Executive Summary. Marian High School (NTI Career Institute, Inc.) Mr. Larry Ivory, Principal 9896 Bissonnet, Suite 230 Houston, TX 77036

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1 Mr. Larry Ivory, Principal 9896 Bissonnet, Suite 230 Houston, TX Document Generated On November 12, 2013

2 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable Achievements and Areas of Improvement 6 Additional Information 8

3 Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning. The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis. Page 1

4 Description of the School Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves? Marian High School is located in Southwest Houston and is one of the many schools that provide services for High School. Southwest Houston population breakdown by race is 20.72% Caucasian, 58.81% African American, and 20.47% of other ethnicities. Marian High School was originally established in 2010 with an enrollment that ended with one hundred or more students. Marian High School has approximately fifty students and five instructional faculty/staff members. Marian High School is led by the principal, Larry D. Ivory, who is in his third year guiding the school with the assistance of faculty/staff. Upon entering our campus it is evident that our school community has a passion to embrace the learning of all of our students. A unique feature associated with our campus are classroom volunteers. Our classroom volunteers number approximately 25, and are utilized in each classroom to maximize student success. According to volunteer logs, it is anticipated that these volunteers will have clocked over 800 hours during the school year contributing greatly to the success of students. Marian High School volunteers read with children, work with small groups, lead math activities, chaperone field trips, provide opportunities for enrichment ad challenge, practice vocabulary-building activities with English Learners (EL) and are a direct link to our parent community. We feel this link is crucial to the success of our students. Another unique feature at our campus entails parenting classes. We empower our parents by providing support through parenting classes and our EL Advisory Committee. The parenting classes give strategies to parents and the English Language Acquisition Committee (ELAC) and also offers valuable insight to the needs of our parents. Another enriching feature at our campus entails the sharing of cultural foods in the classroom. We delight in celebrating the students in the various cultures represented on our campus. Our Parent Faculty Organization (PFO) is another influential community link. Regularly scheduled PFO meeting support our vision. These meetings are translated to ensure our EL parents are equally informed. Our powerful PFO is constantly seeking to link our community with our school. We have an abundance of family nights which include Family Language Arts, Family Math and Family Science Nights, Restaurant and Skate Night, school carnival, book fairs, pancake breakfast and used book sale. A variety of local restaurants contribute portions of their sales to our school. The effectiveness of Marian High School is enhanced by a skilled School Site Council (SSC), English Language Acquisition Committee (ELAC) and an engaged Parent Faculty Organization (PFO). These groups, along with the staff, are responsible for annually reviewing and updating the Single School Plan (SSP), the school's plan of action to be taken to raise the academic performance of students and improve the school's educational program. Strategic Plan, state standards, frameworks, students performance levels and research-baded instructional strategies are used to guide the principal, staff and parent community in developing the expected outcomes for student achievement. Through the academic, social and extracurricular activities of the school, Marian High School vision is facilitated for our diverse population. Another feature which has proven invaluable to the academic success of Marian High School students, has been our partnerships with area businesses. The school has over 15 active business partners. The community focus in the charter, the high level of parental involvement which helps manage the relationships, and multifaceted communication lines structured into the high school, business relationship can flourish. Page 2

5 There are many examples of the successful operations of the community involvement objectives. Working through the Big Brother/Big Sisters (BBBS) organization, we anticipate many companies to work with our at risk children. The Optimist participate in a regular Friday program with children identified as needing additional assistance in reading. They conduct the annual Optimists Oratorical Contest with students at the school and integrate the learning into the SEM Social Studies unit. Publix has supplied our school/community with programs to enhance the curriculum in the areas of nutrition and citizenship as well as the Junior Achievement Program. These are just a few of the enhancements possible because of our charter approaches to community. Marian High School delights in keeping abreast to the latest methods of delivering instruction. We have taken advantage of staff development opportunities that are offered in the various educational facilities. Teachers are encouraged to try a variety of instructional strategies to address the different learning styles of students. Our highest priority is implementing the strategies related to our vision. Differentiation of instruction was our staff development focus for the school year. We also completed a study of Differentiation of Instruction in the Mixed Ability classroom by Carolyn Tomlinson. In addition, we are now in the process of an intense study and training on Learning Focused Strategies. All of the workshops and opportunities have given the staff new and different strategies to address the different learning styles of students. At each grade level, teachers are encouraged to work together as a team. We also work across grade level to ensure a continuum of learning that makes sense for the students. These terms are set up to make sure every teacher is teaching to the standards and that each is clear on what we want our students to know and do. Our commitment of expand the analysis of student and teacher data has become our first step in making goals toward improving student achievement. With the increased amount of data available to us, we are striving to ensure that each child is directed toward reaching his/her potential. Page 3

6 School's Purpose Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students. The idea for Marian High School began with a small group of parents who desired a "school of choice" option for their children within the Houston and surrounding school districts.the Houston and surrounding school districts did not currently have a operating charter school in its district at that time. Marian High School founders began studying their vision for educating children in 2009, collaboration with Houston and surrounding school districts superintendent, district staff members and community members began in 2011.The founders worked to develop a vision, mission, and approach to education that was unique, reflected the needs of students in the community, offered a different focus and replicated successful models that have led to high student achievement in other schools. We commend the great work being done in the Houston and surrounding school districts and look forward to becoming an educational partner as we join in their innovative efforts toward education. The Marian High School will strive to develop within our students an individual belief that they can attain High academic achievement, through which they develop a continuous love of learning. Our students will gain the skills necessary for communication that is effective in a safe and respectful environment in which all students can contribute. The purpose for developing Marian High School started with the foundational belief that every child can learn regardless of socio-economic background, nationality, language or disability, and that every child should have access to a fair and equitable education. Marian High School mission is to provide students with the necessary tools and skills needed to develop superior levels of achievement. We strive for academic, social, and physical excellence by providing a quality and challenging curriculum. We promote positive moral and social values, foster an atmosphere of self-discipline in a safe learning environment. Marian High School students will be able to maximize their potential for successfully ascertaining their goals with confidence and intrinsic motivation, thereby enabling each students to become a lifelong learner and strong functional contributor to their local community as well as their global community. The vision of Marian High School is to be the next answer to the many challenges that are seen in education today. The Marian High School operates upon the whole student. It is imperative to include the community, business, labors, leaders, parents, and educators. We must come together with one common goal, to save, nurture, and educate our students. It is very important that our school provide high quality education in individual's success. The world is changing rapidly, and students must be prepared to live and work productively in a new economy with new technology, new competition, and new expectations. With a diverse student population it is our vision to address the international standing. Marian High School will ensure that every student regardless of ones culture, ethnicity, language, or economic status has both equal opportunity and equal access to high quality education evidenced through growth and accountability ratings. Our vision is to ensure that the overall student achievement level will be improved. It is the aim that every student should improve each year academically. We expect there will be no achievement gap between the various ethnic and economic students. It is our goal to educate the whole child regardless of ethnic/culture, and social economic students. The reduction of the drop of the drop out rate is one of the target areas of the Marian High School. We must put a period of punctuation at the end of retention and droop out. OUr vision is wrapped around the total program of education to ensure that we empower the students where accountability is felt by the students Page 4

7 success as well as the Marian High School meeting AYP. It is the commitment of Marian High School to always operate on Honesty, Ethics, and Integrity. It is important that our success is measured because the Marian High School ability to Wrap Around its educational curriculum embodied in each student. We must feel the electrical chemistry that flows from the student and teacher is known as the facilitator of knowledge. It is a commitment of empower our students and allow every student to raise he or she hands and say "I UNDERSTAND". The Marian High School will strive to develop within our students an individual belief that they can attain High academic achievement. We desire that our students would develop a continuous love for learning and gain the skill necessary for communication that is effective, all in a safe and respectful environment in which all students feel they contribute. The foundational belief and philosophy that all children can learn and feel individual academic success will be realized through an individualized approach, to meet each students needs and create experiences where each student can feel success. The Marian High School founders believe that this program will be especially beneficial to a target population that is extremely diverse. The school model allows room for flexibility, creativity, and fine tuning in school policies, curriculum and management based on local needs. While keeping the state standards and benchmarks as a guiding tools, the school can implement additional programs. We Believe: -All students can learn and have the right to a quality education -The purpose of the school is to create life-long learners and productive citizens -Education is a partnership between home, school, and community -School is a place for modeling, developing, and practicing positive character traits -Children can adapt to rapid technological and societal changes when learning is made relevant -School should provide appositive, secure, and nurturing environment -School should address diversity among students both culturally and academically Page 5

8 Notable Achievements and Areas of Improvement Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years. Marian High School met Adequate Yearly Progress under the requirements of the No Child Left Behind Law. Our commitment to expand the analysis of student data has continued as we make goals toward improving student achievement. With the increased amount of data available to us, we are striving to ensure that each child is directed toward reaching his/her full potential. As we analyze data and look at our school needs each year, we are determined to target identified groups of children who need extra assistance in the coming years. These groups could include African-American students, Free and Reduced Meals students, and Hispanic students. We must also continue to address the needs of other students in order to achieve the goal of proficient and advanced for all students. Marian High Schools is met with the following challenges in order to meet student's learning needs: MARIAN HIGH SCHOOL founders began discussing their vision for educating children in 2009, collaboration with Houston and surrounding school districts superintendent, district staff members and community members began in We commend the great work being done in the Houston and surrounding school districts and look forward to becoming an educational partner as we join in their innovative efforts towards education. The founders worked to develop a vision, mission and approach to education that was unique, reflected the needs of students in the community, offered a different focus and replicated successful models that have led to high student achievement in other schools. The purpose for developing Marian High School started with the foundational belief that every child can learn regardless of socio-economic background, nationality, language or disability, and that every child should have access to a fair and equitable education. What are some of the unique strategies? In order to re-enforce the foundational belief that all children call learn, and fulfill the mission, vision, and purpose of MARIAN HIGH SCHOOL, the educational programs and models were carefully researched and thoughtfully chosen, taking into account the demographics of the Houston and surrounding school districts. The combination of both the Core Knowledge Sequence and a Dual Language Immersion Model. We will fulfill all the aspects of the MARIAN HIGH SCHOOL mission, vision, purpose, and we believe we will successfully meet the needs of our community. The Core Knowledge Sequence is classical in nature and provides the "framework" or "spine" of what to teach and when to teach it (aligned with Idaho State standards and benchmarks), but not necessarily "how" to teach it. Although "best sources" are recommended, Core Knowledge traditionally moves away from "textbook" learning and allows teachers creativity and flexibility within their own classrooms to develop instruction that fluctuates with the interests and learning styles of each individual class from year to year. The Dual Language Immersion Model (DLI) serves many purposes at MARIAN HIGH SCHOOL and provides many benefits to all students. DLI models are typically described as classrooms taught by a bi-lingual teacher where students receive core content instruction in both their native language and a second language at a 50/50 ratio. Varying factors will ultimately determine the initial implementation model and immersion ratio used during the implementation phase at MARIAN HIGH SCHOOL. The goal of MARIAN HIGH SCHOOL is to have full Page 6

9 implementation of DLI grade classrooms at a 50/50 immersion ratio by the opening of the 2018 school year (five year implementation plan). The secondary grades will continue the Core Knowledge sequence but move away from direct instruction teaching methods. The strong language component of MARIAN HIGH SCHOOL will also continue in grades 11th and 12th learning Latin. The previous years of Spanish and Latin in particular will prepare students for further language development and greater skills in literacy, math and science. Abiding by the educational standards set forth by AdvanceED. The autonomy of Marian High School is important for creating a school culture that maximizes student motivation by emphasizing high expectations for all, through academic rigor, discipline and relationships with caring adults. MHS will affirm students whose school performance has been affected by social phenomena, such as stereotypes, poverty, culture, etc. Accelerated Instructions- A two fold strategy that allows a student to" catch-up" and meet grade level standards or in high school earn credit more quickly. A "catch-up" scenario may include a double dose of the content area that the student is struggling with either before school, after school or during the summer break. Extended Learning Time- This strategy provides additional instructional time and support services to at-risk students to help them meet grade level standards and to improve their personal, social, and academic development. Extended Learning Time can be structured to be offered during the school day or outside of the school day. Personalized Learning Settings- This strategy will engage, motivate, and support each student. The culture of MHS will be student centered and focused on identifying and addressing student needs with the supports and resources each student needs to develop academically and personally. This includes, but is not limited to, smaller learning communities; providing more individualized support systems; and developing an academically challenging instructional program that allows the student to make the connection between academic contgent and the real world. Incorporating Literacy Instruction across Curriculum Continuum- Adding literacy instruction into the curriculum is important to students who are struggling. Students who are struggling. Students who are poor readers are more likely to struggle academically in all subject areas and are more likely to drop-out of school. Usually literacy instruction ends after elementary school yet we expect students to read learn vs. learn to read. MHS believes that by incorporating literacy instruction at every level student's reading, performance in all subject areas and overall educational attainment will improve. Page 7

10 Additional Information Provide any additional information you would like to share with the public and community that were not prompted in the previous sections. The Marian HIgh School Goals - Exist to strengthen the social and economic foundation of Houston by assuring its youth the highest quality secondary education available anywhere. -Students performance will demonstrate gains as evidenced by scores on TAKS, SAT, and other state and national tests, thus narrowing the achievement gap, and graduating students who are college-and career-ready Additional goals are established in support of increasing student achievement, as follows: Goal 2: Improve Human Capital The Marian High School seeks to create a performance culture that values employees who are results-oriented, talented, innovative thinkers; individuals who strive to increase studentachievement and contribute to the reformation of public education. Goal 3: Provide a Safe Environment: The Marian High School shall create a safe environment conductive to learning for all students and providing safety and security measures at the Marian High School, and while attending Marian High School-related events. Goal 4: Increase Management Effectiveness and Efficiency The Marian High School shall have a decentralized organizational structure that will promote autonomy and innovation. The Marian High School commitment to performance over compliance and a shared accountability system in place, the Marian High School shall employ best practices of administrative principles to make optimal use of its resources and taxpayer dollars. Goal 5: Improve Public Support and Confidence in Schools The Marian High School belong to the people; hence, the board administration, and support staff are public servants who exist to support the schools and the relationship between teachers, students, and parents. Public confidence will increase as the Marian High School increases transparency, accountability at all levels, and meaningful engagement of the community. Goal 6: Create a Positive Marian High School Culture The Marian High School's clearly articulated purpose will serve as the catalyst for creating a powerful sense of community and a shared direction among personnel, parents, students, and the public. The Marian High School realizes the value of investing in human capital, the Marian High School will work to attract and retain the best teachers and staff members, and create working Page 8

11 conditions in which their talents can flourish. Core Values: Safety Above All Else- Safety takes precedence over all else. A safe environment must be provided for every student and employee. Student Learning Is the Main Thing- All decisions and actions, at any level, focus on and support "the main thing": effective student learning. Focus on Results and Excellence- Each employee focuses on results and excellence in individual and organizational efforts. Parents Are Partners- Parents are valuable partners in the educational process, serving as the child's teacher in the home. All school and Marian High School activities will give proper consideration to the involvement of parents. Common Decency- The Marian High School shall be responsive and accountable to the public and its employees. Community members and employees shall receive respectful and courteous treatment. Human Capital- Through recruitment, retention, dismissal, and professional-development programs, the Marian High School will work to make sure students are served by the top talent available, from teachers to superintendents. Educational Plan: Marian High School is a unique educational site. Our uniqueness is shown through providing the following to its students: -Smaller Class Size -Warm -Family Oriented Environment -Outstanding Programs -Including the Highly Acclaimed ACE Marian High School Internship Program -A Great Variety of Extra-Curricular Activities -High Community Involvement Marian High School is in the process of providing the services below. We are a new corporation with the expectations of providing an educational service to all students in the state of Texas. Marian High School will not discriminate in any way on the basis of race with respect to admissions. Marian High School will operate under the auspices of the SACS ADvance ED, using a core curriculum based on state guidelines for eleventh the twelfth grade. Instructional offerings include a school which provides an alternative programs that use innovative instruction to help students who are at risk of dropping out of school. Also offered are programs in special education, bilingual/esl education, career and technical/vocational education, and dual-credit/advanced academics. Curriculum and instructional materials are integral parts of the Marian High School. The curriculum standards called the Texas Essential Page 9

12 Knowledge and Skills (TEKS). The Marian High School will utilize the instructional materials that are based on standards. Students will be exposed to inquiry-based approaches to instruction that are project based and intentionally integrate Science, Technology, Engineering and Math. The learning activities will naturally promote extensions of learning, entice students to be eagerly engaged in the learning process and provide high expectations for all students to learn essential skills. Students will be equipped with higher levels of skill than their typical same age counterparts, and will develop confidence and ownership as life-long learners with broad exposure to a myriad of careers. Through written curriculum, every student will be aware of an excited about the broad spectrum of Science, Technology, Engineering and Math careers, and view them as realistic and attainable career options. Students will apply knowledge, skills, values and behaviors they learn through participation and exposure to educational opportunities. This will help them realize their maximum potential as productive citizens and become more globally competitive as result of high academic standards, meaningful relationships, and goal setting in a rigorous learning centered culture. Recognizing the importance of interdisciplinary education, Marian High School will provide students with the skills necessary to have success in 21st Century Careers and for solving the world's most challenging problems. Science and math will be represented in the traditional segregated manner and technology will be more than just using a computer as a tool for internet searches, in iterative games and typing reports. They will build, make and do projects long before they can explain the scientific principles that allow buildings to stand. The development of content knowledge and process skills together with problem solving and creativity begins in early childhood and continues throughout life. Across grade levels the focus will be on skills that are necessary to complete engineering challenges or problem based learning activities (teamwork, cooperation, communication of ideas, innovations, and learning from failure). At each level, the process to integrate Science, Technology, Engineering and Math will be Academic Awareness in STEM Career Areas. In Closing, MHS is needed to assist the Local Educational entities and provide alternative to other public schools for families and communities who are not satisfied with their options. MHS will ensure that families and communities who are not satisfied with current options. Students Requiring BE/ESL MHS is committed to meeting the needs of students identified as Limited English Proficient (LEP) and to provide an equal educational opportunity through bilingual education (BE) and English as a Second Language (ESL) programs designed to emphasize the mastery of basic English language skills, enabling such students to master the essential knowledge and skills of the state curriculum. We believe that BE/ESL is a program that utilizes the student's native language as well as English in the learning process. MHS BE/ESL programs will build on the foundation of the student's native language, culture and knowledge to achieve academic and social growth. A cross-curriculum approach that integrates language and literacy skill provides students opportunity to achieve a high level of fluency and literacy in English while continuing to develop the student's native language. ACADEMIC ACHIEVEMENT Marian High School will utilize an achievement test equivalent to the STARR Test which will explain the new State of Texas Assessments of Academic Readiness program. Marian High School will utilize the Iowa Test of Basic Skills. In preparation of students to succeed on the Iowa test of Basic Skills which is a more rigorous testing program, it is important that our Page 10

13 teachers are able to facilitate or emphasize to each student the "readiness" standard. The "readiness" standard is the standard by which each student has the knowledge and skills that are considered most important for success in the grade or course subject that follows and for college and career. Our students at Marian High School will demonstrate a understanding of course base exams. The students will have adequate time to complete exams. Graduation Requirements Marian High School will follow the guidelines required for Graduation by The Texas Education Agency. The law of The Texas Education Agency provides the following criteria for graduation: " (a) Graduates of each high school are awarded the same type of diploma. The transcript or academic achievement record (AAR), rather than the diploma, records individual accomplishments, achievements, and courses completed and displays appropriate graduation seals. (b) All credit for graduation must be earned no later than Grade 12. (e) If an admission, review, and dismissal committee makes decisions that place a student with a disability on a modified curriculum in a subject area, the student will be automatically placed in the minimum high school program. In order for a student to graduate the following must be completed: (1) in accordance with subsection (c) of this section, requirements of the minimum high school program specified in of this title, the recommended high school program specified in of this title, or the distinguished achievement high school program specified in of this title; and (2) testing requirements for graduation as specified in Chapter 101 of this title (relating to Assessment). (h) A maximum of three credits of reading (selected from Reading I, II, or III) may be offered by districts for state graduation elective credit for identified students under the following conditions. (1) The school district board of trustees shall adopt policies to identify students in need of additional reading instruction. (2) District procedures shall include assessment of individual student needs, ongoing evaluation of each student's progress, and monitoring of instructional activities to ensure that student needs are addressed. (i) An out-of-state or out-of-country transfer student (including foreign exchange students) or a transfer student from a Texas nonpublic school is eligible to receive a Texas diploma, but must complete all requirements of this section to satisfy state graduation requirements. Any course credit required in this section that is not completed by the student before he or she enrolls in a Texas school district may be satisfied through the provisions of of this title (relating to Correspondence Courses and Distance Learning) and of this title (relating to Credit by Examination) or by completing the course or courses according to the provisions of of this title (relating to Award of Credit). (j) Elective credits in all three graduation programs may be selected from the following: (1) high school courses not required for graduation that are listed in the following chapters of this title: (A) Chapter 110 of this title (relating to Texas Essential Knowledge and Skills for English Language Arts and Reading); (B) Chapter 111 of this title (relating to Texas Essential Knowledge and Skills for Mathematics); (C) Chapter 112 of this title (relating to Texas Essential Knowledge and Skills for Science); (D) Chapter 113 of this title (relating to Texas Essential Knowledge and Skills for Social Studies); (E) Chapter 114 of this title (relating to Texas Essential Knowledge and Skills for Languages Other Than English); (F) Chapter 115 of this title (relating to Texas Essential Knowledge and Skills for Health Education); (G) Chapter 116 of this title (relating to Texas Essential Knowledge and Skills for Physical Education); (H) Chapter 117 of this title (relating to Texas Essential Knowledge and Skills for Fine Arts); (I) Chapter 126 of this title (relating to Texas Essential Knowledge and Skills for Technology Applications); (J) Chapter 127 of this title (relating to Texas Essential Knowledge and Skills for Career Development); and Page 11

14 (K) Chapter 130 of this title (relating to Texas Essential Knowledge and Skills for Career and Technical Education); (2) state-approved innovative courses as specified in of this title (relating to Innovative Courses and Programs); (l) Courses offered for dual credit in the core curriculum of an institution of higher education that cover all of the essential knowledge and skills for a course required for graduation may be substituted for courses required in the foundation curriculum and for languages other than English in all three high school graduation programs. (m) Transition for physical education and science requirements. (1) Science and physical education graduation requirements successfully completed prior to the school year shall count toward graduation in the manner established at the time the credit was earned. (2) Physical education graduation requirements successfully completed through a two- or three-credit career and technical education workbased training course prior to the school year shall count toward graduation. Source: The provisions of this adopted to be effective September 1, 2005, 29 TexReg 9358; amended to be effective January 9, 2007, 32 TexReg 86; amended to be effective December 25, 2007, 32 TexReg 9624; amended to be effective August 23, 2010, 35 TexReg Minimum High School Program. (a) Credits. A student must earn at least 22 credits to complete the Minimum High School Program. (b) Core Courses. A student must demonstrate proficiency in the following. (1) English language arts--four credits. Three of the credits must consist of English I, II, and III (Students with limited English proficiency who are at the beginning or intermediate level of English language proficiency, as defined by 74.4(d) of this title (relating to English Language Proficiency Standards), may satisfy the English I and English II graduation requirements by successfully completing English I for Speakers of Other Languages and English II for Speakers of Other Languages). The final credit may be selected from the following courses: (A) English IV; (B) Research/Technical Writing; (C) Creative/Imaginative Writing; (D) Practical Writing Skills; (E) Literary Genres; (F) Business English; (G) Journalism; (H) Advanced Placement (AP) English Language and Composition; and (I) AP English Literature and Composition. (2) Mathematics--three credits. Two of the credits must consist of Algebra I and Geometry. The final credit may be selected from the following courses: (A) Algebra II; (B) Precalculus; (C) Mathematical Models with Applications; (D) Independent Study in Mathematics; (E) AP Statistics; (F) AP Calculus AB; (G) AP Calculus BC; (H) AP Computer Science; (I) International Baccalaureate (IB) Mathematical Studies Standard Level; (J) IB Mathematics Standard Level; (K) IB Mathematics Higher Level; Page 12

15 (L) IB Further Mathematics Standard Level; (M) Mathematical Applications in Agriculture, Food, and Natural Resources; (N) Engineering Mathematics; and (O) Statistics and Risk Management. (3) Science--two credits. The credits must consist of Biology and Integrated Physics and Chemistry (IPC). A student may substitute Chemistry or Physics for IPC and then must use the second of these two courses as the academic elective credit identified in subsection (b)(6) of this section. (4) Social studies--two and one-half credits. One and one-half of the credits must consist of United States History Studies Since Reconstruction (one credit) and United States Government (one-half credit). The final credit may be selected from the following courses: (A) World History Studies; and (B) World Geography Studies. (5) Economics, with emphasis on the free enterprise system and its benefits--one-half credit. The credit must consist of Economics with Emphasis on the Free Enterprise System and Its Benefits. (6) Academic elective--one credit. The credit must be selected from World History Studies, World Geography Studies, or any science course approved by the State Board of Education (SBOE) for science credit as found in Chapter 112 of this title (relating to Texas Essential Knowledge and Skills for Science). If a student elects to replace IPC with either Chemistry or Physics as described in subsection (b)(3) of this section, the academic elective must be the other of these two science courses. (7) Physical education--one credit. (A) The required credit may be from any combination of the following one-half to one credit courses: (i) Foundations of Personal Fitness; (ii) Adventure/Outdoor Education; (iii) Aerobic Activities; and (iv) Team or Individual Sports. (B) In accordance with local district policy, credit for any of the courses listed in subparagraph (A) of this paragraph may be earned through participation in the following activities: (i) Athletics; (ii) JROTC; and (iii) appropriate private or commercially-sponsored physical activity programs conducted on or off campus. The district must apply to the commissioner of education for approval of such programs, which may be substituted for state graduation credit in physical education. Such approval may be granted under the following conditions. (I) Olympic-level participation and/or competition includes a minimum of 15 hours per week of highly intensive, professional, supervised training. The training facility, instructors, and the activities involved in the program must be certified by the superintendent to be of exceptional quality. Students qualifying and participating at this level may be dismissed from school one hour per day. Students dismissed may not miss any class other than physical education. (II) Private or commercially-sponsored physical activities include those certified by the superintendent to be of high quality and well supervised by appropriately trained instructors. Student participation of at least five hours per week must be required. Students certified to participate at this level may not be dismissed from any part of the regular school day. (C) In accordance with local district policy, up to one credit for any one of the courses listed in subparagraph (A) of this paragraph may be earned through participation in any of the following activities: (i) Drill Team; (ii) Marching Band; and (iii) Cheerleading. (D) All substitution activities allowed in subparagraphs (B) and (C) of this paragraph must include at least 100 minutes per five-day school week of moderate to vigorous physical activity. Page 13

16 (E) Credit may not be earned for any course identified in subparagraph (A) of this paragraph more than once. No more than four substitution credits may be earned through any combination of substitutions allowed in subparagraphs (B) and (C) of this paragraph. (8) Speech--one-half credit. The credit may be selected from the following courses: (A) Communication Applications; and (B) Professional Communications. (9) Fine arts--one credit, beginning with school year A student entering Grade 9 beginning with the school year must complete one credit in fine arts. The credit may be selected from the following courses: (A) Art, Level I, II, III, or IV; (B) Dance, Level I, II, III, or IV; (C) Music, Level I, II, III, or IV; (D) Theatre, Level I, II, III, or IV; and (E) Principles and Elements of Floral Design. (c) Elective Courses--seven and one-half credits. The credits must be selected from the list of courses specified in 74.61(j) of this title (relating to High School Graduation Requirements). (d) Elective courses, beginning with school year A student entering Grade 9 beginning with the school year must complete six and one-half credits of electives in addition to one credit in fine arts. The credits must be selected from the list of courses specified in 74.61(j) of this title. Source: The provisions of this adopted to be effective September 1, 2005, 29 TexReg 9358; amended to be effective August 23, 2010, 35 TexReg Recommended High School Program. (a) Credits. A student must earn at least 26 credits to complete the Recommended High School Program. (b) Core Courses. A student must demonstrate proficiency in the following: (1) English language arts--four credits. The credits must consist of English I, II, III, and IV (Students with limited English proficiency who are at the beginning or intermediate level of English language proficiency, as defined by 74.4(d) of this title (relating to English Language Proficiency Standards), may satisfy the English I and English II graduation requirements by successfully completing English I for Speakers of Other Languages and English II for Speakers of Other Languages). (2) Mathematics--four credits. Three of the credits must consist of Algebra I, Algebra II, and Geometry. (A) The additional credit may be selected from the following courses and must be successfully completed prior to Algebra II: (i) Mathematical Models with Applications; and (ii) Mathematical Applications in Agriculture, Food, and Natural Resources. (B) The fourth credit may be selected from the following courses after successful completion of Algebra I, Geometry, and Algebra II: (i) Precalculus; (ii) Independent Study in Mathematics; (iii) Advanced Placement (AP) Statistics; (iv) AP Calculus AB; (v) AP Calculus BC; (vi) AP Computer Science; (vii) International Baccalaureate (IB) Mathematical Studies Standard Level; (viii) IB Mathematics Standard Level; (ix) IB Mathematics Higher Level; (x) IB Further Mathematics Standard Level; Page 14

17 (xi) Engineering Mathematics; (xii) Statistics and Risk Management; and (xiii) pursuant to the Texas Education Code (TEC), (b-5), a mathematics course endorsed by an institution of higher education as a course for which the institution would award course credit or as a prerequisite for a course for which the institution would award course credit. The Texas Education Agency shall maintain a current list of courses approved under this clause. (3) Science--four credits. Three of the credits must consist of a biology credit (Biology, AP Biology, or IB Biology), a chemistry credit (Chemistry, AP Chemistry, or IB Chemistry), and a physics credit (Physics, Principles of Technology, AP Physics, or IB Physics). (A) The additional credit may be Integrated Physics and Chemistry (IPC) and must be successfully completed prior to chemistry and physics. (B) The fourth credit may be selected from the following laboratory-based courses: (i) Aquatic Science; (ii) Astronomy; (iii) Earth and Space Science; (iv) Environmental Systems; (v) AP Biology; (vi) AP Chemistry; (vii) AP Physics B; (viii) AP Physics C; (ix) AP Environmental Science; (x) IB Biology; (xi) IB Chemistry; (xii) IB Physics; (xiii) IB Environmental Systems; (xiv) Scientific Research and Design; (xv) Anatomy and Physiology; (xvi) Engineering Design and Problem Solving; (xvii) Medical Microbiology; (xviii) Pathophysiology; (xix) Advanced Animal Science; (xx) Advanced Biotechnology; (xxi) Advanced Plant and Soil Science; (xxii) Food Science; (xxiii) Forensic Science; and (xxiv) pursuant to the TEC, (b-5), a science course endorsed by an institution of higher education as a course for which the institution would award course credit or as a prerequisite for a course for which the institution would award course credit. The Texas Education Agency shall maintain a current list of courses approved under this clause. (4) Social studies--three and one-half credits. The credits must consist of World History Studies (one credit), World Geography Studies (one credit), United States History Studies Since Reconstruction (one credit), and United States Government (one-half credit). (5) Economics, with emphasis on the free enterprise system and its benefits--one-half credit. The credit must consist of Economics with Emphasis on the Free Enterprise System and Its Benefits. (6) Languages other than English--two credits. The credits must consist of any two levels in the same language. (7) Physical education--one credit. (A) The required credit may be from any combination of the following one-half to one credit courses: (i) Foundations of Personal Fitness; (ii) Adventure/Outdoor Education; Page 15

18 (iii) Aerobic Activities; and (iv) Team or Individual Sports. (B) In accordance with local district policy, credit for any of the courses listed in subparagraph (A) of this paragraph may be earned through participation in the following activities: (i) Athletics; (ii) JROTC; and (iii) appropriate private or commercially-sponsored physical activity programs conducted on or off campus. The district must apply to the commissioner of education for approval of such programs, which may be substituted for state graduation credit in physical education. Such approval may be granted under the following conditions. (I) Olympic-level participation and/or competition includes a minimum of 15 hours per week of highly intensive, professional, supervised training. The training facility, instructors, and the activities involved in the program must be certified by the superintendent to be of exceptional quality. Students qualifying and participating at this level may be dismissed from school one hour per day. Students dismissed may not miss any class other than physical education. (II) Private or commercially-sponsored physical activities include those certified by the superintendent to be of high quality and well supervised by appropriately trained instructors. Student participation of at least five hours per week must be required. Students certified to participate at this level may not be dismissed from any part of the regular school day. (C) In accordance with local district policy, up to one credit for any one of the courses listed in subparagraph (A) of this paragraph may be earned through participation in any of the following activities: (i) Drill Team; (ii) Marching Band; and (iii) Cheerleading. (D) All substitution activities allowed in subparagraphs (B) and (C) of this paragraph must include at least 100 minutes per five-day school week of moderate to vigorous physical activity. (E) Credit may not be earned for any course identified in subparagraph (A) of this paragraph more than once. No more than four substitution credits may be earned through any combination of substitutions allowed in subparagraphs (B) and (C) of this paragraph. (F) If a student is unable to comply with all of the requirements for a physical education course due to a physical limitation certified by a licensed medical practitioner, a modification to a physical education course does not prohibit the student from earning a Recommended High School Program diploma. A student with a physical limitation must still demonstrate proficiency in the relevant knowledge and skills in a physical education course that do not require physical activity. (8) Speech--one-half credit. The credit may be selected from the following courses: (A) Communication Applications; and (B) Professional Communications. (9) Fine arts--one credit. The credit may be selected from the following courses: (A) Art, Level I, II, III, or IV; (B) Dance, Level I, II, III, or IV; (C) Music, Level I, II, III, or IV; (D) Theatre, Level I, II, III, or IV; and (E) Principles and Elements of Floral Design. (c) Elective Courses--five and one-half credits. The credits may be selected from the list of courses specified in 74.61(j) of this title (relating to High School Graduation Requirements). All students who wish to complete the Recommended High School Program are encouraged to study each of the four foundation curriculum areas (English language arts, mathematics, science, and social studies) every year in high school. (d) Substitutions. No substitutions are allowed in the Recommended High School Program, except as specified in this chapter. Source: The provisions of this adopted to be effective September 1, 2005, 29 TexReg 9358; amended to be effective January 9, Page 16

19 2007, 32 TexReg 86; amended to be effective August 23, 2010, 35 TexReg Distinguished Achievement High School Program--Advanced High School Program. (a) Credits. A student must earn at least 26 credits to complete the Distinguished Achievement High School Program. (b) Core Courses. A student must demonstrate proficiency in the following: (1) English language arts--four credits. The credits must consist of English I, II, III, and IV (Students with limited English proficiency who are at the beginning or intermediate level of English language proficiency, as defined by 74.4(d) of this title (relating to English Language Proficiency Standards), may satisfy the English I and English II graduation requirements by successfully completing English I for Speakers of Other Languages and English II for Speakers of Other Languages). (2) Mathematics--four credits. Three of the credits must consist of Algebra I, Algebra II, and Geometry. The fourth credit may be selected from the following courses after successful completion of Algebra I, Algebra II, and Geometry: (A) Precalculus; (B) Independent Study in Mathematics; (C) Advanced Placement (AP) Statistics; (D) AP Calculus AB; (E) AP Calculus BC; (F) AP Computer Science; (G) International Baccalaureate (IB) Mathematical Studies Standard Level; (H) IB Mathematics Standard Level; (I) IB Mathematics Higher Level; (J) IB Further Mathematics Standard Level; (K) Engineering Mathematics; (L) Statistics and Risk Management; and (M) pursuant to the Texas Education Code (TEC), (b-5), a mathematics course endorsed by an institution of higher education as a course for which the institution would award course credit or as a prerequisite for a course for which the institution would award course credit. The Texas Education Agency shall maintain a current list of courses approved under this subparagraph. (3) Science--four credits. Three of the credits must consist of a biology credit (Biology, AP Biology, or IB Biology), a chemistry credit (Chemistry, AP Chemistry, or IB Chemistry), a physics credit (Physics, AP Physics, or IB Physics), and an additional approved laboratorybased science course. After successful completion of a biology course, a chemistry course, and a physics course, the fourth credit may be selected from the following laboratory-based courses: (A) Aquatic Science; (B) Astronomy; (C) Earth and Space Science; (D) Environmental Systems; (E) AP Biology; (F) AP Chemistry; (G) AP Physics B; (H) AP Physics C; (I) AP Environmental Science; (J) IB Biology; (K) IB Chemistry; (L) IB Physics; (M) IB Environmental Systems; (N) Scientific Research and Design; (O) Anatomy and Physiology; Page 17

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