Photoshop, Adobe PageMaker, scanners, and digital cameras. The main focus will be on creating an original body of work that integrates a variety of sources. UNIVERSITY HIGH SCHOOL ONLY AP Studio Art: Two-Dimensional Design Advanced Placement Studio Art: Two-Dimensional Design is designed to be the equivalent of an introductory college course in art/ 2D design. The course encourages creative as well as systematic investigation of formal and conception issues in art, making art an ongoing process involving student decision making, developing technical skills with visual elements, and developing critical thinking skills. Local Course #: 0744 TEA # A Course Code: AP2DDP Grades: Prerequisite: Art II A Art II Electronic Media Local Course #: 0738 TEA#: Course Code: ART2 EM Grade(s): Art III Electronic Media Local Course #: 0739 TEA#: Course Code: ART3 EM Grade(s): Art I Pre-AP Students participation in this course will have successfully completed Art 8, with a portfolio, or 8A. Students for Art 9 who desire entry into this course will be required to submit a portfolio of work that will be evaluated by a panel of district art teachers before permitted to enter the class. In addition to requirements to keep a daily sketchbook, students will continue to develop a portfolio of artworks for public display, TEA #: Local#0708 Course Code: ART 1 Grade(s): Prerequisite(s): Art 8A, with a passing portfolio Art II A Pre-AP (Two-Dimensional) Students in this class will focus on art in two dimensions. Project in this class may include those using multiple types of paint, charcoal, ink, line drawings, printmaking, study of human anatomy and general composition. This course encourages creative and systematic investigation of concepts and issues in the two dimensional art forms. Local Course #: 0709 TEA #: Grade(s): Prerequisite(s): Art I Pre-AP, or Art I with a passing portfolio AP Art History Advanced Placement Art History is designed to be the equivalent of an introductory college course in art history. The major topics of the course include: an understanding and knowledge of architecture, sculpture, painting, and other art forms within diverse historical and cultural contexts. Students examine major forms of artistic expression from the past and present from a variety of cultures. They learn to look at art critically, with intelligence and sensitivity, and to analyze what they see. Local Course #: 0742 TEA # A Course Code: APHISART Grades: Prerequisite: none JAZZ BAND This course is for students interested in jazz, dance, and popular music. Students must be able to read music to be considered for membership. Included is training in basic improvisation techniques. Students enrolled in this course must be concurrently enrolled in either Marching Band. Music I Jazz Band Students participating in this course will play and perform introductory to intermediate levels of jazz music. Students will be expected to prepare and audition for regional and state level ensembles (UIL, TMEA). Students participating in this band will also prepare and participate in group competitions and festivals. Students who participate must also be a participant in the parent organization (band). Local Course #: 0770 TEA #: Course Code: MUS1JZBN Prerequisite(s): Open by Audition Only Jazz Ensemble 1 Students participating in this course will play and perform advanced levels of jazz music. Students will be expected to prepare and audition for regional and state level ensembles (UIL, TMEA). Students participating in this band will also prepare and participate in group competitions and festivals. Students who participate must also be a participant in the parent organization (band). Local Course #: 0753 TEA#: Course Code: MUS1JZBN Prerequisite(s): Students Enter by Audition Only 47

48 48 Jazz Ensemble 2 Students participating in this course will play and perform introductory to intermediate levels of jazz music. Students will be expected to prepare and audition for regional and state level ensembles (UIL, TMEA). Students participating in this band will also prepare and participate in group competitions and festivals. Students who participate must also be a participant in the parent organization (band). Local Course #: 0771 TEA #: Course Code: MUS2JZBN Grade(s): Prerequisite(s): Jazz Band I, Open by Audition Jazz Ensemble 3 Students participating in this course will play and perform introductory to intermediate levels of jazz music. Students will be expected to prepare and audition for regional and state level ensembles (UIL, TMEA). Students participating in this band will also prepare and participate in group competitions and festivals. Students who participate must also be a participant in the parent organization (band). Local Course #: 0776 TEA#: Course Code: MUS3JZBN Grade(s): Prerequisite(s): Jazz Band II, Open by Audition Only Jazz Ensemble 4 Students participating in this course will play and perform introductory to intermediate levels of jazz music. Students will be expected to prepare and audition for regional and state level ensembles (UIL, TMEA). Students participating in this band will also prepare and participate in group competitions and festivals. Students who participate must also be a participant in the parent organization (band). Local Course #: 0772 TEA #: Course Code: MUS4JZBN Grade(s): 12 Prerequisite(s): Jazz Band III, Open by Audition Only. MARIACHI BAND This is a local credit course for students interested in singing and playing mariachi music. Students must be able to read music to be considered for membership. Included is training in exploration of diverse styles of music and songs sung in Spanish. It is intended to provide independent performance skills. Concert attendance at multiple events is required. Students must maintain a passing average in their other courses to be eligible to participate in UIL activities and other competitions. Ensemble is limited to a maximum of 20 members. Students enrolled in this course must be concurrently enrolled in either Marching Band (Fall U), Concert Band (Spring U), Choir (Fall and Spring U), or Orchestra (Fall and Spring U). Music I Mariachi Band Offered at University Only Local Course #: 0766 TEA #: Course Code: MUS1MARI Prerequisite(s): Open by Audition Only, Concurrent Enrollment in Parent Organization Required Music II Mariachi Band Offered at University Only Local Course #: 0767 TEA #: Course Code: MUS2MARI Grade(s): Prerequisite(s): Mariachi Band I, Open by Audition Only, Concurrent Enrollment in Parent Organization Required MARCHING BAND Marching Band teaches musical performance with movement. To participate in Marching Band, students must be enrolled in a band class as assigned by the school's band director. This activity requires that students attend, evening, out-of-town and weekend rehearsals and events. Students who are enrolled in band classes are required to participate in marching band. Marching Band is an activity that qualifies for PE waiver credit in high school. To earn full PE credit, the student needs to successfully participate in the band for two marching seasons. Music I Band (Symphonic Band) Local Course #: 0746 TEA #: Course Code: MUS1BAND Prerequisite(s): Open by Audition Only Music I Band (Wind Ensemble) Local Course #: 0754 TEA #: Course Code: MUS1BAND A Prerequisite(s): Open by Audition Only Music II Band (Symphonic Band) Local Course #: 0747 TEA #: Course Code: MUS2BAND Grade(s): Prerequisite(s): Marching Band I, Open by Audition Only Music II Band (Wind Ensemble) Local Course #: 0755 TEA #: Course Code: MUS1BAND A Grade(s): Prerequisite(s): Open by Audition Only Music III Band (Symphonic Band: W) Local Course #: 0748 TEA #: Course Code: MUS3BAND Grade(s): Prerequisite(s): Marching Band II, Open by Audition Only Music III Band (Wind Ensemble) Local Course #: 0749 TEA #: Course Code: MUS3BAND A Grade(s): Prerequisite(s): Marching Band II, Open by Audition Only

49 49 Music IV Band (Symphonic Band: W) Local Course #: 0750 TEA #: Course Code: MUS4BAND Grade(s): 12 Prerequisite(s): Marching Band III, Open by Audition Only Music IV Band (Wind Ensemble) Local Course #: 0751 TEA #: Course Code: MUS4BAND A Grade(s): 12 Prerequisite(s): Marching Band III, Open by Audition Only CONCERT BAND A performance class, this band competes at music competitions and performs around the central Texas area. After school rehearsals and concerts are required of all members. All students will be expected to prepare for events and competitions (i.e. UIL Solo and Ensemble). Students must maintain a passing average in their other courses to be eligible to participate in UIL activities and other competitions. Music I Instrumental Ensemble (Concert Band I) (Symphonic Band) Local Course #: 0758 TEA #: Course Code: MUS1INEN Prerequisite(s): Open by Audition Only Music I Instrumental Ensemble (Concert Band I) (Wind Ensemble) Local Course #: 0764 TEA #: Course Code: MUS1INEN Prerequisite(s): Open by Audition Only Music II Instrumental Ensemble (Concert Band II) Local Course #: 0759 TEA #: Course Code: MUS2INEN Grade(s): Prerequisite(s): Concert Band I, Open by Audition Only Music II Instrumental Ensemble (Wind Ensemble) Local Course #: 0765 TEA #: Course Code: MUS2INEN Grade(s): Prerequisite(s): Concert Band I, Open by Audition Only Music III Instrumental Ensemble (Concert Band III) Local Course #: 0760 TEA #: Course Code: MUS3INEN Grade(s): Prerequisite(s): Concert Band II, Open by Audition Only Music III Instrumental Ensemble (Concert Band III) (Wind Ensemble) Local Course #: 0761 TEA #: Course Code: MUS3INEN A Grade(s): Prerequisite(s): Concert Band II, Open by Audition Only Music IV Instrumental Ensemble (Concert Band IV) Local Course #: 0762 TEA #: Course Code: MUS4INEN Grade(s): 12 Prerequisite(s): Concert Band III, Open by Audition Only Music IV Instrumental Ensemble (Concert Band IV) (Wind Ensemble) Local Course #: 0763 TEA #: Course Code: MUS4INEN A Grade(s): 12 Prerequisite(s): Concert Band III, Open by Audition Only ORCHESTRA The courses listed below include a wide variety of information regarding the care and handling of instruments, posture and playing position, instrumental technique, and music reading skills. Students will develop musical sensitivity through performance and listening; they will be able to evaluate the quality of a musical performance. Students interested in instrumental music should contact the orchestra director and discuss the musical instrument to be used. Students must be willing to occasionally attend after school rehearsals and must maintain a passing average in their other courses to be eligible to participate in UIL activities and other competitions. Emphasis is placed on the ensemble performance skills. Music I Orchestra Local Course #: 0780 TEA #: Course Code: MUS1ORCH Prerequisite(s): Open by Audition Only Music II Orchestra Local Course #: 0781 TEA #: Course Code: MUS2ORCH Grade(s): Prerequisite(s): Orchestra I, Open by Audition Only Music III Orchestra Local Course #: 0783 TEA #: Course Code: MUS3ORCH A Grade(s): Prerequisite(s): Orchestra II, Open by Audition Only Music IV Orchestra Local Course #: 0785 TEA #: Course Code: MUS4ORCH A Grade(s): 12 Prerequisite(s): Orchestra III, Open by Audition Only 49

50 50 University Singers These classes are designed for students who have not previously had choir or do not have independent sight reading skills. Students enrolled in this class will be expected to participate in a fall, Christmas, and spring concert, as well as civic performances throughout the year. They will be expected to learn how to sight read. This choir is not required to go to UIL competition, but may do so if the appropriate level of musicianship is reached. Music I Choir (University) Local Course #: 0795 TEA #: Course Code: MUS1CHOR Prerequisite(s): Open by Audition Only Music II Choir (University) Local Course #: 0796 TEA #: Course Code: MUS2CHOR Prerequisite(s): Choir I, Open by Audition Only Music III Choir (University) Local Course #: 0797 TEA #: Course Code: MUS3CHOR Prerequisite(s): Choir II, Open by Audition Only Music IV Choir (University) Local Course #: 0798 TEA #: Course Code: MUS4CHOR Prerequisite(s): Choir III, Open by Audition Only Music I Vocal Ensemble (University) Offered at University Local Course #: 0799 TEA #: Course Code: MUS1VOEN Prerequisite(s): Open by Audition Only Music II Vocal Ensemble (University) Offered at University Local Course #: 0800 TEA #: Course Code: MUS2VOEN Prerequisite(s): Vocal Ensemble I, Open by Audition Only Music III Vocal Ensemble (University) Offered at University Local Course #: 0801 TEA #: Course Code: MUS3VOEN Prerequisite(s): Vocal Ensemble II, Open by Audition Only Music IV Vocal Ensemble (University) Offered at University Local Course #: 0803 TEA #: Course Code: MUS4VOEN Prerequisite(s): Vocal Ensemble III, Open by Audition Only MEN S CHOIR These classes are designed for students who have previous experience in choir and have sight reading skills. Students enrolled in this class will be expected to participate in a fall, Christmas, and spring concert, as well as civic performances throughout the year. This choir is expected to go to UIL competition, but only if the appropriate level of musicianship is reached. Chorale I (Music I Choir) Local Course #: 0810 TEA #: Course Code: MUS1CHOR Prerequisite(s): none Choral II (Music II Choir) Local Course #: 0811 TEA #: Course Code: MUS2CHOR Grade(s): Prerequisite(s): none Choral III (Music III Choir) Local Course #: 0812 TEA #: Course Code: MUS3CHOR Grade(s): Prerequisite(s): none Choral IV (Music IV Choir) Local Course #: 0814 TEA #: Course Code: MUS4CHOR Grade(s): 12 Prerequisite(s): none Men s Choir I (Music I Vocal Ensemble) Local Course #: 0816 TEA #: Course Code: MUS1VOEN Prerequisite(s): Open by Audition Only, Sight-reading Knowledge

51 51 Men s Choir II (Music II Vocal Ensemble) Local Course #: 0817 TEA #: Course Code: MUS2VOEN Prerequisite(s): Vocal Ensemble I, Open by Audition Only, Sight-reading Knowledge Men s Choir III (Music III Vocal Ensemble) Local Course #: 0818 TEA #: Course Code: MUS3VOEN Men s Choir IV (Music IV Vocal Ensemble) Offered at University and Waco High Only Local Course #: 0820 TEA #: Course Code: MUS4VOEN Prerequisite(s): Vocal Ensemble III, Open by Audition Only, Sight-reading Knowledge WOMEN S CHOIR These classes are designed for students who have previous experience in choir and have sight reading skills. Students enrolled in this class will be expected to participate in a fall, Christmas, and spring concert, as well as civic performances throughout the year. This choir is expected to go to UIL competition, but only if the appropriate level of musicianship is reached. Girls Glee I (Music I Vocal Ensemble) Waco High Only Local Course #: 0830 TEA #: Course Code: MUS1VOEN Prerequisite(s): Open by Audition Only, Sight-reading knowledge Girls Glee II (Music II Vocal Ensemble) Waco High Only Local Course #: 0831 TEA #: Course Code: MUS2VOEN Prerequisite(s): Vocal Ensemble I, Open by Audition Only, Sight reading Knowledge Girls Glee III (Music III Vocal Ensemble) Waco High Only Local Course #: 0832 TEA #: Course Code: MUS3VOEN Prerequisite(s): Vocal Ensemble II, Open by Audition Only, Sight reading Knowledge Girls Glee IV (Music IV Vocal Ensemble) Waco High Only Local Course #: 0834 TEA #: Course Code: MUS4VOEN Prerequisite(s): Vocal Ensemble III, Open by Audition Only, Sight reading Knowledge VARSITY MIXED CHOIR These classes are designed for the most advanced choral students. These students must be able to demonstrate excellent sight reading skills. Students enrolled in this class will be expected to participate in a fall, Christmas, and spring concert, as well as civic performances throughout the year. They will be expected to improve their sight reading skills daily, as well as pass all classes. Concert Choir I (Music I Choir) Intermediate Mixed Choir Local Course #: 0836 TEA #: Course Code: MUS1CHOR Prerequisite(s): Open by Audition Only, Sight-reading Knowledge, previous choir experience Concert Choir II (Music II Choir) Intermediate Mixed Choir Local Course #: 0837 TEA #: Course Code: MUS2CHOR Grade(s): Prerequisite(s): Choir I, Open by Audition Only, Sight-reading Knowledge Concert Choir III (Music III Choir) Intermediate Mixed Choir Local Course #: 0838 TEA #: Course Code: MUS3CHOR Grade(s): Prerequisite(s): Choir II, Open by Audition Only, Sight-reading Knowledge Concert Choir IV (Music IV Choir) Intermediate Mixed Choir Local Course #: 0840 TEA #: Course Code: MUS4CHOR Grade(s): 12 Prerequisite(s): Choir III, Open by Audition Only, Sight-reading Knowledge A Cappella Choir II (Music II Vocal Ensemble) Local Course #: 0843 TEA #: Course Code: MUS2VOEN Grade(s): Prerequisite(s): Proficient sight-reading knowledge, Open Audition 51

52 52 A Cappella Choir III (Music III Vocal Ensemble) Local Course #: 0844 TEA #: Course Code: MUS3VOEN Grade(s): Prerequisite(s): A Cappella Choir II A Cappella Choir IV (Music IV Vocal Ensemble) Local Course #: 0846 TEA #: Course Code: MUS4VOEN Prerequisite(s): A Cappella Choir III SHOW CHOIR The following courses are for students who are concurrently enrolled in another course within the choir program. Students must audition for acceptance into this class. Students must also maintain academic eligibility. University Show Choir I (Music I Vocal Ensemble) Local Course #: 0850 TEA #: MUS1VOEN Prerequisite(s): Open by Audition Only, Concurrently enrolled in an additional intermediate or advanced choir. University Show Choir II (Music II Vocal Ensemble) Local Course #: 0851 TEA #: MUS2VOEN Prerequisite(s): Open by Audition Only, Concurrently enrolled in an additional intermediate or advanced choir. University Show Choir III (Music III Vocal Ensemble) Local Course #: 0852 TEA #: MUS3VOEN Prerequisite(s): Open by Audition Only, Concurrently enrolled in an additional intermediate or advanced choir. University Show Choir IV (Music IV Vocal Ensemble) Local Course #: 0854 TEA #: MUS4VOEN Prerequisite(s): Open by Audition Only, Concurrently enrolled in an additional intermediate or advanced choir. Waco High Show Choir I (Music I Vocal Ensemble) Offered at Waco High Only Local Course #: 9850 TEA #: Course Code: MUS1VOEN Prerequisite(s): Open by Audition Only, Concurrently enrolled in an additional intermediate or advanced choir. Waco High Show Choir II (Music II Vocal Ensemble) Offered at Waco High Only Local Course #: 9851 TEA #: Course Code: MUS2VOEN Prerequisite(s): Open by Audition Only, Concurrently enrolled in an additional intermediate or advanced choir. Waco High Show Choir III (Music III Vocal Ensemble) Offered at Waco High Only Local Course #: 9852 TEA #: Course Code: MUS3VOEN Waco High Show Choir IV (Music IV Vocal Ensemble) Offered at Waco High Only Local Course #: 9854 TEA #: Course Code: MUS4VOEN Prerequisite(s): Open by Audition Only, Concurrently enrolled in an additional intermediate or advanced choir. MUSIC THEORY These classes are designed for students who are considering majoring in music in college. It is a very advanced class that begins with reviewing basic pitch and rhythmic notation. Throughout the course, intervals, chord structure and movement, scale structures, ear training, sight singing, and part writing are learned in progression. This is not a general music class and is not recommended for students who are not seriously considering music as a career. Music I Theory Local Course #: 0860 TEA #: Course Code: MUS1THY Grade(s): Music II Theory Local Course #: 0861 TEA #: Course Code: MUS2THY Prerequisite(s): Music Theory 1 Grade(s): AP Music Theory Advanced Placement Music Theory is designed to be the equivalent of an introductory college course in music theory. In this course students will master the rudiments and terminology of music including: notation, intervals, scales and keys, chords, metric organization, and rhythmic patterns. Students also study topics such as harmony, texture, form, and music history as part of the course. Participation in this course assumes that the student has acquired at least basic performance skills in voice or on an instrument. At the end of the course, students will have an opportunity to take the AP Music Theory exam and potentially earn college credit or advanced placement. Local Course#: 0862 TEA # A Course Code: APMUSTHY Grades: Prerequisite: Placement test

53 53 THEATRE Theatre Arts is a course designed for students explore the curricular strands of acting, voice, movement, rehearsal and performance, theatre history, technical theatre, and the analysis of plays and characters. Students are expected to participate in performance based projects, and other projects as assigned. As students advance through the levels of the courses offered the below, the strand grows in scope and rigor. Theatre Arts I Students will study acting concepts and skills and theatre production concepts and skills. Local Course #: 0864 TEA #: Course Code: TH1 Theatre Arts II Students will build upon concepts explored in Theatre Arts I. Experiences focusing on more advanced production concepts will occur in a rehearsal and performance setting. Local Course #: 0865 TEA #: Course Code: TH2 Grade(s): Prerequisite(s): Theatre I Technical Theatre I This course includes theories of design and stagecraft techniques with the construction and operation of the various elements of technical theatre. Design, scenery properties, lighting, costumes, makeup, and sound are included. Local Course #: 0868 TEA #: Course Code: TH1TECH Grade(s): 9-2 Theatre Production I Theatre production concepts and skills and stage management are included in this course. The production of a full length play is the objective of theatre production. Students will audition, rehearse, and perform in a production selected by the director. Local Course #: 0870 TEA #: Course Code: TH1PROD A Prerequisite(s): Recommended 1 semester of Theatre Arts I, Open by Audition Only Credit(s):.5-1 Theatre Production II This course covers acting concepts, theatre production, and aesthetic appreciation of theatrical productions. Students will continue the study of theatre by participating in a variety of plays. Students will audition, rehearse, and may direct scenes from a production selected by the director. Local Course #: 0871 TEA #: Course Code: TH2PROD A Grade(s): Prerequisite(s): Theatre Production I, Open by Audition Only Credit(s):.5-1 Theatre Production III This course will continue the essential elements of Theatre Production II and consists of the students performing in live productions. Local Course #: 0872 TEA #: Course Code: TH3PROD Grade(s): Prerequisite(s): Theatre Production II, Open by Audition Only Credit(s):.5-1 Theatre Production IV This course will continue the essential elements of Theatre Production II and consists of the students performing in live productions. Local Course #: 0875 TEA #: Course Code: TH4PROD Grade(s): 12 Prerequisite(s): Theatre Production III, Open by Audition Only Credit(s):.5-1 Technical Theatre II This course includes the study of theatre production and skills. Aesthetic growth and appreciation of the theatrical events are emphasized. The study of design and stagecraft techniques will continue. Students will demonstrate skills in design, scenic properties, lighting, costumes, make-up and sound. Students may serve as crew heads for theatre productions. Local Course #: 0869 TEA #: Course Code: TH2TECH Grade(s): Prerequisite(s): Technical Theatre I 53

54 54 Desktop Publishing This course is designed to provide instruction in the use of computer operating systems, software applications and communication and networking components. The student is expected to develop technical documentation related to desktop publishing Local Course #: 0466 TEA #: Course Code: TADTP Grade(s): Prerequisite(s): BCIS I and Keyboarding Computer Science I This course includes the beginning concepts and skills related to the following: programming, methodology, programming languages, data types and structures, algorithms, applications of computing, computer systems, and social implications of computers Local Course #: 0462 TEA #: Course Code: TACS1 Grade(s): Prerequisite(s): Algebra I Computer Science II Computer Science II is an independent study class which requires students to write software. The software must use integrated file searches, sorts, and mergers. The student must produce at least one game, menu executable program, and at least one student selected program. The programs must be converted to executable files that can be easily used. Local Course #: 0463 TEA#: Course Code: TACS2 Grade(s): Prerequisite(s): Algebra I & Computer Science I AP Computer Science I Advanced Placement Computer Science I is the equivalent of a college level introductory computer science courses. A large part of the course is built around the development of computer programs that correctly solve a given problem. Students will analyze algorithms, develop and use data structures, and study typical applications of computer software. At the end of the AP Computer Science I course, students will have an opportunity to take the AP Computer Science A exam and potentially earn college credit or advanced placement. Local Course #: 0464 TEA#: A Course Code: APTACS1 Grades: Prerequisites: Algebra I and Computer Science I (0462) AP Computer Science II Advanced Placement Computer Science II extends what students learn in AP Computer Science I. In particular, students will decompose problems into classes, define relationships and responsibilities of those classes, and design and implement a set of interacting classes. Students will practice choosing appropriate advanced data structures and algorithms to solve complex problems. At the end of the AP Computer Science II course, students will have an opportunity to take the AP Computer Science AB exam and potentially earn college credit or advanced placement. Local Course #: 0465 TEA # A Course Code: APTACS2 Grade: 12 Prerequisite: AP Computer Science I (0464) Health Education This is a one semester course. Students study and learn skills that enable them to lead healthy lives. Students will explore and learn the function and care of body systems and the effects of alcohol, tobacco, and drugs on these systems. Students also study first aid and sexually transmitted diseases with a strong emphasis on sexual abstinence. Local #: 0586 TEA #: Course Code: HLTH ED Credit(s):.5

55 55 JUNIOR RESERVE OFFICERS TRAINING CORPS (JROTC) Reserve Officers Training Corps (LET 1) LET 1 curriculum is designed to maximize potential for individual success through learning and self-management by developing leadership skills, effective relationships with peers, adults, and the community (conflict resolution and service learning), correlating the rights and the responsibilities of citizenship to the purposes of our government, and relating events in history to choices and responsibilities Americans have today.extracurricular activities include: Providing color guards, concession stands, participating in community parades, drill and rifle teams. Local Course #: 0975 TEA #: Course Code: ROTC 1 Reserve Officers Training Corps III (LET III) The third year of Leadership Education and Training continues building on the first two years with additional leadership focus towards staff training, team building and program management. Personal focus is applied through public speaking, assembling personalized career portfolios and creating college action plans. The wearing of the uniform and the extracurricular activities are the same as for LET I. LET 2 and LET 3 students may be scheduled in similar sections per the JROTC MOI. Local Course #: 0977 TEA #: Course Code: ROTC 3 Reserve Officers Training Corps IV (LET IV) LET IV cadet curriculum continues building on previous curriculum through mentoring of junior cadets and assisting in the instruction of LET I-III classes. LET IVs continue to develop leadership skills and are responsible for the planning of special unit events such as the annual military ball, awards programs, et cetera. Local Course #: 0978 TEA #: Course Code: ROTC 4 Reserve Officers Training Corps II (LET II) The second year of Leadership Education and Training (LET) continues building on the leadership and personal skills introduced in the first year, and add to the curriculum additional subjects focusing on wellness through nutrition, physical fitness, and substance abuse prevention and apply physical and political geography to building global awareness. The wearing of the uniform and extracurricular activities are the same as for LET 1. LET 2 and LET 3 students may be scheduled in similar sections per the JROTC MOI. Local Course #: 0976 TEA #: Course Code: ROTC 2 55

56 56 Athletics Students develop an appreciation for health-related fitness and for teamwork and fair play for a lifestyle beyond high school. Competency in two or more team sports is required. Baseball PEIMS Number TEA Course WISD #- Sem. Credit(s) WISD #- Year Credit(s) Baseball 1 PES00000 SUBATH1 AS AY11 1 Baseball 2 PES00001 SUBATH2 AS AY12 1 Baseball 3 PES00002 SUBATH3 AS AY13 1 Baseball 4 PES00003 SUBATH4 AS AY14 1 Basketball PEIMS Number TEA Course WISD #- Sem. Credit(s) WISD #- Year Credit(s) Basketball 1 PES00000 SUBATH1 AS AY21 1 Basketball 2 PES00001 SUBATH2 AS AY22 1 Basketball 3 PES00002 SUBATH3 AS AY23 1 Basketball 4 PES00003 SUBATH4 AS AY24 1 Football PEIMS Number TEA Course WISD #- Sem. Credit(s) WISD #- Year Credit(s) Football 1 PES00000 SUBATH1 AS AY31 1 Football 2 PES00001 SUBATH2 AS AY32 1 Football 3 PES00002 SUBATH3 AS AY33 1 Football 4 PES00003 SUBATH4 AS AY34 1 Golf PEIMS Number TEA Course WISD #- Sem. Credit(s) WISD #- Year Credit(s) Golf 1 PES00000 SUBATH1 AS AY41 1 Golf 2 PES00001 SUBATH2 AS AY42 1 Golf 3 PES00002 SUBATH3 AS AY43 1 Golf 4 PES00003 SUBATH4 AS AY44 1 Soccer PEIMS Number TEA Course WISD #- Sem. Credit(s) WISD #- Year Credit(s) Soccer 1 PES00000 SUBATH1 AS AY51 1 Soccer 2 PES00001 SUBATH2 AS AY52 1 Soccer 3 PES00002 SUBATH3 AS AY53 1 Soccer 4 PES00003 SUBATH4 AS AY54 1 Softball PEIMS Number TEA Course WISD #- Sem. Credit(s) WISD #- Year Credit(s) Softball 1 PES00000 SUBATH1 AS AY61 1 Softball 2 PES00001 SUBATH2 AS AY62 1 Softball 3 PES00002 SUBATH3 AS AY63 1 Softball 4 PES00003 SUBATH4 AS AY64 1

57 57 Tennis PEIMS Number TEA Course WISD #- Sem. Credit(s) WISD #- Year Credit(s) Tennis 1 PES00000 SUBATH1 AS AY71 1 Tennis 2 PES00001 SUBATH2 AS AY72 1 Tennis 3 PES00002 SUBATH3 AS AY73 1 Tennis 4 PES00003 SUBATH4 AS AY74 1 Track PEIMS Number TEA Course WISD #- Sem. Credit(s) WISD #- Year Credit(s) Track 1 PES00000 SUBATH1 AS AY81 1 Track 2 PES00001 SUBATH2 AS AY82 1 Track 3 PES00002 SUBATH3 AS AY83 1 Track 4 PES00003 SUBATH4 AS AY84 1 Volleyball PEIMS Number TEA Course WISD #- Sem. Credit(s) WISD #- Year Credit(s) Volleyball 1 PES00000 SUBATH1 AS AY91 1 Volleyball 2 PES00001 SUBATH2 AS AY92 1 Volleyball 3 PES00002 SUBATH3 AS AY93 1 Volleyball 4 PES00003 SUBATH4 AS AY94 1 Cheerleading PEIMS Number TEA Course WISD #- Sem. Credit(s) WISD #- Year Credit(s) Cheerleading (PE Sub) PES00013 SUBCHLDG LS LY00 1 Cheerleading (Local) LL01 0 LL01 0 Cheerleading (Local) LL02 0 LL02 0 Cheerleading (Local) LL03 0 LL03 0 TEA WISD #- WISD #- Drill Team PEIMS Number Course Sem. Credit(s) Year Credit(s) Drill Team (PE Sub) PES00014 SUBDT DS DY00 1 enroll in Zero hour and fine arts TEA WISD #- WISD #- JROTC PEIMS Number Course Sem. Credit(s) Year Credit(s) JROTC (PE Sub) PES00004 SUBJ1 JS JY00 1 enroll in Zero hour and JROTC TEA WISD #- WISD #- Marching Band PEIMS Number Course Sem. Credit(s) Year Credit(s) Marching Band (PE Sub) PES00012 SUBMB MS MY00 1 enroll in Zero hour and Band

58 58 Off Campus PE PEIMS Number TEA WISD #- Credit(s) WISD #- Credit(s) Course Sem. Year Off Campus PE 1 PES00008 SUBPRO1 OS OY01 1 Off Campus PE 2 PES00009 SUBPRO2 OS OY02 1 Off Campus PE 3 PES00010 SUBPRO3 OS OY03 1 Off Campus PE 4 PES00011 SUBPRO4 OS OY04 1 Physical Education The basic purpose of this course is to motivate students to strive for lifetime fitness with an emphasis on the health-related components of physical fitness. PEIMS Number TEA Course WISD #- Sem. Credit(s) WISD #- Year Credit(s) Foundations of Personal Fitness PES00052 PREFOUND PS PY01 1 A major expectation of this course is for the student to design a personal fitness program that uses aerobic activities as a foundation. Competency in two or more aerobic activities is required. TEA WISD #- WISD #- PEIMS Number Course Sem. Credit(s) Year Credit(s) Aerobic Activities PES00054 PEAA AAS1 0.5 AAY1 1 Emphasis is placed upon students' selection of activities that promote respect for the environment and that can be enjoyed for a lifetime. Competency in two or more outdoor education activities is required. PEIMS Number TEA Course WISD #- Sem. Credit(s) WISD #- Year Credit(s) Adventures/Outdoor Education PES00053 PEA0A OAS1 0.5 OAY1 1 Individual and Team Sports (non-competitive) only take for one credit Students are expected to participate in a wide variety of sports that promote health-related fitness. PEIMS Number TEA Course WISD #- Sem. Credit(s) WISD #- Year Credit(s) Individual Sports PE00055 PEITS IS IY00 1 Golf PE00055 PEITS IS IY10 1 Weight Training PE00055 PEITS IS IY20 1 Tennis PE00055 PEITS IS IY30 1 Soccer PE00055 PEITS IS IY40 1 Flag Football PE00055 PEITS IS IY50 1 Basketball PE00055 PEITS IS IY60 1 Volleyball PE00055 PEITS IS IY70 1 Softball/Baseball PE00055 PEITS IS IY80 1 Swimming PE00055 PEITS IS IY90 1 Adaptive Physical Education SE AES0 AEY0

59 59 WISD Disclaimer: The contents of the Secondary School Information Guide are relevant to WISD Policy (Legal and Local), Regulation and Practice as of October For current information regarding district policy please refer to the Waco Independent School District website at or visit with your school counselor. Specific school-related questions should be directed to campus staff. When a parent or guardian has a question or concern, he or she should contact the person who made the initial decision. After discussing the matter, if the concern continues, the principal should be contacted.

60 60 The Achieve Texas College and Career Initiative centers on establishing career clusters in schools as a strategy for improving high school completion rates and college and workforce readiness. It is based on the belief that the curricula of the 21st century should combine rigorous academics with relevant career education that incorporates the College Readiness Standards, personalized learning environments, academic and social support, relevant teaching and learning designed to promote postsecondary success, and effective educators and leaders. Career clusters are a way of reorganizing learning around programs of study that will prepare students for an ever more competitive global economy. Texas has adopted the U.S. Department of Education s Career Clusters System. The 16 broad career clusters and multiple programs of study support the Governor s Industry Cluster Initiative, which identifies high-growth/high- paying jobs for the 21st-century Texas economy. AchieveTexas offers guidance to help students plan their educational experience based on their career goals and allows students to develop the knowledge and skills necessary for a successful transition into skilled employment, advanced training, an associate s degree, a bachelor s degree, or technical certification. Career programs of study represent a recommended sequence of courses based on a student s personal interests and career goals. The idea is to connect what students learn in school every day to what they aspire to do tomorrow, thus increasing engagement with school and motivation to achieve. Most programs of study contain courses that allow for the awarding of college credit through completion of courses articulated with McLennan Community College & Texas State Technical College or other post-secondary institutions. Career and Technical Education (CTE) Cluster Areas Architecture Arts, AV Technology and Communications Business Management and Finance Education and Training Health Science Hospitality and Tourism Human Services Information Technology Law, Public Safety, Corrections and Security Manufacturing Science, Technology, Engineering and Mathematics Transportation, Distribution and Logistics Students take the courses included in a program of study in a coherent sequence to maximize the effectiveness of the learning. Course sequences have been developed by each campus. BASIC INTERMEDIATE ADVANCED In many of the programs of study, articulated college credit is dependent on following the correct sequence of courses.

61 61 College Transition College Transition is a high school course designed to equip students with the knowledge, skills and abilities necessary to be active and successful learners both in high school and in college. Local Course #: 0546 TEA #: N Course Code: CLGTRN Grade(s): Credit(s):.5-1 AVID 1 The AVID elective addresses key elements in college preparation: academic survival skills, college entry skills, tutorials, motivational activities, and career and college exploration. The main curriculum in the AVID elective is derived from Strategies for Success, College and Careers, and the Writing Curriculum. Local Course #: 0538 TEA #: N Course Code: AVID1 Grade(s): 9 Prerequisite(s): Recommendation is to begin AVID sequence in the 9th Grade AVID 2 The AVID elective addresses key elements in college preparation: academic survival skills, college entry skills, tutorials, motivational activities, and career and college exploration. The main curriculum in the AVID elective is derived from Strategies for Success, College and Careers, and the Writing Curriculum. Local Course #: 0539 TEA #: N Course Code: AVID2 Grade(s): 10 Prerequisite(s): AVID 3 The AVID elective addresses key elements in college preparation: academic survival skills, college entry skills, tutorials, motivational activities, and career and college exploration. The main curriculum in the AVID elective is derived from Strategies for Success, College and Careers, and the Writing Curriculum. Local Course #: 0540 TEA #: N Course Code: AVID3 Grade(s): 11 Prerequisite(s): AVID 4 The AVID elective addresses key elements in college preparation: academic survival skills, college entry skills, tutorials, motivational activities, and career and college exploration. The main curriculum in the AVID elective is derived from Strategies for Success, College and Careers, and the Writing Curriculum. Local Course #: 0545 TEA #: N Course Code: AVID4 Grade(s): 12 Prerequisite(s): Career Preparation I This work-based instructional arrangement develops essential knowledge and skills through classroom technical instruction and on-the-job training in an approved career and technology specific training area that has already been approved and assigned a course number. Students will receive general employability skills as a group. However, each student will have an individual training plan that will address his/her job-specific knowledge and skills. Approved training sponsors will employ each student. The training sponsor will assist the teacher in providing the necessary skills and knowledge for the student's specific work training. Students will be given job-specific training assignments in the classroom or participate in job shadowing or internship. Local Course #: C990 TEA #: Course Code: CAREERP1 Grade(s): Prerequisite(s): Students must have a job as a part of this class Credit(s): 3 Career Preparation II Local Course #: C992 TEA #: Course Code: CAREERP2 Grade(s): 12 Prerequisite(s): Students must have a job as a part of this class Credit(s): 3

62 62 Problems and Solutions I Problems and Solutions is a project-based research course for students who have the ability to research a real-world problem. Students develop a project on a topic related to career interests, use scientific methods of investigation to conduct in-depth research, are matched with a mentor from the business or professional community, compile findings, and present their findings to an audience that includes experts in the field. Local Course #: C995 TEA #: Course Code: PROBS1 Grade(s): Credit(s):.5-1 Problems and Solutions II Local Course #: C996 TEA #: Course Code: PROBS2 Grade(s): 12 Credit(s):.5 1 Professional Communications Professional Communications blends written, oral, and graphic communication in a career-based environment. Careers in the global economy require individuals to be creative and have a strong background in computer and technology applications, a strong and solid academic foundation, and a proficiency in professional oral and written communication. Within this context, students will be expected to develop and expand the ability to write, read, edit, speak, listen, apply software applications, manipulate computer graphics, and conduct Internet research. Local Course #: C998 TEA #: Course Code: PROFCOMM Credit(s):.5 1 Architectural Design In Architectural Design, students gain knowledge and skills specific to those needed to enter a career in architecture and construction or prepare a foundation toward a postsecondary degree in architecture, construction science, drafting, interior design, and landscape architecture. WACO HIGH SCHOOL ONLY Local Course #: C006 TEA #: Course Code: ARCHDSN Grade(s): Principles of Architecture and Construction Principles of Architecture and Construction provide an overview to the various fields of architecture, interior design, construction science, and construction technology. Achieving proficiency in decision making and problem solving is an essential skill for career planning and lifelong learning. Students use self-knowledge, educational, and career information to set and achieve realistic career and educational goals. Job-specific, skilled training can be provided through the use of training modules to identify career goals in trade and industry areas. WACO HIGH SCHOOL ONLY Local Course #: C016 TEA #: Course Code: PRINARCH Advanced Architectural Design In Advanced Architectural Design, students gain advanced knowledge and skills specific to those needed to enter a career in architecture and construction or prepare a foundation toward a postsecondary degree in architecture, construction science, drafting, interior design, and landscape architecture. WACO HIGH SCHOOL ONLY Local Course #: C002 TEA #: Course Code: ADVARCH Grade(s): Prerequisite(s): Architectural Design Credit(s): 2 Advanced Animation Careers in animation span all aspects of motion graphics. Within this context, in addition to developing advanced knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to create two- and three-dimensional animations. The instruction also assists students seeking careers in the animation industry. WACO HIGH SCHOOL ONLY Local Course #: C702 TEA #: Course Code: ADVANIM Grade(s): Prerequisite(s): Animation Credit(s): 2

63 63 Advanced Audio Video Production Careers in audio and video technology and film production span all aspects of the audio/video communications industry. Within this context, in addition to developing advanced knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications cluster, students will be expected to develop an advanced understanding of the industry. WACO HIGH SCHOOL ONLY Local Course #: C704 TEA #: Course Code: ADVAVPRO Grade(s): Prerequisite(s): Audio Video Production Credit(s): 2 Advanced Commercial Photography Within this context, in addition to developing advanced technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an advanced technical understanding of the commercial photography industry with a focus on producing, and presenting professional quality photographs. Local Course #: C706 TEA #: Course Code: ADVCOMMP Grade(s): Prerequisite(s): Commercial Photography Credit(s): 2 Animation Careers in animation span all aspects of motion graphics. Within this context, in addition to developing technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an understanding of the history and techniques of the animation industry. Local Course #: C710 TEA #: Course Code: ANIMAT Grade(s): Principles of Audio Video Production Careers in the Arts, Audio/Video Technology, and Communications career cluster require, in addition to creative aptitude, a strong background in computer and technology applications, a strong academic foundation, and a proficiency in oral and written communication. Within this context, students will be expected to develop an understanding of the various and multifaceted career opportunities in this cluster and the knowledge, skills, and educational requirements for those opportunities. Local Course #: C746 TEA #: Course Code: PRINAACTV Grade(s): 9-12 Audio Video Production Careers in audio and video technology and film production span all aspects of the audio/video communications industry. Within this context, in addition to developing technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an understanding of the industry with a focus on preproduction, production, and post-production audio and video activities. Local Course #: C712 TEA #: Course Code: AVPROD Grade(s): 9-12 Commercial Photography Careers in commercial photography require skills that span all aspects of the industry from setting up a shot to delivering products in a competitive market. Within this context, in addition to developing knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an understanding of the commercial photography industry with a focus on creating quality photographs. Local Course #: C714 TEA #: Course Code: COMMPHOT Grade(s): Graphic Design & Illustration Careers in graphic design and illustration span all aspects of the advertising and visual communications industries. Within this context, in addition to developing knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an understanding of the industry with a focus on fundamental elements and principles of visual art and design Local Course #: C724 TEA #: Course Code: GRAPHDI Grade(s): Advanced Graphic Arts Careers in graphic design and illustration span all aspects of the advertising and visual communications industries. Within this context, in addition to developing advanced technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an advanced understanding of the industry with a focus on mastery of content knowledge and skills. Local Course #: C748 TEA #: Course Code: ADVGRADI Grade(s): Credit(s): 2 Principles of Information Technology Students develop computer literacy skills to adapt to emerging technologies used in the global marketplace. Students implement personal and interpersonal skills to prepare for a rapidly evolving workplace environment. Students enhance reading, writing, computing, communication, and reasoning skills and apply them to the information technology environment. UNIVERSITY HIGH SCHOOL ONLY Local Course #: C732 TEA #: Course Code: PRINIT Grade(s): 9-12 Touch System Data Entry Students apply technical skills to address business applications of emerging technologies. Students enhance reading, writing, computing, communication, and reasoning skills and apply them to the business environment. Students will need to apply touch system data entry for production of business documents. MIDDLE SCHOOLS ONLY Local Course #: C740 TEA #: Course Code: TSDATAE Grade(s): 9-12

64 64 Video Game Design The student will be provided the opportunity to design, program and create a functional video game. The course will introduce basic programming language and skills that are essential to developing a video game. Topics covered include math, physics, design and computer programming. WACO HIGH SCHOOL ONLY Local Course #: C742 TEA #: N Course Code: VIDEOGD Grade(s): 12 Prerequisite(s): Advanced Animation Web Technologies Students implement personal and interpersonal skills to prepare for a rapidly evolving workplace environment. The knowledge and skills acquired and practiced will enable students to successfully perform and interact in a technology-driven society. Students enhance reading, writing, computing, communication, and critical thinking and apply them to the information technology environment. UNIVERSITY HIGH SCHOOL ONLY Local Course #: C744 TEA #: Course Code: WEBTECH Grade(s): Prerequisite(s): Digital & Interactive Media Advertising and Sales Promotion is designed as a comprehensive introduction to the principles and practices of advertising. Students will gain knowledge of techniques used in current advertising, including print, broadcast, and digital media. The course explores the social, ethical, and legal issues of advertising, historical influences, strategies, and media decision processes. UNIVERSITY HIGH SCHOOL ONLY Local Course #: C206 TEA #: Course Code: ADVSALPR Grade(s): Credit(s):.5 Banking & Financial Services Students develop knowledge and skills in the economic, financial, technological, international, social, and ethical aspects of banking to become competent consumers, employees, and entrepreneurs. Students incorporate a broad base of knowledge that includes the operations, sales, and management of banking institutions to gain a complete understanding of how banks function within society. UNIVERSITY HIGH SCHOOL ONLY Local Course #: C208 TEA #: Course Code: BANKFIN Grade(s): Credit(s):.5 Business Information Management I Students implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and make a successful transition to the workforce and postsecondary education. Students apply technical skills to address business applications of emerging technologies, create word-processing documents, develop a spreadsheet, formulate a database, and make an electronic presentation using appropriate software. Local Course #: C212 TEA #: Course Code: BUSIM1 Grade(s): 9-12 Accounting I Students investigate the field of accounting, including how it is impacted by industry standards as well as economic, financial, technological, international, social, legal, and ethical factors. Students reflect on this knowledge as they engage in the process of recording, classifying, summarizing, analyzing, and communicating accounting information. Local Course #: C202 TEA #: Course Code: ACCOUNT1 Grade(s): Prerequisite(s): Banking & Financial Services Credit(s): Accounting II Students continue the investigation of the field of accounting, including how it is impacted by industry standards as well as economic, financial, technological, international, social, legal, and ethical factors. Students reflect on this knowledge as they engage in various managerial and cost accounting activities. Students formulate and interpret financial information for use in management decision making. Local Course #: C204 TEA #: Course Code: ACCOUNT2 Grade(s): Prerequisite(s): Banking & Financial Services Business Information Management II Students implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and make a successful transition to the workforce or postsecondary education. Students apply technical skills to address business applications of emerging technologies, create complex word-processing documents, develop sophisticated spreadsheets using charts and graphs, and make an electronic presentation using appropriate multimedia software. Local Course #: C214 TEA #: Course Code: BUSIM2 Grade(s): Prerequisite(s): Business Information Management I Advertising and Sales Promotion

65 65 Business Management Students recognize, evaluate, and prepare for a rapidly evolving global business environment that requires flexibility and adaptability. Students analyze the primary functions of management and leadership, which are planning, organizing, staffing, directing or leading, and controlling. Topics will incorporate social responsibility of business and industry. Students develop a foundation in the economics, financial, technological, international, social, and ethical aspects of business to become competent managers, employees, and entrepreneurs. Local Course #: C220 TEA #: Course Code: BUSMGT Grade(s): Credit(s):.5 Financial Analysis Students apply technical skills to develop knowledge and skills in the economic, financial, technological, international, social, and ethical aspects of business to become competent consumers, employees, and entrepreneurs. Students develop analytical skills by actively evaluating financial results of multiple businesses, interpreting results for stakeholders, and presenting strategic recommendations for performance improvement. UNIVERSITY HIGH SCHOOL ONLY Local Course #: C222 TEA #: Course Code: FINANAL Grade(s): Global Business Students implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and to make a successful transition to the workforce and postsecondary education. Students apply technical skills to address global business applications of emerging technologies. Students develop a foundation in the economic, financial, technological, international, social, and ethical aspects of business to become competent consumers, employees, and entrepreneurs. UNIVERSITY HIGH SCHOOL ONLY Local Course #: C224 TEA #: Course Code: GLOBBUS Grade(s): Insurance Operations Students will describe and abide by laws and regulations in order to manage business operations and transactions in the insurance industry; access, process, maintain, evaluate, and disseminate information to assist in making decisions common to the insurance industry; and monitor, plan, and control day-to-day insurance organization activities to ensure continued business functioning. Students will use career planning concepts, tools, and strategies to explore, obtain, and develop a career in insurance. UNIVERSITY HIGH SCHOOL ONLY Local Course #: C230 TEA #: Course Code: INSOPS Grade(s): Credit(s):.5 Money Matters Students will investigate global economics with emphasis on the free enterprise system and its impact on consumers and businesses. Students apply critical-thinking skills to analyze financial options based on current and projected economic factors. Students will gain knowledge and skills necessary to set long-term financial goals based on those options. Students will determine methods of achieving long-term financial goals through investment, tax planning, asset allocation, risk management, retirement planning, and estate planning. Local Course #: C234 TEA #: Course Code: MONEYM Grade(s): 9-12 Principles of Business Marketing & Finance In Principles of Business, Marketing, and Finance, students gain knowledge and skills in economies and private enterprise systems, the impact of global business, marketing of goods and services, advertising, and product pricing. Students analyze the sales process and financial management principles. Local Course #: C238 TEA #: Course Code: PRINBMF Grade(s): 9-12 Problems and Solutions I Problems and Solutions is a project-based research course for students who have the ability to research a real-world problem. Students develop a project on a topic related to career interests, use scientific methods of investigation to conduct in-depth research, are matched with a mentor from the business or professional community, compile findings, and present their findings to an audience that includes experts in the field. (AJ Moore University High School Income Tax Accounting) Local Course #: C994 TEA #: Course Code: PROBS1 Grade(s): 9-12 Credit(s):.5 Securities and Investments Students will describe and abide by laws and regulations in order to manage business operations and transactions in the securities industry; access, process, maintain, evaluate, and disseminate information to assist in making decisions common to the securities industry; and monitor, plan, and control day-to-day securities organization activities to ensure continued business functioning. Students will use career planning concepts, tools, and strategies to explore, obtain, and develop a career in the securities industry. UNIVERSITY HIGH SCHOOL ONLY Local Course #: C240 TEA #: Course Code: SECINV Grade(s): Credit(s):.5

66 66 Sports & Entertainment Marketing This course will provide students with a thorough understanding of the marketing concepts and theories that apply to sports and sporting events and entertainment. The areas this course will cover include basic marketing, target marketing and segmentation, sponsorship, event marketing, promotions, sponsorship proposals, and implementation of sports and entertainment marketing plans. Local Course #: C242 TEA #: Course Code: SPORTSEM Grade(s): Virtual Business Students incorporate a broad base of knowledge that includes the legal, managerial, marketing, financial, ethical, and international dimensions of business to make appropriate business decisions. Students will be able to identify steps needed to locate customers, set fees, and develop client contracts. Student will be able to provide administrative, creative, and technical services using advanced technological modes of communication and data delivery. The student builds a functional website that incorporates the essentials of a virtual business. Local Course #: C244 TEA #: Course Code: VIRTBUS Grade(s): Credit(s):.5 Human Growth and Development Human Growth and Development is an examination of human development across the lifespan with emphasis upon research, theoretical perspectives, and common physical, cognitive, emotional, and social developmental milestones. The course covers material that is generally taught in a postsecondary, one-semester introductory course in developmental psychology or human development. Local Course #: C310 TEA #: Course Code: HUGRDEV Grade(s): Instructional Practices in Education and Training Instructional Practices in Education and Training is a field-based internship that provides students with background knowledge of child and adolescent development as well as principles of effective teaching and training practices Local Course #: C315 TEA #: Course Code: INPREDTR Grade(s): Prerequisite(s): Human Growth and Development Practicum in Education and Training Practicum in Education and Training is a field-based internship that provides students background knowledge of child and adolescent development principles as well as principles of effective teaching and training practices. Students in the course work under the joint direction and supervision of both a teacher with knowledge of early childhood education and exemplary educators in direct instructional roles with elementary-, middle school-, and high school-aged students. Local Course #: C320 TEA #: Course Code: PRACEDTR Grade(s): 12 Prerequisite(s): Instructional Practices in Education and Training Credit(s): 2 Correctional Services In Correctional Services, students prepare for certification required for employment as a correctional officer. The student will learn the role and responsibilities of a correctional officer; discuss relevant rules, regulations, and laws; and discuss defensive tactics, restraint techniques, and first aid procedures as used in the correctional setting. UNIVERSITY HIGH SCHOOL ONLY Local Course #: C805 TEA #: Course Code: CORRSRVS Grade(s): Prerequisite(s): Law Enforcement I Courts Systems and Practices Court Systems and Practices is an overview of the federal and state court systems. The course identifies the roles of judicial officers and the trial processes from pretrial to sentencing and examines the types and rules of evidence. UNIVERSITY HIGH SCHOOL ONLY Local Course #: C810 TEA #: Course Code: COURTSP Grade(s): Prerequisite(s): Law Enforcement II Forensic Science Forensic Science is a course that uses a structured and scientific approach to the investigation of crimes of assault, abuse and neglect, domestic violence, accidental death, homicide, and the psychology of criminal behavior. Students will learn terminology and investigative procedures related to crime scene, questioning, interviewing, criminal behavior characteristics, truth detection, and scientific procedures used to solve crimes. (counts as 4 th year of Science) Local Course #: C820 TEA #: Course Code: FORENSCI Grade(s): 11-12

67 67 Law Enforcement I Law Enforcement is an overview of the history, organization, and functions of local, state, and federal law enforcement. This course includes the role of constitutional law, the United States legal system, criminal law, law enforcement terminology, and the classification and elements of crime. UNIVERSITY HIGH SCHOOL Local Course #: C825 TEA #: Course Code: LAWENF1 Grade(s): 9-12 Political Science I This course will familiarize the student with political theory through the study of governments; public policies; and political processes, systems, and behavior. Local Course #: C840 TEA #: Course Code: POLISCI1 Grade(s): Principles of Law, Public Safety, Corrections & Solutions (UHS) Introduces students to professions in law enforcement, security, corrections, and fire and emergency management services. Students will examine roles and responsibilities of police, courts, corrections, private security, and protective agencies of fire and emergency services. Local Course #: C852 TEA #: Course Code: PRINLPCS Grade(s): 9-12 Public Management & Administration The Public Management and Administration course considers that governments and non-profit administration resembles private-sector management. Students are introduced to management tools that maximize the effectiveness of administrators and affect the quality of life of citizens in the community. Local Course #: C890 TEA #: Course Code: PUBMANAD Grade(s): 9-12 Anatomy & Physiology In Anatomy and Physiology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Anatomy and Physiology study a variety of topics, including the structure and function of the human body and the interaction of body systems for maintaining homeostasis. (Counts as 4 th year of Science) Local Course #: C505 TEA #: Course Code: ANATPHYS Grade(s): Counseling & Mental Health Students model the knowledge and skills necessary to pursue a counseling and mental health career through simulated environments. Students are expected to apply knowledge of ethical and legal responsibilities, limitations, and the implications of their actions. Professional integrity in counseling and mental health care is dependent on acceptance of ethical and legal responsibilities. Local Course #: C510 TEA #: Course Code: COUNSMH Grade(s): Prerequisite(s): Health Science Health Science The Health Science course is designed to provide for the development of advanced knowledge and skills related to a wide variety of health careers. Students will have hands-on experiences for continued knowledge and skill development. The course may be taught by different methodologies such as clinical rotation and career preparation learning. To pursue a career in the health science industry, students should recognize, learn to reason, think critically, make decisions, solve problems, and communicate effectively. Students should recognize that quality health care depends on the ability to work well with others. Local Course #: C515 TEA #: Course Code: HLTHSCI Grade(s): 9-12

68 68 Lifetime Nutrition & Wellness This laboratory course allows students to use principles of lifetime wellness and nutrition to help them make informed choices that promote wellness as well as pursue careers related to hospitality and tourism, education and training, human services, and health sciences. Local Course #: C520 TEA #: Course Code: LNURTWEL Grade(s): 9-12 Credit(s):.5 Medical Terminology This course is designed to introduce students to the structure of medical terms, including prefixes, suffixes, word roots, combining forms, and singular and plural forms, plus medical abbreviations and acronyms. The course allows students to achieve comprehension of medical vocabulary appropriate to medical procedures, human anatomy and physiology, and pathophysiology. Local Course #: C530 TEA #: Course Code: MEDTERM Grade(s): 9-12 Prerequisite(s): Health Science Credit(s):.5 Practicum in Health Science I The Practicum is designed to give students practical application of previously studied knowledge and skills. Practicum experiences can occur in a variety of locations appropriate to the nature and level of experience. (Certified Nursing Assistant) Local Course #: C540 TEA #: Course Code: PRACHLSC Grade(s): Prerequisite(s): Health Science, Application and Interview Credit(s): 2 Practicum in Health Science II The Practicum is designed to give students practical application of previously studied knowledge and skills. Practicum experiences can occur in a variety of locations appropriate to the nature and level of experience.uhs ONLY Local Course #: C545 TEA #: Course Code: PRACHLS2 Grade(s): 12 Prerequisite(s): Health Science, Application and Interview Credit(s): 2 Sports Medicine I The sport medicine industry is a multi-faceted industry that provides healthcare to a variety of populations in society. Students should understand the employment opportunities, knowledge, and the potential for growth in the profession. Students are expected to learn the knowledge and skills necessary to pursue a career in sports medicine through further education and employment. WHS ONLY Local Course #: C550 TEA #: N Course Code: SPORTMD1 Grade(s): Prerequisite(s): Application and Interview Sports Medicine II To pursue a career in sports medicine, students should know how to learn, reason, think critically, make decisions, solve problems, and communicate effectively. Students should understand that high quality care depends on the ability to work well with others. The sport medicine industry is a multifaceted industry that provides healthcare to a variety of populations in society. Students should understand the employment opportunities, knowledge, and the potential for growth in the profession. WACO HIGH SCHOOL ONLY Local Course #: C555 TEA #: N Course Code: SPORTMD2 Grade(s): 12 Prerequisite(s): Sports Medicine I Culinary Arts Culinary Arts begins with the fundamentals and principles of the art of cooking and the science of baking and includes management and production skills and techniques. Students can pursue a national sanitation certification, a Texas culinary specialist certification, or any other appropriate industry certification. UNIVERSITY HIGH SCHOOL ONLY Local Course #: C610 TEA #: Course Code: CULARTS Grade(s): Prerequisite(s): Food Science Dollars and Sense Dollars and Sense focuses on consumer practices and responsibilities, the money management process, decision-making skills, impact of technology, and preparation for human services careers. Students are encouraged to participate in career and technical student organizations and other leadership organizations. Local Course #: C615 TEA #: Course Code: DOLLARSE Grade(s): 9-12 Food Science In Food Science students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Food Science is the study of the nature of foods, the causes of deterioration, the principles underlying food processing, and the improvement of foods for the consuming public. (Counts as 4 th year of Science). Local Course #: C625 TEA #: Course Code: FOODSCI Grade(s): 11-12

69 69 Hospitality Services Hospitality Services provides students with the academic and technical preparation to pursue high-demand and high-skill careers in hospitality related industries. The knowledge and skills are acquired within a sequential, standards-based program that integrates hands-on and project-based instruction. Standards included in the Hospitality Services course are designed to prepare students for nationally recognized industry certifications, postsecondary education, and entry-level careers. In addition, Hospitality Services is designed so that performance standards meet employer expectations, enhancing the employability of students. UNIVERSITY HIGH SCHOOL ONLY Local Course #: C630 TEA #: Course Code: HOSPSRVS Grade(s): Prerequisite(s): Principles of Hospitality & Tourism Hotel Management This in-depth study of the lodging industry includes departments within a hotel such as front desk, food and beverage, housekeeping, maintenance, human resources, and accounting. This course will focus on, but not be limited to, professional communication, leadership, management, human resources, technology, and accounting. UNIVERSITY HIGH SCHOOL ONLY Local Course #: C635 TEA #: Course Code: HOTELMGT Grade(s): Prerequisite(s): Hospitality Services Credit(s):.5 Practicum in Culinary Arts This course is a unique practicum that provides occupationally specific opportunities for students to participate in a learning experience that combines classroom instruction with actual business and industry career experiences. Practicum in Culinary Arts integrates academic and career and technical education; provides more interdisciplinary instruction; and supports strong partnerships among schools, businesses, and community institutions with the goal of preparing students with a variety of skills in a fast-changing workplace. UNIVERSITY HIGH SCHOOL ONLY Local Course #: C645 TEA #: Course Code: PRACCUL Grade(s): 12 Prerequisite(s): Culinary Arts Credit(s): 2 Principles of Hospitality & Tourism The hospitality and tourism industry encompasses lodging; travel and tourism; recreation, amusements, attractions, and resorts; and restaurants and food beverage service. The hospitality and tourism industry maintains the largest national employment base in the private sector. Students use knowledge and skills that meet industry standards to function effectively in various positions within this multifaceted industry. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations. UNIVERSITY HIGH SCHOOL ONLY Local Course #: C655 TEA #: Course Code: PRINHOSP Grade(s): 9 Credit(s):.5 Restaurant Management This course will emphasize the principles of planning, organizing, staffing, directing, and controlling the management of a variety of food service operations. The course will provide insight into the operation of a well-run restaurant. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations. UNIVERSITY HIGH SCHOOL ONLY Local Course #: C660 TEA #: Course Code: RESTMGT Grade(s): Prerequisite(s): Hospitality Services Credit(s):.5 Travel and Tourism Management This course incorporates management principles and procedures of the travel and tourism industry as well as destination geography, airlines, international travel, cruising, travel by rail, lodging, recreation, amusements, attractions, and resorts. Employment qualifications and opportunities are also included in this course. UHS ONLY Local Course #: C662 TEA #: Course Code: TRTORMGT Grade(s): Prerequisite(s): Principles of Hospitality & Tourism Credit(s):.5 Computer Integrated Manufacturing (PLTW-UHS) Students enhance computer modeling skills by applying principles of robotics and automation to the creation of models of three-dimensional designs. Local Course #: C910 TEA #: N Course Code: CIM Grade(s): 11 Prerequisite(s): Digital Electronics(PLTW) Concepts of Engineering and Technology Concepts of Engineering and Technology provide an overview of the various fields of science, technology, engineering, and mathematics and their interrelationships. Students will use a variety of computer hardware and software applications to complete assignments and projects. Upon completing this course, students will have an understanding of the various fields and will be able to make informed decisions regarding a coherent sequence of subsequent courses. Local Course #: C912 TEA #: Course Code: CONCENGT Grade(s): 9-10 Digital Electronics (PLTW-UHS) Students learn applied logic through work with electronic circuitry, which students also construct and test for functionality. Local Course #: C915 TEA #: N Course Code: DE Grade(s): 10 Prerequisite(s): Introduction to Engineering Design(PLTW)

70 70 Engineering Design and Development (PLTW-UHS) A research course that requires students to formulate the solution to an open-ended engineering question. With a community mentor and skills gained in their previous courses, students create written reports on their applications, defend the reports, and submit them to a panel of outside reviewers at the end of the school year. Local Course #: C920 TEA #: N Course Code: EDD Grade(s): 12 Prerequisite(s): Computer Integrated Manufacturing (PLTW)/Principles of Engineering (PLTW) Engineering Design and Problem Solving (Rockets I) Engineering Design and Problem Solving reinforces and integrates skills learned in previous mathematics and science courses. This course emphasizes solving problems, moving from well-defined toward more open ended, with real-world application. Students apply critical-thinking skills to justify a solution from multiple design options. Additionally, the course promotes interest in and understanding of career opportunities in engineering. (4 th year Science Credit) Local Course #: C965 TEA #: Course Code: ENGDPRS Grade(s): 12 Prerequisite(s) Engineering Design and Presentation -Robots I Students enrolled in this course will demonstrate knowledge and skills of the process of design as it applies to engineering fields using multiple software applications and tools necessary to produce and present working drawings, solid model renderings, and prototypes. Students will use a variety of computer hardware and software applications to complete assignments and projects. Local Course #: C925 TEA #: Course Code: ENGDSPR Grade(s): 10 Engineering Mathematics (AIM) Engineering Mathematics is a course where students solve and model robotic design problems. Students use a variety of mathematical methods and models to represent and analyze problems involving data acquisition, spatial applications, electrical measurement, manufacturing processes, materials engineering, mechanical drives, pneumatics, process control systems, quality control, and robotics with computer programming. (Counts as 4 th year of Math) Local Course #: C930 TEA #: Course Code: ENGMATH Grade(s): Prerequisite(s): Passing score on Math TAKS, Algebra II Principles of Engineering (PLTW-UHS) Students explore technology systems and manufacturing processes; addresses the social and political consequences of technological change. Local Course #: C945 TEA #: N Course Code: POE Grade(s): 11 Prerequisite(s): Digital Electronics (PLTW) Principles of Technology In Principles of Technology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Various systems will be described in terms of space, time, energy, and matter. Students will study a variety of topics that include laws of motion, conservation of energy, momentum, electricity, magnetism, thermodynamics, and characteristics and behavior of waves. Students will apply physics concepts and perform laboratory experimentations. (Science Credit) Local Course #: C950 TEA #: Course Code: PRINTECH Grade(s): Prerequisite(s): one unit of high school science and Algebra I. Robotics and Automation Robots II Students enrolled in this course will demonstrate knowledge and skills necessary for the robotic and automation industry. Through implementation of the design process, students will transfer advanced academic skills to component designs in a project-based environment. Students will build prototypes or use simulation software to test their designs. UNIVERSITY HIGH SCHOOL ONLY Local Course #: C955 TEA #: Course Code: ROBOTA Grade(s): Prerequisite(s): Engineering Design and Presentation Scientific Research and Design (Rockets II) All systems have basic properties that can be described in space, time, energy, and matter. Change and constancy occur in systems as patterns and can be observed, measured, and modeled. These patterns help to make predictions that can be scientifically tested. Students will explore these systems as in the area of rocketry. (4 th year Science Credit) Local Course #: C960 TEA #: Course Code: SCIRD Grade(s): 12 Prerequisite(s): 1 credit of Biology, Chemistry or Physics and Engineering Design and Problem Solving (Rockets I) Introduction to Engineering Design (PLTW-UHS) Students use a design development process while enriching problem-solving skills; students create and analyze models using specialized computer software. Local Course #: C935 TEA #: N Course Code: ED Grade(s): 9

71 71 Advanced Aircraft Technology This course is designed to apply the theory of operation, repair, and maintenance of aircraft airframe, power plant, and avionics systems. Aircraft services include knowledge of the function, diagnosis, and service of the electrical, electronic, hydraulic, pneumatic, airframe, mechanical, and power plant components of aircraft as governed by federal aviation regulations. WACO HIGH SCHOOL ONLY Local Course #: C105 TEA #: Course Code: ADVAIRT Grade(s): Prerequisite(s): Aircraft Technology Credit(s): 2 Advanced Automotive Automotive services include advanced knowledge of the function of the major automotive systems and the principles of diagnosing and servicing these systems. In Advanced Automotive Technology, students gain knowledge and skills in the repair, maintenance, and diagnosis of vehicle systems. This study allows students to reinforce, apply, and transfer academic knowledge and skills to a variety of interesting and relevant activities, problems, and settings. Local Course #: C110 TEA #: Course Code: ADVAUTOT Grade(s): 12 Prerequisite(s): Automotive Technology Credit(s): 2 Automotive Technology Automotive services include knowledge of the function of the major automotive systems and the principles of diagnosing and servicing these systems. In Automotive Technology, students gain knowledge and skills in the repair, maintenance, and diagnosis of vehicle systems. This study allows students to reinforce, apply, and transfer academic knowledge and skills to a variety of interesting and relevant activities, problems, and settings. The focus of this course is to teach the theory of operation of automotive vehicle systems and associated repair practices. Local Course #: C120 TEA #: Course Code: AUTOTECH Grade(s): Prerequisite(s): Energy, Power & Transportation Systems (Automotive) Credit(s): 2 Energy, Power & Transportation Systems The businesses and industries of the Transportation, Distribution, and Logistics cluster are rapidly expanding to provide new career opportunities. Students will need to understand the interaction between various vehicle systems, the logistics used to move goods and services to consumers, and the components of transportation infrastructure. Performance requirements will include academic and technical skills. Local Course #: C130 TEA #: Course Code: EPTSYS Grade(s): Prerequisite(s): none Aircraft Technology This course is designed to teach the theory of operation of aircraft airframes, power plants, and avionics systems and associated maintenance and repair practices. Aircraft services include knowledge of the function, diagnosis, and service of the electrical, electronic, hydraulic, pneumatic, airframe, mechanical, and power plant components of aircraft. WACO HIGH SCHOOL ONLY Local Course #: C115 TEA #: Course Code: AIRTECH Grade(s): Prerequisite(s): Energy, Power & Transportation Systems (Aviation)

72 72 A P P E N D I C E S Appendices A: Approved Dual Credit Courses for McLennan Community College B: Approved Dual Credit Courses for Texas State Technical College-Waco C: TAKS & STAAR Testing Categories D: WISD Articulated Credit E: WISD Graduation Plans and STAAR EOC Requirements F: Course Sequence f o r AP-Level Courses G: Advanced Placement H: College & Career Readiness I: Greater Waco Advanced Manufacturing Academy J: Middle School Course Sequence K: Theatre Arts Sequence for High School L: CTE Academy & School of Study Sequences

73 APPENDIX A Waco Independent School District Approved Dual Credit Courses for McLennan Community College MCC and WISD s dual credit program provides an opportunity for high school juniors and seniors to enroll in courses that will earn both college and high school credit. Students may enroll in academic courses, which typically apply toward a bachelor's degree, or workforce courses, which provide training for a particular profession. At Local High Schools: Students take classes on their own high school campus during the school day. In Afternoon College: Students attend courses on the MCC campus that are often not offered at the local high schools. On the Internet: Students enroll in classes that are taught fully online or in a hybrid format. In Summer: Students attend courses on the MCC campus. For more information, including eligibility requirements, contact your high school counselor, WISD Career Counselor or visit MCC s web page at MCC Course Title MCC # Waco ISD Course Title WISD # HS Credits College Algebra MATH 1314 Math Independent Study MD18 1 Trigonometry MATH 1316 Math Independent Study II MD02 1 Pre-Calculus MATH 2412 Math Independent Study III MD03 1 Biology BIOL 1408 Scientific Research & Design MD04 1 Chemistry CHEM 1411 Scientific Research & Design II MD05 1 General Environmental ENVR Environmental Systems MD06 1 Science 1301/1101 Earth Science GEOL Earth and Space Science MD /1101 Physics PHYS 1401 Scientific Research & Design III MD08 1 Astronomy: Stars & PHYS 1403 Astronomy MD09 1 Galaxies Intro to Speech Comm. SPCH 1311 Communications Applications MD10.5 (Speech Credit) Intro to Mass COMM 1307 Journalism MD11 1 Communications General Psychology PSYC 2301 Psychology MD12.5 Introduction to Sociology SOCI 1301 Sociology MD13.5 Learning Framework PSYC 1300 Problems & Solutions I MD59 1 English I Composition I ENGL 1301 English IV A MD14.5 English I Composition II ENGL 1302 English IV B MD15.5 Design I / Design II ARTS Art I (Fine Arts Credit) MD /1312 Drawing I ARTS 1316 Art 2 Drawing MD17 1 Stagecraft DRAM 1330 Technical Theatre (Fine Arts Credit) MD

74 74 Acting I DRAM 1351 Theatre I (Fine Arts Credit) MD20 1 Music Appreciation MUSI 1306 Music I History (Fine Arts Credit) MD21 1 French I FREN 1411 French I MD22 1 French II FREN 1412 French II MD23 1 French III FREN 2311 French III MD24 1 French IV FREN 2312 French IV MD25 1 German I GERM 1411 German I MD26 1 German II GERM 1412 German II MD27 1 American Sign Language I SGNL 1401 Sign Language I MD30 1 American Sign Language II SGNL 1402 Sign Language II MD31 1 American Sign Language SGNL 2301 Sign Language III MD32 1 III American Sign Language SLNG 2302 Sign Language IV MD33 1 IV Spanish I SPAN 1411 Spanish I MD34 1 Spanish II SPAN 1412 Spanish II MD35 1 Spanish III SPAN 2311 Spanish III MD36 1 Spanish IV SPAN2312 Spanish IV MD37 1 Principles of ECON 2302 Economics MD53.5 Microeconomics US Government GOVT 2305 Government MD54.5 US History II HIST 1302 US History MD55 1 Principles of ECON 2301 Social Studies Advanced Studies I MD56.5 Macroeconomics US History I HIST 1301 Social Studies Advanced Studies II MD57 1 Texas Government GOVT 2306 Social Studies Advanced Studies III MD58 1 Work force Dual Credit Courses are available in the areas of Cosmetology, Criminal Justice, Medical Assistant, Respriatory Care, Multimedia and Computer Technology. Course offerings are being developed and vary by semester. Contact the Career Counselor in the WISD Department of College and Career Readiness for more details.

75 75 APPENDIX B Waco Independent School District Approved Dual Credit Courses for Texas State Technical College As a WISD Senior, you have the opportunity to take part in Dual Credit in the afternoon at TSTC. Tech-Connect is your opportunity to earn college credit while you are still in high school. With the TSTC's Tech-Connect program, you are connected to a vast number of technical courses or standard college academics, allowing you to begin earning credits toward a college degree. And, high school students do not have to pay tuition and fees while they are dually enrolled. There's no better time than now to 'get the connection. For more information, including eligibility requirements, contact your high school counselor, WISD Career Counselor or visit TSTC s web page at - TSTC Course Title TSTC # Waco ISD Course Title WISD # HS Credits Welding Technology Intro to Blueprint Reading WLDG 1313 Principles of Manufacturing TW32 1 Welding Safety, Tools & Equip WLDG 1323 Welding TW33 1 Intro to Gas Metal Arc Welding WLDG 1430 Advanced Welding TW34 2 Intro to Shielded Metal Arc WLDG 1428 Practicum in Manufacturing TW35 2 Welding Intro to Flux Core Welding WLDG 1312 Practicum in Manufacturing II TW36 2 Auto Collision & Management Technology Structural Design & Analysis ABDR 1203 Advanced Automotive Technology TW06 2 Automotive Plastics & Sheet Metal ABDR 1349 Collision Repair & Refinishing TW07 1 Basic Part Techniques, Equipment ABDR 1371 Advanced Collision Repair & TW08 2 & Environment Refinishing General Psychology PSYC 2301 Problems and Solutions TW09 1 Food Service / Culinary Arts Safety & Sanitation CHEF 1205 Practicum in Culinary Arts TW18 2 Introduction to Foods FDNS 1301 Practicum in Culinary Arts II TW19 2 Food Production & Planning IFWA 1217 Practicum in Hospitality &Tourism TW20 2 Menu Management RSTO 1220 Practicum in Hospitality & TW21 2 Tourism II Basic Food Preparation CHEF 1401 Problems & Solutions (food service) TW22 1 Computer Graphics Graphics Core Programming Logic & Design ITSE 1329 Practicum in Graphic Design & TW39 2 Illustration Intro to Computer Technology CPMT 1303 Problems & Solutions (Graphics) TW40 1 Digital Imaging I ARTC 1302 Practicum Printing & Imaging TW41 2 Technology Web Design Tools ITSE 1301 Practicum in Graphic Design & Illustration II TW42 2 Video Game Design EECT 1204 Principles of Arts, Video, & Comm. TW71 1 Animation ITSE 1307 Animation TW72 1 Video Game Design ITSC 1325 Video Game Design TW73 1

76 76 Aviation Maintenance Technology Introduction to Aviation (not required if earned at WHS) AIRP 1313 Aircraft Technology TW01 1 Shop Practices AERM 1203 Advanced Aircraft Technology TW02 1 Federal Aviation Regulations AERM 1208 Transportation Systems Management TW03 1 Weight & Balance AERM 1205 Practicum in Transportation TW04 2 Distribution & Logistics Wood, Fabric & Finishes AERM 1241 Practicum in Transportation Distribution & Logistics II TW05 2 Telecommunications Technology Intro to Telecommunications EECT 1303 Research IT Solutions TW49 1 Telecommunication Transmission EECT 1340 Problems & Solutions I TW50 1 Media (Telecommunications) Digital Principles & Devices CETT1325 Research IT Solutions II TW51 1 Communication Electronics CSIR 2301 Problems & Solutions II TW52 1 Components (Telecommunications) Electronics Core Intro to Direct Current IEIR 1304 Practicum in STEM TW37 2 Alternating Current IEIR 1304 Practicum in STEM II TW38 2 Special Topics in Engineering ENTC 1391 Engineering Design & Presentation TW68 1 Fundamentals in Electronics CETT 1307 Electronics TW69 1 Computer Graphic IT Core Program Logic & Design ITSE 1329 Computer Programing TW39 1 Introduction to Computer CPMT 1303 Problems and Solutions (Graphics) TW40 1 Technology Intro to Networking Solutions ITSY 1300 Research IT Solutions I (Networking) TW43 1 Personal Computer Hardware ITSC 1325 Research IT Solutions II (Networking) TW44 1 Dental Assistant Dental Science DNTA 1311 Practicum in Health Science I TW23 2 Chairside Assisting DNTA 1315 Problems & Solutions (dental) TW24 2 Dental Laboratory Procedure DNTA 1241 Practicum in Health Science II TW24 2 Dental Materials DNTA 1301 Problems & Solutions II (dental) TW25 2 Pharmacy Technician Pharmaceutical Math PHRA 1209 Practicum in Health Science I TW60 2 Intro to Pharmacy PHRA 1301 Problems & Solutions (PT) I TW61 1 Drug Classiification PHRA 1205 Practicum in Health Science II TW62 2 Community Pharmacy Practice PHRA 1313 Problems & Solutions (PT) II TW63 1 Automotive Technology Intro to Automotive Technology AUMT 1305 Energy, Power, & Transportation TW10 1 Systems Basic Automotive Service AUMT 1312 Automotive Technology TW11 1 Automotive Brake Systems AUMT 1410 Advanced Automotive Technology TW12 1 Automotive Electrical Syestems AUMT 1407 Practicum in Transportation, TW13 1 Distribution & Logistics Suspension & Steering AUMT 1416 Practicum in Transportation II TW64 2 Auto Engine Repair AUTM 1419 Transportation Systems Mgmt TW65 1 Construction Conventional Wall Systems CRPT 1315 Construction Management TW66 1 Osha Regulations for Construction OSHT 1405 Construction Technology TW67 1

77 77 APPENDIX C TAKS Instructional Objectives and STAAR/EOC Reporting Categories The State of Texas requires every public school district to assess a student s mastery of the state curriculum standards, otherwise known as the Texas Essential Knowledge and Skills (TEKS). Texas Education Agency (TEA) has implemented a new assessment model known as State of Texas Assessments of Academic Readiness (STAAR) that has replaced the Texas Assessment of Knowledge and Skills (TAKS) Assessments. For grades 3-8, the STAAR program assesses the same subjects that were assessed in TAKS. At the high school level, grade-specific assessments have been replaced with a series of 12 End-of-Course (EOC) Assessments: Algebra I, Geometry, Algebra II, English I, English II, English III, Biology, Chemistry, Physics, World Geography, World History, and U.S. History. Middle school students and entering 9th graders in and thereafter will need to take EOC Assessments for any courses they are enrolled. The STAAR/EOC reporting categories listed below consist of readiness standards, defined as those TEKS considered critical for success in the current grade or subject and important for preparedness in the grade or subject that follows, and supporting standards. Reading (STAAR) Grade 6, 7, 8 Reporting Category 1: Understanding/Analysis across Genres Reporting Category 2: Understanding/Analysis of Literary Texts Reporting Category 3: Understanding/Analysis of Informational Texts Writing (STAAR) Grade 7 Reporting Category 1: Composition Reporting Category 2: Revision Reporting Category 3: Editing English I, II, and III (EOC) Reporting Category 1: Understanding/Analysis across Genres (Reading) Reporting Category 2: Understanding /Analysis of Literary Texts (Reading) Reporting Category 3: Understanding/Analysis of Informational Texts (Reading) Reporting Category 4: Composition (Writing) Reporting Category 5: Revision (Writing) Reporting Category 6: Editing (Writing) English Language Arts (TAKS) Grade 11 Objective 1: Demonstrate a basic understanding of diverse written texts. Objective 2: Demonstrate an understanding of the effects of literary elements and techniques in culturally diverse written texts. Objective 3: Demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations. Objective 4: Within a given context, produce an effective composition for a specific purpose. Objective 5: Produce a piece of writing that demonstrates command of the conventions of spelling, capitalization, punctuation, and grammar usage and sentence structure. Objective 6: Demonstrate the ability to revise and proofread to improve clarity and effectiveness of a piece of writing. Mathematics (STAAR) Grade 6, 7, 8 Reporting Category 1: Numbers, Operations, and Quantitative Reasoning Reporting Category 2: Patterns, Relationships, and Algebraic Reasoning Reporting Category 3: Geometry and Spatial Reasoning Reporting Category 4: Measurement Reporting Category 5: Probability and Statistics Algebra I (EOC) Reporting Category 1: Functional Relationships Reporting Category 2: Properties and Attributes of Functions Reporting Category 3: Linear Functions Reporting Category 4: Linear Equations and Inequalities Reporting Category 5: Quadratic and Other Nonlinear Functions Geometry (EOC) Reporting Category 1: Geometric Structure Reporting Category 2: Geometric Patterns and Representation Reporting Category 3: Dimensionality and the Geometry of Location Reporting Category 4: Congruence and the Geometry of Size Reporting Category 5: Similarity and the Geometry of Shape Algebra II (EOC) Reporting Category 1: Properties and Attributes of Functions Reporting Category 2: Representational Tools to Solve Problems Reporting Category 3: Properties of Quadratic Functions Reporting Category 4: Representations of Quadratic Relations Reporting Category 5: Properties of Square Root Functions Reporting Category 6: Properties of Rational Functions Reporting Category 7: Properties of Exponential and Logarithmic Functions Mathematics (TAKS) Grade 11 Objective 1: Functional Relationships Objective 2: Properties and Attributes of Functions Objective 3: Linear Functions Objective 4: Linear Equations and Inequalities Objective 5: Quadratic and Other Nonlinear Functions. Objective 6: Geometric Relationships and Spatial Reasoning. Objective 7: 2-D and 3-D Representations Objective 8: Measurement Objective 9: Percents, Proportions, Probability and Statistics Objective 10: Mathematical Processes and Tools Science (STAAR) Grade 8 Reporting Category 1: Matter and Energy Reporting Category 2: Force, Motion, and Energy Reporting Category 3: Earth and Space Reporting Category 4: Organisms and Environments Biology (EOC) Reporting Category 1: Cell Structure and Function Reporting Category 2: Mechanisms of Genetics Reporting Category 3: Biological Evolution and Classification Reporting Category 4: Biological Processes and Systems Reporting Category 5: Interdependence within Environmental Systems Physics (EOC) Reporting Category 1: Force and Motion Reporting Category 2: Gravitational, Electrical, Magnetic, and Nuclear Forces Reporting Category 3: Momentum and Energy Reporting Category 4: Waves and Quantum Phenomena

78 78 Chemistry (EOC) Reporting Category 1: Matter and the Periodic Table Reporting Category 2: Atomic Structure and Nuclear Chemistry Reporting Category 3: Bonding and Chemical Reactions Reporting Category 4: Gases and Thermochemistry Reporting Category 5: Solutions Science (TAKS) Grade 11 Objective 1: The student will demonstrate an understanding of the nature of science. Objective 2: The student will demonstrate an understanding of the organization of living systems Objective 3: The student will demonstrate an understanding of the interdependence of organisms and the environment. Objective 4: The student will demonstrate an understanding of the structures and properties of matter. Objective 5: The student will demonstrate an understanding of motion, forces, and energy. Social Studies (STAAR) Grade 8 Reporting Category 1: History Reporting Category 2: Geography and Culture Reporting Category 3: Government and Citizenship Reporting Category 4: Economics, Science, Technology, and Society World Geography (EOC) Reporting Category 1: History, Government, and Citizenship Reporting Category 2: Geography Reporting Category 3: Culture Reporting Category 4: Economics, Science, Technology, and Society World History (EOC) Reporting Category 1: History 8000 BC to AD 1750 Reporting Category 2: History 1750 to the present Reporting Category 3: Geography and Culture Reporting Category 4: Government and Citizenship Reporting Category 5: Economics, Science, Technology, and Society US History (EOC) Reporting Category 1: History Reporting Category 2: Geography and Culture Reporting Category 3: Government and Citizenship Reporting Category 4: Economics, Science, Technology, and Society Social Studies (TAKS) Grade 11 Objective 1: The student will demonstrate an understanding of issues and events in U.S. History Objective 2: The student will demonstrate an understanding of geographic influences on historical issues and events. Objective 3: The student will demonstrate an understanding of economic and social influences on historical issues and events. Objective 4: The student will demonstrate an understanding of political influences on historical issues and events. Objective 5: The student will use critical thinking skills to analyze social studies information.

79 79 APPENDIX D WISD Articulated Courses Sometimes courses taught at Waco High School and University High School are very similar to the courses taught at Texas State Technical College and McLennan Community College. To keep students from having to take courses at college that repeat courses they have already taken, articulation agreements are put in place between WISD, MCC, and TSTC. Articulated Courses at Texas State Technical College: WISD Course WISD Course # TSTC Course TSTC Course # Accounting I C202 Payroll and Business Tax Accounting ACNT 1329 Advanced Automotive Technology C120 Basic Automotive Service AUMT 1312 Advanced Automotive Technology C120 Automotive Electrical Systems AUMT 1407 Advanced Automotive Technology C120 Automotive Brake Systems AUMT 1410 Audio/Video Production C712 Digital Video ARTV 1351 Automotive Technology C120 Intro to Automotive Technology AUMT 1305 Business Information Management I C212 Integrated Software Applications I ITSC 1309 Business Information Management I C212 Multimedia Courseware Development II IMED 2305 Business Information Management I C212 Intro to Computers ITSC 1301 Business Information Management I C212 Integrated Software Applications ITSC 1309 Commercial Photography C714 Color Photography I PHTC 1341 Culinary Arts C610 Sanitation & Safety CHEF 1205 Graphic Design C724 Digital Imaging I ARTC 1302 Lifetime Nutrition & Wellness C520 Nutrition for Food Service Professionals IFWA 1318 Principles of Hospitality & Tourism C655 Introduction to Hospitality Industry HAMG 1321 Principles of Information Technology C732 Integrated Software Applications ITCS 1309 Articulated Courses at McLennan Community College WISD Course WISD Course # MCC Course MCC Course # Accounting C202 Intro To Accounting ACNT 1303 Animation C710 Animation 2D ARTV 2301 Audio/Video Production C712 Digital Video ARTV 1351 Business Information Management I C212 Intro to Computers ITSC 1301 Business Information Management I C212 Introduction to Word Processing ITSW 1301 Business Information Management I C212 Intro to Word Processing ITSW 1301 Graphic Design and Illustration C724 Digital Publishing ARTC 1313 Medical Terminology C520 Medical Terminology HPRS 1206 Principles of Information Technology C732 Intro to Computers ITSC 1301 Principles of Information Technology C732 Intro to Word Processing ITSW 1301 Web Technologies C732 Intro to the Internet ITNW 1337

80 80 APPENDIX E WISD Graduation Plans and STAAR/EOC Requirements for Students entering 9th Grade and thereafter English Language Arts Mathematics Science Social Studies Minimum High School Plan Recommended High School Plan Distinguished High School Plan 4 credits 4 credits 4 credits English I EOC English I EOC English I EOC English II EOC English II EOC English II EOC English III EOC English III SAP English III SAP Other English class English IV English IV 3 credits 4 credits 4 credits Algebra I EOC Algebra I EOC Algebra I EOC Geometry EOC Geometry EOC Geometry EOC Other math class Algebra II SAP Algebra II SAP Other math class Other math class 2 credits 4 credits 4 credits Biology EOC Biology EOC Biology EOC IPC Physics or Principles of Physics EOC Technology EOC Chemistry EOC Chemistry EOC Other science class Other science class 2.5 credits 3.5 credits 3.5 credits US History EOC World Geography EOC World Geography EOC World History EOC World History EOC World History or World Geography EOC US History EOC US History EOC US Government US Government US Government Economics 0.5 credit 0.5 credit 0.5 credit Academic Elective 1 credit from one of the following: Chemistry or Physics World History or World Geography EOC EOC Languages None 2 credits 3 credits P.E. 1 credit 1 credit 1 credit Speech 0.5 credit Professional Communication None 0.5 credit Professional Communication None 0.5 credit Professional Communication Tech Applications 1 credit Principles of Info Tech or BIM I 1 credit Principles of Info Tech or BIM I 1 credit Principles of Info Tech or BIM I Fine Arts 1 credit 1 credit 1 credit Electives 5.5 credits 4.5 credits 3.5 credits Total Credits 22 credits 26 credits 26 credits Total EOC s Implications: Students who take IPC before Chemistry and Physics will be taking the Physics STAAR EOC in May of their senior year. There may be no opportunity to retake before graduation and therefore graduation implications. Students who take Math Models before Algebra II will be taking the Algebra II STAAR EOC in May of their senior SAP Satisfactory Academic Performance EOC End of Course Exam

81 81 APPENDIX F Course Sequence Leading to AP-Level Courses English Language Arts 6th Grade 7th Grade 8th Grade 9th Grade 10th Grade 11th Grade 12th Grade Pre-AP ELA or ELA Pre-AP ELA or ELA Pre-AP ELA or ELA Pre-AP English I or English I Pre-AP English II or English II AP English Language and Composition AP English Literature and Composition Mathematic s 6th Grade 7th Grade 8th Grade 9th Grade 10th Grade 11th Grade 12th Grade Pre-AP Math or Math Pre-AP Math or Math Pre-AP Math or Math Pre-AP Math or Math Pre-AP Math or Math Pre-AP Math or Math Pre-AP Algebra I or Algebra I Pre-AP Algebra I or Algebra I Pre-AP Geometry or Geometry Pre-AP Geometry or Geometry Pre-AP Algebra II or Algebra II Pre-AP Algebra II or Algebra II Pre-AP Pre-calculus or Pre-calculus Pre-AP Pre-calculus or Pre-calculus Pre-AP Math or Math Pre-AP Math or Math Pre-AP Algebra I or Algebra I Pre-AP Geometry or Geometry Pre-AP Algebra II or Algebra II Pre-AP Pre-calculus or Pre-calculus AP Calculus AB or AP Calculus BC Pre-AP Math or Math Pre-AP Algebra I or Algebra I Pre-AP Geometry or Geometry Pre-AP Algebra II or Algebra II Pre-AP Pre-calculus or Pre-calculus AP Calculus AB or AP Calculus BC AP Statistics Social Studies 6th Grade 7th Grade 8th Grade 9th Grade 10th Grade 11th Grade 12th Grade Pre-AP World Cultures or World Cultures Pre-AP Texas History or Texas History Pre-AP US History or US History Pre-AP World Geography Pre-AP World History or AP World History AP US History AP US Government Pre-AP World Cultures or World Cultures Pre-AP Texas History or Texas History Pre-AP US History or US History Pre-AP World Geography Pre-AP World History or AP World History AP US History AP Macroeconomics or AP Microeconomics Pre-AP World Cultures or World Cultures Pre-AP Texas History or Texas History Pre-AP US History or US History Pre-AP World Geography Pre-AP World History or AP World History AP US History AP Comparative Government (elective credit) Pre-AP World Cultures or World Cultures Pre-AP Texas History or Texas History Pre-AP US History or US History Pre-AP World Geography Pre-AP World History or AP World History AP European History (elective credit)

82 82 Note: A course which can be taken as Pre-AP or grade-level is based on the prerequisites outlined in the Secondary School Information Guide. Pre-AP courses are strongly recommended as preparation for AP courses. Middle School Sciences 6th Grade 7th Grade 8th Grade Pre-AP Science or Science Pre-AP Science or Science Pre-AP Science or Science The high school science sequence varies based on sequence of math and science courses. High School Sciences Math Prerequisites Science Prerequisites Course None None Biology None None Pre-AP Biology Algebra I Biology/Pre-AP Biology Chemistry (can be taken concurrent) AP Biology Algebra I One unit of high school science Chemistry Algebra I Concurrent enrollment in Algebra II Algebra II Concurrent enrollment in Pre-Calculus None Chemistry /Pre-AP Chemistry Pre-AP Chemistry AP Chemistry Algebra I None Physics Pre-Calculus or concurrent enrollment None Pre-AP Physics Pre-Calculus Physics/Pre-AP Physics AP Physics B Concurrent enrollment in Calculus AP Physics AP Physics C Note: A course which can be taken as Pre-AP or grade-level is based on the prerequisites outlined in the Secondary School Information Guide. Pre-AP courses are strongly recommended as preparation for AP courses. Advanced Placement Art Sequence UHS/WHS 9th 10th 11th 12th Art II A Pre-AP AP Studio Art: Two AP Art History Art I Pre-AP (0798) (0709) Dimensional (0743) (0742) (Two-Dimensional)

83 83 APPENDIX G Advanced Placement The Advanced Placement Program (AP) is a program offering college level school classes for students in high school. The program allows students to participate in a college level course and possibly earn college credit while in high school. Secondary schools and colleges cooperate in this program to give students the opportunity to show mastery in college-level courses. The program is conducted with cooperation between secondary schools, colleges and universities. Secondary schools and colleges cooperate in this program to give students the opportunity to show mastery in college-level courses by taking the AP exam in May of each school year. The participating colleges grant credit or advanced placement to students doing well on the examinations. Advanced placement courses are open to all students willing to work hard. What are the advantages of taking an AP course? The main advantage of taking an AP course is better preparation for college. It has been shown that students master in depth content at the college level more easily after completing AP courses in high school. Students also acquire sophisticated academic skills and increased self-confidence in preparation for college. Scoring well on an AP exam can lead to the requirements of the Texas Distinguished Achievement Program (DAP). This special program requires high performance beyond that expected of students in high school. Those who meet the requirements of this program are awarded a special seal on their high school transcript. The DAP Program replaces the current advanced program and advanced program with honors. Additionally, students who take AP exams may receive college credit while still in high school, saving both time and money. Credit on AP exams can save up to $1,500 in college tuition alone and/or count as credit for one or more courses. Some parents have saved what would be the equivalent of $18,000 for a full year of college and total living expenses for their student. However, check with the college you are interested in to see if they accept AP exams for credits. Why should I take an AP class? Won't it hurt my GPA? Students who succeed in AP courses generally do well in college as a result of rigorous academic preparation. Many high schools give extra grade point weight on the GPA for taking an AP course and exam. In this way, a student's GPA is not adversely affected by taking accelerated AP courses. Colleges look favorably on students who tackle AP courses. Your child can also meet the requirements of the Texas Distinguished Achievement Program by taking AP courses and attaining a score of 3 or above. WISD students receive weighted GPA for AP courses. What background do I need in order to succeed in an AP course? The content of AP courses is more sophisticated than that in typical high school honors courses. Students should have had practice in analyzing content, drawing comparisons, and reasoning through problems. They must be able to read perceptively and independently. Additionally, students will need to be proficient in writing clear, concise essays. Students who are not skilled in these areas must be even more highly motivated to make up deficiencies at the same time they are taking more rigorous courses. The earlier students prepare for AP or college courses by taking the most rigorous classes available, the more likely will be their success. The keys to success are motivation, self-discipline, and academic preparation.

84 84 How much does it cost for me to take an AP course exam? There are no charges for the courses if they are part of a school's curriculum. Distance learning AP courses may include nominal fees. The exams are approximately $75 each. Financial assistance from The College Board for students in need can reduce the cost to approximately $45 each. Additionally, the Texas Advanced Placement Incentive Program provides up to $25 for exam fees of students who meet the requirements. The total fee may be reduced to approximately $18 per exam. The AP coordinator at your school has details for these requests. More and more Texas high schools are offering students the opportunity to participate in College Board Advanced Placement courses and exams. Advanced Placement courses and exams challenge students on a higher academic level, while introducing them to and preparing them for a college education. To help parents better understand the AP Program and how it can help their student, the Texas Education Agency has compiled Questions and Answers for Parents on Advanced Placement Courses and Exams. How will I receive college credit? The AP exams are given every year in May. Scores are reported to the colleges designated by the student and range from 1 (no recommendation) to 5 (extremely qualified). Each college determines the scores to be accepted for credit, but most consider a score of at least 3. Colleges may award three, and sometimes six, hours of credit per test. Students should contact individual colleges to find out about the policy of each. Example of minimum score necessary to receive college credit at various institutions Advanced Placement Baylor University University of Texas Texas A & M Test Minimum Score Minimum Score Minimum Score AP Chemistry AP World History AP Calculus AB AP English Language AND ACT English 29+ or SAT Verbal/Critical Reading 670+ Some college award credit for only one semester course based on minimum score; however, some award credit for more courses based on higher than minimum scores. For example, at Texas A & M, students who score a 3 on the English Language and Composition AP exam receive credit for English 104; however those who score a 4 receive credit for English 104 and 241.

85 85 WISD AP Course Offerings WISD Course # Courses Description 0370 Advanced Placement English Language and Composition (AP English III) 0375 Advanced Placement English Literature and Composition (AP English IV) 0450 Advanced Placement Calculus 0454 Advanced Placement Statistics 0481 Advanced Placement Biology II 0485 Advanced Placement Chemistry 0488 Advanced Placement Physics B 0476 Advanced Placement Environmental Science 0506 Advanced Placement Human Geography 0513 Advanced Placement World History 0519 Advanced Placement United States History 0521 Advanced Placement Comparative Government and Politics 0524 Advanced Placement United States Government and Politics 0529 Advanced Placement Macroeconomics 0537 Advanced Placement Microeconomics 0520 Advanced Placement European History 0552 Advanced Placement Spanish Language (Spanish IV) 0553 Advanced Placement Spanish Literature (Spanish VI) 0563 Advanced Placement French Language (French IV) 0574 Advanced Placement German Language (German IV) 0743 Advanced Placement Studio Art: Drawing 0744 Advanced Placement Studio Art: Two-Dimensional Design 0745 Advanced Placement Studio Art: three-dimensional Design 0862 Advanced Placement Music Theory *Please note course offerings vary from campus to campus. Please consult your counselor. For more information on AP courses visit

86 86 APPENDIX H Waco ISD College & Career Readiness For information on CTE programs offered by Waco ISD, watch Targeting Tomorrow on WISD Channel 17 or visit College Prep Spotlight Find more College & Career Information!!! Scholarship Tracker Facebook/Twitter

87 87 Waco ISD provides students with the ability to complete a 4-year plan, make course requests, track courses, credits and more through an online source. Career Cruising has been designed with one goal in mind: to help your students plan their future. The program includes assessment tools and detailed occupation profiles, students move seamlessly through the career exploration process. To access this feature, login to Then, follow the instructions below. Login Instructions: Your Username is the prefix `WACO-` followed by your student ID (e.g. WACO-12345) Your initial Password is your birth date (mmddyyyy) 2 digits for month, 2 digits for day, 4 digits for year (e.g. August 25th, > ) After you first login, you will be required to change your password. It is advised to add an address to your profile so that you can take advantage of the 'Forgot Username/Password' system feature if required.

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91 91 APPENDIX I Greater Waco Advanced Manufacturing Academy The Greater Waco Advanced Manufacturing Academy strives to achieve: Improved student achievement through career-centered learning Increase student opportunities through a variety of technical offerings Provide students with expanded choices in educational opportunities Create new professional opportunities for teachers Hold students accountable for meeting measurable outcomes Students will: Attend introductory classes at their home campus during the 9 Attend GWAMA ½ day during 11 /12 grades Earn Skills Certificates upon graduation th th th /10 th grades. Students must complete an application to attend. (see your counselor) Drug Testing is required to enter as well as random tests during the school year. The GWAMA is a multi-school district campus designed in partnership with Waco League, TSTC and local industries.

92 92 4year plan for Greater Waco Advanced Manufacturing Academy 9 th grade 10 th grade 11 th grade 12 th grade English I English II English III English IV World Geography World History US History Government/ Economics PE Spanish I Spanish II Spanish III (DAP only) or Elective Fine Arts Business Information Management (CTE Elective Credit)* Professional Communications/Health (CTE Elective Credit)* (Elective) Algebra I or Geometry Geometry or Algebra II Algebra II or Engineering Math Biology Chemistry Principles of Technology (Physics Credit) or Engineering Design and Presentation Systems Go Rocket curriculum (4 th Science Credit) CTE/TSTC Dual Credit Welding* or Precision Metal ** Engineering Math or College Algebra Engineering Design and Presentation Systems Go Rocket curriculum (4 th Science Credit) CTE/TSTC Dual Credit Welding* or Precision Metal ** Courses taken at Greater Waco Advanced Manufacturing Academy

93 93 *Advanced Welding Focus Principles of Manufacturing PEIMS# WISD# GW01 Credit:1 Problems and Solutions (Equipment) PEIMS# WISD # GW02 Credit:1 Year 1 Year 2 Welding PEIMS# WISD #GW03 Credits: 2 Advanced Welding PEIMS# WISD# GW04 Credits: 2 Students will be awarded Dual Credit for courses. TSTC course numbers will be provided in the spring of 2013 Practicum in Manufacturing PEIMS# WISD# GW05 Credits: 2 **Precision Metal Manufacturing Principles of Manufacturing PEIMS# WISD# GW06 Credit:1 Problems and Solutions (Equipment) PEIMS# WISD # GW07 Credit:1 Year 1 Year 2 Precision Metal Manufacturing PEIMS# WISD #GW08 Credits: 2 Advanced Precision Metal Manufacturing PEIMS# WISD# GW09 Credits: 2 Students will be awarded Dual Credit for courses. TSTC course numbers will be provided in the spring of 2013 For More Information: Practicum in Manufacturing PEIMS# WISD# GW10 Credits: 2