Tift County High School. Planning Guide and Course Description Catalog

Transcription

1 Tift County High School Planning Guide and Course Description Catalog

2 Table of Contents Letter from the Principals TCHS and rtheast Campus Guidance and Counseling Staff Teachers As Advisors Program Registration and Scheduling of Courses Schedule Changes Staying Informed Tift County High School Guidance and Counseling Website Infinite Campus Parent Portal Graduation Requirements Individual Graduation Plan Opportunities for Excellence Advanced Placement (AP) Honors Classes Georgia Virtual High School Move On When Ready MOWR - Dual Enrollment MOWR Program Options MOWR College Programs Available Governor s Honors Program Valedictorian/Salutatorian and Honor Graduates STAR Student Georgia Scholar Program HOPE Scholarship/Grant Program 2

3 Testing Requirements Georgia Milestones Assessment System Advanced Placement Exams (AP) Student Learning Objectives Exams (SLO) Grading Information Promotion/Retention Policy Grading Scale Grade Point Average and Class Rank Credit Repair Credit Recovery Programs ESOL Gifted Individualized Education Remedial Post Secondary Planning University System of Georgia Admission Standards Preparing for College Testing Scholarship Information NCAA Clearinghouse Information Practice for College Entrance Exam PSAT Post Secondary University and College Entrance Exams SAT Reasoning Test SAT Subject Test ACT Post Secondary Technical College Entrance Exam Compass 3

4 Military Entrance Exam ASVAB Course Sequences and Descriptions English Language Arts Science Social Studies Foreign Language Physical Education Career and Technology Fine Arts Electives Southern Regional Technical College Classes on Tift County High School Campus Letter from the Principals Dear TCHS Families, During the high school years, students make important decisions about their futures. Tift County High School believes that every student should be well-informed so that they can make the best decisions possible. For that reason, I encourage students and their parents or guardians to take an active role in planning for high school and beyond. This Planning Guide and Course Description Catalog is designed to assist students and parents in planning the high school course of study and preparing for post-secondary options. The information contained in the Planning Guide and Course Description Catalog outlines graduation requirements, explains testing requirements, and provides insight into post-secondary educational and career planning, as well as providing a complete listing of courses offered at Tift County High School and rtheast Campus. Parents/guardians and students are encouraged to use this information while working 4

5 closely with school personnel to create a four-year Individual Graduation Plan which will meet the academic needs and accomplish the career goals of the student. Each year during BRIDGE conferences, parents, students, and faculty advisors will meet to review and discuss students Individual Graduation Plan and course selections for the upcoming school year. It is imperative that every student be equipped with the knowledge and skills needed to participate fully in today s highly competitive and global workplace. A highquality high school education is the springboard to a successful and rewarding future. Students are encouraged to take very seriously the choices they make regarding high school. Every student should strive to achieve their personal best by taking a rigorous and well-rounded course load. Students and parents are reminded that the high school transcript is the official record of every course taken in high school and will follow the student throughout his adult life. Please become familiar with the information in this Planning Guide and Course Description Catalog and utilize it to assist in making wise choices concerning high school. If you need additional assistance, the student s Blue Devil Block advisor and school counselor are available to answer your questions. Sincerely, Kim Seigler and Scott Haskins TCHS and rtheast Campus Guidance and Counseling Staff Paige Wells, Lead School Counselor Serves students with last name starting with A-C Dr. Barbara Bryant, School Counselor Serves students with last name starting with J-P Main Campus 5

6 Jean Guzman, School Counselor Serves students with last name starting with D-I Tara Miller, School Counselor Serves students with last name starting with Q-Z Traci Hill, School Counselor Shae Lynn, School Counselor rtheast Campus Shae Tucker, TCHS Assistant Principal Scheduling Administrator Guidance and Counseling Support Staff Michele Mitchell, TCHS Registrar Vickie Beale, rtheast Campus Registrar Vivenne Couch, TCHS Assistant Registrar Celeste Jackson, TCHS Guidance Secretary Teachers As Advisors Program In the continuing effort to assist students and families in making crucial decisions relative to students future endeavors and how academics plays a role in those decisions, the Teacher As Advisors Program begins in 6th grade and continues through 12th grade. Advisement periods are scheduled regularly in middle and high school. During the advisement meeting, 6

7 teachers/advisors present curriculum centered on four domains: personal/social, academic, career, and character education. These four domains are intended to answer the questions, Who am I? Where am I going? How am I going to get there? while providing a grounding in character education. The TCHS Teachers As Advisors Program is designed to assist students in developing the skills needed to make wise decisions that enable them to take full advantage of the well-balanced curriculum offered at TCHS. Through the presentation of current information concerning career selection, graduation requirements, and course offerings during individual and group advisement sessions, the professional educator becomes a mentor to the student. The following procedures are utilized in Tift County to facilitate this process: During the 8 th grade year, students and their parents/guardians and advisor will develop an Individual Graduation Plan (IGP) to be revised annually. Annual advisement meetings are provided for the student and his or her parent(s)/guardian(s) in order to review progress, discuss graduation requirements and career objectives, and assist in selecting high school courses for the following year. Registration and Scheduling of Courses The academic year at Tift County High School is divided into two semesters, fall and spring semester. Students take four classes each semester for a total of eight classes in an academic year. Students receive new schedules at the beginning of each semester. Students select courses during Registration in the spring of each school year. Prior to Registration, students are advised about course requirements and available course offerings. Teachers and advisors recommend courses for the succeeding year. The parent and advisor will approve the selected schedule during the BRIDGE Parent Conference Day. Selecting Courses One of the most important responsibilities for a student is to choose appropriate courses. Consideration should be given to prerequisites, teacher recommendations, and the need for a variety of programs. Students and parents can utilize course sequences and descriptions included in this guide. Choosing Electives In addition to the required courses that must be successfully completed to graduate from high school, students must choose from a large number of electives to complete their education. It is recommended that students select elective courses closely related to their chosen career goals. Students may choose elective courses from areas of career (CTAE), fine arts, physical 7

8 education and from additional core courses in English, mathematics, science, social studies, and foreign language. Career Pathways are a series of three specific career classes and are available in areas such as agriscience, healthcare, broadcast video production, marketing, business, family and consumer science, JROTC, cosmetology, early childhood education, metals, welding, construction, and mechatronics. Students are encouraged to complete at least one pathway and can complete multiple pathways. Fine Arts, Foreign Language, and Advanced Content Pathways are a series of specific courses in a respective subject area. For more information about these pathways, students should contact their school counselor. Schedule Changes Much effort is expended each spring to ensure that students are advised and registered for the correct courses needed to complete their high school program of study. Courses cannot be dropped or added after three (3) days have passed in a semester. Schedules may be changed for the following reasons only: The student has already passed a class on his schedule The student requires a class for graduation The student needs placement in a special program The change is deemed necessary by the principal Staying Informed Tift County High School Guidance and Counseling Website All information concerning HOPE, scholarships, college visits, military visits and events hosted by TCHS Guidance and Counseling Department can be found at tchs.tiftschools.com under the guidance link. Additional information for 9 th Grade students can be found at northeast.tiftschools.com 8

9 Infinite Campus Parent Portal Infinite Campus provides students and parents access to teachers gradebooks and attendance. Visit Tift County Schools website ( tiftschools.com) and click on the Infinite Campus Parent Portal link. Information concerning how to create a new parent account is located under this link. Students may also create an account but before doing so will need the log-in information which is available in the TCHS Guidance and Counseling Department. Graduation Requirements SUBJECT CREDITS REQUIRED English Language Arts 4 Mathematics 4 Science 4 Social Studies 4 CTAE,and/or Foreign Language and/or 3 Fine Art Health and Personal Fitness 1 Introduction to Business Technology 1 Electives 5 TOTAL 26 Georgia Milestone Assessments 9

10 Classes requiring Georgia Milestones: 9 th English Lit./Comp American Lit./Comp. Algebra I Geometry Physical Science Biology United States History Economics Grade on exam is 20% of semester average Participation in Graduation Ceremony: Only students who have met graduation requirements for a diploma as established by Tift County Board policy IHF(6)-R(0), will be allowed to participate in the graduation ceremony. Students must attain at least twenty-six (26) credits from the list provided above- Graduation Requirements before participating in the high school graduation ceremony. Special needs students will continue to follow their Individualized Education Program (IEP) to determine graduation status. Individual Graduation Plan High school course planning is of major importance in determining the student s education and preparation for post-secondary education and careers. This process takes into account the student s career and educational goals, as well as course requirements for the student s chosen plan of study. Beginning in the eighth grade, students are assisted by advisors and counselors in completing a formal plan of study. The Tift County School System Individual Graduation Plan (IGP) provides an outline of course requirements and allows the student and parents/guardians to chart a plan of study for each year of high school. This plan should be monitored regularly to assure progress toward graduation. The Individual Graduation Plan (IGP): Includes rigorous academic core subjects Incorporates IEP where applicable 10

11 Aligns educational and broad career goals and a student s course of study Is based on the student's selected academic and career focus area as approved by the student s parent or guardian Includes experience- based, career- oriented learning experiences which may include, but not be limited to, internships, apprenticeships, mentoring, co-op education, and service learning Includes opportunities for postsecondary studies through articulation, dual enrollment and joint enrollment Is flexible and allows changes in the course of study but is sufficiently structured to meet graduation requirements and qualify the student for admission to postsecondary education Is approved by the student and the student's parent or guardian with guidance from the student's counselor or teacher advisor 11

12 Opportunities for Excellence Advanced Placement (AP) Studies have shown that the rigor of a student s high school curriculum is the single best predictor of success in college. The College Board Advanced Placement program is a program of college-level courses, offering high school students the opportunity to receive advanced placement high school and college credit through successful completion of an Advanced Placement exam. All Tift County High School students enrolled in AP courses are required to take the AP exam. TCHS offers AP courses in all academic areas. Refer to the course description section of the guide for AP course offerings. Honors Classes Honors classes offer the same curriculum as regular classes but enriched, extend, and accelerate to meet the needs of high-achieving students. Refer to the course description section for honors level course offerings. Honors classes may or may not count for HOPE Rigor Courses. The Hope Rigor Course list is available on Georgia Virtual High School Georgia Virtual School offers a wide variety of Internet-based courses to Georgia high school students. The program offers courses in a variety of areas, including core, Advanced Placement, and elective courses. All courses are developed by trained, highly-qualified teachers, and Georgia Virtual School instructors are all highly-qualified teachers who are trained to teach in the online learning environment. The following outlines the typical qualities of successful online learners: Self-motivated Independent learners Computer literate (not necessarily high tech ) individuals Successful time managers Effective written communicators Risk takers Committed workers Open communicators (i.e. willing to ask for help, share problems, and/or concerns) 12

13 Interested online learners Flexible workers (i.e. ability to work with a pre-set schedule of due dates that may not coincide with the schedule of their regular school day) Courses completed successfully through Georgia Virtual School satisfy graduation requirements. For more information, visit the Georgia Virtual School website at and meet with your school counselor. Move On When Ready Mission Statement To strengthen the link between secondary and postsecondary education and to maximize the successful, seamless transition of students from one educational level to another that includes increased student academic, career and technical achievement. To assure that every student will be prepared to advance to a successful career and understand the benefits of lifelong learning. *Resource MOWR - Dual Enrollment MOWR is an opportunity for high school students to earn college credit while still in high school. The credit counts towards both a college or technical diploma and a high school diploma. To be eligible in participate in these programs, a student must: Be a high school student seeking a high school diploma from a public or private secondary educational institution Be enrolled in an eligible college, university, or technical college as a dual credit student. (ABAC or Southern Regional Technical College) Meet college MOWR enrollment requirements Be registered with Selective Service (if required) t be in default or owe a refund on any student financial aid program Be in compliance with the Georgia Drug-Free Postsecondary Education Act of 1990 MOWR Program Options The New Move On When Ready Program (SB132) High school students may enroll in eligible participating postsecondary 13

14 institutions while in 9th 12th grades Earn dual credit May take any course - Academic and CTAE courses or May enroll in a Program (Associate Degree, Diploma or Technical Certificate of Credit) New High School Graduation option (SB2) Students complete 10th grade with the required courses (two English, math, science, social studies; one health and PE and required tests) Eight courses that require an End of Course Assessment must be completed before student participation Complete an associate degree, technical diploma or two technical certificate programs in a career pathway awarded a high school diploma and college credential 14

15 MOWR College Programs Available ABAC MOWR Program is a non-need based program offered for students that wish to take college-level academic courses for credit toward both high school and college graduation requirements. Students may attend part-time or full-time. Students must take either the SAT or ACT to qualify (each college sets minimum score requirements), be on track to graduate and have at least a 3.0 academic GPA (includes English, Math, Science, Social Studies, and Foreign Language). Students grades 9-12 are eligible to participate but must maintain Satisfactory Academic Progress (SAP) in MOWR classes Southern Regional Technical College MOWR Program is a non-need based grant program for students seeking technical certificates or diplomas from a technical college. Students may attend part-time or full-time. Students must take the Compass test to qualify for classes. Governor s Honors Program The Georgia Governor's Honors Program (GHP) is a four-week, summer residential program designed to provide intellectually gifted and artistically talented high school students challenging and enriching educational opportunities not usually available during the regular school year. Activities provide each participant with opportunities to acquire the skills, knowledge, and attitudes to become independent, life-long learners. The Georgia Governor's Honors Program is fully funded by the Georgia General Assembly and operates at no cost to participants. High School sophomores and juniors in public, private, and home schools are eligible for nomination in one of twenty areas. Students who are interested in GHP can find more information in the Guidance and Counseling Office. Contact your school counselor in early September for more information. Valedictorian/Salutatorian and Honor Graduates Valedictorian and Salutatorian Valedictorian and Salutatorian determinations are based on Tift County School Board Policy IHDA. Tift County School Board Policy IHDA 15

16 The valedictorian shall be the senior with the highest cumulative grade point average (a minimum of 3.7 GPA) earned during a minimum of 7 semesters spent in high school. The salutatorian shall be the senior with the next highest cumulative grade point average (a minimum of 3.7 GPA) earned during a minimum of 7 semesters spent in high school. Grades earned in middle school, even if awarded high school credit, will not be included in the grade point calculation. In addition to the required GPA, both candidates must have a SAT score of 1200 (math and verbal) or higher or an ACT composite score of at least 26. In order to be considered for the honor of valedictorian or salutatorian, a student must be enrolled in the school for a minimum of two semesters prior to the calculation of rank in class. In the event of a tie, students will be awarded the designation of co-valedictorian and there shall be no salutatorian. Grades earned in classes that are remedial or developmental shall not be included when computing numerical averages for academic honors. Ninth graders entering and beyond must earn at least four credits in either advanced math, science, or foreign language, advanced placement classes, or core classes at a University system institution. Honor Graduates Honor Graduate designation is defined by the Tift County School Board Policy IHF(6)-R(0). Honor Graduates are those students in grades 9-12 in any program of study who have an overall high school average of 90 or above from accredited schools for a minimum of seven semesters. Superior Honor Graduates are 12th grade students in any program of study who have an overall school average of 95 or above from accredited schools at the conclusion of the third nine-week grading period. A senior taking an Advanced Placement or Honors level course, not identified as Honor status with the third nine-week calculation will have his/her GPA recalculated at the close of the fourth nine weeks to determine Honor status. 16

17 STAR Student Each year a top academic senior in each participating Georgia high school is named the STAR student for that high school. To obtain the STAR nomination, students must have the highest score in one sitting on the SAT taken through the vember test date of the senior year and be in the top 10 percent of their class. For information and updates regarding this program, please contact the TCHS Guidance and Counseling Office. Georgia Scholar Program The Georgia Scholar Program is an effort by the Georgia Department of Education to identify and recognize high school seniors who have achieved excellence in school and community life. This award is recognition only and does not include a monetary scholarship. Former recipients have exhibited the following attributes: A graduating high school senior who exhibits excellence in all phases of school life, in community activities, and in the home High scholastic ability, carried an exemplary course load in the four years of high school, performed excellently in all courses Successfully participated in interscholastic events of the school or community Assumed an active role in extracurricular activities sponsored by the school Exhibited good citizenship Please contact the Guidance and Counseling Office if you are a graduating senior and are interested in applying for this opportunity! 17

18 HOPE Scholarship/Grant Program HOPE Scholarship HOPE Scholarship is a merit-based award available to Georgia residents who have demonstrated academic achievement. A Hope Scholarship recipient must graduate from high 18

19 school with a minimum 3.0 grade point average and rigor course requirements. Student must maintain a minimum 3.0 cumulative postsecondary grade point average to remain eligible. The scholarship provides tuition assistance to students pursuing an undergraduate degree at a HOPE Scholarship eligible college or university in Georgia. A seven-year limit exists for students first receiving the HOPE Scholarship during the academic year (FY12) or later. HOPE Grant HOPE Grant is available to Georgia residents who are pursuing a certificate or diploma. A HOPE Grant recipient must maintain a minimum 2.0 cumulative postsecondary grade point average to remain eligible. The grant provides tuition assistance to students enrolled at a HOPE Grant eligible college or university in Georgia. Zell Miller Scholarship Zell Miller Scholarship is a merit-based award available to Georgia residents, similar to the HOPE Scholarship, but with more stringent academic requirements and a higher level of tuition assistance. A Zell Miller Scholarship recipient must graduate from high school with a minimum 3.7 grade point average combined with a minimum SAT score of 1,200 on the math and reading portions or a minimum composite ACT score of 26 in single national test administration and maintain a minimum 3.3 cumulative postsecondary grade point average to remain eligible. Eligible students are provided full-tuition assistance while pursuing an undergraduate degree to attend a Zell Miller Scholarship eligible college or university in Georgia. A seven-year limit exists for students first receiving the Zell Miller Scholarship during the academic year (FY12) or later. Strategic Industries Workforce Development Grant Strategic Industries Workforce Development Grant is available to Georgia residents who are pursuing a certificate or diploma and eligible for, and receiving, HOPE Grant or Zell Miller Grant funding. The grant provides assistance toward educational costs for eligible students enrolled in an approved designated program of study. All information regarding the HOPE Scholarship Programs and financial aid programs was extracted from Georgia Student Finance Commission website ( Please consult this site regularly for updates. 19

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22 Testing Requirements Georgia Milestones Assessment System Georgia Milestones are administered in grades nine through twelve for core subjects determined by the State Board. The Georgia Milestones program is currently comprised of the following content assessments: Ninth Grade Literature and Composition, American Literature and Composition, Algebra I, Geometry, U. S. History, Economics/Business/Free Enterprise, Biology, and Physical Science. Any student enrolled in a Georgia Milestones course must take the appropriate Georgia Milestone Assessment. Students enrolled in Advanced Placement (AP) or MOWR courses that have a corresponding Georgia Milestone must be administered the Georgia Milestone Assessment if credit is being awarded as a required course. The curriculum for MOWR courses does not always align with the Georgia Milestones Assessments. Study information is available upon request from the Guidance Department. Students must earn a 70 or higher as the final semester grade to pass the course and earn credit towards graduation. Advanced Placement Exams (AP) Advanced Placement (AP) program provides college level courses to high school students. Students may receive high school credit and college credit through advanced study and successful completion of an AP exam. AP exams are administered during a two-week window each year in May. The exact date and time of each exam is set by the College Board, and the exam schedule is available on the College Board website ( Individual colleges and universities, not the College Board or AP program, grant course credit for AP courses. Most colleges have an AP policy available to students on their website. Student Learning Objectives Exams (SLO) SLO exams are content-specific, grade level learning objectives that are measureable, focused on growth in student learning, and aligned to curriculum standards. As a measure of teachers impact on student learning, SLOs give educators, school systems, and state leaders an additional means by which to understand, value, and recognize success in the classroom. The primary purpose of SLOs is to improve student learning at the classroom level. An equally important purpose of SLOs is to provide evidence of each teacher s instructional impact on 22

23 student learning. At Tift County High School, the SLO post-test counts 2% of the formative grade. Grading Information Promotion/Retention Policy Grade placement is determined by the total number of units earned for courses passed with a grade of at least 70. Graduates must have at least 26 credits and satisfy all graduation requirements. CREDIT REQUIREMENTS Freshman 0 5½ credits Sophomore 6 11 ½ credits Junior ½ credits Seniors 18 or more credits Graduate 26 or more credits Grading Scale All final grades for students are reported as numerical averages according to the following scale: = A, = B, = C, and below 70 = F. Advanced Placement (AP) students receive five (5) points added to their nine-week average. 23

24 Grade Point Average and Class Rank Grade point averages (GPA) are obtained by adding the student s numerical semester grades for each class and dividing this sum by the total number of qualified classes the student has completed. Valedictorian, Salutatorian, and class rank are determined by end of the third nine weeks of the senior year. GPAs for HOPE scholarship eligibility are determined at the end of the fourth nine weeks of the senior year and from only the following core classes: English Language Arts, Mathematics, Science, Social Studies, and Foreign Language. Credit Repair Students who received an average of in any subject will be allowed to repair the credit in the semester that follows the one in which the failing grade was received. Students must contact their guidance counselor to discuss the requirements for Credit Repair. Students will have ten days at the beginning of the following semester to complete the assignments. Credit Recovery A student who previously failed a course during high school with a grade that is no lower than a 60 may be eligible for Credit Recovery. Priority is given to graduating seniors and then juniors and sophomores according to available space and on a first-come, first-serve basis. The student meets with their School Counselor to request Credit Recovery. Programs ESOL The ESOL program assists English Learners in the development of proficiency in the English language through instructional strategies focusing on listening, speaking, writing, and reading so that students from other cultures can experience success in school. All instruction in the ESOL program is given in English to facilitate the acquisition of English language skills for successful academic and social pursuits. Gifted Gifted Students are served through Honors and Advanced Placement (AP) courses. Students may enroll in Honors or AP courses to learn a subject in greater depth, to develop analytical reasoning skills, and to develop disciplined study habits appropriate for continued 24

25 success at the college level. Compared with regular high school courses, Honors and AP courses are more demanding, often requiring more time and more work. The Advanced Placement (AP) program provides college level courses to high school students. Upon successfully completion of the course, students will receive high school credit and may receive college credit depending on the policy of the college the student chooses to attend. Individualized Education Special education refers to specialized instruction, varied instructional settings, or supplementary aids and services provided to students with disabilities. These services are provided at the direction of a student s Individualized Education Plan (IEP). Services are reviewed at least annually and modified as necessary. Special education services are often provided in the general education setting through an inclusion model, but may occur in special education classrooms where a lower student to teacher ratio allows for more specialized instruction. Remedial Remedial Education (REP) is designed for students who have identified deficiencies in the area of English/language arts and/or mathematics. The program provides instruction in basic skills with focus on individualized needs and learning styles in order to meet the State standards in each of these areas. Students may be recommended for remedial education classes based on any two of the following factors: his/her standardized assessment scores, grades, RTI plan or retention status. Post Secondary Planning University System of Georgia Admission Standards In addition to high school course requirements, freshman applicants to University System of Georgia (USG) institutions are considered for admission based on the Freshman Index (FI). The FI is a formula that uses the applicant s SAT or ACT score in conjunction with the student s high school grade point average to help determine a student s readiness for college work. The Freshman Index is a means of applying several factors to the college/university admissions decision-making process. It provides equity for students who test well on standardized tests as 25

26 well as those who do not, but who work hard to earn good grades. This enables both criteria to be given appropriate consideration. In addition, different types of institutions (research universities, regional universities, senior colleges, two-year colleges) may require additional academic units. These units may be in the area of Language Arts, Mathematics, Science, Social Studies, Foreign Language, Fine Arts, and specific courses in Computer and Information Technology. Parents/guardians and students should check with the admissions office of colleges and universities about specific requirements in this area as well as minimum required scores on the SAT and/or ACT. Practice activities for both admissions tests are available at Students applying to selective colleges and universities should keep in mind that meeting the USG requirements for admission does not insure that a student will be competitive enough to be admitted. These institutions often rate applicants on factors such as the difficulty of the student s high school course selections, leadership skills, communication skills, community service experiences and other variables in determining which students are offered the limited number of seats in the freshman class. Additional University System of Georgia information is available at Preparing for College Testing An excellent resource when preparing for college-admissions tests is The state s free, one-stop site sponsored by a number of state agencies and community partners allows students to plan, apply, and pay for college. On this site, you will find free, online test preparation resources for the SAT (Tift County High School code is ), ACT, and COMPASS, including tutorials, vocabulary help, and more. The following websites also offer test prep resources. Look for Test Prep links on these pages: (SAT and ACT Prep) 26

27 Scholarship Information Numerous academic, athletic, memorial, church, civic, and other scholarships are awarded yearly to deserving students. Many of these scholarships require a formal application process. Students should visit the Guidance and Counseling office or website for the monthly Scholarship Newsletter. Students are encouraged to meet with their school counselor early in your high school career. Scholarship winners are recognized through various media in the spring. Students and parents must notify and present verification for scholarships to the Guidance and Counseling Department in order to be recognized by TCHS. NCAA Clearinghouse Information Students, who plan to participate in college athletics at a Division I or Division II school, must register with the NCAA Clearinghouse at Parents or students who have questions about Clearinghouse should contact their coach or Gloria Beard. Practice for College Entrance Exam PSAT The PSAT/National Merit Scholarship Qualifying Test is a shorter version of the SAT. The PSAT includes critical reading, writing, and mathematics sections. The PSAT is administered in October. Budget permitting, TCHS covers the cost for PSAT for all 10th graders. For a small fee, TCHS 11th graders have the option to take the PSAT in order to qualify for the National Merit Scholarship Program or for the National Achievement Scholarship Program for African American students. Only PSAT scores from the 11th grade administration may be used for these scholarship programs. Students should ask their school counselors for specific test dates or check the College Board website at Post Secondary University and College Entrance Exams SAT Reasoning Test The SAT Reasoning Test is a national college-admissions test accepted by most institutions, including those in the University System of Georgia. The SAT consists of three parts Critical 27

28 Reading, Mathematics, and Writing and requires approximately three hours and 45 minutes of testing time. The SAT includes several different question types, including a required essay, multiple-choice questions, and student-produced responses. For details regarding content of this test, registration, test preparation, test center locations in the Tifton area, testing dates, and fees, go to the student section of SAT Subject Test SAT Subject Tests are one-hour tests that measure the student s knowledge of a particular subject and his or her ability to apply that knowledge. Subject tests are available in 23 specific subjects. Some colleges and universities require one or more SAT Subject Tests for admission. Some colleges offer credit or allow students to be exempt from certain courses for high scores on SAT subject tests. Be aware of SAT Subject Test requirements and deadlines for the colleges or universities of your choice. Check to learn more about the available subject tests, test center locations in the Tifton area, testing dates, and fees. ACT The ACT also is used for college admissions. The ACT consists of four multiple-choice tests in English, Mathematics, Reading, and Science Reasoning. Test-takers have 175 minutes to complete the test. Students also may take the optional 30-minute Writing test for an additional fee. Go to to register and to learn more about the test, test preparation, test center locations in the Tifton area, testing dates, and fees. Special Circumstances Students with an IEP or 504 plan may be eligible for accommodations. Students need to contact the school SSD coordinator to apply. Economic disadvantaged students may be eligible for a fee waiver. Applications are available in the Guidance and Counseling Office. 28

29 Post Secondary Technical College Entrance Exam Compass COMPASS is an untimed, computer-based test that helps colleges evaluate skills and place students in appropriate courses. This test may have a fee for the student, depending on the institution. COMPASS offers tests in Reading, Writing, Math, Writing Essay, and English as a Second Language (ESL). COMPASS is not scored in the traditional sense, but rather provides a report of a student s academic strengths and weaknesses, allowing for the most appropriate placement in college classes and additional support, if needed. Most colleges administer COMPASS during freshman orientation, before students register for classes. In Georgia, technical colleges (including Southern Regional Technical College), most two-year colleges, and many four-year colleges and universities use COMPASS in the admissions process. Talk to your counselor or advisor to learn more or go to Military Entrance Exam ASVAB The Armed Services Vocational Aptitude Battery (ASVAB) test is a multiple-aptitude battery that measures developed abilities and helps predict future academic and occupational success in the military. It helps identify students' skills and abilities, provides career exploration information, links achievement with interest, assists in planning work related courses, does not obligate students to the military, and helps in identifying a potential career pathway of interest. 29

30 Course Sequences and Descriptions This section of the Planning Guide and Course Description Catalog contains information to assist parents and students in selecting courses for the upcoming school year and to complete the Individual Graduation Plan. This section contains information about the course sequences for each subject area and descriptions of the courses. The course description specifies whether the course is required for graduation, is a core class or is an elective. Prerequisites are noted in the course descriptions. The course sequence diagrams included in this section are recommendations based on graduation requirements and prerequisites but are not absolutes. Students whose courses do not match one of the sequences for a subject should meet with a school counselor to assure that the courses selected will satisfy graduation requirements. Required - a course that a student must take in order to graduate. Core - optional courses in Language Arts, Mathematics, Social Studies, Science or Foreign Language that can satisfy graduation requirements in these subject areas. They can also satisfy elective requirements. Elective - courses that a student may select beyond the required and core courses to fulfill the unit requirements for graduation. 30

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32 Course Numbe r Course Name Ninth Grade Literature/and Composition Grad e Course Description 9 th This course focuses on a study of literary genres; the students develop initial understanding of both the structure and the meaning of a literary work. The students explore the effect of the literary form in regards to interpretation. The students will read across the curriculum to develop academic and personal interests in different subjects. While the focus is technical writing in ninth grade literature, the student will also demonstrate competency in a variety of writing genres: narrative, expository, persuasive, and technical. The students will engage in research, timed writings, and the writing process. Instruction in language conventions will occur within the context of reading, writing, and speaking, rather than in isolation. The students demonstrate an understanding of listening, speaking, and viewing skills for a variety of purposes. GA Yes OR Ninth Grade Literature/and Composition Honors The 9 th grade Honors Literature and Composition course involves the study of literary genres. Literature study is integrated with the study of language, composition, discourse, and research. This course has at its foundation the basic curriculum objectives of the general 9 th grade Literature course; however, the method of instruction and classroom discussions will differ in regard to rigor of writing and student participation. The aim of this course is to expose students to a variety of information concerning writing, literature, and critical thinking and to prepare students for post-secondary English and literature course work as well as prepare them for functional, technical, and practical use of the standard conventions of English. Yes Communication Skills 9 th This course focuses on reinforcement of Ninth Grade Literature/and Composition standards. The students receive reinforcement in the following strands: Reading and Literature, Reading Across the Curriculum, Writing, Conventions, and Listening, Speaking, and Viewing. The emphasis is to offer reading skills, vocabulary development, reading opportunities, writing process activities, and conventions study. 32

33 Course Course Name Grade Course Description GA World Literature 10 th This course focuses on a study of World Literature; the students develop an understanding of and Composition chronological context and the relevance of period structures in literature within world cultures. A focus is to explore the ways the work s place of origin affects its structure and how the chronology of a literary work affects its meaning. The students develop an understanding of literature as both a culture s product and a culture-bearer. An exploration of commonalities and differences among works of literature from different times and places in the world is a major component. The students will read across the curriculum to develop academic and personal interests in different subjects. Depending on which grade level this course is taught, the teacher will follow strands from the Georgia Standards of Excellence for that grade level for composition, conventions, and listening, speaking, and viewing OR World Literature and Composition Honors In 10 th grade honors literature, students develop and refine their skills in reading and writing as they encounter a rich selection of literature representing the evolving values and complexities of world culture. Students will encounter an array of literary and artistic works drawn from cultures throughout the world and from various historical periods. Most works are written by modern and contemporary authors. The course will focus on the development of the individual student s language with an emphasis on writing. Activities include reading and writing in a variety of genres and conducting research using available technologies. The rich material will foster an understanding of persons with diverse backgrounds. Students will explore literature and language through text analysis, discussion and writing. Vocabulary is developed through reading and discussion, as well as through structured lessons. Students are encouraged to be independent learners and thinkers through group work, literature circles, and self-directed projects Reading Enrichment 10 th This course, an extension of the Communication Skills course, focuses on reinforcement of the Georgia Standards of Excellence based course. The student receives reinforcement in the following strands: Reading and Literature, Reading Across the Curriculum, Writing, Conventions, and Listening, Speaking, and Viewing. The emphasis is to offer reading skills, vocabulary development, reading opportunities, writing process activities, and conventions study. The course enhances reading skills necessary to promote continual development in language arts. 33

34 Course Course Name Grade Course Description GA American This course focuses on the study of American literature, writing modes and genres, and Yes Literature/and essential conventions for reading, writing, and speaking. The students develop an Composition understanding of chronological context and the relevance of period structures in American literature. The students develop an understanding of the ways the period of literature affects its structure and how the chronology of a work affects its meaning. The students read a variety of informational and literary texts in all genres and modes of discourse. Reading across the curriculum develops students academic and personal interests in different subjects. The students will demonstrate competency in a variety of writing genres: expository, narrative, persuasive, and technical. The student will engage in research, timed writing, and the writing process. Instruction in language conventions will occur within the context of reading, writing, and speaking. The students demonstrate an understanding of listening, speaking, and viewing skills for a variety of purposes. OR Advanced Placement English Language and Composition 11th This course focuses on content, purpose, and audience as the guide for the students organization in writing. The course will enable students to become skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts. The students will compose for a variety of purposes with a clear understanding of writer s purpose, audience expectations, and subjects as well as the way conventions and resources of language contribute to writing effectiveness. Expository, analytical, and argumentative writings support the academic and professional communication required by colleges; personal and reflective writing support the development of writing facility in any context. Students will examine primary and secondary sources to synthesize materials for their writing. The course syllabus has been audited and approved by the College Board. Yes Basic Reading / Writing I This course provides fundamental skills development via reinforcement of the Georgia Standards of Excellence. The setup is a language lab setting; the class includes intensive practice opportunities in reading comprehension, vocabulary development, reading opportunities, and writing. Course Course Name Grade Course Description GA 34

35 British Literature/and Composition This course focuses on the study of British literature, writing modes and genres, and essential conventions for reading, writing, and speaking. The students develop an understanding of chronological context and the relevance of period structures in British literature. The students develop an understanding of the ways the period of literature affects its structure and how the chronology of a work affects its meaning. The students encounter a variety of informational and literary texts and read texts in all genres and modes of discourse. Reading across the curriculum develops the students academic and personal interests in different subject. The student will also demonstrate competency in a variety of writing genres: expository, narrative, persuasive, and technical. The students will engage in research, the impact that technology has on writing, timed writing, and the writing process. Instruction in language conventions will occur within the context of reading, writing, and speaking, rather than in isolation. The students demonstrate an understanding of listening, speaking, and viewing skills for a variety of purposes OR Advanced Placement English Literature and Composition The course focuses on an intensive study of representative works from various literary genres and periods. The focus is on the complexity and thorough analysis of literary works. The students will explore the social and historical values that works reflect and embody. The textual detail and historical context provide the foundation for interpretation: the experience of literature, the interpretation of literature, and the evaluation of literature. Writing to evaluate a literary work involves making and explaining judgments about its artistry and exploring its underlying social and cultural values through analysis, interpretation, and argument (e.g. expository, analytical, and argumentative essays). The writers will develop stylistic maturity: strong vocabulary, sentence variety, and effective use of rhetoric to maintain voice. The course syllabus has been audited and approved by the College Board Basic Reading/Writing II Enhances level-one skills. Provides further application of skills in writing, organizing, speaking, reading, and critical thinking activities Journalism I Newspaper or Yearbook 10 th,, This course focuses on journalistic writing through analysis of newspapers, yearbooks, literary magazines, and broadcast journalism publications. A concentration on the following components of journalistic writing is critical: influence, purpose, structure, and diction. Reading, writing, and critical thinking are key components as students explore the power and influence of journalism. Students will participate in news gathering, the study of ethics, and the aspects of copy writing, editing, and revising and will study the ethics of journalism. If a publication is produced, the students will learn the process of publishing Journalism II Newspaper or Yearbook 10 th,, The course offers an advanced study of journalistic writing. Skills from Journalism I are continued; the students focus on a more intense analysis of print and broadcast publications. Students read extensively to explore and analyze the influence of good journalistic writing. This course requires more critical thinking and more in-depth writing. Course Course Name Grade Course Description GA 35