NEW CANEY ISD COURSE SELECTION GUIDE

Transcription

1 NEW CANEY ISD COURSE SELECTION GUIDE High School New Caney High School Loop 494 New Caney, Texas (281) Porter High School Sandy Lane Porter, Texas (281)

2 Foreword The purpose of this publication is to assist students and parents in the planning of a successful high school course of study tailored to individual student needs, interests and aspirations. All courses and programs have been developed with the philosophy that excellence in education is equally important for all students, regardless of interest or ability. The pursuit of a course of study should be appropriate to meet the needs of the present, as well as for the changing needs of the future. New Caney ISD recognizes that your high school education, whether you are preparing for work or college, is influenced by your selection of courses and by the application of your abilities. To this end, we offer courses that provide the fundamentals needed throughout life. Additionally, NCISD offers a wide variety of courses and programs to assist you in either gaining admission into post-secondary education institutions or immediately entering the job market and being successful in a competitive world. The introductory section of this guide provides information ranging from registration requirements to graduation requirements. There is also a list of courses offered with information on prerequisites, credits, cost, and brief course descriptions. Please use this guide as a source of information and as an aid in preparing your school program. Your counselor will answer any questions about a particular area or help you gather information not currently available in this guide. Requirements in the Course Selection Guide reflect State Board of Education requirements. If requirements are modified by the State Board of Education, students and parents will be notified in a timely manner. It is the policy of the New Caney Independent School District not to discriminate on the basis of race, color, national origin, gender, age or handicap in its general and vocational programs, services and activities, or its employment practices. Lack of English skills will not be a barrier to admission and participation in all educational and vocational programs. For more information about your rights or grievance procedures, contact the Title IX Coordinator, Loop 494, New Caney, Texas 77357, and/or the Section 504 Coordinator, Loop 494, New Caney, Texas 77357,

3 Table of Contents Motto, Vision Statement, and Mission Statement Profile of a Graduate 6 Enrollment Requirements Planning Your High School Program General Information... 9 Registration, Scheduling, and Schedule Changes.. 9 Course Requirements, Student Prerequisites, and Fees Minimum Class Size and Certified Instructor... 9 Course Load... 9 Credit Requirements for Student Classification 10 Transfer Students Graduating Classes of 2015 and Beyond Classification Requirements For UIL Eligibility High School Graduation Plans 11 Distinguished/Advanced Graduation Plan. 12 Other Learning Opportunities Credit by Exam Correspondence Courses On-Line Based Instruction Virtual Classes Credit Recovery Center (CRC) Summer School Off-Campus PE Grading, Grade Point Average and Class Rank NCAA Eligibility for College Sports Advanced Courses and Honors Programs National Honor Society National Merit Scholarships Senior Community Service Award Texas Grant Program. 20 Advanced Placement Courses 20 Gifted and Talented Program Dual Credit Requirements and Guidelines Advanced Placement Versus Dual Credit Specialized Programs English as a Second Language ESOL/LEP Special Education.. 23 TAKS Labs Graduation Information Testing Information.. 25 Texas Assessment of Knowledge and Skills (TAKS) State of Texas Assessment Academic Readiness (STAAR) Pre-College Entrance Planning and Assessment PSAT and PLAN College Entrance Testing SAT and ACT Testing.. 25 Career and Technical Education Program Location General Subject Descriptions

4 English English for Speakers of Other Languages and Sheltered Classes 34 Fine Arts Foreign Language Mathematics.. 44 Physical Education, Health, Athletics Science Social Studies Agriculture, Food and Natural Resources.. 54 Architecture and Construction Arts, Audio/Video Technology, and Communications.. 60 Business Management and Administration Education and Training Finance Health Science Hospitality and Tourism.. 72 Human Services. 74 Information Technology Law, Public Safety, Corrections, and Security.. 79 Manufacturing Marketing.. 83 Science, Technology, Engineering, and Mathematics Transportation, Distribution, and Logistics JROTC Miscellaneous Courses.. 93 Special Education

5 Motto Educational Excellence for a Changing Tomorrow Vision NCISD will be a place where all students excel in meeting the challenges of the 21st century. Mission New Caney ISD provides an exemplary educational experience in an environment that fosters positive and collaborative relationships between students, staff, families, and community members. 5

6 New Caney ISD Profile of a Graduate The primary goal of the district is stated in our vision statement: "NCISD will be a place where all students excel in meeting the challenges of the 21st century." To achieve this goal and be a productive member of society, an NCISD graduate will possess the following characteristics: In Academic Areas: Seek to be a life-long learner. Possess a strong foundation in the core areas of mathematics, science, language arts, reading, social studies, and languages other than English. Appreciate the arts and humanities. Embrace technology and use it to access, organize, and analyze information. Be ready to tackle the challenges of post-secondary life, whether in college, trade school, military, or a career. Communicate effectively using verbal, written, and listening skills appropriate to all audiences. Use appropriate information and critical-thinking skills in making good, life-long decisions. As a Member of Society: Enrich his/her community through community service. Respond positively to an ever-changing world. Understand the importance of, and respect, diversity. Seek to be a role model for honesty, self-discipline, respect, and appropriate social behavior. Respect laws, rules, and authority. Understand and participate in the democratic process. Demonstrate an awareness of local, state, and world events. Understand the need for healthy living and the value of self-worth. 6

7 ENROLLMENT REQUIREMENTS ENROLLMENT REQUIREMENTS All children from 5 years of age to under 21 years of age on the first day of September of a scholastic year and whose parents or legal guardians are residents of the New Caney Independent School District will be admitted tuition-free to the district's public schools. NEW STUDENTS Both Parent/Guardian and Student must be present when enrolling. The following items are required for enrollment and registration: Student's Birth Certificate - Statewide birth certificates are available through the county clerk's office. Any person born in the State of Texas may obtain an official copy of his/her birth certificate from the county clerk's office at the East Montgomery County Courthouse Annex in New Caney. Cost of the certificate is $ Current Immunization Records of Student - A validated document of immunization, which has been issued by a public health clinic or signed by a licensed physician, is required. Vaccine requirements for students entering kindergarten through 12th grade: 3 to 5 doses* of diphtheria, tetanus, and pertussis (DTaP/DTP/DT/Td) 3 to 4 doses* of polio 2 doses* of measles, mumps, and rubella (MMR) 3 doses of hepatitis B 1 to 2 doses* of varicella 1 booster dose of tetanus, diphtheria, and pertussis (Tdap) 10 years after the last dose of tetanus-diphtheria-containing vaccine 1 dose meningococcal *To determine the specific number of doses that will be required, please read the document entitled Minimum State Vaccine Requirements for Texas Students. This document and more information about school vaccine requirements are available on the Immunization Branch website at (Click on the School and Childcare link.) Student's Social Security Card Last Report Card and/or Transcript Reflecting Credits Obtained in Grades Transcripts should include attendance records, standardized test scores, confirmation of acceptable disciplinary standing, and Texas Assessment of Knowledge and Skills (TAKS) results. Proof of Guardianship Proof of Residency - Students must live in their high school attendance zone with their parent(s) or legal guardian and offer supporting evidence, such as: current electric, gas, or water bill, or receipt from the utility deposit reflecting the name and address of parent or guardian. Not acceptable: telephone bill, bank statements, cable bills, or insurance bills. 7

8 PLANNING YOUR HIGH SCHOOL PROGRAM Whether planning to attend college, enlist in the military, attend a technical or trade school, or join the workforce, your high school program will go a long way in preparing you for that future. It is recommended that students and parents think in terms of the six-year plan that carries students through their first two years beyond high school. To get the most out of high school and be able to hit the ground running after graduation, it is important plan ahead. COLLEGE ENTRANCE REQUIREMENTS Any student planning to attend college should begin early to develop a course of study to assure acceptance by the college or university of his or her choice. College entrance requirements and information for prospective students can be found in the counselor s office or through electronic means. To attend a four-year university in Texas upon graduation, a student must graduate on the Recommended or Distinguished/Advanced Graduation Plan. Once the student has selected a university or college to attend, it is advisable to keep in contact with that school s admission office, thus knowing well in advance of any changes in acceptance guidelines. PRACTICAL SUGGESTIONS FOR STUDENTS AND PARENTS Students are required to take 4 x 4. This means students are now required to take four courses in each of the four core areas: English Language Arts English I, English II, English III, and English IV Mathematics Algebra I, Geometry, Algebra II, and a fourth math credit Science Biology, Chemistry, Physics, and a fourth science credit Social Studies World Geography, World History, American History, and Government/Economics Take the Preliminary Scholastic Aptitude Test (PSAT) the sophomore and junior years. Taking the PSAT during the sophomore year exposes students to the format used and allows the school and parents to identify areas of strength and weakness. National Merit Scholarship recipients are taken from PSAT candidates who take the test during their junior year. Take the SAT/ACT examinations. Students skills are varied and some do better on the ACT than the SAT. It is recommended that students take both tests at least once. A sample schedule might include: PSAT - sophomore and junior year; SAT - January to March of junior year; ACT - spring to summer of junior year; and SAT again fall of senior year. Most colleges accept applications in the fall of a student s senior year; therefore, it is important to have testing results documented by the beginning of the senior year. Plan on a senior year filled with rigorous coursework and activities. A student s senior year should propel the student smoothly toward the next challenge. Senior-itis alludes to the need to relax and enjoy oneself prior to leaving high school. This mindset and culture greatly impairs a student s ability to succeed in an ever-changing, competitive society. A student s senior year should be focused on future academic pursuits. Take three years of a language other than English. Taking other languages greatly expands a student s ability to think and process information. It also provides a better understanding of cultural differences. Integrate technology into studies and life. An understanding and competence in the use of computer hardware, software, programs and the Internet is essential. There is no field of study or career choice in the twenty-first century that will not require a high level of knowledge and skill in the use of technology. Participate in school-related activities and community service. Being involved in school programs and community service contributes to developing a well-rounded, sensitive, compassionate citizen. Institutes of higher learning are hypersensitive to a student s involvement in activities other than academics. Keep an updated resume and portfolio of accomplishments. Whatever choices each student may make, it is important to have a visible record of accomplishments and activities which points toward the student s commitment to succeed. Students should have a resume on file no later than the sophomore year and it should be updated at least twice a year. A college and career day is held annually every fall. Students will have the opportunity to explore education and career options. 8

9 GENERAL INFORMATION REGISTRATION, SCHEDULING AND SCHEDULE CHANGES Registration dates are announced each year with upperclassmen registering first. Students will receive specific instructions during that time from their guidance counselors; however, the responsibility for appropriate graduation and career choices rests with students and parents. The counseling staff is available to assist in making decisions related to course selections. Based upon registration information, courses are scheduled and teachers are employed for the next year; therefore, it is important that course selections be given serious consideration. After school begins, scheduling changes will be made only if: 1. A student has failed a course and needs to repeat that course. 2. A change is needed as a result of a credit earned in summer school. 3. A change is needed to balance classes within the master schedule. 4. Pre-AP and AP classes may be changed at the third week of the first grading period or at the end of each grading period based on maintenance requirements. Schedule changes from a level course to an advanced course will occur only during the first two weeks of school. Requests made after that time will be addressed the following school year. Students are encouraged to develop a graduation plan which identifies the courses needed to satisfy graduation program requirements and will prepare them for their chosen career pathway. It is the responsibility of the student to know the courses that must be taken from year to year and to select the correct courses. The counselors will check each course selection sheet and work with students to ensure appropriate course selections to attain the student s desired goals. For incoming freshmen, initial academic placement in mathematics, English/language arts, science, and social studies is based on district criteria. COURSE REQUIREMENTS, STUDENT PREREQUISITES, AND FEES Certain courses require prerequisite skills, fees for supplies, and materials; therefore, students are encouraged to review all areas of course requirements prior to selection. If a student and his/her parent or guardian is unable to pay a fee or deposit required by the school, this fee or deposit may be waived. The student and his/her parent or guardian must present evidence of their inability to pay to the principal who shall determine eligibility for the fee waiver. Course requirements and student course prerequisites may not be waived. MINIMUM CLASS SIZE AND CERTIFIED INSTRUCTOR Courses listed in the Course Selection Guide will be scheduled during the following school year if a sufficient number of students preregister for the course and if the school has a teacher who is certified to teach the course. COURSE LOAD Seniors are encouraged to enroll in a full academic program. Many colleges and universities expect students to take full advantage of advanced courses in core academic subjects and/or elective offerings. Seniors are, with parental consent, allowed to attend fewer classes and receive an off-campus permit for early dismissal provided the student has sufficient credits to meet graduation requirements. Seniors must be enrolled in a minimum of eight courses each semester. Grade 9: Must be enrolled in a full course load. Grade 10: Must be enrolled in a full course load. Grade 11: Must be enrolled in a full course load. Grade 12: A minimum of eight courses is required. A full course load is recommended. Students participating in UIL activities must be enrolled in a minimum of eight classes per semester. A student s classes may be for either state or local credit. Students, who have reduced or shortened schedules because of academic or vocational need, are to exit the campus immediately following their final class each day. Students remaining on campus after their classes have ended are subject to disciplinary action. Students who have written permission to remain on campus for a specified reason must be in a supervised 9

10 classroom, the library, or the office. Students are not allowed to sit in the cafeteria, parking lot, front walkway, or any other unsupervised area during school hours. Parents should pick up students in front of the school. CREDIT REQUIREMENTS FOR STUDENT CLASSIFICATION A student s class standing is determined by the number of credits required by the state for graduation along with the particular courses needed for preparation for TAKS ending with Cohort 2014 or EOC starting with Cohort Beginning with the incoming freshman of , the number of credits required for graduation is as follows (26 credits): 9 th Grade Requirements 10 th Grade Classification Requirements 11 th Grade Classification Requirements 12 th Grade Classification Requirements Promoted or placed in 9 th 6 state credits 13 state credits 19 state credits Students are classified at the beginning of the school year by credits they have earned. Changes in grade-level classification may be made at the end of summer school and at the end of the fall and spring semesters. Beginning with the incoming freshman of , the number of credits required for graduation is as follows (30 credits): 9 th Grade Requirements 10 th Grade Classification Requirements 11 th Grade Classification Requirements 12 th Grade Classification Requirements Promoted or placed in 9 th 7 state credits 14 state credits 21 state credits TRANSFER STUDENTS GRADUATING CLASSES OF 2015 AND BEYOND The transcripts of students who transfer in their senior year will be evaluated to determine if the district's requirement of 30 credits is educationally sound or if the state's requirement of 26 credits is more appropriate. CLASSIFICATION REQUIREMENTS FOR UIL ELIGIBILITY To be eligible to participate in a UIL activity at the beginning of each school year, the following classifications will apply: 9th Grade - Promotion to 9th Grade 10th Grade - 5 State Credits 11th Grade - 10 State Credits 12th Grade - 15 State Credits MINIMUM GRADUATION PLAN Before a student can be considered for movement to the Minimum Graduation Plan, the student must meet on of the following requirements: be at least 16 years of age; have completed two credits required for graduation in each subject of the foundation curriculum; or have failed to be promoted to the tenth grade one or more times as determined by the school district. If a student meets one of the requirements, a move to the Minimum Graduation Plan can happen only if the student, the student s parent or other person standing in parental relation to the student, and a school counselor or school administrator agree in writing signed by each party that the student should be allowed to take courses under the high school Minimum plan. If a student graduates on the Minimum Graduation Plan, he/she will not be able to attend a four-year public college in Texas immediately after graduation. A student agreeing to take courses 10

11 under the Minimum plan may, upon request, resume taking courses under the Recommended Graduation Plan. For more details, contact the student's counselor. HIGH SCHOOL GRADUATION PLANS Subject Areas Recommended Graduation Plan Distinguished Graduation Plan ENGLISH 4 4 English I - IV MATH 4 Algebra I, Geometry, Algebra II and an additional math course 4 Algebra I, Geometry, Algebra II and an additional math course SCIENCE 4 4 SOCIAL STUDIES 4 4 HEALTH ½ ½ Required local elective PE/ATHLETICS 1 1 Notes If Math Models (MMA) is chosen as the fourth math credit, it must be taken before Algebra II. MMA will not count as a math credit for the Distinguished Graduation Plan. Biology, Chemistry, Physics and an additional labbased science course. The fourth credit of science may be taken concurrently with any of the other required courses. World Geography, World History, U.S. History, Government, Economics Credit may be earned through participation in the following activities: Athletics (up to 4 credits) JROTC (up to 4 credits) Drill Team (up to ) Marching Band (up to ) Cheerleading (up to ) Credit may not be earned more than once for any TEKS-based course. No more than 4 substitution credits may be earned. Credit may also be earned through the Off-Campus P.E. Program. See a counselor for more details. FINE ARTS 1 1 Choir, Band, Art, Dance, Theater Arts LANGUAGES OTHER THAN ENGLISH 2 In the same language 3 In the same language Spanish, French, Mandarin Chinese, American Sign Language SPEECH ½ ½ Communication Applications ELECTIVES 9 8 ADDITIONAL REQUIREMENTS 4 Advanced Measures* TOTAL 30** 30** The State Board of Education (SBOE) continuously reviews the requirements for the different graduation plans. Any changes made by the SBOE will be reflected in this course guide as soon as they are put into effect. * To see what counts as an Advanced Measure, see page 12. ** The district reserves the right, under extenuating circumstances, to lower a student's requirements to the 11

12 state level. DISTINGUISHED/ADVANCED GRADUATION PLAN Purpose of the Distinguished Graduation Plan Standards for Approval of Requirements Requirements of the Distinguished Graduation Plan The Distinguished Graduation Plan recognizes students who demonstrate levels of performance equivalent to college students or work done by professionals in the arts, sciences, business, or industry, or in community service. Beyond taking the required courses for a Distinguished Graduation Plan, a student must complete four Advanced Measures. Advanced measures focus on demonstrated student performance at the college or professional level. Student performance is assessed through an external review process. A student must complete the course requirements found in Texas Education Code Chapter and receive any combination of four of the following advanced measures. The Texas Education Agency is currently reviewing what qualifies for Advanced Measured, and any changes that are made will be added to this guide. Currently, advanced measures include the following: Original research/project: (limited to two) o Judged by a panel of professionals in the field focused upon in the project; or o Conducted under the direction of a mentor(s) and reported to an appropriate audience; or o Related to the required curriculum set forth in Chapter 74 (relating to TEKS). Test Data: o A score of three or above on The College Board Advanced Placement examination; or o A score of four or above on an International Baccalaureate examination; or o A score on the PSAT that qualifies a student for recognition as a Commended Scholar or higher by the National Merit Scholarship Corporation; as part of the National Hispanic Scholar Program of The College Board; or as part of the National Achievement Scholarship Program for Outstanding Negro Students of the National Merit Scholarship Corporation. The PSAT score may count as only one advanced measure regardless of the number of honors received by the student. College courses: o A grade of 3.0 or higher on a course that counts for college credit. 12

13 OTHER LEARNING OPPORTUNITIES CREDIT BY EXAM Students can receive high school credit, for acceleration or retrieval of credit, by taking a credit-by-exam through Texas Tech University. ACCELERATION: The high school credit by examination for acceleration program is for highly capable students who wish to earn for graduation 0.5 or 1.0 credit for specific high school courses with no prior instruction. A student will receive credit if the examination score is 90 or above. Acceleration is defined as testing out of a course in grades 6-12 where the student has no prior instruction. Please note: the law states that if credit is given in a subject on the basis of an examination, the school district must enter the examination score on the student s transcript. There is no cost for this exam. Parents or students interested in an exam for acceleration should submit a completed application by the published deadline. The dates and deadlines are published on the school website and in the counseling office. Applications are available in the counseling office. RETRIEVAL: Students have the opportunity to earn credit in courses for which they have had prior instruction through credit by examination. The high school credit by exam for retrieval of credit is for students who failed a course or did not receive credit due to excessive absences. A student will receive credit if the examination is 70 or above. Please note: the law states that if credit is given in a subject on the basis of an examination, the school district must enter the examination score on the student s transcript. The student is responsible for fees for examinations for retrieval of credit. Parents or students interested in a credit by exam for retrieval of credit must obtain an application from their counselor. Review sheets are available through Texas Tech University and can be downloaded by visiting their website at STAAR/End of Course cannot be used for credit by exam. CORRESPONDENCE COURSES Credits earned from correspondence courses may be accepted as a part of high school graduation requirements for accredited schools in Texas, provided the courses are taken from one of the two centers offering secondary-level correspondence courses approved by the Texas Education Agency (TEA). The two sources are the Extension Division of the University of Texas at Austin, and the Extension Division of Texas Tech University. Guidelines for these courses are as follows: The student must have prior approval from a counselor to enroll in a correspondence course. Grade points are not awarded for correspondence work. Grades are not included in GPA and class rank calculations. Grades from correspondence courses and credit by exam should be on file in the high school registrar s office at least two weeks prior to graduation for a student to be eligible to participate in the graduation ceremony. ON-LINE BASED INSTRUCTION APEX courses offered in this program are for students who may need credit recovery. This would include the following students: Students who have failed a course and need to recover credit. Students who are not progressing through their individual education plan at a rate that would allow them to complete high school in a timely manner. Students who enter high school with at least two retentions in previous grades and/or have an age differentiation of two years with their own peers. VIRTUAL CLASSES Virtual classes are an innovative program designed to give students an alternative method of instruction to regain credit lost due to a previously failing grade or to gain initial credit with prior approval from the counselor/principal. There is a maximum enrollment each term. This program would include the following students: Students who wish to take courses otherwise not available on campus. Students who have scheduling conflicts. Students who wish to accelerate through the curriculum to achieve a three-year graduation plan. Students who are working toward an associate s degree. Students who have a problem that interferes with their success in the traditional classroom (recommendation by counselor and approved by Dean of Instruction). 13

14 Virtual classrooms may be based on a variety of resources including the Texas Virtual School Network, other school districts, region educational service centers or colleges. CREDIT RECOVERY CENTER (CRC) The Credit Recovery Center is especially designed to provide a flexible, self-paced learning environment for students. It enables students to recover credits in core subject areas and to earn the credits necessary to graduate. By keeping class sizes small and providing students with individualized counseling and support, the CRC provides students who are at risk of dropping out of school with a new opportunity to earn their high school diplomas. The center utilizes a variety of instructional methods: individualized instruction packets, technology and individual teacher instruction. All of these methods are specifically designed to help students recover lost credits and complete courses. Instructional packets and TAKS tutorials in the four core-subject areas of math, science, language arts and social studies have been developed. Students enrolled at the CRC may also use computer software to complete courses and recover lost credits. The Credit Recovery Center is open from 7:20 a.m. to 3:00 p.m. on school days. SUMMER SCHOOL Summer school will be scheduled for students needing EOC/TAKS tutorials. Information on summer school is made available to students each year in the spring semester. OFF-CAMPUS PE Off-Campus Physical Education Equivalent Program provides an opportunity for students in grades 6-12 to receive credit for participation in an off-campus physical education program. The Texas Education Agency (TEA) authorizes school districts to award physical education credit for students participating in appropriate privately or commercially sponsored physical activity programs if certain guidelines are met. The purpose of the program is to accommodate students who wish to participate in special and/or accelerated physical education activities which go above and beyond those normally scheduled in the school district. For more information, please contact the student s school counselor or district Athletic Director. GRADING, GRADE POINT AVERAGE AND CLASS RANK Grading Scale A B C D F I 69 and below Incomplete 14

15 GRADE POINT AVERAGE AND CLASS RANK Pre-Advanced Advanced Placement Leter Grade Number Grade Basic Regular Placement Dual Credit A A A A A A A A A A A B B B B B B B B B B C C C C C D D D D D F F F F F F F F F F

16 GRADE POINT AVERAGE (GPA) Grade Point Average (GPA) is calculated based on all courses taken in English (except English Through Film), science, math, social studies (except psychology, sociology and U.S. History Through Film), and languages other than English. This applies to both the regular academic year and summer school. Grades earned in middle school courses taken for high school credit in English, math, science, social studies, and languages other than English shall be included in the calculation of the weighted grade average for high school class rank. CLASS RANK Class rank shall be based solely on academic courses so that all students may be compared on the same basis. The honors of valedictorian, salutatorian, magna cum laude, and cum laude graduates shall be based on academic excellence and the grade point average for all courses as follows. 1. English (except English through Film) 2. Mathematics 3. Science 4. Social Studies (except psychology, sociology, and U.S. History through Film) 5. Languages other than English Courses taken for local credit only shall not be included in the calculation. In addition to the designated core-course average, these guidelines apply: Graduating seniors shall be ranked within the graduating class upon the basis of weighted grade averages for the four-year program, excluding the last nine weeks of the senior year. Courses of study taken from non-accredited institutions shall be subject to district evaluation prior to the approval of credit and grade. Numerical grades shall be used as the official grade from all courses and shall appear on the official transcript and reporting forms. The final numerical ranking average shall be the sum of all high school core courses and languages other than English, excluding local credit courses and psychology/sociology. For the most current and accurate calculation of your student's grade point average, contact his/her counselor. Students who transfer from an accredited high school shall ordinarily be awarded grade points for courses taken in other accredited schools based on the district's grade point system. Advanced courses taken in another accredited high school shall receive advanced grade points based on the district's grade point system when the district also has advanced courses in those academic areas. If necessary, district counselors shall review the transcript and contact the previously attended school to determine whether advanced grade points should be awarded. Pass/fail courses shall not be counted in the class-ranking calculation. Students who graduate during the summer shall be ranked with the previous graduating class. Students who graduate at the end of the fall semester shall be ranked among the students who will graduate during the spring. Rankings shall be based on grade point average at the end of the fall semester. A student's class ranking shall be determined within the graduation 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. Second semester dual credit courses are not counted in final ranking and GPA during a student s senior year. Each of the district's high schools will rank students who transfer in after the beginning of their senior year in the order of their GPAs for the purpose of determining automatic admission eligibility. To be honored as valedictorian or salutatorian, seniors must be enrolled in the district for grades ten through twelve and enrolled in the high school for three consecutive semesters prior to graduation. 16

17 HONOR STUDENT RECOGNITION The administration and staff of the high schools shall recognize honor students in each of the graduating classes. The following guidelines shall be observed in determining valedictorian, salutatorian, and honor graduates: The graduating seniors of shall be ranked within the graduating class based upon the weighted grade average of a four-year program (ninth grade through twelfth grade), excluding the last nine weeks of the senior year. Course work completed in middle school for high school credit will count toward a student s GPA. All incompletes must be cleared upon completion of middle school, as ranks are final and will not be recomputed. Credit shall be awarded and grade points shall be calculated using the district's Scale of Grade Points Earned. The student with the highest grade point average shall be named valedictorian and the student with the second highest grade point average shall be named salutatorian. To be eligible for valedictorian and salutatorian honors, qualified seniors shall have been: 1) in attendance in the district for all of high school in grades ten through twelve; 2) enrolled in the high school for three consecutive semesters prior to graduation; and 3) carry at least a minimum course schedule each semester of four and one-half credits in grades nine through eleven and four credits in grade twelve. In the event of a tie when averaged to the fourth decimal point for valedictorian and/or salutatorian honors, the student who has completed the greatest number of district-approved advanced level courses shall be named the honor s recipient. If a tie still exists, those students meeting the criteria shall be named valedictorians. The student with the next highest grade point average when averaged to the fourth decimal point shall be named salutatorian. Students whose grade point averages fall in the top five percent shall be designated magna cum laude graduates. The next ten percent shall be designated cum laude graduates. To receive these honors, students must have been enrolled in a district high school for all of their senior year. Being enrolled in a district high school for the entire senior year is NOT a requirement to be eligible for automatic college admission. Automatic admission is available to the top eight percent of graduating seniors for the University of Texas. Automatic admission is available to the top ten percent of graduating seniors for Texas A&M University and for all other Texas public universities. 17

18 NCAA ELIGIBILITY FOR COLLEGE SPORTS Many college athletic programs are regulated by the National Collegiate Athletic Association (NCAA). Beginning in their freshman year of high school, students planning to participate in college athletics should contact the NCAA Eligibility Center at to review the association s requirements and must apply to the NCAA to be certified as eligible. The NCAA recognizes only courses taken in grades nine through twelve. A high school course taken in the eighth grade may be used if the course is on the high school transcript with a grade and credit and if the course is on the high school s NCAA List of Approved Core Courses. Students who took high school credit courses in middle school need to pay special attention to NCAA rules. The NCAA requirements are outlined below. CORE COURSES NCAA Division I requires 16 core courses. This rule applies to any student first entering any Division I college or university.. See the chart below for the breakdown of this 16 core-course requirement NCAA Division II requires 16 core courses. See the breakdown of core-course requirements below. Please note: Division II will require 16 core courses beginning August 1, TEST SCORES Division I has a sliding scale (shown on the next page) for test score and grade point average requirements. Division II does not have a sliding scale, but has a minimum SAT score requirement of 820 or an ACT sum score of 68. The SAT score used for NCAA purposes includes only the critical reading and math sections. The writing section of the SAT is not used. The ACT score used for NCAA purposes is a sum of the four sections on the ACT: English, mathematics, reading and science. All SAT and ACT scores must be reported directly to the NCAA Eligibility Center by the testing agency. Test scores on transcripts will not be used. When registering for the SAT or ACT, use the Eligibility Center code of 9999 to make sure the score is reported to the Eligibility Center. GRADE POINT AVERAGE Only core courses are used in the calculation of the grade point average. Be sure to review your high school s list of NCAA-approved core courses on the Eligibility Center s website to make certain that courses being taken have been approved as core courses. The website is Division I grade point average requirements are listed on the next page. The Division I grade point average requirement is a minimum The Division II grade point average requirement is a minimum DIVISION I 16 Core-Courses Rule DIVISION II 16 Core-Courses Rule* 16 core courses: 4 Years of English 3 Years of mathematics (Algebra I or higher) 2 Years of natural/physical science (1 year of lab if offered by high school) 1 Year of additional English, mathematics or natural/physical science 2 Years of social science 4 Years of additional courses (from any area above, foreign language or non-doctrinal religion/philosophy) 16 core courses: 4 Years of English 3 Years of mathematics (Algebra I or higher) 2 Years of natural/physical science (1 year of lab if offered by high school) 2 Years of additional English, mathematics or natural/physical science 2 Years of social science 3 Years of additional courses (from any area above, foreign language or non-doctrinal religion/philosophy) *PLEASE NOTE: Beginning August 1, 2012 students planning to attend an NCAA Division II institution will be required to complete 16 core courses. 18

19 OTHER IMPORTANT INFORMATION Students enrolling at an NCAA Division I or II institution for the first time need to complete the amateurism questionnaire through the Eligibility Center website and should also request final amateurism certification prior to enrollment. DIVISION I CORE GRADE POINT AVERAGE/TEST SCORE SLIDING SCALE NEW CORE GPA/TEST SCORE INDEX Core GPA SAT (Verbal and ACT Math Only) & above

20 ADVANCED DUAL COURSES CREDIT AND GUIDELINES HONORS PROGRAMS NATIONAL HONOR SOCIETY The purpose of the National Honor Society is to give students recognition for and encouragement in scholarship and those qualities of leadership, service, and character. Not only are student members expected to maintain the standards of membership, they are also expected to foster these qualities in the whole student body. To be accepted into the Honor Society, candidates must have an 85 average as of September 1 of the year for which they are requesting consideration. Each student who meets this GPA must then complete an application to be evaluated by the high school faculty. A five-member faculty council will make the final decision. Membership is only open to sophomores, juniors and seniors. NATIONAL MERIT SCHOLARSHIPS Each year, select NCISD graduates are recognized as achieving high distinction in the National Merit Competition. Students who take the PSAT in the eleventh grade are automatically entered, and students whose Selection Index places them in the top one-half of the top one percent nationally are identified as semi-finalists. These students, with the additional recommendation of their school, will continue in the competition. Semi-finalists are announced early in September of the twelfth grade. These students continue the application process by completing a packet of materials, which is then submitted to the National Merit Scholarship Program in Princeton, NJ. Students who are selected to be finalists often receive recognition and awards from colleges, universities and companies. Another category of the National Merit Scholarship Competition is that of Commended Status, which includes those students who score in the top five percent nationally on the Selection Index. These students do not continue in the competition, but they do receive a certificate, and this designation may be sent with college applications and used in scholarship applications. SENIOR COMMUNITY SERVICE AWARD Seniors are encouraged to complete community service hours during their senior year and may begin accumulating service hours anytime their senior year. Pre-approved service hours may only be granted during the summer leading up to their senior year. Upon completion of 50 approved service hours, students will be awarded a white cord to be worn at graduation. Students who complete at least 100 approved service hours will be awarded a colored cord to be worn at graduation. TEXAS GRANT PROGRAM The Toward Excellence, Access, and Success (TEXAS) Grant Program provides grant money to enable well-prepared eligible students to attend public and private non-profit institutions of higher education in Texas. A student who is a Texas resident; graduated from a public or accredited private high school in Texas no earlier than the fall of 1998; completed the Recommended or Distinguished Graduation Plan; has financial need; enrolls at least three-fourths time in an undergraduate degree or certificate program as an entering undergraduate within 16 months of high school graduation; and has not been convicted of a felony or a crime involving a controlled substance, may apply through the financial aid office of his/her chosen college. Only in-state (Texas) colleges or universities may participate in the program. Visit the website at to find out about loan programs, scholarships, and other grant programs. ADVANCED PLACEMENT COURSES These courses allow students to take college-level course work while still in high school. The College Board develops the scope and sequence of the AP courses and provides training for teachers. The examination for each course is a national standard used by colleges to grant college credits to those students who earn a qualifying score. Most colleges and universities consider students who take AP courses to be better prepared for the rigor of college courses, since courses designated as AP are college-level courses. Students should expect course subject matter and workload at a college level. Students enrolled in an AP course are expected to take the College Board exam at the end of the year. Failure to take the AP exam will result in the loss of advanced measure towards a Distinguished/Advanced Graduation Plan diploma and weighted grade points. The counselors will announce the times and fees for the tests. AP course designation is pending College Board audit approval. 20

21 GIFTED AND TALENTED PROGRAM The nomination period for the New Caney ISD Gifted/Talented Program is open in the fall each year. Parents, students, teachers or administrators may make nominations. The state requires the district to use assessment measurements collected from multiple sources to qualify students for the program. Included in these are parent and teacher checklists, tests for mental abilities, academic achievement, aptitude and creativity, and/or student interviews. All students take some tests automatically as part of their educational process. Students nominated for the GT program will take additional tests. The district requires parent or guardian approval before giving the additional tests. A campus identification committee evaluates all information from the measurements named above to determine if a student qualifies for the program. Parents will be notified in writing about their child s status. DUAL CREDIT REQUIREMENTS AND GUIDELINES Students who meet the early admissions requirements for college readiness may take a dual credit course and receive college and high school credit. All students who wish to enroll for dual credit must take the Texas Higher Education Assessment (THEA), Accuplacer or Compass tests, or be exempted from the test before enrolling in any college-level coursework. Students may be exempted from the THEA by making the following qualifying scores on the SAT, ACT, or TAKS: SAT combined verbal/math score of 1070 with a minimum of 500 on both the verbal and mathematics tests; ACT composite of 23 with a minimum of 19 on both the English and mathematics tests; or TAKS See counselor for waivers and exemptions for all students. The following guidelines also apply: The student shall be responsible for meeting all college requirements. Each dual enrollment student shall be present at school during the daily attendance accounting period. The NCISD Board of Trustees shall determine approval of courses for which high school credit shall be granted. Students shall notify the principal or designee if there is a change in their status at the college/university. Credit shall not be awarded without the official presentation of the college transcript or grade report to the principal or designee within five school days of the grades being posted. Dual credit classes are exempt from UIL regulations for grades. However, a student must remain in the class for the entire semester and will not receive credit for the class, at either the high school level or college level, without a passing grade in the college class. Transportation is the responsibility of the parent and student. The district is not liable for injury occurring once the student leaves campus. In order for a dual credit course to count as an Advanced Measure on the Distinguished Graduation Plan, the student must make a B or better in the course. Second-semester dual credit grades are not counted toward final rank and GPA during senior year. The college will allow a student to take only two dual credit classes per semester. Information on fees for courses will be available from the guidance counselors. Students must complete the application process by the last day of the previous semester. Students must attend orientation. If, due to special circumstances, a dual credit class needs to be dropped, the student must drop it through the high school counselor. If a student makes a D or below, the student will be dropped from the program and may not take any more dual credit courses while in high school. There is no guarantee of credits being transferred to any college or university. If there is a corresponding exam, students are encouraged to take the Advanced Placement exam. 21

22 ADVANCED PLACEMENT VERSUS DUAL CREDIT IDENTIFYING THE DIFFERENCES Classes taken for college credit have a higher standard of expectations which will impact mastery level and assignments. Description Credit Advanced Placement (AP) The AP Program allows students to take college-level courses and exams, and to earn college credit or placement while still in high school. College credit is given when students pass the AP examination. Students seeking credit through their AP grades should note that individual colleges and universities, not the College Board or the AP Program, grant course credit and placement. Dual Credit Dual Credit allows high school students to earn both high school and college credit by completing courses at their high school and/or college campus. Credit is awarded when the student passes the course. If there is a corresponding exam, students will be encouraged to take the Advanced Placement exam. Teachers/ Instructors College/University Acceptance Location Eligibility Cost The payment for AP and Dual Credit will be considered each year. Taught by specially trained high school teachers. Accepted throughout the nation. AP courses are taught on the high school campus. Open to any student who meets the AP criteria in the Course Catalog. The high school will pay the cost of AP exams. Students are responsible to repay the district if they register for the exam and fail to take the test. Textbooks are provided by school. Taught by college instructors and/or high school teachers who serve as adjunct professors. Accepted at public colleges and universities in Texas. Dual Credit courses can be taught on the high school or college campus. Must be currently attending high school and classified as a junior or senior. Must have a college placement score on the THEA, ACCUPLACER or COMPASS tests or earn exemptions with SAT, ACT or 11 th grade TAKS scores. Parent/guardian and counselor approval. The high school will pay all fees for courses taught at the high school campus. Students are responsible to repay the district if they fail or drop the course. Students are responsible for textbooks. 22

23 SPECIALIZED PROGRAMS ENGLISH AS A SECOND LANGUAGE (ESOL/LEP) The ESOL program is an intensive English-language-instruction period taught by teachers trained in recognizing and working with language differences. The purpose of ESOL is to develop competence in English using second-language methods and modifications, which help the student be successful in all classes. These courses provide students an opportunity to acquire and/or refine the English language, as determined by their current language abilities. The ESOL program enables limited English proficient (LEP) students to become competent in the comprehension, speaking, reading, and composition of the English language. The program addresses the affective, linguistic, and cognitive needs of the LEP students and incorporates the cultural aspects of each student s background and community. The target language is emphasized to prepare the LEP students for mastery of TAKS objectives and ensure that TAKS objectives are integrated with the classroom curriculum. SPECIAL EDUCATION Students with disabilities whose special needs cannot be met in the regular classroom may be eligible for special education services. New Caney ISD offers a wide range of instructional options for students with disabilities in programs designed to meet unique educational needs. These instructional options range from special accommodations for the students within the regular classroom to placement in highly specialized classes. If a child is experiencing learning difficulties, the parent may contact the Director of Special Education to learn about the district s overall general education referral or screening system for support services. This system links students to a variety of support options, including referral for a special education evaluation. Students having difficulty in the regular classroom should be considered for tutorial, compensatory, and other support services which are available to all students. At any time, a parent is entitled to request an evaluation for special education services. Within a reasonable amount of time, the district must decide if the evaluation is needed. If evaluation is needed, the parent will be notified and asked to provide consent for the evaluation. The district must give a copy of the report to the parent. If the district determines the evaluation is not needed, the district will provide the parent with a written notice explaining why the child will not be evaluated. This written notice will include a statement informing the parents of their rights if they disagree with the district. Additionally, the notice must inform the parents how to obtain a copy of the Notice of Procedural Safeguards Rights of Parents of Students with Disabilities. The designated person to contact regarding options for a child experiencing learning difficulties or a referral for evaluation for special education is the Director of Special Education at TAKS/EOC LABS Students who failed any portion of a TAKS/EOC exam will be considered for placement in a TAKS lab to help them achieve the necessary skills to succeed on the test. This class is local credit and will replace an elective credit on the student s schedule. A parent or guardian may request a waiver for a student to not participate in this class; however, the waiver must provide documentation of student need and other appropriate information. Please see the child s counselor for further information. 23

24 GRADUATION INFORMATION The student and his/her parents must accept responsibility for the proper choice of subjects for graduation and/or for college entrance. There are, however, teachers, counselors, and administrators who are available to offer any assistance needed in planning a program of study leading to the completion of requirements for graduation. A student who has met graduation requirements may finish school at the end of any semester. Students who complete requirements in January may elect to participate in the June graduation ceremony. Current graduates may not participate in the graduation ceremony unless all graduation requirements have been met. This includes the successful completion of all required courses, the accumulation of the required number of credits, and the successful mastery of all TAKS/EOC requirements. Incoming freshman will graduate based on End of Course requirement. More information on STARR/EOC is available on the NCISD website. EARLY GRADUATES Students who would like to complete high school in three years are given the opportunity to do so through early graduation. Students who would like to finish high school one term early are given the opportunity to graduate at mid-term. Applications for either of these options are due one year prior to the proposed graduation date. A signed application and permission form must be on file in the counseling office. Students and parents are asked to consider these options very carefully, plan significantly in advance, and meet with the student s counselor. Early graduates shall be eligible for all graduation honors, provided they meet the requirements. Students who graduate in three years shall be eligible to participate in commencement ceremonies. An early graduate s classification will be changed to senior classification at the beginning of the spring term, and senior privileges will be extended to them. For more information on graduation requirement, please contact your student s counselor. State Testing Requirements for Graduation The testing requirements for graduation for incoming freshmen in and beyond changed from the Texas Assessment of Knowledge and Skills (TAKS) assessment to the State of Texas Assessment of Academic Skills (STAAR) assessment. All students who entered ninth grade prior to the fall of 2011 will still be considered TAKS Graduates and will not be required to take the new STAAR End-of-Course (EOC) to graduate. Those students will continue to take the appropriate grade level TAKS assessment and will only need to pass the four exit level TAKS test. Students who entered ninth grade in the fall of 2011 or beyond will be considered STAAR Graduates and will fall under the new testing requirements. STAAR requires that a student take an end-of-course exam in the following courses: English (ELA) Math Science Social Studies English I Algebra I Biology World Geography English II Geometry Chemistry World History English III Algebra II Physics American History Any course that is used as the initial course for the above subjects, will also be assessed with that course s EOC. This would include Pre-Advanced Placement, Advanced Placement, and Dual Credit if they replace the initial offering of that subject. All EOCs taken in a subject will count towards a student s graduation requirement. STAAR Graduates must accumulate a set number of points from all EOCs taken within a subject. These standards will be phased in over a number of years. The performance standard that impact graduation will be based on the year a student takes his first EOC. Students who begin taking the tests in the or school years will use the Phase-In One standards. 24

25 TESTING INFORMATION TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS (TAKS) In addition to earning required credits for graduation, students must also pass the exit-level TAKS (Texas Assessment of Knowledge and Skills) in language arts, math, science, and social studies. Students who complete their coursework but are denied a diploma because they did not pass TAKS may take the failed test again each time it is offered. In order for students to receive a diploma in high school, they must pass all four portions of the TAKS. Students who fail to demonstrate mastery on this exit-level test may be placed in remedial classes. STATE OF TEXAS ASSESSMENT ACADEMIC READINESS (STAAR) The STAAR (pronounced the same as "star") title will be used for the 12 end-of-course assessments mandated by SB 1031 in 2007 and the new assessments for third through eighth grades mandated by HB 3 in the 2009 legislative session. The new tests will be used beginning in the school year. Students in the graduating class of 2015, who are currently in tenth grade, will be the first students who must meet the end-of-course testing requirements, as well as pass their classes, in order to earn a diploma. PRE-COLLEGE ENTRANCE PLANNING AND ASSESSMENT PSAT and PLAN The College Board and the National Merit Scholarship Corporation sponsor the PSAT/NMSQT (Preliminary SAT/National Merit Scholarship Qualifying Test), which provides students an opportunity to practice for the SAT I since the questions and format are very similar. Taking the PSAT allows students to compare their abilities for college work with abilities of other college-bound students. Sophomores and juniors are eligible to take this test. The eleventh-grade administration of this test is also the first step in entering the National Merit Scholarship Foundation process. The American College Test (ACT) Program developed the PLAN test (which parallels the ACT) for sophomores. It includes an assessment of study skills and can help a student to identify areas where he/she may wish to develop more effective study habits. PLAN also includes an interest inventory as well as a previous test analysis for students and parents. COLLEGE ENTRANCE TESTING SAT AND ACT TESTING Most colleges and universities require an entrance examination as part of the college application process. There are two entrance examinations predominantly used by colleges. These are the Scholastic Aptitude Test (SAT) and the American College Test (ACT). It is the student s responsibility to determine which test is required by the student s college of choice. Students are encouraged to sign up online at collegeboard.com or act.org in the spring of their junior year or the summer before their senior year. This will ensure that they have their score by the December 1 early-registration deadline. Registration packets are available in the counseling office. Students are strongly encouraged to take college entrance tests before the end of their junior year. Students are also advised to plan ahead as registration deadlines may be as much as five weeks prior to test dates. 25

26 CAREER AND TECHNICAL EDUCATION INTERNSHIPS AND WORK EXPERIENCES Students seeking diverse educational experiences will find options available to them through Career and Technical Education internships, clinical rotations, cooperative education work experiences, and career preparation courses. These courses offer academic support plus the professional mentorship of professionals in their fields at each intern, rotation, or work site. A two-credit or three-credit option is available in paid career preparation courses. Career preparation classes are both school-based and work-based. Students who work 15 hours per week at their work-based site will receive three credit hours. Students interested in pursuing an internship, rotation, or career preparation opportunity should consult with their counselor to request additional information. COHERENT SEQUENCE OF COURSES/CAREER PATHWAY A coherent sequence of courses is an educational plan made up of developmentally appropriate courses suited for a given career objective or goal. This plan is built upon the academic core components and includes school-based and work-based learning experiences leading to both academic and occupational competencies. Please contact a counselor for more information. CERTIFICATION AND LICENSES The Career and Technical Education Department encourages students to pursue certification and licenses as appropriate. Certification and licenses are available in the selected Career and Technical Education program areas. Students should consult with their teachers and/or counselors to discuss the various opportunities. STUDENT LEADERSHIP ORGANIZATIONS Opportunities for developing skills in leadership, cooperation, and citizenship are available to students through extension of classroom/laboratory learning experiences by membership and participation in Career and Technical Education student leadership organizations. Competitive events and community service projects enhance career preparation, workplace competencies, selfconfidence, and the instructional program. Student leadership organizations vary by campus and program areas. Students interested in participation in these programs should consult with Career and Technical Education teachers. 26

27 PROGRAM LOCATION HIGH SCHOOL PROGRAM LOCATION Students can sign up for any course found in this course guide. However, because of facilities and staff, not all courses found in this course guide are located at both New Caney High School and Porter High School. If a student chooses to request a course in a program not located on his/her home campus, the following options may be explored: Students may be transported from their home campus to the campus where the course is located. The course may be scheduled at the beginning or end of the day, so the student will either begin or end the day at the campus on which the course is located. Depending on the schedule, it is possible a student may take more than one course away from their home campus. Students may be asked to provide their own transportation in some cases. A teacher may travel from his/her home campus to the other campus to pick up a class or classes. A student may request to be transferred to the other campus. (UIL restriction would be enforced.) A student may take the course online. While New Caney ISD will work diligently to place students in the classes they choose, if none of these options are possible, a student will be required to select another course. Unless otherwise indicated, all courses are located on both campuses. If a program is located on only one campus, that campus will be indicated. GENERAL SUBJECT DESCRIPTIONS LANGUAGE ARTS English Students enrolled in high school English courses increase and refine their communication skills. High school 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 to produce error-free drafts. In English I, II, and III, students practice all forms of writing; in English IV, students are expected to write in a variety of forms, including business, personal, literary, and persuasive texts. Students read extensively in multiple genres and learn literary forms and terms associated with selections being read. They also interpret the possible influences of the historical context on a literary work. Students continually develop skills in listening, speaking, viewing, and representing. For students enrolled in high school English whose first language is not English, the student s native language serves as a foundation for English language acquisition. Journalism Students enrolled in high school journalism courses use writing, technology, and visual media as tools for learning how to create, clarify, critique, write, and produce effective communications. They become analytical consumers of media and technology to enhance their communication skills. Courses range from those at the introductory level to those involving the publication of the school s newspaper, yearbook, and literary magazine. Note: A student may not receive credit for more than one level of Advanced Journalism in the same year. Reading Students enrolled in high school reading courses receive instruction in comprehension strategies, text approach skills, and vocabulary to ensure they can read with competence, confidence, and understanding. Courses range from those which assist students in being successful on the state s competency tests to those which extend the reading skills of college-bound students. 27

28 Speech Understanding and developing skills in oral communication are fundamental to all other learning and to all levels of human interaction. Students enrolled in high school speech courses address concepts and processes involved in sending and receiving oral messages, evaluating and using nonverbal communication, and listening for a variety of purposes. Courses range from introductory level to those involving specialized interests and abilities revealed during tournament competitions. LANGUAGES OTHER THAN ENGLISH Language communication is at the heart of the human experience. In a culturally diverse society, students must learn to communicate with people who employ different languages. Competence in more than one language enables students to communicate with other people in other cultures and some in our own; look beyond our borders; develop insight into their own language and culture; act with greater awareness of self and others; and ultimately, participate more fully in the world s marketplace. The Languages Other Than English program in New Caney ISD seeks to reflect these goals as well as others pertaining to making connections with other disciplines. To study another language and culture gives students one powerful key to successful communication: knowing how, when, and why to say what to whom. Language offerings in New Caney ISD are sequential, providing a means to proficiency if students complete three or more years of one language. Students who demonstrate proficiency above their current level of placement may be recommended to take the Credit by Exam test to determine whether advanced placement is appropriate. Students may earn credits for all courses through the exam level on which they successfully perform. MATHEMATICS The primary goal of all mathematics courses is to provide opportunities for students to become problem-solvers who use the mathematics they learn to describe and predict the world around them more effectively. This goal is addressed through the development of concepts at the concrete level, the use of calculators and computers to gather and analyze data, and the continuing study of ways to use the content of the specific course to model information mathematically. Note: In identifying prerequisites of a given course, A represents the first semester and B represents the second semester. SCIENCE Science is a way of learning about the natural world. In all science courses, students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students learn how science has built a vast body of changing and increasing knowledge described by physical, mathematical, and conceptual models, and that science may not answer all questions. The study of systems underlies all science courses. A system is a collection of cycles, structures, and process that interact. All systems have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems and can be observed and measured as patterns. These patterns help to predict what happens next and can change over time. Students should understand that certain types of questions about the natural world can be answered by investigations, and the methods, models, and conclusions derived from these investigations change as new observations are made. Models of objects and events are tools for understanding the natural world and can show how systems work. Students should learn that the models used in science have limitations and, based on new discoveries, are constantly being modified to more closely reflect the natural world. Note: One full credit must be earned in a science course in order for science credit to be awarded. A student may NOT obtain science credit by completing one half credit in one course and one half credit in another course. SOCIAL STUDIES In high school social studies courses, students continue to build a foundation in history, geography, economics, government, citizenship and social studies skills. The content, appropriate to the course and grade level, enables students to understand the importance of patriotism, function in a free-enterprise society, and appreciate the basic values of our state and nation. Seven strands of essential knowledge (history, geography, economics, government, citizenship, culture, science/technology/society) and four strands of skills (critical-thinking, communication, problem-solving and decision-making) form the areas of study and major skills included in all of the social studies courses. The social studies program in New Caney ISD is structured to help students as they continue to develop a sense of place and understand institutions and processes which define our democratic republic. Students are expected to reflect on what they learn through reading, thinking, discussing and writing. CAREER AND TECHNICAL EDUCATION Career and Technical Education (CTE) is designed to address a variety of needs: exploration of career interests, practical experiences in an intended career field, and entry-level skills for selected occupations. Concepts and skills related to leadership, successful employment, entrepreneurship, and safety are an integral part of all programs. All programs are offered without regard to race, handicap, gender, or limited English proficiency. For CTE courses located on only one campus, please see information in the Program Location section of this guide. 28

29 FINE ARTS Dance There are four basic dance strands: perception, creative expression/performance, historical and cultural heritage, and critical evaluation. By mastering movement principles and skills, students develop self-discipline and healthy bodies that move expressively, efficiently and safely through space and time with controlled energy. Students recognize dance as a vehicle for understanding cultural and historical contexts and increasing awareness of their own and others heritage and traditions, thus helping them to participate in a diverse society. Evaluating and analyzing dance strengthens decision-making skills, develops critical and creative thinking, and enables students to make informed decisions about dance and the world around them. Music Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more of the following music courses: Band, Choir, Vocal Ensemble, Music Theory, and/or Applied Music (one credit per course). Four basic strands perception, creative expression/performance, historical and cultural heritage and critical evaluation provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. In music, students develop their intellect and refine their emotions. They explore the cultural and creative nature of musical artistry and make connections among music, the other arts, technology and other aspects of social life. Through creative performance, students apply the expressive technical skills of music and critical-thinking skills to evaluate multiple forms of problem solving. By reflecting on musical periods and styles, students understand music s role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices. Theatre Students enrolled in high school theatre courses communicate in a dramatic form, make artistic choices, solve problems, build positive self-concepts, and relate interpersonally. Likewise, they increase their understanding of heritage and traditions through historical and cultural studies in theatre. As a result, students become appreciative and evaluative consumers of live theatre, film, television, and other technologies. Courses range from introductory level to those involving the production of school plays. Visual Arts All students deserve access to the rich education and understanding that art provides regardless of their background, talents, or disabilities. Art helps students develop multiple capabilities for understanding and deciphering our image and symbol-laden world. It also helps students gain powerful tools in learning artistic modes of problem solving; understand past and present human experiences; adapt to and respect others ways of thinking, working and expressing themselves; make decisions in situations where there are no standard answers; and communicate their thoughts and feelings using a variety of media, giving them more powerful communicative abilities. The district s art program meets these characteristics while offering students a sequential array of courses from which to choose. HEALTH & PHYSICAL EDUCATION Health In health education, students acquire the health information and skills necessary to become healthy adults and learn about behaviors in which they should and should not participate. To achieve that goal, students understand the following: Students should first seek guidance in the area of health from their parents. Personal behaviors can increase or reduce health risks throughout their life. Health is influenced by a variety of factors. Students can recognize and utilize health information and products. Personal/interpersonal skills are needed to promote individual, family and community health. Physical Education Students in these courses acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically active lifestyle. Students exhibit a physically active lifestyle and understand the relationship between physical activity and health throughout their life. 29

30 ENGLISH If you are planning to attend college, the English department strongly recommends you take your last English course during your senior year. Courses designated as Pre-AP will have emphasis placed on individual creativity and problem solving to enhance and enrich the skills of the gifted student. Students will be required to complete at least one independent project. Students will also be required to purchase their own novels. Courses designated as AP are college-level courses. Students should expect course subject matter and workload at a college level. Students should also expect to purchase or acquire their own novels. Students enrolled in an AP course are expected to take the AP College Board exam at the end of the course. English classes can be taken concurrently ENGLISH I ( ) This course will include a comprehensive study of grammar, composition, and vocabulary as well as an in-depth study of the major literary genres: short story, poetry, nonfiction, drama, and novel PRE-AP ENGLISH I ( ) Required: Summer reading and parent meeting Fees: Purchase of novels required during the year In addition to the TEKS required by the state, this course begins the preparation for the AP English Literature and Composition test and/or the AP English Language and Composition test. Motivated college-bound students will be challenged and enriched by college-preparatory material taught at a pace appropriate to the grade level as outlined by the College Board. The course focuses on four areas: thinking skills, close reading, grammar, and composition. Students will practice stylistic analysis of complex passages and works of literary merit. Literary study will include the short story, poetry, nonfiction, drama, and the novel. Success in this program requires student commitment to the rigorous expectations of the course. Summer reading is required. Students must provide their own copies of novels for required reading during the year ENGLISH II ( ) This course will review the fundamentals of grammar and usage with emphasis on their use in composition. Students will write well-developed paragraphs and essays. The study of literature will include a wide variety of selections designed to acquaint students with the following literary genres: short story, poetry, nonfiction, drama, and novel. Emphasis will be on improvement of basic reading skills, as well as an 30 understanding of the elements of each particular type of writing PRE-AP ENGLISH II ( ) Required: Summer reading Fees: Purchase of novels required during the year In addition to the TEKS required by the state, this course begins the preparation for both the AP English Literature and Composition test and the AP English Language and Composition test. This course is designed to challenge and enrich motivated college-bound students to expand their education beyond the typical secondary program. This course will be taught at a college-preparatory level and pace appropriate to the grade level as outlined by the College Board. Students will develop analytical reading skills and will apply these skills to genre from various time periods. Students will also develop writing skills, paying particular attention to form, style, substance, and mechanics. Success in this program requires student commitment to the rigorous expectations of the course. Summer reading is required ENGLISH III ( ) This course is designed as a survey on American and related world literature with a focus on literary, figurative, and poetic terminology. Students will review and apply basic grammatical skills in the mastery of sentence construction and composition development using MLA format. Writing skills, such as personal response, research- and report-writing, and literary essay, will be emphasized AP ENGLISH III (A ) Required: Summer reading and assignments In addition to covering the TEKS required by the state, this course prepares students for the AP English Language and Composition test. This course is designed to challenge and enrich motivated college-bound students to expand their education beyond the typical secondary program. This course will be taught at a college level and pace appropriate to the grade level as outlined by the College Board. Students will learn and reinforce the reasoning and analytical skills needed in both language and literature. The course will focus on literary nonfiction and argumentative analysis as well as the development of stylistic elements such as wide-ranging vocabulary, variety of sentence structures, logical organization, a balance of generalization with specific illustrative detail, and effective use of rhetoric. Success in this program requires student commitment to the rigorous expectations of the course. Summer reading is required. Students who enroll in this course will be expected to take the AP English Language and Composition test in the spring ENGLISH I EOC ACCELERATED 1 local credit This course will include a comprehensive study of grammar, composition, and vocabulary as well as an in-depth study of the major literary genres: short story, poetry, nonfiction, drama, and novel at an accelerated pace

31 10403 ENGLISH IV ( ) This course is designed for the enrichment of reading, writing, and oral communication skills. Selections from the Anglo Saxon, Medieval, Renaissance, and Age of Reason periods will be studied during the first semester. The second semester will include selections from the Age of Reason, Romantic, Victorian, and Modern periods. A research paper is required during the first semester and is required for graduation. Selected novels will also be studied. SAT/advanced vocabulary study and advanced grammar, such as sentence construction, will be emphasized. Composition instruction in this course will emphasize informative and literary writing AP ENGLISH IV (A ) Required: Summer reading In addition to the TEKS required by the state, this course prepares students for the AP English Literature and Composition test. This course is designed to challenge and enrich motivated college-bound students to expand their education beyond the typical secondary program. This course will be taught at a college level and pace appropriate to the grade level as outlined by the College Board. This course stresses literary analysis, along with representative works from the world's most complex literature. The student will learn to make careful observations of textual detail, establish connections among these observations, and draw from these connections a series of inferences leading to an interpretive conclusion about the meaning and value of a piece of writing. Students will be expected to explain these ideas clearly, cogently, even elegantly, in written form. Success in this program requires student commitment to the rigorous expectations of the course. Summer reading is required. Students who enroll in this class will be required to take the AP English Literature and Composition test in the spring ENGLISH IV DUAL CREDIT ( ) Fees: Those required by Lone Star College Kingwood English 1301 covers the writing process and enables students to adapt to different rhetorical situations in terms of audience, purpose, style, format and accepted conventions of standard written English. Students will use appropriate modes of expression in writing assignments expressive, descriptive, narrative, expository, and persuasive. English 1302 covers basic strategies for critical thinking, logical analysis, and problem solving. Students will read, analyze, synthesize, evaluate and discuss various forms of prose. In addition, Beowulf, Canterbury Tales, and Macbeth will be read to fulfill requirements for senior English. Students who enroll in this course will be encouraged to take the AP Language and Literature Test in the spring INDEPENDENT STUDY IN ENGLISH ( ) Prerequisite: Sponsor approval Students enrolled in Independent Study in English will focus on a specialized area of study for example but not limited to the work of a particular author or genre. Students will read and write in a multiple of forms for a variety of audiences and purposes. High school students are expected to plan, draft, and complete written compositions on a regular basis, and 31 carefully examine their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English. NOTE: If this course is being used to satisfy requirements for the Distinguished Graduation Plan, a student research/product must be presented before a panel of professionals or approved by the student s mentor. May be used as a credit for Academic Octathlon/Decathlon LITERARY GENRES ( ) Grades: 9-12 Students enrolled in Literary Genres will spend time analyzing fictional and poetic elements of literary texts and read to appreciate the writer s craft. Students will discover how wellwritten literary text can serve as models for their own writing and will respond to oral, written, and electronic text to connect to their knowledge of the world /10523 CREATIVE WRITING ( ) ½ credit/1credit Grades: 9-12 The study of creative writing allows students to earn credit while developing versatility as a writer. Creative Writing, a rigorous composition course, asks high school students to demonstrate their skill in such forms of fictional writing as short stories, drama, and poetry. All students are expected to demonstrate an understanding of the recursive nature of the writing process effectively applying the conventions of usage and the mechanics of written English. The students evaluation of their own writing as well as the writing of others ensures that students completing this course are able to analyze and discuss published and unpublished pieces of writing, develop peer and self-assessments for effective writing, and set their own goals as writers. May be used as a credit for Academic Octathlon/Decathlon RESEARCH AND TECHNICAL WRITING ( ) ½ credit Grades: 9-12 The study of technical writing allows students to earn credit while developing skills necessary for writing persuasive and informative texts. This rigorous composition course asks high school students to skillfully research a topic or a variety of topics and present that information through a variety of media. All students are expected to demonstrate an understanding of the recursive nature of the writing process, effectively applying the conventions of usage and the mechanics of written English. The students evaluation of his/her own writing as well as the writing of others ensures that students completing this course are able to analyze and discuss published and unpublished pieces of writing, develop and apply criteria for effective writing, and set their own goals as writers. May be used as a credit for Academic Octathlon/Decathlon PRACTICAL WRITING SKILLS ( ) Grades: 9-12 ½ credit The study of writing allows students to earn credit while developing skills necessary for the rigorous writing demands of the business world. The course emphasizes skill in the use

32 of conventions and mechanics of written English, the appropriate and effective application of English grammar, the reading comprehension of information texts, and the effective use of vocabulary. Students are expected to understand the recursive nature of reading and writing. Evaluation of the students own writing as well as the writing of others, ensures that students completing this course are able to analyze and evaluate their writing HUMANITIES ( ) Grade: 12 Humanities is an interdisciplinary course in which students recognize writing as an art form. Students read widely to understand how various authors craft compositions for various aesthetic purposes. This course includes the study of major historical and cultural movements and their relationship to literature and the other fine arts. Humanities is a rigorous course of study in which students respond to aesthetic elements in texts and other art forms through outlets such as discussions, journals, oral interpretations, and dramatizations. Students read widely to understand the commonalties that literature shares with the fine arts. In addition, students use written composition to show an in-depth understanding of creative achievements in the arts and literature and how these various art forms are a reflection of history. All students are expected to participate in classroom discussions and presentations that lead to an understanding, appreciation, and enjoyment of critical, creative achievements throughout history. Understanding is demonstrated through a variety of media. If the instructor is ELA-certified, this course may be used as a credit for Academic Octathlon/Decathlon COMMUNICATION APPLICATIONS ( ) ½ credit This course meets the graduation requirement for speech. It is an introduction to a variety of communication topics including public speaking, group communication, and person-to-person communication DEBATE I ( ) This course will address the development of skills in the area of debate, argumentation, and public speaking skills. Students will learn fundamentals and mechanics of case preparation and presentation. Students may earn a Communications Application credit if the teacher is appropriately certified DEBATE II ( ) Prerequisites: Debate I; teacher approval This course is designed for the advanced debate student who has proven, through prior participation and teacher approval, to be dedicated to an intense study of argumentations and debate. Students are required to participate in competitive debate situations throughout the year. Numerous research assignments will be assigned both during and outside of the class day DEBATE III ( ) Prerequisites: Debate II; teacher approval This course is designed for the student who is capable of selfdirected research. Emphasis is placed on debate techniques, 32 oratory and extemporaneous speaking, and involvement in activities designed to stimulate the student s awareness of the effectiveness of good speaking techniques. Competition is required JOURNALISM ( ) ½ credit Students enrolled in journalism write in a variety of forms for a variety of audiences and purposes. They are expected to plan, draft, and complete written compositions on a regular basis, carefully examining their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English. They will also become analytical consumers of media and technology to enhance their communication skills PHOTOJOURNALISM ( ) ½ credit Fee: $10 This course provides students with the opportunity to learn effective visual communications and to plan, prepare, and produce photographs through conventional and digital sources , ADVANCED BROADCAST JOURNALISM I AND II ( , ) Students will master the basic historical, technical, and ethical foundations of responsible broadcast journalism. Students will write scripts, reports, develop video camera and radio broadcast skills, and learn basic video and audio editing techniques. Students will learn evaluation skills and how to critically view broadcast journalism presentations. Students will be required to attend extracurricular events on assignment. Students must be highly motivated, selfdisciplined individuals who are capable of working independently in a productive, creative manner. Prerequisites are journalism, photojournalism, or computer multi-media and animation technology, and sponsor approval. This course is not used to determine GPA , 10653, ADVANCED JOURNALISM: NEWSPAPER I-III (I , II , III ) 1-3 credits Students will be expected to produce a newspaper and be involved in the organization, planning and production of the newspaper, while developing advanced researching and reporting skills. Students will be responsible for editing, proofreading, photography, art, and page design for each issue. Decision-making skills will be developed dealing with editorial policy, ethics, style, format, article content and selection, as well as judging newsworthiness. Students will be required to attend extracurricular events on assignment. Students must be highly motivated, self-disciplined individuals who are capable of working independently in a productive, creative manner. This course is not used to determine GPA. This course meets the TEA requirements to receive a technology credit if the teacher is certified in Technology Applications and Technology Applications TEKS are covered.

33 10673, 10683, ADVANCED JOURNALISM: YEARBOOK I-III (I , II , III ) Prerequisites: Journalism I or Photojournalism; sponsor approval This course will teach students to structure a yearbook, select a theme, study use of graphics, write copy and captions, take, select, crop and scale photographs, and prepare layouts for printing. Students will spend the majority of their time using the computer for yearbook layouts as well as yearbook management. Students will be required to sell advertisements to community businesses and to sell yearbooks to fellow students. This course is not used to determine GPA. This course meets the TEA requirements to receive a Technology Credit if the teacher is certified in Technology Applications and Technology Applications TEKS are covered INDEPENDENT STUDY IN JOURNALISM ( ) Prerequisite: Sponsor approval Students enrolled in Independent Study in Journalism write in a variety of forms for a variety of audiences and purposes. Students enrolled in this course are expected to plan, draft, and complete written communications on a regular basis, carefully examining their copy for clarity, engaging language, and using the conventions and mechanics of written English correctly. Students will become analytical consumers of media and technology to enhance their communication skills. Writing, technology, visual, and electronic media are used as tools for learning as students create, clarify, critique, write, and produce effective communications. Students enrolled in Independent Study in Journalism will refine and enhance their journalistic skills, research self-selected topics, plan, organize, and prepare a project(s) TAKS TEST PREP ( ) ½ local credit This elective will assist students who have difficulty with the skills needed to pass the Exit-level ELA TAKS test. The focus will be determined by individual student needs. Following the October (first semester) and March (second semester) testing, students will do a genre study that culminates with the development of a student anthology. This extensive project will continue to enhance students reading, writing, and literary skills , 10813, READING I, II, III ( , , ) 1-3 credits This course offers students instruction in word recognition and comprehension strategies and vocabulary to ensure that students have an opportunity to read with competence, confidence, and understanding. Students are given opportunities to locate information in varied sources, to read critically, to evaluate sources, and to draw supportable conclusions. Students learn how various texts are organized and how authors choose language for effect. All of these strategies are applied in texts that cross the subject fields COLLEGE ENTRANCE TESTING/COLLEGE PREPARATION ( ) ½ local credit This elective will assist college-bound juniors and seniors as they prepare for college entry. The focus of the curriculum is improving students ability to successfully complete the ACT and SAT. Other areas of emphasis will include developing study skills, applying for college and financial aid LITERATURE THROUGH FILM ( ) ½ local credit Students will become acquainted with important novels through watching films! Novelists and novels beginning with the Victorian period and ending with today s writers will be viewed. This course offers students some knowledge of the novels colleges expect students to have read. Students will write biographies of the novelists, consider what elements of the novel make it an important work, and discuss theme and how this theme relates to the world around us. This course is for juniors and seniors and is excellent preparation for the college-bound student. 33

34 ENGLISH FOR SPEAKERS OF OTHER LANGUAGES AND SHELTERED CLASSES The ESOL program in an intensive English language instruction for a period of time each day by teachers trained in recognizing and working with language differences. The purpose of ESOL is to develop competence in English using second language methods and modifications, which help the student be successful in all classes. These courses provide students an opportunity to acquire and/or refine the English language, as determined by their current language abilities. The ESOL program enables limited English proficient (LEP) students to become competent in the comprehension, speaking, reading, and composition of the English language. The program addresses the affective, linguistic, and cognitive needs of the LEP students and incorporates the cultural aspects of each student s background and community. The target language is emphasized to prepare the LEP students for mastery of TAKS objectives and ensure that TAKS objectives are integrated with classroom curriculum ENGLISH I FOR SPEAKERS OF OTHER LANGUAGES ( ) Prerequisite: Special placement determined through oral language proficiency and achievement testing ESOL students may take this concurrently with Reading for ESOL.. Note: English I for Speakers of Other Languages may be substituted for English I only for immigrant students with limited English proficiency. ESOL I and II may count as the first two years of the English graduation requirement; however, English III and IV are required to meet the graduation requirement for a third and fourth credit of English. This course provides intensive instruction in English as a second language and emphasizes listening, speaking, reading and writing skills that permit a smooth transition into content area classes. The social use of the English language and exposure to American culture are also addressed. There will also be a daily emphasis on the English Language Proficiency Standards (ELPS) ENGLISH II FOR SPEAKERS OF OTHER LANGUAGES ( ) Prerequisites: ESOL I; special placement determined through oral language proficiency and achievement testing Note: English II for Speakers of Other Languages may be substituted for English II only for immigrant students with limited English proficiency. ESOL I and II may count as the first two years of English graduation requirement; however, English III and IV are required to meet the graduation requirement for a third and fourth credit of English. This course provides intensive instruction in English as a second language and emphasizes listening, speaking, reading and writing skills to permit a smooth transition into contentarea classes. The social use of English, exposures to 34 American culture, and a daily emphasis on the English Language Proficiency Standards (ELPS) are also addressed SHELTERED ENGLISH I ( ) Prerequisite: Sponsor approval This course is for immigrant ESOL students who have not met exit requirements. This course will include a comprehensive study of grammar, composition, and vocabulary as well as an in-depth study of the major literary genres: short story, poetry, nonfiction, drama, and novel. There will also be a daily emphasis on the English Language Proficiency Standards (ELPS) SHELTERED ENGLISH II ( ) Prerequisite: Sponsor approval This course is for immigrant ESOL students who have not met exit requirements. This course will review the fundamentals of grammar and usage with emphasis on their use in composition. Students will write well-developed paragraphs and essays. The study of literature will include literary genres: short story, poetry, nonfiction, drama, and novel. Emphasis will be on improvement of basic reading skills, as well as an understanding of the elements of writing. There will also be a daily emphasis on the English Language Proficiency Standards (ELPS) SHELTERED ENGLISH III ( ) Prerequisite: Sponsor approval This course is for immigrant ESOL students who have not met exit requirements. This course is designed as a survey of American and related world literature with a focus on literary, figurative, and poetic terminology. Students will review and apply basic grammatical skills in the mastery of sentence construction, composition development and writing skills, such as personal response, research- and report-writing. There will also be a daily emphasis on the English Language Proficiency Standards (ELPS) SHELTERED ENGLISH IV ( ) Prerequisite: Sponsor approval This course is for immigrant ESOL students who have not met exit requirements. This course is designed for the enrichment of reading, writing, and oral communication skills. Selections from the Anglo-Saxon, Medieval, Renaissance, and Age of Reason Periods will be studied during the first semester. Second semester will include selections from the Age of Reason, Romantic, Victorian, and Modern periods. Selected novels will also be studied. SAT/Advanced vocabulary study and advanced grammar, such as sentence construction, will be emphasized. Composition instruction in this course will emphasize informative and literary writing. There will also be a daily emphasis on the English Language Proficiency Standards (ELPS) SHELTERED ALGEBRA I ( ) Prerequisite: Sponsor approval This course is for immigrant ESOL students who have not yet met exit requirements. This course will teach the foundation concepts for high school mathematics. These concepts will

35 include algebraic thinking and symbolic reasoning; function concepts including linear systems, quadratics and nonlinear; the relationship between equations and functions; underlying mathematical processes; the use of algebraic representations, including concrete, numerical, algorithmic, and graphical. This course will include the connections within and outside mathematics, and reasoning, as well as multiple representations, applications and modeling, justification and proof. This course will include the use of technology as a tool for solving meaningful problems. There will also be a daily emphasis on the English Language Proficiency Standards (ELPS) SHELTERED GEOMETRY ( ) Prerequisite: Sponsor approval This course is for immigrant ESOL students who have not yet met exit requirements. This course will teach the concepts of geometric thinking and spatial reasoning, geometric figures and their properties in two as well as three dimensions, the relationship between geometry and other mathematics and other disciplines, geometric structure, analyzing geometric relationships in order to make and verify conjectures. In addition the course will teach logical reasoning and problem solving involving geometry, geometric patterns, coordinate systems, congruence and similarity. There will also be a daily emphasis on the English Language Proficiency Standards (ELPS) SHELTERED PRE-CALCULUS ( ) Prerequisites: Geometry and Algebra II This course is for immigrant, ESOL students who have not yet met exit requirements. In this course, students will study functions, including polynomial, rational, radical, exponential, logarithmic, trigonometric, and piecewise-defined functions. They will be able to define functions, describe characteristics of functions and translate among verbal, numerical, graphical, and symbolic representations of functions. Students will also model and solve real-life problems using functions, sequences and series, parametric representations, conic sections, and vectors. There will be a daily emphasis on the English Language Proficiency Standards (ELPS) SHELTERED MATH MODELS WITH APPLICATIONS (MMA) ( ) Prerequisites: Algebra I and Geometry This course is for immigrant, ESOL students who have not yet met exit requirements. Students in this course will use algebraic, graphical and geometric reasoning to recognize patterns and structures, model information, and solve problems from various disciplines. They will use mathematical methods to model and solve real-life problems involving money, data, chance, patterns, music, design, and science. Students will also use mathematical models from algebra, geometry, probability, and statistics and connections among these to solve problems from a wide variety of advanced applications in both mathematical and nonmathematical situations. There will be a daily emphasis on the English Language Proficiency Standards (ELPS) SHELTERED ALGEBRA II ( ) Prerequisite: Sponsor approval This course is for immigrant ESOL students who have not yet met exit requirements and will build upon the concepts taught in Algebra I and geometry. The course will develop the foundation for functions that are linear, quadratic, radical, rational, exponential, and logarithmic, in addition to quadraticconic relations. Continual mathematical emphasis will be placed upon problem solving, language and communication, real-world connections, and models and applications. This course will include the use of technology as a tool for solving meaningful problems. There will also be a daily emphasis on the English Language Proficiency Standards (ELPS) SHELTERED BIOLOGY ( ) Prerequisite: Sponsor approval This course is for immigrant ESOL students who have not yet met exit requirements and is designed to provide students the opportunity to study structure, growth, and function of the life systems of selected organisms. Students will observe living organisms in the environment, prepared specimens, various ecosystems, and inherited traits. Student investigations emphasize accurate observations, collection of data, data analysis, and the safe manipulation of apparatus and materials in the field and laboratory. There will also be a daily emphasis on the English Language Proficiency Standards (ELPS) SHELTERED CHEMISTRY ( ) Prerequisite: Sponsor approval This course is for immigrant ESOL students who have not yet met exit requirements. This course is designed to foster an understanding of laboratory analytical techniques, industrial manufacturing of products and how the science affects everyday life. Instruction also provides for the basic understanding of college chemistry courses. There will also be a daily emphasis on the English Language Proficiency Standards (ELPS) SHELTERED PHYSICS ( ) Prerequisites: Chemistry, Algebra I, Geometry and concurrent enrollment in Algebra II This course is for immigrant, ESOL students who have not yet met exit requirements. Students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students also study a variety of topics that include: laws of motion; changes within physical systems; 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. There will be a daily emphasis on the English Language Proficiency Standards (ELPS). 35

36 60713 SHELTERED WORLD GEOGRAPHY ( ) Prerequisite: Sponsor approval This course is for immigrant ESOL students who have not yet met exit requirements. This course will provide knowledge of our world and enhance the students understanding of the world s inter-relations. Students may be required to complete activities focusing on real-life issues through research and presentation. Students will study the political, physical, and cultural aspects of the world s countries with an emphasis on the major geographical themes of region, movement, location, place, and human-environmental interactions. There will also be a daily emphasis on the English Language Proficiency Standards (ELPS) SHELTERED WORLD HISTORY ( ) Prerequisite: Sponsor approval This course is for immigrant ESOL students who have not yet met exit requirements. This course will emphasize: major civilizations and important events throughout history that have influenced the development of mankind; the study of the development of capitalism, socialism, and communism; geographic influences upon world history; and political, social, and economic change and their impact upon the world. There will also be a daily emphasis on the English Language Proficiency Standards (ELPS) SHELTERED GOVENMENT ( ) Prerequisite: Sponsor approval This course is for immigrant, ESOL students who have not yet met exit requirements. This course is designed to provide the opportunity for the student to study the foundations of the U.S. political system; the development, structure, and functions of the governmental systems at federal, state, and local levels; and an analysis of participation and decision making in civic affairs SHELTERED ECONOMICS ( ) Prerequisite: Sponsor approval This course is for immigrant, ESOL students who have not yet met exit requirements. This course covers the characteristics, benefits, and goals of the American free-enterprise system; government functions in the American economic system; comparisons of economic systems such as capitalism, socialism, and communism; and topics such as banking, budgeting, insurance, the stock market, and income tax SHELTERED UNITED STATES HISTORY ( ) Prerequisite: Sponsor approval This course is for immigrant ESOL students who have not yet met exit requirements. This course is designed to cover significant individuals and events in American history from reconstruction to the present. Emphasis is placed on geographic influences upon the historical and economic development and growth of the U.S. and social, cultural, and political developments of the U.S. through current times. There will also be a daily emphasis on the English Language Proficiency Standards (ELPS) , 60823, ESOL Reading I-III ( , , ) ½ - 3 credits Prerequisite: Reading below grade level; ESOL or reading teacher recommendation Note: A student may earn a maximum of three credits among the courses of Reading I, II, III, and high school basic skills reading lab. Students are diagnosed to determine reading level placement. Students receive instruction in word recognition, comprehension strategies and vocabulary to ensure that they can read with competence, confidence, and understanding. 36

37 FINE ARTS INSTRUMENTAL MUSIC 71403, 71413, 71423, MUSIC I-IV INSTRUMENTAL ENSEMBLE--PERCUSSION I-IV I II III IV Prerequisites: Percussion experience; concurrent enrollment in band; director approval. This course is for all percussionists who are in Wind Ensemble, Symphonic Band and Concert Band. The class is designed to give specialized instruction in the art of percussion playing. Students will work in groups and individually on technique and ensemble playing. Students will also prepare for district and region auditions , 71113, 71123, WIND ENSEMBLE I-IV (I , II , II , IV ) Prerequisites: Audition; teacher approval Fee: $ (If using a district instrument, an additional $30 rental fee will apply.) The Wind Ensemble is comprised of students who meet the highest performance standards. This course emphasizes the refinement of advanced individual and ensemble musical skills. This select group appears in concerts, at football games, parades, festivals, civic functions, and other public performances. Students may also participate in UIL Solo and Ensemble Contest, and district-band auditions. All students in the band program are required to be in the marching band. The program requires after-school rehearsals, particularly during football season. Students must make a commitment to attend any activity in which the band participates and must purchase uniform accessories. (Fall participation counts as one half of a PE waiver.) 71143, 71153, 71163, SYMPHONIC BAND I-IV (I-PES00012, II-PES00012) (I , II , III , IV ) Prerequisites: Audition; teacher approval Fee: $ (If using a district instrument, an additional $30 rental fee will apply.) This course emphasizes the development and refinement of advanced musical skills. The symphonic band appears in concerts, at football games, parades, festivals, civic functions, and other public performances. Students may also participate in UIL Solo and Ensemble Contest and district-band auditions. All students in the band program are required to be in the marching band. The program requires after-school rehearsals, particularly during football season. Students must make a commitment to attend any activity in which the band participates and must purchase uniform accessories. (Fall participation counts as one half of a PE waiver.) 71183, 71193, 71203, CONCERT BAND I (I-PES00012, II-PES00012) (I , II , III , IV ) Prerequisite: Teacher approval Fee: $ (If using a district instrument, an additional $30 rental fee will apply.) This course emphasizes the development of intermediate musical skills. The concert band appears in concert, at football games, parades, festivals, civic functions and other public performances. Students may also participate in UIL Solo and Ensemble Contest and district band auditions. All students in the band program are required to be in the marching band. The program requires after-school rehearsals, particularly during football season. Students must make a commitment to attend any activity in which the band participates and must purchase uniform accessories. (Fall participation counts as one half of a PE waiver.) 71223, 71233, JAZZ CLASS I-III (I , II , III ) Prerequisites: Audition; teacher approval This course is designed to teach various styles and performance techniques in jazz music with an emphasis on improvisation. Class topics include scales, chords, solo development, music arranging, and peer collaboration. Students will have the opportunity to perform in concert with the jazz band to showcase their talents MUSIC THEORY ( ) Prerequisite: Some background in instrumental or vocal music or piano This music course is designed for any student who may be considering further study of music. A firm understanding of music fundamentals is necessary for success in the course. The major areas of study are scales and modes, chord construction, intervals, triads, melodic form, cadences, partwriting, ear-training and composition. P71263 AP MUSIC THEORY (A ) This course covers historical periods of music history emphasizing the major composers, compositions, historical background, development of musical forms, general considerations and important developments. The curriculum includes the study of basic principles of acoustics and a brief look at music from world cultures MUSIC HISTORY AND APPRECIATION ( ) This course covers historical periods of music history emphasizing the major composers, compositions, historical background, development of musical forms, general considerations and important developments. The curriculum includes the study of basic principles of acoustics and a brief look at music from world cultures. This course will be offered on basis of student enrollment. 37

38 71293 MUSIC FUNDAMENTALS ( ) Grades: 9-12 Prerequisite: Teacher approval Fee: $ $40.00 headphones required This course is designed for beginning and experienced keyboard players. A keyboard is not required. Experienced students will be allowed to assist those who are beginner students. Class size is limited ORCHESTRA I ( ) This course covers the basics of violin, viola or cello including parts of the instrument, proper posture and form, playing open strings, and using fingers in first position on all strings. Repertoire includes traditional folk songs and easy selections from classical repertoire. Students gain knowledge of music theory and acquire sight-reading skills , ORCHESTRA II, III (II , III ) Prerequisite: Orchestra I This course is for students who have completed first-year studies on violin, viola or cello, with mastery of first-position notes on all strings. Course content includes playing in third position, adding vibrato and playing repertoire with independent parts. Students may opt to play string bass during the second year of study , 71513, 71523, DANCE COMPOSITION I- IV--COLOR GUARD I-IV (I/I-N , II/II-N , III/III-N , IV/IV-N ) (I/II-PES00012) Color Guard members perform with the marching band during the fall and participate in Indoor Winter Guard activities during the spring. Members will learn and perform visual techniques (i.e., flag work and dance) to enhance the overall quality of the competition show for marching band. All members are expected to be available for the required rehearsals outside of class. Auditions for new members take place during the end of each spring semester. VOCAL MUSIC 72103, 72113, 72123, CHORALE I-IV (I , II , III , IV ) Prerequisites: Audition; prior choral experience; director approval Fee: Approximately $35 Chorale is made up of students who meet the highest choral, sight-reading, and academic standards. Students are expected to participate in all UIL and TMEA competitive events, as well as concert, community events and festivals. After-school rehearsals will be mandatory. Choir shirt and black dress shoes are required , 72153, 72163, TREBLE CHOIR I IV (I , II , III , IV ) Prerequisite: Director approval Fee: Approximately $20 38 This class is designed to provide opportunities for students who may not have choral experience or who do not meet the requirements for other choral classes. This choir is open to women only. Students are expected to participate in all major concerts. After-school rehearsals will be mandatory prior to each concert. Choir shirt and black dress shoes are required , 72193, 72203, VOCAL ENSEMBLE I IV (I , II , III , IV ) Prerequisites: Audition; director approval; choir experience Fee: Approximately $20 This class is designed to provide singing experience in a small vocal group. A choir shirt will be required. Students will be required to attend all choir concerts. After-school rehearsals will be mandatory prior to each concert. Choir shirt and black dress shoes are required , 72233, 72243, TENOR-BASS CHOIR I IV (I , II , III , IV ) Prerequisites: Director approval; audition Fee: Approximately $20 This class is designed to provide opportunities for tenor-bass voices with a desire to sing and be part of a performing group. This choir is open to men only. Students will be required to attend all choir concerts. After-school rehearsals will be mandatory prior to each concert. Choir shirt and black dress shoes are required , 72273, 72283, TREBLE II (I , II , III , IV ) Prerequisites: Director approval; audition Fee: Approximately $20 This class is designed to provide opportunities for treble voices with skills exceeding Treble I. This class is a performing group, requiring concert attendance and afterschool practice during contest season. This choir is open to women only. UIL attendance may be required. Students will be required to attend all choir concerts. Choir shirt and black dress shoes are required VOCAL TECHNIQUES ( ) 1 local credit Prerequisites: Director approval; prior vocal experience Fee: Approximately $25 This course is designed for upper-level students who will be competing in TMEA and UIL events and desire additional individual vocal study PIANO ( ) This course is designed to provide students with opportunities to play the piano Guitar ( ) This course is designed to provide opportunities for students to play the guitar.

39 DANCE DANCE I ( ) Fee: Approximately $195 Dance gives students the opportunity to acquire skills in various dance techniques, improvisation, and composition, including self-esteem building. Students will be required to purchase dance apparel and shoes and will have a performance requirement. This course may substitute as a Fine Arts credit and a PE waiver DANCE II ( ) Prerequisite: Dance I Fee: Approximately $195 Dance gives students the opportunity to acquire skills in various dance techniques, improvisation, and composition, including self-esteem building. Students will be required to purchase dance apparel and shoes and will have a performance requirement. This course may substitute as a Fine Arts credit and a PE waiver , DANCE III-IV ( , ) Prerequisites: Dance II; teacher approval; audition Fee: Approximately $195 Dance III and IV gives students the opportunity to increase the skills developed in Dance II with various dance techniques, improvisation, and composition, including self-esteem building. Students will be required to purchase dance apparel and shoes and will have a performance requirement. This course may substitute as a Fine Arts credit and a PE waiver , 73153, 73163, VARSITY DANCE TEAM I- IV (I , II , III , IV ) Prerequisites: Director approval; auditions This course prepares students for performance and competition. It requires out-of-school practices and costume purchases. Guidelines and an expense list for membership are available from the dance team director. Students must have a physical exam and emergency card properly completed. This course may substitute as a fine arts credit and a PE waiver , 73193, 73203, DANCE PRODUCTION I-IV (I , II , III , IV ) Prerequisites: Director approval; auditions Dance production is for students who are leaders of the dance team and dance department. The students design sets, costumes, and choreography for the entire year. Students will also learn to perform as specified in student-made lesson plans , 73233, 73243, VARSITY BREAK DANCE I-IV (I , II , III , IV ) Prerequisites: Director approval; auditions This course is for students who would like to help themselves and others learn how to dance and will prepare students for 39 performance and competition. The course is also for those who would like to participate in creating their own style of dance and will allow them to be part of a group that will encourage the importance of academics. Students will gain self-confidence and performance skills. This course requires out-of-school practices and costume purchases. Guidelines and an expense list for break-dance team membership are available from the dance team director. Students must have a physical exam and emergency card properly completed. This course may substitute as a fine arts credit and a PE waiver. ART ART I ( ) Fee: Basic supplies ($ $30.00) must be furnished by the student; additional supplies will be provided. Art I is a foundation course of study in the visual arts. Students will examine both natural and man-made objects, explore art elements and apply art principles in designing, developing and creating original art works. Students will study the art works of contemporary and past artists and that of fellow students to grow in the appreciation of art culture and heritage and to develop visual discrimination and evaluative skills in applying aesthetic judgments. Students are responsible for the cost of materials used in products they take home. Sketchbook assignments are required AP ART HISTORY (A ) Students will examine both natural and man-made objects, explore art elements and apply art principles in designing, developing and creating original art works. Students will study the art works of contemporary and past artists ART I/3-D ( ) Fee: Supplies - $25.00 (Sketchbook/binders and pencils are furnished by the student.) This art class is for juniors and seniors who need a fine art credit but are not artistically inclined. Students will study the art elements and principles while designing, developing and creating original artworks in primarily three dimensions. Students will study artworks of contemporary and past artists and of fellow students to grow in the appreciation of art culture and heritage and to develop visual discrimination and evaluative skills. Students will be using various materials including clay, fibers, metal and paper. This course is offered for students who want hands-on rather than a traditional approach to art studies. Students who want to continue with art classes in high school should not take this class, and it is not a prerequisite for Drawing II and Painting II /74203 DRAWING II ( ) ½ credit Prerequisites: Art I; teacher approval Fees: Basic supplies ($ $40.00) must be furnished by the student; additional supplies will be provided. Students will work on expanding previous knowledge of the elements and principles of art and design, using various

40 drawing media and techniques. Appreciation of the art culture and heritage, visual discrimination, and aesthetic judgment will also be explored. Sketchbook assignments to be completed outside of class will be required /74213 DRAWING III ( ) ½ credit Prerequisites: Drawing II; teacher approval Fee: Basic supplies ($ $40.00) must be furnished by the student; additional supplies will be provided. Students will further their knowledge of drawing while working on in-depth projects that will focus on independent studies. Various drawing media will be included. Historical periods, cultures and various artistic styles will be explored. This class is designed for the serious, advanced art student. Weekly journal/sketchbook assignments completed outside of class will be required /74223 DRAWING IV ( ) ½ credit Prerequisites: Drawing III; teacher approval Fee: Basic supplies ($ $40.00) must be furnished by the student; additional supplies will be provided. Students will be expected to explore and develop their individual styles, work on compiling a portfolio, and refine their drawing skills. Historical periods, cultures and various artistic styles will also be explored. Only serious, dedicated art students should take this class. Weekly journal/sketchbook assignments will be required. Before the conclusion of the course, every senior in a Drawing IV class is expected to design and create one piece of artwork to be donated to NCISD for permanent display /74303 PAINTING II ( ) ½ credit Prerequisites: Art I; teacher approval Fees: Basic supplies ($20.00-$30.00) must be furnished by the student; additional supplies will be provided. Students will work on expanding previous knowledge of the Elements and Principles of Art and Design, using various painting media and techniques. Appreciation of the art culture and heritage, visual discrimination, and aesthetic judgment will also be explored. Sketchbook assignments are required /74313 PAINTING III ( ) ½ credit Prerequisites: Painting II; teacher approval Fees: Basic supplies ($20.00-$30.00) must be furnished by the student; additional supplies will be provided. Students will further their knowledge of painting while working on in-depth projects focused on independent studies. Various painting media will be included. Historical periods, cultures and various artistic styles will be explored. This class is designed for serious, advanced art students. Weekly journal/sketchbook assignments are required. 7432/74323 PAINTING IV ( ) ½ credit Prerequisites: Painting III; teacher approval Fees: Basic supplies ($20.00-$30.00) must be furnished by the student; additional supplies will be provided. Students will be expected to explore and develop their individual styles, work on compiling a portfolio, and refine their painting skills. Historical periods, cultures and various artistic styles will also be explored. Only serious, dedicated art students should take this class. Journal/sketchbook assignments are required. Before the conclusion of the course, every senior in a Painting IV class is expected to design and create one piece of artwork to be donated to NCISD for permanent display CERAMICS II ( ) Prerequisites: Art I; Art I/3-D; teacher approval Fees: Basic art supplies ($5.00) must be furnished by the student. A ceramic fee of $25.00 is required. This is a studio art course available to any student who has successfully completed Art I and is interested in further work in clay. Ceramics is a hands-on production class involving creative hand-building. Surface decoration, glazing, firing techniques, sculptural design and functional pottery construction will be explored CERAMICS III ( ) Prerequisites: Ceramics II; teacher approval Fees: Basic supplies ($5.00) must be furnished by the student. A ceramic fee of $25.00 is required. This is a course designed for the serious potter with advanced skills who is committed to clay sculpture and design. All forms of clay-working will be studied and explored CERAMICS IV ( ) Prerequisites: Ceramics III; teacher approval Fees: Basic supplies ($5.00) must be furnished by the student. A ceramic fee of $25.00 is required. This exploration in clay involves independent studies and creative techniques. Ceramics IV may include designing large sculpture pieces and extended projects. Various experimental firing methods will be explored. ART II SCULPTURE ( ) This is a course designed for the serious potter with advanced skills who is committed to clay sculpture and design. All forms of clay-working will be studied and explored ART II/PHOTOGRAPHY ( ) Prerequisite: Art I Fees: Basic supplies ($ $30.00) and a digital camera must be furnished by student. This is a course designed for creative introduction into the world of photography. This class will also cover the digital world of photo-editing and graphic design with the use of Adobe Photoshop. 40

41 74513 AP TWO-DIMENSIONAL DESIGN PORTFOLIO (A ) The AP Two-Dimensional Design Portfolio course follows the outline as provided by the Advanced Placement Council with special emphasis on preparing an art portfolio demonstrating proficiency in two-dimensional design using a variety of art forms. These should include, but are not limited to, graphic design, typography, digital imaging, photography, collage, fabric design, weaving, illustration, painting, and printmaking. A variety of approaches to presentation, abstraction, and expression may be part of the student's portfolio. Students will prepare a portfolio for possible submission to the Advanced Placement program for college credit AP ART THREE-DIMENSIONAL DESIGN PORTOLIO (A ) The AP Three-Dimensional Design Portfolio course follows the outline as provided by the Advanced Placement Council with special emphasis on preparing an art portfolio demonstrating proficiency in three-dimensional design using a variety of art forms. These should include, but are not limited to, traditional sculpture, architectural models, apparel, ceramics, three-dimensional fiber arts, or metalwork. Such elements and concepts may be articulated through additive, subtractive, and/or fabrication processes. A variety of approaches to presentation, abstraction, and expression may be part of the student s portfolio. Students will prepare a portfolio for possible submission to the Advanced Placement program for college credit AP DRAWING PORTFOLIO (A ) The AP Drawing Portfolio course follows the outline as provided by the Advanced Placement Council with special emphasis on preparing an art portfolio demonstrating proficiency in drawing issues using a variety of art forms. These should include, but are not limited to, a variety of drawing, painting and printmaking media, digital imaging, collage, and illustration. A variety of approaches to presentation, abstraction, and expression may be part of the student's portfolio. Students will prepare a portfolio for possible submission to the Advanced Placement program for college credit , 75123, 75133,75153 THEATER PRODUCTION I IV(I , II , III , ) Prerequisites: Theater Arts I; teacher approval Fee: $50.00 This course is designed for the student who has an aboveaverage interest in theater and a desire to act in a play before a live audience. This course also requires an above-average commitment of time and effort. Each student in this class will be required to participate as a performer in two play productions each semester. After-school rehearsal on Monday through Thursday for two hours each day is required. Performances both in the evening and during school will be scheduled and participation is mandatory. Credit may be earned through after-school hours only with teacher approval. Theater teacher approval is required TECHNICAL THEATER ( ) Prerequisites: Theater Arts I; teacher approval Fee: $50.00 This course is designed for students with an above-average interest in theater arts and a desire for more in-depth knowledge and experience with the technical side of theater. Emphasis is on set design, set construction, lighting, prop construction, costume design, and costume construction. This class works in conjunction with the theater production class and is responsible for preparing the sets, lights, props, and costumes for play production. After-school rehearsal on Monday through Thursday for two hours each day may be required. Performances both in the evening and during school will be scheduled and participation is mandatory. Theater teacher approval is required. THEATER ARTS THEATER ARTS I ( ) This is a course for students with little or no previous theater background. All aspects of theater are covered, but the emphasis is on acting. Students will participate in theater games, pantomimes, scene work, monologues, improvisations, short plays, and other performance-type activities. Most of the performance activities require memorization. In addition, students will cover theater vocabulary, acting and directing concepts, stage choreography, and theater history. Performance in front of a small audience is required. 41

42 FOREIGN LANGUAGE SPANISH I ( ) This course will provide basic skills and concepts that result in understanding most routine questions, statements, and commands of everyday conversation. It includes the basic sounds, structures, and vocabulary necessary for developing conversation and comprehension skills. This course includes some culture and written expression proficiency SPANISH II ( ) Prerequisite: Spanish I This course will provide a program emphasizing proficiency in oral and written communication, the syntax of language, reading of edited material, listening comprehension, and understanding of the culture of Spanish-speaking countries PRE-AP SPANISH II ( ) Prerequisite: Spanish I This course will provide a program emphasizing proficiency in oral and written communication, the syntax of language, reading of edited material, listening comprehension, and understanding of the culture of Spanish-speaking countries. A major outside project will be assigned each semester SPANISH III ( ) Prerequisites: Suggested 80 or above in Spanish II or written waiver from parent; teacher recommendation This course will provide students with an opportunity for review of fundamentals covered in Spanish II. Short literary excerpts will be used to develop vocabulary, reading comprehension, and written expression. Special emphasis will be placed on oral and listening skills. Culture is an integral part of this course. Spanish and Spanish-American literature are introduced PRE-AP SPANISH III ( ) Prerequisite: Spanish II This course will provide a review of grammar in correct usage in both oral and written expression with the goal of mastery of grammatical structures. It provides students with objectives beyond the scope of Spanish II. Emphasis will be placed on developing listening, comprehension, and speaking skills. Students will also develop composition skills. Spanish and Spanish-American art and history literature are introduced. A major outside project will be assigned each semester AP SPANISH IV (A ) Prerequisite: Spanish III This course will provide a review of grammar as needed for correct usage in both oral and written expression. Emphasis will be placed on reading and writing, including works from Spanish literature. Textural materials are used for analysis and vocabulary building. Culture is an integral part of this 42 course, with an emphasis on Spanish and Spanish-American art and history. A major outside project will be assigned each semester. Taking the AP exam is required for students enrolled in the course and a student must earn at least a 3 to receive an advanced measure , 80173, 80183, SPANISH FOR SPANISH SPEAKERS I, II, III, IV ( , , , ) 4 credits Prerequisites: Proficient Spanish speaker, reader, and writer Required: Contract with student and parent This course will enable native speakers to enhance their reading, writing, and speaking abilities. Coursework is done at an accelerated pace, covering two levels of Spanish in one year. Students cannot have been previously enrolled in and passed a Spanish class. In addition, the class will be conducted entirely in Spanish FRENCH I ( ) This course is designed to provide the student with basic skills of listening, speaking, reading, and writing necessary for everyday oral and written communication in French. The student will be introduced to French history and culture FRENCH II ( ) Prerequisite: French 1 This course is designed as a follow-up course for French I. Emphasis will be placed on building oral proficiency and reading works in French of intermediate difficulty. Students will continue the study of French history and culture, learning about the foods, land, and tradition that make France unique. This course is strongly recommended for any student planning to major in humanities (law, government) or science and engineering in college PRE-AP FRENCH II ( ) Prerequisite: French II This course is designed as a follow-up course for French I. Emphasis will be placed on building oral proficiency and reading works in French of intermediate difficulty. Students will continue the study of French history and culture, learning about foods, land, and tradition that make France unique. This course is strongly recommended for any student planning to major in humanities (law, government) or science and engineering in college. Students should be prepared to do a major project with several minor projects each semester FRENCH III ( ) Prerequisite: French II This course is designed to review grammar, conversation, and composition learned in I and II. Emphasis will be placed on French history land culture and reading leading works of French writers. Students should be prepared to do several projects each semester PRE-AP FRENCH III ( ) This course is designed to review grammar, conversation and composition learned in French I and II. It provides the

43 students with objectives beyond the scope of French III. Emphasis will be placed on developing comprehension, speaking skills, and composition skills. Students should be prepared to do a major project with several minor projects each semester AP FRENCH IV (A ) Grades: This course is designed to provide comprehensive practice in oral and written communication. Students must have excellent study skills and should be prepared to complete several projects each semester. Taking the AP exam is required for students enrolled in the course, and a student must earn at least a 3 to receive an advanced measure AMERICAN SIGN LANGUAGE I ( ) American Sign Language I will provide instruction in receptive and expressive signing in one-to-one and group settings. Students will also study the culture of deaf people and will learn valuable skills desired in the work force, as well as meet the requirement for foreign language AMERICAN SIGN LANGUAGE II ( ) Prerequisite: American Sign Language I American Sign Language II is a continuation of American Sign Language I and will provide additional instruction in advanced receptive and expressive sign language skill; offer valuable skills to work as an interpreter for the deaf; and meet the requirement for a foreign language. Students will continue to study deaf culture and history in greater depth HONORS AMERICAN SIGN LANGUAGE II ( ) Prerequisite: American Sign Language I American Sign Language II is a continuation of American Sign Language I and will provide additional instruction in advanced and expressive sign language skill; offer valuable skills to work as an interpreter for the deaf; and meet the requirement for a foreign language. Students will continue to study deaf culture and history in greater depth. requirement for a foreign language. Students will continue to study deaf culture and history in greater depth AMERICAN SIGN LANGUAGE IV ( ) Students will learn to comprehend and analyze selected literary works in ASL; integrate skills in discourse styles and structures; and apply the concept of conceptualization to medium-length narratives, dialogues, and stories at an intermediate level. Students will also learn to adjust language/communication style to match the style of the conversation partner and use idiomatic/colloquial expressions appropriately MANDARIN CHINESE III ( ) Prerequisite: Mandarin Chinese II This course will continue to develop proficiency in receptive and productive skills, and understanding of Chinese culture. Students will also learn to comprehend and communicate at the sentence level to allow them to handle simple, everydaylife situations PRE-AP MANDARIN CHINESE III ( ) Prerequisite: Mandarin Chinese II This course will provide a review of correct grammar usage in both oral and written expression with the goal of mastery of grammatical structures. It provides students with objectives beyond the scope of Mandarin Chinese II. Emphasis will be placed on developing listening, comprehension, and speaking skills. Students will also develop composition skills. Art and historical literature are introduced AMERICAN SIGN LANGUAGE III ( ) Prerequisite: American Sign Language II American Sign Language III is a continuation of American Sign Language II and will provide additional instruction in advanced receptive and expressive sign language skill; offer valuable skills to work as an interpreter for the deaf; and meet the requirement for a foreign language. Students will continue to study deaf culture and history in greater depth HONORS AMERICAN SIGN LANGUAGE III ( ) Prerequisite: American Sign Language II American Sign Language III is a continuation of American Sign Language II and will provide additional instruction in advanced and expressive sign language skill; offer valuable skills to work as an interpreter for the deaf; and meet the 43

44 MATHEMATICS Courses designated as Pre-AP will emphasize individual creativity and problem solving to enhance and enrich the skills of the gifted student. Students will be required to complete at least one independent project. Courses designated as AP are college-level courses. Students should expect course subject matter and workload at a college level. Students enrolled in an AP course are expected to take the AP College Board exam at the end of the course. A graphing calculator is required for all math classes ALGEBRA I ( ) This course is the foundation for high school mathematics and includes algebraic thinking and symbolic reasoning; function concepts including linear systems, quadratics and nonlinear systems; the relationship between equations and functions; underlying mathematical processes; and the use of algebraic representations, including concrete, numerical, algorithmic and graphical. This course includes the use of technology as a tool for solving meaningful problems ALGEBRA I ACCESS ( ) Prerequisite: Teacher placement 41100/41103 ALGEBRA I EOC ACCELERATED ( ) ½ local credit The semester course is the foundation for high school mathematics and includes algebraic thinking and symbolic reasoning; function concepts including linear systems, quadratics and nonlinear systems; the relationship between equations and functions; underlying mathematical processes; and the use of algebraic representations, including concrete, numerical, algorithmic and graphical GEOMETRY ( ) This course will provide the concepts of geometric thinking and spatial reasoning; geometric figures and their properties in two as well as three dimensions; the relationship between geometry, other mathematics and other disciplines; geometric structure; and analyzing geometric relationships in order to make and verify conjectures PRE-AP GEOMETRY ( ) This course provides the concepts of geometric thinking and spatial reasoning; geometric figures and their properties in two as well as three dimensions; the relationship between geometry, other mathematics and other disciplines; geometric structure; and analyzing geometric relationships in order to make and verify conjectures. This course also focuses on logical reasoning and problem-solving involving geometry, 44 geometric patterns, coordinate systems, congruence and similarity ALGEBRA II ( ) This course will build upon the concepts taught in Algebra I and geometry and will develop the foundation for functions that are linear, quadratic, radical, rational, exponential, and logarithmic, in addition to quadratic conic relations. Continual mathematical emphasis will be placed upon problem solving, language and communication, real-world connections, and models and applications. This course will include the use of technology as a tool for solving meaningful problems. Algebra II is strongly recommended for collegebound students PRE-AP ALGEBRA II ( ) This course will present a more in-depth study of the concepts taught in Algebra II. Students must be highly motivated and have a desire to continue their math education through calculus MATHEMATICAL MODELS WITH APPLICATIONS ( ) Prerequisites: Algebra I and Geometry Students in this course will use algebraic, graphical and geometric reasoning to recognize patterns and structure, to model information, and to solve problems from various disciplines. Students will use mathematical methods to model and solve real-life problems involving money, data, chance, patterns, music, design, and science. Students will use mathematical models from algebra, geometry, probability, statistics, and connections among these to solve problems from a wide variety of advanced applications in both mathematical and nonmathematical situations EXIT TAKS ( ) ½ credit Students in this course will be offered extra help with math concepts as applied to the math portion of TAKS, as well as review of the skills presented in the eighth-grade TEKS. Students will be working on all ten TAKS math objectives ALGEBRA III ( ) Algebra III is designed for college-bound seniors who have passed math TAKS and is a college-prep course for THEA, Accuplacer, ACT, SAT, and other college-entrance exams. Students will study and practice concepts needed to qualify for college algebra. Eligible students may take dual-credit college algebra in the spring PRE-CALCULUS ( ) Prerequisites: Geometry and Algebra II In this course, students will study functions, including polynomial, rational, radical, exponential, logarithmic, trigonometric, and piecewise-defined functions. Students will be able to define functions, describe characteristics of functions and translate among verbal, numerical, graphical, and symbolic representations of functions. Students will model and solve real-life problems using functions, sequences and series, parametric representations, conic sections, and

45 vectors. This course is strongly recommended for students planning to attend a four-year college PRE-AP PRE-CALCULUS ( ) Prerequisites: Geometry and Algebra II This course will present a more in-depth study of the concepts taught in pre-calculus. This course will be the foundation for AP Calculus. Upon completion of this course, students will be prepared to enroll in calculus AP STATISTICS (A ) Grades: This course will introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad conceptual themes: (1) exploring data: describing patterns and departures from patterns; (2) sampling and experimentation: planning and conducting a study; (3) anticipating patterns: exploring random phenomena using probability and simulation; and (4) statistical inference: estimating population parameters and testing hypotheses AP CALCULUS AB (A ) This course will introduce students to the major concepts of differential and integral calculus through the unifying themes of limits, derivatives, integrals, approximation, applications, and modeling. A multi-representational approach is widely used, with concepts, results, and problem statements being expressed geometrically, numerically, analytically, and verbally. The content of this course is prescribed in the College Board Publication Advanced Placement Course Description for Mathematics: Calculus AB PRE-CALCULUS DC (Fall semester) ( ) CALCULUS I DC (Spring semester) ( ) Prerequisite: Qualify for early admission into LSC- Kingwood Fees: Those required by LSC- Kingwood Pre-calculus (Math 2412) is an integrated treatment of the concepts necessary for calculus emphasizing elementary functions and their graphs, including polynomial, rational, exponential, logarithmic and trigonometric functions. This course also includes topics from analytic geometry. Calculus I (Math 2413) covers functions, limits, continuity, differentiation and integration of algebraic and trigonometric functions, applications of differentiation and an introduction to applications of the definite integral INDEPENDENT STUDY IN MATHEMATICS TRIGONOMETRY ( ) This course is designed to go through the topics of trigonometry and the related real-world applications of trigonometric topics. After students complete this course, they will have an understanding of how trigonometry is used in day-to-day life and how it relates to other mathematical topics AP CALCULUS BC (A ) Content requirements for Advanced Placement (AP) Calculus BC are prescribed in the College Board Publication Advanced Placement Course Description: Calculus AB, Calculus BC, published by the College Board. This publication may be obtained from the College Board Advanced Placement Program COLLEGE ALGEBRA DC ( ) TRIGONOMETRY DC ( ) Prerequisite: Qualify for early admission into LSC- Kingwood Fees: Those required by LSC- Kingwood College algebra (Math 1314) includes: absolute value equations and inequalities, graphing skills, inverse functions, logarithmic and exponential functions, polynomial and rational functions, piecewise-defined functions, theory of equations and systems of equations. Trigonometry (Math 1316) includes: trigonometric functions and their applications, solutions of right and oblique triangles, trigonometric identities and equations, inverse trigonometric functions and graphs of the trigonometric functions. 45

46 PHYSICAL EDUCATION HEALTH ATHLETICS Enrollment: Students may enroll in only one physical education (PE) course each semester. Students may not be in a PE course and a UIL athletic class during the same semester. Students may earn no more than two units of credit in PE towards state graduation requirements. The other units, if in athletics for four years, will be local elective credits. Course Substitutions: Up to two semesters of PE substitute courses may count toward the required one PE credit needed for graduation. Additional courses may count as state-approved PE electives. Marching band and flag corps (fall only), dance, drill team, JROTC, and two- or three-hour occupational cooperative classes may substitute for PE. Athletic courses may substitute for PE. Senate Bill 530 states that school districts will annually assess the physical fitness of students in grades K-12. Participation is mandatory. (The State Board of Education is reviewing PE substitutions and any changes will be put into effect as they occur.) CHEERLEADING (PES00013) Prerequisite: Try-out procedure This course is designed for students selected to perform on junior-varsity and varsity cheerleading squads. This class meets during the school day and consists of conditioning activities, skill development in several cheerleading and gymnastic techniques, and specific preparation for game and competition performances. Students gain membership through a try-out procedure held during the spring of the previous school year CHEERLEADING II ( ) 1 local credit This course is designed for students selected to perform on junior-varsity and varsity cheerleading squads. This class meets during the school day and consists of conditioning activities, skill development in several cheerleading and gymnastic techniques, and specific preparation for game and competition performances CHEERLEADING III ( ) 1 local credit This course is designed for students selected to perform on junior-varsity and varsity cheerleading squads. This class meets during the school day and consists of conditioning activities, skill development in several cheerleading and gymnastic techniques, and specific preparation for game and competition performances CHEERLEADING IV ( ) 1 local credit This course is designed for students selected to perform on junior-varsity and varsity cheerleading squads. This class meets during the school day and consists of conditioning activities, skill development in several cheerleading and gymnastic techniques, and specific preparation for game and competition performances /50123 FOUNDATIONS OF PERSONAL FITNESS (PES00052) ½ credit This course is designed to teach the skills, rules, safety, and etiquette of individual and lifetime sports. The continued development of health-related fitness and the selection of sport activities enjoyable to the individual student are major objectives of this course HEALTH EDUCATION ( ) ½ credit Health Education is a district-required course for students to acquire the knowledge and skills necessary to become healthy adults and learn behaviors to promote healthy lifestyles. Topics included are: the decision-making process; roles and responsibilities of families; developing healthy eating habits; the importance of exercise; the male and female reproductive systems; lifesaving procedures (first aid, CPR); the effects of alcohol, tobacco and drugs; and sexually transmitted diseases RECREATIONAL TEAM SPORTS (PES00055) ½ credit Students enrolled in Team Sports are expected to develop health-related fitness and an appreciation for teamwork and fair play. Like the other high school PE courses, Team Sports is less concerned with the acquisition of physical fitness during the course than reinforcing the concept of incorporating physical activity into a lifestyle beyond high school. Participation, which includes wearing appropriate attire (district-required uniform), is a requirement for successful completion of the course /50143 ADVENTURE/OUTDOOR EDUCATION (PES00053) ½ credit Grades: 9-12 Students acquire the knowledge and skills for movement that provide the foundation for enjoyment, continued social development through physical activity, and access to a physically active lifestyle. The student learns the relationship between physical activity and health throughout the life /50153 AEROBICS (PES00054) ½ credit This course is designed to improve both physical and mental conditioning by focusing on improving flexibility and strength for the overall body. Students are provided with a basic working knowledge of aerobic activities and the basic skills needed to pursue independent training as part of a lifetime fitness program. Participation includes wearing appropriate 46

47 attire (district-required uniform) and is a requirement for successful completion of the course INDIVIDUAL SPORTS (PES00055) ½ credit This course is designed to teach the skills, rules, safety, and etiquette of individual and lifetime sports. The continued development of health-related fitness and the selection of sport activities enjoyable to the individual student are major objectives of this course. Participation includes wearing appropriate attire (district-required uniform) and is a requirement for successful completion of the course. ATHLETICS I-IV (I-PES00000, II-PES00001, III- PES00002, IV-PES00003) Prerequisites: Must meet all UIL requirements; coach s recommendation A full range of UIL-sponsored competitive athletic activities is offered for young men and women. These courses will include such things as rules of the game, proper sportsmanship, training in skill techniques, physical conditioning and competitive sports versus other UIL high schools. These courses are governed by the rules and regulations of the University Interscholastic League (UIL). Boys Athletics 9 th 10 th 11 th 12 th Baseball Basketball Soccer Swimming* Tennis Football Golf Cross-country** Powerlifting** Track and field** *Pool located at NCHS **These classes are not available during the school day. Teams meet before or after school. Girls Athletics 9 th 10 th 11 th 12 th Softball Basketball Soccer Swimming* Tennis Volleyball Golf Track and field Cross-country** Powerlifting** *Pool located at NCHS **These classes are not available during the school day. Teams meet before or after school SPORTS MEDICINE I (N ) 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; 47 organizational and administrative considerations; prevention of athletic injuries; recognition, evaluation, and immediate care of athletic injuries; rehabilitation and management skills; first aid/cpr/aed; emergency procedures; nutrition; sports psychology; human anatomy and physiology; therapeutic modalities; and therapeutic exercise SPORTS MEDICINE II (N ) Prerequisites: Sports Medicine I and athletic trainer approval Fee: Cost of khaki full-length slacks and required game polo shirt This course is designed for athletic training students. It provides an in-depth study and application of the components of sports medicine, including but not limited to: basic rehabilitative techniques; therapeutic modalities; wound care, taping and bandaging techniques; prevention, recognition, and care of musculoskeletal injures; injuries to the young athlete; drugs in sports; and modern issues in sports medicine. Individualized and independent assignments will be included in this course. Outside of class time, this course will involve homework and time spent working with athletes and athletic teams. This course requires that the student be an athletic trainer ATHLETIC TRAINING I (PES00000) Prerequisites: Sports Medicine I & II; athletic trainer approval Fee: Cost of khaki full-length slacks and required game polo shirt This course is designed for students who are interested in pursuing sports medicine or related fields. The course deals with the prevention, care, and rehabilitation of athletic injuries. This course provides hands-on experience with high school athletes. Students will be required to stay after school for various athletic activities and events ATHLETIC TRAINING II (PES00001) Prerequisite: Athletic Training I or athletic trainer approval Fee: Cost of khaki full-length slacks and required game polo shirt This course is designed for students who are interested in pursuing sports medicine or related fields. The course deals with the prevention, care, and rehabilitation of athletic injuries. This course provides hands-on experience with high school athletes. Students will be required to stay after school for various athletic activities and events ATHLETIC TRAINING III (PES00002) Prerequisite: Athletic Training I or athletic trainer approval Fee: Cost of khaki full-length slacks and required game polo shirt This course is designed for students who are interested in pursuing sports medicine or related fields. The course deals with the prevention, care, and rehabilitation of athletic injuries. This course provides hands-on experience with high school athletes.

48 SCIENCE Courses designated as Pre-AP will have emphasis placed on individual creativity and problem solving to enhance and enrich the skills of the gifted student. Students will be required to complete at least one independent project. Courses designated as AP are college-level courses. Students should expect course subject matter and workload at a college level. Students enrolled in an AP course are expected to take the AP College Board exam at the end of the course BIOLOGY I ( ) This course provides students the opportunity to study structure, growth, and function of the life systems of selected organisms. Students will observe living organisms in the environment, prepared specimens, various ecosystems, and inherited traits. Student investigations emphasize accurate observations, collection of data, data analysis, and the safe manipulation of apparatus and materials in the field and the laboratory PRE-AP BIOLOGY ( ) Prerequisite: Algebra I or Concurrent Algebra I This course provides students the opportunity to study structure, growth, and function of the life systems of selected organisms. Students will observe living organisms in the environment, prepared specimens, various ecosystems, and inherited traits. Student investigations emphasize accurate observation, collection of data, data analysis and the safe manipulation of apparatus and materials in the field and the laboratory. Students will be required to complete at least one outside independent research project each semester. Emphasis will be placed on individual creativity and problem solving to enhance and enrich the skills of the gifted student DC BIOLOGY (A ) Prerequisite: Qualify for early admission into LSC- Kingwood Fee: Current college fees plus books Biology 1406 (Biology I) is a contemporary course including applications of the scientific method, cellular and molecular biology, biochemistry, classical and human genetics, virology, and mechanisms of evolution. Books must be purchased at the college bookstore. Biology 1407 (Biology II) is a continuation of Biology I and includes a detailed phylogenetic survey of the kingdoms. This includes a comparison of the systems of different organisms. Ecological roles and relationships, as well as behavior of organisms, will be integrated throughout. A total of six hours of class time per week is required for this course. Four hours of college credit may be earned per semester with a grade of B or higher. It is recommended that students take the Advanced Placement exam in Biology AP BIOLOGY (A ) This course is designed to be the equivalent of a two-semester college introductory biology course usually taken by biology majors during their first year of college. AP Biology includes those topics regularly covered in a college biology course for majors and aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology BIOLOGY EOC ACCELERATED ( ) 1 local credit This course provides students the opportunity to study structure, growth, and function of the life systems of selected organisms. Students will observe living organisms in the environment, prepared specimens, various ecosystems, and inherited traits. Student investigations emphasize accurate observations, collection of data, data analysis, and the safe manipulation of apparatus and materials in the field and the laboratory CHEMISTRY ( ) This course is designed for the college-bound student to foster an understanding of laboratory analytical techniques, industrial manufacturing of products and how the science affects an individual s everyday life. Instruction also provides the basic understanding of college chemistry courses PRE-AP CHEMISTRY ( ) This course is designed for the college-bound student to foster an understanding of laboratory analytical techniques, industrial manufacturing of products and how the science affects an individual s everyday life. Instruction also provides the basic understanding of college chemistry courses. Emphasis will be placed on individual creativity and problem solving to enhance and enrich the skills of the gifted student AP CHEMISTRY (A ) The course provides an opportunity for high school students to pursue college-level course work and prepare for an exam that allows for college course credit upon entering college (dependent upon taking the AP test and achieving an acceptable score from colleges/universities). Advanced laboratory techniques and instrumentation will be utilized. Students should plan for 1½ hours of homework per day. Students must meet AP criteria to be placed in an AP class. Academic ability, motivation and willingness to work are considered in placing students PHYSICS ( ) 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. 48

49 30313 PRE-AP PHYSICS ( ) Required: Scientific calculator Fee: $12 for electronic components for a circuit project This course is designed to provide a study of matter and energy and their interactions. Students are introduced to fundamental concepts in the areas of mechanics, light, sound, heat, electricity, magnetism, and nuclear phenomena. Students acquire information using the senses and instrumentation. Physics relies heavily on algebra and precalculus skills in both labs and exams. Observations of the laws of force and motion, the nature of light, wave phenomena, and properties of electricity and magnetism are integral components of the course. Student investigations emphasize accurate observation, collection of data, analysis of data and the safe manipulation of laboratory apparatus and materials. This course is imperative for students planning to take AP physics or compete in UIL science events AP PHYSICS B (A ) AP physics is patterned after the course that ordinarily forms the first part of the college sequence for students majoring in the physical sciences or engineering. Methods of calculus are used wherever appropriate in formulating physical principles and in applying them to physical problems. In addition to developing conceptual understanding, strong emphasis is placed on solving a variety of challenging problems. The subject matter of the course focuses on mechanics. Topics include those suggested in the College Board syllabus for Advanced Placement Physics Mechanics. This laboratory-oriented course is designed to provide: studies in anatomical structures and physiological function in general and in individual specimens; the opportunity to construct and test hypotheses; and the laboratory and communication skills needed for such studies. Students will be required to complete at least one outside independent research project per semester. Anatomy and Physiology is recommended for students who wish to pursue a career in the field of medicine ANATOMY AND PHYSIOLOGY - DUAL CREDIT ( ) Prerequisite: Qualify for early admission into LSC- Kingwood Fee: Current college fees plus books This course is a study of the structure and function of the human body. Emphasis will be given to the study of cells and tissues and anatomical and physiological interrelationships of the skeletal, muscular, nervous and endocrine systems. Designed primarily for students entering health careers. Credit may be earned for high school Anatomy and Physiology and four hours of college credit in Anatomy and Physiology. The same curriculum as Biology 2401 at Lone Star College - Kingwood will be followed. Students must remain enrolled for the full year to receive college credit AQUATIC SCIENCE ( ) Prerequisite: Biology, Chemistry, Physics or concurrent Physics This course is designed as a laboratory-oriented study of organisms that live in or near water, the effects of their environment on them, and the manner in which they have adapted to their environment. Both marine and freshwater systems will be studied. Topics studied include various habitat types, predator/prey relationships, and classification of organism- and water-testing procedures. Special emphasis will be given to the Texas coastline. Opportunities for field trips will be included ADVANCED AQUATIC SCIENCE ( ) Prerequisite: Biology, Chemistry, Physics or concurrent Physics; teacher approval This course is designed as a laboratory-oriented study of organisms that live in or near water, the effects of their environment on them, and the manner in which they have adapted to their environment. Both marine and freshwater systems will be studied. Topics studied include various habitat types, predator/prey relationships, and classification of organism- and water-testing procedures. Special emphasis will be given to the Texas coastline. Opportunities for field trips will be included. Students must complete an independent research project each semester ASTRONOMY ( ) ANATOMY AND PHYSIOLOGY OF HUMAN Prerequisite: Biology, Chemistry, Physics or concurrent SYSTEMS ( ) Physics Prerequisite: Biology, Chemistry or concurrent Chemistry Grade Level: Semesters: 2 In astronomy, students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study the following topics: information about the universe; scientific theories of the evolution of the universe; characteristics and the life cycle of stars; exploration of the universe; role of the sun in our solar system; and the orientation and placement of the earth. The use of telescopes for observation and the design, construction and launching of scale rockets will be included. 49

50 30703 ENVIRONMENTAL SYSTEMS ( ) Prerequisite: Biology, Chemistry, Physics or concurrent Physics This course serves as an introduction to and covers broad aspects of environmental science and environmental studies. For all cases, the resulting environmental impacts are studied in detail. Specifically, this course examines the risks associated with growth in a developing world; environmental impact of population growth on natural resources; mineral and resource extraction; water resource uses; and renewable and non-renewable sources for power generation. Emphasis is placed on a holistic approach to environmental science using laboratory exercises, environmental surveys, and class discussions to reinforce scientific principles MEDICAL MICROBIOLOGY ( ) ½ credit Prerequisite: Biology, Chemistry, Physics or concurrent Physics Medical microbiology studies the relationships of microorganisms to wellness and disease. Students 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. The course is comprised of at least forty percent laboratory investigations and fieldwork using appropriate scientific inquiry PATHOPHYSIOLOGY ( ) ½ credit Prerequisite: Biology, Chemistry, Physics or concurrent Physics Pathophysiology is the study of disease processes and how the human systems are affected. Emphasis is placed on prevention and treatment of diseases. Students will differentiate between normal and abnormal physiology. This course is comprised of at least forty percent laboratory investigations and fieldwork using appropriate scientific inquiry. 50

51 SOCIAL STUDIES Courses designated as Pre-AP will have emphasis placed on individual creativity and problem solving to enhance and enrich the skills of the gifted student. Students will be required to complete at least one independent project. Courses designated as AP are college-level courses. Students should expect course subject matter and workload at a college level. Students enrolled in an AP course are expected to take the AP College Board exam at the end of the course WORLD GEOGRAPHY ( ) This course will provide knowledge of our world and enhance students understanding of the world s inter-relations. Students may be required to complete activities focusing on real-life issues through research and presentation. Students will study the political, physical, and cultural aspects of the world s countries with an emphasis on the major geographical themes of region, movement, location, place, and human environment interactions PRE-AP WORLD GEOGRAPHY ( ) Students will study the effects and influences of political and physical geography on the type and quality of life in various world regions. Emphasis will be placed on writing, research skills, technological skills, and activities relating to current events. Students will be required to complete at least one outside independent research project per semester WORLD GEOGRAPHY EOC ACCELERATED ( ) 1 local credit This course will provide knowledge of our world and enhance students understanding of the world s inter-relations. Students will study the political, physical, and cultural aspects of the world s countries with an emphasis on the major geographical themes of region, movement, location, place, and human environment interactions AP HUMAN GEOGRAPHY (A ) Prerequisite: World Geography This course introduces students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of the earth s surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice WORLD HISTORY ( ) This course will emphasize major civilizations and important events throughout history that have influenced the development of mankind; the study of the development of 51 capitalism, socialism, and communism; geographic influences upon world history; and political, social, and economic changes and their impact upon the world PRE-AP WORLD HISTORY ( ) This course emphasizes major civilizations and important events throughout history that have influenced the development of mankind; the study of the development of capitalism, socialism, and communism; geographic influences upon world history; and political, social, and economic changes and their impact upon the world. Students will be required to complete at least one outside independent research project each semester AP WORLD HISTORY (A ) This course will develop greater understanding of the evolution of global processes and contacts in different types of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course highlights the nature of changes in global frameworks and their causes and consequences, as well as comparisons among major societies. It emphasizes relevant factual knowledge, leading interpretive issues, and skills in analyzing types of historical evidence. Specific themes provide further organization to the course, along with consistent attention to contacts among societies that form the core of world history as a field of study. Students are required to take the AP exam upon completion of the course UNITED STATES HISTORY ( ) This course is designed to cover significant individuals and events in American history from reconstruction to the present. Emphasis is given to geographic influences upon the historical and economic development and growth of the U.S. and social, cultural, and political developments of the U.S. through current times AP UNITED STATES HISTORY (A ) This course is designed to cover significant individuals and events in American history. Emphasis is given to geographic influences upon the historical and economic development and growth of the U.S. and social, cultural, and political developments of the U.S. through current times. Students will be required to complete at least one outside independent research project each semester and will take the College Board Advanced Placement Exam in May for college credit U.S. HISTORY DC ( ) Prerequisite: Qualify for early admission into LSC- Kingwood Fees: Current college fees plus books This course surveys U.S. history from its beginning to the present. The first semester will cover through the Civil War and Reconstruction with emphasis on the analysis of the social, economic, political, and intellectual dynamics of the period. The second semester will emphasize the emergence of the U.S. as a world power and our subsequent assumption of

52 international responsibilities. Successful completion of the first semester qualifies for concurrent credit at Lone Star College-Kingwood for History 1301, and second semester qualifies for concurrent credit for History Books must be purchased before the start of each semester and are available at the college bookstore. Students must remain enrolled for the full semester to receive college credit TAKS US HISTORY ( ) 1 local credit This course is designed to cover significant individuals and events in American history from reconstruction to the present. Emphasis is given to geographic influences upon the historical and economic development and growth of the U.S. and social, cultural, and political developments of the U.S. through current times U.S. GOVERNMENT ( ) ½ credit This course is designed to provide the opportunity for the student to study the foundations of the U.S. political system; the development, structure, and functions of the governmental systems at federal, state, and local levels; and an analysis of participation and decision making in civic affairs U.S. GOVERNMENT DC ( ) ½ credit Prerequisite: Qualify for early admission into LSC- Kingwood Fees: Current college fees plus books This course examines the foundations of the U.S. political system; the development, structure, and functions of the governmental systems at federal, state, and local levels; and an analysis of participation and decision making in civic affairs. The student will be required to complete at least one outside independent research project. This course gives credit for high school government and college government. The same curriculum as Government 2301 (Lone Star College- Kingwood) will be followed. Books must be purchased at the college bookstore. Students must remain enrolled for the full semester to receive college credit AP U.S. GOVERNMENT AND POLITICS (A ) ½ credit Prerequisite: U.S. History This course gives students an analytical perspective on government and politics in the United States and includes both the study of general concepts used to interpret U.S. government and politics and the analysis of specific examples. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. government and politics. Students will become acquainted with the variety of theoretical perspectives and explanations for various behaviors and outcomes. These topics are usually covered in all college courses ECONOMICS ( ) ½ credit This course covers the characteristics, benefits, and goals of the American free-enterprise system; government functions in the American economic system; comparisons of economic 52 systems such as capitalism, socialism, and communism; and topics such as banking, budgeting, insurance, the stock market, and income tax ECONOMICS DC ( ) ½ credit Prerequisite: Qualify for early admission into LSC- Kingwood Fees: Current college fees plus books This course covers the characteristics, benefits, and goals of the American free-enterprise system; government functions in the American economic system; comparisons of economic systems such as capitalism, socialism, and communism; and topics such as banking, budgeting, insurance, the stock market, and income tax. Students must complete at least one outside independent research project. This course gives credit for both high school economics and college economics and will follow the same curriculum as Economics 2301 (Lone Star College-Kingwood). Books must be purchased at the college bookstore. Students must remain enrolled for the full semester to receive college credit AP MICROECONOMICS (A ) ½ credit Prerequisite: U.S. History This course gives students a thorough understanding of the principles of economics that apply to the functions of individualized decision-makers, both consumers and producers, within an economic system. It places primary emphasis on the nature and functions of product markets and includes the study of factor markets and the role of government in promoting greater efficiency and equity in the economy AP MACROECONOMICS (A ) ½ credit Prerequisite: U.S. History This course provides a thorough understanding of the principles of economics that apply to an economic system as a whole. Such a course places particular emphasis on the study of national income and price-level determination, and also develops students familiarity with economic performance measures, the financial sector, stabilization policies, economic growth, and international economics U.S. HISTORY THROUGH FILM ( ) ½ credit Prerequisite: World Geography and World History This semester course is an elective for juniors and seniors only and will examine the social, cultural, and political history of the United States from 1776 to the 1970s. Central to the course will be the use of feature films which relate to topics such as the World Wars, the Great Depression, the Cold War, civil rights, and Vietnam. These films provide an insight to the past and an insight to the culture that produced them. An additional objective for this course will be to analyze the profound influence that films have had on American attitudes and values. Being present in class to view these films is extremely important to student success. Each student will be required to take exams over film content.

53 20610 PSYCHOLOGY ( ) ½ credit Prerequisite: World Geography and World History This course deals with humans as individuals and will explore human growth, development, and behavior. Students will be introduced to the relationship between psychological and biological observations; intellectual and emotional development; personality development; perception; normal and deviant behavior patterns; and stimulation and sensory awareness. Students will be required to complete various activities in research testing, observations, model constructions and presentations SOCIOLOGY ( ) ½ credit Prerequisite: World Geography and World History This course deals with humans in groups: families, nationalities, races, sexes, age groups, religions, work groups, school groups, club groups, economic groups, etc. These selected cultures are studied to help students understand their beliefs, morals, traditions, and folkways. What defines a group? How and why do people identify with groups? What are the rewards and liabilities of group membership? Students may be required to complete various projects AP Psychology (A ) The purpose of this course is to introduce students to the systematic and scientific study of the behavior and mental processes of human beings. Students are exposed to the psychological facts, principles, and phenomenon associated with each of the major fields within psychology. Students will learn about the contemporary research methods psychologists use in their science and practice. 53

54 AGRICULTURE, FOOD, AND NATURAL RESOURCES PRINCIPLES OF AGRICULTURE, FOOD, AND NATURAL RESOURCES ( ) Grades: 9-12 To prepare students for careers in agriculture, food, and natural resources, this course offers the academic knowledge and skills they will need regarding career opportunities, personal development, globalization, industry standards, details, practices, and expectations. To prepare for success, students will reinforce, apply, and transfer their academic knowledge and technical skills to a variety of settings. (This course is recommended for ninth- and tenth-graders entering the Agriculture, Food & Natural Resources Cluster.) LIVESTOCK PRODUCTION ( ) ½ credit Prerequisite: Principles of Agriculture, Food and Natural Resources Grades: To prepare students for careers in the field of animal science, this course offers the academic knowledge and skills they will need regarding animal systems, the workplace, career opportunities, entry requirements, and industry expectations. To prepare for success, students will reinforce, apply, and transfer their academic knowledge and technical skills to a variety of settings. Animal species to be addressed in this course may include, but are not limited to, beef cattle, dairy cattle, swine, sheep, goats, and poultry SMALL ANIMAL MANAGEMENT ( ) Grades: ½ credit To prepare students for careers in the field of animal science, this course offers the academic knowledge and skills they will need regarding animal systems, career opportunities, entry requirements, and industry expectations. To prepare for success, students will reinforce, apply, and transfer their academic knowledge and technical skills to a variety of settings. Suggested small animals which may be included in the course of study include, but are not limited to, small mammals, amphibians, reptiles, avian, dogs, and cats EQUINE SCIENCE ( ) Prerequisite: Principles of Agriculture, Food and Natural Resources Grades: To prepare students for careers in the field of animal science, this course offers the academic knowledge and skills they will need regarding animal systems, career opportunities, entry requirements, and industry expectations. To prepare for success, students will reinforce, apply, and transfer their academic knowledge and skills to 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 VETERINARY MEDICAL APPLICATIONS ( ) Prerequisite: Livestock Production and Equine Science Grades: To prepare students for careers in the field of animal science, this course offers the academic knowledge and skills they will need regarding animal systems, the workplace, career opportunities, entry requirements, and industry expectations. To prepare for success, students will reinforce, apply, and transfer their academic knowledge and technical skills to 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 ( ) Recommended Prerequisite: Veterinary Medical Applications Grade: 12 To prepare students for careers in the field of animal science, this course offers the academic knowledge and skills they will need regarding animal systems, career opportunities, entry requirements, and industry standards. To prepare for success, students will reinforce, apply, and transfer their academic knowledge and technical skills to a variety of settings. This course examines the interrelatedness of human, scientific, and technological dimensions of livestock production. Instruction will allow for the application of scientific and technological aspects of animal science through field and laboratory experiences. (This course qualifies as a fourth year of science credit.) WILDLIFE, FISHERIES, AND ECOLOGY MANAGEMENT ( ) Prerequisite: Principles of Agriculture, Food and Natural Resources Grade: To prepare students for careers in natural resource systems, this course offers the academic knowledge and skills they will need regarding natural resources, career opportunities, entry requirements, and industry expectations. To prepare for success, students will reinforce, apply, and transfer their academic knowledge and skills to a variety of settings. 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: Principles of Agriculture, Food and Natural Resources Grades: To prepare students for careers in floral design, this course offers the academic knowledge and skills they will need regarding horticultural systems, career opportunities, entry requirements, and industry expectations. To prepare for success, students will reinforce, apply, and transfer their academic knowledge and technical skills to a variety of settings. This course will develop students' abilities to identify

55 and demonstrate the principles and techniques related to floral design as well as develop an understanding of the management of floral enterprises. Through the analysis of artistic floral styles and historical periods, students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze floral designs, thus contributing to the development of lifelong skills in making informed judgments and evaluations LANDSCAPE DESIGN AND TURF GRASS MANAGEMENT ( ) Prerequisite: Principles and Elements of Floral Design Grades: To prepare students for careers in horticultural systems, this course offers the academic knowledge and skills they will need regarding horticulture, the workplace, career opportunities, entry requirements, and industry expectations. To prepare for success, students will reinforce, apply, and transfer their academic knowledge and technical skills to a variety of settings. Students will also develop an understanding of landscape and turf grass management techniques and practices HORTICULTURE SCIENCE ( ) Prerequisite: Principles of Elements of Floral Design Grades: To prepare students for careers in horticultural systems, this course offers the academic knowledge and skills they will need regarding horticulture, the workplace, career opportunities, entry requirements, and industry expectations. To prepare for success, students will reinforce, apply, and transfer their academic knowledge and technical skills to a variety of settings. Students will also develop an understanding of common horticultural management practices as they relate to food and ornamental plant production AGRICULTURAL MECHANICS AND METAL TECHNOLOGIES ( ) Prerequisite: Principles of Agriculture, Food and Natural Resources Grades: To prepare students for careers in agricultural power and the structural and technical systems of the industry, this course offers the academic knowledge and skills they will need in these areas, as well as learning about career opportunities, entry requirements, industry certifications, and industry expectations. To prepare for success, students will reinforce, apply, and transfer their academic knowledge and technical skills to a variety of settings. Students will also develop 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 AGRICULTURAL FACILITIES DESIGN AND FABRICATION ( ) Prerequisite: Agriculture Mechanics and Metal Technologies Grades: To prepare students for careers in mechanized agriculture and technical systems, this course offers the knowledge and skills 55 they will need regarding agricultural facilities design and fabrication, career opportunities, entry requirements, and industry expectations. To prepare for success, students will reinforce, apply, and transfer their academic knowledge and technical skills to a variety of settings AGRICULTURAL POWER SYSTEMS ( ) Prerequisite: Agriculture Mechanics and Metal Technologies Grades: To prepare students for careers in agricultural power, structural, and technical systems, this course offers the academic knowledge and skills they will need in these areas, as well as learning about career opportunities, entry requirements, industry certifications, and industry expectations. To prepare for success, students will reinforce, apply, and transfer their academic knowledge and technical skills to a variety of settings. Students will also develop an understanding of power and control systems as related to energy sources, small and large power systems, and agricultural machinery PRACTICUM IN AGRICULTURE, FOOD, AND NATURAL RESOURCES ( ) 2-3 credits Recommended Prerequisite: Minimum of 3 credits in an agriculturally coherent sequence Grade: 12 This 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. These experiences may occur in a paid or unpaid arrangement. Students implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and to make a successful transition into the workforce or post-secondary education. Students working an average of ten hours per week will receive two credits and qualify for one period of work release per day. Students working an average of 15 hours per week will receive three credits and qualify for two periods of work release per day PROFESSIONAL COMMUNICATIONS ( ) ½ credit Prerequisite: Principles of Agriculture, Food and Natural Resources Grades: This course blends written, oral, and graphic communication in a career-based environment. Careers in the global economy require individuals to be creative and have a strong background in computer and technology applications; a strong and solid academic foundation; and a proficiency in professional oral and written communication. Within this context, students will be expected to develop and expand the ability to write, read, edit, speak, listen, apply software applications, manipulate computer graphics, and conduct Internet research. (This course qualifies for Speech credit.)

56 SUBCHAPTER A AGRICULTURE, FOOD, AND NATURAL RESOURCES Business Information Management is recommended for all career clusters as an elective. ¹ Offers opportunity to earn OSHA General Industry Safety Certification ² Offers opportunity to earn NCCER Core Certification 56

57 ARCHITECTURE AND CONSTRUCTION , PRINCIPLES OF ARCHITECTURE AND CONSTRUCTION ( ) 1 / 2 - Prerequisite: Concepts of Engineering and Technology Grades: 9-12 This course provides an overview of the various fields of architecture, interior design, construction science, and construction technology. Achieving proficiency in decision making and problem solving is an essential skill for career planning and lifelong learning. Students use self-knowledge as well as educational and career information to set and achieve realistic goals. Job-specific, skilled training can be provided through the use of training modules to identify career goals in trade and industry areas. Additionally, emphasis will be given to career opportunities and job-related studies in the classroom, such as communications; problem solving and critical thinking; information technology applications; systems; safety, health, and environmental issues; 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 ARCHITECTURAL DESIGN ( ) Prerequisites: Algebra I, Geometry and Principles of Architecture and Construction Grades: In this course, students gain the knowledge and skills needed to enter a career in architecture and construction or to prepare a foundation toward a post-secondary degree in architecture, construction science, drafting, interior design, or landscape architecture. Architectural design includes the knowledge of the design, design history, techniques, and tools related to the production of drawings, renderings, and scaled models for commercial or residential architectural purposes ADVANCED ARCHITECTURAL DESIGN ( ) 2 credits Prerequisites: Architectural Design and Principles of Architecture and Construction Grades: In Advanced Architectural Design, students gain advanced knowledge and skills needed to enter a career in architecture and construction or to prepare a foundation toward a postsecondary degree in architecture, construction science, drafting, interior design, and landscape architecture. This course also includes the advanced study of design, design history, techniques, and tools related to the production of drawings, renderings, and scaled models for commercial or residential architectural purposes CONSTRUCTION TECHNOLOGY ( ) Prerequisite: Concepts of Engineering and Technology Grades: In this course, students gain knowledge and skills specific to those needed to enter the work force as carpenters or building maintenance supervisors or to prepare for a post-secondary degree in construction management, architecture, or engineering. Students also study safety, tool usage, building materials, codes, and framing ADVANCED CONSTRUCTION TECHNOLOGY ( ) 2 credits Prerequisites: Concepts of Engineering and Technology; Construction Technology; teacher approval Grades: This course provides advanced knowledge and skills specific to those needed to enter the work force as carpenters, building maintenance technicians, or supervisors, or to prepare for a post-secondary degree in construction management, architecture, or engineering. Students build on the knowledge base from Construction Technology and are introduced to exterior and interior finish-out skills INTERIOR DESIGN ( ) Prerequisite: Concepts of Engineering and Technology Grades: This technical course addresses the 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 PRACTICUM IN ARCHITECTURAL DESIGN ( ) 2-3 credits Prerequisite: Completion of a coherent sequence in a program area related to the field of architectural design. Grade: 12 This course is an occupationally specific course designed to provide technical instruction in architectural design. Safety and career opportunities are included in addition to work ethics and architectural design study. Instruction may be delivered through laboratory training or through career preparation delivery arrangements. 57

58 MILL AND CABINETMAKING TECHNOLOGY ( ) Prerequisites: Principles of Architecture and Construction; teacher approval Grades: In this course, students gain knowledge and skills specific to those needed to enter the work force in the area of mill work and cabinet manufacturing and installation. The student may also apply these skills to professions in carpentry or buildingmaintenance supervision or use the skills as a foundation for a post-secondary degree in construction management, architecture, or engineering. Students acquire knowledge and skills in cabinet design, tool usage, jointing methods, finishes, and numerical and computer control production methods PRACTICUM IN CONSTRUCTION MANAGEMENT ( ) 2-3 credits Prerequisite: Completion of a coherent sequence in a program area related to the field of construction management. Grade: 12 This course is an occupationally specific course designed to provide classroom technical instruction or on-the-job training experiences. Safety and career opportunities are included in addition to work ethics and job-related study in the classroom. Instruction may be delivered through laboratory training or through career preparation delivery arrangements. Students working an average of ten hours per week will receive two credits and qualify for one period of work release per day. Students working an average of 15 hours per week will receive three credits and qualify for two periods of work release per day. 58

59 SUBCHAPTER b ARCHITECTURE AND CONSTRUCTION Business Information Management is recommended for all career clusters as an elective. 59

60 ARTS, AUDIO/VIDEO TECHNOLOLOGY, AND COMMUNICATIONS , PRINCIPLES OF ARTS, AUDIO /VIDEO TECHNOLOGY, AND COMMUNICATIONS ( ) 1 / 2 - Formerly: CMAT Video Grade: 9 Careers in the Arts, Audio/Video Technology, and Communications career cluster require, in addition to creative aptitude, a strong background in computer and technology applications, a strong academic foundation, and a proficiency in oral and written communication. Within this context, students will be expected to develop an understanding of the various and multi-faceted career opportunities in this cluster and the knowledge, skills, and educational requirements for those opportunities ANIMATION ( ) Prerequisite: Principles of Arts, Audio/Video Technology, and Communications Grades: Careers in animation span all aspects of motion graphics. Within this context, in addition to developing technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an understanding of the history and techniques of the animation industry ADVANCED ANIMATION ( ) 2 credits Prerequisite: Animation Grades: Careers in animation span all aspects of motion graphics. Within this context, in addition to developing advanced knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to create two- and three-dimensional animations. Course instruction will also assist students seeking careers in the animation industry VIDEO GAME DESIGN (N ) Prerequisite: Principles of Arts, Audio/Video Technology, and Communications, Animation or Advanced Animation Grades: Careers in animation span all aspects of motion graphics. Within this context, in addition to developing advanced knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to create two- and three-dimensional animations. Course instruction will also assist students seeking careers in the animation industry AUDIO/VIDEO PRODUCTION ( ) Prerequisite: Principles of Arts, Audio/Video Technology, and Communications Grades: Careers in audio/video technology and film production span all aspects of the industry. Within this context, in addition to developing technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an understanding of the industry with a focus on pre-production, production and post-production audio and video activities ADVANCED AUDIO/VIDEO PRODUCTION ( ) 2 credits Prerequisite: Audio/Video Production Grades: Careers in audio/video technology and film production span all aspects of the industry. Within this context, in addition to developing advanced knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an advanced understanding of the industry with a focus on preproduction, production, and post-production activities. This course may be implemented in advanced audio format, including both audio and video GRAPHIC DESIGN AND ILLUSTRATION ( ) Prerequisite: Principles of Arts, Audio/Video Technology, and Communications Grade: Careers in graphic design and illustration span all aspects of the advertising and visual communications industries. Within this context, in addition to developing knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an understanding of the industry with a focus on fundamental elements and principles of visual art and design ADVANCED GRAPHIC DESIGN AND ILLUSTRATION ( ) Required Prerequisite: Graphic Design and Illustration Grade: credits Careers in graphic design and illustration span all aspects of the advertising and visual communications industries. Within this context, in addition to developing advanced technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an advanced understanding of the industry with a focus on mastery of content knowledge and skills. 60

61 SUBCHAPTER C ARTS, A/V TECHNOLOGY & COMMUNICATIONS Business Information Management is recommended for all career clusters as an elective. 61

62 BUSINESS MANAGEMENT AND ADMINISTRATION , PRINCIPLES OF BUSINESS, MARKETING, AND FINANCE ( ) Grades: / 2 - In this course, students gain knowledge and skills in multiple areas: economies and private-enterprise systems; global business; marketing of goods and services; advertising; product pricing; the sales process; and financial management principles. This course also allows students to reinforce, apply, and transfer their academic knowledge and skills to a variety of interesting and relevant activities, including problems and settings in business, marketing, and finance TOUCH SYSTEM DATA ENTRY ( ) Formerly: Keyboarding ½ credit Grades: 9-12 Students apply technical skills to address business applications of emerging technologies while enhancing reading, writing, computing, communication, and reasoning skills and applying them to the business environment. Students will also learn to apply touch system data entry for production of business documents BUSINESS INFORMATION MANAGEMENT (BIM) I ( ) Formerly: BCIS I Prerequisite: Touch Systems Data Entry Grades: Students implement personal and interpersonal skills to strengthen their performance in the workplace and society in order to make a successful transition into the workforce and post-secondary education. Students apply technical skills to address business applications of emerging technologies; create word-processing documents using Word 2007; develop a spreadsheet using Excel 2007; formulate and manipulate a database using Access 2007; and design an electronic presentation using Power Point BUSINESS INFORMATION MANAGEMENT II ( ) Formerly: BCIS II Prerequisite: Business Information Management I Grades: Students have the opportunity to earn MCAS (Microsoft Certified Application Specialist) certification in Word and Excel. Students explore advanced features of Word 2007, Excel 2007, Access 2007, and Power Point 2007 and the integrating, importing, and exporting of data between these applications. This course prepares students for advanced employment opportunities BUSINESS LAW ( ) Grades: Students analyze the social responsibility of business and industry regarding significant issues related to the legal environment, business ethics, torts, contracts, negotiable financial instruments, personal property, sales, warranties, business organizations, concept of agency and employment, and real property. Students apply technical skills to address business applications of contemporary legal issues. They also incorporate a broad base of knowledge that includes the legal, managerial, marketing, financial, ethical, and international dimensions of business to make appropriate business decisions GLOBAL BUSINESS ( ) Grades: Students implement personal and interpersonal skills to strengthen individual performance in the workplace and society in order to make a successful transition into the workforce and post-secondary education. Students apply technical skills to address global business applications of emerging technologies. They also 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 HUMAN RESOURCES MANAGEMENT ( ) Grades: Students recognize, evaluate, and prepare for a rapidly evolving business environment that requires flexibility and adaptability. Students analyze the primary functions of human resources management, which include recruitment, selection, training, development, and compensation. Topics will incorporate social responsibility of business and industry. Students also develop a foundation in the economical, financial, technological, international, social, and ethical aspects of human resources in order to become competent managers, employees, and entrepreneurs. Students incorporate a broad base of knowledge that includes the legal, managerial, financial, ethical, and international dimensions of business to make appropriate human resources decisions BUSINESS MANAGEMENT ( ) Grades: 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 include planning, organizing, staffing, directing or leading, and controlling. Topics will incorporate social responsibility of business and industry. Students also develop a foundation in the economical, financial, technological, international, social, and ethical aspects of business to become competent managers, employees, and entrepreneurs. Students incorporate international dimensions of business to make appropriate management decisions.

63 PRACTICUM IN BUSINESS MANAGEMENT ( ) 2-3 credits Prerequisites: Two or more credits from the Business, Finance or Information Technology Clusters Grade: 12 Designed to give students supervised practical application of previously studied knowledge and skills, practicum experiences occur in a paid or unpaid arrangement and a variety of locations appropriate to the nature and level of experience. Students implement personal and interpersonal skills to strengthen individual performance in the workplace and society in order to make a successful transition to the workforce or post-secondary education. They also apply technical skills to address business applications of emerging technologies and 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. They also incorporate a broad base of knowledge that includes the legal, managerial, marketing, financial, ethical, and international dimensions of business to make appropriate business decisions. Students working an average of ten hours per week will receive two credits and qualify for one period of work release per day. Students working an average of 15 hours per week will receive three credits and qualify for two periods of work release per day CAREER PREP II ( ) 2-3 credits Prerequisites: Two or more credits from the Business, Finance or Information Technology Clusters Grade: 12 Designed to give students supervised practical application of previously studied knowledge and skills, practicum experiences occur in a paid arrangement and a variety of locations appropriate to the nature and level of experience. Students implement personal and interpersonal skills to strengthen individual performance in the workplace and society in order to make a successful transition to the workforce or post-secondary education. They also apply technical skills to address business applications of emerging technologies and develop a foundation in the economical, financial, technological, international, social, and ethical aspects of business to become competent consumers, employees, and entrepreneurs. Students working an average of ten hours per week will receive two credits and qualify for one period of work release per day. Students working an average of 15 hours per week will receive three credits and qualify for two periods of work release per day CAREER PREP I ( ) 2-3 credits Prerequisites: Two or more credits from the Business, Finance or Information Technology Clusters Grade: 12 Designed to give students supervised practical application of previously studied knowledge and skills, practicum experiences occur in a paid arrangement and a variety of locations appropriate to the nature and level of experience. Students implement personal and interpersonal skills to strengthen individual performance in the workplace and society in order to make a successful transition to the workforce or post-secondary education. They also apply technical skills to address business applications of emerging technologies and develop a foundation in the economical, financial, technological, international, social, and ethical aspects of business to become competent consumers, employees, and entrepreneurs. Students working an average of ten hours per week will receive two credits and qualify for one period of work release per day. Students working an average of 15 hours per week will receive three credits and qualify for two periods of work release per day. 63

64 SUBCHAPTER d Business management & administration Business Information Management is recommended for all career clusters as an elective. ¹ Microsoft Office Systems Certification Exam 64

65 EDUCATION AND TRAINING PRINCIPLES OF EDUCATION AND TRAINING ( ) Grades: ½ credit In this course, students will use self-knowledge and educational and career information to analyze various job opportunities within the education and training career cluster. Students will also develop a graduation plan that leads to a specific career choice in the student's interest area INSTRUCTIONAL PRACTICES IN EDUCATION AND TRAINING ( ) Grades: credits This course is a field-based internship providing 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-, 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. 65

66 SUBCHAPTER e EDUCATION AND TRAINING Business Information Management is recommended for all career clusters as an elective. 66

67 FINANCE ACCOUNTING I ( ) Recommended Prerequisite: Principles of Business, Marketing and Finance Grades: 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 STATISTICS AND RISK MANAGEMENT ( ) Recommended Prerequisites: Algebra II and Accounting I Grades: Students will use a variety of graphical and numerical techniques to analyze patterns as well as departures from patterns to identify and manage risk that could impact an organization. Students will use probability as a tool for anticipating and forecasting data within business models to make decisions and will determine the appropriateness of methods used to collect data to ensure conclusions are valid ACCOUNTING II ( ) Prerequisite: Accounting I Grades: Students continue the investigation of the field of accounting, including how it is impacted by industry standards as well as economic, financial, technological, international, social, legal, and ethical factors. Students reflect on this knowledge as they engage in various managerial and cost-accounting activities. Students also formulate and interpret financial information for use in management decision making and learn to use Quick book s Pro Software to input accounting data and produce various financial statements FINANCIAL ANALYSIS ( ) Prerequisite: Accounting I and Accounting II Grade: 12 Students apply technical skills to develop knowledge and skills in the economical, financial, technological, international, social, and ethical aspects of business to become competent consumers, employees, and entrepreneurs. Students develop analytical skills by actively evaluating financial results of multiple businesses, interpreting results for stakeholders, and presenting strategic recommendations for performance improvement MONEY MATTERS ( ) ½ credit Grades: 9-12 Students will investigate global economics with emphasis on the free-enterprise system and its impact on consumers and businesses. They will also apply critical-thinking skills to analyze financial options based on current and projected economic factors and will gain knowledge and skills necessary to set long-term financial goals based on those options. Students will determine methods of achieving long-term financial goals through investment, tax planning, asset allocation, risk management, retirement planning, and estate planning. 67

68 SUBCHAPTER F finance Business Information Management is recommended for all career clusters as an elective. ¹ Microsoft Office Systems Certification Exam 68

69 HEALTH SCIENCE PRINCIPLES OF HEALTH SCIENCE ( ) Grades: Designed for students interested in working in health care, this course will explore a variety of health career opportunities and will develop health-care specific knowledge and skills in effective communication, leadership, medical history, medical terminology, anatomy and physiology. This course also prepares the student for the transition into clinical or workbased experiences in the field. While this course is open to anyone, it is part of the Health Science and Medicine Career Cluster and is a prerequisite for both Health Science and Practicum in Health Science courses. It may be taken as a Health credit MEDICAL TERMINOLOGY ( ) Grades: 9-12 ½ credit 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. This course also allows students to achieve comprehension of medical vocabulary appropriate to medical procedures, human anatomy, physiology, and pathophysiology HEALTH SCIENCE ( ) 2 credits Prerequisites: Principles of Health Science; Biology; teacher approval Grades: Designed to provide for the development of advanced knowledge and skills related to a wide variety of health careers, this course provides students with hands-on experiences for continued development. The course may be taught by different methodologies such as clinical rotation and career preparation learning MEDICAL BIOTECHNOLOGY (N ) Prerequisites: Biology; Chemistry s Grades: Biotechnology, as it applies to medicine and medical research, includes molecular mechanisms underlying diseases such as cancer, diabetes, heart disease, and AIDS. This course will focus on research, medical-related biotechnology methods and laboratory procedures as well as real-world exposure relating to the diagnosis and treatment of disease and the development of drugs and therapeutic agents /30803 MEDICAL MICROBIOLOGY ( ) Prerequisites: Biology, Chemistry ½ credit Grades: In this study of relationships of microorganisms to wellness and disease, students 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 69 specific diseases, causative agents and treatment options. The course includes at least forty percent laboratory investigations and fieldwork using appropriate scientific inquiry World Health Research ( ) Prerequisites: Principles of Health Science; Health Science; Medical Terminology Grades: This course examines major world-health problems and emerging technologies as solutions to these medical concerns. The course is designed to improve student understanding of the cultural, infrastructural, political, educational, and technological constraints of global medical-care issues and to inspire ideas for appropriate technological solutions /30813 PATHOPHYSIOLOGY ( ) Prerequisites: Biology, Chemistry Grades: Pathophysiology is the study of disease processes and how the human systems are affected. With an emphasis on prevention and treatment of diseases, students will differentiate between normal and abnormal physiology. This course will include at least forty percent laboratory investigations and fieldwork using appropriate scientific inquiry ANATOMY AND PHYSIOLOGY OF HUMAN SYSTEMS ( ) Prerequisites: Biology I, Chemistry I Grades: This laboratory-oriented course is designed to provide studies in anatomical structures and physiological function in general and in individual specimens; the opportunity to construct and test hypotheses; and the laboratory and communication skills needed for such studies. Students will be required to complete at least one outside independent research project per semester. This course is recommended for students who wish to pursue a career in the field of medicine ANATOMY AND PHYSIOLOGY - DUAL CREDIT ( ) Prerequisite: Qualify for early admission into LSC- Kingwood Fee: Current college fees plus books Designed primarily for students entering health careers, this course is a study of the structure and function of the human body with emphasis given to the study of cells and tissues and the anatomical and physiological interrelationships of the skeletal, muscular, nervous and endocrine systems. Students may earn high school credit and four hours of college credit for this course. The same curriculum as Biology 2401 at Lone Star College - Kingwood will be followed. Students must remain enrolled for the full year to receive college credit.

70 PRACTICUM IN HEALTH SCIENCE ( ) 2 credits Prerequisites: Biology and Principles of Health Science or Anatomy and Physiology Grade: 12 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. To pursue a career in the health science industry, students learn to reason, think critically, make decisions, solve problems, communicate effectively, and recognize that quality health care depends on the ability to work well with others. Students may have the opportunity to receive CNA (Certified Nurse Assistant) Certification or CPhT (Certified Pharmacy Technician) Certification. 70

71 SUBCHAPTER H HEALTH SCIENCE Business Information Management is recommended for all career clusters as an elective. ¹ Clinical Rotations at a local medical facility 71

72 HOSPITALITY AND TOURISM , PRINCIPLES OF HOSPITALITY AND TOURISM ( ) 1 / 2 - Grades: 9-10 The hospitality and tourism industry encompasses lodging; travel and tourism; recreation, amusements, attractions, and resorts; and restaurant, food and beverage service. This industry maintains the largest national employment base in the private sector. Students use knowledge and skills that meet industry standards to function effectively in various positions within this multi-faceted industry. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations TRAVEL AND TOURISM MANAGEMENT ( ) Prerequisite: Principles of Human Services Grades: This course incorporates management principles and procedures of the travel and tourism industry as well as destination geography, airlines, international travel, cruising, travel by rail, lodging, recreation, amusements, attractions, and resorts. Employment qualifications and opportunities are also included in this course. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations RESTAURANT MANAGEMENT ( ) Grades: This course focuses on the knowledge and skills needed to pursue staff and management positions available in the hotel industry. This in-depth study of the lodging industry includes departments within a hotel such as front desk, food and beverage, housekeeping, maintenance, human resources, and accounting. This course will focus on, but not be limited to, professional communication, leadership, management, human resources, technology, and accounting. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations. Culinary Arts begins with the fundamentals and principles of the art of cooking and the science of baking and includes management and production skills and techniques. Students may pursue a national sanitation certification, a Texas culinary specialist certification, or any other appropriate industry certification. This course may be offered as a laboratorybased or internship course. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations PRACTICUM IN CULINARY ARTS ( ) 2 credits Recommended Prerequisite: Culinary Arts or Hotel Management Grade: 12 This unique practicum provides occupationally specific opportunities for students to participate in a learning experience combining classroom instruction with actual business and industry career experiences. This course integrates academic, career and technical education; provides more interdisciplinary instruction; and supports strong partnerships among schools, businesses, and community institutions with the goal of preparing students with a variety of skills in a fast-changing workplace HOSPITALITY SERVICES ( ) Prerequisite: Teacher approval Grades: This field-based training internship provides students with background knowledge of the hospitality-related industry. Standards included in this course are designed to prepare students for nationally recognized industry certifications, postsecondary education, and entry-level careers. Additionally, this course is designed so that performance standards meet employer expectations, enhancing the employability of students. Instruction may be delivered through laboratory training or through internships, mentoring, or job shadowing. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular activities FOOD SCIENCE ( ) Grades: Students will conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Food Science is the study of the nature of foods, the causes of deterioration, the principles underlying food processing, and the improvement of foods for the consuming public. (This course qualifies as a fourth year of science credit.) CULINARY ARTS ( ) Recommended Prerequisite: Restaurant Management, Principles of Hospitality and Tourism, Lifetime Nutrition and Wellness, or Food Science Grades:

73 SUBCHAPTER I HOSPITALITY AND TOURISM Business Information Management is recommended for all career clusters as an elective. 73

74 HUMAN SERVICES PRINCIPLES OF HUMAN SERVICES ( ) ½ credit Grades: 9-11 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 LIFETIME NUTRITION AND WELLNESS ( ) Recommended Prerequisite: Principles of Human Services, Principles of Health Science Grades: This laboratory course allows students to use principles of lifetime wellness and nutrition to help them pursue careers related to hospitality and tourism, education and training, human services, and health sciences. It will also assist them in making informed choices that promote wellness / CHILD DEVELOPMENT ( ) ½ credit Recommended Prerequisite: Principles of Human Services Grades: This technical laboratory course provides knowledge and skills related to child growth and development from prenatal through school-age children. 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 INTRODUCTION TO COSMETOLOGY ( ) Grades: 9-10 Students explore areas such as bacteriology, sterilization and sanitation, hair styling, manicuring, shampooing and the principles of hair cutting, hair cooling, skin care, and facial makeup. The student researches careers in the personal-care services industry. To prepare for success, students must have skills relative to this industry, as well as academic knowledge and skills COSMETOLOGY I ( ) 3 credits Course Location: Porter High School Grade: 11 Students coordinate integration of academic, career, and technical knowledge and skills in this laboratory instructional sequence course designed to provide job-specific training for employment in cosmetology careers. Instruction includes sterilization and sanitation procedures, hair care, nail care, and skin care and meets the Texas Department of Licensing and 74 Regulation requirements for licensure upon passing the state examination. Analysis of career opportunities, requirements, expectations, and development of workplace skills are included COSMETOLOGY II ( ) 3 credits Course Location: Porter High School Prerequisite: Cosmetology I Grade: 12 Students review academic knowledge and skills related to cosmetology. This course is designed to provide advanced training for employment in cosmetology careers. Instruction includes advanced training in sterilization and sanitation processes, hair care, nail care, and skin care and meets the Texas Department of Licensing and Regulation requirements for licensure upon passing the state examination. Students apply, combine, and justify knowledge and skills to a variety of settings and problems PARENTING EDUCATION FOR SCHOOL- AGE PARENTS (N ) Grades: 9-12 This course focuses on parenthood education. Students may expect to acquire background knowledge regarding the responsibilities involved in parenting and the knowledge needed for effective parenting. The content emphasizes special parenting needs and/or situations such as single parenting, step-parenting, children in crisis, and abusive parenting behaviors FASHION DESIGN ( ) Recommended Prerequisite: Principles of Arts, Audio/Video Technology, and Communications Grades: Because careers in fashion span all aspects of the textile and apparel industries, students will be expected to gain an understanding of fashion within those industries. Additionally, students will work to develop technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster ADVANCED FASHION DESIGN ( ) Prerequisite: Fashion Design 2 credits Grades: Careers in fashion span all aspects of the textile and apparel industries. Within this context, in addition to developing technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an understanding of fashion, with emphasis on design and production.

75 PRACTICUM IN FASHION DESIGN I ( ) Prerequisite: Advanced Fashion Design 2 credits Grades: Careers in fashion span all aspects of the textile and apparel industries. Within this context, in addition to developing technical knowledge and skills needed for success in this field of study, students will be expected to develop an advanced technical understanding of the business aspects of fashion, with emphasis on promotion and retailing. Instruction may be delivered through lab-based classroom experiences and/or career preparation opportunities PRACTICUM IN FASHION DESIGN II ( ) Prerequisite: Practicum in Fashion Design 2-3 credits Grades: 12 Practicum in Fashion Design II will continue to develop the technical knowledge, skills and business understanding necessary to be successful in the fashion industry. Instruction may be delivered through lab-based classroom experiences and/or career preparation opportunities 75

76 SUBCHAPTER j Human services Business Information Management is recommended for all career clusters as an elective. 76

77 INFORMATION TECHNOLOGY COMPUTER MAINTENANCE ( ) Recommended Prerequisite: Principles of Information Technology Grades: Students will develop computer literacy skills to adapt to emerging technologies used in the global marketplace and implement personal and interpersonal skills to prepare for a rapidly evolving workplace environment. They will also enhance reading, writing, computing, communication, and reasoning skills and apply them to the information technology environment COMPUTER PROGRAMMING ( ) Recommended Prerequisite: Principles of Information Technology Grades: This course provides knowledge of structured programming techniques and concepts appropriate to developing executable programs and creating appropriate documentation. Students will analyze the social responsibility of business and industry regarding the significant issues related to the environment, ethics, health, safety, and diversity in society and the workplace as it relates to computer programming. They will also apply technical skills to address business applications of emerging technologies. workplace environment. The knowledge and skills acquired and practiced will enable students to successfully perform and interact in a technology-driven society. Students will enhance reading, writing, computing, communication, and critical thinking and apply them to the information technology environment WEB TECHNOLOGIES ( ) Formerly: Web-mastering Prerequisite: Business Information Management I Grade: Through the study of web technologies and design, students will learn to make informed decisions and apply the decisions to the field of information technology. They will also 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. (This course qualifies for ATC articulated college credit at participating two-year colleges.) ADVANCED COMPUTER PROGRAMMING ( ) 2 credits Recommended Prerequisites: Principles of Information Technology and Computer Programming Grades: This course allows students to expand their knowledge and skills in structured programming techniques and concepts by addressing more complex problems and developing comprehensive programming solutions. Students will also analyze the social responsibility of business and industry regarding the significant issues related to environment, ethics, health, safety, and diversity in society and the workplace as it relates to computer programming. Additionally, they will apply technical skills to address business applications of emerging technologies DIGITAL AND INTERACTIVE MEDIA ( ) Prerequisite: Business Information Management I Grades: 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. They will also implement personal and interpersonal skills to prepare for a rapidly evolving 77

78 SUBCHAPTER k Information technology Business Information Management is recommended for all career clusters as an elective. ¹ Certified Internet Webmaster Associate Certification 78

79 LAW, PUBLIC SAFETY, CORRECTIONS, AND SECURITY , PRINCIPLES OF LAW, PUBLIC SAFETY, CORRECTIONS, AND SECURITY ( ) Grades: / 2 - This course 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. FIREFIGHTER I ( ) Grades: Firefighter I introduces students to firefighter safety and development. Students will analyze Texas Commission on Fire Protection rules and regulations, proper incident reporting and records, proper use of personal protection equipment, and the principles of fire safety. FIREFIGHTER II ( ) Recommended Prerequisite: Firefighter I Grades: credits FORENSIC SCIENCE ( ) Prerequisites: Biology and Chemistry Recommended Prerequisites: Principles of Law, Public Safety, Corrections, and Security; Law Enforcement 1 Grades: This course uses a structured and scientific approach to the investigation of crimes of assault, abuse and neglect, domestic violence, accidental death, and homicide, as well as topics related to a crime scene including 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 splatter analysis. Students will also learn the history, legal aspects, and career options for forensic science. (This course qualifies as a fourth year of science credit.) COURT SYSTEMS AND PRACTICES ( ) Recommended Prerequisite: Law Enforcement I Grades: Including an overview of the federal and state court systems, this course identifies the roles of judicial officers and the trial processes from pre-trial 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. Firefighter II is the second in a series for students studying firefighter safety and development. Students will understand Texas Commission on Fire Protection rules and regulations, proper incident reporting and records, proper use of personal protections equipment, and the principles of fire safety. Students will use procedures for use of fire extinguishers, ladder, fire hose, and water supply apparatus LAW ENFORCEMENT I ( ) Recommended Prerequisite: Principles of Law, Public Safety, Corrections, and Security Grades: In addition to providing an overview of the history, organization, and functions of local, state, and federal law enforcement, this course includes the role of constitutional law, the United States legal system, criminal law, law enforcement terminology, and the classification of elements of crime LAW ENFORCEMENT II ( ) Recommended Prerequisite: Law Enforcement I Grades: This course provides the knowledge and skills necessary to prepare for a career in law enforcement, including ethical and legal responsibilities, operation of police and emergency telecommunication equipment, and courtroom testimony. 79

80 Subchapter l Law, public safety, corrections, and security Business Information Management is recommended for all career clusters as an elective. 80

81 MANUFACTURING PRINCIPLES OF MANUFACTURING ( ) ½ credit Grades: 9-12 In this course, students will study the application, design, production, and assessment of products, services, and systems, and how those areas are applied to manufacturing. Learning to properly apply principles of manufacturing, technology design, and efficient technology production, as well as how to assess the effects of manufacturing production technology will prepare students for success in the modern world. This study allows students to reinforce, apply, and transfer academic knowledge and skills to a variety of interesting and relevant activities, problems, and settings in a manufacturing setting. Students will also gain an understanding of career opportunities within the industry and what employers require in order to gain and maintain employment in these careers WELDING ( ) Course Location: New Caney High School Prerequisite: Principles of Manufacturing or Agricultural Mechanics and Metal Technologies Grades: Rapid advances in technology have created new career opportunities and demands in many industries. This course provides the knowledge, skills, and technologies required for employment in metal technology systems and assists students in personal career development. By integrating academic and technical knowledge and skills, students will reinforce, apply, and transfer their abilities to a variety of settings and problems. Knowledge about career opportunities, requirements, and expectations and the development of workplace skills prepare students for future success ADVANCED WELDING ( ) 2 credits Course Location: New Caney High School Prerequisites: Welding Grades: Building on knowledge and skills developed in Welding, students will develop advanced welding concepts and skills as they relate to personal and career development. By integrating academic and technical knowledge and skills, students will reinforce, apply, and transfer their abilities to a variety of settings and problems. 81

82 SUBCHAPTER M Manufacturing Business Information Management is recommended for all career clusters as an elective. ¹ NCCER Welding Certification 82

83 MARKETING ENTREPRENEURSHIP ( ) Recommended Prerequisite: Principles of Business, Marketing, and Finance Grades: This specialized business course provides students the skills needed to effectively organize, develop, create, and manage their own business. This course is based upon the Marketing Education Framework which includes business, management, and entrepreneurship; communication and interpersonal skills; economics; and professional development foundations. Emphasis is placed on the functions of marketing: distribution, financing, marketing information management, pricing, product/service management, promotion, and selling. Additional topics to be addressed are: the assessment of personal skills; the components of the free enterprise system and its place in our global economy; human relations and interpersonal skills; the importance of business ethics; and the role that quality and service play in business. Students will develop a written business plan for a business of their choice. Instructional strategies may include a school-based enterprise, computer/technology applications, real and/or simulated occupational experiences, or projects in the marketing functions such as those available through the DECA program of activities SPORTS AND ENTERTAINMENT MARKETING ( ) ½ credit Recommended Prerequisite: Principles of Business, Marketing, and Finance Grades: This course explores the marketing concepts and theories which apply to sports and sporting events, including basic marketing, target marketing and segmentation, sponsorship, event marketing, promotions, sponsorship proposals, implementation of sports marketing plans, and management techniques. Students taking sports marketing should have the opportunity to participate in DECA (a student marketing leadership organization). DECA-related activities and curriculum can be used as an approved part of all marketing classes MARKETING DYNAMICS ( ) Recommended Prerequisite: Principles of Business, Marketing, and Finance Grades: This occupationally specific course focuses on the study of marketing concepts and principles to help students prepare for jobs in the marketing field. The curriculum encompasses product analysis, selling merchandise, service, profitable operation of business, advertising layout, writing effective copy, merchandising, math, supervising employees, human relations, communication skills, management of time and money, stock and inventory control, selecting and pricing merchandise, résumé writing, and job interviews. This program is offered to select juniors and seniors PRACTICUM IN MARKETING DYNAMICS ( ) 2-3 credits Recommended Prerequisite: Marketing Dynamics Grade: 12 Through course-required employment, students gain knowledge and skills that help them become proficient in one or more of the marketing-functional areas. Students will illustrate appropriate management and research skills to create the marketing mix. This course covers technology, communication, and customer-service skills. The practicum is designed to give students supervised 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 and is a paid or unpaid experience for students participating in a coherent sequence of career and technical education courses in marketing education. Students working an average of ten hours per week will receive two credits and qualify for one period of work release per day. Students working an average of 15 hours per week will receive three credits and qualify for two periods of work release per day RETAILING AND E-TAILING ( ) Recommended Prerequisites: Principles of Business, Marketing, and Finance; BIM I Grades: This course allows students to learn the electronic media techniques necessary for a business to compete in a global economy. Students will coordinate on-line and off-line marketing and will demonstrate critical-thinking skills using decision-making models, case studies, various technologies, and business scenarios. 83

84 SUBCHAPTER N MARKETING Business Information Management is recommended for all career clusters as an elective. 84

85 SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS CONCEPTS OF ENGINEERING AND TECHNOLOGY ( ) Grades: 9-12 This course provides an overview of the various fields of science, technology, engineering, and mathematics and their interrelationships. Students will use a variety of computer hardware and software applications to complete assignments and projects. Upon completing this course, students will be able to make informed decisions regarding a coherent sequence of subsequent courses and will have worked on a design team to develop a product or system. Students will use multiple software applications to prepare and present course assignments BIOTECHNOLOGY ( ) Prerequisite: Concepts of Engineering and Technology Grades: This course provides an overview of biotechnology, bioengineering, and related fields. Topics include genetics, cell structure, proteins, nucleic acids, and the impact of immunological events in biotechnology. Students further study the increasingly important agricultural, environmental, economic, and political roles of bioenergy and biological remediation; the roles of Nano science and nanotechnology in biotechnology medical research; and future trends in biological science and biotechnology. This program hones more advanced skills in biology, physics, technology, and mathematics and applies them to real-world biotech fields ADVANCED BIOTECHNOLOGY ( ) Prerequisite: Biotechnology 2 credits Grades: Students enrolled in this course will apply advanced academic knowledge and skills to the emerging fields of biotechnology such as agricultural, medical, regulatory, and forensics. Students will have the opportunity to use sophisticated laboratory equipment, perform statistical analysis, and practice quality-control techniques ENGINEERING DESIGN AND PRESENTATION ( ) Recommended Prerequisite: Concepts of Engineering and Technology Grades: This course will demonstrate knowledge and skills of the design process in the engineering fields using multiple software applications and tools necessary to produce and present working drawings, solid model renderings, and prototypes. Students will use a variety of computer hardware and software applications to complete assignments and projects. Through implementation of the design process, students will transfer advanced academic skills to component 85 designs. Additionally, students explore career opportunities in engineering, technology, and drafting and what is required to gain and maintain employment in these areas ENGINEERING MATHEMATICS ( ) Prerequisite: Algebra II Grades: This course allows students to solve and model robotic design problems. Students will use a variety of mathematical methods and models to represent and analyze problems involving data acquisition, spatial applications, electrical measurement, manufacturing processes, materials engineering, mechanical drives, pneumatics, process-control systems, quality control, and robotics with computer programming ELECTRONICS ( ) Grades: Students enrolled in this course will demonstrate knowledge and applications of circuits, electronic measurement, and electronic implementation. Through use of the design process, students will transfer academic skills to component designs in a project-based environment and will use a variety of computer hardware and software applications to complete assignments and projects. Additionally, students will explore career opportunities, employer expectations, and educational needs in the electronics industry ADVANCED ELECTRONICS ( ) Prerequisite: Electronics 2 credits Grades: Students enrolled in this course will demonstrate knowledge and applications of advanced circuits, electrical measurement, and electrical implementation used in the electronics and computer industries. Through use of the design process, students will transfer advanced academic skills to component designs in a project-based environment. Additionally, students will explore career opportunities, employer expectations, and educational needs in the electronics industry ROBOTICS AND AUTOMATION ( ) Prerequisites: Concepts of Engineering and Technology; Electronics Grades: Students enrolled in this course will demonstrate knowledge and skills necessary for the robotic and automation industry. Through implementation of the design process, students will transfer advanced academic skills to component designs in a project-based environment and will build prototypes and use simulation software to test their designs. Additionally, students will explore career opportunities, employer expectations, and educational needs in the robotic and automation industry.

86 PRINCIPLES OF TECHNOLOGY ( ) Prerequisites: One unit of high school science and Algebra I Grade: In this course, students will conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Various systems will be described in terms of space, time, energy, and matter. Students will study a variety of topics including laws of motion, conservation of energy, momentum, electricity, magnetism, thermodynamics, and characteristics and behavior of waves. For at least forty percent of instructional time, students will apply physics concepts and perform laboratory experimentations using safe practices SCIENTIFIC RESEARCH AND DESIGN ( ) Prerequisites: One unit of high school science Grades: Science, as defined by the National Academy of Sciences, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable ENGINEERING DESIGN AND PROBLEM SOLVING ( ) Prerequisites: Geometry, Algebra II, Chemistry, Physics Grades: Engineering design is the creative process of solving problems by identifying needs and then devising solutions. This solution may be a product, technique, structure, process, or many other things depending on the problem. Science aims to understand the natural world, while engineering seeks to shape this world to meet human needs and wants. Engineering design takes into consideration limiting factors or "design under constraint." Various engineering disciplines address a broad spectrum of design problems using specific concepts from the sciences and mathematics to derive a solution. The design process and problem solving are inherent to all engineering disciplines PRACTICUM IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS ( ) Grade: 12 2 credits This course is designed to give students supervised 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 DIGITAL ELECTRONICS (N ) Grades: This course teaches applied logic through work with electronic circuitry. Students will learn: how to design, build and 86 analyze electronic logic circuits; how calculators and computers function; and how to design and construct complex logic circuits and test for functionality. Students will also demonstrate knowledge and applications of advanced circuits, electrical measurement, and electrical implementation used in the electronics and computer industries. Through use of the design process, students will transfer advanced academic skills to component designs in a project-based environment. Additionally, students will explore career opportunities, employer expectations, and educational needs in the electronics industry AEROSPACE ENGINEERING (N ) Prerequisite: Teacher recommendation Grade: 12 Students will explore projects developed with NASAaerodynamics, astronautics, space-life sciences, and systems engineering. This course is designed to apply the theory of operation, repair, and maintenance of aircraft airframes, power plants, and avionics and rocket 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 BIOTECHNOLOGY ENGINEERING (N ) Prerequisite: Biology, Chemistry Grade: 12 This course provides an overview of biotechnology, bioengineering, and related fields. Topics include genetics, cell structure, proteins, nucleic acids, and the impact of immunological events in biotechnology. Students further study the increasingly important agricultural, environmental, economic, and political roles of bioenergy and biological remediation; the roles of nanoscience and nanotechnology in biotechnology medical research; and future trends in biological science and biotechnology. This program hones more advanced skills in biology, physics, technology, and mathematics and applies them to real-world biotech fields CIVIL ENGINEERING AND ARCHITECTURE (N ) Grades: Students will gain advanced knowledge and skills specific to those needed to enter a career in architecture and construction or to prepare a foundation toward a post-secondary degree in architecture, construction science, drafting, interior design, and landscape architecture. This course introduces students to the interdependent fields of civil engineering and architecture and will allow them to learn project planning, site planning, building design and architectural software (AutoCAD). The design of the curriculum includes the advanced knowledge of the design, design history, techniques, and tools related to the production of drawings, renderings, and scaled models for commercial or residential architectural purposes.

87 ENGINEERING DESIGN AND DEVELOPMENT (N ) Recommended Prerequisites: Introduction to Engineering Design, Principles of Engineering, and Digital Electronics Grades: This course will be the capstone in the Project Lead the Way curriculum and will provide students the opportunity to master computer software applications in a variety of engineering and technical fields. This research course requires students to formulate the solution to an open-ended engineering question. With skills gained in previous courses, students will identify and research a problem, design a solution, and present their solution to a team of university professors and professional engineers. This course further develops the process of engineering thought and application of the design process in a cumulative project INTRODUCTION TO ENGINEERING DESIGN (N ) Grades: Students will use a design development process while enriching problem-solving skills and will create and analyze models using specialized computer (AutoCAD) software. They will also demonstrate knowledge and skills of the design process related to engineering fields by using multiple hardware and software applications and the tools necessary to produce and present working drawings, solid model renderings, and prototypes and to complete assignments and projects. Through implementation of the design process, students will transfer advanced academic skills to component designs. Additionally, students will explore career opportunities in engineering, technology, and drafting and will learn what is required to gain and maintain employment in these areas PRINCIPLES OF ENGINEERING (N ) Grades: Students will conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Various systems will be described in terms of space, time, energy, and matter as they explore technology systems and manufacturing processes. Students will also learn about mechanical systems, material properties, strengths of materials, and consequences of technological change ELECTRONICS ( ) Recommended Prerequisites: Introduction to Engineering Design; Principles of Engineering; Digital Electronics Grades: Students enrolled in this course will demonstrate knowledge and applications of circuits, electrical measurement, and electrical implementation used in the electronics and computer industries. Through use of the design process, students will transfer advanced academic skills to component designs in a project-based environment. Additionally, students will explore career opportunities, employer expectations, and educational needs in the electronics industry PRINCIPLES OF BIOMEDICAL SCIENCE (N ) Course Location: New Caney High School Prerequisites: Biology or concurrent enrollment Grades: 9-10 This course provides an introduction to the biomedical sciences through exciting hands-on projects and problems. This is an in-depth college preparation study and requires adequate study habits and work ethic. Student work involves the study of human medicine, research processes and an introduction to bio-informatics. Students investigate the human body systems and various health conditions including heart disease, diabetes, sickle-cell disease, hypercholesterolemia, and infectious diseases. A theme throughout the course is to determine the factors that led to the death of a fictional person. After determining the factors responsible for the death, the students investigate lifestyle choices and medical treatments that might have prolonged the person s life. Key biological concepts including homeostasis, metabolism, inheritance of traits, feedback systems, the relationship of structure to function, and defense against disease are embedded in the curriculum. The course is designed to provide an overview of all the courses in the Biomedical Sciences program and to lay the scientific foundation necessary for student success in the subsequent courses. This is a Project Lead the Way (PLTW) course. (For more PLTW information, please see their website at HUMAN BODY SYSTEMS (N ) Course Location: New Caney High School Prerequisites: Principles of Biomedical Science (PBS), Biology, Chemistry or concurrent enrollment. Grades: Students will engage in the study of the processes, structures, and interactions of the human body systems. This is an indepth college preparation study and requires adequate study habits and work ethic. Important concepts in the course include communication, transport of substances, locomotion, metabolic processes, defense, and protection. The central theme is how the body systems work together to maintain homeostasis and good health. The systems will be studied as parts of a whole, working together to keep the amazing human machine functioning at an optimal level. Students will design experiments, investigate the structures and functions of body systems, and use data-acquisition software to monitor body functions such as muscle movement, reflex and voluntary actions, and respiratory operation. Students will work through interesting real-world cases and often play the role of biomedical professionals to solve medical mysteries. This is a Project Lead the Way (PLTW) course. (For more PLTW information, please see their website at 87

88 MEDICAL INTERVENTIONS (MI) (N ) Course Location: New Caney High School Prerequisites: Principles of Biomedical Science (PBS), Human Body Systems (HBS), Biology, Chemistry, third-year science or concurrent enrollment. Grades: Medical practice includes interventions to support humans in treating disease and maintaining health. This is an in-depth college preparation study and requires adequate study habits and work ethic. Student projects will investigate various medical interventions that extend and improve quality of life, including gene therapy, pharmacology, surgery, prosthetics, rehabilitation, and supportive care. Students will study the design and development of various medical interventions including vascular stents, cochlear implants, and prosthetic limbs. They will review the history of organ transplants and gene therapy, and read current scientific literature to be aware of cutting-edge developments. Using 3-D imaging software and current scientific research, students will design and build a model of a therapeutic protein. This is a Project Lead the Way (PLTW) course. (For more PLTW information, please see their website at for more information. 88

89 Subchapter O Science, Technology, engineering, and mathematics Electives for All Pathways: Technical Writing Topics of Engineering Math UTEP Nexus Internship *Capstone Course: Choose from Aerospace Engineering, Civil Engineering &Architecture, Computer Integration Manufacturing, Engineering Design and Development, or Biotechnical Engineering 89

90 TRANSPORTATION, DISTRIBUTION, AND LOGISTICS ENERGY, POWER, AND TRANSPORTATION SYSTEMS ( ) ½ credit Grades: 9-12 The businesses and industries of the Transportation, Distribution, and Logistics cluster are rapidly expanding to provide new career opportunities. Students will need to understand the interaction between various vehicle systems, the logistics used to move goods and services to consumers, and the components of transportation infrastructure. Performance requirements will include academic and technical skills. Students prepared to meet the expectations of employers in this industry must be able to interact and relate to others and understand the technologies used in order to provide products and services in a timely manner. The increasing demand for employees will provide growth potential ADVANCED AUTOMOTIVE TECHNOLOGY ( ) 2 credits Prerequisites: Automotive Technology and teacher approval Grades: Automotive services include advanced knowledge of the function of the major automotive systems and the principles of diagnosing and servicing these systems. This course provides students with knowledge and skills in the repair, maintenance, and diagnosis of vehicle systems and will allow students to reinforce, apply, and transfer academic knowledge and skills to a variety of interesting and relevant activities, problems, and settings. Instruction will focus on the theory of operation of automotive vehicle systems and associated repair practices SMALL-ENGINE TECHNOLOGY ( ) Grades: This course is designed to provide training for entry-level employment in the small-engine technology industry. Small- Engine Technology includes knowledge of the function, diagnosis, and service of the systems and components of all types of small engines such as lawn mowers, motorcycles, and irrigation engines. Instruction includes the repair and service of cooling, air, fuel, lubricating, electrical, ignition, and mechanical systems and small engine overhauls. In addition, students will receive instruction in safety, leadership, and academic skills as well as career opportunities AUTOMOTIVE TECHNOLOGY ( ) Prerequisite: Teacher approval Grades: Automotive services include knowledge of the function of the major automotive systems and the principles of diagnosing and servicing these systems. This course provides students with knowledge and skills in the repair, maintenance, and diagnosis of vehicle systems and will allow students to reinforce, apply, and transfer academic knowledge and skills to a variety of interesting and relevant activities, problems, and settings. Instruction will focus on the theory of operation of automotive vehicle systems and associated repair practices. 90

91 SUBCHAPTER p transportation Business Information Management is recommended for all career clusters as an elective. 91