RICH TOWNSHIP HIGH SCHOOL DISTRICT 227 CURRICULUM HANDBOOK. Revised

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1 RICH TOWNSHIP HIGH SCHOOL DISTRICT 227 CURRICULUM HANDBOOK Revised

2 RICH TOWNSHIP HIGH SCHOOL DISTRICT 227 VISION STATEMENT Rich Township High School District 227 is committed to a community-driven vision where parents, teachers, leaders and community members work together to inspire students to achieve to the highest standards, prepare them for lifelong learning in whatever career path they choose, empower them for success in life, and foster responsible citizenship in a global, informationdriven society. MISSION STATEMENT Rich Township District 227 high schools are committed to providing diverse and equitable educational opportunities to all students, nurturing academic, social and emotional growth, and ensuring they achieve to their greatest potential. CORE BELIEFS While we come to the table of education with diverse needs, strengths, backgrounds, and goals, we believe all individuals need to be nourished and encouraged to use and improve their abilities. Our challenge is to identify and develop learner potential and to maintain the highest expectations and standards for all students, regardless of ability. To be prepared for future challenges, all learners need to acquire knowledge and develop skills for lifelong learning as responsible, productive citizens who exemplify ethical behavior. School, family and community commitment are essential components of success, and foster understanding and education for all parties by exemplifying appropriate academic, social and thinking skills. The best learning is achieved through a collaborative educational environment that promotes innovative, engaged, constructivist teaching methodologies taught by highly qualified professionals. All participants in the learning process need and deserve a safe, nurturing, respectful school environment if they are expected to be creative and produce their best work. Students are expected to bring a willingness to learn to the classroom, and teachers a willingness to teach. A high quality teaching staff is critical to student success, and teachers must be provided with opportunities for continuous learning through professional development and training. Diversity is one of our greatest strengths, and its richness--multicultural and individual--inherent in our district provides students with knowledge of and respect for all individuals and cultures. New technologies which are integrated into the daily classroom experience enhance student learning and better prepared students to be competitive and successful in a global, information-driven society. Decisions are best made in a collaborative environment based on research and information drawn from an assessment program aligned with the curriculum, instructional program and state and national standards. Transparent and timely communication among all stakeholder groups will engage community support and promote an understanding of the benefits District 227 provides to the community.

3 RICH TOWNSHIP HIGH SCHOOL DISTRICT 227 RICH TOWNSHIP HIGH SCHOOL DISTRICT 227 BOARD GOALS Visioning Tomorrow Today Goal #1: Student Achievement The district's primary responsibility is to educate the students and assist them in meeting their personal learning goals as well as meeting/exceeding the Illinois State Learning Standards. This year, the district is working to improve the literacy of the students, with an emphasis on reading and math, insuring achievement for all students (prevention and intervention strategies). The district will be using data as a guide as it works to make the best educational decisions for all students. Goal #2: Internal Learning Community The Board and the district are focusing on improving the culture and climate of the district, its staff, and the school communities, providing a collaborative/teaming culture focused on teaching and learning. Goal #3: External Learning Community The Board will focus on improving the communication, relationship, and visibility of the school district with the outside community, engaging families and communities. The district is also creating an educational foundation that will operate as a separate entity from the district with the purpose of generating and distributing resources that will enhance the educational experiences of Rich Township High School students.

4 RICH TOWNSHIP HIGH SCHOOL DISTRICT 227 BOARD OF EDUCATION Mrs. Cheryl Coleman, President Dr. Deloris Woods, Vice President Mr. Antoine Bass, Secretary Mrs. Betty J. Owens, Member Mr. Emmanuel A. Imoukhuede, Member Mrs. Shelia Friday, Member Dr. David E. Morgan, Member DISTRICT ADMINISTRATION S. Cicero Ave. Matteson, IL (708) Interim Superintendent Assistant Superintendent for Operations Director for Student Learning and Accountability Director of Human Resources Director of Finances Director of Special Education Supervisor of Buildings and Grounds Supervisor of Food Service Supervisor of Technology Public Relations Coordinator Career and Technical Education Coordinator Response to Intervention District Coordinator Mr. Ronald Patton Mrs. Cynthia Hudson Mrs. LaTanza Boarden Mrs. Julie Grohn Ms. Sharon Hassberger Mrs. Kathy Martin Mr. Keith McLean Ms. Betsy Williams Mr. Ted Koutavas Mr. Eric Hampton Ms. Hope Stovall Ms. Sheffeia Wright

5 RICH TOWNSHIP HIGH SCHOOL DISTRICT 227 RICH CENTRAL 3600 W. 203 rd Street Olympia Fields, IL (708) Principal Associate Principal Associate Principal Assistant Principal for Athletics and Activities Coordinator of Special Education Ms. Venesa Woods Mrs. Sherry Stokes Mrs. Traci Toth Dr. Donald Parker Mrs. Jacalyn Bailey-Moss RICH EAST 300 Sauk Trail Park Forest, IL (708) Principal Associate Principal Associate Principal Assistant Principal for Athletics and Activities Coordinator of Special Education Mr. Mark Kramer Ms. Sherrie Birts Mr. Robert Abrams Mr. Michael Laneve Mrs. Iman Ellis-Bowen RICH SOUTH 5000 Sauk Trail Richton Park, IL (708) Principal Associate Principal Associate Principal Assistant Principal for Athletics and Activities Coordinator of Special Education Mrs. Jennifer Bednarczyk Mr. Joseph Gordon Ms. Cynthia Knox Mr. Mark Hopman TBA

6 GUIDANCE PERSONNEL RICH CENTRAL Mr. Daniel Lawrence Freshmen Mr. Paul Jurges Sophomores Ms. Debra Witt Junior-Senior Ms. Taylor Palmer Junior-Senior RICH EAST Mr. DeVale Stubbs A D Ms. Julia Robertson E K Ms. Christine Drabick L R Mrs. Kina Thomas S Z RICH SOUTH Ms. Stacy Howard-Nance A D Dr. Wanda Bradford E Le Ms. Barbara Theobald Lf Sc Mr. Rai Flowers Sd Z DEANS RICH CENTRAL Mr. Rudy Fisher Junior & Senior (A M) Ms. Christina King Freshmen Mr. Terrell Alexander Sophomore Ms. Bridge Stewart Junior & Senior (N Z) RICH EAST Ms. Jonnie Bass A - H Mrs. Helga Spoolstra I - Q Mr. Johnathan Key R - Z RICH SOUTH Mrs. La Tanya Tumbs A - K Ms. Cindy O Dea L - Z Mr. Joseph Bozeman Freshmen

7 GENERAL INFORMATION The Rich Township District 227 Curriculum Handbook provides valuable information that will assist you in planning your high school education. It reviews graduation requirements, course offerings, prerequisites, sequences of curricular programs, and grading policies. The material contained in this handbook can help answer questions you and your parents might have about our programs at Rich Township High School District 227. Read this material carefully and discuss your plans with your parents. Remember that course registration is a joint responsibility for you, your parents, your advisor, teaching faculty and counselors. Choose courses that not only will meet graduation requirements but also will challenge you to develop the skills necessary for college and/or the career of your choice. Understand that the best path to a successful high school experience is the selection of an appropriate and challenging curriculum that helps you grow academically. We certainly hope you will make the most of your opportunities at Rich Township High Schools. Do not hesitate to ask questions or seek advice. We extend our best wishes for a productive and personally rewarding school year. COLLEGE PREP CURRICULUM Many high school students are uncertain about attending college and, in fact, do not make that decision until junior or senior year. It is important for even undecided students to follow a college prep curriculum so that the college option is open to them should they decide to attend. The majority of state universities have adopted a minimum course requirement plan for incoming freshmen. If you have not completed the minimum college prep curriculum listed below, you may not be eligible for admission to many colleges and will be unprepared for either the ACT or SAT test. English (including Composition and Literature) Mathematics (through Algebra II/Trigonometry) Science (including Biology and Chemistry) Social Studies Foreign Language Music, Art or Career and Technical Education* 4 years 3 years 3 years 3 years 2 years (minimum) or 2 years *Students, please investigate entrance requirements to specific colleges and universities before selecting the foreign language, music, art, or career and technical education sequence. The decision to take foreign language, music, art or career and technical education should be based on your intended college major and the college or university you plan to attend. CAREER AND TECHNICAL EDUCATION CURRICULUM Career and Technology Education is a sequence of academic and career and technical education courses beginning in high school and continuing through at least two years of postsecondary education. The program parallels the college prep course of study because students take courses necessary for admission to college; in addition, they follow a sequence of career and technical education courses. (See the Career and Technical Education section in this booklet.) The typical student will enroll in the following courses and continue through at least two years at a community college: English 4 years Mathematics 3 years Science 3 years Social Studies 3 years Career and Technical Ed** 3 years Business Occupations Family and Consumer Sciences Applied Technology Occupations **College credit may be earned through many of the career and technical education courses. DUAL CREDIT WITH PRAIRIE STATE COLLEGE Depending on the courses offered at Rich Township High Schools and the articulation (dual-credit) agreements made with Prairie State College courses include (but are not limited to) the following subjects: Business, Child Development, Industrial Technology, Automotive Technology, Information Technology and Health Sciences. If you are a high school student, contact your school s guidance office or career and technical education teacher for more information.

8 GENERAL INFORMATION HIGHER EDUCATION REQUIREMENTS Different types of institutions of higher education have varied general requirements. Although the specific prerequisites may change from year to year the following minimum guidelines exist: PUBLIC UNIVERSITIES: English 4 years Social Studies 3 years Mathematics 3 years Science 3 years Foreign Language 2-3 years (Some will accept Fine Arts) PRIVATE 4-YEAR COLLEGES: English 4 years Social Studies 2-3 years Mathematics 3 years Science 3 years Foreign Language 3 years Academic Electives 2 years HIGHLY SELECTIVE COLLEGES: English 4 years Social Studies 4 years Mathematics 4 years Science (Lab courses) 4 years Foreign Language 4 years Academic Electives 2 years STEM (SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS) EARLY COLLEGE ACADEMY Rich Township High School District 227 has partnered with Prairie State College to form the 1 st STEM Early College Academy in the South Suburbs for high school students. This opportunity is partially funded by the Rich Township High School District 227 and partially funded by the PBI Bio-Science Grant that was awarded to Prairie State College from the Department of Education. Students interested in math and the sciences may apply, in the spring, to the program based on their high school performances. Selection is based on their COMPASS scores, high school grades and a letter of interest. A letter of recommendation from a high school math or science instructor and a counselor is highly encouraged. Students who are accepted into this program will receive dual enrollment at their high school and Prairie State College. They will be enrolled in 2 mathematics courses: Pre-Calculus or Calculus and/or Probability and Statistics, 2 science courses: Cellular and Molecular Biology or Organismal Biology and 2 Liberal Arts courses: Intro to Philosophy or Principles of Communications. At the end of this 2 semester program, successful students will have earned up to 23 college credits. Exceptional students will be allowed the opportunity to perform research in biology or math. Rich Township High School District 227 insures equal educational opportunities are offered to students, regardless of race, color, national origin, age, sex, religion, or handicap. Questions in reference to educational opportunities may be directed to the Director for Student Learning and Accountability, S. Cicero Ave, Matteson, IL 60443, (708)

9 GRADUATION REQUIREMENTS Students are promoted according to the following procedures for the school year. SOPHOMORE- A student must have earned 5 credits, including successfully passing 1 credit of English, 1 credit of Math and 1 credit of Science. JUNIOR- A student must have earned 11 credits, including successfully passing 2 credits of English, 2 credits of Math, 2 credits of Science and 1 credit of Social Studies. SENIOR- A student must have earned 17 credits, including successfully passing 3 credits of English, 3 credits pf Math, 2 credits of Science and 2 credits of Social Studies The following chart defines current graduation requirements, as approved by the District 227 Board of Education. The minimum number of credits for graduation is 22. Of the required credits, 18 credits must come from the specific listing below: English 4 credits English 9 English 10 English 11 (½ credit Composition, ½ credit Literature) English 12 (1 credit from approved English courses) Social Studies 3 credits *Freshman Social Studies (Civics, Consumer Econ and Geography) History of World Civilizations United States History **Students must pass constitution test Math 3 credits Algebra I, Geometry Science 2 credits Lab Sciences are recommended for collegebound students Physical Education 3½ credits ½ credit per semester of on-campus attendance except for attendance in driver education classroom, 9 th grade health, or as identified in Policy 5128 Health ½ credit Health Art, Music, Foreign 2 credits Language, Career and Technical Education Consumer Education (requirement met in Fresh Social Studies) Meet state requirement through one of the following: Fresh Social Studies, Consumer Economics, Business Concepts, Economics, Internship, AP Microeconomics, AP Macroeconomics, or state proficiency exam Driver Education Meet state requirements for Driver Ed * Required freshman course **Must pass constitution test The courses above are minimum high school graduation requirements. Students planning to continue their formal education should plan to take 4 years of Math, at least 2 years of a Foreign Language, 3 years of Social Studies and at least 3 years of Science with 2 lab sciences.

10 GRADING INFORMATION CREDITS One-half credit will be granted for each semester course in which a passing grading is earned. GRADING Semester grades shall serve as the sole basis for determining a student s cumulative grade point average, class rank, and credits. Grades will not be used for disciplinary purposes, but they may be used to determine eligibility for student activities and placement. GRADING CODE A Excellent I Incomplete WP Withdraw Passing B Good AT Audit WF Withdraw Failing C Average X Excused D Passing S Satisfactory F Failing U Unsatisfactory HONOR ROLL RECOGNITION At the end of each quarter an honor roll will be generated based upon the following guidelines: a. Grades will be averaged in ALL of a student s courses b. Students will be recognized as follows: GOLD SILVER BRONZE FINAL EXAMINATIONS All students must take final examinations. PASS/FAIL OPTION Deadline for applying: Third Friday of current semester. Sophomore, junior, or senior students enrolled in seven courses per semester may elect to take one or two courses on a pass/fail basis. Course selection is restricted to the following conditions: 1. The course must be outside the specified graduation requirements, except for physical education. 2. A student must file an application with the counselor no later than the third Friday of the semester. Once filed, he/she may not change his/her status in the course to receive a traditional grade. 3. A pass/fail student will receive an S grade for satisfactory work or a U grade for unsatisfactory work. In either case, the grades will not be used in computing grade average or have any effect upon class rank. Credit will be given toward accumulating units for an S grade. Letter grades A through D are considered passing. 4. A student will be considered a regular student in regard to all assignments, and the student must meet normal course expectations regarding absences and tardiness. The parent and student s signatures are necessary before the application is approved. Teachers and counselors should sign the form to indicate they are aware of the student s choice to take the course on a pass/fail basis.

11 GRADING INFORMATION CORRESPONDENCE COURSES In some situations, students may earn credit through correspondence courses. The primary reason for allowing enrollment in correspondence study for high school credit is to provide another avenue for the student who is experiencing difficulty in accumulating the necessary credits for graduation. Required courses that have been failed may be taken through correspondence only if those courses cannot be scheduled at the home campus. Correspondence study shall not be used for the purpose of early graduation. 1. Credits will be accepted from only those correspondence schools with state accreditation. 2. Correspondence credit is not included in class rank. 3. All correspondence course registration must be approved by the student s parents and counselor. 4. The cost of the correspondence course(s) is the responsibility of the individual student and parent. 5. Seniors enrolled in correspondence work for the purpose of completing graduation requirements must submit all coursework prior to May 1 st if they wish to receive their diploma with the class at graduation ceremonies. To be completed, all coursework must have been submitted and the final exam mailed for grading. 6. After completion of 6 semesters, students may earn credit through correspondence courses. 7. A limit of 3 credits from an external accredited institution will be allowed. 8. All correspondence courses will be reflected on the student s transcripts as Pass or Fail. REPEATING COURSES The following procedures will be applicable to students repeating courses: 1. A student may repeat any course for which he/she received a grade of C or lower. 2. The highest grade earned for a particular course will be the only grade used in calculating the student s grade point average and class rank. 3. All courses and grades will remain on the transcript. 4. Credit will be granted only once except for the following: Music, Physical Education, and Internship. EARLY GRADUATION Four years of high school attendance is important for all students. Early graduation should be thoroughly discussed with a student s guidance counselor during their junior year. Early graduation is available to students who for some significant reason must conclude their high school attendance early. Arrangements must be made for the student and his or her parents/guardians to meet with the student s counselor concerning this early graduation decision. In addition, all requests for early graduation must be submitted in writing to the principal. DEADLINE FOR APPLICATION Students wishing to graduate after the completion of their 6th or 7th semester must apply no later than the first Friday in September. Diplomas will be issued in June. To be eligible for participation in commencement exercises, students must meet these deadlines.

12 COURSE LEVEL INFORMATION ABILITY LEVEL GROUPING In most academic areas, Rich Township District 227 offers courses at different levels of instruction. The purpose of the level system is to provide optimal learning experiences for all Rich Township students. We believe the following: - Each of our students must be offered a challenging curriculum. The school community, therefore, dedicates itself to inspiring students to attain excellence by offering opportunities and challenges for all learners. - In order to grow academically, socially, physically, and psychologically, each of our students must set challenging learning goals. The school community, therefore, dedicates itself to providing guidance and feedback to help each learner succeed. - Each of our students must feel supported and encouraged in the process of learning and growing. The school community, therefore, dedicates itself to providing a safe and orderly environment for learning. It also promises to create a climate for learning that respects the feelings and thoughts of each student and appreciates the uniqueness of each person. DEFINITIONS OF LEVELS The level system differentiates courses according to the pace at which concepts are presented, the conceptual level of the material, the instructional approach, and the communication skills required of the student. A course at the honors level, for example, moves more rapidly through the course material; requires the complex concept development that arises from analysis, inference, and synthesis; emphasizes independent learning; and requires a high degree of proficiency in writing and speaking. Advanced Placement (AP): Honors (H): In addition to the honors criteria stated below, this category includes the following additional criteria: a. Course work is equivalent to at least an introductory college level class. b. Course work prepares the student for the Advanced Placement exam. c. Curriculum and assessments adhere to the Advanced Placement/College Board standards. d. Course participation carries significant outside commitment, which may include evenings, weekends, and/or summer work. e. The expectation that the student will take the AP examination for that course. This category includes all classes in which the following criteria are met: a. Required work is above grade level. b. Work in the course is in depth and at a rapid pace. c. Much of the content is abstract in nature and involves critical thinking and complex concept development. d. Research is typically required. e. The amount of work required outside of class is greater than in regular classes. f. Entry-level skills have been mastered before a student enters the course. College Prep (C): This category includes all classes in which the following criteria are met: a. Required work is at grade level and prepares students to meet the challenges of college or technical courses after high school. b. The pace of the course is accelerated. c. Instruction in the course is a combination of guided instruction and independent inquiry. d. Resourcefulness and creative thinking are encouraged. e. Class activities are moderately structured; some student initiative is expected.

13 WEIGHTED COURSES AND ASSIGNED WEIGHTS The academic grade in each course carries a specific weight, which is used in calculating class rank, grade point average, and honor roll. The weight designations are listed in the following chart: Regular Honors Advanced Placement A = 4.0 A = 4.5 A = 5.0 B = 3.0 B = 3.5 B = 4.0 C = 2.0 C = 2.5 C = 3.0 D = 1.0 D = 1.0 D = 1.0 F = 0.0 F = 0.0 F = 0.0 The following are Honors and Advanced Placement courses by department: Art AP Studio Art Drawing AP Studio Art 2-D Design AP Studio Art 3-D Design AP Art History Career and Technical Education Computer-Aided Drafting I and II Honors Architectural CAD Honors Financial Accounting I and II Honors Word Processing I and II Honors Dosages and Solutions Applied Mathematics and Science Honors Language Arts English 9 Honors English 10 Honors African American Literature H/Rhetoric II Honors American Literature H/Rhetoric I Honors (American Studies) History and Thought of Western Man Honors British Literature Honors/Rhetoric II Honors AP English Literature and Composition AP English Language and Composition (American Studies) Mathematics Algebra I Honors Geometry Honors Algebra II/Trigonometry Honors College Algebra/Trigonometry Honors AP Calculus AB AP Calculus BC AP Statistics

14 WEIGHTED COURSES AND ASSIGNED WEIGHTS Music Concert Choir Honors Symphonic Band Honors Jazz Ensemble Honors AP Music Theory Science Biology Honors Chemistry Honors Physics Honors Advanced Biology Honors AP Biology AP Chemistry AP Physics B AP Physics C AP Environmental Science Social Studies Freshman Social Studies Honors World History Honors History and Thought of Western Man Honors (History) U.S. History (American Studies) Honors Economics Honors African-American History Honors Psychology Honors AP Psychology AP European History AP U.S. History (American Studies) AP World History AP Macroeconomics AP Microeconomics AP Human Geography World Languages Spanish III Honors Spanish IV Honors Spanish V Honors French III Honors French IV Honors French V Honors

15 NCAA ELIGIBILITY REQUIREMENTS Divisions I and II Initial-Eligibility Requirements Core Courses NCAA Divisions I and II require 16 core courses. See the charts below. Beginning August 1, 2016, NCAA Division I will require 10 core courses to be completed prior to the seventh semester (seven of the 10 must be a combination of English, math or natural or physical science that meet the distribution requirements below). These 10 courses become "locked in" at the start of the seventh semester and cannot be retaken for grade improvement. o Beginning August 1, 2016, it will be possible for a Division I college-bound student-athlete to still receive athletics aid and the ability to practice with the team if he or she fails to meet the 10 course requirement, but would not be able to compete. Test Scores Division I uses a sliding scale to match test scores and core grade-point averages (GPA). The sliding scale for those requirements is shown on Page No. 2 of this sheet. Division II requires a minimum SAT score of 820 or an ACT sum score of 68. The SAT score used for NCAA purposes includes only the critical reading and math sections. The writing section of the SAT is not used. The ACT score used for NCAA purposes is a sum of the following four sections: English, mathematics, reading and science. When you register for the SAT or ACT, use the NCAA Eligibility Center code of 9999 to ensure all SAT and ACT scores are reported directly to the NCAA Eligibility Center from the testing agency. Test scores that appear on transcripts will not be used. Grade-Point Average Be sure to look at your high school s List of NCAA Courses on the NCAA Eligibility Center's website ( Only courses that appear on your school's List of NCAA Courses will be used in the calculation of the core GPA. Use the list as a guide. Division I students enrolling full time before August 1, 2016, should use Sliding Scale A to determine eligibility to receive athletics aid, practice and competition during the first year. Division I GPA required to receive athletics aid and practice on or after August 1, 2016, is (corresponding test-score requirements are listed on Sliding Scale B on Page No. 2 of this sheet). Division I GPA required to be eligible for competition on or after August 1, 2016, is (corresponding test-score requirements are listed on Sliding Scale B on Page No. 2 of this sheet). The Division II core GPA requirement is a minimum of Remember, the NCAA GPA is calculated using NCAA core courses only. 4 years of English. Division I 16 Core Courses 3 years of mathematics (Algebra I or higher). 2 years of natural/physical science (1 year of lab if offered by high school). 1 year of additional English, mathematics or natural/physical science. 2 years of social science. 4 years of additional courses (from any area above, foreign language or comparative religion/philosophy). 3 years of English. Division II 16 Core Courses 2 years of mathematics (Algebra I or higher). 2 years of natural/physical science (1 year of lab if offered by high school). 3 years of additional English, mathematics or natural/physical science. 2 years of social science. 4 years of additional courses (from any area above, foreign language or comparative religion/philosophy). For more information, visit the NCAA Eligibility Center website at

16 NCAA ELIGIBILITY REQUIREMENTS Sliding Scale A Use for Division I prior to August 1, 2016 NCAA DIVISION I SLIDING SCALE Core GPA SAT Verbal and Math ONLY ACT Sum & above Sliding Scale B Use for Division I beginning August 1, 2016 NCAA DIVISION I SLIDING SCALE Core GPA ACT Sum SAT Verbal and Math ONLY

17 ART GRADE 9 GRADE 10 GRADE 11 GRADE 12 ART TRACK 1: 2- DIMENSIONAL Art I Art II Art III Art IV - or - Commercial Art AP Art History Independent Study in Art AP Studio Art Drawing AP Studio Art 2-D Design AP Studio Art 3-D Design AP Art History Advanced Placement Studio Art AP Art History ART TRACK 2: 3- DIMENSIONAL Crafts I Crafts II Crafts III Crafts IV Independent Study in Art AP Studio Art Advanced Placement Studio Art Audio Visual Broadcasting I/II Audio Visual Broadcasting I/II Audio Visual Broadcasting I/II ART TRACK 3: PHOTOGRAPHY/ 2- DIMENSIONAL Photography I Photography II 2 semesters of art, preferably 2-D Independent Study in Art Advanced Placement Studio Art INTRODUCTION Note: Students enrolled in AP courses will be required to participate in additional activities outside of normal classroom time. Art works are some of the highest achievements of civilization. In school, students learn the different expressions of the art and how to interpret visual images. Because the arts are both universal and culturally specific, they are powerful means of increasing international and intercultural awareness. Through the art, student gain a greater understanding of their own cultural heritage, as well as a sense of the larger community. Students will be able to know the language of the arts. The visual use of sensory elements and principles to create art work. Students will learn to understand the similarities, distinctions and connections in and among the arts. Students will create works of art and thereby understand the technical aspects of producing an artwork. Students will use both the traditional and modern processes to create artwork. Students will understand the role of the arts in civilizations past and present. Students will learn how art has impacted everyday life. They will also analyze how art functions in history and in everyday life. THE BENEFITS OF THE ART PROGRAM Students experience learning using a hands-on philosophy. Learning is more holistic in the art classroom, using a variety of skills, including mathematics and reading. Students gain valuable real life experience through the creation of work of art. Students learn and experience different cultures though artwork. Students experience fulfillment and satisfaction with a tangible finished product. Students explore career opportunities. Students can earn college credits while still in high school. A student s education becomes more complete with an education in the arts. Students gain a deeper self-awareness. Art creates an emotional outlet for the student. Students learn how to think critically, creatively and use evaluation skills. Students get real life experience in problem-solving techniques. Students enjoy the personal satisfaction of creating works of art. ILLINOIS STATE GOALS FOR ART: STATE GOAL 25: Know the language of the arts. STATE GOAL 26: Through creating and performing, understand how works of art are produced. STATE GOAL 27: Understand the role of the arts in civilizations, past and present.

18 ART P10 Art I/2 Dimensional None This course emphasizes the basic elements and techniques of art, design, composition and drawing. The student is offered the opportunity to work creatively in a variety of two-dimensional mediums including an introduction to electronic media. The student learns to express and understand the basic terminology and application of mediums in the visual arts. P11 Art II/ 2-Dimensional Credit earned in Art I This course is intended to appeal to the serious two-dimensional art student and is both complex and difficult in its structure and projects assigned. The curriculum of this course is designed to challenge art students and give them the opportunity to enhance their creative skills while introducing them to the computer as an art tool. A variety of techniques and mediums will be introduced. Each assignment given will demand a counter part project executed on the computer. Library and/or Internet research will be required for selected projects. This class requires both a sincere interest and high level of individual performance on the part of the Art II student. P12/13 Advanced Placement Studio Art Drawing Credit earned in Art I, II, III, IV, Independent Study in Art Students may present a portfolio showing equivalent competence in these art areas for instructor recommendation to enroll in this class. This is a course requiring serious commitment on the part of the student to demonstrate proficiency in drawing issues and media. Light and shade, line quality, rendering of form, composition, surface manipulation and illustration of depth are drawing issues that can be addressed through a variety of media. These media may include: painting, printmaking, color pencil, ink, and mixed media as well as abstract, observational, and inventive works. Works of photography and digital media may not be submitted for this class. Students enrolling in this class are required to prepare and submit artwork for portfolio evaluation in the A/P Studio Art Portfolio Exam. Students will work equally inside the classroom studio and independently outside of the classroom to produce the artworks, slides and thesis necessary for the rigorous A/P Portfolio. In addition, the course requires exhibition and related exhibition materials in a student show. Students will investigate all three components of the AP Studio Art portfolio Quality, Concentration and Breadth. Twenty-four studio art pieces are required for this class and slides to document the work for the AP Portfolio Exam. The students must pay fees for the slides, the AP Portfolio Exam fee, and selected art supplies. P14 Art III / 2-Dimensional Art Credit earned in Art II This course is intended for the intermediate level art student. It is designed to challenge the student and give him/her an opportunity to enhance drawing and painting skills, tap into the student s creativity and expose the student to a variety of techniques and media. The elements of art and principles of good design are emphasized in the development of the artworks. Students will draw and paint from life studies well as from a variety of other resources. Value exercises will lead to formal drawings and color sketches will develop into formal paintings. Students will critique their own work as well as that of their peers. It is expected that many of the artworks created in this course will be used for post-high school planning via the creation of an art portfolio.

19 ART P15 Art IV / 2-Dimensional Art Credit earned in Art III / 2-Dimensional Art This course is intended for the serious intermediate level art student and is a continuation of Art III / 2-Dimensional Art. It is designed to challenge the art student and enhance drawing and painting skills. Units of study and topics for research will give the student an opportunity to expand on the skills learned in the Art III class. Students will continue to develop drawing and painting skills by using life studies and will also paint form their own compositions. These may be developed via the student s own photographs or from sketches developed during the class sessions. Historical research and units in contemporary art technology will further enhance the student s artistic skills. Self-critique and peer-critique are important components of the class. It is anticipated that the artworks created in this class will be used in the student s art portfolio for post-high school planning and scholarship application. P24/25 AP Studio Art 2-D Design Credit earned in Art I, II, III, IV, Independent Study in Art Students may present a portfolio showing equivalent competence in these art areas for instructor recommendation to enroll in this class. Advanced Placement Studio Art 2-D Design is a course requiring serious commitment on the part of the student to demonstrate proficiency in 2-D design using a variety of art forms. These could include, but are not limited to: graphic design, typography, digital imaging, photography, collage, fabric design, weaving, illustration, painting and printmaking. Students enrolling in this class are required to prepare and submit artwork for portfolio evaluation in the A/P Studio Art Portfolio Exam. Students will work equally inside the classroom studio and independently outside of the classroom to produce the artworks, slides and thesis necessary for the rigorous A/P Portfolio. In addition, the course requires exhibition and related exhibition materials in a student show. Students will investigate all three components of the AP Studio Art portfolio Quality, Concentration and Breadth. Twenty-four studio art pieces are required for this class and slides to document the work for the AP Portfolio Exam. The students must pay fees for the slides, the AP Portfolio Exam fee, and selected art supplies. P26/27 AP Studio Art 3-D Design Credit earned in Crafts I, II, III, IV, Independent Study in Art Students may present a portfolio showing equivalent competence in these art areas for instructor recommendation to enroll in this class. Advanced Placement Studio Art 3-D Design is a course requiring serious commitment on the part of the student to demonstrate proficiency in sculptural issues in depth and space. These may include mass, volume, form, plane, light and texture. The projects and concepts may be created through additive, subtractive, and fabrication processes. The approaches to 3-D sculptural design may include traditional sculpture, ceramics, 3-D fiber arts, metal work, mixed media and assemblage. Students enrolling in this class are required to prepare and submit artwork for portfolio evaluation in the A/P Studio Art Portfolio Exam. Students will work equally inside the classroom studio and independently outside of the classroom to produce the artworks, slides and thesis necessary for the rigorous A/P Portfolio. In addition, the course requires exhibition and related exhibition materials in a student show. Students will investigate all three components of the AP Studio Art portfolio Quality, Concentration and Breadth. Twenty-four studio art pieces are required for this class and slides to document the work for the AP Portfolio Exam. The students must pay fees for the slides, the AP Portfolio Exam fee, and selected art supplies.

20 ART P34/35 Commercial Art, Illustration and Graphic Design Credit earned in Art I, II During this course, students will be required to use a variety of materials and media to complete the following types of projects: letter design, product and brand design, product advertising, fashion design, cartooning, poster design, layout, graphic novels, book illustration, brochure design, magazine design, and t-shirt design. Other concepts and topics that will be covered include color theory, layout, 2D visual effects, and ethical guidelines to using, selling, and marketing visual images. Upon completion of this course, students will have both a visual and digital portfolio that will showcase strongly. P41 Photography I None The fundamental course in Photography is exploratory in nature and provides the opportunity for students to begin to develop the skills, knowledge and understanding necessary for the photographic arts. Students will learn the functions of the camera settings, black and white film development and printing techniques. In addition, the students will become aware of the criteria for evaluating photographs and how to achieve a measure of self-expression in the photographic media. Students enrolled in Photography I must have a functional 35mm Single Lens Reflex camera with the capability for manual setting and will be required to purchase film and paper for the class. P42 Photography II Credit earned in Photography I Photography II is designed to appeal to the student who may be interested in photography as a lifetime avocation. Students will become more sensitive to viewing photographic techniques as an art intrinsic unto itself. Students will use black and white film, hand coloring and other experimental techniques to create their own artistic images. During the semester students will have the opportunity to work with digital imaging and the Photoshop program. The instructor expects a high level of personal interest and performance from students in this elective course. Students enrolled in Photography II must have a functional 35mm Single Lens Reflex camera with the capability for manual setting and will be required to purchase film and paper for the class. P51 Crafts I/3-Dimentional Art None This is an introductory course that provides students with the opportunity to begin to develop skills, knowledge, understanding and attitudes in the visual arts. Basic elements and techniques of design, composition and structure are emphasized. The student will learn the proper use of tools and techniques. Products may include wood, clay metal, paper and other mediums. Students learn to express themselves in basic structure, function and application of craft production. P52 Crafts II/3-Dimentional Art Credit earned in Crafts I This course allows for the further studies of the basic elements and techniques of design, composition and structure. It is threedimensional in nature, as the student continues to construct in paper, wood, clay, metal and other mediums. Overlapping units give students the opportunity to understand how the elements and principles of art work together to create three-dimensional projects. Additional focus will include historical research with an introduction to contemporary technology.

21 ART P53 Crafts III / 3-Dimensional Art Credit earned in Crafts II Students will explore the methods of working with various metals and a variety of other media in the construction of jewelry. Techniques of soldering, casting, and cutting will be further developed. Students will explore hand-building, wheel-thrown and other techniques in clay construction. Other media and concepts will also be introduced to the students in this class and may include: fibers, paper construction, creation of artistic books, wood or wire sculpture, and plaster casting. The elements of art and principles of good design will be emphasized in the artworks produced in this class. Students will critique their own work as well as that of their peers. It is expected that many of the artworks created in this course will be used for post-high school planning via the creation of an art portfolio. P54 Crafts IV / 3-Dimensional Art Credit earned in Crafts III / 3-Dimensional Art This course is a continuation of the Crafts III / 3-Dimensional Art class. The student is expected to exhibit a level of proficiency in both ceramics and metalworking techniques. Intermediate and advanced techniques in both metals and jewelry are reviewed and further explored. Students will continue to develop skills learned in alternate media during the Crafts III course. It is expected that the student will place an emphasis independent work and artistic research and development for new concepts for artworks. Selfassessment and peer assessment are integral parts of the personal growth aspect of this course. It is anticipated that the artworks created in this class will be used in the student s art portfolio for post-high school planning and scholarship application. P80/81 AP Art History Sophomore or Junior Status, Teacher Recommendation, Intro to World Civilizations or World History and Literature This one-year long course will help students develop a critical knowledge and understanding of Pre-Historic Art Movements and Major Artists that worked and impacted the world up until the Middle Ages. Students will also focus on Art from the Middle Ages leading up until the 21 st Century. Key questions and topics addressed will include Western Art Movements, The Meanings and Purposes of Art, and The Role and Impact that Art has had on society. P98 Independent Study in Art Semester I P99 Independent Study in Art Semester II Instructor Approval and/or credit earned in 3 semesters of Art Students who wish to do Independent Study must make an application to the designated instructor in the art department to sponsor and approve the course of study. Students will generate a proposal for a series of independent artworks (a minimum of six or recommendation of the individual and instructor with a student contractual signature) that will culminate in a body of work that reflects a personal concentration or theme with a broad range of artistic ideas and mediums. It is expected that students engaged in the Independent Study in Art class will use both studio time and personal time to complete the required number of artworks for this class. This class may also be used to produce several of the 24 artworks required for the AP Studio Art portfolio. Students interested in Photography must contact the course instructor for further information and requirements. P110/111 Audio Visual Broadcasting I/II Counselor approval for semester I and Audio/ Video Broadcasting I for Semester II. Students may be required to work additional hours after school at the teacher s discretion. This course is a basic introduction to the equipment and techniques of video production. Students gain basic knowledge and experience with hands-on assignments involving video cameras, video and audio editing, writing and special effects. This course involves every aspect of production a professional quality video including planning, filming and editing. This class presents a hands-on experience that prepares students for a life-long career in video production. Practical applications include broadcasting of school and district news. Second semester will extend students understanding of audio/ video production through studying of advanced techniques such as claymation, advanced special effects, and green screen. This class presents a hands-on experience that prepares students for a life-long career in video production. Practical applications include broadcasts of school and district events such as sports events and video news releases.

22 CAREER AND TECHNICAL EDUCATION CTE: NEW BEGINNINGS with a NEW DIRECTION For the school year, the Rich Township High School District will began to incorporate the 16 National Career Clusters into the course selection process. These tools, Plans of Study and Career Pathways, are ways for students to group their required courses and electives into a cohesive sequence in preparation for college and careers. Utilizing the National 16 Career Clusters, students can identify pathways from high school to work, two-and four-year schools, and even graduate school. By connecting education to future goals, our students will be motivated to work harder and enroll in more rigorous and relevant courses. A Career Pathway is a series of connected education and training programs and student support services that enable individuals to secure a job or advance in a demand industry or occupation. Career Pathways focus on easing and facilitating student transition from high school to community college; from pre-college courses to credit postsecondary programs; and from community college to university or employment. Career Pathways Initiative Goals: To articulate and ease student transitions across the education continuum from high school to community college; from pre-college to postsecondary; and from community college to university or a job, and To increase the number of RTHS District students with certificates, credentials, and degrees in demand occupations The vision of the Career Pathways is clear: Every student in District 227 will have limitless opportunities and limitless experiences which will open up the door to limitless possibilities. These options are invaluable opportunities for our students to further their knowledge and understanding of their chosen career field, and to be better prepared for success after they graduate from high school. For more information on any aspect of the Career Pathways in Rich Township District 227, please contact: Ms. Hope Stovall Career Technical Education Coordinator hstovall@rich227.org (708) (office)