Indianapolis Metropolitan High School Core 40 and Diploma Requirements Online Learning Lab Dual Credit College Courses...

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2 Contents Indianapolis Metropolitan High School Core 40 and Diploma Requirements... 3 Online Learning Lab Dual Credit College Courses College & Career Courses Certification Programs and Courses English / Language Arts Fine Arts Physical Education Mathematics Science Social Studies World Languages

3 Indianapolis Metropolitan Core 40 Diploma English / Language Arts Mathematics Science Social Studies CCAC: Directed Electives CCAC: Electives Physical Education Additional Electives 8 CREDITS 2 Credits: English 9 2 Credits: English 10 2 Credits: English 11 (can be earned in American Studies) 2 Credits: English 12, Composition & Expository Writing, Film Literature & Creative Writing, or AP Literature & Comp 6 CREDITS 2 Credits: Algebra I 2 Credits: Geometry 2 Credits: Algebra II Class of 2016 and beyond must take math or quantitative reasoning courses each year of high school 6 CREDITS 2 Credits: Integrated Chemistry/Physics 2 Credits: Biology I 2 Credits: Chemistry, Anatomy & Physiology, Environmental Science, AP Biology 6 CREDITS 2 Credits: Geography & History of the World 2 Credits: US History (can be earned in American Studies) 1 Credit: US Government (can be earned in American Studies) 1 Credit: Economics or AP Macroeconomics 5-9 CREDITS Preparing for College & Careers * Interpersonal Relationships * 2 credits College Entrance Preparation Adult Roles & Responsibilities * & Personal Financial Responsibility Professional Career Internship 2+ credits Certifications and/or Advanced CTE, CC 2+ credits 3 CREDITS Community Service Career Information & Exploration Basic Skills Development 2 CREDITS 4 CREDITS 2 Credits: Digital Communication Tools Fine Arts, Career/Technical Certification, World Languages *One of three courses needs to meet the Health & Wellness graduation requirement. Note: In addition to the course requirements listed above, students must also pass the Algebra I and English 10 End-of-Course Assessment (ECA) exams and take the Biology ECA. While students mentors and counselors are actively involved in assisting students and parents with course schedules and planning on a regular basis, it is ultimately the student s and parents responsibility to ensure they are familiar with the requirements for the diploma they are seeking. 3

4 Core 40 + Technical Honors Diploma (minimum 47 credits) For the Core 40 with Technical Honors diploma, students must: Complete all requirements for Core 40. Earn 6 credits in the college and career preparation courses in a state-approved College & Career Pathway and one of the following: 1. Pathway designated industry-based certification or credential, or 2. Pathway dual credits from the lists of priority courses resulting in 6 transcripted college credits Earn a grade of C or better in courses that will count toward the diploma. Have a grade point average of a B or better. Complete one of the following, A. Any one of the options (A - F) of the Core 40 with Academic Honors B. Earn the following scores or higher on WorkKeys; Reading for Information Level 6, Applied Mathematics Level 6, and Locating Information-Level 5. C. Earn the following minimum score(s) on Accuplacer: Writing 80, Reading 90, Math 75. D. Earn the following minimum score(s) on Compass; Algebra 66, Writing 70, Reading 80. Core 40 + Academic Honors Diploma (minimum 47 credits) For the Core 40 with Academic Honors diploma, students must: Complete all requirements for Core 40. Earn 2 additional Core 40 math credits. Earn 6-8 Core 40 world language credits (6 credits in one language or 4 credits each in two languages). Earn 2 Core 40 fine arts credits. Earn a grade of a C or better in courses that will count toward the diploma. Have a grade point average of a B or better. Complete one of the following: A. Earn 4 credits in 2 or more AP courses and take corresponding AP exams B. Earn 6 verifiable transcripted college credits in dual credit courses from priority course list C. Earn two of the following: 1. A minimum of 3 verifiable transcripted college credits from the priority course list, 2. 2 credits in AP courses and corresponding AP exams, 3. 2 credits in IB standard level courses and corresponding IB exams. D. Earn a combined score of 1750 or higher on the SAT critical reading, mathematics and writing sections and a minimum score of 530 on each E. Earn an ACT composite score of 26 or higher and complete written section F. Earn 4 credits in IB courses and take corresponding IB exams 4

5 Three Ways to Meet Indiana s Graduation Examination Requirements IC Prior to the school year, all high school students were required to meet the requirements of the state s Graduation Qualifying Exam (GQE) in order to graduate. The last administration of the GQE was in the spring of The new graduation examination requirement for students who entered high school in (graduating class of 2012) or after is to take and pass the ISTEP+ Algebra I Graduation Examination and the ISTEP+ English 10 Graduation Examination. These new graduation examinations are end-of-course assessments (often referred to as ECAs ). As part of No Child Left Behind, Indiana students are also required to participate in the Biology I End-of-Course assessment, but the Biology I ECA is not part of the graduation requirement. Indiana s ISTEP+ state examination graduation requirement can be met in three ways: 1. Pass the Algebra I and English 10 ECAs (graduating class of 2012 and beyond); 2. Fulfill the requirements of the Evidence-based waiver; or 3. Fulfill the requirements of the Work Readiness waiver. (Note that the Core 40 waiver expired with the 2011 graduating class). (IC ) Students who are unsuccessful in passing the Algebra I and/or English 10 ECA by the end of their senior year, may be eligible for one of two state waivers by: 1. Fulfilling the requirements of the Evidence-based Waiver: Take the graduation examination (ECA) in each subject area (Algebra I and/or English 10) in which the student did not achieve a passing score at least one time each year after the school year in which the student first took the examination. Complete help sessions offered each year by the school in preparation for the graduation examination retest opportunities. Maintain a school attendance rate of 95% or better over the course of the high school experience (excused absences are not counted against a student s attendance rate). Maintain a grade point average of C or better in the courses required for graduation (a total of 34 credits see attached list). Satisfy local graduation requirements. Obtain a written recommendation from a teacher of the student in the subject area(s) not passed. The recommendation must provide documentation that the academic standards have been met, either through other tests or classroom work and must be agreed upon by the principal. 2. Fulfilling the requirements of the Work Readiness Waiver: Take the graduation examination (ECA) in each subject area (Algebra I and/or English 10) in which the student did not achieve a passing score at least one time each year after the school year in which the student first took the examination. Complete help sessions offered each year by the school in preparation for the graduation examination retest opportunities. Maintain a school attendance rate of 95% or better over the course of the high school experience (excused absences are not counted against a student s attendance rate). 5

6 Maintain a grade point average of C or better in the courses required for graduation (a total of 34 credits see attached list). Satisfy local graduation requirements. Complete all of the following: o Meet the course and credit requirements for a General Diploma (including the career academic sequence); o Complete a workforce readiness assessment; and o One of the following: Complete a career exploration internship course, Complete a cooperative education course, or Earn a workforce credential (recommended by the school). Children with disabilities (IC ) If a student with a disability (as defined in IC ) does not achieve a passing score on the graduation examination, the student s case conference committee (CCC) may determine that the student is eligible to graduate if the CCC finds the following: The student s teacher of record, in consultation with a teacher of the student in each subject area in which the student has not achieved a passing score, makes a recommendation to the CCC. The recommendation must: o be agreed upon by the principal of the student s school; and supported by documentation that the student has attained the academic standard in the subject area based on: - tests other than the graduation examination; or - classroom work. The student meets all of the following requirements: o Retakes the graduation examination in each subject area in which the student did not achieve a passing score as often as required by the student s individualized education program (IEP). o Completes remediation opportunities provided to the student by the student s school to the extent required by the student s IEP. o Maintains a school attendance rate of 95% or better over the course of the high school experience to the extent required by the student s IEP (excused absences are not counted against a student s attendance rate). o Maintains a grade point average of C or better in the courses required for graduation (a total of 34 credits see attached list). o Satisfies all state and local graduation requirements. 6

7 Credits and Courses that Count for the Evidence-based and Work Readiness Waivers For students entering high school in the school year or after, the courses required for graduation in computing the C average for the evidence-based and work readiness waivers include the following 34 credits: (1) Language Arts 8 credits (including a balance of literature, composition, and speech). (2) Social Studies 4 credits (must include 2 credits in US History, 1 credit in US Government and 1 credit in another social studies course, Global Economics or Consumer Economics ). (3) Mathematics 4 credits (must include 2 credits in Algebra I or Integrated Mathematics I and 2 additional mathematics credits. All 4 credits must be earned after the student enters high school). (4) Science 4 credits (must include 2 credits in Biology and credits from at least one additional science category Physical or Earth/Space Science). (5) Health and Wellness 1 credit (6) Physical Education I & II 2 credits (7) Career-academic sequence 6 credits (8) Flex credits 5 credits *Note that while a C average is needed in the 34 credits noted above to earn a waiver; students must still earn a minimum of 40 credits to earn an Indiana diploma. 7

8 Opt-Out Process for Indiana s New Graduation Requirements Indiana Code ,8,9,10 Beginning with students who enter high school in , the completion of Core 40 becomes an Indiana graduation requirement. Indiana s Core 40 curriculum provides the academic foundation all students need to succeed in college and the workforce. To graduate with less than Core 40, the following formal opt-out process must be completed: The student, the student s parent/guardian, and the student s counselor (or another staff member who assists students in course selection) meet to discuss the student s progress. The student s career and course plan is reviewed. The student s parent/guardian determines whether the student will achieve greater educational benefits by completing the general curriculum or the Core 40 curriculum. If the decision is made to opt-out of Core 40, the student is required to complete the course and credit requirements for a general diploma and the career/academic sequence the student will pursue is determined. Core 40 Triggers The following conditions may trigger a discussion about opting-out of Core 40: 1) A parent may request that a student be exempted from the Core 40 curriculum and be required to complete the general diploma to graduate, or 2) The student does not pass at least three (3) courses required under the Core 40 curriculum, or 3) The student receives a score on the graduation examination that is in the twenty-fifth percentile or lower when the student takes the graduation examination for the first time. In each case, the student's parent and the student's counselor (or another staff member who assists students in course selection) shall meet to discuss the student's progress. Following the meeting, the student's parent shall determine whether the student will achieve greater educational benefits by: (1) continuing the general curriculum; or (2) completing the Core 40 curriculum. Opt-Out Legislation IC Sec. 7. Upon the request of a student's parent, the student may be exempted from the Core 40 curriculum requirement set forth in section 1 of this chapter and be required to complete the general curriculum to be eligible to graduate. Except as provided in section 10 of this chapter, the student's parent and the student's counselor (or another staff member who assists students in course selection) shall meet to discuss the student's progress. Following the meeting, the student's parent shall determine whether the student will achieve greater educational benefits by: (1) continuing the general curriculum; or (2) completing the Core 40 curriculum. IC Sec. 8. This section applies to a student who does not pass at least three (3) courses required under the Core 40 curriculum. Except as provided in section 10 of this chapter, the student's parent and the student's counselor (or another staff member who assists students in course selection) shall meet to discuss the student's progress. Following the meeting, the student's parent shall determine whether the student will achieve greater educational benefits by: (1) continuing in the Core 40 curriculum; or (2) completing the general curriculum. 8

9 IC Sec. 9. This section applies to a student who receives a score on the graduation examination that is in the twenty-fifth percentile or lower when the student takes the graduation examination for the first time. Except as provided in section 10 of this chapter, the student's parent and the student's counselor (or another staff member who assists students in course selection) shall meet to discuss the student's progress. Following the meeting, the student's parent shall determine whether the student will achieve greater educational benefits by: (1) continuing in the Core 40 curriculum; or (2) completing the general curriculum. IC Sec. 10. This section applies if the parent of a student to whom section 8 or 9 of this chapter applies does not attend a meeting with the student and the student's counselor after receiving two (2) written requests to attend a meeting. If the student's parent does not attend a meeting described in section 8 or 9 of this chapter, the student and the student's counselor shall meet and: (1) the student's counselor shall make a recommendation to the student as to whether the student will achieve greater educational benefits by: (A) continuing in the Core 40 curriculum; or (B) completing the general curriculum; and (2) the student shall determine which curriculum the student will complete. 9

10 General Diploma Course and Credit Requirements (Class of 2016 & Beyond) English / Language Arts Mathematics Science 8 CREDITS Credits must include literature, composition and speech 4 CREDITS 2 credits: Algebra I or Integrated Mathematics I 2 credits: Any math course General diploma students are required to earn 2 credits in a Math or a Quantitative Reasoning (QR) course during their junior or senior year. QR courses do not count as math credits. 2 credits: Biology I 2 credits: Any science course 4 CREDITS Social Studies Physical Education Health & Wellness College & Career Pathway Courses Flex Credit At least one credit must be from a Physical Science or Earth and Space Science course 4 CREDITS 2 credits: U.S. History 1 credit: U.S. Government 1 credit: Any social studies course 2 CREDITS 1 CREDITS 6 CREDITS Selecting Electives in a deliberate manner to take full advantage of college and career exploration and preparation opportunities 5 CREDITS Flex Credits must come from one of the following: Additional elective courses in a College & Career Pathway Courses involving workplace learning such as Cooperative Education or Internship courses High school/college dual credit courses Additional elective courses in a College & Career Pathway Courses involving workplace learning such as Cooperative Education or Internship courses Electives 2 CREDITS Specifies the minimum number of electives required by the state. High school schedules provide time for many more elective credits during the high school years. 40 TOTAL CREDITS REQUIRED Schools may have additional local graduation requirements that apply to all students 10

11 Online Learning Lab Edgenuity and APEX Learning are the digital curricula used at Indianapolis Metropolitan High School. Any student may choose to take a course in our Online Learning Lab to accomplish their personal goals: Accelerate learning by working at their own pace Earn credit for courses not offered on Indy Met s campus Take an Advanced Placement class Experience learning in a new way Gain experience with online courses Participate in remediation to increase academic skills Recover credits to get on track for graduation Take classes to prepare for an Industry-recognized certification! Our online learning programs set high expectations with standards-based content, make rigor accessible to all students with scaffolding and support, and engage every student in active learning that builds critical thinking skills to prepare them for college and work. The learner experience provided by digital curriculum engages students in powerful active learning that keeps students attentive and requires application of their knowledge. Integrated within the direct instruction, active learning experiences include opportunities for students to observe, inquire, create, connect, and confirm. Moving at their own pace, students actively participate in meaningful ways with the material. This meaningful participation results in higher student achievement. Technology is used in purposeful ways to enhance the learning process. Images, audio, video, animation, and interactive elements integrated throughout provide multiple representations to address different learning styles. Our digital curriculum is based on time-tested pedagogical principles: Create an anticipatory set for the student; Provide focused instruction using teaching strategies such as guided-inquiry and direct instruction; Engage students in practice and application exercises to clarify and deepen conceptual understanding and mastery of skills; Assess student progress throughout the instruction with formative assessments that provide feedback to both students and teachers; Remediate where necessary; and Provide summative assessment with both objective (computer-scored) and open-ended (teacher-scored) instruments at the end of each unit and semester. 11

12 Early College Dual Credit Program The Early College Dual Credit Program is an exciting opportunity for students to earn dual credit (college and high school); take more advanced courses or courses not offered at the high school level; explore a career direction; earn accredited, transferable college credit; and experience college. Selection Criteria Students must meet the following criteria for participation: Open to high school juniors and seniors or identified high ability students Passed both sections of the ISTEP+ ECAs Maintain a B average Be in the top half of the class Completed (or will be able to complete) enough high school credits to meet Core 40 or Honors diploma requirements Approval from parent/guardian Be at the Finishing level Placement Tests & Application Classes require a placement test to assess your current skill level. Placement tests are computerized and given at Indy Met or at any Ivy Tech campus. Reserve your test space by completing the College Enrollment Form with the College Transition Counselor. You must be admitted prior to taking these tests. There is no charge for these tests. YOU MUST HAVE A PASSING SCORE ON THE PLACEMENT TEST TO BE ELIGBILE TO TAKE A COLLEGE CLASS. Listing of Classes You may take classes that appear on the Priority Course List, which can be found at Subject Area 12

13 College and Career Courses YEAR 1 CCAC: PREPARING FOR COLLEGE AND CAREERS 5394 (PREP CC) Preparing for College and Careers addresses the knowledge, skills, and behaviors all students need to be prepared for success in college, career, and life. The focus of the course is the impact of today s choices on tomorrow s possibilities. Topics to be addressed include 21st century life and career skills; higher order thinking, communication, leadership, and management processes; exploration of personal aptitudes, interests, values, and goals; examining multiple life roles and responsibilities as individuals and family members; planning and building employability skills; transferring school skills to life and work; and managing personal resources. This course includes reviewing the 16 national career clusters and Indiana's College and Career Pathways, in-depth investigation of one or more pathways, reviewing graduation plans, developing career plans, and developing personal and career portfolios. A project based approach, including computer and technology applications, cooperative ventures between school and community, simulations, and real life experiences, is recommended. Recommended Grade Level: Grade 9 Recommended Prerequisites: None Credits: 1 credit per semester, maximum of 1 semester, maximum 1 credit Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with YEAR 2 CCAC: INTERPERSONAL RELATIONSHIPS 5364 (INTRP RLT) Interpersonal Relationships is an introductory course that is especially relevant for students interested in careers that involve interacting with people. It is also valuable for all students as a life foundation and academic enrichment. This course addresses knowledge and skills needed for positive and productive relationships in career, community, and family settings. Major course topics include communication skills; leadership, teamwork, and collaboration; conflict prevention, resolution, and management; building and maintaining relationships; and individual needs and characteristics and their impacts on relationships. A project-based approach that utilizes higher order thinking, communication, leadership, and management processes, and fundamentals to college and career success is recommended in order to integrate these topics into the study of interpersonal relationships. Direct, concrete language arts proficiencies will be applied. Service learning and other authentic applications are strongly recommended. This course provides a foundation for continuing and post-secondary education for all career areas that involve interacting with people both inside and outside of a business/organization, including team members, clients, patients, customers, and the general public. Recommended Grade Level: Grade 9, 10, 11, 12 Recommended Prerequisites: None Credits: 2 credits This course is one of the six FACS courses from which students may choose three to 13

14 fulfill the required Health and Safety credit See Rule 511 IAC (6) Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with YEAR 2 or 3 CCAC: COLLEGE ENTRANCE PREPARATION 0532 (COL-ENT PREP) College-Entrance Preparation utilizes individual student score reports from the PSAT and/or the PLAN to prepare students for the SAT, ACT, the Accuplacer and Compass assessments. Based on these score reports, students will receive targeted instruction to strengthen their foundations in critical reading, writing, mathematics, and science (all sections of college admission and placement exams). As appropriate, the course will also encompass test taking strategies to prepare students for success on a high-stakes assessment. Teachers are encouraged to use a curriculum with longitudinal, successful results. Course may also include college selection and application units, to best prepare students for overall college-readiness. Being college ready means being prepared for any postsecondary education or training experience, including study at two- and four-year institutions leading to a postsecondary credential (i.e., a certificate, license, Associate s or Bachelor s degree). Being ready for college means that a high school graduate has the English and mathematics knowledge and skills necessary to qualify for and succeed in entry-level, credit-bearing college courses without the need for remedial coursework. Recommended Grade Level: semester 1 grade 11; semester 2 grade 10 Recommended Prerequisite: Algebra II (or concurrent enrollment in Algebra II) Credits: a 1 semester course; 1 credit Counts as an Elective credit for the General, Core 40, Core 40 with. 14

15 YEAR 2 CCAC: COMMUNITY SERVICE 0524 (COMM SERV) Community Service is a course created by public law IC allowing juniors and seniors the opportunity of earning up to two high school credits for completion of approved community service projects or volunteer service that relates to a course in which the student is enrolled or intends to enroll. For each student who wishes to earn credit for community service or volunteer service under this law, the student, a teacher of the student, or a community or volunteer service organization must submit an application to the high school principal including: 1. The name of the community service organization or volunteer service organization the student intends to assist. 2. The name, address, and telephone number of the director or the supervisor of the community service organization or volunteer service organization and, if different from the director or supervisor, the name, address, and telephone number of the individual assigned by the community or volunteer service organization to supervise the student at the activity site. 3. The nature of the community service or volunteer service performed by the student with a certification that the service performed by the student is voluntary. 4. The total number of hours the student intends to serve the community service organization or volunteer service organization during the school year. 5. A written statement by the director or the supervisor of the community service organization or volunteer service organization certifying that the information included in the application is an accurate reflection of: a. the student's expectations with regard to the number of hours of service contemplated to be performed; and b. the community service organization's or the volunteer service organization's need to acquire the student's service. 6. A description of: a) the educational or career exploration benefits the student and the school should expect to gain from the student's community or volunteer service participation; and b. the service and benefit the community or volunteer service organization expects to gain from the student's participation. 7. A description of how the community or volunteer service activity relates to a course in which the student is enrolled or intends to enroll. 8. The manner and frequency in which the student and the community or volunteer service activity will be evaluated. 9. The name of the certificated school employee who will be responsible for monitoring and evaluating the student's activity and performance, including assigning to the student a grade for participation under this section. 10. Any other information required by the principal. Grade Levels:

16 Recommended Prerequisites: None A one or two credit course Counts as an Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas Students must submit an application for this course by November 1st YEAR 3 CCAC: ADULT ROLES AND RESPONSIBILITIES 5330 (ADULTROLES) Adult Roles and Responsibilities is recommended for all students as life foundations and academic enrichment, and as a career sequence course for students with interest in family and community services, personal and family finance, and similar areas. This course builds knowledge, skills, attitudes, and behaviors that students will need as they complete high school and prepare to take the next steps toward adulthood in today s society. The course includes the study of interpersonal standards, lifespan roles and responsibilities, individual and family resource management, and financial responsibility and resources. A project-based approach that utilizes higher order thinking, communication, leadership, management processes, and fundamentals to college and career success is recommended in order to integrate these topics into the study of adult roles and responsibilities. Direct, concrete mathematics and language arts proficiencies will be applied. Service learning and other authentic applications are strongly recommended. This course provides the foundation for continuing and post-secondary education in all career areas related to individual and family life. Recommended Grade Level: Grade 10, 11, 12 Credits: 1 credit This course is one of the six FACS courses from which students may choose three to fulfill the required Health and Safety credit See Rule 511 IAC (6) Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with YEAR 3 CCAC: PERSONAL FINANCIAL RESPONSIBILITY 4540 (PRSFINRSP) Personal Financial Responsibility addresses the identification and management of personal financial resources to meet the financial needs and wants of individuals and families, considering a broad range of economic, social, cultural, technological, environmental, and maintenance factors. This course helps students build skills in financial responsibility and decision making; analyze personal standards, needs, wants, and goals; identify sources of income, saving and investing; understand banking, budgeting, record-keeping and managing risk, insurance and credit card debt. A project based approach and applications through authentic settings such as work based observations and service-learning experiences are appropriate. Direct, concrete applications of mathematics proficiencies in projects are encouraged. Recommended Grade Level: Grade 9-12 Credits: 1 credit Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with 16

17 YEAR 3 CCAC: CAREER INFORMATION AND EXPLORATION 0522 (CARR INFO) The course in Career Information and Exploration provides students opportunities to learn about themselves and about various traditional and nontraditional occupations and careers. Students also gain an awareness of the type of occupational preparation or training needed for various occupations and careers. Students develop skills in: (1) employability, (2) understanding the economic process, and (3) decision making and planning. Opportunities are provided for students to observe various job situations through field trips, internships, mock interviews, and guest speakers. Resume development experience and career-related testing are also provided to students. Recommended Grade Level: 11 or 12 Credits: 1 credit Counts as an Elective for all diplomas YEAR 4 CCAC: PROFESSIONAL CAREER INTERNSHIP 5256 (PCI) Professional Career Internship is a Career and Technical Education Business and Information Technology course that is designed to provide opportunities for students to explore careers that require additional degrees or certification following high school. The emphasis of the experience is on applying skills developed through instruction and on learning new career competencies at the internship site. The internship is tailored to the unique needs and interests of the student and is considered a high school capstone experience towards fulfillment of the student's meaningful future plan. Upon completion of the internship, students will review and revise their career plans. A training agreement outlines the expectations of all parties: the intern, parent/guardian, site supervisor/mentor, internship supervisor, and the school. Students participating in these structured experiences will follow class, school, business/industry/organization, State, and Federal guidelines. Internships may be paid or unpaid and must include a classroom component (such as a series of seminars, workshops, or class meetings) and regular contact between the interns and internship coordinator. Recommended Grade Level: Recommended Prerequisites: Computer Applications and 4 credits in the student s career pathway. Credits: A one- or two-credit course over one semester Course may be repeated for a second semester in a new internship placement A Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors diploma elective and directed elective course A minimum of 70 hours of workplace experience and a minimum of 15 hours of workshops, seminars, and/or classroom activities is required for one credit A minimum of 140 hours of workplace experience and a minimum of 30 hours of workshops, seminars, and/or classroom activities is required for two credits Internship placement must match career interest 17

18 CCAC Directed Electives PEER TUTORING 0520 (PEER TUTR) Peer Tutoring provides high school students with an organized exploratory experience to assist students in kindergarten through grade twelve (K-12), through a helping relationship, with their studies and personal growth and development. The course provides opportunities for the students taking the course to develop a basic understanding of individual differences and to explore career options in related fields. Peer Tutoring experiences are preplanned by the teacher trainer and any cooperating teacher under whom the tutoring is to be provided. It must be conducted under the supervision of a licensed teacher. The course provides a balance of class work relating to the development of and use of: (1) listening skills, (2) communication skills, (3) facilitation skills, (4) decision-making skills, and (5) teaching strategies. Recommended Grade Level: 11 or 12 Recommended Prerequisites: Honors Diploma Students Credits: One credit per semester up to 2 credits Counts as an Elective for all diplomas PRINCIPLES OF BUSINESS MANAGEMENT, COLLEGE CREDIT 4562 (BUS MGMT, CC) Principles of Business Management focuses on the roles and responsibilities of managers as well as opportunities and challenges of ethically managing a business in the free enterprise system. Students will attain an understanding of management, team building, leadership, problem solving steps and processes that contribute to the achievement of organizational goals. The management of human and financial resources is emphasized. This course is taught as a year-long class with AP Macroeconomics, AP Microeconomics and Principles of Marketing. Recommended Grade Level: Grade Recommended Prerequisites: Finishing Level; Qualifying ACCUPLACER score Credits: 1 credit per semester, maximum of 2 semesters, maximum of 2 credits Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with This course is aligned with the postsecondary course Introduction to Business in the Indiana Core Transfer Library. Go to for more information. PRINCIPLES OF MARKETING, COLLEGE CREDIT 5914 (PRN MRKT, CC) Principles of Marketing provides a basic introduction to the scope and importance of marketing in the global economy. Emphasis is placed on oral and written communications, mathematical applications, problem solving, and critical thinking skills as they relate to advertising/promotion/selling, distribution, financing, marketing-information management, pricing, and product/service management. This course is taught as a year-long class with AP Macroeconomics, AP Microeconomics and Principles of Business Management. 18

19 Recommended Grade Level: Grade Recommended Prerequisites: Finishing Level; Qualifying ACCUPLACER score Credits: 1 credit per semester, maximum of 2 semesters, maximum of 2 credits Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with This course is aligned with postsecondary courses for Dual Credit ADVANCED SOCIAL SCIENCES: ECONOMICS, COLLEGE CREDIT 1574 (ADV SS CC) Advanced Social Sciences: Economics, College Credit is a title covering Economics standards offered for credit by an accredited postsecondary institution through an adjunct agreement with a secondary school under the provisions of 511 IAC Recommended Grade Level: Grades 12 Recommended Prerequisites: United States History or History and World Civilizations Credits: 1 credit per semester. May be offered for successive semesters Counts as the Economics credit for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas Courses that use this title are most often those taught through the post-secondary campus, taught either online or in traditional settings or a combination; and taught by higher education faculty ADVANCED CAREER & TECHNICAL EDUCATION, COLLEGE CREDIT 5238 (ADV CTE CC) Advanced Career and Technical Education, College Credit is a dual credit course based on Indiana's Academic Standards for Career and Technical Education in Grades 11 and 12. This course title covers any CTE advanced course offered for credit by an accredited postsecondary institution through an adjunct agreement with a secondary school. It also covers any other postsecondary CTE course offered for dual credit under the provisions of the Indiana Code (511IAC 6-10: Rule 10 - Postsecondary Enrollment Program). Recommended Grade Level: Grades 11 or 12 Recommended Prerequisites: Any CTE course, within a two-year CTE program, that would help prepare the student for success in this area. Credits: 1 credit per semester. May be offered for successive semesters Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with NOTE: Any CTE-related dual high school/college credit course may be used to fulfill the 6 college credits requirement of Item B in the Core 40 with Technical Honors Diploma. This course title may be used for multiple dual credit college courses in Career & Technical Education. 19

20 Certification Courses The courses below are examples of courses included within certification programs. See Mr. Findlay for specific certification opportunities and requirements. Students can earn industryrecognized certifications in IT A+ Computer Networking, Pharmacy Technician, Emergency Medical Services, Certified Nurse s Assistant, Early Childhood Education, Advanced Manufacturing and Logistics. These certifications allow graduates to go directly into the work place with credentials which lead to higher salaries. Several of the programs offer dual credit college credits, and all can award college credit when a student enrolls at Ivy Tech to complete a degree in one of these areas. Certification Program Crosswalk to IDOE CTE Course Titles Certification Program/ Assessment CNA nurse EMT emt Course Title Health Science Education I Health Science Education II Health Careers Practicum Health Science Education I Health Science Education II Emergency Medical Services Course Abbreviation Course Number Credits Awarded HLTH ED I: NURS HSE II: NURS HLTH PRACT HLTH ED I: EMT HSE II: EMT EMS Pharmacy Technician phte Medical Terminology MED TERMS Health Science Education I HLTH ED I: PHARM Health Science Education II HLTH ED II: PHARM

21 HIRE Tech I & II Ivy Tech MPRO 100 & 106 Introduction to Advanced Manufacturing and Logistics INT ADV MFTG: LOG mssc CDL cdl Advanced Manufacturing I Supply Chain Management and Logistics Tractor/Trailer Operation ADV MFTG I SCM LGST TRACT OPER Early Childhood Ivy Tech ECED 100 ECED 103 ECED 105 pre-pac CompTIA A+ dual credit CINS 115 aplus Child Development CHLD DEV Advanced Child Development Early Childhood Education I Early Childhood Education II Education Professions I (internship) Information Communications and Technology ADVCHLDDEV ECE I ECE II ED PROF I IT COM TECH Computer Tech Support COMP TECH Networking Fundamentals NTWRK FUND Electronics and Computer Technology II ELECT TECH II Welding aws Medical Coding Welding Technology I WELD TECH I Welding Technology II WELD TECH II Medical Terminology MED TERMS (medical coding certificate) Health Science Education I HLTH ED I: MC

22 Health Science Education II HLTH ED II: MC Microsoft Office Specialist mos Digital Citizenship DIGI CITI Information Communications and Technology IT COM TECH

23 INFORMATION COMMUNICATIONS AND TECHNOLOGY 4528 (IT COM TECH) Information Communications and Technology introduces students to the physical components and operation of computers. Technology is used to build students decision-making and problem-solving skills. Students should be given the opportunity to seek an industryrecognized digital literacy certification. Recommended Grade Level: Grade 9-12 Recommended Prerequisites: None Credits: 1 credit per semester, maximum of 2 semesters, maximum of 2 credits Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with This course is aligned with postsecondary courses for Dual Credit COMPUTER TECH SUPPORT 5230 (COMP TECH) Computer Tech Support allows students to explore how computers work. Students learn the functionality of hardware and software components as well as suggested best practices in maintenance and safety issues. Through hands on activities and labs, students learn how to assemble and configure a computer, install operating systems and software, and troubleshoot hardware and software problems. Recommended Grade Level: Grade Recommended Prerequisites: Information Communications and Technology Credits: 1-3 credits per semester, maximum of 2 semesters, maximum of 6 credits Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with This course is aligned with postsecondary courses for Dual Credit DIGITAL CITIZENSHIP 4530 (DIGI CITI) Digital Citizenship prepares students to use computer technology in an effective and appropriate manner. Students develop knowledge of word processing, spreadsheets, presentation and communications software. Students establish what it means to be a good digital citizen and how to use technology appropriately. Recommended Grade Level: Grade 9 Recommended Prerequisites: None Credits: 1 credit per semester, maximum of 1 semester, maximum of 1 credit Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with ELECTRONICS AND COMPUTER TECHNOLOGY II 5694 (ELECT TECH II) 23

24 Electronics and Computer Technology II provides the opportunity for students to continue with foundational electronic concepts including circuit analysis and digital electronics modules. After completing the two additional foundational modules, student may choose to focus on one of the optional modules that can include more intense instruction, research, specialized projects, and internships. The optional modules include industrial technology, emerging electronic technologies, residential and commercial electronic communication, and automation. The content of this class is designed to provide the State of Indiana with a trained workforce in emerging technologies career pathways that will make a significant contribution to the Indiana economy. Industry certifications and additional post-secondary education are critical components of this pathway. Classroom, laboratory, and work-based experiences in the fundamental electronics concepts of circuit analysis and digital electronics as well as one of the optional modules will incorporate safety, technical writing, mathematics, and customer service. Recommended Grade Level: Grade 12 Recommended Prerequisites: Electronics and Computer Technology I Credits: 2 credits per semester Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with This course is aligned with postsecondary courses for Dual Credit Qualifies as a Quantitative Reasoning course for the General, Core 40, AHD, and THD diplomas NETWORKING FUNDAMENTALS 5234 (NTWRK FUND) Networking Fundamentals introduces students to concepts of local and wide area networks, home networking, networking standards using the IEEE/OSI Model, network protocols, transmission media and network architecture/topologies. Security and data integrity will be introduced and emphasized throughout this course. The purpose of this course is to offer students the critical information needed to successfully move into a role as an IT professional supporting networked computers. Concepts covered will include TCP/IP client administration, planning a network topology, configuring the TCP/IP protocol, managing network clients, configuring routers and hubs as well as creating a wireless LAN. Recommended Grade Level: Grade 12 Recommended Prerequisites: Computer Tech Support Credits: 2 credits per semester Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with This course is aligned with postsecondary courses for Dual Credit. HEALTH SCIENCE EDUCATION I 5282 (HLTH ED I) Health Science Education I content includes skills common to specific health career topics such as patient nursing care, dental care, animal care, medical laboratory, public health, an introduction to health care systems, anatomy, physiology, and medical terminology. Leadership skills developed through HOSA participation are also included. Lab experiences are organized and planned around the activities associated with the student's career objectives. Job seeking and job 24

25 maintenance skills, personal management skills, self analysis to aid in career selection and completion of the application process for admission into a post secondary program of their choice are also included in this course. Recommended Grade Level: Grade 11 Recommended Prerequisites: Human Development and Wellness Credits: 2 to 3 credits per semester, maximum of 2 semesters, maximum of 6 credits. Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with This course is aligned with the following Post-Secondary courses for Dual Credit HEALTH SCIENCE EDUCATION II: NURSING 5284 (HSE II NURS) Health Science Education II: Nursing is an extended laboratory experience at the student's choice of clinical site designed to provide students the opportunity to assume the role of nurse assisting and practice technical skills previously learned in the classroom, including information on the health care system and employment opportunities at a variety of entry levels, an overview of the health care delivery systems, health care teams and legal and ethical considerations. It prepares students with the knowledge, skills and attitudes essential for providing basic care in extended care facilities, hospitals and home health agencies under the direction of licensed nurses. These knowledge and skills include recording patient medical histories and symptoms, providing medicine and treatments, consulting doctors, operating and monitoring medical equipment, performing diagnostic tests, teaching patients and families how to manage illness or injury, and perform general health screenings. This course also provides students with the knowledge, attitudes, and skills needed to make the transition from school to work in the field of nurse assisting, including self analysis to aid in career selection, job seeking and job maintenance skills, personal management skills, and completion of the application process for admission into a post secondary program. HOSA, the health science student organization, encourages development of leadership, communication, community service and health care related skills Recommended Grade Level: Grade 12 Recommended Prerequisites: Health Science Education I Credits: 3 credits per semester, maximum of 2 semesters, maximum of 6 credits. HEALTH SCIENCE EDUCATION II: PHARMACY 5214 (HSE II PHARM) Health Science Education II: Pharmacy is an extended laboratory experience at the student's choice of clinical site; usually pharmacies found in grocery and drug stores or hospitals, designed to provide students the opportunity to assume the role of a pharmacy technician and practice technical skills previously learned in the classroom, including information on the health care system and employment opportunities at a variety of entry levels, an overview of the health care delivery systems, health care teams and legal and ethical considerations. It prepares students with the knowledge, skills and attitudes essential for providing basic care in extended care facilities, 25

26 hospitals and home health agencies under the direction of licensed pharmacists. In addition, students will learn to record patient information, count tablets and measure medications, mix medications or ointments, package and label prescriptions, accept payment and process insurance claims, and do routine pharmacy tasks such as organizing medications, taking phone calls, cleaning, and customer service. This course also provides students with the knowledge, attitudes, and skills needed to make the transition from school to work in health science careers, including self analysis to aid in career selection, job seeking and job maintenance skills, personal management skills, and completion of the application process for admission into a post secondary program. HOSA, the health science student organization, encourages development of leadership, communication, community service and health care related skills Recommended Grade Level: Grade 12 Recommended Prerequisites: Health Science Education I Credits: 3 credits per semester, maximum of 2 semesters, maximum of 6 credits. Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with EMERGENCY MEDICAL SERVICES 5210 (EMS) Emergency Medical Services prepares students for a State certification which could lead to a career in Emergency Medical Services such as an Emergency Medical Technician or a Paramedic. This course is designed for persons desiring to perform emergency medical care. Students will learn to recognize the seriousness of the patient s condition, use the appropriate emergency care techniques and equipment to stabilize the patient, and transport them to the hospital. This course also addresses the handling of victims of hazardous materials accidents. It covers theories, techniques, and operational aspects of pre-hospital emergency care with the scope and responsibility of the basic emergency medical technician. It requires laboratory practice and clinical observation in a hospital emergency room and ambulance. Participation in HOSA affords the student the opportunity to compete in a variety of competitive events, specifically CPR/First Aid and EMT, at both the state and national level. Recommended Grade Level: Grade 12 Recommended Prerequisites: Health Science Education I Credits: 2-3 credits per semester, maximum of 2 semesters, maximum of 6 credits Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with This course is aligned with postsecondary courses for Dual Credit HEALTH CAREERS PRACTICUM 5207 (HLTH PRACT) Health Career Practicum is a two level course designed to provide students with the knowledge, attitudes, and skills needed to make the transition from school to work. Varied instructional strategies and technologies are used to emphasize the course content: Job seeking and job maintenance skills, personal management skills, self analysis to aid in career selection and completion of the application process for admission into a post secondary program of their choice. A second layer of the course is an extended laboratory experience designed to provide students the opportunity to assume the role of a health care provider and practice technical skills, 26