Graduation Requirements

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1 Graduation Requirements Chart IV: Foundations for High-Quality Developmentally Appropriate High School Programming (Grades 9-12) 22 credits required: 18 prescribed and 4 personalized Graduation Requirements (18 prescribed) English Language Arts* 4 credits English 9 English 10 English 11 English 12 or English 12 CR or Transition English Language Arts for Seniors* An Advanced Placement (AP ) English course may be substituted for any of the above courses. Mathematics* 4 credits Math I or Algebra I Math 11 or Geometry Math Ill STEM, or Math Ill LA or Math Ill TR or Algebra II Math IV - Trigonometry/Pre-calculus or Math IV TR or Transition Mathematics for Seniors* or any other fourth course option (see Chart V and 5.4.c.4) An AP Mathematics course may be substituted for an equivalent course or any fourth course option. Science* 3 credits Earth and Space Science (Grade 9) Biology or AP Biology (Grade 10) One additional science course or AP science course (see Chart V) Social Studies* 4 credits 1 credit from World Studies or an AP Social Studies course (see Chart

2 V) 1 credit from United States Studies 2 or United State Studies- Comprehensive or AP U.S. History 1 credit from an additional Social Studies course or an AP Social Studies course (see Chart V) 1 credit from Civics or AP United States Government and Politics. Physical Education* Health* The Arts 1 credit Physical Education 9-12 or Integrated Physical Education. At least 50 percent of class time for physical education should be spent in moderate- to vigorous-intensity physical activity. 1 credit Health 9-12 (WVEIS course 6909) 1 credit Graduation Requirements (4 personalized) Personalized Education Plan Personalized Learning Electives 4 credits Each student's PEP will identify a career cluster and a program of study or course work for the 4 credits that will lead directly to placement in, credit-bearing academic college courses, an industry-recognized certificate or license, or workforce training programs. Best practices encourage students to experience the following: an AP and/or Advanced Career (AC) course with corresponding examination, an additional science, a computer science, an on line/digital learning experience, 2 credits in one world language, and/or 4 credits culminating in acquisition of industry-recognized CTE credential focused on career aspirations. The West Virginia Personalized Learning Framework (PL) is a statewide initiative that suggests flexible use of resources to provide relevant academic, social/emotional, and/or behavioral support to enhance learning for all students. PL is characterized by a seamless system of high-quality instructional practices allowing all students to attain significant progress, whether they are considered at-risk, exceeding grade-level expectations or at any point along the continuum. County boards of education have the authority to increase graduation requirements for schools in their counties. A typical student may earn up to 32 credits on a block schedule and up to 28 on a traditional schedule over their high school career. Requiring 18 prescribed credits could 2 Best practice encourages students who take United States Studies to take Contemporary Studies as their next course of study.

3 permit a student to choose up to 14 personalized credits on a block schedule and up to 10 on a traditional schedule. When choosing electives, students should consult with their chosen postsecondary educational programs to make sure the electives are acceptable. Best practices encourage students to take at least one computer science course. Community Readiness Program of Study Career and Technical Education (CTE)* Students with disabilities may earn 4 credits in Community Readiness Training recommended through an IEP Team as a personalized program of study. The high school must offer students in grades 9-12 engaging and empowering career development learning opportunities that include: Structured, on-going CTE experiences for career awareness, exploration, decision-making, and career preparation exposing students to all 16 career clusters within a Simulated Workplace/project-based hands-on environment. A CTE program of study is aligned with the approved 16 career clusters and consists of 4 courses identified for WVDE approved career and technical programs of study. (Refer to W. Va. 126CSR44M, Policy , West Virginia College- and Career-Readiness Programs of Study/Standards for Career and Technical Education (Policy ) and current WVEIS course code manual.) Each career and technical program of study in a school shall provide students the opportunity to obtain an industry recognized credential as part of the instructional program when applicable. Multi-County Centers, County CTE Centers, and Comprehensive High Schools must provide students with access to program of study in a minimum of 6 of the 16 approved WV Career Clusters. Eighty percent of students in grades 9 and 10 must have access to at least one career and technical foundations course. Thirty percent of students in grades 11 and 12 must have access to four units in a career and technical program of study and two career and technical electives. A CTE completer is identified by successful completion of the four required courses outlined within the WVDE approved career and technical programs of study. (Refer to Policy and current WVEIS course code manual.) Approved WV Career Clusters Agriculture, Food and Natural Resources Architecture and Construction Arts, A/V Technology and Communication

4 Business Management and Administration Education and Training Finance Government and Public Administration Health Sciences Hospitality and Tourism Human Services Information Technology Law, Public Safety, Correction and Security Manufacturing Marketing Science, Technology, Engineering and Mathematics Transportation, Distribution and Logistics CTE Aecom modations for Students with Disabilities Two options exist for students with IEPs to complete a CTE program of study: 1. The typical completion of a CTE program of study with/without accommodations and supports if a student is capable of passing 100% of the safety exam for the respective program of study. 2. Individual Work Ready Competencies (see Section 11.36). Practices for Global Competence Diversity and Multicultural Education World Languages Global competence includes the use of knowledge and skills to investigate the world beyond our immediate environment, recognize our own and others' perspectives, communicate ideas effectively with diverse audiences, and translate ideas into appropriate actions. Diversity and Multicultural education programs must be developed and implemented to foster an environment of respect of individuals from a variety of cultural, ethnic, racial, and religious backgrounds. Communicating in a global society requires students to apply appropriate language strategies through embedded opportunities to explore and gain an understanding of the world around them. Undergraduate admission to some four-year colleges and universities includes the completion of two units of the same world language. Students need to consult with their postsecondary educational programs concerning world language requirements. Practices for Student Success and Career Readiness Career Development All students in grades 9-12 will be provided structured, on-going opportunities for career exploration, decision-making, and career preparation. Career development shall use an integrated approach, where all staff assist students to explore the 16 career clusters during the instructional day. Career exploration will include opportunities for students to discover their interests in emerging careers including STEM careers in science, oil & gas, technology, computer science, engineering,

5 and mathematics. Student advisors will use each student's career awareness activities to develop the PEP. Advisors will assist students and their parents to utilize their various interests, learning styles, and career and academic assessments to guide educational planning and career choices. Career development requirements include: 1) Offering WVDE CTE approved Programs of Study with required four courses for completion and Simulated Workplace environments; and/or 2) Provide an integrated curriculum approach that engages all faculty members in instructional CTE practices that permit all students instruction to explore the 16 career clusters; and/or 3) Students will utilize career exploration and learning activities to guide high school, postsecondary education, and career planning opportunities while documenting a personalized career portfolio that is transportable throughout the student's high school career; and/or 4) Career exploration will include opportunities for students to explore their career interests and personal strengths in emerging and labor market demand occupations. Emerging and high demand occupation areas shall be continuously identified through the collaborative efforts of the WVDE Division of Technical Education, the Governor's Economic Initiative, and the West Virginia Department of Commerce. Comprehensive School Counseling Program Simulated Workplace A standards-focused, integrated school counseling program will assist students with the acquisition of school success and career readiness skills to prepare for high school and postsecondary success. School counselors will work collaboratively with other school staff to assist students with academic and postsecondary planning that leads to seamless transitions to the identified postsecondary options. Refer to Policy 2315 to ensure alignment with policy requirements. All state-approved CTE programs of study require a classroom shift to a workplace environment for students enrolled in the 3'd and 4 th required program of study courses. All Simulated Workplace protocols must be implemented: Student Led Companies Application/Interview Structure Formal Attendance System Drug Free Work Zone 55 Environments Safe Work Areas Work Place Teams Project-Based Learning/Student Engagement

6 Company Name and Handbook Company Meetings Onsite Business Reviews Accountability (data review, report, and technical assessments) Student Advocate/Advisor/Mentor Formative Assessment Physical Activity Technology and Computer Science High schools will implement an advisory system that provides students with meaningful supportive relations and maximizes each student's personalized learning experience. An adult advocate, advisor, or mentor will take an assessment of the student's interest, learning, goal setting, career planning, and personal growth. The advisory system will be evidence- and standards-based to systemically address Policy and include the development of each student's PEP, career portfolios, social/emotional learning, and the teaching of other skills that enhance schools success and build competent global citizens. Teachers employ formative assessment processes to guide daily instruction in high school programming. Appropriate formative assessment processes provide data to inform classroom instruction. Various forms of evidence demonstrating students' progressions of learning across content areas are utilized to personalize learning. High schools should recognize that healthy lifestyles and academic success are tightly interwoven. Therefore, schools should promote wellness activities that extend beyond the course requirements for physical education and health. This may be accomplished through programs that focus on skill development, sportsmanship, and teamwork. Opportunities should be provided for 30 minutes of moderate to vigorous integrated physical activity daily to keep high school students physically active throughout the school year. Wellness education should target the widespread behaviors that undermine the health and resulting capacity for personal success during adolescence. Students in grades 9-12 will be provided regular opportunities within the context of normal course work to master the standards set forth in Policy The infrastructure of classrooms should infuse technology and pedagogy into instruction, thus leading to improved student engagement. It is recommended that all students complete a computer science course and an online learning experience during grades Students must be provided opportunities for advanced technology learning. It is important that students understand the difference between being a user of technology and a creator of technology, and have the opportunity to do both. * See High School Best Practices Document provided by the Division of Teaching and Leaming. 5.4.b. High School Programs Course Options (Grades 9-12)

7 Graduation Requirements Page Graduation Requirements Chart IV High School Programming (9-10, 11-12) Graduation Requirements Graduation requirements are effective for all students enrolled in the school year, and thereafter or as otherwise specified. Courses needed for graduation require mastery of approved content standards. Students should consult with their chosen postsecondary educational/training program when choosing optional upperlevel courses. Students who do not demonstrate mastery of the approved content standards shall be provided extra assistance and time through personalized learning and support. English Language Arts* Mathematics* Science* Social Studies* Physical Education* Health* The Arts* Personalized Education Plan 4 credits English 9 English 10 English 11 English 12 or English 12 CR or Transition English Language Arts for Seniors* An AP English course may be substituted for any of the above courses. 4 credits Math I or Algebra I Math II or Geometry Math III STEM, or Math III LA or Math III TR or Algebra II Math IV Trigonometry/Pre-calculus or Math IV TR or Transition Mathematics for Seniors* or any other fourth course option (see Chart V) An AP Mathematics course may be substituted for an equivalent course or any fourth course option. 3 credits Earth and Space Science (Grade 9) Biology or AP Biology (Grade 10) One additional science course or AP science course (see Chart V) 4 credits 1 credit from World Studies or an AP Social Studies course (see Chart V) 1 credit from United States Studies [1] or United State Studies-Comprehensive or AP U.S. History 1 credit from an additional Social Studies course or an AP Social Studies course (see Chart V) 1 credit from Civics for the Next Generation or AP United States Government and Politics. 1 credit Physical Education 9-12 (WV Education Information System [hereinafter WVEIS] course 6609). At least 50 percent of class time for physical education should be spent in moderate- to vigorous-intensity physical activity. 1 credit Health 9-12 (WVEIS course 6909) 1 credit Graduation Requirements (18 prescribed) Graduation Requirements (6 personalized) 4 credits Each student s PEP will identify a career cluster and a concentration of course

8 Graduation Requirements Page 2 Electives Concentrations Community Readiness Concentration Career and Technical Education (CTE)* work for the four (4) credits that will lead directly to placement in entry-level, credit-bearing academic college courses, an industry-recognized certificate or license, or workforce training programs (see Section 5.3.b.2). Best practices encourage students to take at least 1 AP and/or AC course with corresponding examination, a fourth science or computer science credit, and 2 credits in one world language, and/or four credits cumulating in acquisition of industryrecognized CTE credential focused on career aspirations. 2 credits County boards of education have the authority to increase graduation requirements for schools in their counties. When choosing electives, students should consult with their chosen postsecondary educational programs to make sure the electives are acceptable. Best practices encourage students to take at least one computer science course and/or one or more course(s) through West Virginia Virtual Schools (hereinafter WVVS). Each students Personalized Education Plan will identify either a state-approved CTE concentration or a locally developed personalized concentration of course work (see 5.3.b.3). Students with disabilities may earn 4 credits in Community Readiness Training recommended through an IEP Team as a personalized concentration. A CTE concentration is aligned with the approved 16 career clusters and consists of four courses identified for WVDE approved career and technical programs of study. (Refer to W. Va. 126CSR44M, Policy : Next Generation Standards for Career and Technical Education in West Virginia Schools and current WVEIS course code manual.) Each career and technical concentration in a school shall provide students the opportunity to obtain an industry recognized credential as part of the instructional program when applicable. Multi-County Centers, County CTE Centers, and Comprehensive High Schools must provide students with access to concentrations in a minimum of six of the 16 approved WV Career Clusters. 80 percent of students in grades 9-10 must have access to at least one career and technical foundations course. One foundations course must be offered that teaches parenting skills. 30 percent of students in grades must have access to four units in a career and technical concentration and two career and technical electives. A CTE completer is identified by successful completion of the four required courses outlined within the WVDE approved career and technical programs of study. (Refer to WVBE Policy and current WVEIS course code manual.) Approved WV Career Clusters Agriculture, Food and Natural Resources Architecture and Construction Arts, A/V Technology and Communication Business Management and Administration Education and Training Finance Government and Public Administration Health Sciences

9 Graduation Requirements Page 3 Hospitality and Tourism Human Services Information Technology Law, Public Safety, Correction and Security Manufacturing Marketing Science, Technology, Engineering and Mathematics Transportation, Distribution and Logistics CTE Accommodations for Students with Disabilities World Languages Two options exist for students with IEPs to complete a CTE concentration: 1. The typical completion of a CTE concentration with/without accommodations and supports if a student is capable of passing 100% of the safety exam for the respective concentration. 2. Individual Work Readiness Certificate (see Section 11.34). Communicating in a global society requires students to apply appropriate language strategies through embedded opportunities to explore and gain an understanding of the world around them. Undergraduate admission to West Virginia four-year colleges and universities includes the completion of two units of the same world language. Students need to consult with their postsecondary educational programs concerning world language requirements. [1] Best practice encourages students who take United States Studies to take Contemporary Studies as their next course of study.

10 2015 Graduation Requirements Page Graduation Requirements Chart IV Graduation Requirements are effective for all students enrolled in school year , and thereafter or as otherwise specified. Courses needed for graduation require a mastery of approved content standards and objectives. Students should consult with their chosen postsecondary educational program when choosing optional upper-level courses. Students who do not demonstrate mastery of the approved contents standards and objectives shall be provided extra assistance and time through personalized learning and support. Graduation Requirements (18 credits) English Language Arts 1 Mathematics 2 Science 3 Social Studies 4 Physical Education Health The Arts Electives 4 credits English 9 English 10 or an AP English course English 11 or an AP English course English 12, English 12 CR or an AP English course 4 credits From the approved mathematics course sequences *class of 2016 or later see Math Sequence chart 3 credits Physical Science Biology or Conceptual Biology or AP Biology One additional rigorous lab science course 4 credits World Studies or an AP Social Studies Course United States Studies or an AP Social Studies Course 4 Contemporary Studies or an AP Social Studies Course 4 Civics for the Next Generation or AP Government and Politics 1 credit 1 credit 1 credit 2 credits The remaining graduation requirements are to be electives. Personaliz ed Education Plan 4 Credits Each student s PEP will identify course work for the four (4) credits that will lead directly to placement in entry-level, credit-bearing academic college courses, an industry-recognized certificate or license, or workforce training programs. Best practices encourage students to take at least 1 AP and/or AC course with corresponding examination, a fourth Science credit, and 2 credits in one World Language, and/or four credits cumulating in acquisition of industry and recognized Career and Technical Education (hereinafter CTE) credential focused on career aspirations. Career and Technical Education (CTE) The four credits taken in a career and technical concentration must be consistent with those identified for WVDE, approved career and technical programs of study. (Refer to W.Va. 126CSR44M, Policy : Common Core Content Standards for Career and Technical Education in West Virginia Schools.) Each career and technical concentration in a school shall provide students the opportunity to obtain an industry recognized credential as part of the instructional program when applicable.

11 2015 Graduation Requirements Page 5 World Languages Senior Year credential as part of the instructional program when applicable. Communicating in a global society requires students to apply appropriate language strategies through embedded opportunities to explore and gain an understanding of the world around them. Undergraduate admission to WV four-year colleges and universities include the completion of two units of the same world language. All West Virginia High School students shall be fully enrolled in a full day of high school and/or college credit bearing courses. It is recommended that students complete a senior project to add rigor and relevance to the senior year. The senior project is built into the English 12 College and Career Ready Course (English 12 CR) and no additional senior project is recommended for the students enrolled in this course. 1 Because of the progression of the standards within courses, the intent is that students take English courses annually in sequence. English 12 College and Career Ready must be offered annually and will be counted as an English 12 credit. Students in the professional pathway and college-bound students in the skilled pathway who are borderline in terms of meeting the college and career ready benchmark, according to multiple data as indicated by the placement guidance form, may choose to take, or may be required to take, the English 12 CR course during the 12 th grade year. Consideration will be given to English Language Arts performance on previous assessments and successful completion of previous English courses to allow students who do not meet the college and career benchmarks to have appropriate English 12 course options. Students who take the English 12 CR course will take an end-of-course assessment to provide timely feedback on their readiness for college entry level course work. The end of course assessment will align with the WV HEPC Series 21 Freshman Readiness Assessment and Placement Standards and the results will be considered during student placement into credit-bearing college English courses with ACT and SAT taking precedence. English 12 CR will count toward eligibility for PROMISE scholarships and is accepted by NCAA. Students opting to take a higher level English course are exempt from taking English 12 CR. 2. Students in both professional and skilled pathways will take mathematics annually in grades The recommended course sequence, which may include college courses, AP courses, IB courses, or virtual school courses, for students in the professional pathway is Algebra I or Math I, Geometry, Algebra II, Trigonometry, and Pre-Calculus. The recommended course sequence in the skilled pathway is Algebra I or Math I, Geometry, Conceptual Mathematics, and Transition Mathematics for Seniors or Algebra II. Students enrolled in Math I will continue through high school with the Next Generation Content Standards and Objectives sequence options and will not have the option of returning to the 21 st Century Content Standards and Objectives course sequence beginning with Algebra. Transition Mathematics for Seniors must be offered annually and will be counted as a mathematics credit. Students in the professional pathway and college bound students in the skilled pathway, who do not achieve the state assessment college and career Readiness Benchmark (CCRB) for mathematics, may be required to take the Transition Mathematics for Seniors course their twelfth grade year. Consideration will be given to mathematics performance on previous assessments and completion of mathematics courses to allow students who do not meet the CCRB to have other mathematics course options. Students who take the Transition Mathematics for Seniors course will take an end-of-course assessment to provide timely feedback on their readiness for college and career. The end-of-course examination will align with the WVHEPC s Series 21 Freshmen Readiness Assessment and Placement Standards and the results will be considered for placement into a credit-bearing college mathematics course. Because of the extreme importance of mastery of the Algebra I or Math I content standards and objectives (CSOs), students who need additional time to master Algebra I CSOs or the Math I CSOs may be identified at the local level using a data-based decision making process. Students who need additional time for Algebra I CSO and Math I CSO mastery should complete the recommended math course sequence at a pace that is consistent with their ability levels. Research indicates the best option for scheduling additional time is to do so within the same year. Counties continuing with the scheduling sequence that begins with Algebra I may continue to place students who need extra time into two separate math courses to master Algebra course content and grant students up to two math credits toward graduation upon successful course completion. Because the combination of a Math I course and a Math I Lab are designed to ensure mastery of the content represented by one high school mathematics course,

12 2015 Graduation Requirements Page 6 Lab are designed to ensure mastery of the content represented by one high school mathematics course, Math I, counties may grant one mathematics credit toward graduation and one elective credit for the lab experience. It is further required that students be enrolled in at least one math course each year in high school. 3. Physical Science and Biology or Conceptual Biology shall be taken in consecutive order. However, conceptual credits may not be accepted by four-year higher education institutions for admission. Any labbased science course above Biology and listed in Policy including science courses will meet the requirements for the third and fourth science credits. 4. Students shall take the high school social studies courses in the listed sequence to ensure maximum understanding of the material to be covered and alignment of the content and State Assessment. World Studies, United States Studies, Contemporary Studies and Civics for the Next Generation shall be taken in consecutive order. When substituting AP courses students should take AP World History and AP US History courses in place of two of their required courses. Students may substitute AP European History or AP Human Geography as a third required course in grades The senior course, Civics for the Next Generation, has been written to deliver rich academic content within relevant context for students entering the world of work, college and citizenship; therefore, the only acceptable substitute for this course is AP Government and Politics.

13 English/ Language Arts English 9 Course Code: Reading and English Language Arts for ninth grade students will focus on the effective use of written language in educational and occupational endeavors and interpersonal communications. Instructional delivery will be enhanced through a wide range of information mediaand the interpretation of media communication. Frequent interaction with a broad array of quality literature and informational texts will encourage an appreciation for the power of the written and spoken word. All reading, writing, speaking, listening and media literacy skills and strategies will be utilized across the curriculum. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. Note: Honors English 9 is also available. Interested students should discuss prerequisites with their counselors. English 10 Course Code: Reading and English Language Arts for tenth grade students will use written language for educational, occupational and self-direction endeavors. Preparation will include critiquing and evaluating oral presentations and using listening, speaking and media literacy. Instructional delivery will be enhanced by a wide variety of media. Frequent interaction with a broadened array of literature will encourage an increased appreciation and understanding for the power of the spoken and written word across the curriculum. Tenth graders will become more adept at making connections and transferring knowledge to new situations through research and writing. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. Note: Honors English 10 is also available. Interested students should discuss prerequisites with their counselors. English 11 Course Code: Reading and English Language Arts for eleventh grade students will refine and enhance foundational literary and information and communication skills through academic rigor and depth. School-to-career experiences, including college entrance exam preparation and the ability to think, speak and write logically in the workplace will become primary focus. Challenging research and writing skills will be emphasized across the curriculum. The inclusion of higher order thinking skills, communication skills, self-direction and creative thinking in the curriculum will be used to enable students to effectively build content knowledge. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. Note: English 11 Advanced Placement is available in the county or through virtual school, (check with your counselor; it is a rigorous college level), students who choose to enroll are strongly encouraged to take the AP test. English 12 Course Code: Reading and English Language Arts for twelfth grade students will focus and polish personal skills and goals. Experiences such as a senior project or a sophisticated persuasive research paper will culminate the graduation experience. Evaluation, analysis and appreciation of language and literature in spoken and written form will be the primary focus. Readiness for the work place, by thinking creatively and logically to solve problems and using tools that are essential for workplace productivity, and post secondary education is the final educational reality check during the twelfth grade year. To meet the needs of the 21st century student, instructional delivery should be enhanced through a wide range of media. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. Note: completion of a senior project is required as part of the 12th Grade English class. Transition English For Seniors Course Code: English 12 College/Career Ready Course Code: English 12 CR is designed for students who are at Partial Mastery or the low end of Mastery, who score around on the ACT (or equivalent on SAT) and who are identified by teachers or parents as needing support to be college and career ready by graduation. Studentswill take the ACT compass assessment at the end of the course. If students score proficient, they may avoid taking a lower level, non-major English course upon entrance into a West Virginia college or University. Note: English 101 may be taken for dual credit for the required English 12. MU English 101 Course Code: 40123X Introduction to academic writing with emphasis on writing as a multi-stage process, critical thinking and fundamental research strategies and skills. MU English 201 Course Code: 40124X Literature and composition course that builds on the writing and critical thinking skills students acquire in English 101 with an emphasis on research skills in English 201. English Language Arts Page 7

14 skills in English 201. Advanced Placement Language Arts Course Code: This is a college level course which provides the student with the skills necessary to take the National Advanced Placement exam. The course is primarily a composition course which includes both the reading and writing discursive prose. Students will examine a variety of rhetorical aims and modes which enable them to become more effective writers. Advanced Placement Literature Course Code: This is a college level course which provides the student with the skills necessary to take the National Advanced Placement exam. The course is primarily a composition course which includes both the reading and writing discursive prose. Students will examine a variety of rhetorical aims and modes which enable them to become more effective writers. Journalism Course Code: Journalism expands and enhances Reading and English Language Arts in the areas of reading, writing, speaking, listening and media literacy. Emphasis is on the oral, written, and visual communication skills important for educational, occupational and personal endeavors. A broad spectrum of skills and information is basic to all journalistic pursuits. In addition, specialized skills and information are also required for students pursuing various branches of journalism. By combining these standards and objectives, electives in journalism may include basic journalism, newspaper, yearbook, broadcasting, photojournalism, desktop publishing and public relations. These standards and objectives can be adapted for various levels, as well as for various electives. To further enhance students journalism skills and provide leadership opportunities, continued enrollment in the journalism program is recommended. Students at different levels should demonstrate improvement in work quality and increased skill complexity. Skills learned in journalism electives will benefit students in all careers. Standards one through four apply to a general journalism and standards five through ten in addition to standards one through four, apply to specific journalism courses. Speech/Oral Communication Course Code: Speech is an elective which enhances the Reading and English Language Arts curriculum. Oral communication is fundamental to all other learning. By actively participating in a variety of speaking activities, students will gain the confidence and skills to overcome communication anxiety. A student who communicates will succeed in social, economic and academic environments. Effective oral communication provides readiness for the workplace and/or postsecondary education and is a recommended elective for students in all career majors. The West Virginia Standards for 21stCentury Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. Advanced Communication Course Code: This class consists of the study of interpersonal communication, non-verbal communication, and formal preparation and delivery of various kinds of speeches. Covered under these types of presentations are speeches of information, persuasion, demonstration and entertainment. Also covered within the course are debate, oral interpretation and parliamentary procedure. Yearbook I Course Code: This class is responsible for planning, designing, laying out and marketing the school yearbook. Students will learn graphic art techniques, layout design, journalism, photography and business procedures. Intensive training in computers is included. Yearbook II Course Code: Continuation of Yearbook I Journalism Video Course Code: This is intended to be an introductory course for students interested in video production. Scriptwriting, research, and reporting will be part of the course as will film and sound techniques. On-camera speaking will be an essential element for each student. Participation and completion of a video project will be part of the class. Creative Writing I Course Code: Creative Writing I is a course designed to put students in touch with their creative abilities, free their expression and have fun with writing. The class is filled with exercises that will get the creative juices flowing. The class includes finding your own voice, descriptive writing and literary devices, poetic forms, overcoming writer s block and the art of telling tales. English Language Arts Page 8

15 Creative Writing II Course Code: Critical Reading Course Code: This course is designed to dramatically accelerate reading growth by strengthening comprehension outcomes. Students will evaluate literary and informational texts and multicultural literature of diverse formats. Students will engage in learning events tied to a variety of literary and informational texts with increasing complexity. Teen Classics Course Code: Students will read a wide range of literature from many periods in many genres to build an understanding of the many dimensions of human experience. Bible History in Literature Course Code: This course is to equip students with a fundamental understanding of the important literary forms contained in the Bible as well as Biblical figures and symbols often referred to in literature, art, and music. Provide a fundamental understanding of the influence ofthe Bible on history, law, literature, and culture. Provide a greater knowledge of Middle-Eastern history, geography, religion, and politics and to inform the students of the importance of the Bible in world and national history, without imposing the doctrine of any religious sect. English Language Arts Page 9

16 Social Studies Page 10 Social Studies World Studies Course Code: World Studies engages students in the study of the development and evolution of the historic, economic, geographic, political and social structures of the cultural regions of the world from the dawn of civilization to the Twentieth Century. Special attention is given to the formation and evolution of societies into complex political and economic systems. Students are engaged in critical thinking and problem-solving skills using maps, spreadsheets, charts, graphs, text and other data from a variety of credible sources. Students synthesize the information to predict events and anticipate outcomes as history evolves through the ages. U.S. Studies Course Code: Tenth Grade United States Studies examines the evolution of the U.S. Constitution as a living document and the role of participatory democracy in the development of a rapidly changing technological society. This study of the United States is an examination of the formative years from the colonization of what would be the United States to its transformation as a dominant political and economic influence in the world at the beginning of the twentieth century. Special emphasis is placed on how the challenges of settling expansive and diverse physical environments were met by a culturally diverse population. United States Studies - Comprehensive Course Code: United States Studies - Comprehensive examines the evolution of the U.S. Constitution as a living document and the role of participatory democracy in the development of a rapidly changing technological society. This study of the United States is an examination of the formative years from the colonization of what would be the United States to present day. Teachers will engage students in critical thinking and problem-solving skills as students learn and work with factual historical content, geography, civics, economics and other social studies concepts. Contemporary Studies Course Code: Contemporary Studies examines the interactions between the United States and the world from 1914 to present day. Teachers will engage students in critical thinking and problem-solving skills as students learn and work with factual historical content, geography, civics, economics and other social studies concepts. Maps, spreadsheets, charts, photographs, the arts, music, graphs, primary source documents, textbooks and data from a variety of credible electronic and nonelectronic sources will be used to synthesize, analyze, interpret and predict outcomes. The concept of globalization is explored and evaluated through the careful analysis of the interactions (between or among) the United States and other nation states, helping students recognize the interdependencies of the United States and other countries. Teachers will provide a venue for students to examine factors that influence changing political and economic relationships and foreign policies between the United States and its world neighbors. The impact of world events on the individual citizen and the reciprocal impact of an individual citizen s actions, in the democratic process, on world events will be emphasized.

17 Social Studies Page 11 democratic process, on world events will be emphasized. Civics Course Code: Civics is designed as a culminating U.S. Studies class that fosters informed citizens essential to the perpetuation of the American Republic. A U.S. Studies course is a prerequisite for this course. Students learn and utilize knowledge and skills for responsible, participatory citizenship based on a firm understanding of the principles and practices of our government coupled with civil rights and responsibilities, sound financial literacy and global awareness. Students investigate what has happened, explore what is happening and predict what will happen to the social, political and economic problems that beset America and the world using the skills and resources of the past and present centuries. Students continue to develop their critical thinking and problem-solving skills collaboratively and independently to become informed citizens and consumers who practice economically sound decision-making, are geographically aware of the physical and human landscapes of the world, and protect, preserve and defend their system of government. New and refined knowledge gained in Civics is communicated and shared throughout the community as students engage in community service and service-learning that allows classrooms to span continents and serve as the heart of the community. Geography Course Code: The power and beauty of geography allows all students to see, understand and appreciate the web of relationships between people, places and environments. Geography provides knowledge of Earth s physical and human systems and of the interdependency of living things and physical environments. This geography course is based on the six essential elements and five themes of geography stressing the contemporary world and the role of the U.S. in the global community. Students will use geographic perspectives and technology to interpret culture, environment and the connection between them. Students will use the geographic skills of asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information and answering geographic questions. Economics Course Code: Understanding economics is essential for all students to enable them to reason logically about key economic issues that affect their lives as workers, consumers, and citizens. A better understanding of economics enables students to understand the forces that affect them every day and helps them identify and evaluate the consequences of personal decisions. As resources become scarce, as the economic environment changes, and as the economic impact of decisions becomes more immediate, students must emphasize the need to make sense of the array of economic concepts, facts, events, observations and issues in everyday life and the ability to make effective decisions about economic issues. World War II & the Holocaust Course Code: The purpose of this class is for students to dissect all facets of World War II and the Holocaust. Students will analyze causes, events, and effects of World War II and the Holocaust. Students will study from a global perspective, taking and defending multiple points of view. Note: Honors Social Studies courses are also available, interested students should discuss

18 Social Studies Page 12 Note: Honors Social Studies courses are also available, interested students should discuss prerequisites with their counselor. Dual Credit Social Studies courses are also available, (see college requirements at the end of the description book). AP History may be available in the county or through virtual school, (check with your counselor re: availability), but note, students who choose to enroll are strongly encouraged to take the AP test. Psychology Course Code: Psychology is defined as the scientific study of the mind and behavior. In a high school psychology course, students are introduced to the scientific method and the core ideas and theories of psychology. As a result, students gain an understanding of the complexities and diversity of human thought and behavior. Sociology Course Code: Sociology is the study of our society and our relationship to it. This course offers a distinctive look at the social world and our place in it. Students will study human interaction and development with emphasis placed on social institutions as well as culture, ethnic, racial, and minority groups. Advanced Placement Psychology Course Code: The AP Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their science and practice. MU Psychology Course Code: 73213X General Psychology. Principles and methods in the scientific study of behavior will be studied. AP U.S. Government and Politics Course Code: AP U.S. Government is a college-level introductory course designed for 12 th grade students to learn about the United States Government and Politics as well as prepare for the AP Government exam. The course will focus on the Constitution, citizenship, political parties, political beliefs, public policy, the branches of government, the mass media, interest groups, civil rights, and a variety of current events and other topics. The course will be taught in a variety of methods including lecture and note-taking, discussion and debate, individual investigation, long-term assignments, group and individual projects, as well as using technology in and out of the classroom. Advanced Placement World History Course Code: This course begins with Foundations, focusing on setting the historical and geographical context

19 Social Studies Page 13 This course begins with Foundations, focusing on setting the historical and geographical context and the world historical patterns that form the basis for future developments. For each part of the course there is an outline of major developments that students are expected to know and be able to use in making comparisons across the cultures. These developments and comparisons relate to the five overarching themes. For each period after Foundations, periodization is the first task: to explain difference from the period just covered and from periods to come. For all periods, examples of major interpretative issues, alternative historical framework, and historical debates are included. Advanced Placement European History Course Code: The study of European history since 1450 introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live. Without this knowledge, we would lack the context for understanding the development of contemporary institutions, the role of continuity and change in present-day society and politics, and the evolution of current forms of artistic expression and intellectual discourse. In addition to providing a basic narrative of events and movements, the goals of AP European History are to develop (a) an understanding of some of the principal themes in modern European history, (b) an ability to analyze historical evidence and historical interpretation, and (c) an ability to express historical understanding in writing. Advanced Placement United States History Course Code: The AP U.S. History course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in U.S. History. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical materials their relevance to a given interpretive problem, reliability, and importance and to weigh the evidence and interpretations presented in historical scholarship. An AP U.S. History course should thus develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format.

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