Georgetown Independent School District Secondary Course Guide For Grades Georgetown ISD: A School District of Excellence

Transcription

1 Georgetown Independent School District Secondary Course Guide For Grades 9-12 Georgetown ISD: A School District of Excellence

2 Dear Students and Parents, The Secondary Course Guide is a valuable tool to assist you as you prepare for high school classes. The purpose of this guide is to provide you with information on State and Georgetown Independent School District graduation requirements to enable you to make the best decisions for your high school career. This guide includes high school graduation requirements, career programs of study, college admission processes, and opportunities for school involvement to ensure a successful high school experience. Georgetown ISD is committed to helping all students plan for a bright and promising future. I encourage you to carefully study the information in this catalog to make course choices that will solidify individual interests and goals as well as meet all graduation requirements. All students should consider which course selections will lead to the greatest number of future opportunities. These programs allow you to make choices that best suit your individual needs. Becoming college ready will provide students a significant number of opportunities, so investigating options is encouraged. When choosing courses for a particular year, it is important to consider the implications for the subsequent high school years, graduation, and post-high school years. I encourage you to select challenging courses that meet your needs and prepare you to meet your educational and career goals. In Georgetown ISD, there is a wide range of programs designed to prepare students for post-high school experiences: college, business or technical school, military service, fine arts, immediate employment and many others. We begin the enrollment process with great anticipation for the year to come. Please contact the campus counselor(s) for more information on the many services and resources available for your high school careers. Best regards for a wonderful school year, Joe Dan Lee Superintendent Georgetown Independent School District is an equal opportunity employer and does not discriminate in hiring based on age, race, color, creed, religion, disability, gender, ethnic or national origin, or military or veteran status. GISD prohibits discrimination against individuals with disabilities and will reasonably accommodate applicants with a disability, upon request, and will provide equal employment opportunities in accordance with Titles VI and VII; Title IX; Age Discrimination Act; Section 504 of the Rehabilitation Act, as amended; Individuals with Disabilities Education Improvement Act; and local Board policies FB (Legal) and FB (Local). Front cover design by: Alison Plueckhahn, a freshman at Georgetown High School, and a student in Ms. Shelly Gardea s Career and Technical Education Course - Digital and Interactive Media. 2

3 Georgetown Independent School District BOARD OF TRUSTEES SCOTT ALARCON President GREG EADY Vice-President SHEILA CARTER Secretary BRADLEY D. SMITH ARTHUR DE LA CRUZ MIKE HEWLETT FRED BARHYDT Georgetown East View High School 4490 E. University Avenue Georgetown, Texas (512) Georgetown High School 2211 N. Austin Avenue Georgetown, Texas (512) Richarte High School 2201 Old Airport Road Georgetown, Texas (512) Note: Courses in this catalog may not be available on all campuses or may not be offered in a given year. A minimum of 10 students must enroll in a course in order for the course to be offered in a given semester. 3

4 TABLE OF CONTENTS STUDENT SERVICES...5 CORE ACADEMICS...5 PRE AND ADVANCED PLACEMENT PROGRAMS...5 CAREER AND TECHNICAL EDUCATION...5 CREDIT BY EXAMINATION...5 SUMMER SCHOOL...6 GIFTED AND TALENTED SERVICES...6 SERVICES FOR ENGLISH LANGUAGE LEARNERS...6 COURSES DESIGNATED WITH GM, M, T, SKILLS T...6 COURSES DESIGNATED WITH G, INCLUSION, BASIC...6 SPECIAL EDUCATION SERVICES...6 SECTION 504 SERVICES...7 DYSLEXIA SERVICES...7 ACCELERATED LEARNING (ACCELL)...7 REQUIRED TAKS/EOC PREPARATION COURSES...7 HIGH SCHOOL GRADUATION HIGH SCHOOL GRADUATION REQUIREMENTS CHART...8 HIGH SCHOOL GRADUATION REQUIREMENTS...9 HIGH SCHOOL GRADUATION PROGRAMS...9 GRADUATION CREDITS...9 PHYSICAL EDUCATION SUBSTITUTE CREDITS TAKS EXIT-LEVEL EXAM REQUIREMENTS END OF COURSE ASSESSMENTS ACADEMIC PROGRAM INFORMATION RICHARTE HIGH SCHOOL EARLY GRADUATION COLLEGE PREPARATORY CREDIT PRE AND ADVANCED PLACEMENT PROGRAM EARLY COLLEGE START DUAL CREDIT ENROLLMENT CO-ENROLLMENT GISD/ACC DUAL CREDIT COURSE LIST TECH PREP TECH PREP ARTICULATED COURSE AGREEMENTS METHODS TO EARNING COLLEGE CREDIT CHART ALTERNATIVE METHODS FOR HIGH SCHOOL CREDIT GRADE POINT AVERAGE AND CLASS RANK GRADE POINT AVERAGE ACADEMIC CLASS RANK COURSES COUNTED IN CLASS RANK WEIGHTED GPA CLASS RANK CALCULATION CALCULATION SCALE ADVANCED COURSES ACADEMIC ACHIEVEMENT CLASS RANKING CLASS RANK TRANSFER STUDENT GRADES EARLY GRADUATES AND BEYOND 4-YEAR CONTINUERS VALEDICTORIAN AND SALUTATORIAN TOP TEN PERCENT OF GRADUATING CLASS TEXAS SCHOLARS PROGRAM REQUIRED STATE ASSESSMENTS FOR GRADUATION STUDENTS FIRST ENTERING 9 TH GRADE DURING OR EARLIER STUDENTS FIRST ENTERING 9 TH GRADE DURING OR LATER GENERAL INFORMATION GRADE LEVEL CLASSIFICATION SCHEDULE CHANGES SEMESTER SYSTEM SUSPENSION FROM EXTRACURRICULAR ACTIVITIES COLLEGE INFORMATION AUTOMATIC ADMISSIONS TOP TEN PERCENT COLLEGE ENTRANCE EXAMS COLLEGE CONNECTION CLEP COLLEGE PLANNING WEBSITES GRADUATION GRADE LEVEL PLANNING CHART GRADUATION PLANNING WORKSHEET HIGH SCHOOL COURSE DESCRIPTIONS INDEPENDENT STUDIES LANGUAGE ARTS READING MATHEMATICS GRADUATION REQUIREMENT CHART MATHEMATICS SCIENCE GRADUATION REQUIREMENT CHART SCIENCES SOCIAL STUDIES OCCUPATIONAL INVESTIGATIONS ADDITIONAL ELECTIVES LANGUAGES OTHER THAN ENGLISH HEALTH AND P.E FINE ARTS COMMUNICATION CTE PROGRAMS OF STUDY AGRICULTURE, FOOD & NATURAL RESOURCES ARCHITECTURE & CONSTRUCTION ARTS, A/V TECHNOLOGY & COMMUNICATIONS BUSINESS, MANAGEMENT & ADMINISTRATION EDUCATION & TRAINING HEALTH SCIENCE HOSPITALITY & TOURISM HUMAN SERVICES INFORMATION TECHNOLOGY LAW, PUBLIC SAFETY, CORRECTIONS & SECURITY NJROTC SCIENCE, TECH, ENGINEERING & MATHEMATICS TRANSPORTATION, DISTRIBUTION & LOGISTICS INDEX OF HIGH SCHOOL COURSES

5 Student Services Core Academics Core academic classes provide instruction in all State-mandated Texas Essential Knowledge and Skills (TEKS) through the Board approved GISD curriculum requirements. The TEKS identify what Texas students should know and be able to do at every grade and in every course. The State Board of Education has adopted the TEKS as the standard curriculum for all Texas schools. Core academic classes provide a solid education for students as they prepare to enter post-secondary education, technical job preparation programs and/or the workforce. The Texas Education Code requires students to master the Texas Essential Knowledge and Skills (TEKS) in English Language Arts/Reading, Mathematics, Science, Social Studies and PE. The TEKS curriculum provides students with learning objectives called Student Expectations (SE). Mastery of the TEKS curriculum is measured in the core academic classes through the students performance on the State-mandated Texas Assessment of Knowledge and Skills (TAKS) and the newly instituted STAAR End-of- Course-Exams. Learning in the core academic classes focuses on comprehension, application, analysis and synthesis of subject area content, processes and skills. Pre-Advanced Placement and Advanced Placement Programs The College Board s Advanced Placement Program offers high school students an opportunity to take college-level courses. Upon successful completion of the course, the student receives high school credit with honors; and, if the student takes the AP exam and scores in an acceptable range, advanced placement, credit, or both may be awarded upon college entrance. Pre-AP courses contain the levels of rigor necessary to provide readiness for the increased difficulty of the high school AP classes. Formal identification is not required to participate in Pre-AP and/or Advanced Placement courses. Careful consideration of the time demands of extracurricular activities, employment, community service, homework and other activities should be considered. If you have questions regarding whether or not this is the right course for you/your student, please contact your student s teacher, counselor or campus administrator. To learn more about Pre-AP courses please go to the following link: Please read the Pre-AP Request form carefully before requesting Pre-AP courses. Consultation with the prior/current year teacher and school counselor is recommended, although not required, before requesting Pre-AP courses. GISD is committed to the principle that all students deserve an opportunity to participate in academically challenging courses and programs. All students who are willing to accept the challenge may enroll in Pre-AP courses. It is recommended, but not required, that students who elect to take AP courses participate in Pre-AP courses in 9 th -10 th grades. All Pre-AP and AP courses are listed in the Course Descriptions section of this Course Catalog. A minimum enrollment of 10 students is required for the class to be offered. Career and Technical Education (CTE) Programs of Study All students have the opportunity to complete Career Programs of Study which may include Career and Technical Education courses in conjunction with the traditional core academic courses. These courses are designed to allow students to learn specific knowledge and skills while exploring career opportunities. Completion of a Career Program of Study will allow students to graduate prepared for both postsecondary education and training and/or entry-level employment. It should be understood that these courses might be academically demanding with two or more years of higher mathematics and science required. Students will create an individualized graduation plan that will balance the core academic subjects with a Career Program of Study to maximize their high school educational experience. Enrollment in Career and Technical Education courses is open to all qualified students without regard to race, color, creed, religious affiliation, sex or handicapping conditions. Each student enrolled in a Career and Technical Education course shall have the opportunity to participate in a youth leadership training organization appropriate to the course in which he/she is enrolled. Credit by Examination Students may earn high school credit through the successful completion of a credit by exam. A student in Grades 6 12, who has had sufficient prior formal instruction as determined by the District on the basis of a review of the student s educational records and who has failed a course may gain credit for the course by passing a State approved proficiency examination. Students must score 70% or better on the test. A student in grades 6-12 will be given credit for an academic subject in which he or she has had no prior instruction if the student scores 90% on a criterion-referenced test for the applicable course. If a student is given credit in a subject on the basis of an 5

6 examination, the school district must enter the examination score on the student's transcript. Although it is used in calculating the GPA in eligible courses, it is not used in computing class rank. A student may not use this examination to regain eligibility to participate in extracurricular activities. Summer School Certain courses are offered during summer school for credit recovery and/or TAKS remediation. Selected students (based upon their performance on their most recent TAKS tests) should enroll in summer school. The number of students enrolled determines actual courses offered. Contact the campus office for more information. Summer school information should be available at campuses in April prior to June start. Gifted and Talented (GT) Services The Georgetown Independent School District is committed to providing an appropriate education for all students. The district believes that highly able students exist at all age levels and in all ethnic and socioeconomic groups. The purpose of the GT program is to provide learning experiences that meet the educational needs of students whose academic and/or intellectual abilities and thinking processes are significantly advanced for their ages. These students have opportunities to demonstrate self-directed learning, analytical thinking, and highly developed communication skills as evidenced by advanced and innovative products and presentations. Instruction for gifted students focuses on pacing, depth and complexity. Although Pre-Advanced Placement and Advanced Placement courses are open to all students desiring a challenge, GT courses are for identified gifted and talented students. Teachers of GT students are trained in methods of differentiating for gifted students and will provide opportunities for identified gifted students to demonstrate their abilities. The GT courses provide GT identified students with enriched TEKS-based curriculum and opportunities. At the high school level, there are independent study courses that meet the requirements for the Gifted/Talented State Performance Standards Research Projects: Topics in Mathematics, Independent Study in Mathematics, and Capstone Research in selected disciplines. (See Course Descriptions under Independent Studies: Capstone Courses.) Gifted students are highly encouraged to participate in these courses. Other service options appropriate for gifted/talented students include academic competitions, academic clubs, Distinguished Achievement Program, dual/concurrent enrollment with Austin Community College, distance learning, as well as credit for acceleration, early high school graduation, and a high quality performing arts program. Please contact the campus guidance office for additional information. Services for English Language Learners It is the policy of the State of Texas that every student in the State who has a home language other than English and is identified as limited English proficient (LEP) shall be provided a full opportunity to participate in an English as a second language (ESL) program. The ESL program shall emphasize the mastery of English language skills as well as mathematics, science and social studies, to enable LEP students to participate equitably in school. Both Georgetown High School and East View High School have ESL classes that are part of the English/Language Arts Department. Students receive TEKS based curriculum utilizing individualized instructional approaches such as sheltered instruction in other content area courses. Courses are offered to students based on the Limited English Proficiency Committee (LPAC) recommendations. Courses designated with GM, M, T, Skills T Based on the TEKS of the general education courses, these Courses are modified to meet the individual learning requirements of students. Students are enrolled in these Courses through ARD Committee Placement. These courses review and build on basic skills and ideas of core academic subject matter. The scope of these courses and TEKS mastered is determined by the student s Individual Education Plan (IEP). Students in the courses will take the required End of Course STAAR tests. Courses designated with G, Inclusion, Basic Courses designated with G or Inclusion indicate that the student receives special education support within a general education classroom. Students in G courses will take the End of Course STAAR tests. Students in inclusion and Basic will continue to take the required TAKS tests. Special Education Services Each local school has the responsibility for providing educational and related services to eligible students in the least restrictive environment. Students with disabilities have the opportunity to participate in educational programs and activities with students without disabilities. If a student has or is suspected of having a disability and requires specially designed instruction that can only be provided through special education, parents, teacher, administrators or any other district employee should contact a campus counselor for information concerning the special education referral process. 6

7 The school district curriculum enables each student with disabilities to acquire knowledge and skills in the basic areas of learning commensurate with the student s needs and abilities. These skills may be attained in the general program of instruction or through special education modification, accommodation or instruction and related services, as determined by the admission, review, and dismissal (ARD) committee. Students with disabilities shall have available an instructional day commensurate with that of students without disabilities. The ARD committee shall determine the appropriate instructional setting for each student, and these shall be specified in the student s Individual Educational Plan (IEP). The secondary program of a student receiving Special Education services shall terminate either with graduation or when the student no longer meets the age requirement for eligibility. Graduation constitutes a release from services and is a change in placement. Education is not preparation for life; education is life itself. ~John Dewey Section 504 Services Section 504 of the Rehabilitation Act prohibits discrimination and assures that disabled students have educational opportunities and benefits equal to those provided to non-disabled students. Eligible students have a record of, or are regarded as having, a physical or mental impairment which substantially limits one or more major life activities including functions such as learning, selfcare, walking, seeing, hearing, speaking, breathing, working, and, or performing manual tasks. In order to receive services, even if the student has a physical or mental impairment that substantially limits a major life activity such as learning, communicating, or breathing, the student should be referred to the campus Section 504 team to determine appropriate and reasonable accommodations within the school. If a student has or is suspected of having a disability or requires special services, parents, teachers, administrators or any other district employee should contact the campus counselor for information. Dyslexia Services GISD offers services for students who, after participating in a screening process, are identified as dyslexic. The Dyslexia services are designed to provide comprehensive reading, writing and spelling instruction for students who have been identified as dyslexic. The program provides a continuum of services that address phonemic awareness, graphophonemic knowledge, language structure, and linguistic patterns and processes. The committee of knowledgeable persons on each campus determines placement in the dyslexia program. TEC Accelerated Learning (ACCELL) Any student who is at risk of failing as evidenced by multiple measures (such as TAKS Reading or Mathematics scores, classroom grades, benchmark assessments, etc.) must participate in ACCELL Services. Students who qualify for ACCELL will receive one or more of the following services: tutorials, study skills, supplemental reading/writing, supplemental mathematics, dyslexia services or other customized instructional support services. The delivery of ACCELL services will be customized based on students identified needs. The purpose of the ACCELL program is to assist students in mastery of the TEKS (State-mandated curriculum) through additional instruction on specific learning objectives for which students have not demonstrated mastery. Required TAKS/EOC Preparation Courses Any student (9-12) who fails any portion of the State assessment will be required to take a preparation course in lieu of an elective per Chapter 29 of the Texas Education Code. A student who fails any portion of the State assessment tests is considered by State statute as atrisk for dropping out of school. GISD must provide each student who does not pass TAKS with accelerated instruction that will enable the students to perform at grade level at the conclusion of the next regular school term and a personal graduation plan to graduate on time. Texas Education Code (a) and (b). 7

8 Georgetown Independent School District Planning for the Future High School Graduate Requirements for Texas and GISD Graduation Programs For Ninth Grade Classes of and Thereafter Recommended High School Program English... 4 Credits English I, II, III, IV Mathematics... 4 Credits Algebra I, Geometry, Algebra II, & one additional math course (See math course sequence flowchart.) Science... 4 Credits (See Science Flowchart, ) Social Studies... 4 Credits World Geography, World History, U.S. History, Government/ Economics Foreign Language... 2 Credits Must consist of two credits of the same language. Physical Education... 1 Credit Limit 4 Credits. Can substitute: Marching Band (Fall), Cheerleading (Fall), Drill Team (Fall), ROTC, Athletics or District approved appropriate private or commercially-sponsored physical activity programs conducted on or off campus. Professional Communications... ½ Credit Professional Communications is a course that satisfies this requirement. Fine Arts... 1 Credit Electives Credits (.5 Health is a required local credit) Advanced Measures... NONE Recommended High School Program (28 Credits) Distinguished Achievement Program English... 4 Credits English I, II, III, IV Mathematics... 4 Credits Algebra I, Geometry, Algebra II, & one additional math course (See math course sequence flowchart.) Science... 4 Credits Biology, Chemistry, Physics & one additional science course (See science course sequence flowchart.) Social Studies... 4 Credits World Geography, World History, U.S. History, Government/Economics Foreign Language... 3 Credits Must consist of three credits of the same language. Physical Education... 1 Credit Limit 4 Credits. Can substitute: Marching Band (Fall), Cheerleading (Fall), Drill Team (Fall), ROTC, Athletics or District approved appropriate private or commercially-sponsored physical activity programs conducted on or off campus. Professional Communications... ½ Credit Professional Communications is a course that satisfies this requirement. Fine Arts... 1 Credit Electives Credits (.5 Health is a required local credit) Advanced Measures... FOUR See Additional Requirements in Counseling Office or this course catalog. Distinguished Achievement Program (28 Credits) GRADUATION REQUIREMENTS I. Students in GISD must complete a minimum of 28 credits at East View High School/ Georgetown High School and 26 credits at Richarte High School to receive a high school diploma. All credits must be completed in grades 9-12, except high school courses satisfactorily completed in grades 7 and/or 8. All courses used to meet State graduation requirements must be selected from State Board of Education (SBOE)-approved courses, with the exception of some elective credits which may be locally approved. II. All courses in this catalog are State Board-approved unless noted as Local Credit Only. Locally developed electives (Local Credit Only) have been designed to meet an identified GISD need or interest. In grades 9-12, a student must complete all graduation requirements and pass the State required exit III. level exams before he/she is awarded a diploma. It is the student and parent s responsibility to see that the requirements for graduation from high school are met. If you have any question about courses, registration, State-required exit level exams or other graduation requirements, contact the campus guidance department. IV. Since entrance requirements vary greatly from college to college, students who are college-bound should carefully consider high school course selections and investigate college entrance requirements prior to selecting their graduation plan. V. Since employers have varying needs and requirements, students who are career-bound should carefully consider high school course selections and strive to meet future employment requirements by selecting an appropriate graduation plan. 8

9 HIGH SCHOOL GRADUATION REQUIREMENTS I. High School Graduation Programs GISD offers students the opportunity to choose among State-mandated graduation requirement plans. Since entrance requirements vary greatly from college to college and employers have varying needs and requirements, students should carefully consider high school course selections and investigate post-secondary entrance and entry level employment requirements prior to selecting their graduation plan. Recommended High School Program The Recommended High School Program (RHSP) fulfills entrance requirements for most colleges and universities in the State of Texas and provides challenging academic courses. Distinguished Achievement Program The Distinguished Achievement Program (DAP) recognizes students who demonstrate levels of performance equivalent to college students or to work completed by professionals in the arts, sciences, business, industry, or in community service. In addition to meeting all of the RHSP graduation requirements, students must also complete a third year of the same foreign language and four advanced measures. Any combination of four of the following will meet the advanced measures requirements: Test data: A score of three or above on The College Board Advanced Placement examination; A score of four or above on an International Baccalaureate examination; A score on the PSAT that qualifies a student for recognition as a Commended Scholar or higher by the National Merit Scholarship Corporation (NMSC); as part of the National Hispanic Scholar Program of the College Board; or as a part of the National Achievement Scholarship Program for Outstanding Negro Students of the NMSC. College Courses: A grade of (B) or higher on courses that count for college credit, including Tech Prep programs, dual credit, and co-enrollment courses. Original research/project: (Original research/ projects may not be used for more than two of the four advanced measures.) Judged by a panel of professionals in the field that is the focus of project; or Conducted under the direction of mentor(s) and reported to an appropriate audience; Related to the required curriculum set forth in TAC 74,1 relating to Texas Essential Knowledge and Skills (TEKS) Examples of Advanced Measures: Student completed course requirements and: Four AP exams with scores of three or higher One AP exam with a grade of three or higher, two college courses with a 3.0 GPA and a one-year mentorship program conducting a schoolapproved research product A two-year science project reviewed by hospital board, one college science course with a 3.4 GPA and earned designation as a National Merit Scholar. Students who complete the requirements to fulfill the Recommended and Distinguished Achievement Graduation Programs are eligible to apply for the Texas Grant, B-on- Time Loan & Early Graduation Scholarship. See a counselor or university financial aid officer for more details. II. Graduation Credits Required Credits Students must earn a minimum of 28 credits at GHS and EVHS and 26 credits at Richarte High School to meet GISD graduation credit requirements. Credits and Records GISD shall accept all credits earned toward State graduation requirements by students in accredited Texas school districts, including credits earned in accredited summer school programs, in Texas Youth Commission education programs, and in juvenile justice alternative education programs. Credits earned in local credit courses may be transferred at the district s discretion. Transfer students shall not be prohibited from attending school pending receipt of transcripts or academic records from the district the student previously attended. Records and transcripts of students from Texas nonpublic schools, from out of state or out of country schools (including foreign exchange students), private schools, and home schools shall be evaluated, and students shall be placed promptly in appropriate classes. The district may use a variety of methods to verify the content of courses for which a transfer student has earned credit. Upon enrollment in GISD, the academic advisor awards credits based on available student records and documentation. If necessary, the academic advisor may use a variety of methods for validation of credit that include, but are not limited to: released TAKS exams, recommendations from sending schools, credit by examinations, curriculum review, and course equivalency evaluation. 9

10 III. Physical Education Substitute Credits A student may not earn more than four credits in physical education toward State graduation requirements. Students may substitute certain physical activities for Physical Education. The school district may allow a student to substitute certain physical activities for the required credits in physical education, including the Foundations of Personal Fitness. The substitutions must be based on the physical activity involved in drill team, marching band and cheerleading during the fall semester; Junior Reserve Officer Training Corps (JROTC); athletics; and appropriate private or commercially-sponsored physical activity programs conducted on or off campus. Outside appropriate private or commerciallysponsored physical activity programs can be substituted for PE with written approval from the district. Forms for requesting substitution of PE credit may be obtained in the counseling and guidance center at the campus. A school district may award up to four credits for appropriate private or commercially-sponsored physical activity programs conducted on or off campus which may be substituted for State graduation credit in physical education. Such approval may be granted under the following conditions: Olympic-level participation and/or competition including a minimum of 15 hours per week of highly intensive, professional, supervised training. Private or commercially-sponsored and off-campus physical activities certified by the superintendent and well supervised by appropriately trained instructors. Student participation of at least five hours per week must be required. Instructors of such programs must submit the student s grades in writing to the registrar by the first day of December and/or the first day of May in order for the student to receive credit for that semester. All grades will be recorded as Pass/Fail. IV. TAKS Exit-Level Exam Requirement for Graduation: Texas State law has mandated that all non-exempt students must pass the exit-level test in order to receive a diploma. The exit-level TAKS (Texas Essential Knowledge and Skills) that contains tests of English Language Arts, Mathematics, Science and Social Studies is administered each spring to all students in Grade 11. If a student does not pass a portion of the test, the failed portion of the test may be retaken each time the TAKS is administered on designated days during the fall, spring, and summer. After a student passes all sections of the test and meets all other graduation requirements, a diploma will be awarded. V. End of Course Assessments The Texas Education Agency will implement the State of Texas Assessment Readiness test beginning with ninth grade students in the school year. Students must show mastery on the Texas Essential Knowledge and Skills by passing twelve End of Course (EOC) tests before they graduate. Additionally, in order to graduate, students must meet performance criteria. A minimum score must be achieved before the End of Course assessment may count on any given test and a cumulative score must be reached in order to meet the graduation requirement in each subject area or core strand. Students on the Recommended High School Program or in the Distinguished Program will take all twelve End of Course exams. Grading The average of the two semesters will equal 85% of the student s final grade; the student s score on the initial EOC assessment shall count for 15% of the student s final grade for the course as reported on the student s transcript. EOC assessment scores shall be used in the calculations of final grades and the calculation of class rank. The EOC Scale score will be converted to numerical grades based on the following student performance levels: 69-Unsatisfactory academic performance on EOC 75-Met commissioner of education minimum standard on EOC assessment (Level I) 85-Met satisfactory academic performance on EOC assessment (Level II) 95- Met advanced academic performance on EOC assessment (Level III) 100- Perfect score on EOC assessment Retakes If a student retakes an EOC assessment, the District will include the retake score as 15 percent of the final course grade only if the retake score allows a student to gain credit for the course. After a student earns credit for the course, the subsequent retakes will not be included in the calculation of the final course grade. EOC Grades Calculation of grades with EOC assessment scores shall be in accordance with the District s grading guidelines. Courses that have state end-of-course assessments are not eligible for half credits; therefore, only full 1-year credits will be issued. Passing Requirements Students not meeting the minimum passing score on any EOC test must retake the EOC assessment. Students meeting the minimum score are not required to retake the test. Students must also attain the cumulative score for each of the four content areas, as well as, achieve the college readiness score on the Algebra II and English III EOC assessments in order to meet state graduation requirements. Students not meeting these requirements may retake the EOC assessments as many times as the tests are offered. Required Preparation Courses Any student (9-12) who fails any portion of the State assessment will be required to take a preparation course in lieu of an elective (Chapter 29 of the Texas Education Code) 10

11 ACADEMIC PROGRAM INFORMATION I. Richarte High School Richarte High School is the academic, alternative school of choice for GISD. Richarte is registered as a State-accredited alternative campus with TEA. It is not a disciplinary campus, and students are not placed there by any other agency or school. Richarte offers students the opportunity to choose among State-mandated graduation requirement plans. Since entrance requirements vary greatly from college to college and employers have varying needs and requirements, students should carefully consider high school course selections and investigate post-secondary entrance and entry level employment requirements prior to selecting their graduation plan. Richarte HS does not offer a GED program. RHS serves students in grades with a minimum age of 16 to apply. Teachers teach from the district adopted curriculum and use the same textbooks as other secondary campuses in GISD. The delivery of instruction, course syllabi, goal setting, and high level of student accountability allows students to move through requirements for some courses with flexibility, depending on the learning style and each individual student s rate of mastering the content and concepts in each course. Students who attend RHS are considered at-risk for a myriad of factors including, but not limited to: credit deficiency, difficulty succeeding in a traditional school environment, illness, family issues, or teen parenthood. Richarte seeks to prevent students from dropping out of school as well as to recover those who have already left the school system. A cap and gown graduation ceremony is held at the completion of each year at the Performing Arts Center located at Georgetown High School. Each graduating class has a valedictorian, salutatorian, and class rank. Valedictorian and Salutatorian/Honor Grad Selection The student making the highest four-year scholastic grade point weighted average is declared the valedictorian of the graduating class, provided he/she is enrolled, in regular attendance, and is a graduating senior. The student making the second highest four-year scholastic weighted average is declared the salutatorian of the graduating class provided he/she is enrolled, in regular attendance, and is a graduating senior. Both the salutatorian and valedictorian are declared toward the end of the last grading cycle of the fourth year. Students must complete their last, entire semester at Richarte High School. Any transferred grades not in numerical form and not available in numerical form will be granted mid-point scale. Early graduates are not eligible to be valedictorian or salutatorian. Semester grades of all subjects undertaken in grades 9-12 are used in calculating the fouryear scholastic average with the following exceptions: driver education, student aide, athletics, physical education, choir, band, applied music, vocal ensemble, drill team, correspondence courses and co-op work periods. Summer school grades are used in calculating the scholastic average. Audited courses and courses repeated for review will not count for credit but will be included in the scholastic average. II. Early Graduation A student may choose to graduate from high school in fewer than four years. To pursue early graduation, a student must make a written request to the academic advisor. Early graduation requirements include parent approval, principal approval, and a meeting with the counselor to file a written early graduation plan. Students who graduate early may be eligible for the State of Texas Early Graduation Scholarship Program, which provides tuition assistance at Texas colleges and universities. Specific details about the program are available in the guidance office. III. College Preparatory and Credit Programs College preparatory courses are offered to students in subject areas at every grade level. These courses are designed for any and all students who have a desire to pursue a rigorous study in any subject area and want rigorous preparation for college. A. Pre-Advanced Placement and Advanced Placement Programs The College Board s Advanced Placement Program offers high school students an opportunity to take collegelevel courses at the local high school. Upon successful completion of the course, the student receives high school credit with honors and, if the student takes the AP exam and scores in an acceptable range, advanced placement, credit, or both may be awarded upon college entrance. Although not required, GISD students enrolled in AP courses are expected to take the AP exam(s) at the completion of the course. Although college credit is a potential benefit of the AP course and exam, the experience alone, regardless of credit awarded, is beneficial to the college-bound student as a pre-college experience. Costs of these exams are borne by the student; however, financial assistance is available. For further information regarding the College Board AP Program at your high school, see a school counselor. It is recommended, but not required that students who elect to take AP courses participate in Pre-AP courses in 9th -11th grades. All Pre-AP and AP courses are listed in the Course Descriptions section of this Course Catalog. A 11

12 minimum enrollment of 10 students is required for the class to be offered. The AP Program also offers the AP International Diploma for students who plan to apply to an overseas university. For further information regarding the College Board AP Program at your high school, see a school counselor. Eligibility Recommendations Pre-AP courses contain the levels of rigor necessary and provide readiness for the increased difficulty of the high school AP classes. Formal identification is not required to participate in Pre-AP and/or Advanced Placement courses. Careful consideration of the time demands of extracurricular activities, employment, community service, homework and other activities should be considered. If you have questions regarding whether or not this is the right course for you/your student, please contact your student s teacher, counselor/academic advisor or campus administrator. To learn more about the Pre-AP and Advanced Placement programs go to: B. Early College Start - ACC Early College Start at Austin Community College allows juniors and seniors the opportunity to earn college credit while in high school. These courses are dual credit if used to satisfy the high school graduation requirement, coenrollment if taken for college credit only, or creditin-escrow if part of an approved Tech Prep Articulation Agreement. Early College Start a good thing to consider for the following reasons: Students get a head start on earning college credit. Tuition and fees will be waived or reduced. College-level work can enhance self-esteem, education, and career goals. Most courses are transferable to other public colleges and universities. Students may enroll in college while still enrolled in high school to extend learning or accumulate college hours. To take college courses (co-enrollment or dual enrollment), students must receive counselor and parent approval and complete the college admissions requirements including college entrance exams and are responsible for the application and registration process. This process is time sensitive and may take one to four weeks to complete. Students must be considered full-time high school students. Students may enroll in two courses per college semester beginning the summer following their sophomore year. Students are responsible for any expenses associated with the course, including textbooks. Students should check with universities to ensure acceptance of specific dual or co-enrollment courses. All co-enrollment, dual credit and tech prep courses may meet criteria for advanced measures in the Distinguished Achievement Program. Several Austin Community College (ACC) courses are offered during the school day and evenings at the ACC Georgetown Center (GTC) located on the GHS and EVHS campus. Other options are available outside of the school day. ACC classes are free no tuition or fees are charged to high school students enrolled in the program on a GISD high school campus or on another local-area high school campus. There is a $40.00 charge for each ACC course taken by distance learning or on an ACC campus. More information may be obtained through: ACC Georgetown Center (GTC) GHS Room 198A (512) EVHS Room 231 (512) C. Dual Credit Enrollment Credit earned through dual credit enrollment counts for both college and high school credit. To receive credit, the grade in the course must be a D or better and students must submit an official transcript to the high school counseling office. The grade must be a B or better to use as an advanced measure on the Distinguished Achievement Program. If all conditions are met, credit is given for the course. GISD will follow the State requirements for the calculation of each student s GPA. Listed in the chart found on the following two pages are the courses that are currently approved for dual credit with Austin Community College. This list is subject to change. Any college level course that a student completes can count as at least 1/2 elective credit for high school graduation requirements. Students should check with the campus guidance office for the most recent list of approved courses. D. Co-Enrollment Credit earned through co-enrollment counts only for college credit. Students who are granted release time for coenrollment must meet all district requirements for graduation. Co-enrollment courses do not appear on a student s high school transcript, do not count for high school graduation, and are not included in a student s GPA, but will count as an advanced measure under the Distinguished Achievement Program if the student earned a B or higher grade for the course. The Texas Legislature has approved 42 core lowerdivision course credit hours that if completed through dual or co-enrollment will transfer to any Texas public college or university. This list can be found on the Austin Community College website. Students who plan to attend private or out of State schools should check with the schools on their policies of accepting dual or concurrent enrollment courses. 12

13 Georgetown ISD/ACC DUAL CREDIT ENROLLMENT COURSE LIST ACC # ACC Title High School Course HS Credit ACCT 2301 Principles of Financial Accounting Accounting I 1 ARTC 1402 Digital Imaging I Digital and Interactive Media 1 ARTS 1303 Art History I Art History 1 ARTS 1316 Drawing I Art II-Drawing 1 ARTS 1317 Drawing II* Art III-Drawing 1 ARTS 2323 Life Drawing I* Art III-Drawing 1 ARTS 2316 Painting I* Art II-Painting 1 ARTS 2317 Painting II* Art III-Painting 1 ARTS 2326 Sculpture I Art II-Sculpture 1 ARTS 2327 Sculpture II* Art III-Sculpture 1 ARTS 2346 Ceramics I Art II-Ceramics 1 ARTS 2347 Ceramics II* Art III-Ceramics 1 ARTS 2356 Photography I* Art II-Photography 1 ARTS 2357 Photography II* Art II-Photography 1 ASTR 1303 Stellar Astronomy Astronomy 1 ASTR 1304 Solar System Astronomy Astronomy 1 BCIS 1305 Business Computer Applications Business Info Management I 1 BIO 1614 Field Biology Environmental Systems 1 BIOL 2304 Human Anatomy* Anatomy and Physiology ½ BIOL 2305 Human Physiology* Anatomy and Physiology ½ BMGT 1303 Principles of Management Business Management (BUSMGMT) ½ BUSI 2301 Business Law Business Law ½ CETT 1403 DC Circuits* DC Circuits ½ CETT 1405 AC Circuits* AC Circuits ½ CHEM 1411 General Chemistry I Chemistry I 1 COMM 1307 Introduction to Mass Communication Journalism ½ COSC 1301 Personal Computing Business Info Management I 1 COSC 1315 Fundamentals of Programming Computer Science I 1 COSC 1320 C++ Programming* Computer Science II-1st sem. (TACS2) ½ COSC 2415 Data Structures* Computer Science II-2nd sem. ½ CRIJ 1301 Introduction to Criminal Justice Tech. Technical Intro. to Criminal Justice ½ CRIJ 1306 Court Systems and Practices Courts and Criminal Procedures ½ CRIJ 1307 Crime In America Crime in America ½ CRIJ 1310 Fundamentals of Criminal Law Fundamentals of Criminal Law 1 CRIJ 2314 Criminal Investigation Criminal Investigation ½ DANC 1141 Ballet I Dance I 1 DANC 1147 Jazz Dance I Dance 1 DANC 1201 Dance composition Dance I 1 DANC 1245 Modern Dance Dance 1 DFTG 1405 Technical Drafting Intro to Engineering Design 1 DFTG 1417 Architectural-Residential* Architectural Graphics 1 DRAM 1330 Stagecraft Technical Theater 1 DRAM 1351 Acting I Theater Arts I 1 DRAM 1352 Acting II* Theater Arts II 1 DRAM 2331 Stagecraft II* Technical Theatre II 1 DRAM 2351 Acting III* Theatre Arts III 1 ECO 2301 Principles of Macroeconomics Economics ½ ECON 2302 Principles of Microeconomics Adv. Social Studies ½ ENGL 1301 English Composition I English III or IV ½ ENGL 1302 English Composition II English III or IV ½ ENGL 2307 Creative writing Creative Writing ½ ENGL 2322 British Literature I* English IV ½ ENGL 2323 British Literature II* English IV ½ ENGL 2327 American Literature I* English III ½ ENGL 2328 American Literature II* English III ½ ENVR 1301 Intro to Environmental Science Environmental Systems 1 FREN 1511 French I French I 1 FREN 1512 French II* French II 1 FREN 2311 French III* French III 1 13

14 ACC # ACC Title High School Course HS Credit FREN 2312 French IV* French IV 1 GEOG 1301 Physical Geography World Geography A ½ GEOG 1302 Cultural Geography World Geography B ½ GEOL 1403 Physical Geology Geology ½ GEOL 1404 Historical Geology Geology ½ GERM 1511 German I German I 1 GERM 1512 German II* German II 1 GERM 2311 German III* German III 1 GERM 2312 German IV* German IV 1 GOV 2305 U.S. Government Government ½ GOVT 2306 Texas State and Local Government Adv. Social Studies ½ HIST 1301 United States History I (to 1876) Adv. Social Studies ½ HIST 1302 United States History II (from 1877) U.S. History 1 HPRS 1206 Medical Terminology Medical Terminology ½ HUMA 1301 Introduction to Humanities Humanities ½ IBUS 1305 Intro. to International Business & Trade Global Business ½ IMED D Interface Design Digital and Interactive Media 1 ITSC 1309 Integrated Software Apps. Business Info Management I 1 JAPN 1511 Japanese I Japanese I 1 JAPN 1512 Japanese II* Japanese II 1 JAPN 2311 Japanese III* Japanese III 1 JAPN 2312 Japanese IV* Japanese IV 1 KINE 11XX Physical activity courses PE equivalent I-IV ½ each KINE 1305 Community Health Health Ed ½ LATI 1511 Latin I Latin I 1 LATI 1512 Latin II* Latin II 1 LATI 2311 Latin III* Latin III 1 LATI 2312 Latin IV* Latin IV 1 MATH 1316 Trigonometry Precalculus A ½ MATH 2412 Precalculus Precalculus B ½ MATH 1342 Elementary Statistics Statistics 1 MATH 1425 Business Calculus I AP Calculus A ½ MATH 1476 Business Calculus II AP Calculus B ½ MATH 2413 Calculus I AP Calculus A ½ MATH 2414 Calculus II AP Calculus B ½ MRKG 1311 Principles of Marketing Principles of Marketing ½ PHIL 1301 Introduction to Philosophy Philosophy ½ PHYS 1311 Stellar Astronomy Astronomy 1 PHYS 1312 Solar System Astronomy Astronomy 1 PHYS 1401 General College Physics Physics I 1 PSYC 2301 Introduction to Psychology Psychology ½ SLNG 1404 American Sign Language: Beginning I Sign Language I 1 SLNG 1405 American Sign Language: Beginning II* Sign Language II 1 SNLG 1444 American Sign Language III Sign Language III 1 SNLG 1445 American Sign Language IV Sign Language IV 1 SOCI 1301 Introduction to Sociology Sociology ½ SPAN 1511 Spanish I Spanish I 1 SPAN 1512 Spanish II* Spanish II 1 SPAN 2311 Spanish III* Spanish III 1 SPAN 2312 Spanish IV* Spanish IV 1 SPCH 1311 Intro. to Speech Communications Communications Apps. ½ SPCH 1315 Fundamentals of Public Speaking Public Speaking ½ WLDG 1405 Art Metals Jewelry II 1 Updated 12/1/2011 *ACC course has prerequisite requirements 14

15 E. Technical Preparation (Tech Prep) Tech prep combines a minimum of two years of secondary education (as determined under State law) with a minimum of two years of postsecondary education in a non-duplicative, sequential course of study; integrates academic, vocational and technical, instruction, and utilizes work-based and worksite learning. It also provides technical preparation in a career field such as engineering technology, applied science, a mechanical, industrial, or practical art or trade, agriculture, health occupations, business, or applied economics and builds student competence in mathematics, science, reading, writing, communications and economics. Tech Prep develops workplace skills through applied, contextual academics, and integrated instruction, in a coherent sequence of courses which lead to an associate or a baccalaureate degree or a postsecondary certificate in a specific career field. Tech Prep is a program which allows students the opportunity to earn college credit for approved career and technical education (CTE) high school courses. Tech-Prep is a way to start a college technical major in high school. In a Tech-Prep program, students begin a course of study in high school and continue in a community or technical college. The result is a certificate or associate degree in a career field. Tech-Prep programs combine the academic courses needed for success in college AND technical courses that begin to prepare you for a career. Students in Tech-Prep programs can earn college credit through: Content-enhanced articulated courses (Statewide articulation and/or local articulation); Dual credit (concurrent enrollment); and/or College Board Advanced Placement (AP) A key component of Tech-Prep is program articulation, which is a planned process linking educational institutions and educational experiences to assist students in making a smooth transition from one level of education to another without experiencing delays or duplication in learning. A program articulation agreement is a signed document that indicates the specific responsibilities of the secondary school, the postsecondary institution and the student. The agreement also includes an outline of a Recommended High School Graduation Plan and a two year degree, certificate or apprenticeship program plan. Together these are called a 6-year or Tech-Prep plan. Within articulated Tech-Prep programs are articulated courses, high school courses that contain the same course content as an equivalent college course, for which a postsecondary institution has agreed to award college credit if the student meets requirements outlined in the course articulation agreement, either through the Statewide Articulation Program or in a local articulation agreement. The local articulation agreements are updated the fall of each year. The courses listed in the chart on the following page are reflective of the agreements currently in place and are subject to change. In order for students to receive articulated credit, students must: Earn a grade of 80 or better; Complete additional college specific requirements: o ACC will award credit after the successful completion of an additional three hours of credit. Successful completion of a dual credit course will satisfy this requirement. Additional information may be obtained at: Request the credit 15

16 Tech Prep Articulated Course Agreements Austin Community College # Austin Community College Course Title College Credit GHS Course ACNT 1403 Introduction to Accounting I 4 Accounting I 1 HS Credit ARTC 1402 Digital Imaging I 4 Digital and Interactive Media (DIM) 1 ARTC 1413 Digital Publishing I 4 Web Tecnologies 1 AUMT 1405 Introduction to Automotive Technology 4 Energy, Power, and Transportation Systems 1 AUMT 1416 AUMT 1407 Suspension & Steering AND Automotive Electrical Systems 4 4 Advanced Automotive Technology 2 AUMT 2417 AUMT 1410 Automotive Engine Performance Analysis I AND Automotive Brake Systems 4 4 Automotive Technology 2 BITC 1411 Introduction to Biotechnology 4 Advanced Biotechnology 1 BMGT 1327 Principles of Management 3 Business Management 1 BUSG 2309 Small Business Management 3 Entrepreneurship 1 CDEC 1321 The Infant and Toddler 3 Child Guidance 2 CDEC 1311 Educating Young Children 3 (Required Prerequisite: Child Development).5 CHEF 1205 Sanitation and Safety 2 Culinary Arts 2 CHEF 1301 Basic Food Preparation 3 Culinary Arts with ServSafe Certification GRPH 1359 Vector Graphics for Production 4 Graphic Design and Illustration 2 1 IBUS 1305 International Business & Trade 3 Global Business.5 ITSC 1309 Integrated Software Applications I 3 Business Information Management I OR Business Information Management II WLDG 1425 Introduction to Oxy-Fuel Welding and Cutting 4 Agricultural Facilities Design and Fabrication WLDG 1428 Introduction to Shielded Metal Arc Welding 4 Agricultural Mechanics and Metal Technologies

17 Methods to Earn College Credit in High School Comparison Description Advantages Disadvantages The College Board Advanced Placement Program (AP) Tech Prep The College Board Advanced Placement Program is a nationally recognized program for introducing students to college-level work while they are still in high school. Students who enroll in higher-level academic courses identified for Advanced Placement may be eligible to receive college credit based on high school course grades and performance on national AP examinations. Colleges and universities publish policies for award of AP credit or AP advanced placement in their bulletins. The Advanced Technical Credit Program is an advanced placement program initiated in the school year to provide a method for high school students, who continue technical programs of study in college, to receive credit for knowledge and skills without duplication of coursework. Students successfully demonstrating college-level competence in content-enhanced high school courses are eligible to receive banked (in escrow) credit for courses that are part of an associate or applied science (AAS) degree or certificate plan offered by public two-year colleges. Some universities may also honor these courses. Exposure to college-level coursework Student AP exam score of 3 or above counts as an advanced measure for the Distinguished Achievement Program Recognized at colleges and universities nationwide Large selection of academic courses is included in the AP Program State-sponsored incentive program for participating school districts Students receive weighted points toward their class rank Exposure to college-level coursework Course grade of 3.0 (80) or above counts as an advanced measure for the Distinguished Achievement Program Recognized at many public two-year colleges across the State Large selection of career and technology courses and some academic courses Students begin a college technical major in high school Designed to meet regional college program requirements Based on courses offered by both the high school and local college Applies to AP designated academic courses only College Board AP examination fee required Students must score a 3 or above on AP exam to count as an advanced measure, potentially delaying award of Distinguished Achievement Seal Award of credit or advanced placement at colleges and universities varies depending on examination scores Secondary schools may be limited in AP course offerings and course scheduling options Applies primarily to the associate of applied science degree Credit applies only if a student can use the course in a related college degree plan Credit banked until a student completes six semester hours of additional college-level coursework, which may include AP, CLEP or dual credit Transfer of credit to universities may be limited Secondary schools may be limited in articulated career and technology or academic course offerings and course scheduling options Award of credit may depend upon local agreements Early College Start Credit by Examination Students may earn college credit through Early College Start program. The Early College Start program allows a junior or senior student to enroll in college while still in high school and register tuition-free or at a reduced tuition rate for college courses that may count for both high school and college credit. Students who participate in the Early College Start program must meet College Readiness Standards. Credit by examinations or for experience offers students an opportunity to demonstrate college-level knowledge and earn college credit or advanced placement by examination, or by petitioning a college or university for credit after documentation of appropriate experience. Students demonstrate knowledge by taking College Board CLEP exams (academic courses) or college or university departmental exams (academic and technical courses). Exposure to college courses often taught on college campus Course grade of 3.0 or above counts as an advanced measure for the Distinguished Achievement Program College credit is awarded on successful completion of course requirements Early college admission Enhanced course transferability Austin Community College waives tuition and fees for courses taken at any high school campus and charges $40 per course for dual credit courses taken at ACC facilities. Austin Community College offers Junior and Senior level English and Social Studies courses on campus during the school day at Georgetown and East View High Schools No specific course enrollment required Students may opt to take an examination for credit at any time CLEP examination scores accepted at colleges and universities nationwide Large selection of CLEP examinations for academic courses High school students can bank CLEP examination scores pending college enrollment Students must meet college admission requirements Students must meet college basic skills assessment requirements Students are generally limited to taking two concurrent college courses each semester Students may be subject to college tuition and fees Students may need to travel to a college campus CLEP examinations are offered for academic courses only CLEP examination fees are required. Colleges may also charge tuition or fees for credit by departmental examination or for experience Colleges and universities may have different policies regarding award of credit for CLEP examinations Not all college or university departments offer credit by departmental examination or experience 17

18 IV. Alternative Methods for High School Credit Correspondence Courses All high school students may take correspondence courses and earn credit toward graduation. Prior to enrollment in correspondence courses, students must make written request to the principal or designee for approval to enroll in the course through their guidance counselor. Credit toward State graduation requirements shall be granted only under the following conditions: 1. The institution offering the course is The University of Texas, Texas Tech University, the Texas Virtual Network, or other public institution of higher education approved by the Commissioner of Education. OR 2. The correspondence course includes the Staterequired Texas Essential Knowledge and Skills for such a course. GISD will follow State requirements for the calculation of each student s GPA. Seniors who are enrolled in correspondence courses to earn units required for graduation shall complete the course and submit the grade for recording at least 30 days prior to the graduation date in order to be eligible for graduation at the end of the term. A correspondence course is not considered completed until the final grade is recorded in the registrar s office at the campus. The costs of correspondence courses are the responsibility of the student and/or the parents/guardians. Note: Correspondence courses are not included in determining NCAA eligibility. V. Grade Point Average and Class Rank A. Grade Point Average (GPA) GPA is calculated at the end of each semester beginning with the end of the first semester of a student s freshman year. The Grade Point Average (GPA) is calculated for each student using a simple grading system. Grade points are awarded based on the grading system outlined in the GISD Grading Regulations = A = B = C = D < 70 = F The GPA is a cumulative average of all semester or final grades earned in selected courses in high school. The semester averages of all State-approved courses and elective courses will be included in the calculation of the GPA with the exception of the following courses: driver education, student aide, cheerleading, test preparation (SAT Prep), athletics, physical education, choir, band, orchestra, dance courses, color guard, drill team, high school courses taken while the student is at middle school and all pass/fail courses. Summer school grades are used in calculating the GPA. Audited courses and courses repeated for review will not count for credit but will be included in the scholastic average. GPA Calculation Example: 1 st semester Pre-AP English I 88 1 st semester Algebra I 72 1 st semester Athletics 94 1 st semester Biology 91 GPA (unweighted) The sample GPA is the straight average of the semester grades in English I, Algebra I, and Biology divided by 3 (courses). Athletics does not count in the GPA. The sample GPA is The GPA is commonly referred to as an unweighted GPA and will provide easily usable information to colleges and universities. B. Academic Class Rank Calculation A Weighted GPA (WGPA) is used to determine a class rank for each student. Class rank indicates the student s academic standing relative to his/her peers (Valedictorian, Salutatorian, top ten percent, top quarter, second quarter, third quarter and fourth quarter). An exact numerical class rank is reported for each student. The WGPA is determined by the semester or final grades earned in the courses specified in the GISD class rank policies. Course choice has an impact on class ranking. Students earn grade points for each class they take. The number of grade points earned in the class is determined by the numerical grade earned and by the weighted levels of rigor of specific courses. Note: The GPA will not necessarily predict a student s class rank. A student may have a lower GPA but a higher Weighted GPA class rank than another student due to the courses included and weighted grades for specified courses used in calculating class rank. Courses Counted in Class Rank The District shall calculate a student's class rank using only credits earned in the following content areas as defined by the TEKS: English Mathematics Science Social Studies Foreign Language (Languages Other Than English) Selected advanced academic courses (GT, Pre-AP, AP, dual credit, college courses) For students entering grade 9 during the school year and thereafter, class rank shall be determined by descending order of students weighted grade point averages earned in the following curriculum categories: 1. Four courses in English/language arts; 2. Up to four courses in mathematics; 3. Four courses in science; 4. Four courses in social studies; and 5. Up to two courses in Languages other than English (LOTE). 18

19 If a student completes more than 18 courses within these five categories specified above, the student s weighted GPA used for class rank shall be calculated using the student s grades within each category with the highest grade point value. In addition to the five categories specified above, selected advanced academic courses as defined in the course guide (GT, Pre-AP, AP, dual credit, and college courses) will also be included in the calculation of the weighted GPA. Grades earned in the following courses shall be excluded when calculating the weighted GPA and academic class rank: Correspondence courses Summer school courses Credit by examination Credit for acceleration Credit recovery courses Home school Distance Learning On-line Learning Courses taken in Foreign countries High school courses taken while the student is in middle school Pass/fail courses Private schools and/or non-accredited schools The weighted GPA is determined by semester grades earned in the core courses (English, Math, Science, Socials Studies, and Languages Other Than English). Core level courses are calculated based on a 5.0 scale. Advanced academic courses (GT, Pre-AP, AP, dual credit, college courses) are calculated on a 6.0 scale. Elective courses and local credit courses are not included in the calculation of the weighted GPA and academic class rank. Weighted GPA Class Rank Calculation Each course is coded to show its weight based on the following categories: ADVANCED COURSES: These courses include academic courses specifically designated for students identified as Gifted and Talented, College Board Advanced Placement Courses, Pre-Advanced Placement Courses, dual credit, college courses, and other appropriate advanced courses. CORE COURSES: Core courses provide grade-level instruction in 100% of the Texas Essential Knowledge and Skills (TEKS) as outlined in the State Board approved wellbalanced curriculum. GISD core courses exceed the minimum expectations through various curricular and instructional strategies. These courses are designed for college-bound as well as career-bound students. MODIFIED COURSES: These courses provide instruction in less than 100% of the TEKS. Modifications are provided through content as well as methodology, pacing, and materials. LOCAL COURSES: No weight is assigned for local courses. For purposes of class rank, a six-point system shall be used to calculate the student s Weighted GPA. The Weighted GPA determines a student s rank in class. Students receiving credit for advanced courses will receive an additional grade point. This is reflected in the chart in the column labeled Advanced. Courses that have been modified by the student s ARD committee as to the required content of the TEKS shall not earn the same number of grade points as core or advanced. This is reflected in the chart below in the column labeled Modified Curriculum. Please see chart below for a calculation example. WGPA for Class Rank Calculation Example: (1) Look at the semester or final average for each course. (2) Determine if the course counts in the WGPA. (3) If so, find that grade on the following chart. (4) Determine whether the course is Modified, Core, or Advanced and use the appropriate grade point for that course. (5) Total the grade points and divide by the number of semester courses counted. This will give you the WGPA that is used in Class Rank. WGPA Calculation Scale for Class Rank Semester Grade Advanced Core Modified Curriculum Below Local courses are not included in weighted GPA and class rank calculations. 19

20 Credits earned in high school courses taken while the student is in middle school DO NOT count toward Class Rank or GPA. See sections under A. Grade Point Average and Courses Counted in Class Rank in the High School Course Guide. Economics Macro AP Psychology AP Spanish II Pre-AP Spanish III Pre-AP Spanish IV AP Spanish V AP LIT Statistics AP Env. Science AP Pre-Calculus Pre-AP Tech. Apps. Ind. Study U.S. Government AP U.S. History AP World Geography Pre-AP World History AP World History Pre-AP WGPA for Class Rank Calculation Example: Course Semester Average WGPA Calculation Pre-AP English I Sem Sem Pre-AP Biology Sem Sem Pre-AP World Geo. Sem Sem Geometry Sem Sem PE (substitute) Sem. 1 P Art I Sem Dig. & Inter. Media Sem Sem Band Sem Sem Total WGPA Points 39.5 WGPA.5 Credits - 8 WGPA = Total Points 39.5/8 = GPA = 91.9 GPA is the straight average of semester grades in eligible courses. Advanced Courses If a student is enrolled in a course considered by the district to meet advanced measures, the course receives an additional grade point for calculating the GPA. Listed below are the courses that currently receive the additional grade point. The list is subject to change. Please contact the counselor for the most current list. ACC Amer. Lit III ACC British Lit ACC Composition I ACC Composition II ACC Economics ACC Government ACC U.S. History Algebra I Pre-AP Algebra II Pre-AP Art Portfolio AP Biology AP Biology Pre-AP Calculus AB AP Calculus BC AP Capstone GT Chemistry AP Chemistry Pre-AP Anatomy/Physiology Adv Biotechnology Computer Science Pre-AP Computer Science AP English I Pre-AP English II Pre-AP English III AP English IV AP European History AP French II Pre-AP French III Pre-AP French IV AP Geometry Pre-AP German II Pre-AP German III Pre-AP German IV AP Ind. Studies in Math Latin II Pre-AP Latin III Pre-AP Latin IV AP Music Theory I Pre-AP Music Theory II AP Physics B AP Physics C AP Physics Pre-AP C. Academic Achievement Class Ranking Class Rank High school rank for students seeking automatic admission to a general teaching institution on the basis of their class rank is determined and reported as follows: 1. Class rank shall be based on the end of the eleventh grade, middle of the twelfth grade, or at high school graduation, whichever is most recent at the application deadline. 2. The top ten percent of a high school class shall not contain more than ten percent of the total class size. 3. The student's rank shall be reported by the applicant's high school or school district as a specific number out of a specific number total class size. Class rank shall be determined by the Texas school or school district from which the student graduated or is expected to graduate. 19 TAC 5.5(d) A class rank is computed for students each semester beginning in the ninth grade; however, class ranking for college admission purposes, weighted academic class ranking, shall be based on the end of eleventh grade, middle of twelfth grade, or at high school graduation, whichever is most recent at the application deadline.. The final calculation for rank in class will be made at the end of the year using final semester grades. Transfer Student Grades All incoming students' GPAs shall be converted to the system used by the District to determine the GPA and rank in class. Early Graduates and Beyond 4-Year Continuers A student's rank in class shall be determined within the graduating class of the school year in which the student completes all requirements for a diploma, regardless of the number of years the student is enrolled in high school. 20

21 Valedictorian and Salutatorian The valedictorian and salutatorian shall be selected at the end of the second semester of the senior year. The valedictorian and the salutatorian shall be the two graduating seniors with the highest rank in class (weighted grade point average). To be eligible, a student shall have been enrolled in the District for the entire last four semesters prior to graduation and shall have accrued at least 24 units of State-approved or equivalent credit from a public school. Both the failing grade and the passing grade in courses subsequently retaken and passed, including credit by examination, shall be considered. Students suspended from school, assigned to a DAEP, or expelled from school at the time of graduation may be designated the class valedictorian or salutatorian, but shall not be permitted to participate in the graduation activity resulting in forfeiture of the privilege of giving a speech at the graduation ceremony. To qualify for valedictorian or salutatorian, the student must graduate in no more than, or fewer than, four years. Breaking a Tie for Valedictorian/Salutatorian In case of a tie the following method shall be used to determine who shall be recognized as valedictorian or salutatorian: 1. Compute the weighted grade point average to the maximum number of decimal places in the District computer system to break the tie. 2. If a tie still occurs, the student with the most AP courses shall be considered valedictorian or salutatorian. If a tie still occurs, the student with the highest numerical weighted grade averages of all Advanced Placement courses taken shall be valedictorian or salutatorian. Top Ten Percent of a Graduating Class All students whose rank in class make up the top ten percent of the graduating class and qualify for automatic admission under Education Code shall be recognized. Eligibility standards required for the local procedure for determining valedictorian and salutatorian shall not apply to the procedure for determining top ten percent. Breaking Ties for Top Ten Percent In case of a tie for the top ten percent, the method for breaking a tie for valedictorian or salutation shall apply. Honors to be Earned The district recognizes the valedictorian, salutatorian, top ten percent, National Honor Society students, Texas scholars and candidates for the Distinguished Achievement Graduation Program. The Texas Scholars Program: The Texas Scholar Program is a community based program designed to get students to focus on education and career planning while in middle school and high school. The basic philosophy of the program is based on the belief that is better to pass a more rigorous course with a lower grade than to pass an easy course with a higher grade. The Texas Business and Education Coalition developed the basic requirements for student recognition. The requirements include: 1. Students must graduate from high school having completed the Recommended High School Program or having completed the Distinguished Achievement Program. 2. Students must complete two courses while at high school eligible for college credit. Examples of courses eligible for college credit include: a. Articulated CTE courses leading to post secondary certification b. Dual Credit courses c. AP courses 3. Each student must develop and carry out multiple year career plans that enable a student to transition from high school to college, the military or the work force. 4. Each Student must meet Texas State Initiative (TSI) college readiness standards. 5. The student must declare the intent to graduate at the end of the junior year. There are three basic components to the Texas scholars program that blend community action with the recognition of students: 1. Community business members volunteer to give presentations that stress the importance of completing the Recommended High School Program. 2. Recognition given to students in 9 th -11 th grades who are on track to become Texas Scholars. 3. Recognition is given during award ceremonies and the graduation ceremony to honor students that graduated as a Texas Scholar. This can be done through a special medallion at graduation or with a Texas Scholar certificate. 21

22 REQUIRED STATE ASSESSMENTS FOR GRADUATION STUDENTS FIRST ENTERING 9 TH GRADE DURING OR EARLIER TAKS (Texas Assessment of Knowledge and Skills) Exit-Level Exam Requirement for Graduation: Texas state law has mandated that all non-exempt students must pass the exit-level test in order to receive a diploma. The exit-level TAKS contains tests of English Language Arts, Mathematics, Science, and Social Studies and is administered each spring to all students in Grade 11. If a student does not pass any subject area(s) of the test, that portion of the test may be retaken each time the TAKS is administered on designated days during the fall, spring, and summer. After a student passes all sections of the test and meets all other graduation requirements, a diploma will be awarded STUDENTS FIRST ENTERING 9 TH GRADE DURING OR LATER STAAR (State of Texas Assessments of Academic Readiness) End-of-Course (EOC) Requirements for Graduation: In 2007 Senate Bill 1031 was enacted, which called for development of end-of-course assessment instruments in Algebra I, Algebra II, geometry, biology, chemistry, physics, English I, English II, English III, world geography, world history, and United States history. These EOC assessments are to become part of the graduation requirements beginning with the freshman class of In addition, based on current law, a student s score on each EOC assessment will be worth 15% of the student s final grade for that course. The tests a student is required to take and the required scores are determined by each student s graduation program. Three graduation programs are possible: Minimum Plan Recommended High School Program Distinguished Achievement Program for the course, the subsequent retakes will not be included in the calculation of the final course grade. Students on the Recommended High School Program must perform satisfactorily on EOC assessments for Algebra II and English III. Students on the Distinguished Achievement Program must meet the advanced academic performance level on the college readiness component of the EOC assessments for Algebra II and English III. EOC exams are expected to be administered at the end of each semester in the spring, summer, and fall. *At this time, the Texas Education Agency has not determined the score needed to meet minimum or satisfactory performance on any of the EOC exams. Additional information will be forthcoming from the Texas Education Agency Each EOC exam will have a designated minimum score and a satisfactory performance score. If the student does not meet the minimum score requirement, the student will be required to retake the test. If the student does not meet the satisfactory score requirement, the student may choose to retake the test. Students must achieve a cumulative score at least equal to the product of the number of EOC assessments taken in that content area and a scale score that indicates satisfactory performance. If a student retakes an EOC assessment, the District will include the retake score as 15 percent of the final course grade only if the retake score allows a student to gain credit for the course. After a student earns credit 22

23 GENERAL INFORMATION I. Grade Level Classifications For the purpose of classifying students: Freshman: A student promoted/assigned to the 9th grade. Sophomore: A student must have completed 6 credits. Junior: A student must have completed 13 credits. Senior: A student must have completed 20 credits. This classification is based on the number of credits actually completed by the beginning of the school year. Credits earned through summer school, credit-byexam, correspondence should be on file in the registrar s office for the first day of school for classification purposes. A correspondence course is not considered completed until the final grade is recorded in the registrar s office. Please consult the campus principal for further clarification regarding extracurricular eligibility requirements. Students are not reclassified during the school year except for: Fourth-year juniors who have at least 23 credits after the first semester and who have developed with the counselor a plan to graduate by August of the current school year will be reclassified to seniors at the end of the first semester. Third-year juniors who have at least 23 credits after the first semester and who have submitted an early graduation plan to the counselor for the current school year will be reclassified as seniors at the end of the first semester. Any student who has been classified as a freshman or sophomore for more than 1 year and who has earned the minimum number of credits required for the next classification will be reclassified at the end of the first semester. II. Schedule Changes Requests for schedule changes for the upcoming school year can be made from pre-registration through last day of the current school year. Schedule change requests over summer break may be made by phone or to the student s counselor/academic advisor or in person during the formal schedule change request period in August prior to the beginning of school. Dates and times for formal schedule changes in August will be posted on the GISD website under the heading Registration Schedule Information. Requests for schedule changes will be considered up to the first ten school days of each semester. Schedule changes requested after the first ten school days of the school semester may constitute a loss in credit for the semester per the 90% attendance laws. Any schedule change requests made after the first ten days of the semester due to an extenuating circumstance must be approved by the student s grade level principal before any changes can be made. After the first 10 days of school, students who choose to transfer from a Pre-AP or AP course to a regular course can submit a request after the 4 th week of the semester. All changes will be completed by the end of the 1 st grading period. After this deadline, no schedule changes will be made until the end of the semester. When a student transfers from a Pre-AP, and/or AP course to a core academic course or from a core academic course to an advanced course, the grades earned in the original class will be transferred as earned without alteration. Student schedules will not be changed to select different teachers, lunch periods, or a previously selected elective, or for other preferential reasons. Schedule corrections will be considered only if a student fails to satisfy prerequisites, the school has made an error, a scheduling conflict exists, a student successfully completes summer school, credit-by-exam or correspondence courses, or due to other extenuating circumstances. Since parents are involved in the initial selection of courses, requests for changes in schedules should be signed by the parents. All schedule changes must be approved by the principal or designee. III. Semester System The school year is divided into two semesters with two nine-week reporting periods in each semester. The semester grade average is determined by the two nineweek averages and the semester final exam. For courses that are two semesters in duration, the two semester grades will be averaged to determine total credit for the course. A passing grade for one semester may bring up a failing grade in the other semester if the yearly average is 70 or higher. Students earn 1/2 credit per period per semester for coursework toward graduation requirements if they: 1) have earned a 70 or higher average and 2) have been in attendance at least 90% of the days the class is offered. The student handbook outlines alternative ways for students to make up work or regain credit lost because of absences. Students who are required to take state endof course (EOC) assessments are not eligible for semester credit in EOC courses. IV. Suspension from Extracurricular Activities A student shall be suspended from participation in any extracurricular activities sponsored or sanctioned by the district or the UIL after a grade eligibility period in which the student received a failing grade (lower than 70) in any class. A student who received a grade lower than 70 in a class identified as advanced by board policy may be eligible to participate in an extracurricular activity. See GISD board policy for eligibility requirements. 23

24 COLLEGE INFORMATION Automatic Admissions Top Ten Percent HB 3826 requires that students in the top ten percent of their high school graduating class are eligible for automatic admission to public institutions of higher education in Texas only if they have completed the Recommended or Distinguished Achievement Program and complete the college application requirements. (University of Texas at Austin may have a percentage for automatic admission that will change from year to year.) Occasionally, changes occur in course requirements due to action by the Texas Legislature and/or the Texas State Board of Education. The counselors will communicate to students any changes in requirements that could impact graduation requirements. Otherwise, students will graduate with the course requirements in place when entering the ninth grade. Note: The 79th State Legislature mandated changes in graduation requirements for the students entering 9th grade in the fall of 2007 that require students to obtain 4 credits in mathematics and 4 credits in science College Entrance Exams PSAT, SAT, and ACT In addition to taking rigorous courses in high school, students should prepare themselves for college entrance exams. College entrance exams include the College Board s SAT and the ACT. The SAT assesses verbal and mathematical reasoning skills students have developed over time and skills they need to be successful in college. Preparation for the SAT begins with the PSAT, or Preliminary SAT. By taking the PSAT in both 10 th and 11 th grades, students have two opportunities to practice for the SAT. Students may receive information from potential colleges through the Student Search Service. They may also recognize potential in AP courses through analysis of their PSAT scores. In addition, the PSAT score on the test taken during the junior year is used for qualification for the National Merit Scholarship Competition. Both the PSAT and the SAT measure verbal reasoning skills, critical reading skills and math problem-solving skills. Students receive feedback on their PSAT results that can help them identify strengths and weaknesses in preparing for the SAT. Information about the PSAT and the SAT can be found at Another college entrance exam, the ACT, assesses high school students general educational development and their ability to complete college-level work. The multiple-choice tests cover four skill areas: English, mathematics, reading, and science. Writing is not a component of the general ACT exam. There is an optional writing test that measures skill in planning and writing a short essay. More information about ACT can be found at GISD provides students with the opportunity to take the PSAT each October. SAT and ACT are offered on various dates and locations throughout the year. GHS and EVHS are not ACT or SAT test sites. For more information on PSAT, SAT and ACT contact the school counselor. College Connection College Connection is a partnership between Austin Community College and GISD that promotes college access and success. College Connection increases the number of GISD graduates entering college by taking seniors through the college application and enrollment process at ACC. The college application process can be intimidating for students. The goal is to remove the mystery of how college entrance works. Students will be given the opportunity to participate in events that include assistance with the ACC admission application, financial aid, ASSET/COMPASS placement testing, tours of ACC campuses, orientation and advising. Graduating seniors will receive a lifetime letter of acceptance to ACC as part of their graduation portfolio packet. Students who complete the College Connection program are not required to attend ACC, but will graduate from GHS, EVHS or Richarte High School with acceptance to ACC. CLEP College Board CLEP Exams offered at individual college campuses and/or SAT II subject exams offered to students while they are still in high school provide students an opportunity to demonstrate college-level knowledge and earn college credit or advanced placement by examination. Students demonstrate knowledge by taking College Board CLEP exams (academic courses) or college or university departmental exams (academic and technical courses). Check with the college of your choice for specific information. College Planning Websites College Searches Financial Aid and Scholarships Career Exploration Information

25 GRADUATION GRADE LEVEL PLANNING Grade Level Information 9 th FRESHMAN: Students in the ninth grade will take English I, Algebra I or Geometry (for those students who earned Algebra I credit in middle school), Biology I, and World Geography. Other courses include: Health, PE, a fine arts course, a foreign language course or a Career & Technical Education course. Testing: STAAR/EOC: Students must meet Minimum standard on Algebra I, World Geography, English I, & Biology SOPHOMORE: Tenth grade requirements include English II, World History, Geometry or Algebra II, and Biology or Chemistry. Other requirements that need to be taken over the next two years include PE, a fine arts course and a foreign language course if these are not yet completed. Select electives with the goal of completing a Program of Study. Make note of the prerequisites of courses that you may want to take as an eleventh grader to ensure that these are being met. 10 th Testing: STAAR/EOC: Students must meet Minimum standard on: English II, Geometry, Chemistry & World History; PSAT in October 11 th JUNIOR: Eleventh grade students should carefully check required courses for the Recommended High School Graduation Program and make sure the proper courses have been selected. Courses include English III, U. S. History, and the third math and Chemistry or Physics. Numerous Advanced Placement and Dual Credit courses are available. All selections should be made with an ultimate career goal or college major in mind. TAKS is the exit-level examination requirement for this grade level. Testing: Exit Level TAKS - ELA, Mathematics, Science & Social Studies; PSAT in October; SAT/ACT in the Spring (recommended); AP Exams if coursework has been completed. SENIOR: It is critical that each student, and his or her parent, review very carefully the requirements for graduation to ensure the proper classes are selected to meet graduation requirements (see page 8 of course catalog). Courses include English IV, Government, Economics, and the fourth math and science if not previously completed. The counselor will work diligently with you to select the proper classes, but remember that your graduation is ultimately your responsibility. Opportunities to retake classes previously failed will inhibit your options to take elective courses. By your senior year, you should have plans for after graduation, so be sure your course selections adequately prepare you for your future plans. College - Choose 3-5 schools: one dream school that may seem like a stretch, one sure thing, and several choices in between. Make sure you meet the admissions requirements and are registered for the proper entrance exams. Apply early. Do not wait until just before the deadline or you may be too late. Technical School - Check with several different schools to make sure they have the kind of training you are looking for. Compare their job placement rates and financial aid opportunities to determine which school is your best choice. Military - Talk to recruiters from several branches of the services. See which one offers you the best opportunities. Make an appointment to take the ASVAB, and keep in touch with the recruiter of the branch you select. Work - Make sure you have adequate job skills for a career with a future, not just a temporary job. See if the benefits plan offers incentives for further education within the field. 12th Testing: TAKS - all or any parts if not yet passed at the 11th grade exit-level; SAT/ACT in the Fall recommended) AP Exams if coursework has been completed and ASSET/COMPASS Exam through ACC College Connection (if desired) Remember All graduation requirements, including passing all parts of TAKS or meeting minimum and cumulative score requirements on EOC, must be met before you can receive your diploma. If you have earned all required graduation credits, but not passed all sections of TAKS or met cumulative score requirements on EOC, you may receive a certificate of credit completion, but will not receive your high school diploma. 25

26 GEORGETOWN ISD 4-YEAR GRADUATION PLANNING DOCUMENT Name: Date: Career Programs of Study: Ninth Tenth Summer Eleventh Summer Twelfth ENGLISH I ENGLISH II ENGLISH III ENGLISH IV MATH MATH MATH MATH SCIENCE SCIENCE SCIENCE SCIENCE WORLD WORLD GOVERNMENT/ U.S. HISTORY GEOGRAPHY HISTORY ECONOMICS See current plan on Career Cruising: Contact the campus counselor/academic advisor for additional assistance. Contact Richarte High School for RHS Intake Requirements 26

27 HIGH SCHOOL COURSE DESCRIPTIONS INDEPENDENT STUDIES CAPSTONE RESEARCH IN ENGLISH, SCIENCE, OR SOCIAL STUDIES -2 Prerequisite(s): Identified Gifted and Talented SCIENTIFIC RESEARCH AND DESIGN SOCIAL STUDIES: RESEARCH METHODS ENGLISH, SPEECH AND JOURNALISM ECONOMICS: ADVANCED STUDIES These independent study courses are designed for gifted and talented students in grades 9-12 and will greatly enhance the opportunities for the production of advanced academic products through guided, multidisciplinary research. These courses are based on the TEA performance standards for gifted and talented students that were enacted by Rider 69 in 1999 in the Texas legislature. A project that consists of the long-term development of a question or idea that is significant to professionals in the academic area of interest will be the focal point of these courses. Sophisticated research methods and technology appropriate to the field of study will be used. The project must demonstrate creative mastery of content through a final product of professional quality. The final product, which is scored by judges, may be a written product, public performance and/or presentation. Students who successfully complete a project will earn independent study credit in the chosen discipline. Each course may be repeated with different content for up to 4 State credits TOPICS IN MATHEMATICS /2-2 Grade Placement: 9-10 Prerequisite(s): Identified Gifted/Talented Algebra I and Concurrent enrollment in Pre-AP Geometry or Pre-AP Algebra II This course is rigorous, fast-paced and designed to challenge the mathematically gifted student. This course will extend mathematical understanding beyond the Algebra I level in a specific area or areas of mathematics, such as theory of equations, number theory, discrete mathematics, or history of mathematics. This course will provide opportunities for students to pursue their interest in mathematical topics via independent research, directed learning, preparation for and participation in challenging mathematics competitions, and/or mentoring by a mathematics professional. Sophisticated research methods appropriate to the field of study will be used Students may repeat this course with different content for additional credit. INDEPENDENT STUDY-MATHEMATICS /2-2 Prerequisite(s): Identified Gifted/Talented Algebra II, Geometry and Concurrent enrollment or credit in Pre-Calculus This course is rigorous, fast-paced and designed to challenge the mathematically gifted student. This course will extend mathematical understanding beyond the Algebra II level in a specific area or areas of mathematics, such as theory of equations, number theory, non-euclidian geometry, discrete mathematics, advanced survey of mathematics or history of mathematics. This course will provide students opportunities to pursue interest in mathematical topics via independent research, directed learning, preparation for and participation in challenging mathematics competitions, and/or mentoring by a mathematics professional. Students may repeat this course with different course content for additional credit. RESEARCH IN IT SOLUTIONS (Technology Applications Independent Study) Prerequisite(s): Any ONE of the following: Computer Science, Desktop Publishing, Digital Graphics and Animation, or Web Mastering This course enables students to apply knowledge and skills in self-directed, teacher-approved project(s) using a variety of resources. The focus of this course is to allow the student to work independently on one or more original projects, chosen from one of the following subject areas: Computer Science, Desktop Publishing, Digital Graphics and Animation, or Web Mastering. Upon completion of this course, the student will have an electronic portfolio of his/her work. The student may present the project(s) to a panel of school faculty, mentors, or business community members for final evaluation. This course will count as an advanced measure for the Distinguished Graduation Plan. 27

28 LANGUAGE ARTS ENGLISH I Grade Placement: 9 Prerequisite(s): None The English I course is designed to develop, and refine the strands of English language arts instruction which consists of the development of vocabulary, reading comprehension, writing a variety of written texts, research, listening and speaking and oral and written conventions of the English language. The standards are cumulative students will continue to address earlier standards as needed while they attend to standards for their grade. Students will read and write on a daily basis focusing on literary and expository essays. PRE-AP ENGLISH I Grade Placement: 9 Prerequisite(s): Required Summer Reading, See Pre AP/AP Guidelines. Pre-AP English I follows the basic English I curriculum. This course prepares students for the college level Advanced Placement program by emphasizing the higher level critical thinking skills of analysis, evaluation and synthesis. The assignments for reading and writing increase in length and complexity; and products that demonstrate learning may include advanced vocabulary study, research projects, in and out of class reading, and challenging classroom discussions REQUIRED SUMMER READING: Pre-AP and AP English classes will assess comprehension during the first three weeks of school through an objective exam and a written essay. ENGLISH II Grade Placement: 10 Prerequisite(s): English I The English II course is designed to further develop, and refine the strands of English language arts instruction which consists of the development of vocabulary including inferring word meanings; reading comprehension including the study of archetypes; writing a variety of written texts including expository essays and persuasive papers that mention counter-arguments; research; listening and speaking; and oral and written conventions of the English language including consideration of the subjunctive mood. Visit the Guidance Center on your Campus for Registration Information PRE-AP ENGLISH II Grade Placement: 10 Prerequisite(s): English I, Required Summer Reading See Pre-AP/AP Guidelines. The Pre-AP English II course is designed to further develop, and refine the strands of English language arts instruction which consists of the development of vocabulary including inferring word meanings; reading comprehension; writing a variety of written texts including expository essays and persuasive papers that mention counter-arguments; research; listening and speaking; and oral and written conventions of the English language. This course prepares students for the college level Advanced Placement program by emphasizing the higher level critical thinking skills of analysis, evaluation and synthesis through a focus on literary analysis REQUIRED SUMMER READING: Pre-AP and AP English classes will assess comprehension during the first three weeks of school through an objective exam and a written essay. ENGLISH III Grade Placement: 11 Prerequisite(s): English II The English III course is designed to further develop and refine the strands of English language arts instruction which consist of the development of vocabulary including the study of cognates; reading comprehension; writing a variety of written texts; research; listening and speaking; and oral and written conventions of the English language including consideration of the functions of different types of clauses and phrases. AP ENGLISH III Grade Placement: 11 Prerequisite(s): English II, Required Summer Reading See Pre-AP/AP Guidelines. This course will emphasize a study of texts and writing tasks that will train students to become skilled readers of American prose written in a variety of periods. Students will also acquire some knowledge of the evolution of English prose style since the Puritan period in U.S. history. Accelerated vocabulary study is emphasized. This is a college level course with an AP/College Board approved curriculum. The Advanced Placement English Examination in language and composition is offered in May of each year. REQUIRED SUMMER READING: Pre-AP and AP English classes will assess comprehension during the first three weeks of school through an objective exam and a written essay. 28

29 ENGLISH IV Grade Placement: 12 Prerequisite(s): English III The English IV course is designed to further develop and refine the strands of English language arts instruction which consists of the development of vocabulary for the workplace, the technical school or the college/university. Reading comprehension of British literature including universal themes; writing various forms of literary discourse including contradictions, and relevant perspectives will be emphasized. Students will read and write on a daily basis. AP ENGLISH IV Grade Placement: 12 Prerequisite(s): English III, Required Summer Reading See Pre-AP/AP Guidelines. This course engages the careful reading of literary works so as to sharpen awareness of language and understanding of the writer s craft. Standards for the independent appreciation of literary works are developed, and these increase the sensitivity to literature as a shared experience. Style, subject, audience, effective use of language, and the organization of ideas are all parts of the writing instruction. This is a college level course with an AP/College Board approved curriculum. The Advanced Placement English Examination in literature and composition is offered in May of each year. REQUIRED SUMMER READING: Pre-AP and AP English classes will assess comprehension during the first three weeks of school through an objective exam and a written essay. BUSINESS ENGLISH Grade Placement: 12 Prerequisite(s): Completion of English III and Approved Minimum Graduation Plan. Offered at Richarte High School only. This course recognizes, evaluates, and prepares students for a rapidly evolving global business environment that requires flexibility and adaptability. Technical skills are applied to business applications of emerging technologies. Reading, writing, computing, communication, and reasoning skills are studied as they apply to the business environment. CREATIVE WRITING /2 Prerequisite(s): None This course is a half-credit, single-semester elective English course offered to students during the fall and spring semesters. Students have opportunities to read the work of established writers, to examine and use elements of style in various genres and to use experience as a source of invention. Students will also establish routines for writing and will explore methods of gaining an audience. Students must be serious about writing and be willing to experience a variety of techniques. Students will produce publishable work. PRACTICAL WRITING I /2 Prerequisite(s): Suggested for all students who did not pass the ELA writing portion of the TAKS. This course is designed for students who did not pass the writing portion of the TAKS test. The recursive nature of the writing process will be developed so that the skills of generating ideas for writing, revising and editing written drafts, and polishing writing for publication are clearly understood. ENGLISH (G, GM) I, II, III, IV (English Inclusion I-IV) -4 Prerequisite(s): ARD Committee Placement Based on the Texas Essential Knowledge and Skills English courses, these courses are designed to meet the individual learning needs of students. Students develop their writing skills by creating compositions through the use of the writing process. Students advance their reading abilities and acquire literary terminology through the study of literary genres. Students expand their vocabularies, learn Standard English grammar, and analyze the components and structure of well formed sentences and paragraphs, with emphasis placed on the development of skills required for successful performance on standardized tests ENGLISH I (M) (Basic English I) Grade Placement: 9 Prerequisite(s): ARD Committee Placement This course, based on the Texas Essential Knowledge and Skills (TEKS) of the general education English I course, is modified to meet the individual learning requirements of students. It focuses on integrated language arts study in language, writing, oral and written conventions, reading, research, listening and speaking. English I M includes using strategies in critical thinking to increase language skills. ENGLISH II (M) (Basic English II) Grade Placement: 10 Prerequisite(s): ARD Committee Placement This course, based on the Texas Essential Knowledge and Skills of the general education English II 29

30 course, is modified to meet the individual learning requirements of students. Students will continue to increase and refine their communication skills; plan, draft and complete written compositions with different aims and modes; and read extensively in multiple genres from world literature translated to English from various cultures. ENGLISH III (M) (Basic English III) Grade Placement: 11 Prerequisite(s): ARD Committee Placement This course, based on the Texas Essential Knowledge and Skills of the general education English III course, is modified to meet the individual learning requirements of students. The course focuses on integrated language arts study in language/writing, oral and written conventions, reading, research, listening and speaking. Students will present and critique oral communications and multimedia products ENGLISH IV (M) (Basic English IV) Grade Placement: 12 Prerequisite(s): ARD Committee Placement This course, based on the knowledge and skills of the general education English IV course, is modified in order to meet the needs of each student. The course focuses on integrated language arts study and involves the reading of a wide variety of British and other world literature. English IV M includes the continuing development of study skills, strategies and the use of critical thinking skills. ENGLISH (T); (Skills T) I, II, III, IV -4 Prerequisite(s): ARD Committee Placement These courses will provide opportunities to participate in the English curriculum that has been adapted in scope, complexity, materials, methods of presentation and response styles appropriate to individual student needs. The scope of these courses and TEKS mastered is determined by the student s individual education plan (IEP). These courses meet the state graduation requirements for English ENGLISH (T); (Skills T ) V, VI, VII -3 Grade Placement: 12+ Prerequisite(s): ARD Committee Placement These courses assist students in developing skills in the areas of expressive, receptive, written, and/or symbolic representations of language. Attention is given to communicate effectively within the range of the student s abilities (directly or through assistive devices). Communication is examined in regard to social appropriateness, environmental cues and prompts, understanding generalizations in real-life context, and the responsibilities of independent living skills that relate directly to employment. Students will explore job-related language. The scope of these courses and TEKS mastered are determined by the student s individual education plan (IEP)responsibilities of independent living skills that relate directly to employment. Students will explore job-related language. The scope of these courses and TEKS mastered are determined by the student s individual education plan (IEP). ESOL I Prerequisite(s): LPAC Placement. Composite score of Beginner or intermediate on TELPAS or is in the first year of US schooling This course teaches all the TEKS for English I and ESOL while providing linguistically accommodated instruction to assist students in mastering the objectives. Emphasis is placed on developing the acquisition of English through listening, speaking, reading and writing. This course is designed for students at the beginner or intermediate proficiency levels. This course meets the state graduation requirement for English I. ESOL II Prerequisite(s): LPAC Placement. Composite score of Beginner or intermediate on TELPAS or is in the first year of US schooling This course teaches all the TEKS for English II and ESOL while providing linguistically accommodated instruction to assist students in mastering the objectives. Emphasis is placed on developing the acquisition of English through language/writing, oral and written conventions, reading, research, listening and speaking. This course is designed for students at the beginning or intermediate proficiency levels. This course meets the state graduation requirement for English II. ENGLISH FOR NEWCOMERS -2 Prerequisite(s): LPAC Placement. Composite score of Beginner or intermediate on TELPAS or is in the first year of US schooling This course teaches all the TEKS for English I and ESOL while providing linguistically accommodated instruction to assist students in mastering the objectives. Emphasis is placed on the initial acquisition of English through listening, speaking, reading and writing. This course is designed for new immigrants who have little or no English language proficiency. This course meets the state requirement for English I. 30

31 READING READING I Grade Placement: 9 Prerequisite(s): Required for all students who did not pass the first administration of the 8 th grade Reading STAAR or students without reading proficiency. This class offers students reading instruction to successfully navigate academic demands as well as attain life-long literacy skills. Specific instruction in word recognition, vocabulary, comprehension strategies, and fluency provides students an opportunity to read with competence, confidence, and understanding. Students learn how traditional and electronic texts are organized and how authors choose language for effect. COLLEGE READINESS and STUDY SKILLS (Reading: Applied and Study Skills) /2 Prerequisite(s): None (Formerly READING: APPLIED AND STUDY SKILLS) Advanced reading is for college bound students. This class offers students reading instruction to successfully navigate academic demands for college as well as attain study skill for post secondary education. Specific instruction in word recognition, vocabulary, comprehension strategies, and fluency provides students an opportunity to read college material with competence, confidence, and understanding The student shall develop and expand vocabulary; study word origins and histories; and have opportunities to develop library skills, organize information and increase reading rate. Reading for pleasure is emphasized. READING II, III - 3 Prerequisite(s): Previous level required for all students who did not pass the 8 th -11 th grade Reading/ELA STAAR/TAKS and/or for students without reading proficiency. This class offers students foundational reading instruction to successfully navigate academic demands as well as attain life-long literacy skills. Specific instruction in word recognition, vocabulary, comprehension strategies, and fluency provides students an opportunity to read with competence, confidence, and understanding. Student will read for a variety of purposes with multiple sources and comprehend text using effective strategies. The student will read text with fluency and understanding and evaluate texts in order to determine the credibility of the sources. READING (M) I, II Prerequisite(s): ARD Committee Placement These courses are offered to students who need to improve proficiency in reading skills. These courses offer students reading instruction to successfully navigate academic demands as well as attain life-long literacy skills. Reading I and II will emphasize reading fluency, phonetic awareness, decoding of words, vocabulary, and comprehension. Students have the opportunity to improve and practice these skills. The student s Individual Education Plan will determine the exact TEKS to be mastered. BASIC LANGUAGE SKILLS -3 Prerequisite(s): Placement by SAIL committee This course is a multi-sensory approach to learning basic language skills of reading, writing, and spelling for students who have been assessed by a GISD Reading specialist and placed in the Basic Language Skills program by a SAIL committee. The goal of this course is for the students to acquire the skills necessary to be on grade level in reading, writing, and spelling. READING I, II, III FOR SPEAKERS OF OTHER LANGUAGES (ESOL READING) /2-3 Prerequisite(s): Identified as ELL /LEP student These courses offer students reading instruction to successfully navigate academic demands as well as attain life-long literacy skills. These courses build on the foundation of English I by developing further reading comprehension strategies that will prepare the learner for mastering the TAKS EXIT Level reading test. Vocabulary and writing skills are further enhanced by using the student s background first language to access information and to further develop critical reading skills. Using a multi-sensory approach and a strong emphasis on visualization of new concepts, learners in this class will utilize these methods in all their subject areas. Educational technology may be utilized with computer-assisted instruction such as CEI and/or Rosetta Stone. Register Early for Fall Classes 31

32 Mathematics Graduation Requirements 4 Credits Recommended Graduation Plan Coherent Sequence of Courses Algebra I 8 th or 9 th Grade Distinguished Achievement Plan Coherent Sequence of Courses Geometry* 9 th or 10 th Grade Algebra II* 10 th or 11 th Grade Concurrent Geometry and Math Models 9 th or 10 th grade Geometry* 9 th or 10 th Grade Algebra II* 10th or 11 th Grade Choose one: Independent Study in Math Advanced Quantitative Reasoning Precalculus Essential Statistics AP Statistics AP Computer Science (must be completed AFTER Algebra II) Concurrent enrollment in college course 11 th or 12 th Grade Algebra II 11 th grade Optional 12 th grade This chart depicts the math requirements for graduation. Students may elect to participate in more than one mathematics course per year, but must meet the prerequisite requirements for each course. *Advanced level may be selected (Pre-AP, AP and/or GT) ^Advanced level only (AP and/or GT) Precalculus^ 11 th Grade Precalculus is a prerequisite for: AP Calculus AB^ AP Calculus BC^ 12 th Grade 32 Choose one: Independent Study in Math^ Precalculus^ AP Statistics^ Concurrent enrollment in college course 11 th or 12 th Grade

33 Mathematics ALGEBRA I Grade Placement: 9 Prerequisite(s): None This course is the foundation of high school math, providing a transition from arithmetic to higher math. It is the study of the interrelationship between variables and the methods for manipulating them. Topics of study include foundations for functions, linear functions, and quadratic and non-linear functions. Students will use tools, technology and a variety of representations to model and solve problems. Non-graphing scientific calculator strongly recommended for home use. ALGEBRA I DOUBLE BLOCKED Credit: 2: (1 State algebra I credit; 1 Local algebra Lab) Grade Placement: 9 Prerequisite(s): Failure of the first administration of the 8 th grade Mathematics STAAR or Placement on counselor recommendation This course is the foundation of high school math, providing a transition from arithmetic to higher math. It is the study of the interrelationship between variables and the methods for manipulating them. Topics of study include foundations for functions, linear functions, and quadratic and non-linear functions.. Algebra I will allow for slower pacing of the Algebra I concepts and allow time for TAKS preparation. Students will meet for this class every day. Non-graphing scientific calculator recommended for home use. PRE-AP ALGEBRA I Grade Placement: 9 Prerequisite(s): See Pre-AP/AP Guidelines. This course is a rigorous and fast-paced course designed to prepare students for the challenges of the Advanced Placement program. This course covers the regular Algebra I curriculum in greater depth. Nongraphing scientific calculator recommended for home use. GEOMETRY Prerequisite(s): Algebra 1 This course consists of the study of geometric figures of zero, one, two, and three dimensions. Students study properties and relationships having to do with size, shape, location, direction, and orientation of these figures. Compass and straight edge constructions are used to explore attributes of geometric figures and make conjectures about geometric relationships. The connection between algebra and geometry is made and the tools of both courses will be used to solve application problems. Non-graphing scientific calculator recommended. ACCELL GEOMETRY Credit 1 Prerequisite(s): Algebra 1; required for students who do not pass the Math portion of the STAAR test This course consists of the study of geometric figures of zero, one, two, and three dimensions. Students study properties and relationships having to do with size, shape, location, direction, and orientation of these figures. The connection between algebra and geometry is made and the tools of both courses will be used to solve application problems. The class will also include STAAR preparation. PRE-AP GEOMETRY Grade Placement: 9-10 Prerequisite(s): Algebra I or PAP Algebra I. See Pre- AP/AP Guidelines. This course is a rigorous and fast-paced course designed to prepare students for the challenges of the Advanced Placement program. This course covers the regular Geometry curriculum in greater depth. Proficiency in Algebra I is essential. Non-graphing scientific calculator recommended for home use. MATHEMATICAL MODELS WITH APPLICATIONS Prerequisite(s): Algebra I - Required for students who do not pass the Math portion of the 10th grade TAKS test This course may serve as a bridge between the sequence of Algebra I/Geometry and Algebra II. Mathematical Models with Applications, builds on the K-8 and Algebra I foundations. This course explores mathematical models from algebra, geometry, probability, and statistics and connections among these to solve applied problems involving money, data, chance, patterns, music, design and science. This course will also incorporate additional EOC remediation. MATH MODELS (INCLUSION) Grade Placement Prerequisite(s): ARD Committee Approval Only Based on the Texas Essential Knowledge and Skills (TEKS) Mathematics courses, Math Models Co- Teach courses are designed to meet the individual learning needs of students. Mathematical Models with Applications may serve as a bridge between the sequence 33

34 of Algebra I/Geometry and Algebra II. Mathematical Models with Applications, will build on the K-8 and Algebra I foundations. This course s will use mathematical models from algebra, geometry, probability, and statistics and connections among these to solve applied problems involving money, data, chance, patterns, music, design and science. This course will also incorporate additional EOC remediation. The scope of this course and TEKS mastered are determined by the student s individual education plan. ALGEBRA II Prerequisite(s): Algebra I This course is an extension of Algebra I. Areas of study include concepts and skills associated with the complex number system, rational expressions, solving systems of quadratic equations, the properties of relations and functions, matrices and determinants, conic sections, exponential and logarithmic functions and higher degree polynomials. Students will use a combined knowledge of Algebra and Geometry to model and solve problems. ALGEBRA II DOUBLE BLOCK State credit; 1 local credit (lab) Prerequisite(s): Algebra I Required for students who have not passed the math portion of the STAAR test This course is an extension of Algebra I. Areas of study include concepts and skills associated with the complex number system, rational expressions, solving systems of quadratic equations, the properties of relations and functions, matrices and determinants, conic sections, exponential and logarithmic functions and higher degree polynomials. Students will use a combined knowledge of Algebra and Geometry to model and solve problems. The class will allow for slower pacing of the Algebra II concepts and allow time for TAKS preparation. Students who are placed in this class or choose to take this class will attend class daily, receiving one math credit and one local credit. PRE-AP ALGEBRA II Prerequisite(s): Algebra I or PAP Algebra I See Pre-AP/AP Guidelines. This course is a rigorous and fast-paced course designed to prepare students for the challenges of the Advanced Placement program. This course covers the regular Algebra II curriculum with greater depth and complexity. Areas of study include concepts and skills associated with the complex number system, rational expressions, solving systems of quadratic equations, the properties of relations and functions, matrices and determinants, conic sections, exponential and logarithmic functions and higher degree polynomials. ADVANCED QUANTITATIVE REASONING Prerequisite(s): Algebra I, Algebra II, Geometry This course will continue to build upon K-8, algebra, and geometry foundations and expand understanding through more in depth mathematical experiences. The primary focal points of Advanced Mathematical Decision Making include the analysis of information using statistical methods and probability, modeling change and mathematical relationships, mathematical decision making in finance and society and spatial and geometric modeling for decision making. In Advanced Mathematical Decision Making, students will learn to become critical consumers of the quantitative data that surround them every day, knowledgeable decision makers who use logical reasoning, and mathematical thinkers who can use their quantitative skills to solve problems related to a wide range of situations. PRECALCULUS /2-1 Prerequisite(s): Algebra II and Geometry This course will examine functions, equations and limits as tools for expressing generalizations and as means for analyzing mathematical relationships. Students also use symbolic reasoning and functions to represent and connect ideas in geometry, probability, statistics, trigonometry and calculus. PRE-AP PRECALCULUS Prerequisite(s): See Pre-AP/AP Guidelines. This course is a rigorous and fast-paced course designed to prepare students for the challenges of the Advanced Placement program. This course covers the regular Precalculus curriculum with greater depth and complexity. This course is designed to prepare the student for AP Calculus. ESSENTIAL STATISTICS Grade Placement: 12 Prerequisite(s): Completed Algebra II This is an introductory course in statistics to extend students mathematical understanding beyond the Algebra II level. This course is designed to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Topics include descriptive statistics, surveys and sampling, and inference testing. 34

35 AP CALCULUS AB Prerequisite(s): Precalculus See Pre-AP/AP Guidelines. This course is a full-year course designed to cover one semester of college level calculus. Content includes limits, derivatives, integration and applications to special functions and other topics covered by the Advanced Placement Calculus AB Test. The intent of this course is to prepare those interested in taking the AP Calculus AB exam. AP CALCULUS BC Prerequisite(s): Precalculus See Pre-AP/AP Guidelines. This course is a full-year course designed to cover two semesters of college level calculus. In addition to the topics covered by Calculus AB, it will include parametric functions, vector functions, slope fields, Euler s method, L Hopital s Rule, polynomial approximations and series. The intent of this course is to prepare those interested in taking the Advanced Placement Calculus BC Test. Calculus BC is fast paced. There will be limited class time for reinforcement and it is recommended only for those identified by the precalculus teachers. AP STATISTICS Prerequisite(s): Algebra II, Geometry See Pre-AP/AP Guidelines. This course is a college level first course in probabilities and statistics designed to teach the student the fundamentals of determining and interpreting probabilities and statistics. Topics include methods of counting, computing probabilities, probability distributions, frequency distributions, sampling, data gathering, various methods of statistical analysis, z-scores, hypothesis testing, experiment design, and regression models. The intent of this course is to prepare those interested in taking the AP Statistics exam. AP COMPUTER SCIENCE Prerequisite(s): Computer Science I, Algebra II, and teacher Recommendation This course is designed to be the equivalent of a college course. It reinforces the basic programming concepts from Computer Science I and continues to emphasize object-oriented programming. Students will be prepared to take the AP Computer Science A exam. This course satisfies the requirement for a fourth credit of Mathematics for students graduating on the Recommended Plan and who have already completed Algebra I, II and Geometry. STAAR/TAKS MATH /2 local Grade: 12 Prerequisite(s): Failure to master TAKS math on the previous exam All seniors who have not passed the math section of TAKS will be required to take this course. This course will increase the student s chance of passing the State TAKS EXAM that is required for graduation. The curriculum will be designed to help each student individually. ALGEBRA 1 G, GM (Algebra I Inclusion) Grade Placement: 9 Prerequisite(s): none This course is the foundation of high school math, providing a transition from arithmetic to higher math. It is the study of the interrelationship between variables and the methods for manipulating them. Topics of study include foundations for functions, linear functions, and quadratic and non-linear functions. Students will use tools, technology and a variety of representations to model and solve problems. ALGEBRA I G, GM DOUBLE BLOCKED (AlgebraI Inclusion Double Block) State; 1 Local Grade Placement: 9 Prerequisite(s): ARD Committee Placement Based on the Texas Essential Knowledge and Skills (TEKS) Mathematics courses, Algebra I courses are designed to meet the individual learning needs of students. Algebra 1 is the foundation of high school math providing a transition from arithmetic to higher math Topics of study include foundations for functions, linear functions and quadratic and non-linear functions. Students will use tools, technology, and a variety of representations to model and solve problems. Students will meet for this class every day. ACCELL GEOMETRY G, GM (Accell Geometry Inclusion) Prerequisite(s): ARD Committee Placement Based on the Texas Essential Knowledge and Skills Mathematics courses, ACCELL Geometry courses are designed to meet the individual learning needs of students. Geometry consists of the study of geometric figures of zero, one, two and three dimensions. Students study properties and relationships having to do with size, 35

36 shape, location, direction and orientation of these figures. The connection between algebra and geometry is made and the tools of both courses will be used to solve application problems. MATH MODELS G, GM (Math Models Inclusion) Grade Placement Prerequisite(s): ARD Committee Placement Based on the Texas Essential Knowledge and Skills Mathematics courses, Math Models courses are designed to meet the individual learning needs of students. Mathematical Models with Applications may serve as a bridge between the sequence of Algebra I/Geometry and Algebra II. In Mathematical Models with Applications, students build on the K-8 and Algebra I foundations. Students will use mathematical models from algebra, geometry, probability, and statistics and connections among these to solve applied problems involving money, data, chance, patterns, music, design and science. Class will also incorporate additional TAKS/STAAR remediation. ALGEBRA II (G, GM) DOUBLE BLOCK (ALGEBRA II INCLUSION DOUBLE BLOCK) State; 1 Local Prerequisite(s): ARD Committee Placement Based on the Texas Essential Knowledge and Skills Mathematics courses, Algebra II Double Block courses are designed to meet the individual learning needs of students. Areas of study include concepts and skills associated with the complex number system, rational expressions, solving systems of quadratic equations, the properties of relations and functions, matrices and determinants, conic sections, exponential and logarithmic functions, and higher degree polynomials. Students will use a combined knowledge of Algebra and Geometry to model and solve problems. ALGEBRA 1 (M) (Basic Math I) Grade Placement: 9 Prerequisite(s): ARD Committee Placement These courses provide a concrete foundation in basic algebraic concepts by reinforcing operations in the real number system. Students learn algebraic and symbolic reasoning to study relationships among quantities, define relationships between functions and equations, and to set up and solve problems. The language of mathematics is translated into basic equations and operations. Students will be introduced to basic linear functions, quadratic, and other non-linear functions through use of concrete models, graphs, and tables. The scope of this course and TEKS mastered are determined by the student s individual education plan. GEOMETRY (M) (Basic Math II) Prerequisite(s): Algebra 1, ARD Committee Placement This course consists of the study of geometric figures of zero, one, two, and three dimensions. Students study properties and relationships having to do with size, shape, location, direction, and orientation of these figures. Compass and straight edge constructions are used to explore attributes of geometric figures and make conjectures about geometric relationships. The scope of this course and TEKS are determined by the student s individual education plan (IEP). MATH MODELS (M) (Basic Math III) Prerequisite(s): Algebra 1, ARD Committee Placement In Mathematical Models students build on the K- 8 and Algebra I foundations. Students will use mathematical models from algebra, geometry, probability, and statistics and connections among these to solve applied problems involving money, data, chance, patterns, music, design and science. Class will also incorporate additional TAKS/STAAR remediation. The scope of this course and TEKS are determined by the student s individual education plan (IEP). ALGEBRA 1(T, Skills T); Geometry (T, Skills T); Math Modeling (T, Skills T) -3 Grade Placement: 9-11 Prerequisite(s): ARD Committee Placement These courses will provide opportunities to participate in instructional activities linked to the Math curriculum that has been adapted in scope, complexity, materials, methods of presentation and response styles appropriate to individual student needs. Students will receive instruction in the TEKS curriculum through prerequisite skills linked to the grade-level student expectations. The scope of these courses and TEKS mastered is determined by the student s individual education plan (IEP). These courses meet the state graduation requirements for Math. MATH (T, Skills T) IV, V, VI, VII -4 Grade Placement: 12, 12+ Prerequisite(s): ARD Committee Approval Only These courses are designed to reinforce math operations using a variety of practical, real-life situations in mathematics in daily living exercises. Emphasis is on applying math in the use of money, personal financial situations and solving home and work problems. The scope of these courses and TEKS mastered are determined by the student s individual education plan (IEP). 36

37 Recommended Graduation Plan Coherent Sequence of Courses Science Graduation Requirements 4 Credits Distinguished Achievement Plan Coherent Sequence of Courses Biology* 9 th Grade Biology* 9 th Grade Chemistry* 10 th Grade Chemistry* 10 th Grade Physics* or Physics Through Aviation 11 th Grade Choose one: Earth and Space Science Aquatic Science Environmental Systems* AP Biology^ AP Chemistry AP Environmental Science Anatomy & Physiology Advanced Biotechnology Medical Microbiology & Pathophysiology Concurrent enrollment in college course 12 th Grade Physics* or Physics through Aviation 11 th Grade Choose one: Aquatic Science Environmental Systems* AP Biology^ AP Physics^ AP Chemistry^ AP Environmental Science Scientific Research and Design Anatomy & Physiology Advanced Biotechnology Medical Microbiology & Pathophysiology Concurrent enrollment in college course 12 th Grade This chart depicts the science requirements for graduation. Students may elect to participate in more than one science course per year, but must meet the prerequisite requirements for each course. *Advanced level may be selected (Pre-AP, AP and/or GT) ^Advanced level only (AP and/or GT) 37

38 SCIENCES BIOLOGY Grade Placement: 9-11 Prerequisite(s): None This course will enable students to conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical-thinking and scientific problem-solving. This course will explore a variety of topics that include: structures and functions of cells and viruses; growth and development of organisms; cells, tissues, and organs; nucleic acids and genetics; biological evolution; taxonomy; metabolism and energy transfers in living organisms; living systems; homeostasis; ecosystems; and plants and the environment. PRE-AP BIOLOGY Grade Placement: 9 11 Prerequisite(s): See Pre-AP/AP Guidelines. This course is highly recommended as a prerequisite for those students who plan on taking AP Biology and the AP exam as Juniors or Seniors. It includes a more in-depth study of certain selected topics to prepare students for AP Biology. It differs from the core Biology course in that the topics covered will explore topics with greater depth and complexity. Laboratory work will be used to promote student inquiry and independent thought. Additional time, effort and higher level thinking skills are required. There is additional supplemental reading as well as textbook reading required for this course. Laboratory work, including dissections, collections, and studentdesigned experiments is required. AP BIOLOGY AP BIOLOGY LAB State (course) + 1/2 Local (lab) Prerequisite(s): Biology, Chemistry See Pre-AP/AP Guidelines. This course is designed to be the equivalent of a college introductory course. Using a college textbook, students will explore a wider range of topics at a greater depth than the students in Biology. The laboratory section of the class requires the completion of 12 complex labs that explore the topics covered in the lecture portion. The course is organized according to College Board standards and upon completion; students will take the AP Biology exam. Emphasis will be on developing an understanding of concepts rather than on memorizing terms and technical details. Major areas of study will be molecular biology, cells, evolution, heredity, organisms and populations. Due to the challenging nature and amount of information covered in this course, the class meets daily. Students will attend a regularly scheduled class. Students will attend a separate lab class to be taken either in the fall or spring semester. A pass-fail grade will be awarded for local labs. Each student must purchase a lab notebook in order to document the lab experience. INTEGRATED PHYSICS & CHEMISTRY (IPC) Grade Placement: 10 Prerequisite(s): Student must not currently have credit for either chemistry or physics. This course enables students to conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using criticalthinking and scientific problem-solving. This course integrates the disciplines of physics and chemistry in the following topics: motion, waves, energy transformations, properties of matter, changes in matter and solution chemistry. CHEMISTRY Prerequisite(s): One unit of high school science and Algebra I This course, will explore field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. This course will study a variety of topics that will include: characteristics of matter; energy transformations during physical and chemical changes; atomic structure; periodic table of elements; behavior of gases; bonding; nuclear fusion and nuclear fission; oxidation-reduction reactions; chemical equations; solutes; properties of solutions; acids and bases; and chemical reactions. Students will investigate how chemistry is an integral part of our daily lives. Mathematics is highly integrated into this course. A lab notebook will document the lab experience and will be an integral part of the course and grade. ACCELL CHEMISTRY Prerequisite(s): One unit of high school science and Algebra I; required for grade 11 students who do not pass the Science portion of the TAKS test This course is for students who have not successfully completed the Science portion of the TAKS test. Students in this course will be required to thoroughly study the entire Chemistry core curriculum and prepare for the Science portion of the TAKS test. 38

39 PRE-AP CHEMISTRY Prerequisite(s): Presently enrolled or credit in Algebra II See Pre-AP/AP Guidelines. This course is highly recommended as a prerequisite for those students who plan on taking Advanced Placement Chemistry and the AP exam as Juniors or Seniors. It includes a more in-depth study of certain selected topics to prepare students for Advanced Placement Chemistry. Examples of topics that are more indepth include quantum mechanics, predicting products, limiting reagents and reaction mechanisms. Students will be expected to have fundamental knowledge in science that includes scientific method, scientific notation, differences in physical and chemical properties and classification of matter. This course requires a strong mathematical background. AP CHEMISTRY AP CHEMISTRY LAB State (course) + 1/2 Local (lab) Grade: Prerequisite(s): Algebra II, Chemistry This course is designed to be the equivalent of a college introductory course. Topics covered will include those topics regularly covered in a chemistry course for science majors. The course will differ from the usual high school science course with the level of textbook used, the range and depth of topics covered, the types of labs. Laboratory work will be highly emphasized and students will be required to keep a thoroughly detailed lab notebook. Laboratory work also involves the analysis of unknown mixtures by qualitative analysis. Due to the challenging nature and amount of information covered in this course, the class meets daily. Students will attend a regularly scheduled class. Students will attend a separate lab class to be taken either in the fall or spring semester. A pass-fail grade will be awarded for local lab. Upon completion students will be offered the opportunity to take the AP Chemistry exam. Graphing calculator (TI 83+) extremely useful. PHYSICS Prerequisite(s): One unit of high school science, Algebra I, and completion or concurrent enrollment in Algebra II In this course, students conduct field and laboratory investigations, use scientific methods during investigations and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: laws of motion; changes within physical systems and conservation of energy and momentum; force; thermodynamics; characteristics and behavior of waves; and quantum physics. This course provides students with a conceptual framework, factual knowledge, and analytical and scientific skills. A strong math background is a MUST for successful completion. PHYSICS THROUGH AVIATION Prerequisite(s): Strong study skills This course is designed to apply the principles of physics to the field of aviation. All of the topics covered in Physics are covered in this course. The course is more concept-based and less math-intensive than Physics. It is an applied physics course which emphasizes the principles of flight, aircraft design and systems, flight instruments, navigation, meteorology and aerodynamics. Students will receive both theoretical and hands-on training with extensive use of flight simulators. Students will receive credit for Physics on their transcripts. ACCELL PHYSICS Prerequisite(s): One unit of high school science and Algebra I; required for Grade 11 students who do not pass the Science portion of the TAKS test This course is ONLY for students who have not successfully completed the Science portion of the TAKS test. Students in this course will be required to thoroughly study the entire Physics core curriculum and prepare for the Science portion of the TAKS test. Students will study a variety of topics that include: laws of motion; changes within physical systems and conservation of energy and momentum; force; thermodynamics; characteristics and behavior of waves; and quantum physics PRE-AP PHYSICS Prerequisite(s): Algebra II See Pre-AP/AP Guidelines. Pre-AP Physics is highly recommended as a prerequisite for those students who plan on taking Advanced Placement Physics B or C and AP Physics exam(s) as seniors. It includes all aspects of Physics. Topics include: laws of motion; changes within physical systems and conservation of energy and momentum; force; thermodynamics; characteristics and behavior of waves; and quantum physics. It also includes a more in-depth study of certain selected topics to prepare students for Advanced Placement Physics B or C. Students will be expected to have fundamental knowledge in science that includes scientific method, scientific notation and integration of mathematics in science. This course requires a strong mathematical background. 39

40 AP PHYSICS B Prerequisite(s): Concurrent enrollment in Pre-Calculus and credit in Physics See Pre-AP/AP Guidelines. This course includes the study of Newtonian mechanics, fluid mechanics, and thermal physics, electricity and magnetism, waves and optics, and atomic and nuclear physics. Knowledge of algebra and basic trigonometry is required for the course. The basic ideas of calculus may be introduced in connection with physical concepts, such as acceleration and work. Understanding of the basic principles involved and the ability to apply these principles in the solution of problems are major goals of the course. The course is intended for students who want to study physics as a basis for more advanced work in the life sciences, medicine, geology and related areas, or as a component in a non-science college program that has a science requirement. Upon completion, students will be offered the opportunity to take the AP Physics B exam. AP PHYSICS C Prerequisite(s): Concurrent enrollment in Calculus and earned credit in Physics See Pre-AP/AP Guidelines. This course is a college level Calculus-based physics course that includes two major areas of study. The first semester is devoted to mechanics. Use of Calculus in problem solving and derivations is expected to increase as the course progresses. In the second semester, the primary emphasis is on classical electricity and magnetism. Calculus is used freely in formulating principles and in solving problems. This is a very challenging course covering a breadth of information requiring strong mathematical skills. Emphasis is on content, critical thinking, as well as problem solving techniques. The course is intended for students who intend to study engineering or the physical sciences in college. Upon completion, students will be offered the opportunity to take the AP Physics C: Mechanics and the AP Physics C: Electricity & Magnetism exams. EARTH AND SPACE SCIENCE Prerequisite(s): Biology and Chemistry; Chemistry may be concurrent Earth and Space Science (ESS) is a course designed to build on students prior scientific and academic knowledge and skills to develop an understanding of Earth s system in space and time. Students utilize the nature of science, scientific inquiry, and science and social ethics to cover the ESS themes. ESS themes include Earth in space and time, the solid Earth, and the fluid Earth. AQUATIC SCIENCE Prerequisite(s): Biology, Chemistry and IPC or Physics In Aquatic science, students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: components of an aquatic ecosystem; relationships among aquatic habitats and ecosystems; roles of cycles within an aquatic environment; adaptations of aquatic organisms; changes within aquatic environments; geological phenomena and fluid dynamics effects; origin and use of water in a watershed. DISCOVERING ENVIRONMENTAL SYSTEMS Prerequisite(s): Biology, Chemistry and IPC or Physics Discovering Environmental Systems is intended as both a TAKS Science review and to provide additional science course options for those who may require an additional science credit. Students in this course will be required to thoroughly study the entire Chemistry core curriculum and prepare for the Science portion of the TAKS test. In Environmental Systems, students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: biotic and abiotic factors in habitats; ecosystems and biomes; interrelationships among resources and an environmental system; sources and flow of energy though an environmental system; relationship between carrying capacity and changes in populations and ecosystems; and changes in environments. AP ENVIRONMENTAL SCIENCE Credit Prerequisite(s): Biology and Chemistry Advanced Placement Environmental Science is designed to be the equivalent of a college introductory course. Using a college textbook, the goal of the AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. Environmental Science is interdisciplinary and embraces a wide variety of topics from different areas of study. These areas include environmental problems, matter 40

41 and energy, ecosystems, biodiversity, populations, water resources and pollution, air pollution, climate geology, and waste. Basic knowledge of biology, chemistry and basic algebra are required. Advanced Placement Environmental Science offers students an excellent chance to prepare for the national AP exam and earn college credit. MEDICAL MICROBIOLOGY /2 Prerequisite(s): Biology and Chemistry; Chemistry may be concurrent This course will explore various laboratory investigations and fieldwork, using scientific methods during investigations. This course will study the relationships of microorganisms to wellness and disease. It will enable students to develop knowledge and skills related to disease prevention by learning the chain of infection, asepsis, and standard precautions. Pathogenic and nonpathogenic organisms will be identified to assist in the understanding of specific diseases, causative agents, and treatment options. Students must also complete Pathophysiology. Successful completion of both of these courses will count as the fourth year of science graduation requirements under the Recommended High School Plan only. This course will not meet the State science graduation requirement for the Distinguished Achievement Plan. PATHOPHYSIOLOGY /2 Prerequisite(s): Biology and Chemistry; Chemistry may be concurrent This course will enable students conduct laboratory investigations and fieldwork, use scientific methods during investigations and make informed decisions using critical thinking and problem solving. Students study disease processes and how humans are affected. Emphasis is placed on prevention and treatment of diseases. Students will differentiate between normal and abnormal physiology. Students must also complete Medical Microbiology. Successful completion of both of these courses will count as the fourth year of science graduation requirements under the Recommended High School Plan only. This course will not meet the State science graduation requirement for the Distinguished Achievement Plan. ANATOMY AND PHYSIOLOGY Prerequisite(s): Biology I and Chemistry I AND successfully completed TAKS Test Anatomy and Physiology is an advanced biology course primarily intended to prepare students to take advanced college courses in the biological sciences. Topics will be presented through an integration of biology, chemistry and physics. This course will enable students to investigate the body s responses to forces, maintenance of homeostasis, electrical interactions, transport systems and energy processes. This course will consist of a system-bysystem approach to the structure of the human body and how it functions. Students will be required to do a great deal of College level supplemental reading and in order to stay current on the rapid advances in medical science labs including extensive dissection of fetal pigs and cats. Students will find it extremely useful to purchase a dictionary of Latin and Greek prefixes and suffixes along with the Anatomy and Physiology Coloring Book. ADVANCED BIOTECHNOLOGY Prerequisite(s): Chemistry or Pre-AP Chemistry and Teacher Approval The Introduction to Biotechnology is a basic course in molecular genetics and genetic engineering with emphasis on application in forensics, medical research, agriculture, environmental, and social sciences; consideration of legal and ethical impacts; and presentation of current and future career opportunities. This course will enable students to learn biotechnology lab techniques (preparing solutions and agar plates, calibrating and using advanced lab equipment) and perform research techniques such as Gel electrophoresis, Bacterial Transformation, DNA fingerprinting, Southern Blotting and PCR. Students will visit area corporations and State research facilities DPS Crime Lab, CEDRA Pharmaceutical Research Corp., MD Anderson Cancer Research Facility, and Hornsby Bend Environmental Research Center. This course will prepare students for potential careers in biotechnology and the course may enable students to be eligible for summer internships. The course is presented at an introductory college level and may be articulated for college credit. To receive college credit, the student must complete this with an overall average of 80 or higher and additional required courses from the participating college. FORENSIC SCIENCE Prerequisite(s): Biology and Chemistry Recommended prerequisites: Principles of Law, Public Safety, Corrections, and Security; and Law Enforcement I 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. In the course of these investigations, students will be exposed to violent and sensitive subject matter. Students 41

42 will learn terminology and investigative procedures related to crime scenes, 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. INTEGRATED PHYSICS AND CHEMISTRY (IPC) (G, GM) (IPC Inclusion) Grade Placement: 9 10 Prerequisite(s): Student must not currently have credit for either chemistry or physics. ARD Committee Placement Based on the TEKS of the Integrated Physics and Chemistry course, IPC courses are designed to meet the individual learning needs of students. Integrated Physics and Chemistry students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using criticalthinking and scientific problem solving. This course integrates the disciplines of physics and chemistry in the following topics: motion, waves, energy transformations, properties of matter, changes in matter, and solution chemistry. BIOLOGY (G, GM) (Biology Inclusion) Grade Placement: 9-10 Prerequisite(s): ARD Committee Placement Based on the Texas Essential Knowledge and Skills (TEKS) Science courses, Biology courses are modified to meet the individual needs of students within this general education environment. Biology students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical-thinking and scientific problemsolving. Students in Biology study a variety of topics that include: structures and functions of cells and viruses; growth and development of organisms; cells, tissues, and organs; taxonomy; metabolism and energy transfers in living organisms; living systems; homeostasis; ecosystems; and plants and the environment. ACCELL CHEMISTRY (G, GM) (Accell Chemistry Inclusion) Prerequisite(s): One Unit of H.S. Science and Alg. 1 ARD Committee Placement Based on the Texas Essential Knowledge and Skills (TEKS) Science Courses, ACCELL Chemistry courses are designed to meet the individual needs of students. In this course, students conduct field and laboratory investigations and make informed decision using critical thinking and scientific problem solving. Students study a variety of topics that include: characteristics of matter, energy transformations during physical and chemical changes, atomic structure, periodic table of elements, behavior of gases, bonding, nuclear fusion and nuclear fission, oxidation-reduction reactions, chemical equations, solutes, properties of solutions, acids and bases, and chemical reactions. Students will investigate how chemistry is an integral part of our daily lives. Mathematics is highly integrated into this course. Time spent in the laboratory utilizes a lab notebook, which documents the lab experience and is integral part of the course and the grade. ENVIRONMENTAL SYSTEMS (G, GM) (Environmental Systems Inclusion) Prerequisite(s): Biology, IPC or Chemistry ARD Committee Placement Environmental Systems is based on the TEKS of the general education curriculum. Students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: biotic and abiotic factors in habitats; ecosystems and biomes; interrelationships among resources and an environmental system; sources and flow of energy through an environmental system; relationship between carrying capacity and changes in populations and ecosystems; and changes in environments. ACCELL PHYSICS (G, GM) (Accell Physics Inclusion) Prerequisite(s): One Unit of H.S. Science and Alg.1 ARD Committee Placement Based on the Texas Essential Knowledge and Skills (TEKS) Science Courses, the ACCELL Physics course is designed to meet the individual needs of students. In this course, students conduct field and laboratory investigations and make informed decision using critical thinking and scientific problem solving. Students study a variety of topics that include: laws of motion, changes within physical systems and of waves, and quantum physics. This course provides students with a conceptual framework, factual knowledge, and analytical and scientific skills. A strong math background is a MUST for successful completion. Register Early for Fall Classes 42

43 INTEGRATED PHYSICS AND CHEMISTRY (IPC) (M) (Basic IPC) Grade Placement: 9 10 Prerequisite(s): Student must not currently have credit for either chemistry or physics. ARD Committee Placement Based on the TEKS of the Integrated Physics and Chemistry course, IPC courses are modified to meet the individual learning needs of students. Integrated Physics and Chemistry students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using criticalthinking and scientific problem solving. This course integrates the disciplines of physics and chemistry in the following topics: motion, waves, energy transformations, properties of matter, changes in matter, and solution chemistry. The scope of this course and TEKS mastered are determined by the student s individual education plan (IEP). BIOLOGY (M) (Basic Biology) Grade Placement: 9-10 Prerequisite(s): ARD Committee Placement This Biology course is based on the Texas Essential Knowledge and Skills (TEKS) of the general education Biology course is modified to meet the individual learning requirements of students. This activity based course covers cell structure and function of systems in organisms, scientific processes and basic concepts of biochemistry, genetics, microbiology, taxonomy, botany, physiology and zoology. Emphasis is on the understanding of biology as seen in current science events and real-world application. The scope of this course and TEKS mastered are determined by the student s individual education plan (IEP). system; sources and flow of energy through an environmental system; relationship between carrying capacity and changes in populations and ecosystems; and changes in environments. TEKS mastered are determined by the student s individual education plan (IEP). IPC (T, Skills T); BIOLOGY (T, Skills T) -2 Grade Placement: 9-10 Prerequisite(s): ARD Committee Placement These courses will provide opportunities to participate in instructional activities linked to the Science curriculum that has been adapted in scope, complexity, materials, methods of presentation and response styles appropriate to individual student needs. Students will receive instruction in the TEKS curriculum through prerequisite skills linked to the grade-level student expectations. The scope of these courses and TEKS mastered is determined by the student s individual education plan (IEP). These courses meet the state graduation requirements for Science. SCIENCE (T) III, IV, V -3, 12+ Prerequisite(s): ARD Committee Placement These Science courses study science-based concepts related specifically to independent daily living and employment. Attention is given to relating science to home and job practices. Activities will foster student understanding of their roles and responsibilities in adult life. Experiences are hands-on with an emphasis on cooperative learning strategies. As the student moves through the levels of instruction, skills build and expand to promote transition to independent living. The scope of this course and TEKS mastered are determined by the student s individual education plan (IEP). ENVIRONMENTAL SYSTEMS (M) (Basic Environmental Systems) Prerequisite(s): One Unit of H.S. Science and Alg. 1 ARD Committee Placement Environmental Systems is based on the TEKS of the general education curriculum. Students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: biotic and abiotic factors in habitats; ecosystems and biomes; interrelationships among resources and an environmental 43

44 SOCIAL STUDIES WORLD GEOGRAPHY Grade Placement: 9-10 Prerequisite(s): None This course encompasses the general study of the physical geography of the world and the elements that affect the physical setting and environment. Regional studies are conducted with emphasis on the use of natural resources and the cultures that developed within these regions. PRE-AP WORLD GEOGRAPHY Grade Placement: 9 Prerequisite(s): See Pre-AP/AP Guidelines. This course is intended to prepare the student for the college level AP social studies courses in high school and will address topics covering all of the on-level World Geography class. It will delve into greater depth and complexity on issues such as environmental studies, economic development, comparison of governmental systems, demographics, and international politics. A spring semester novel will also be required (to be announced). REQUIRED SUMMER READING: A Long Way Gone: Memoirs of a Boy Soldier by Ishmael Beah. Students will be required to test on the selected novel during the first three week of school. WORLD HISTORY Prerequisite(s): None This course traces the development of man and civilization from prehistoric times to the present day. Physical geography is an integral part of each unit. The emphasis of this course is to show the foundation of world civilizations and give the student an understanding of our modern world based on historical study. PRE-AP WORLD HISTORY STUDIES Prerequisite(s): See Pre-AP/AP Guidelines. The objective of this course is to present a brief economic, political, and social history of the world from prehistoric time to the modern period with emphasis on the growth and development of western civilization. Included will be the important contributions of Middle Eastern, Asian, African, and South American cultures.. There will be at least one term paper on a major topic. Students will discuss reading assignments in an analytical and interpretive way. Students will write essays based on a thesis. This course is intended to prepare the student for college level Advanced Placement social studies courses in 11 th and 12 th grades. AP WORLD HISTORY STUDIES Prerequisite(s): PAP World Geography Recommended See Pre-AP/AP Guidelines. This course is a college level course that will develop a greater understanding of the evolution of global processes and contacts in interaction with different types of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course offers a truly balanced global coverage of Africa, the Americas, Asia, and Europe. Students practice writing analytical essays and research papers, analyzing and interpreting primary sources, and analyzing statistical data. Advanced Placement History offers students an excellent chance to prepare for the national Advanced Placement Exam and earn college credit. Reading requirements include text written on the college level, as well as research of historical journal articles. SPECIAL TOPICS IN SOCIAL STUDIES SOCIAL ISSUES Credit: ½-1 Prerequisite(s): None Students will learn how to make a difference in their school and community and create a safe inclusive environment at GHS. Students will participate in a variety of service learning experiences as they work to combat bullying and harassment. Activities will include the No Place for Hate program, Challenge Day curriculum, and Isle One Campus Food Bank. UNITED STATES HISTORY Grade Placement: 11 Co-Teach Placement: 11 Prerequisite(s): None This course is taught as a survey of U.S. history since the Civil War. It begins with a review of U.S. History through the Civil War. It then encompasses an indepth study of major movements and events in U.S. history from 1877 to present, including geographic influences, political, economic, social, and cultural developments, and the emergence of the U.S. as a world power. Evaluation will be objective exams and limited critical essay work. This course is designed to encourage students to think conceptually about the American past and to focus on historical change over time. 44

45 AP UNITED STATES HISTORY Grade Placement: 11 Prerequisite(s): See Pre-AP/AP Guidelines. This course is a college level course. It involves a comprehensive study of American history from 1600 to present. Emphasis will be on the development of analytical skills. Extensive outside reading, independent study, and critical writing will be required. Reading material will be the college level text and selected essays. Students will be expected to write extensively in essay form, arriving at conclusions on the basis of informed judgment and presenting reasons and evidence in a clear and persuasive manner. UNITED STATES GOVERNMENT /2 Grade Placement: 12 Co-Teacher Placement: 12 Prerequisite(s): U.S. History The main focus is on American government, covering the United States and the Texas Constitution in addition to its operation at the local, State, and federal level. This course includes comparative studies of various forms of government, and explores foreign policy and voting rights and responsibilities. AP UNITED STATES GOVERNMENT AND POLITICS /2 Grade Placement: 12 Prerequisite(s): U.S. History See Pre-AP/AP Guidelines. The AP United States Government and Politics course is designed to examine the institutions, participants and processes which characterize political activity in the United States. The course has three objectives: 1) To introduce students to the nuts and bolts of American national government; 2) To help students develop an analytical perspective toward the conduct of politics in the United States; and 3) To introduce students to the manner in which political scientists conduct research on the political process. It is strongly recommended that a student has been successful in a least one Pre-AP or AP social studies class before undertaking this class. ECONOMICS /2 Grade Placement: 12 Prerequisite(s): U.S. History The course will be a basic study of economics to include the origin of capitalism, socialism, and communism. Students will discuss causes and possible solutions to current economic problems such as inflation, unemployment, and recession. Students will study the banking system and the role of banks in the nation s economy. Extensive instruction in personal financial literacy is included. AP MACROECONOMICS /2 Grade Placement: 12 Prerequisite(s): U.S. History, classified grade 12 See Pre-AP/AP Guidelines. This course is a college level course that fulfills the requirements for senior level economics. The course includes a survey of economic theory, and compares the free enterprise system to other models. Basic microeconomic concepts are examined, including markets, supply and demand, labor, and the firm. Special emphasis will be given to macro issues, including fiscal and monetary policy, measures of production and income. The course is designed to prepare the student to pass the Advanced Placement Exam and receive college credit. Therefore, the student will be challenged with college level material, and rigorous outside readings and research. It is strongly recommended that a student have been successful in a least one Pre-AP or AP social studies class before undertaking this class. AP EUROPEAN HISTORY Grade Placement: 12 Prerequisite(s): See Pre-AP/AP Guidelines. Advanced Placement European History is a college level course. It is a comprehensive study in European history from Emphasis will be on developing an understanding of some of the principal themes in modern European history, developing an ability to analyze historical evidence, and an ability to express that understanding and analysis in writing. Reading material will be a college level text and selected essays and documents. It is strongly recommended that a student have been successful in a least one Pre-AP or AP social studies class before undertaking this class. PSYCHOLOGY /2 Grade Placement: 11 or 12 Prerequisite(s): None Psychology is the study of the behavior and thinking of organisms, particularly human. This course gives students the opportunity to study both individual and group psychology. Students learn how the knowledge, methods, and theories of psychologists are applied to analyzing human behavior. Areas of study include human development; hereditary, environmental, and biological influences on behavior; personality traits; learning and thinking processes; effects of motivation and emotion; coping with conflict and stress; and recognition and treatment of psychological disturbances. 45

46 AP PSYCHOLOGY Grade Placement: 11 or 12 Prerequisite(s): See Pre-AP/AP Guidelines. This course traces the emergence of scientific psychology in the nineteenth century from its roots in philosophy and physiology. It covers the development of the major schools of psychology, showing how these schools differed in what they viewed as the proper subject matter of psychology and the methods used to study it. This historical introduction helps students gain an understanding of the principal approaches to psychology: behavioral, biological, cognitive, humanistic, psychodynamic, evolutionary/sociobiological and sociocultural. Students learn how these approaches differentially guide research and practice. Students will be offered the opportunity to take the AP test at the end of the semester for college credit. SOCIOLOGY /2 Prerequisite(s): None This course provides a broad overview of sociology, the study of human social behavior and how it applies to everyday life. Major theoretical perspectives and concepts are presented, including sociological imagination, culture, and deviance, stages of life, inequality, social change, and social structure. Students also explore the influence of social class and social institutions, such as churches, education, healthcare, government, economy, and environment. The family as a social structure is also examined. This course is a great complement to psychology. HUMANITIES Prerequisite(s): World History This course is an interdisciplinary course in which students will recognize writing as an art form. This course studies the major historical and cultural movements and their relationship to literature and other fine art. The students will interpret and analyze art forms, literature and political, social and philosophical movements. WORLD GEOGRAPHY (G, GM) (World Geography Inclusion) Grade Placement: 9 Prerequisite(s): ARD Committee Placement Based on the Texas Essential Knowledge and Skills social studies courses, World Geography courses are modified to meet the individual learning needs of students within the general education environment. This course encompasses the general study of the physical geography of the world and the elements that affect the physical setting and environment. WORLD HISTORY (G, GM) (World History Inclusion) Grade Placement: 10 Prerequisite(s): ARD Committee Placement Based on the Texas Essential Knowledge and Skills social studies, world history courses are modified to meet the individual needs of students within this general education environment. This course emphasizes the foundation of world civilizations and gives the student an understanding of our modern world based on historical study. UNITED STATES HISTORY (G, GM) (United States History Inclusion) Grade Placement: 11 Prerequisite(s): ARD Committee Placement Based on the Texas Essential Knowledge and Skills (TEKS) Social Studies, United States History courses are modified to meet the individual needs of students within this general education environment. This encompasses an in-depth study of major movements and events in U.S. History from 1877 to present, including geographic influences, political, economic, social and cultural developments, and the emergence of the U.S. as a world power. UNITED STATES GOVERNMENT (G, GM) (United States Government Inclusion) /2 Grade Placement: 12 Prerequisite(s): ARD Committee Placement United States Government is based on the Texas Essential Knowledge and Skills Social Studies courses and is modified to meet the individual needs of students within the general education environment. This course focuses on American government, covering the United States and the Texas constitution. ECONOMICS (G, GM) (Economics Inclusion) /2 Grade Placement: 12 Prerequisite(s): ARD Committee Placement Economics is based on the Texas Essential Knowledge and Skills and are modified to meet the individual needs of students within the general education environment. This course will be a basic study of economics to include the origin of capitalism, socialism and communism. Students will discuss causes of possible solutions to current economic problems such as inflation, 46

47 unemployment, and recession. Students will study the banking system and the role of banks in the nation s economy. Extensive instruction in personal financial literacy is included. WORLD GEOGRAPHY (M) (Basic World Geography) Grade Placement: 9 Prerequisite(s): ARD Committee Placement World Geography is based on the Texas Essential Knowledge and Skills of the general education World Geography course and is modified to meet the individual learning requirements of students. World Geography is the study of the interaction of people and cultures with their physical environment in the world s major areas over time. Particular attention is given to the locations of natural resources, geographic boundaries, landforms, economic development, language, patterns of settlement, and the interaction of cultures and nations within the context of global development. The scope of this course and TEKS mastered are determined by the student s individual education plan (IEP). WORLD HISTORY (M) (Basic World History) Grade Placement: 10 Prerequisite(s): ARD Committee Placement World History, based on the Texas Essential Knowledge and Skills (TEKS) of the general education World History course, is modified to meet the individual learning requirements of students. World History utilizes cause and effect strategies to focus on the historic development of human society from past to present times. Emphasis is placed on major events, world leaders, economic and political institutions, technological innovations, and the philosophical and religious beliefs that have shaped the modern world. The scope of this course and TEKS mastered are determined by the student s individual education plan(iep). UNITED STATES HISTORY (M) (Basic United States History) Grade Placement: 11 Prerequisite(s): ARD Committee Placement United States History, based on the Texas Essential Knowledge and Skills (TEKS) of the general education United States History course, is modified to meet the individual learning requirements of students. This course focuses on U.S. history from Reconstruction to the present. Students analyze and evaluate major themes and events in U.S. history, leaders, economic and political institutions, technological innovations, and the philosophies that affect the United States today. The scope of this course and TEKS mastered are determined by the student s individual education plan (IEP). UNITED STATES GOVERNMENT (M) (Basic United States Government) /2 Grade Placement: 12 Prerequisite(s): ARD Committee Placement United States Government is based on the Texas Essential Knowledge and Skills and is modified to meet the individual learning requirements of students. The course examines the structure and function of the political and governmental systems of the United States and the citizens roles and responsibilities in each. Students understand, analyze, and evaluate the roles and responsibilities including voting, obeying laws and rules. The scope of this course and TEKS mastered are determined by the student s individual education plan (IEP). ECONOMICS (M) (Basic Economics) /2 Grade Placement: 12 Prerequisite(s): ARD Committee Placement Economics is based on the Texas Essential Knowledge and Skills of the general education Economics course and is modified to meet the individual learning requirements of students. The course investigates the structure and function of the United States economic/free enterprise system as it relates to consumers and world economics. Students will understand, analyze, explain the monetary system, free enterprise roles and responsibilities, types and roles of financial and business institutions, international relationships, taxation procedures and processes, and consumer responsibilities. The scope of this course and TEKS mastered are determined by the student s individual education plan (IEP). WORLD GEOGRAPHY (T, Skills T); World History (T, Skills T); U.S. History (T, Skills T); U.S. Government (T, Skills T); Economics (T, Sills T) -4 Prerequisite(s): ARD Committee Placement These courses will provide opportunities to participate in instructional activities linked to the Social Studies curriculum that has been adapted in scope, complexity, materials, methods of presentation and response styles appropriate to individual student needs. Students will receive instruction in the TEKS curriculum through prerequisite skills linked to the grade-level student expectations. The scope of these courses and TEKS mastered is determined by the student s individual education plan (IEP). These courses meet the state graduation requirements for Social Studies. 47

48 OCCUPATIONAL INVESTIGATIONS OCCUPATIONAL INVESTIGATION (M) -3 Prerequisite(s): ARD Committee Placement This course is designed to be taken with VOC Experience. The class facilitates the individualized entrylevel employment to prepare the student for the world of work. These courses places emphasis on: career information/ transition, work habits, employer expectations, employment information, job-seeking skills, work simulations, the completion of work-related forms and the study of specific companies. This course will enable students to learn about work-related behavior, such as attendance, punctuality, and cooperation with coworkers. They also help students to develop the basic skills and attitudes, such as work-related vocabulary, manual dexterity, and gross and fine motor skills, they will need for success in life. The student s Individual Education Plan will determine the exact TEKS to be mastered. OCCUPATIONAL PREPARATION (T) -3 Prerequisite(s): ARD Committee Placement Students will learn pre-employment and employment skills including career awareness, work behavior, job procurement and maintenance as well as jobspecific skills. This course will enable students to learn what their needs, skills, and interests are and how these relate to the work force. They learn about worker classifications, self-awareness, career types, job maintenance skills, occupations, and employment trends. The student s Individual Education Plan will determine the exact TEKS to be mastered COMMUNITY BASED VOCATIONAL INSTRUCTION, CBVI (T) -8 Prerequisite(s): ARD Committee Placement Students will learn employment skills within a variety of community vocational settings. demonstrate work ethic by observing workplace rules, exhibit social skills/behaviors appropriate for the work environment, and performing assigned duties as directed by the employer. Students are expected to dress accordance to the rules set by the employers work site. A job coach will provide direct support and supervision. The student s Individual Education Plan (IEP) will determine the TEKS to be mastered. VOCATIONAL EXPERIENCE (M) -8 Grade Placement: 11 & 12 Prerequisite(s): Currently employed, Instructor approval and ARD Committee Placement This course is an entry-level employment program. The program offers a supervised work-study experience with a focus on good work habits and sustained employment. Students are required to maintain a minimum number of work hours per week and to comply with instructor and supervisor requirements. This course enables students to experience a comprehensive and dynamic vocational atmosphere which prepares each student to capably handle present and future work assignment. The student s Individual Education Plan will determine the exact TEKS to be mastered. BRIDGES (T) Credit: 0 Grade Placement: Prerequisite(s): Completion of 28 credits ARD Committee Placement This specially designed course is for students over the age of 18 who need to, and are able to, further develop vocational skills. A vocational course meets at Southwestern University and then students, with their job coaches, go to their paid employment sites. The student s Individual Education Plan (IEP) will determine the TEKS to be mastered. 48

49 ADDITIONAL ELECTIVES TEEN LEADERSHIP /2 Grade Placement: 9 Prerequisite(s): None Teen Leadership is a semester course that teaches key concepts and skills essential for attaining maximum success. Students learn how to achieve personal goals, and develop a positive attitude and self concept, along with peer pressure resistance and positive work ethic. Effective communication skills needed in professional and personal settings are taught and practiced throughout the course. Students learn social skills that are necessary to develop healthy personal and professional relationships and friendships which incorporate support and trust. Teen Leadership students will understand the value of integrity, the need for positive leadership, and will learn how to be pro-active leaders. them to assist other students in having a more positive and productive school experience. Elements of the course include: providing practical knowledge and skills, as well as actual field experience, for students potentially interested in careers in education or other helping professions; utilizing positive peer influence as a central strategy for addressing dropouts, substance abuse prevention, teen pregnancy and suicide, absenteeism, and other areas of concern in our district; and students are required to do a 10 hour outside of the classroom community service project. They are also required to purchase a t-shirt and supplies for class. PEER TUTORING FOR STUDENTS WITH DISABILITIES /2 State + 1/2 local (1/2-1 total) Prerequisite(s): Application process; instructor approval The Peer Buddy Program is a one-semester course designed to allow selected students to serve as tutors and advocates for students with disabilities. Peer Buddies will receive training on how to instruct peers with special challenges in various activities. Tutors will be required to keep a daily log, which summarizes their daily work with students. Tutors will be required to complete readings and short reports designed to increase awareness of the nature and problems associated with various disabling conditions. As advocates, tutors will be expected to set the example for others that people with disabilities need the same consideration and respect as their nondisabled peers. Periodic meetings, before and/or after school, will be necessary to facilitate the success of the Peer Buddy program. A semester long commitment from all parties will provide a productive and enriching experience for all involved. The experience and growth will not only be valuable for a semester long term, but for a lifetime. PEER ASSISTANCE AND LEADERSHIP I & II -2 Prerequisite(s): A formal application to the program; recommendation of applicants from school personnel; a structured interview. Peer Assistance and Leadership is a course in which selected high school students will be trained to work as peer facilitators with students of all ages, and/or from feeder middle and elementary schools. Participants will be trained in a variety of helping skills, which will enable SAT/ACT PREPARATION /2 local Grades: 12 Fall, 11-Spring Prerequisite(s): None This course gives you the opportunity to brush up on your study skills and learn great tools to help you prepare for the SAT and ACT. This class will mainly focus on the verbal/written portion of the SAT exam. It is a fastpaced class with 4-5 reading assignments and weekly SAT vocabulary quizzes/tests. Students are responsible for purchasing the SAT reading material. OFFICE/LIBRARY AIDE /2-1 local Grade Placement: 12 Prerequisite(s): Principal approval This course allows students to provide clerical assistance in the school office or library. Basic clerical duties will be performed The duties as an aide are specified in writing and agreed upon in contract by the student, office personnel or librarian, and the principal. 49

50 DAILY LIVING SKILLS (Skills T) I - VII -7 + Prerequisite(s): ARD Committee Placement These courses assist students with the development of skills and behaviors appropriate for independent living. Activities and training are provided in the areas of food preparation, home care, personal care, money management and the use of community resources. The scope of these courses is determined by the student s individual education plan (IEP). COMMUNITY SKILLS (Skills T) I-VII Prerequisite(s): ARD Committee Placement These courses introduce students to the interactive relationship between the student and the community through public service, voluntary organizations, and a variety of community activities. The ability to communicate and access community businesses, services, and resources including emergency services is developed through practical experiences and the development of individual interpersonal communication skills. Community-based instruction focuses on transportation, directionality, local landmarks, and other information related to accessing the community. As the student moves through the levels of instruction, skills build and expand to promote transition to independent living. I-II Introduce, teacher-model, ample practice opportunities III-IV Project-based instruction/learning V-VI Real-life simulations/job Sampling VII-VIII Community and Real-life applications The scope of this course and TEKS mastered are determined by the student s individual education plan (IEP). \ SOCIAL SKILLS (M) (local credit only) Grade Placement: 9-12 Prerequisite(s): ARD Committee Placement This course is designed to develop life-long social skills to improve individual and group interactions. It will address personal development, relationships, communication skills and cultural awareness. This class is taught based on individual goals and objectives. RECREATION AND LEISURE SKILLS (T, Skills T) I-V -4 + Prerequisite(s): ARD committee placement This course will introduce students to functional social skills necessary for successful and enjoyable participation in recreational and leisure activities. Activities and training are centered around equipping students for home, community and school social settings. The scope of this course is determined by the student s individual education plan (IEP). COMPUTER SKILLS (T, Skills T) I-IV -4 + Prerequisite(s): ARD committee placement This course will provide students with the opportunity to access technology through the use of various computer applications as well as learn to use the internet to collect data and/or gather information for specific class projects. The scope of this course is determined by the student s individual education plan (IEP). PERSONAL and FAMILY DEVELOPMENT (T, Skills T) I-IV Grade Placement: 9 12 Prerequisite(s): ARD Committee Placement This course allows students to develop skills necessary for caring for personal and family needs. Content includes interpersonal skills, decision making promotion of family strengths and wellbeing and developing positive relationships with peers. Students will use information to make informed choices related to personal hygiene, nutrition, home maintenance, safety and money management. The course will enable students to practice budgeting, develop consumer buying practices and manage family housing needs. This course will provide community learning opportunities. The scope of this course is determined by the student s individual education plan (IEP). 50

51 LANGUAGES OTHER THAN ENGLISH Students who already have experience in a Language Other Than English (LOTE) should consult the district website for information on placement tests at or see the counselor. FRENCH I, GERMAN I, LATIN I, SPANISH I Grade Placement: 9-11 Prerequisite(s): None This course provides an introduction to the five Cs: communication (speaking, listening, reading, writing); culture (understanding the people, practices, products and perspectives); connections (with other subject areas); comparisons (one s own culture and language with another); and communities (using language beyond the school setting for personal and career development). SPANISH II Grade Placement: 9 Prerequisite(s): Successful completion in Spanish of a diagnostic questionnaire or credit in Spanish I. Students will further explore the five C s, completing the novice level of proficiency: communication (speaking, listening, reading, writing); culture (understanding the people, practices, products and perspectives); connections (with other subject areas); comparisons (one s own culture and language with another); and communities (using language beyond the school setting for personal and career development). After successful completion of this course, a first year Spanish student will be awarded additional credit for Spanish I. PRE-AP SPANISH II FOR HERITAGE SPEAKERS Prerequisite(s): Successful completion in Spanish of a diagnostic questionnaire. This course will enable Heritage speakers to Address their special linguistic and cultural needs in studying their mother language, This course will explore the five C s: communication (speaking, listening, reading, writing); culture (understanding the people, practices, products and perspectives); connections (with other subject areas); comparisons (one s own culture and language with another); and communities (using language beyond the school setting for personal and career development).this course will provide opportunities to practice strategies for AP and other college placement exams. After successful completion of this course, a first year Spanish student will be awarded additional credit for Spanish I. FRENCH II, GERMAN II, LATIN II Prerequisite(s): Credit in Level I This course will enable students to further explore the five C s, completing the novice level of proficiency: communication (speaking, listening, reading, writing); culture (understanding the people, practices, products and perspectives); connections (with other subject areas); comparisons (one s own culture and language with another); and communities (using language beyond the school setting for personal and career development). PRE-AP FRENCH II, PRE-AP GERMAN II, PRE-AP LATIN II, PRE-AP SPANISH II Prerequisite(s): Successful completion of Level I See Pre-AP/AP Guidelines This course will further explore the five Cs, pushing into the intermediate level of proficiency. Students will begin to practice strategies for AP and other college placement exams. It is strongly recommended that students planning to take a level III language select level II PAP in order to be better prepared. PRE-AP FRENCH III, PRE-AP GERMAN III, PRE- AP LATIN III, PRE-AP SPANISH III Prerequisite(s): Credit in Levels I and II See Pre-AP/AP Guidelines. This course will further explore the five C s at the intermediate level of proficiency. The five C s include: communication (speaking, listening, reading, writing); culture (understanding the people, practices, products and perspectives); connections (with other subject areas); comparisons (one s own culture and language with another); and communities (using language beyond the school setting for personal and career development). In addition, grammar and literature will be stressed as students prepare for the AP or other college placement exams. It is strongly recommended that students planning to take a level III language elect level II PAP in order to be better prepared. If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart. Nelson Mandela 51

52 AP FRENCH IV Prerequisite(s): Successful completion of Levels I, II, and III and teacher recommendation See Pre-AP/AP Guidelines This course is a comprehensive study of grammar and vocabulary with special emphasis on speaking and writing, skills necessary for success on the French Language Exam. The objectives of these courses include developing a strong command of vocabulary and structure, understanding the spoken language in various conversational situations, reading newspaper and magazine articles, contemporary fiction and non-technical writings without the use of a dictionary, and fluently and accurately expressing ideas orally and in writing. The course is designed to promote proficiency in French and to enable students to explore culture in contemporary and historical contexts. AP SPANISH IV, LANGUAGE Prerequisite(s): Successful completion of Levels I, II, and III. See Pre-AP/AP Guidelines This course is a comprehensive study of grammar and vocabulary with special emphasis on speaking and writing, skills necessary for success on the AP Spanish Language Exam. While students are encouraged to take the AP exam, the skills stressed will be useful in other college placement exams. AP LATIN IV, LITERATURE, VERGIL Prerequisite(s): Successful completion of Levels I, II, and III. See Pre-AP/AP Guidelines This course will cover the entire required reading list as set by the most current AP Latin Vergil Course description. Students will practice writing translation, analysis, and critical interpretation of the required passages as well as extensive sight reading. Students will become familiar with historical, political, cultural, and social contexts of the Aeneid through extensive ancillary readings and are expected to have read the entire Aeneid in translation over the summer. AP GERMAN IV Prerequisite(s): Successful completion of Levels I, II, and III and teacher recommendation See Pre-AP/AP Guidelines This course is a comprehensive study of grammar and vocabulary with special emphasis on the speaking and writing, skills necessary for success on the AP German Language Exams. The objectives of these courses include developing a strong command of vocabulary and structure, understanding the spoken language in various conversational situations, reading newspaper and magazine articles, contemporary fiction and non-technical writings without the use of a dictionary, and fluently and accurately expressing ideas orally and in writing. The course is designed to promote proficiency in French and to enable students to explore culture in contemporary and historical contexts. AP SPANISH V LITERATURE Credit 1 Grade Placement: 12 Prerequisite(s): Successful completion of AP Spanish IV, Language and/or Teacher Recommendation. See Pre-AP/AP Guidelines This course is designed to help the student take the AP Literature test which covers the literature survey courses at most universities. Students will be guided through the readings which may be included on the test. They will receive practice in reading strategies in Spanish. They will learn the literary terms used to discuss various genres of literature. Students will practice writing essays in the forms of the test. Students will be expected to read and write at home and during class time. Ever tried? Ever failed? No matter. Try again. Fail again. Fail better. -Samuel Beckett 52

53 HEALTH AND P.E. All students must complete 1 credit of PE or the equivalent for State graduation requirements. The following PE equivalents may be substituted upon completion for the required credits in physical education (including the Foundations of Personal Fitness): drill team, marching band, and cheerleading during the fall semesters; NJROTC; and athletics. Students may also request to substitute appropriate private or commercially-sponsored physical activity programs conducted on or off campus which meet the criteria in TAC Chapter 74 and are approved by the principal or designee for up to four PE credits toward graduation requirements. A student may not earn more than four credits in physical education toward State graduation requirements. HEALTH /2 Prerequisite(s): None This course is designed to enable the student to better understand the changes and challenges involved in becoming a mature young adult. Included are units on growth and development, nutrition, mental and emotional health, drug education, environmental health, community health, communicable and degenerative diseases, human sexuality, first-aid and safety. Students will have the opportunity to become certified in CPR. This graduation requirement may also be satisfied by completing a full year of Health Science Technology I (1 credit). FOUNDATIONS OF PERSONAL FITNESS /2 Grade Placement: 9 Prerequisite(s): None The purpose of this course is to motivate students to strive for lifetime personal fitness with an emphasis on the health-related components of physical fitness. The knowledge and skills taught in this course include teaching students about the process of becoming fit as well as achieving some degree of fitness within the class. The course is taught in the classroom and gymnasium and is a combination of textbook material with daily activities that include conditioning exercises and physical fitness testing. Important aspects of the course include cooperative activities, team building, good sportsmanship, and positive attitude. Course assessment will be determined by skills, participation, teamwork, a positive attitude, and written exams. PE: INDIVIDUAL and TEAM SPORTS /2 Prerequisite(s): Foundations of Personal Fitness Students in individual sports are expected to participate in a wide range of individual sports and group games that can be pursued for a lifetime. The continued development of health-related fitness and the selection of individual sports activities that are enjoyable is a major objective of this course. Course assessment will be determined by skills participation, team work, a positive attitude and written exams. PE: INDIVIDUAL SPORTS II, III WALKING/ JOGGING /2-1 Prerequisite(s): Foundations of Personal Fitness Students will acquire knowledge and skills for the sport of walking / jogging. They will be introduced to proper technique, training principles, and lifetime wellness concepts that will promote a physically active lifestyle. The continued development of health-related fitness will be a major objective of this course. Course assessment will be determined by skills, participation, and written exams. ADAPTIVE PHYSICAL EDUCATION Prerequisite(s): ARD Committee Approval Only Adaptive Physical Education involves adapting, modifying, and changing a physical activity so it is appropriate for the person with a disability. The motor activities focus on the development of fundamental motor skills, which lead to the acquisition of physical fitness, enabling each child to participate to the maximum extent possible in dance, body management, group games, and sports. The physical education staff strives to develop realistic and age-appropriate goals for each child, which challenges each individual to do their best and not give up. The goal is to have an activity where all students can be successful. The scope of this course and TEKS mastered are determined by the student s individual education plan (IEP). PERSONAL HEALTH AND HYGIENE (T, Skills T) /2 Prerequisite(s): ARD Committee Placement The Personal Health and Hygiene courses relate individual health and hygiene behaviors to issues of wellness, disease prevention, interpersonal skill enhancement, and basic employability standards. Students will examine the concepts of human growth and development, emergency and first aid, diet, exercise, and 53

54 daily hygiene practices as each relates to a healthy lifestyle, job performance, and/or age appropriate environment. Students will define the possible consequences of failing to adhere to these health and hygiene practices. As the student moves through the levels of instruction, skills build and expand to promote transition to independent living. BASEBALL /2-2 Prerequisite(s): Must meet all U.I.L. requirements, be placed in the program by written approval of the head baseball coach, and have above average skills. This is not a course for players with little baseball ability. Students who are approved for this course are expected to try out for the junior varsity or varsity baseball teams in the spring. An aggressive approach is taken in all phases of team play through advanced conditioning, hitting techniques, and defensive situations. BASKETBALL (BOYS) /2-2 Prerequisite(s): Must meet all U.I.L. requirements and be placed in the program at recommendation of the coach. Basketball is taught in two parts with the first part taking place before and after the basketball season. First, the basic fundamentals of basketball are taught - shooting, passing, dribbling, rebounding, and defense. Special individual skill attainment is emphasized at this time. A secondary program of conditioning, consisting of weightlifting, running and other exercises that will benefit and strengthen the individual is implemented. The second phase (during the basketball season) places emphasis on competitive team play. Team offense and defense, as well as strategy and specific situation work, are emphasized. BASKETBALL (GIRLS) /2-2 Prerequisite(s): Must meet all U.I.L. requirements and be placed in the program at recommendation of the coach. This course prepares girls for competitive basketball. Participants work to develop fundamentals of dribbling, passing, shooting, and defense. The first semester covers fundamentals, strategy and competitive play. The competitive season begins in November and lasts through February. Games and/or practices are also held on Saturday and during the Thanksgiving and Christmas holidays. During the spring off-season students participate in weight training and speed development. FRESHMEN CHEERLEADING Grade Placement: 9 Prerequisite(s): Mandatory tryouts required Cheerleaders are selected based upon judging during tryouts. Each member of the cheer squad will be scheduled in a class period for the fall and spring semester. The course will provide opportunities for individuals to develop skills, techniques, and conditioning necessary to be a successful cheerleader. Various team building strategies will be implemented J.V. AND VARSITY CHEERLEADING CHEERLEADING COMPETITION SQUAD AND MASCOT /2-2 Prerequisite(s): Mandatory tryouts required Cheerleaders are selected based upon judging. The Cheerleading squads will be divided into varsity and J.V. Varsity squad will be double blocked in the fall semester. CROSS-COUNTRY (BOYS) /2-2 Prerequisite(s): Must meet all U.I.L. requirements and be placed in the program at recommendation of the coach. This course prepares students for competitive running. Participants work on endurance, speed, and strength. Participants also learn the importance of monitoring the heart rate and good nutrition. The competitive season begins in August and lasts through November. The off-season focuses on weights, agility, and long distance running. CROSS COUNTRY (GIRLS) /2-2 Prerequisite(s): Must meet all U.I.L. requirements and be placed in the program at recommendation of the coach. This course prepares girls for competitive running. Participants work on endurance, speed, and strength. Participants also learn the importance of monitoring the heart rate and good nutrition. The competitive season begins in August and lasts through November. The off-season focuses on weights, agility, and long distance running. 54

55 FOOTBALL /2-2 Prerequisite(s): Must meet all U.I.L. requirements and be placed in the program at recommendation of the coach. Participants prepare for one of the five teams competing in scheduled UIL competition, which lasts from August through the end of November or December. During the off-season, students participate in weight training and movement activities that prepare them for all athletic activities. The off-season program and spring football practices are prerequisite for participation in the fall season for students who are enrolled in GISD. GOLF (BOYS AND GIRLS) /2-2 Prerequisite(s): Must meet all U.I.L. requirements and be placed in the program at the recommendation of the coach. Golf students receive intermediate or advanced instruction. The intermediate instruction includes a review of basic techniques and strategies. The advanced training stresses team play, as well as advanced strategies and specific situation play. Golf will be offered both fall and spring semesters. SOCCER (BOYS) /2-2 Prerequisite(s): Must meet all U.I.L. requirements and be placed in the program at recommendation of the coach. This course will develop all participants to reach the physical fitness needed to participate in competitive soccer. The first semester covers physical training, fundamentals, as well as tactical and competitive play. The second semester will continue as the first semester until the competitive season is over. Soccer season begins in January and ends in March. Off-season will consist of strength training as well as a series of soccer competitions. SOCCER (GIRLS) /2-2 Prerequisite(s): Must meet all U.I.L. requirements and be placed in the program at recommendation of the coach. This course prepares girls for competitive soccer. Participants work to develop the fundamental skills and physical fitness needed to compete in this sport. The first semester covers fundamentals, tactics, competitive play, and conditioning. The competitive season begins in January and lasts until mid-march. During the off-season students participate in a variety of strength and cardiovascular conditioning activities, including off-season track, weight training and plyometrics. SOFTBALL /2-2 Prerequisite(s): Must meet all U.I.L. requirements and be placed in the program at recommendation of the coach. This course prepares girls for competitive fast pitch softball. Participants work to develop all phases of the game including advanced conditioning, hitting, defensive fundamentals and technique. The fall focuses on conditioning, fundamentals, technique, and strategy. Softball season begins in February and lasts through May. SPORTS MEDICINE I /2-1 Prerequisite(s): Athletic Trainer Approval Only This course provides an opportunity for the study and application of the components of sports medicine including but not limited to: sports medicine related careers, organizational and administrative considerations, prevention of athletic injuries, recognition, evaluation, and immediate care of athletic injuries, rehabilitation and management skills, taping and wrapping techniques, first aid/cpr/aed, emergency procedures, nutrition, sports psychology, human anatomy and physiology, therapeutic modalities, and therapeutic exercise. This course will require outside-of-class time and involve working with athletes and athletic teams. SPORTS MEDICINE II /2-1 Prerequisite(s): Completion of Sports Medicine I and Athletic Trainer Approval Only This course provides an opportunity for the study and application of the components of sports medicine including but not limited to: sports medicine related careers, organizational and administrative considerations, prevention of athletic injuries, recognition, evaluation, and immediate care of athletic injuries, rehabilitation and management skills, taping and wrapping techniques, first aid/cpr/aed, emergency procedures, nutrition, sports psychology, human anatomy and physiology, therapeutic modalities, and therapeutic exercise. This course will require outside-of-class time and involve working with athletes and athletic teams. The very spring and root of honesty and virtue lie in good education. -Plutarch 55

56 SWIMMING /2-2 Prerequisite(s): Must meet all U.I.L. requirements and be placed in the program at recommendation of the coach. Students who participate in swimming must be able to compete at a varsity level and be able to perform all four competitive strokes. Practices will begin after the first week of school. Tryouts for the team will be two weeks after the school year begins. The top 19 swimmers (both girls and boys) will remain on the team. The first three weeks concentration will be stroke mechanics and turns. As the season continues the team will begin conditioning and swim 5,000-7,000 yards a day. The competitive season begins in October and ends in February. During the offseason we will continue to swim and cross train and participate in meets in March and in April. Practices will be during 4 th and 8 th periods and continue after school. Students must provide their own transportation home. TENNIS /2-2 Prerequisite(s): Must meet all U.I.L. requirements and be placed in the program at recommendation of the coach. Students enrolled for competitive tennis already have a basic understanding of the rules and at least average skill development. These levels of tennis instruction are designed to enhance a student s current skill level, with emphasis on technique and strategy, through complex drills. Team members are expected to display their expertise as they participate in tournaments. TRACK (GIRLS) /2-2 Prerequisite(s): Must meet all U.I.L. requirements and be placed in the program at recommendation of the coach. This course develops girls for competitive running, jumping, hurdling, and throwing. The first semester off-season track program includes plyometrics, strength training, flexibility, form, speed, and endurance training. Track season officially begins in the spring semester with after-school practices beginning in February. During the spring semester we continue to work on strength and speed, however workouts are more eventspecific. Track meets are held February through May. TRACK (BOYS) /2-2 Prerequisite(s): Must meet all U.I.L. requirements and be placed in the program at recommendation of the coach. Students receive extensive training in the development of track and field techniques. During the first semester work is concentrated on the development of long distance running. Cross-Country meets are held on Saturday and all students are expected to attend these meets. Cross Country and Track and Field will field three teams: Varsity, Junior Varsity, and Freshmen. Training continues in the second semester in preparation for spring track and field competition. Students may participate on one of three teams: Varsity, Junior Varsity, or Freshmen. VOLLEYBALL (GIRLS) /2-2 Prerequisite(s): Must meet all U.I.L. requirements and be placed in the program at recommendation of the coach. Tryouts will be held in August. Participants who are selected for one of four competitive teams will be placed in the class. Participants work to develop fundamentals in passing, serving, spiking, blocking, team chemistry, digging, and offensive/defensive techniques. Participants will also learn the rules, regulations and terminology associated with the sport. The competitive season runs from August through November. In the spring, the off-season will focus on conditioning, weight training, plyometrics, and individual and team fundamentals. WRESTLING (BOYS) /2-2 Grade Placement: Prerequisite(s): Must meet all U.I.L. requirements and be placed in the program at recommendation of the coach. This course prepares individuals for the physical and technical skills required for competitive collegiate wrestling. Participants work on fundamental technique, strength, agility and endurance daily. Participants will develop grappling skills, as well as learn the rules, regulations, and terminology associated with the sport. The first semester focuses on preparing individuals for the competitive season which runs from November to February. The second semester focuses on strength and conditioning. 56

57 FINE ARTS Do you have artistic ability, musical ability and/or dexterity? Do you like to express your feelings and ideas? Do you enjoy working as part of a creative team? Do you like to sing, dance, play music or act? If you answered "yes" then one of these many careers may be for you! 9th 10th 11th 12th Fine Arts Teacher Music/Art Therapy Journalism Art, Band, Choir, Orchestra, Theatre Art, Band, Choir, Orchestra, Theatre or 9 th Newspaper or Dance Dance or Principles of Health Science Art, Band, Choir, Orchestra, Theatre Art, Band, Choir, Orchestra, Theatre Journalism or Dance or Dance Child Development Principles of Health Science Photojournalism I Analysis of Visual Media Practical Writing Art, Band, Choir, Orchestra, Theatre Art, Band, Choir, Orchestra, Theatre Journalism I-Independent Study or Dance or Dance Early Childhood Principles of Health Science Newspaper/Yearbook 1 Health Science Art, Band, Choir, Orchestra, Theatre Art, Band, Choir, Orchestra, Theatre Newspaper/Yearbook 2 or Dance or Dance Instructional Practice in Education and Practicum in Health Science Diversified Career Prep. Training ART I Grade Placement: 9-12 Prerequisite(s): None Art I is a beginning art class covering perception, creative expression, art history, and aesthetic judgment. All art work will illustrate, compare, and contrast the elements of art. Students will demonstrate proper use of various art media, compare and contrast different art styles and trends throughout history and apply aesthetic judgment in evaluating artwork. Students must provide some supplies. There may be an art lab fee of up to $30 for this course. ART I - ADVANCED Grade Placement: 9-12 Prerequisite(s): Instructor Approval Advanced Art I follows the Art I curriculum but is a more in-depth course designed for the serious art student aspiring to remain in the visual art program for multiple years in high school or for the student seeking a more rigorous art experience. This course will cover Art History, advanced study in the techniques of drawing, painting and sculpture. In order to prepare students for the rigorous AP program, students will be required to enter art competitions and exhibit works in various art shows. Students must provide some supplies. There may be an art lab fee of up to $30 for this course. ART II DRAWING Grade Placement: Prerequisite(s): Art I Drawing II is a second year art class focusing on creative expression while exploring different drawing media and techniques. Continuing use of the Elements and the Principles of Art will make students more aware of individual strengths and interests. Students will be introduced to art criticism and analysis. Students must provide some supplies. There may be an art lab fee of up to $30 for this course. ART II PAINTING Grade Placement: Prerequisite(s): Art I Painting II is a second year art class focusing on creative expression while exploring different painting media and techniques illustrating color theory and color schemes. Also included are more advanced work with perception, creative expression, art history, and aesthetic 57

58 judgment of various painted art works. Art criticism and analysis will also take place through the study of leading painters and their artworks. Students must provide some supplies. There may be an art lab fee of up to $30 for this course. ART II SCULPTURE Grade Placement: Prerequisite(s): Art I Sculpture II is an advanced studio class designed to enhance the Art I components of form and texture. Students will carve, model, paint and use clay to develop 3-D works of art. Students will be expected to use a variety of skills working with various materials and methods while developing individual, personal styles. The course focuses on the creation of higher-end structural designs needed to beautify spaces. Sculpture artists will review financial and basic business skills to seek commissioned work or to sell independently. Both functional and decorative artwork will be produced. There may be an art lab fee of up to $30 for this course. ART II CERAMICS Grade Placement: Prerequisite(s): Art I Ceramics II is an advanced studio class designed to enhance the Art I components of form and texture. Students will be encouraged to discover their own threedimensional artistic voice in this exciting art form. Students will use a wide range of hand-building and wheel throwing techniques with earthen clay while gaining insight into the history of various world cultures through the study of this ancient art form. Functional, sculptural and decorative artwork will be produced. Students will be expected to keep and use a sketchbook for documenting, problem solving and critiquing art works and techniques. There may be an art lab fee of up to $30 for this course. ART II PHOTOGRAPHY Grade Placement: Prerequisite(s): Art I Students will understand and execute the Elements of Art and Principles of Design through the lens of a camera. Students will study the work of photographers and videographers in the world of art dating back to the beginning of the processes. Students will analyze work and apply newly developed concepts to works that are individually produced. This course is designed to give students the photographic fundamentals needed to begin an area of concentration in the visual arts. Students may be expected to provide some equipment. There may be an art lab fee of up to $30 for this course. ART III DRAWING Grade Placement: Prerequisite(s): Art II Drawing Drawing III is a more highly advanced, continuation of Drawing II and is designed for the serious art student. The course continues the upward spiral of the visual art curriculum. Students will problem-solve while experiencing new drawing media techniques. The course will assist students with the beginning construction of a portfolio for AP Art courses or university-level studies Students must provide some supplies. There may be an art lab fee of up to $30 for this course. ART III PAINTING Grade Placement: Prerequisite(s): Art II Painting Painting III is a more highly advanced, continuation of Painting II and is designed for the serious art student wishing to pursue a career in the visual arts through design while preparing a strong portfolio. The course continues the upward spiral of the visual art curriculum. Art criticism and analysis will also take place through the study of leading painters and their artworks. Students will be expected to keep and use a sketchbook and may be expected to provide additional supplies. There may be an art lab fee of up to $30 for this course. ART III SCULPTURE Grade Placement: Prerequisite(s): Art II Sculpture Sculpture III is an advanced studio class designed to enhance the Art II components of form and texture. Students will carve, model, paint and use clay to develop 3-D works of art. The course continues the upward spiral of the visual art curriculum. Students will be expected to use a variety of skills working with various materials and methods while developing individual, personal styles. The course focuses on the creation of higher-end structural designs needed to beautify spaces. Sculpture artists will review financial and basic business skills to seek commissioned work or to sell independently. Both functional and decorative artwork will be produced. There may be an art lab fee of up to $30 for this course. ART III CERAMICS Grade Placement: Prerequisite(s): Art II Ceramics Ceramics III is a more highly advanced, continuation of Ceramics II and is designed for the serious art student. The course continues the upward 58

59 spiral of the visual art curriculum. Students will experience various earthen clay, glazes, stains and mixed media techniques while using a higher level of problem solving skills. Students will become more involved in the production of glazes, operating the kiln and producing more thought provoking art works. Students will be expected to keep and use a sketchbook for documenting, problem solving and critiquing art works and techniques. There may be an art lab fee of up to $30 for this course. ART III PHOTOGRAPHY Grade Placement: Prerequisite(s): Art II Photography Students will explore photography and video from an alternative viewpoint. Students will work with sculpture and installation projects incorporating photography and video that is student produced. Students will explore many conceptual ideas while solving visual through the use of various mediums. Students will learn to work as a group building large scale works along with smaller independent projects creating a cohesive group installation. The course will assist students with the beginning construction of a portfolio for AP Art courses or university-level studies Students may be expected to provide some equipment. There may be an art lab fee of up to $30 for this course. ART IV DRAWING Grade Placement: 12 Prerequisite(s): Art III Drawing Drawing IV is a more highly advanced, continuation of Drawing III and is designed for the serious art student. The course continues the upward spiral of the visual art curriculum. Students will problemsolve while experiencing new drawing media techniques. The course will assist students with the beginning construction of a portfolio for AP Art courses or university-level studies Students must provide some supplies. There may be an art lab fee of up to $30 for this course. ART IV PAINTING Grade Placement: 12 Prerequisite(s): Art III Painting Painting IV is a more highly advanced, continuation of Painting III and is designed for the serious art student wishing to pursue a career in the visual arts through design while preparing a strong portfolio. The course continues the upward spiral of the visual art curriculum. Art criticism and analysis will also take place through the study of leading painters and their artworks. Students will be expected to keep and use a sketchbook and may be expected to provide additional supplies. There may be an art lab fee of up to $30 for this course. ART IV SCULPTURE Grade Placement: 12 Prerequisite(s): Art III Sculpture Sculpture III is an advanced studio class designed to enhance the Art II components of form and texture. Students will carve, model, paint and use clay to develop 3-D works of art. The course continues the upward spiral of the visual art curriculum. Students will be expected to use a variety of skills working with various materials and methods while developing individual, personal styles. The course focuses on the creation of higher-end structural designs needed to beautify spaces. Sculpture artists will review financial and basic business skills to seek commissioned work or to sell independently. Both functional and decorative artwork will be produced. There may be an art lab fee of up to $30 for this course. ART IV CERAMICS Grade Placement: 12 Prerequisite(s): Art IV Ceramics Ceramics IV is a more highly advanced, continuation of Ceramics III and is designed for the serious art student. The course continues the upward spiral of the visual art curriculum. Students will experience various earthen clay, glazes, stains and mixed media techniques while using a higher level of problem solving skills. Students will become more involved in the production of glazes, operating the kiln and producing more thought provoking art works. Students will be expected to keep and use a sketchbook for documenting, problem solving and critiquing art works and techniques. There may be an art lab fee of up to $30 for this course. ART IV PHOTOGRAPHY Grade Placement: 12 Prerequisite(s): Art III Photography Students will continue to explore photography and video from even more alternative viewpoints. Students focus on building a strong portfolio for AP Art courses and college applications. Students work will involve more conceptual ideas and continued use of alternative processes with an emphasis on independent study. Students may be expected to provide some equipment. There may be an art lab fee of up to $30 for this course. 59

60 AP ART PORTFOLIO Grade Placement: Prerequisite(s): 2 Art credits, teacher recommendation This class is designed for the advanced art student to compile a portfolio of the student s own artworks meeting the requirements of the College Board Advanced Placement program. The course will follow four basic strands of study: perception, creative expression/performance, historical and cultural heritage and creative evaluation. Students will select from a variety of art media and tools to communicate specific ideas in drawing and painting. Students will prepare a 2-D Drawing Portfolio and have the portfolio read and reviewed by the College Board Advanced Placement committee. Students will be expected to cover the cost of the AP submission. Student is responsible for photographing the submitted artworks. There will likely be extensive supply costs for this course. THEATRE I Grade Placement: 9-12 Prerequisite(s): None Theater Arts I is a full year course designed to introduce the student to theater. The class will include theater terminology, mime, improvisation, characterization, movement, voice and diction, scene study, performance, and some elements of technical theater. Students are required to attend and analyze live theatrical events held outside of regular school hours. THEATRE II Grade Placement: Prerequisite(s): Theatre I Theatre Arts II is a full year course designed to continue student growth in the study of theater. Students will experience theatrical literature of greater complexity, continue in-depth scene study and characterization, and demonstrate advanced acting techniques. Students are required to attend and analyze live theatrical events held outside of regular school hours. THEATRE III Grade Placement: Prerequisite(s): Theatre II Theatre Arts III is a full year course designed to extend and continue the advanced experiences in Theatre II. The course continues the upward spiral of the theater curriculum. Scene study, theatre history, performance, auditioning, directing, and playwriting are studied in greater depth. Students will have hands-on experience in directing, playwriting, auditioning, and will work with problems of production and performance. Students are required to attend and analyze live theatrical events held outside of regular school hours. THEATRE IV Grade Placement: 12 Prerequisite(s): Theatre III Theatre Arts IV is a full year course designed to extend and continue the advanced experiences in Theatre III. The course continues the upward spiral of the theater curriculum. Scene study, theatre history, performance, auditioning, directing, and playwriting are studied at the most advanced level. Students will have even more hands-on experience in directing, playwriting, auditioning, and will also work with problems of production and performance. Students are required to attend and analyze live theatrical events held outside of regular school hours. THEATRE PRODUCTION Credit: ½ to 1 Prerequisite(s): Concurrent or previous enrollment in an approved Theater course and becoming a member of a production cast or crew Theatre Production is scheduled after school as rehearsals and performances. Theatre Production is a curricular theater lab class. The course comes into existence when auditions are held for a production and is designed to give students credit for work in play production activities scheduled outside of regular school hours. Thus, students do not enroll in this course, but may receive ½ unit of credit when 80 hours of work are completed on a theater production outside of regular school hours. The hours are cumulative and a student may need to participate in more than one production before earning ½ to 1 credit. TECHNICAL THEATRE I Prerequisite(s): Theatre I (previous or concurrent) or teacher recommendation This is a yearlong course in which students research and design theatrical sets, scenery, lighting, sound, costumes, properties and makeup. Students will gain training in stage management and stage crew work. Students will begin a professional portfolio with items in each of the aforementioned areas. All students are required to fulfill minimum work hours outside of the school day during each grading cycle. Additionally, students will work as crew members for the annual musical and the UIL One-Act Play Festival. Crews for performances and events 60

61 at the Klett PAC and/or the EVHS Theater are also chosen from members of this class. Students can earn additional theater production credit by serving in this capacity. TECHNICAL THEATRE II Prerequisite(s): Technical Theatre I This is a yearlong course in which students will research stage management and design theatrical scenery, lighting, sound, properties, costumes, and makeup. Students are required to maintain the professional portfolio begun in Technical Theatre I with items in each of the aforementioned areas. All students are required to fulfill minimum work hours outside of the school day during each grading cycle. Additionally, students will work as crew members for the annual musical and the UIL One-Act Play Festival. Crews for performances and events at the Klett PAC and/or the EVHS Theater are also chosen from members of this class. Students can earn additional theater production credit by serving in this capacity. TECHNICAL THEATRE III Prerequisite(s): Technical Theatre II This is a yearlong course in which students will research stage management and design theatrical scenery, lighting, sound, properties, costumes, and makeup. The course continues the upward spiral of the theater curriculum. Students are required to maintain the professional portfolio begun in Technical Theatre I with items in each of the aforementioned areas. All students are required to fulfill minimum work hours outside of the school day during each grading cycle. Additionally, students will work as crew members for the annual musical and the UIL One-Act Play Festival. Crews for performances and events at the Klett PAC and/or the EVHS Theater are also chosen from members of this class. Students can earn additional theater production credit by serving in this capacity. TECHNICAL THEATRE IV Grade Placement: 12 Prerequisite(s): Technical Theatre III This is a yearlong course in which students will research stage management and design theatrical scenery, lighting, sound, properties, costumes, and makeup. The course continues the upward spiral of the theater curriculum. Students are required to maintain the professional portfolio begun in Technical Theatre I with items in each of the aforementioned areas. All students are required to fulfill minimum work hours outside of the school day during each grading cycle. Additionally, students will work as crew members for the annual musical and the UIL One-Act Play Festival. Crews for performances and events at the Klett PAC and/or the EVHS Theater are also chosen from members of this class. Students can earn additional theater production credit by serving in this capacity. PERFORMING ARTS FACILITY MANAGEMENT (local credit only) Prerequisite(s): Technical Theater I, Band I, Choir I or Orchestra I Students learn facility and event management while working with the GISD Technical Director to maintain the performing facility; prepare it for events and working at those events. Skills include rigging, audio engineering and reinforcement, theatrical lighting, drafting and information management. MUSIC AND MEDIA COMMUNICATIONS I and II Prerequisite(s): None Music and Media Communications I and II are designed to provide access to rigorous and relevant instruction in music and media based skills to those students entering high school who may not have an extensive background in music. The standards based curriculum will provide access to instruction in fundamental music skills and knowledge. The course will explore connections to music and musicality using technology and media based resources for listening, recording sharing, composing and making music. The course will also explore contemporary contexts and introduce skills and knowledge required for some music related professions and media production, including commercial career pathways in advertising and marketing. BAND I - JV BAND Prerequisite(s): Instructor Approval JV Band is a beginner band course designed to quickly teach a student to play a woodwind or brass instrument with the goal of enrolling in BAND 1 the following semester or year. There may be fees associated with JV Band including rental of a woodwind and/or brass instrument as well as other usage and rental fees. BAND 1 Grade Placement: 9 - or first year of high school band Prerequisite(s): Middle School Band and/or JV Band This full-year course continues the development of performance techniques, music reading skills, listening skills, music theory knowledge and music history 61

62 exposure previously developed in middle school band. Students enrolled in Band 1 will develop self-discipline, problem-solving skills, leadership skills, timemanagement skills and continually work with peers as part of a musical performance team. Students will be placed into a particular band class or section based upon ability demonstrated by audition. All students enrolled in Band 1 regardless of the particular band class are required to participate in marching band during the first semester. Because of this marching band requirement, students enrolled in Band 1 receive Physical Education (P.E.) credit during the fall semester and fine arts credit in the spring semester. Students will be expected to provide supplies and there are certain fees connected to the course. BAND 2 Grade Placement: 10 - or second year of high school band Prerequisite(s): Band 1 This full-year course continues the development of performance techniques, music reading skills, listening skills, music theory knowledge and music history exposure previously developed in Band 1. Students enrolled in Band 2 will develop self-discipline, problemsolving skills, leadership skills, time-management skills and continually work with peers as part of a musical performance team. Students will be placed into a particular band class or section based upon ability demonstrated by audition. All students enrolled in Band 2 regardless of the particular band class are required to participate in marching band during the first semester. Because of this marching band requirement, students enrolled in Band 2 receive Physical Education (P.E.) credit during the fall semester and fine arts credit in the spring semester. Students will be expected to provide supplies and there are certain fees connected to the course. BAND 3 Grade Placement: 11 - or third year of high school band Prerequisite(s): Band 2 This full-year course continues the development of performance techniques, music reading skills, listening skills, music theory knowledge and music history exposure previously developed in Band 2. The course continues the upward spiral of the band curriculum. Students enrolled in Band 3 will develop self-discipline, problem-solving skills, leadership skills, timemanagement skills and continually work with peers as part of a musical performance team. Students will be placed into a particular band class or section based upon ability demonstrated by audition. All students enrolled in Band 3 regardless of the particular band class are required to participate in marching band during the first semester. Because of this marching band requirement, students enrolled in Band 3 receive Physical Education (P.E.) credit during the fall semester and fine arts credit in the spring semester. Students will be expected to provide supplies and there are certain fees connected to the course. BAND 4 Grade Placement: 12 - or fourth year of high school band Prerequisite(s): Band 3 This full-year course continues the development of performance techniques, music reading skills, listening skills, music theory knowledge and music history exposure previously developed in Band 3. The course continues the upward spiral of the band curriculum. Students enrolled in Band 4 will develop self-discipline, problem-solving skills, leadership skills, timemanagement skills and continually work with peers as part of a musical performance team. Students will be placed into a particular band class or section based upon ability demonstrated by audition. All students enrolled in Band 4 regardless of the particular band class are required to participate in marching band during the first semester. Because of this marching band requirement, students enrolled in Band 4 receive Physical Education (P.E.) credit during the fall semester and fine arts credit in the spring semester. Students will be expected to provide supplies and there are certain fees connected to the course. INSTRUMENTAL ENSEMBLE I, II, III, IV - BAND ONLY Prerequisite(s): Instructor approval and concurrent enrollment in Band I, II, III or IV Students develop greater technique in producing characteristic tone while enhancing skills in music reading, performance and ensemble methods. NOTE: There is no PE waiver for Instrumental Ensemble. JAZZ BAND I, II, III, IV Prerequisite(s): Concurrent enrollment in Band I - IV or Orchestra I IV and audition Jazz Band is a course for advanced, experienced musicians showing an interest and understanding of the jazz idiom. Students will study and perform a wide variety of jazz styles. Students not concurrently enrolled in band or orchestra may audition for membership under special circumstances with permission of the instructor. Students may be placed into differing sections of Jazz Band based upon skill level exhibited in audition. Students will be expected to provide supplies and there are certain fees connected to the course. Register Early for Fall Classes 62

63 ORCHESTRA I Grade Placement: 9 or first year of high school orchestra Prerequisite(s): Middle School Orchestra or private instruction required Orchestra is for experienced musicians desiring to improve musical performance skills on a string instruments while performing orchestral repertoire. Students will audition and be placed into a particular orchestra class based on skill level and instrumentation needs. Students in Orchestra are provided with multiple opportunities for individual achievement through extracurricular auditions and competitions. Attendance at rehearsals and performances outside of normal school hours is required. Students will be expected to provide supplies and there are certain fees connected to the course. ORCHESTRA II Grade Placement: 10 - or second year of high school orchestra Prerequisite(s): Middle School Orchestra or private instruction required Orchestra is for experienced musicians desiring to improve musical performance skills on a string instruments while performing orchestral repertoire. Students will audition and be placed into a particular orchestra class based on skill level and instrumentation needs. Students in Orchestra are provided with multiple opportunities for individual achievement through extracurricular auditions and competitions. Attendance at rehearsals and performances outside of normal school hours is required. Students will be expected to provide supplies and there are certain fees connected to the course. ORCHESTRA III Grade Placement: 11 - or third year of high school orchestra Prerequisite(s): Middle School Orchestra or private instruction required Orchestra is for experienced musicians desiring to improve musical performance skills on a string instruments while performing orchestral repertoire. The course continues the upward spiral of the orchestra curriculum. Students will audition and be placed into a particular orchestra class based on skill level and instrumentation needs. Students in Orchestra are provided with multiple opportunities for individual achievement through extra-curricular auditions and competitions. Attendance at rehearsals and performances outside of normal school hours is required. Students will be expected to provide supplies and there are certain fees connected to the course. ORCHESTRA IV Grade Placement: 12 - or fourth year of high school orchestra Prerequisite(s): Middle School Orchestra or private instruction required Orchestra is for experienced musicians desiring to improve musical performance skills on a string instruments while performing orchestral repertoire. The course continues the upward spiral of the orchestra curriculum. Students will audition and be placed into a particular orchestra class based on skill level and instrumentation needs. Students in Orchestra are provided with multiple opportunities for individual achievement through extra-curricular auditions and competitions. Attendance at rehearsals and performances outside of normal school hours is required. Students will be expected to provide supplies and there are certain fees connected to the course. INSTRUMENTAL ENSEMBLE I, II, III, IV - ORCHESTRA ONLY Prerequisite(s): Instructor approval and concurrent enrollment in Orchestra I, II, III or IV Students develop greater technique in producing characteristic tone while enhancing skills in music reading, performance and ensemble methods. MUSIC THEORY Grade: Prerequisite(s): Concurrent or previous enrollment in high school band, choir or orchestra Students enrolled in music theory will receive comprehensive instruction in the musical areas of counterpoint, harmony, chords, scales, and musical forms and part-writing. Students will also acquire and advance individual skills in sight-reading, sight-singing and ear training. AP MUSIC THEORY Prerequisite(s): Music Theory or teacher approval AP Music Theory should be considered a college level music theory course. This course includes advanced study in the musical areas of counterpoint, harmony, chords, scales, musical forms and part-writing. Advanced harmony and part-writing will be covered as well as advanced ear training. Students are expected to take the 63

64 AP Music Theory Exam near the end of this course. Thus, the primary focus for the course is preparing for the exam. DANCE I Co-Ed Prerequisite(s): None Dance I is a course designed to introduce the student to the fundamentals of dance. This class will include dance technique and history in ballet, modern, jazz and choreography. Students receive Fine Arts credit for this course. Fall and spring after school rehearsals and recital participation is required. Students are required to provide some supplies and pay a materials fee of up to $30. DANCE II Co-Ed Prerequisite(s): Dance I or Teacher Approval Dance II is a course designed to allow students a more in-depth study of the fundamentals of dance. This class will include dance technique and history in ballet, modern, jazz, improvisation, and choreography as well as an overview of dance history. Students receive Fine Arts credit for this course. Fall and spring after school rehearsals and recital participation is required. Students are required to provide some supplies and pay a materials fee of up to $30. DANCE III Co-Ed Prerequisite(s): Dance II or Teacher Approval Dance III is a course designed to allow students a more in-depth study of dance technique and history in ballet, modern, jazz, improvisation, and choreography as well as an overview of dance history. The course continues the upward spiral of the dance curriculum. Students receive Fine Arts credit for this course. Fall and spring after school rehearsals and recital participation is required. Students are required to provide some supplies and pay a materials fee of up to $30. DANCE IV Grade Placement: 12 Co-Ed Prerequisite(s): Dance III or Teacher Approval Dance IV is a course designed to allow students a more in-depth study of dance technique and history in ballet, modern, jazz, improvisation, and choreography as well as an overview of dance history. The course continues the upward spiral of the dance curriculum. Students receive Fine Arts credit for this course. Fall and spring after school rehearsals and recital participation is required. Students are required to provide some supplies and pay a materials fee of up to $30. DANCE I - CHOREOGRAPHY Prerequisite(s): Teacher Approval Choreography I is an advanced dance class focusing on the choreography for one of the extracurricular dance organizations Dance Team or Color Guard. This class is highly focused on independent study with individualized training in their specific areas of specialization. This year-long course may include additional performances outside of the dance organization. Students receive a PE or Fine Arts credit for this course. DANCE II - CHOREOGRAPHY Prerequisite(s): Teacher Approval A continuation of Choreography I, Choreography II is an even more advanced dance class focusing on the choreography for one of the extracurricular dance organizations Dance Team or Color Guard. This class is highly focused on independent study with individualized training in their specific areas of specialization. This year-long course may include additional performances outside of the dance organization. Students receive a PE or Fine Arts credit for this course. DANCE I, II, III, IV - COLOR GUARD Prerequisite(s): Audition Only Color guard is a year-round class in which students learn dance and body principals and apply them to the art of color guard and it s components of flag, rifle, sabre, and various props. The year includes performances and participation at summer camps, football games and contests with the Marching Band, recitals, as well as a series of Winter-guard performances in the Spring. Before and after school practice is required as well as one class period for the semester. Students may receive a PE or Fine Arts Credit for this course. There are required fees for this course. DANCE I, II, III, IV - DANCE TEAM Prerequisite(s): Audition Only Dance Team is an extra-curricular activity based upon the dance curriculum. Dance Team members are selected only by audition near the end of the spring 64

65 semester. The dance team participates in many outside-ofthe-school-day performances including events with the marching band, football games, pep rallies, basketball games, dance competitions, various spring performances and summer camps. Before and/or after school practice is required. Students may receive PE or Fine Arts Credit. There are required fees for this course. CHOIR I Grade Placement: 9 - or first year of high school choir Prerequisite(s): None (middle school choir recommended) This full-year course continues the development of singing performance technique, music reading skills, listening skills, music theory knowledge and music history exposure previously developed in middle school choir. Students enrolled in Choir 1 will develop greater selfdiscipline, problem-solving skills, leadership skills, timemanagement skills and continually work with peers as part of a musical performance team. Students will be placed into a particular choir class or section based upon ability demonstrated by audition. All students enrolled in Choir 1 regardless of the particular choir class are required to participate in curricular events and will be asked to participate in some outside-of-the-school-day extracurricular events. Students will be expected to provide supplies and there are certain fees connected to the course. CHOIR 2 Grade Placement: 10 - or second year of high school choir Prerequisite(s): Choir 1 This full-year course continues the development of singing performance technique, music reading skills, listening skills, music theory knowledge and music history exposure previously developed in Choir 1. Students enrolled in Choir 2 will develop greater self-discipline, problem-solving skills, leadership skills, timemanagement skills and continually work with peers as part of a musical performance team. Students will be placed into a particular choir class or section based upon ability demonstrated by audition. All students enrolled in Choir 2 regardless of the particular choir class are required to participate in curricular events and will be asked to participate in some outside-of-the-school-day extracurricular events. Students will be expected to provide supplies and there are certain fees connected to the course. exposure previously developed in Choir 2. Students enrolled in Choir 3 will develop greater self-discipline, problem-solving skills, leadership skills, timemanagement skills and continually work with peers as part of a musical performance team. Students will be placed into a particular choir class or section based upon ability demonstrated by audition. All students enrolled in Choir 3 regardless of the particular choir class are required to participate in curricular events and will be asked to participate in some outside-of-the-school-day extracurricular events. Students will be expected to provide supplies and there are certain fees connected to the course. CHOIR 4 Grade Placement: 12 - or fourth year of high school choir Prerequisite(s): Choir 3 This full-year course continues the development of singing performance technique, music reading skills, listening skills, music theory knowledge and music history exposure previously developed in Choir 3. Students enrolled in Choir 4 will develop greater self-discipline, problem-solving skills, leadership skills, timemanagement skills and continually work with peers as part of a musical performance team. Students will be placed into a particular choir class or section based upon ability demonstrated by audition. All students enrolled in Choir 4 regardless of the particular choir class are required to participate in curricular events and will be asked to participate in some outside-of-the-school-day extracurricular events. Students will be expected to provide supplies and there are certain fees connected to the course. VOCAL ENSEMBLE I, II, III, IV - CHOIR ONLY Prerequisite(s): Instructor approval and concurrent enrollment in Choir I, II, III or IV Students develop greater technique in producing characteristic vocal tone while enhancing skills in music reading, performance and ensemble methods. This course will cover the State adopted vocal ensemble curriculum which includes the study of various choral and solo literature. CHOIR 3 Grade Placement: 11 or third year of high school choir Prerequisite(s): Choir 2 This full-year course continues the development of singing performance technique, music reading skills, listening skills, music theory knowledge and music history 65

66 COMMUNICATION COMMUNICATIONS (T, Skills T) Credit: ½ Prerequisite(s): ARD committee placement In order to participate in vocational, community, and social settings, students must develop effective communication modified to their individual learning.. Instruction will focus on developing verbal skills, effective non-verbal behaviors, listening for desired results to increase communication. The scope of this course and TEKS mastered is determined by the student s Individual Education Plan (IEP). This class meets the state requirement for graduation. DEBATE I, II, -4 Prerequisite(s): Teacher recommendation Developing research and critical thinking skills while increasing the student s ability to persuade are the goals of this course. Students analyze contemporary issues and controversial issues as a means to find solutions and examine truths. The definition of debate is organized argument, and this course is excellent preparation for college and professional careers. Preparation and presentation of debates are required in class and at speech tournaments. Students must attend at least one after school practice per week. DEBATE III, -4 Prerequisite(s): Teacher recommendation Developing advanced research and critical thinking skills while increasing the student s ability to persuade are the goals of this course. Students analyze contemporary issues and controversial issues as a means to find solutions and examine truths. The definition of debate is organized argument, and this course is excellent preparation for college and professional careers. Preparation and presentation of debates are required in class and at speech tournaments. Students must attend at least one after school practice per week. DEBATE IV -4 Prerequisite(s): Teacher recommendation Developing advanced research and critical thinking skills while increasing the student s ability to persuade are the goals of this course. Students analyze contemporary issues and controversial issues as a means to find solutions and examine truths. The definition of debate is organized argument, and this course is excellent preparation for college and professional careers. Preparation and presentation of debates are required in class and at speech tournaments. Students must attend at least one after school practice per week. ORAL INTERPRETATION I, -4 Prerequisite(s): Teacher recommendation This course is a study of performance of literature. Students research various authors, literary mediums, and genres. Students analyze and conduct oral performances of literature. Students will study and gain appreciation for the intellectual and aesthetic dimensions of literary texts. Significant blocks of time are provided for reading, preparing and presenting oral performances. Performance choices include humorous, dramatic, and duet acting, poetry, prose, and group improvisation. Selfmotivation and participation in speech tournaments are required. ORAL INTERPRETATION II, III -4 Prerequisite(s): Teacher recommendation This course is an advanced study of performance of literature. Students research various authors, literary mediums, and genres. Students analyze and conduct oral performances of literature. Students will study and gain appreciation for the intellectual and aesthetic dimensions of literary texts. Significant blocks of time are provided for reading, preparing and presenting oral performances. Performance choices include humorous, dramatic, and duet acting, poetry, prose, and group improvisation. Selfmotivation and participation in speech tournaments are required. ANALYSIS OF VISUAL MEDIA /2 Prerequisite(s): None Principle areas of analysis will be film, television and advertising. The student will learn critical viewing techniques and the media s influence on, as well as the representation of, society. Topics will include film and television editing and production, cameral shots and angles, and propaganda techniques and stereotypes. The intent of this course is to help the student become a more savvy and discerning consumer. 66

67 CAREER & TECHNICAL EDUCATION (CTE) Career and Technical Education in Georgetown I.S.D. is focused on meeting the individual needs of all students in preparation for career and college readiness within our 21 st Century globally-driven economy. It is the goal of Georgetown s Career and Technical Education Program to provide for relevant experiences and high-quality instruction to ensure that each and every student attains mastery of the knowledge and skills necessary to achieve success within the current, and future, technologically evolving, diverse workplace. NON-DISCRIMINATION STATEMENT All students have the opportunity to enroll in Career and Technical Education courses along with the more traditional academic courses. Enrollment in Career and Technical Education courses is open to all qualified students without regard to race, color, creed, religious affiliation, sex or handicapping conditions. Safety is an important part of elective course work and must be demonstrated before students are allowed to work. PROGRAMS OF STUDY Georgetown ISD uses the Achieve Texas initiative to provide students with a rigorous and relevant high school experience. The Program of Studies framework organizes core academic and elective courses around career areas of interest. Each of the twelve programs of study aligns knowledge and skills with requirements of business and industry employment standards, State high school graduation requirements, college readiness and areas of student interest. The programs of study in the following section include templates and course descriptions for 4-year planning and may be modified to meet students individual career goals. Students completing any of the programs of study will graduate prepared for postsecondary education or training and/or entry-level career placement. G.I.S.D. CTE MISSION STATEMENT The mission of Georgetown Independent School District s Career and Technology Education department is to better prepare students for post secondary education, or entry into the workforce by providing state of the art instruction and practical, hands-on lab experience from highly qualified staff and to assist students in becoming successful, critical thinking, competent and caring individuals through real world experience, guidance and leadership. 67

68 Are you interested in wildlife, animals, parks, or forestry? Are you curious about the physical world and concerned about the environment? Do you like physical activity? Do you like to observe, learn, investigate, or solve problems? If you answered "yes," this may be the career path for you! 9th Animal Science/ Agricultural Technology Horticulture Vet Tech Program Principles of Agricultural, Food and Natural Resources Principles of Agricultural, Food and Natural Resources 10th Livestock Production Agricultural Mechanics and Metal Technology 11th Equine Science Wildlife, Fisheries, and Ecology Management Wildlife, Fisheries, and Ecology Management Agricultural Facilities Design and Fabrication Principles of Agricultural, Food and Natural Resources Principles and Elements of Floral Design Horticultural Science Energy & Natural Resources Technology Landscape Design and Turf Management Veterinary Medical Applications 12th Advanced Animal Science Practicum in AFNR Practicum in AFNR Career Preparation Career Preparation Career Preparation All the Agricultural, Food & Natural Resources program courses are 1 or 2 semester courses and students are required to complete an SAEP (Supervised Agricultural Experience or Project). There are 50 different areas from which a student may select an SAEP that appeals to his/her career interest. By enrolling in Agricultural courses, students are then eligible to participate in Georgetown FFA, a student leadership organization that helps students to build knowledge and skills by allowing them to participate in leadership and career development activities and competitions. Through membership in the Georgetown FFA, students may apply for scholarships valued up to $10,000 to further their education in the field of agriculture science PRINCIPLES OF AGRICULTURE, FOOD, AND NATURAL RESOURCES Prerequisite(s): None Principles of Agriculture, Food and Natural Resources is designed to enhance the understanding of the agricultural industry. Students will develop technical knowledge and skills related to plant and animal systems, food production, mechanical systems, entrepreneurship, leadership and environmental sciences. Students will have the opportunity to participate in the National FFA program in this course. This course is strongly encouraged for freshmen planning an agricultural program of study or a career in agriculture. AGRICULTURAL MECHANICS AND METAL TECHNOLOGIES Prerequisite(s): None Agricultural Mechanics & Metal Technologies is designed to introduce students to career opportunities in agricultural power, structural, and technical systems. Student skills to be developed include an understanding of agricultural mechanics as it relates to safety and skills in tool operation, electrical wiring, plumbing, carpentry, fencing, concrete, and metal working techniques. Note: Tech Prep 68

69 articulated course please see Tech Prep articulation table, page 16. EQUINE SCIENCE /2 Prerequisite(s): Principles of Agriculture, Food and Natural Resources (Recommended) Equine Science provides students with the opportunity to acquire skills related to animal systems, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. The course is designed to provide students with the opportunity to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings. Suggested animals which may be included in the course of study include, but are not limited to, horses, donkeys, and mules. LIVESTOCK PRODUCTION /2 Prerequisite(s): Principles of Agriculture, Food and Natural Resources (Recommended) Livestock Production is designed to provide students with the opportunity to develop skills related to animal systems and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. Animal species to be addressed in this course may include, but are not limited to, beef cattle, dairy cattle, swine, sheep, goats, and poultry. ENERGY AND NATURAL RESOURCES TECHNOLOGY /2 Prerequisite(s): None Energy and Natural Resources Technology provides students with the opportunity to acquire skills related to energy and natural resources and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. This course is designed to explore the interdependency of the public and natural resource systems related to energy production. In addition, renewable, sustainable, and environmentally friendly practices will be explored. Want to learn to weld? Check out AFNR - Agricultural Mechanics and Metal Technologies! WILDLIFE, FISHERIES AND ECOLOGY MANAGEMENT Prerequisite(s): None Wildlife, Fisheries and Ecology Management provides students with the opportunity to acquire skills related to natural resources, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. This course examines the management of game and non-game wildlife species, fish, and aquacrops and their ecological needs as related to current agricultural practices. PRINCIPLES AND ELEMENTS OF FLORAL DESIGN Prerequisite(s): None Principles and Elements of Floral Design is a technical course that prepares students to design and arrange floral materials, tropical and blooming plants for special occasions and for placement in interior locations. Students will learn to handle, care for, and identify fresh flowers and foliage plants; create contemporary and specialty floral items; develop knowledge of sound business management practices, and explore careers in the floral industry. Note: Certification is available. There is a $25.00 lab fee for this course. This course counts as a Fine Arts credit. HORTICULTURE SCIENCE /2 Prerequisite(s): None Horticulture Science provides students with the opportunity to acquire the skills related to horticulture and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. The course is designed to develop an understanding of common horticultural management practices as they relate to food and ornamental plant production. AGRICULTURAL FACILITIES DESIGN AND FABRICATION Prerequisite(s): Ag Metal Fabrication or Ag Mechanics and Metal Technologies (Required) Agricultural Facilities Design & Fabrication is designed to prepare students for careers in mechanized agriculture and technical systems. Students will have the opportunity to develop skills related to agricultural facilities design and fabrication in a variety of settings. Note: Tech Prep articulated course please see Tech Prep articulation table, page

70 LANDSCAPE DESIGN AND TURF GRASS MANAGEMENT /2 Prerequisite(s): Horticulture Science (Required) Landscape Design and Turf Grass Management provides students with the opportunity to acquire the skills related to horticultural systems and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. This course is designed to develop an understanding of landscape and turf grass management techniques and practices. VETERINARY MEDICAL APPLICATIONS Prerequisite(s): Animal Science, Livestock Production or Equine Science (Required) Veterinary Medical Applications is designed to provide students with the opportunity to acquire skills related to animal systems and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. Students will learn, reinforce, apply, and transfer knowledge and skills and technologies in a variety of settings. Topics covered in this course include, but are not limited to, veterinary practices as they relate to both large and small animal species. ADVANCED ANIMAL SCIENCE Grade Placement: 12 Prerequisite(s): Equine Science, Livestock Production or Vet. Medical Applications (Required) Advanced Animal Science is designed to provide students with the opportunity to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings. This course examines the interrelatedness of human, scientific, and technological dimensions of livestock production. Instruction is designed to allow for the application of scientific and technological aspects of animal science through field and laboratory experiences. PRACTICUM IN AGRICULTURE, FOOD, AND NATURAL RESOURCES Credit: 2 Grade Placement: 12 Prerequisite(s): Student application/teacher approval The Practicum is designed to give students supervised practical application of knowledge and skills. Practicum experiences can occur in a variety of locations appropriate to the nature and level of experiences such as employment, independent study, internships, assistantships, mentorships or laboratories. Practicum opportunities are available in, but not limited to, Advanced Welding and Advanced Floral Design. CAREER PREPARATION Credit: 2-3 Grade Placement: Prerequisite(s): 16 years of age, have reliable transportation, completion of one or more CTE courses in a program of study. Teacher approval required for enrollment. Students must remain employed the entire school year to receive credit. Career Preparation provides opportunities for students to participate in a learning experience that combines classroom instruction with paid business and industry employment experiences and supports strong partnerships among school, business and community stakeholders. The goal is to prepare students with a variety of skills for a fastchanging workplace. This instructional arrangement should be an advanced component of a student s individual program of study. Students are taught employability skills, which include job-specific skills applicable to their training station, job interview techniques, communication skills, financial and budget activities, human relations and portfolio development. Career preparation is relevant, rigorous and supports student attainment of academic standards and effectively prepares students for college and career success. The National FFA Organization is dedicated to making a positive difference in the lives of students by developing their potential for premier leadership, personal growth and career success through agricultural education. 70

71 Do you like paying attention to detail? Do you like working in groups to accomplish tasks? Do you like reading and using manuals and blueprints? Do you like a varied work environment? Do you like working with computers and technology? Do you like using logic or scientific thinking to deal with many different types of tasks? Do you have mechanical ability? Do you have good mathematical and science skills? Do you have manual dexterity? If you answered "yes," this may be the career path for you! Architecture and Construction Architecture and Construction Technical Careers Professional Careers 9th Business Information Management I Business Information Management I 10th Business Management Business Management Landscape Design and Turf Grass Management Landscape Design and Turf Grass Management Interior Design Interior Design 11th Principles of Architecture and Construction Principles of Architecture and Construction 12th Career Preparation Introduction to Engineering Design Career Preparation PRINCIPLES OF ARCHITECTURE AND CONSTRUCTION Prerequisite(s): Basic math skills This course is an overview to the various fields of architecture, interior design, construction science, and construction technology. This course focuses on safety, work-ethics, job-related study in the classroom such as communications; problem solving and critical thinking; Information Technology Applications; systems; safety, health, and environmental; leadership and teamwork; ethics and legal responsibilities; employability and career development; technical skills; introduction to hand tools; introduction to power tools; basic rigging; and reading technical drawings. Note: Certification is available INTERIOR DESIGN /2 Prerequisite(s): None Interior Design is a technical course that addresses psychological, physiological, and sociological needs of individuals by enhancing the environments in which they live and work. Individuals use knowledge and skills related to interior and exterior environments, construction, and furnishings to make wise consumer decisions, increase productivity, and compete in industry. CAREER PREPARATION Credit: 2-3 Grade Placement: Prerequisite(s): 16 years of age, have reliable transportation, completion of one or more CTE courses in a program of study. Teacher approval required for enrollment. Students must remain employed the entire school year to receive credit. Career Preparation provides opportunities for students to participate in a learning experience that combines classroom instruction with paid business and industry employment experiences and supports strong partnerships among school, business and community stakeholders. The goal is to prepare students with a variety of skills for a fast-changing workplace. This instructional arrangement should be an advanced component of a student s individual program of study. Students are taught employability skills, which include jobspecific skills applicable to their training station, job interview techniques, communication skills, financial and budget activities, human relations and portfolio development. Career preparation is relevant, rigorous and supports student attainment of academic standards and effectively prepares students for college and career success. Inspiration and genius--one and the same. 71

72 Are you creative, innovative, imaginative and flexible? Do you like working independently on self-directed projects? Do you have technology skills and an artistic ability? Do you like to express your feelings and ideas? Do you enjoy working as part of a creative team? If you answered "yes" then one of these many careers may be for you! Web Technologies 9 th Principles of Information Technology Business Information Management I 10 th Graphic Design and Illustration Digital and Interactive Media Graphic Design Principles of Information Technology Business Information Management I Digital and Interactive Media Graphic Design and Illustration 11 th Web Technologies Printing and Imaging Technologies Computer Programming Principles of Information Technology Computer Programming Advanced Computer Programming AP Computer Science Journalism/Photojournalism Journalism Photojournalism I Advanced Journalism: Newspaper I Advanced Journalism: Yearbook I Photojournalism : Independent Study in Journalism Advanced Journalism: Newspaper II Advanced Journalism: Yearbook II Photojournalism : Independent Study in Journalism 12 th Research in IT Solutions Research in IT Solutions Research in IT Solutions Advanced Journalism: Newspaper III Advanced Journalism: Yearbook III Photojournalism : Independent Study in Journalism GRAPHIC DESIGN AND ILLUSTRATION (Previously Digital Graphics and Animation) Prerequisite(s): Principles of Information Technology, Business Information Management, or Digital and Interactive Media (Recommended) In Graphic Design and Illustration, students learn the principals of graphic design. Graphic design combines technical skill, creativity, and artistic ability when working with colors, fonts, and the rules of layout and composition. Careers in graphic design and illustration span all aspects of the advertising and visual communications industries. Note: Tech Prep articulated course, see articulation table, page

73 PRINTING AND IMAGING TECHNOLOGY (Previously Desktop Publishing) Prerequisite(s): Graphic Design and Illustration (Recommended) Printing and Imaging Technology students will learn about the print industry with a focus on prepress and desktop publishing. Students will create a variety of products for print and develop proper design concepts with text and graphics using Adobe software such as InDesign, PhotoShop, and Illustrator. The End-of-Year group project will allow students to collaborate and run a simulated desktop publishing company of their own. Note: Tech Prep articulated course, see articulation table, page 16. PROFESSIONAL COMMUNICATIONS (Previously Communications Applications) Credit: ½ Prerequisite: None Professional Communications blends written, oral, and graphic communication in a career-based environment using the skills and knowledge in technology applications for future success in career and college. 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. Note: This course fulfills the required Speech credit for graduation. JOURNALISM Prerequisite(s): None Journalism students learn to write for a variety of audiences using different styles of journalistic writing. Students will become analytical consumers of media and technology to enhance their communication skills. Students will learn about the history of U. S. media, press law, and media ethics and responsibility. An emphasis will be placed on journalistic writing. Students should have access to a digital camera throughout the year. Students will be required to cover some after school events for the yearbook. PHOTOJOURNALISM I Prerequisite(s): None Students take photographs, develop negatives, and print photos in a darkroom setting. Students also learn to take photos and download from digital cameras and manipulate them on a computer. This class also has a journalism component for nine weeks during which students learn to write news stories, feature articles, captions and headlines. Students produce photos and articles appropriate for use in the school newspaper and yearbook. Note: Students must have access to a 35mm and a digital camera. There is a $20.00 lab fee for this course. PHOTOJOURNALISM INDEPENDENT STUDY IN JOURNALISM Prerequisite(s): Photojournalism I (Required) Students will continue to take photographs and apply what they learned in Photojournalism I. Students enrolled in this class will take photographs of school events including but not limited to sports, school events, and new events that concern the school and its students. Students will take photos for school related publications. Students will be required to attend events scheduled outside of the normal classroom day. Note: Digital camera is required for this course. ADVANCED JOURNALISM: NEWSPAPER I Prerequisite(s): Journalism or Photojournalism Teacher Approval (Required) This is the class that produces the school newspaper. Students apply techniques of layout by designing pages and by writing copy, cut lines, and headlines, as well as by cropping pictures using desktop publishing software. They also sell advertisements to local merchants, gaining knowledge of the business community. Students will be required to cover events and work outside of regular school hours. ADVANCED JOURNALISM: NEWSPAPER II Prerequisite(s): Advanced Journalism Newspaper I, Teacher Approval (Required) Students write stories and plan, edit, and makeup/layout the school newspaper. These students are editors of the school newspaper. ADVANCED JOURNALISM: NEWSPAPER III Grade Placement: 12 Prerequisites: Newspaper I and II (Required) These are the editors and the most experienced staff members of the school newspaper. They will plan, write, edit, and take photographs for the school newspaper. Students enrolled in this class have been a part of the staff for two years and are responsible for setting deadlines and assuring that the publication adheres to journalistic style and standards. 73

74 ADVANCED JOURNALISM: YEARBOOK I Prerequisite(s): Journalism I or Photojournalism and Teacher Recommendation (Required) Students apply techniques of graphic design by designing pages and by writing copy, cut lines and headlines, as well as by cropping pictures using desktop publishing software. They also sell advertisements to local merchants, gaining knowledge of the business community. Students will be required to cover events and work outside of regular school hours. Note: Summer hours may be necessary. ADVANCED JOURNALISM: YEARBOOK II Prerequisites: Journalism I Yearbook and Teacher Recommendation (Required) Students apply techniques of layout by designing pages and by writing copy, cut lines and headlines, as well as by cropping pictures. They also sell advertisements to local merchants, gaining knowledge of the business community. Students learn to typeset copy on computers. These students are editors of the school yearbook and are responsible for cover design, theme and theme development, and the pictorial choices in the yearbook. Note: Summer hours may be necessary. ADVANCED JOURNALISM: YEARBOOK III Grade Placement: 12 Prerequisites: Journalism I Yearbook and Teacher Recommendation (Required) These are the editors and the most experienced staff members of the school yearbook. They will plan, write, edit, and take photographs for the campus yearbook. Students enrolled in this class have been a part of the staff for two years and are responsible for setting deadlines and assuring that the publication adheres to journalistic style and standards. ADVANCED BROADCAST JOURNALISM/ VIDEO PRODUCTION I Prerequisite(s): Journalism, Photojournalism, Advanced Speech, Advanced Technical Theater or Advanced Computer Course and Teacher Approval special effects will be acquired. On and off camera techniques will be explored. Individual projects such as music videos, documentaries and special school and district projects will be produced. ADVANCED BROADCAST JOURNALISM/ VIDEO PRODUCTION II Prerequisite(s): Broadcast Journalism I and Teacher Approval (Required) Students will learn the advanced methods of video production including story types, writing in broadcast style, digital video camera techniques, basic shooting of video and basic editing. A use of audio techniques, set lighting, electronic editing, script writing, direction and special effects will be acquired. On and off camera techniques will be explored. Individual projects such as music videos, documentaries and special school and district projects will be produced. Each second year student will be responsible for creating, writing, producing and editing a five minute video production. CAREER PREPARATION Credit: 2-3 Grade Placement: Prerequisite(s): 16 years of age, have reliable transportation, completion of one or more CTE courses in a program of study. Teacher approval required for enrollment. Students must remain employed the entire school year to receive credit. Career Preparation provides opportunities for students to participate in a learning experience that combines classroom instruction with paid business and industry employment experiences and supports strong partnerships among school, business and community stakeholders. The goal is to prepare students with a variety of skills for a fast-changing workplace. This instructional arrangement should be an advanced component of a student s individual program of study. Students are taught employability skills, which include job-specific skills applicable to their training station, job interview techniques, communication skills, financial and budget activities, human relations and portfolio development. Career preparation is relevant, rigorous and supports student attainment of academic standards and effectively prepares students for college and career success. Students will learn the basics of video production including story types, writing in broadcast style, digital video camera techniques, basic shooting of video and basic editing. A basic understanding of audio techniques, set lighting, electronic editing, script writing, direction and 74

75 Do you like talking with people? Do you like planning activities? Do you like working with numbers? Do you pay attention to details? Do you like a varied working environment? Do you like working with computers and technology? Do you like working in groups to accomplish tasks? Do you have good manual dexterity? Do you have good communication skills? Do you have a good sense of money and the economy? If you answered "yes," this may be the career path for you! 9th Finance/Accounting Management Business Multimedia Business Information Business Information Management I Management I Principles of Business, Principles of Business, Marketing, and Finance Marketing, and Finance Dollars and Sense Dollars and Sense Business Information Management I Principles of Business, Marketing, and Finance Dollars and Sense 10th Accounting I Accounting I Digital Interactive Media Business Management Business Management Business Management Money Matters Money Matters Money Matters 11th Accounting II Digital Interactive Media Web Technologies Business Law/Banking and Finance Business Law Printing & Imaging Technologies Global Business Global Business Graphic Design & Illustration 12th Career Preparation Career Preparation Career Preparation Entrepreneurship Entrepreneurship Entrepreneurship PRINCIPLES OF BUSINESS, MARKETING, AND FINANCE /2 Prerequisites: None 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. This course allows students to reinforce, apply, and transfer academic knowledge and skills to a variety of interesting and relevant activities, problems and settings in business, marketing, and finance. MONEY MATTERS Prerequisite: Principles of Business, Marketing, and Finance (Recommended) methods of achieving long-term financial goals through investment, tax planning, asset allocation, risk management, retirement planning, and estate planning. Note: Tech Prep articulated course please see Tech Prep articulation table, page 16. BUSINESS INFORMATION MANAGEMENT I Prerequisite(s): None 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. Note: Tech Prep articulated course see articulation table, page 16. Students will investigate global economics with emphasis on the free enterprise system and its impact on consumers and businesses. Students apply criticalthinking 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 75

76 BUSINESS INFORMATION MANAGEMENT II Prerequisite(s): BIM I (Required) BIM 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. Note: Tech Prep articulated course see articulation table, page 16. ACCOUNTING I, Grade Placement: Prerequisite(s): Principles of Business, Marketing, and Finance (Recommended) 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. Students formulate and interpret financial information for use in management decision making. Note: Tech Prep articulated course, please see Tech Prep articulation table, page 16. Topics will incorporate social responsibility of business and industry. Students develop a foundation in the economical, financial, technological, international, social, and ethical aspects of business to become competent managers, employees, and entrepreneurs. Students incorporate a broad base of knowledge that includes the legal, managerial, marketing, financial, ethical, and international dimensions of business to make appropriate management decisions. Note: Tech Prep articulated course please see Tech Prep articulation table, page 16. ENTREPRENEURSHIP Grade Placement: Prerequisite(s): Principles of Business, Marketing, and Finance (Recommended) Students will gain the knowledge and skills needed to become an entrepreneur. Students will learn the principles necessary to begin and operate a business. The primary focus of the course is to help students understand the process of analyzing a business opportunity, preparing a business plan, determining feasibility of an idea using research, and developing a plan to organize and promote the business and its products and services. In addition, students understand the capital required, the return on investment desired and the potential for profit. Note: Tech Prep articulated course please see Tech Prep articulation table, page 16. Take Global Business and earn college credit at ACC! GLOBAL BUSINESS /2 Grade Placement: Prerequisite(s): Basic computer skills BUSINESS MANAGEMENT Grade Placement: Prerequisite(s): Basic computer skills 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. 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 economical, financial, technological, international, social, and ethical aspects of business to become competent consumers, employees, and entrepreneurs. Students enhance reading, writing, computing, communication, and reasoning skills and apply them to the business environment. Note: Tech Prep articulated course please see Tech Prep articulation table, page

77 ACCOUNTING II Prerequisite(s): Accounting I (Required) Accounting II students are provided the opportunity to review and further develop accounting principles using technology. Students practice accounting skills as they apply to corporations as well as the purchase and sale of bonds. The course introduces the student to the basics of automated accounting as well as helps develop additional skills in applying principles used in accounting systems and methods commonly found in business. Accounting II is designed for students interested in continuing their education at the postsecondary level or entering the workforce. competent consumers, employees, and entrepreneurs. 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 BUSINESS ENGLISH Grade Placement: 12 Prerequisite(s): English III (Required) and Approved Minimum Graduation Plan. 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. BANKING AND FINANCE /2 Grade Placement: Prerequisite(s): None Banking and Finance students develop knowledge and skills in the economical, 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. BUSINESS LAW /2 Grade Placement: Prerequisite(s): Basic computer skills Students analyze the social responsibility of business and industry regarding the significant issues relating to the environment, ethics, health, safety, and diversity in society and in the workplace. Students apply technical skills to address business applications of emerging technologies. Students develop a foundation in the economical, financial, technological, international, social, and ethical aspects of business to become CAREER PREPARATION Credit: 2-3 Grade Placement: Prerequisite(s): 16 years of age, have reliable transportation, completion of one or more CTE courses in a program of study. Teacher approval required for enrollment. Students must remain employed the entire school year to receive credit. Career Preparation provides opportunities for students to participate in a learning experience that combines classroom instruction with paid business and industry employment experiences and supports strong partnerships among school, business and community stakeholders. The goal is to prepare students with a variety of skills for a fast-changing workplace. This instructional arrangement should be an advanced component of a student s individual program of study. Students are taught employability skills, which include job-specific skills applicable to their training station, job interview techniques, communication skills, financial and budget activities, human relations and portfolio development. Career preparation is relevant, rigorous and supports student attainment of academic standards and effectively prepares students for college and career success. For more information about Career and Technology Programs, contact CTE Director Phil Timmons at extension

78 Are you friendly, open, outgoing, understanding, and cooperative? Do you like to work with people to solve problems? Is it important for you to do something that makes things better for other people? Are you a leader? Can you make decisions quickly and fairly? Do you like to plan and participate in activities? If you answered "yes," this may be the career path for you! Early Childhood Education K 12 Education 9th Business Information Management I Business Information Management I Public Speaking I Public Speaking I 10th Practical Writing Practical Writing Child Development Child Development Art Child Guidance Instructional Practice in Education and Training 11th Psychology Psychology Sociology Sociology 12th Career Preparation Practicum in Education and Training Practicum in Education and Training Career Preparation CHILD DEVELOPMENT /2 Grade Placement: Prerequisite(s): Principles of Human Services (Recommended) This course addresses knowledge and skills related to child growth and development from prenatal through school-age children, equipping students with child development skills. Students use these skills to promote the well-being and healthy development of children and investigate careers related to the care and education of children. INSTRUCTIONAL PRACTICE IN EDUCATION AND TRAINING Prerequisite(s): Child Development (Recommended) 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. Students work under the joint direction and supervision of both a teacher with knowledge of early childhood education and exemplary educators or trainers in direct instructional roles with elementary school-, middle school-, and high school-aged students. Students learn to plan and direct individualized instruction and group activities, prepare instructional materials, develop materials for educational environments, assist with record keeping, and complete other responsibilities of teachers, trainers, paraprofessionals, or other educational personnel. 78

79 PRACTICUM IN EDUCATION AND TRAINING Credit: 2 Grade Placement: 12 Prerequisite(s): Instructional Practices in Education and Training (Required) Practicum in Education and Training is a fieldbased 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. Students learn to plan and direct individualized instruction and group activities, prepare instructional materials, assist with record keeping, make physical arrangements, and complete other responsibilities of classroom teachers, trainers, paraprofessionals, or other educational personnel. CAREER PREPARATION Credit: 2-3 Grade Placement: Prerequisite(s): 16 years of age, have reliable transportation, completion of one or more CTE courses in a program of study. Teacher approval required for enrollment. Students must remain employed the entire school year to receive credit. Career Preparation provides opportunities for students to participate in a learning experience that combines classroom instruction with paid business and industry employment experiences and supports strong partnerships among school, business and community stakeholders. The goal is to prepare students with a variety of skills for a fast-changing workplace. This instructional arrangement should be an advanced component of a student s individual program of study. Students are taught employability skills, which include job-specific skills applicable to their training station, job interview techniques, communication skills, financial and budget activities, human relations and portfolio development. Career preparation is relevant, rigorous and supports student attainment of academic standards and effectively prepares students for college and career success. The Texas Association of Future Educators or TAFE (pronounced "taffy") is a co-curricular statewide non-profit (501 c3) student organization created to allow young men and women an opportunity to explore the teaching profession. 79

80 Does the human body and its functions fascinate you? Do you value a healthy body for yourself and others? Do you have dexterity in the use of eyes, hands, and fingers? Do you enjoy working as a member of a team? Do you handle repetitive tasks well? Can you pay attention to detail? Are you conscientious, dependable, and punctual? If you answered "yes," this may be the career path for you! 9th 10th 11th 12th Health Science Business Information Management I Principles of Health Science Medical Terminology Health Science Medical Microbiology Pathophysiology Practicum Health Science I Psychology Anatomy and Physiology Advanced Biotechnology Practicum in Health Science II Counseling and Mental Health Career Preparation PRINCIPLES OF HEALTH SCIENCE /2 Grade Placement: 9-12 Prerequisite(s): None The Principles of Health Science provides an overview of the therapeutic, diagnostic, health informatics, support services, and biotechnology research and development systems of the health care industry. MEDICAL TERMINOLOGY /2 Grade Placement: 9-12 Prerequisite(s): None 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 HEALTH SCIENCE Credit 1 Prerequisite(s): Principles of Health Science and Medical Terminology (Recommended), Biology (Required) The Health Science course is designed to provide for the development of advanced knowledge and skills related to a wide variety of health careers. Topics covered in this course include effective communication, medical law and ethics, client care and safety, medical terminology, and basic anatomy and physiology. MEDICAL MICROBIOLOGY /2 Prerequisite(s): Biology and Chemistry (Required); Chemistry may be concurrent This course, will explore various laboratory investigations and fieldwork, using scientific methods during investigations. This course will study the relationships of microorganisms to wellness and disease. It will enable students to develop knowledge and skills related to disease 80

81 prevention by learning the chain of infection, asepsis, and standard precautions. Pathogenic and nonpathogenic organisms will be identified to assist in the understanding of specific diseases, causative agents, and treatment options. Note: Students must also complete Pathophysiology. Successful completion of both of these courses will count as the fourth year of science graduation requirements under both the Recommended and Distinguished High School Plans. PATHOPHYSIOLOGY /2 Prerequisite(s): Biology and Chemistry (Required); Chemistry may be concurrent This course will enable students conduct laboratory investigations and fieldwork, use scientific methods during investigations and make informed decisions using critical thinking and problem solving. Students study disease processes and how humans are affected. Emphasis is placed on prevention and treatment of diseases. Students will differentiate between normal and abnormal physiology. Note: Students must also complete Pathophysiology. Successful completion of both of these courses will count as the fourth year of science graduation requirements under both the Recommended and Distinguished High School Plans. PRACTICUM IN HEALTH SCIENCE I Credit 2 Prerequisite(s): Principles of Health Science and Medical Terminology (Recommended), Biology and Health Science (Required) 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. Note: Students must have reliable transportation to and from clinical rotations. Some fees will be required such as liability insurance (approximately $22.00 per year), the purchase of scrubs (approximately $35), the Hepatitis B injection series and Tuberculin skin test (obtained from your physician or the Williamson County and City Health District) and a current CPR certification will be required before participation in clinical rotations. ANATOMY AND PHYSIOLOGY Prerequisite(s): Biology I and Chemistry I (Required) This course is an advanced biology course primarily intended for those students who plan to take advanced courses in college in the biological sciences. This course is recommended for students interested in a career in any field of medicine. This would include a wide range of professions from physician and nurse to veterinarian and physical therapist. Topics will be presented through an integration of biology, chemistry, and physics. Students will investigate the body s responses to forces, maintenance of homeostasis, electrical interactions, transport systems, and energy processes. This course will consist of a system-by-system approach to the structure of the human body and how it functions. Study of each of the eleven body systems will require, however, a phylogenetic review of the system in the lower animals. ADVANCED BIOTECHNOLOGY Prerequisite(s): Chemistry or Pre-AP Chemistry (Required) and Teacher Approval The Introduction to Biotechnology is a basic course in molecular genetics and genetic engineering with emphasis on application in forensics, medical research, agriculture, environmental, and social sciences; consideration of legal and ethical impacts; and presentation of current and future career opportunities. This course will enable students to learn biotechnology lab techniques (preparing solutions and agar plates, calibrating and using advanced lab equipment) and perform research techniques such as Gel electrophoresis, Bacterial Transformation, DNA fingerprinting, Southern Blotting and PCR. Students will visit area corporations and State research facilities DPS Crime Lab, CEDRA Pharmaceutical Research Corp., MD Anderson Cancer Research Facility, and Hornsby Bend Environmental Research Center. This course will prepare students for potential careers in biotechnology and the course may enable students to be eligible for summer internships. Note: Tech Prep articulated course please see Tech Prep articulation table, page 17. PRACTICUM IN HEALTH SCIENCE II Credit 2 Grade Placement: 12 Prerequisite(s): Principles of Health Science and Medical Terminology (Recommended), Biology and Health Science (Required) 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. This course emphasizes the attainment of health care industry recognized certifications and licensures. Students will participate in both classroom setting instruction and assigned internships under the supervision of health care professionals. Note: Some fees will be required such as liability insurance (approximately $22.00 per year), the purchase of scrubs (approximately $35), the Hepatitis B injection series and Tuberculin skin test (obtained from your physician or the Williamson County and City Health District) and a current CPR certification will be required before participation in clinical rotations. Certifications are available. 81

82 CAREER PREPARATION Credit: 2-3 Grade Placement: Prerequisite(s): 16 years of age, have reliable transportation, completion of one or more CTE courses in a program of study. Teacher approval required for enrollment. Students must remain employed the entire school year to receive credit. Career Preparation provides opportunities for students to participate in a learning experience that combines classroom instruction with paid business and industry employment experiences and supports strong partnerships among school, business and community stakeholders. The goal is to prepare students with a variety of skills for a fastchanging workplace. This instructional arrangement should be an advanced component of a student s individual program of study. Students are taught employability skills, which include job-specific skills applicable to their training station, job interview techniques, communication skills, financial and budget activities, human relations and portfolio development. Career preparation is relevant, rigorous and supports student attainment of academic standards and effectively prepares students for college and career success. HOSA Mission Statement The mission of HOSA is to enhance the delivery of compassionate, quality health care by providing opportunities for knowledge, skill and leadership development of all health science technology education students, therefore, helping students to meet the needs of the health care community. 82

83 Are you friendly, open, outgoing? Do you like to work with people? Is it important for you to do something that makes things better for other people? Do you like to cook? Are you a leader? Can you make decisions quickly and fairly? Do you like to plan and participate in activities? If you answered "yes," this may be the career path for you! Culinary Arts 9th 10th 11th 12th Business Information Management I Principles of Human Services Lifetime Nutrition & Wellness Art Business Management Culinary Arts Professions I Career Preparation CULINARY ARTS Credit: 2, See the Articulation Table, page 16 Prerequisite(s): Lifetime Nutrition and Wellness (Required) 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. This course is offered as an internship course. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations. The student must have a driver s license and reliable transportation to and from assigned site rotations to be enrolled in this class. Note: Certification is available. CAREER PREPARATION Credit: 2-3 Grade Placement: Prerequisite(s): 16 years of age, have reliable transportation, completion of one or more CTE courses in a program of study. Teacher approval required for enrollment. Students must remain employed the entire school year to receive credit. Career Preparation provides opportunities for students to participate in a learning experience that combines classroom instruction with paid business and industry employment experiences and supports strong partnerships among school, business and community stakeholders. The goal is to prepare students with a variety of skills for a fast-changing workplace. This instructional arrangement should be an advanced component of a student s individual program of study. Students are taught employability skills, which include job-specific skills applicable to their training station, job interview techniques, communication skills, financial and budget activities, human relations and portfolio development. Career preparation is relevant, rigorous and supports student attainment of academic standards and effectively prepares students for college and career success. 83

84 Are you friendly, open, outgoing? Do you like to work with people? Is it important for you to do something that makes things better for other people? Are you a leader? Can you make decisions quickly and fairly? Do you like to plan and participate in activities? If you answered "yes," this may be the career path for you! Human Services 9th 10th 11th 12th Business Information Management I Principles of Human Services Child Development Psychology Sociology Counseling and Mental Health Career Preparation PRINCIPLES OF HUMAN SERVICES /2 Prerequisite(s): None This laboratory course will enable students to investigate careers in the human services career cluster, including counseling and mental health, early childhood development, family and community, and personal care services. Each student is expected to complete the knowledge and skills essential for success in high-skill, high-wage, or high-demand human services careers. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations. DOLLARS AND SENSE /2 Prerequisite(s): Principles of Human Services (Recommended) 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. LIFETIME NUTRITION AND WELLNESS /2 Prerequisite(s): Principles of Human Services (Recommended) 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. CHILD DEVELOPMENT /2 Grade Placement: Prerequisite(s): Principles of Human Services (Recommended) This course addresses knowledge and skills related to child growth and development from prenatal through school-age children, equipping students with child 84

85 development skills. Students use these skills to promote the well-being and healthy development of children and investigate careers related to the care and education of children. COUNSELING AND MENTAL HEALTH Prerequisite(s): None 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. Students develop awareness of issues related to mental health, stress management, and wellness across the life span. They are able to differentiate between functional and dysfunctional behaviors. The student researches career options and the preparation necessary for employment in mental health. Communication and team work are important in exploring all aspects of this class. CHILD GUIDANCE Credit: 2 Prerequisite(s): Child Development (Required) This technical laboratory course addresses the knowledge and skills related to child growth and guidance equipping students to develop positive relationships with children and effective caregiver skills. Students use these skills to promote the well-being and healthy development of children, strengthen a culturally diverse society, and pursue careers related to the care, guidance, and education of children, including those with special needs. Students will be participating in site-based observations at a child care center or elementary classroom in the community. Students who enroll in Child Guidance need reliable transportation so they can get to their site locations weekly. Note: Tech Prep articulated course please see Tech Prep articulation table, page 16. CAREER PREPARATION Credit: 2-3 Grade Placement: Prerequisite(s): 16 years of age, have reliable transportation, completion of one or more CTE courses in a program of study. Teacher approval required for enrollment. Students must remain employed the entire school year to receive credit. Career Preparation provides opportunities for students to participate in a learning experience that combines classroom instruction with paid business and industry employment experiences and supports strong partnerships among school, business and community stakeholders. The goal is to prepare students with a variety of skills for a fast-changing workplace. This instructional arrangement should be an advanced component of a student s individual program of study. Students are taught employability skills, which include job-specific skills applicable to their training station, job interview techniques, communication skills, financial and budget activities, human relations and portfolio development. Career preparation is relevant, rigorous and supports student attainment of academic standards and effectively prepares students for college and career success. The human service practitioner is a professional who acts as an agent to assist and empower individuals, groups, families and communities to prevent, alleviate or better cope with crisis, change, stress and to enable them to function more effectively in all areas of life and living. Sign up for Human Services CTE courses today! 85

86 Do you like paying attention to detail? Do you like working in groups to accomplish tasks? Do you like reading and using manuals? Do you like a varied work environment? Do you like working with computers and technology? Do you like using logic or scientific thinking to deal with many different types of tasks? Do you have good mathematical and science skills? Do you have manual dexterity? If you answered "yes," this may be the career path for you! Web Technologies 9 th Principles of Information Technology Business Information Management I/II Digital and Interactive Media Graphic Design Principles of Information Technology Business Information Management I/II Digital and Interactive Media 10 th Web Technologies Printing and Imaging Technology Computer Programming Principles of Information Technology Computer Programming Advanced Computer Programming 11 th Graphic Design and Illustration Graphic Design and Illustration AP Computer Science 12 th Research in IT Solutions Research in IT Solutions Research in IT Solutions DIGITAL AND INTERACTIVE MEDIA Prerequisite(s): Basic Computer skills Through the study of digital and interactive media and its application in information technology, students will analyze and assess current and emerging technologies, while designing and creating multimedia projects that address customer needs and resolve a problem. 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. Note: Tech Prep articulated course please see Tech Prep articulation table, page 16. For the online version of this document, in Spanish and English, go to PRINCIPLES OF INFORMATION TECHNOLOGY Prerequisite(s): None In Principles of Information Technology, students will develop computer literacy skills to adapt to emerging technologies used in the global marketplace. Students will learn about careers in the information technology field and about using emerging technologies to exchange information. Students will be exposed to hardware, software, networking, Office applications, graphic design, web design and publishing, and computer programming. COMPUTER PROGRAMMING (Previously Computer Science) Grade Placement: 9-12 Prerequisite(s): Principles of Information Technology (Recommended) Computer Programming is a beginner s course in Java programming. Students will learn to write computer programs and solve problems using Alice (a graphical programming environment) and Java. Students will 86

87 understand how software is written and what factors impact the performance of a solution. ADVANCED COMPUTER PROGRAMMING (Previously Pre-AP Computer Science) Grade Placement: Prerequisites: Computer Programming and Algebra I (Required) Advanced Computer Programming is an introductory computer programming course aimed at a college-preparatory audience. The programming language used in this course is Java, as this course will prepare students for the AP Computer Science course. This course emphasizes object-oriented programming, focusing on problem solving and algorithm development. Lego Robotics Mindstorms NXT is used to discover object oriented design. WEB TECHNOLOGIES (Previously Web Mastering) Grade Placement: 9-12 Prerequisite(s): Principles of Information Technology (Recommended) Web Technologies students will learn about web site design and development. This course covers the fundamental concepts of the Internet and the World Wide Web, Web site structure and layout, Web page development, multimedia integration, and interactive elements. Students will design Web sites using XHTML and Adobe Dreamweaver. They will also use Adobe Photoshop and will be exposed to Cascading Style Sheets (CSS), JavaScript, and PHP. Throughout the year, students will work on individual web sites and work in teams to develop a web site for a client such as a local business, local organization, or school club. AP COMPUTER SCIENCE Prerequisite(s): Advanced Computer Programming, Concurrent Enrollment in Algebra II (Required) Advanced Placement (AP) Computer Science is designed to prepare students for the AP Computer Science A exam. The programming language used in this course is Java. Topics covered in this course include object-oriented programming, algorithmic analysis, and advanced data structures. Students will develop programs individually and in teams. Note: This course satisfies the requirement for a fourth credit of Mathematics for students graduating on the Recommended Plan who have already completed Algebra I, II, and Geometry. RESEARCH IN IT SOLUTIONS (Previously Technology Applications Independent Study) Prerequisite(s): Any ONE of the following: Computer Programming, Graphic Design and Illustration, Printing and Imaging Technology, Web Technologies Research in IT Solutions enables students to apply knowledge and skills in self-directed, teacher-approved project(s). The focus of this course is to allow the student to work independently on one or more original projects, chosen from one of the following subject areas: Computer Programming, Graphic Design and Illustration, Printing and Imaging Technology, or Web Technologies. Upon completion of this course, the student will have an electronic portfolio of his/her work. The student may present the project(s) to a panel of school faculty, mentors, or business community members for final evaluation. This course will count as an advanced measure for the Distinguished Graduation Plan. CAREER PREPARATION Credit: 2-3 Grade Placement: Prerequisite(s): 16 years of age, have reliable transportation, completion of one or more CTE courses in a program of study. Teacher approval required for enrollment. Students must remain employed the entire school year to receive credit. Career Preparation provides opportunities for students to participate in a learning experience that combines classroom instruction with paid business and industry employment experiences and supports strong partnerships among school, business and community stakeholders. The goal is to prepare students with a variety of skills for a fast-changing workplace. This instructional arrangement should be an advanced component of a student s individual program of study. Students are taught employability skills, which include job-specific skills applicable to their training station, job interview techniques, communication skills, financial and budget activities, human relations and portfolio development. Career preparation is relevant, rigorous and supports student attainment of academic standards and effectively prepares students for college and career success. 87

88 Do you enjoy helping other people? Are you interested in law? Do you like to work with people to help solve problems? Is it important to you to help others? Do you enjoy working with a variety of people? If you answered "yes," this may be the career path for you! Law and Public Safety Public Administration Military Science 9th Business Information Management I Business Information Management NJROTC I Principles of Law, Public Safety, Corrections, and Security Principles of Law, Public Safety, Corrections, and Security 10th Business Law Business Law NJROTC II Law Enforcement I Law Enforcement I NJROTC III 11th Court Systems and Practices Court Systems and Practices NJROTC III Law Enforcement II Law Enforcement II NJROTC II Psychology Psychology 12th Forensic Science (CSI) Forensic Science (CSI) NJROTC IV Business Management Business Management Career Preparation Special Topics in Social Studies PRINCIPLES OF LAW, PUBLIC SAFETY, CORRECTIONS, AND SECURITY Prerequisite(s): None Principles of Law, Public Safety, Corrections, and Security introduces students to professions in law enforcement, security, corrections, and fire and emergency management services. Students will examine the roles and responsibilities of police, courts, corrections, private security, and protective agencies of fire and emergency services. The course provides students with an overview of the skills necessary for careers in law enforcement, fire service, security, and corrections. law, the United States legal system, criminal law, law enforcement terminology, and the classification and elements of crime. LAW ENFORCEMENT II Prerequisite(s): Principles of Law, Public Safety, Corrections, and Security, Law Enforcement I (Required) Law Enforcement II provides the knowledge and skills necessary to prepare for a career in law enforcement. This course includes the ethical and legal responsibilities, operation of police and emergency telecommunication equipment, and courtroom testimony. LAW ENFORCEMENT I Prerequisite(s): Principles of Law, Public Safety, Corrections, and Security (Required) Law Enforcement I is an overview of the history, organization, and functions of local, State, and federal law enforcement. This course includes the role of constitutional 88

89 COURT SYSTEMS AND PRACTICES Prerequisite(s): Principles of Law, Public Safety, Corrections, and Security, Law Enforcement I (Required) 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. Emphasis is placed on constitutional laws for criminal procedures such as search and seizure, stop and frisk, and interrogation. BUSINESS LAW /2 Grade Placement: Prerequisite(s): Basic computer skills Students analyze the social responsibility of business and industry regarding the significant issues relating to the environment, ethics, health, safety, and diversity in society and in the workplace. Students apply technical skills to address business applications of emerging technologies. Students develop a foundation in the economical, financial, technological, international, social, and ethical aspects of business to become competent consumers, employees, and entrepreneurs. 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. FORENSIC SCIENCE Prerequisite(s): Biology and Chemistry (Required) Principles of Law, Public Safety Corrections, and Security; and Law Enforcement I (Recommended) 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. In the course of these investigations, students will be exposed to violent and sensitive subject matter. Students will learn terminology and investigative procedures related to crime scenes, questioning, interviewing, criminal behavior characteristics, truth detection, and scientific procedures used to solve crimes. Note: In the course of these investigations, students will be exposed to violent and sensitive subject matter. CAREER PREPARATION Credit: 2-3 Grade Placement: Prerequisite(s): 16 years of age, have reliable transportation, completion of one or more CTE courses in a program of study. Teacher approval required for enrollment. Students must remain employed the entire school year to receive credit. Career Preparation provides opportunities for students to participate in a learning experience that combines classroom instruction with paid business and industry employment experiences and supports strong partnerships among school, business and community stakeholders. The goal is to prepare students with a variety of skills for a fastchanging workplace. This instructional arrangement should be an advanced component of a student s individual program of study. Students are taught employability skills, which include job-specific skills applicable to their training station, job interview techniques, communication skills, financial and budget activities, human relations and portfolio development. Career preparation is relevant, rigorous and supports student attainment of academic standards and effectively prepares students for college and career success. NJROTC The Navy Junior Reserve Officers Training Corps (NJROTC) is a leadership program designed to instill in students the value of citizenship, service to the United States, personal responsibility and a sense of accomplishment. The program consists of formal classroom training, drill instruction and physical fitness training supplemented by training events, orientation visits and field trips to various facilities to enhance classroom training. NJROTC develops the self discipline, selfconfidence and leadership skills that are necessary for students to successfully meet life s challenges. NJROTC curriculum and instructional activities are designed to develop and nurture these skills and values regardless of a student s career path to give students a head start. NJROTC is programmed as a four year program where courses are taken sequentially with the exception of Naval Science II and Naval Science III which are offered on alternating years. Students enrolled in classes beyond Naval Science I are expected to take on leadership roles in the cadet unit. Accordingly, they must be able to set a good example for others in upholding the Navy and the Georgetown I.S.D. student code of conduct. There is no military commitment incurred or associated with participation in the program. However, students who successfully complete two or three course years of NJROTC are eligible for entry into the armed forces at up to two pay grades higher than their fellow enlistees without junior ROTC experience. Students who successfully complete the program may also compete for appointment to the U.S. Naval Academy under the NJROTC/NROTC quota. The 89

90 Senior Naval Science Instructor (SNSI) is authorized to nominate a maximum of three eligible cadets each year to compete for these appointments. NJROTC Unit enrollment is open to students who: a. Are U.S. citizens or nationals, or aliens lawfully admitted to the U.S. for permanent residence. b. Are physically qualified to participate fully in the physical education program. c. Maintain acceptable standards of academic achievement and an academic standing that warrants at least normal progression leading to graduation. d. Maintain acceptable standards of conduct. e. Comply with the personal grooming standards as set forth in the NJROTC Cadet Field Manual. Standards will not be relaxed so as to reflect discredit on the naval services. Note: The NJROTC program is open to students at Georgetown High School and Georgetown East View High School. Students taking part in the program are bused to the host campus for class and, at the end of the school day, to voluntary extracurricular activities dependent on interest. Wearing of the uniform is required once a week on whichever day the student s academic day falls. In a typical week, Monday and Tuesday are designated as drill days, Wednesday and Thursday are academic days and physical fitness training is conducted on Friday. There is no cost to the student for the uniform. However, students are expected to wear the uniform with pride and maintain it in a clean and serviceable condition. NJROTC I Grade Placement: 9-12 Prerequisite(s): None The purpose of this course is to introduce students to the precepts of citizenship, the elements of leadership and the value of scholarship in attaining life s goals. This course is also designed to engender a sound appreciation for the heritage and traditions of America, with recognition that the role of sea power will be important in America s future. The course also provides instruction on military drill and ceremonies, uniform regulations, physical fitness, orienteering, principles of health, first aid and survival. All concepts are covered at a fundamental level. NJROTC II Grade Placement: Prerequisite(s): NJROTC I This course builds on the general introduction provided in NJROTC I to further develop the traits of citizenship and leadership in cadets and introduce cadets to technical areas of naval science. The curriculum covers Maritime History, Nautical Sciences, Maritime Geography, Oceanography, Meteorology, Astronomy and the Physical Sciences at a fundamental level. In addition, students will have opportunities to continue to learn organizational skills, conduct physical fitness training and as appropriate lead military drill and ceremony exercises. NJROTC III Prerequisite(s): NJROTC I Note: NJROTC III is not available for the school year. Advancing NJROTC I students will take NJROTC II. Advancing NJROTC III students will take NJROTC II or NJROTC IV depending on prerequisites completed and service in leadership roles. This course seeks to expand student understanding of naval science and leadership academic subjects and to broaden student understanding in the operative principles of military leadership, the concept and significance of teamwork, the intrinsic value of good order and discipline in the accomplishment of objectives. The curriculum provides ongoing instruction in Leadership, Military Justice, International Law and the Sea, National Strategy, Sea Power, Naval Operations, Naval History, Naval Intelligence, National Security, and Challenges of Future Navy Research. In addition, students will continue to learn organizational skills, conduct physical fitness training and as appropriate lead or participate in military drill and ceremony exercises. NJROTC IV Grade Placement: 12 Prerequisite(s): NJROTC I, II, and III. Leadership: successful completion of Basic Leadership Training, Leadership Academy or satisfactory performance in a NJROTC leadership position or as a member of a NJROTC team. This course is focused solely on practical leadership. The intent is to assist the senior in understanding leadership and improving their leadership skills by putting them in positions of leadership, under supervision, then helping them analyze the reasons for their varying degrees of success through the year. Classroom activities include seminars, reading assignments, classroom presentations, and practical work with younger cadets. NJROTC IV students serve as Platoon Advisors or Platoon Aides. An NJROTC IV s foremost responsibility is to serve as a model for other cadets in everything that he or she does. 90

91 Do you like paying attention to detail? Do you like working in groups to accomplish tasks? Do you like to solve problems? Do you like to create objects for real world applications? Do you like a varied work environment? Do you like working with computers and technology? Do you like using logic or scientific thinking to deal with many different types of tasks? Do you have mechanical ability? Do you have good mathematical and science skills? Do you have manual dexterity? If you answered "yes," this may be the career path for you! Engineering 9th 10th 11th 12th Introduction to Engineering Design Business Information Management I Principles of Engineering Computer Science IAP Computer Science Digital Electronics Civil Engineering and Architecture Engineering Design and Development Career Preparation INTRODUCTION TO ENGINEERING DESIGN Prerequisite(s): Completion/concurrent enrollment in Algebra I (Required) Models of product solutions are created, analyzed, and communicated using Autodesk Inventor (3-D design software) to draw solutions. Students will focus on how to take an invention or innovation through a design process. As they learn about various aspects of design, such as how engineers and architects communicate through drawing, students will apply what they learn through various activities, projects, and problems. Introduction to Engineering Design is intended to serve as a foundation course within the Project Lead the Way course sequence. All of the topics learned in this course will be used in future courses. Note: This course offers the opportunity for college credit in conjunction with Rochester Institute of Technology. PRINCIPLES OF ENGINEERING Prerequisite(s): Introduction to Engineering Design Course or Teacher Approval (Required) This course helps students understand the field of engineering/engineering technology. Exploring the various technology systems and manufacturing processes help students learn how engineers and technicians use math, science, and technology in an engineering problem solving process to benefit people. The course also includes concerns about social and political consequences of technological change. Principles of Engineering is a Project Lead the Way course sequence. Note: This course offers the opportunity for college credit in conjunction with Rochester Institute of Technology. DIGITAL ELECTRONICS Prerequisite(s): Introduction to Engineering Design Course or Principles of Engineering Course or Teacher Approval (Required) This course introduces students to applied digital logic, a key element of careers in engineering and engineering technology. Digital electronics explores the smart circuits 91

92 found in watches, calculators, video games, and computers. Students use industry standard computer software in testing and analyzing digital circuitry. They design circuits to solve problems, export their designs to a printed circuit auto-routing program that generates printed circuit boards, and use appropriate components to build their designs. Students use mathematics and science in solving real-world engineering problems. Digital Electronics is a Project Lead the Way course. Note: This course offers the opportunity for college credit in conjunction with Rochester Institute of Technology. business professional mentors each student. Students keep journals of notes, sketches, mathematical calculations and scientific research. Students make progress reports to their peers, mentor and instructor and exchange constructive criticism and consultation. At the end of the course, students present their research paper and defend their projects to a panel of engineers, business leaders and educators for professional review and feedback. This course equips students with the independent study skills that they will need in postsecondary education and careers in engineering and engineering technology. Engineering Design and Development is a Project Lead the Way course. Note: this course offers the opportunity for college credit in conjunction with the Rochester Institute of Technology. CAREER PREPARATION Credit: 2-3 Grade Placement: Prerequisite(s): 16 years of age, have reliable transportation, completion of one or more CTE courses in a program of study. Teacher approval required for enrollment. Students must remain employed the entire school year to receive credit. CIVIL ENGINEERING AND ARCHITECTURE Prerequisite(s): Introduction to Engineering Design Course or Principles of Engineering Course or Teacher Approval (Required) The major focus of the Civil Engineering and Architecture (CEA) course is a long-term project that involves the development of a local property site. As students learn about various aspects of civil engineering and architecture, they apply what they learn to the design and development of this property. The course provides freedom to he teacher and students to develop the property as a simulation or to students to model the real-world experiences that civil engineers and architects experience when developing property. In addition, students use Autodesk Inventor (3-D design software) to help them design solutions to solve their major course project. The CEA course is intended to serve as a specialization course within the Project Lead the Way course sequence. Note: This course offers the opportunity for college credit in conjunction with the Rochester Institute of Technology. Career Preparation provides opportunities for students to participate in a learning experience that combines classroom instruction with paid business and industry employment experiences and supports strong partnerships among school, business and community stakeholders. The goal is to prepare students with a variety of skills for a fastchanging workplace. This instructional arrangement should be an advanced component of a student s individual program of study. Students are taught employability skills, which include job-specific skills applicable to their training station, job interview techniques, communication skills, financial and budget activities, human relations and portfolio development. Career preparation is relevant, rigorous and supports student attainment of academic standards and effectively prepares students for college and career success. ENGINEERING DESIGN AND DEVELOPMENT Grade Placement: 12 Prerequisite(s): Completed at least one other engineering course and Teacher Approval (Required) This course allows students to apply what they have learned in academic and pre-engineering courses as they complete a challenging, self-directed project. This is a research course that requires students to formulate the solution to an open-ended engineering question. An engineer or other 92

93 Are you interested in transportation? Do you like paying attention to detail? Do you like working in groups to accomplish tasks? Do you like reading and using manuals? Do you like a varied work environment? Do you like working with computers and technology? Do you like using logic or scientific thinking to deal with many different types of tasks? Do you have mechanical ability? Do you have good mathematical and science skills? Do you have manual dexterity? If you answered "yes," this may be the career path for you! Aviation Technology Automotive Technology 9th Business Information Management I Business Information Management I 10th Energy, Power, and Transportation Energy, Power, and Transportation Aircraft Technology 11th Advanced Aircraft Technology Automotive Technology Business Management Business Management 12th Practicum in Transportation, Distribution, and Advanced Automotive Technology Logistics for Aviation Career Preparation Career Preparation AIRCRAFT TECHNOLOGY Prerequisite(s): None 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. Students will receive both theoretical and hands-on training, which will provide them a basis for completion of the ground school portion of the requirements for obtaining a Private Pilot Certificate. ADVANCED AIRCRAFT TECHNOLOGY Credit: 2 Prerequisite(s): Aircraft Technology (Required) 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. The student will be afforded the opportunity to pursue in-depth individualized studies and participate in coordinated programs and activities with outside agencies. PRACTICUM IN TRANSPORTATION, DISTRIBUTION AND LOGISTICS Credit: 2 Prerequisite(s): Advanced Aircraft Technology, teacher approval, and must have reliable transportation. (Required) The Practicum is designed to give students supervised practical application of knowledge and skills. Practicum experiences can occur in a variety of locations appropriate to the nature and level of experience such as internships, mentorships, independent study, or laboratories. Students enrolled in this course will continue their studies in 93