Picture by David Lehman. Tivy High School Graphic Design Department

Transcription

1 Picture by David Lehman Tivy High School Graphic Design Department

2 Welcome To Tivy High School Dear Students and Parents, Tivy High School has a tradition of offering outstanding academic courses, athletic programs, and extracurricular activities. This tradition of excellence, leads us to seek offerings that prepare our students to successfully reach their post-secondary goals college, work-force, and beyond. The purpose of this course catalog is to provide a brief description of every course offered at Tivy High School so students can make informed choices. We ask that you familiarize yourself with the entire course catalog, including general information and graduation requirements, to ensure that you are aware of all of the opportunities available. Each decision you make now will affect the options you have later. Challenge yourself fully and develop a plan that will prepare you for success after high school. In addition to reviewing all of the information, talk to your parents, teachers, counselors, school administrators, and make plans to attend our Course Fair. Course selections determine how the master schedule is developed. The choices you make are extremely important to the planning of our school year. Effort will be made to schedule you with your course choices, though some conflicts are unavoidable. The faculty and staff at Tivy High School are here to support the success of every student. We encourage you to challenge yourself both in academic selections and in your investment in extracurricular and co-curricular activities. Research shows that students who are involved in one or more extracurricular activities stay engaged and are generally more successful in school. As you progress through your four years at Tivy High School, take advantage of all the opportunities offered, challenge yourself, and know that the staff is here to help you prepare for future success. TFND! Jarrett Jachade Principal 2

3 Contact Information Tivy High School 3250 Loop 534, Kerrville, Texas Jarrett Jachade, Principal Administration Chris Cook, Assistant Principal ext Leah Flores, Assistant Principal ext Stan Whittle, Assistant Principal ext Keely Vanacker, Dean of Curriculum ext Office Support Pilar Gregory, Principal's Secretary ext.3515 Tammy Wren, Assistant Principal s Secretary ext [email protected] Tara Schlunegger, Attendance ext [email protected] Bessie Fifer, Receptionist ext [email protected] Diagnostician Sherri Cox ext [email protected] Counselors Missy Davis (A-E) ext [email protected] John Milner (F-Le) ext [email protected] Kendall Young (Li-Re) Lead Counselor ext [email protected] Micaela Perez (Rh-Z) ext [email protected] Counseling Support Lyslee Cook, College and Career Center ext [email protected] Ashley Van Hoozer, Secretary ext [email protected] Registrar Carol Griffin ext [email protected] Campus Testing Coordinator Shirley Leifeste ext [email protected] Athletic Office David Jones, Athletic Director ext [email protected] Gail Howard, Secretary ext [email protected] Kerrville Independent School District does not discriminate on the basis of sex, disability, race, color, age or national origin in ins educational programs, activities, or employment as required by Title IX, Section 504 and Title VI. Courses described in the booklet will not be taught if enrollment is insufficient. Course approval is necessary for any course taken outside of Tivy High School. Tivy High School is fully accredited by TEA 3

4 Table of Contents Graduation Requirements Class of Graduation Requirements Class of 2015, 2016, Distinguished Graduation Advanced Measures 7 State Assessments 8 General Information.. 9 Scheduling 9 Award of Credit 10 Alternate Forms of Credit 11 Advanced Coursework Advanced Level Course Agreement 16 Rank and GPA Tivy Career and Technology Pathways Career and Technology Certifications 19 Career and Technology Course Descriptions 20 Agriculture, food and Natural Resources 20 Architecture and Construction 21 Audio/Visual Technology 22 Business Management and Administration 23 Marketing 24 Information Technology 24 Health Science Technology 25 Hospitality and Tourism 25 Human Services 26 Transportation, Distribution, and Logistics 27 Career Preparation 27 Electives 28 AFJROTC 28 Physical Education, Health and Athletics Fine Arts Art 31 Dance 32 Band Orchestra 33 Choir Theatre 35 English Language Arts Electives 39 Social Studies Electives Other Electives 52 Core Course Offerings.. 36 English Language Arts Mathematics Science Social Studies World Languages Special Programs

5 Graduation Requirements Freshman Class of 2018 and beyond. In the summer of 2013, the Texas State Legislature approved HB5 which changed the requirements for graduation in the state of Texas. The State Board of Education rules and polices regarding HB5 have not yet been adopted. Information regarding the Foundations graduation plan and the endorsements will be amended in the latter part of the 2014 spring semester. Foundations English Math Science Social Studies Other: (4) Credits (3) Credits (3) Credits (3) Credits English I Algebra I Biology World History or World Geography Physical Education (1) credit English II Geometry Lab Science US History World Language (2) Credits English III MMA or Algebra II Lab Science Government/ Economics Fine Art (1) Credit English IV or other Endorsements Students must complete an additional math credit (including Algebra II), additional science credit and the required courses and sequences for an endorsement. Current endorsements: Arts and Business and Public Service Science, technol- Multidisciplinary Humanities Industry ogy, engineering, and mathematics (STEM) 5

6 Graduation Requirements Graduation classes of 2015, 2016, 2017 Discipline English Language Arts Mathematics Science Social Studies Recommended High School Program (Includes Advanced Courses) Four credits: English I, II, III, and IV. Four credits: Three of the credits must be Alg. I, Alg. II, and Geometry. The fourth credit may be selected from the following: Mathematical Models with Applications prior to Algebra II The fourth credit may be selected from the following after successful completion of Algebra I, Geometry, and Algebra II: Pre-calculus Independent Study in Mathematics Advanced Placement Statistics Advanced Placement Calculus Advanced Quantitative Reasoning Four credits: Three of the credits must consist of a biology credit (Biology, AP Biology), a chemistry credit (Chemistry, AP Chemistry), and a physics credit (Physics, AP Physics). The additional credit may be Integrated Physics and Chemistry (IPC) and must be successfully completed prior to chemistry and physics. The fourth credit may be selected from the following laboratorybased courses: Environmental Systems Advanced Placement Biology Advanced Placement Chemistry Advanced Placement Physics Advanced Placement Environmental Science Anatomy and Physiology of Human Systems Scientific Research and Design Four credits must consist of: World History Studies World Geography Studies U.S. History Studies Since Reconstruction U.S. Government (one-half credit) Economics with Emphasis on the Free Enterprise System and its Benefits (one-half credit) **Distinguished Achievement Program Same as RHSP Four credits: Three of the credits must be Alg. I, Alg. II, and Geometry. The fourth credit may be selected from the following: Pre-calculus Independent Study in Mathematics Advanced Placement Statistics Advanced Placement Calculus Advanced Quantitative Reasoning Four credits: Three of the credits must consist of a biology credit (Biology, AP Biology), a chemistry credit (Chemistry, AP Chemistry), and a physics credit (Physics, AP Physics), and an additional approved laboratory-based science course. After successful completion of a biology course, a chemistry course, and a physics course, the fourth credit may be selected from the following: Environmental Systems Advanced Placement Biology Advanced Placement Chemistry Advanced Placement Physics Advanced Placement Environmental Science Anatomy and Physiology of Human Systems Scientific Research and Design Same as RHSP 6

7 Languages Other Than English Physical Education Two levels of same language (Two credits) One credit: The credit may be selected from any combination of the following one-half to one credit courses: Foundations of Personal Fitness Physical Education Team or Individual Sports JROTC Drill Team Dance I Cheerleading Marching Band Athletics I-IV Olympic-level participation and/or competition in approved private program Three levels of same language (Three credits) Same as RHSP Speech One-half credit One-half credit Fine Arts One credit: The credit may be selected from the following courses: Art, Level I, II, III, IV Dance, Level I, II, III, IV Music, Level I, II, III, IV Music Theory Theatre, Level I, II, III, IV One credit: The credit may be selected from the following courses: Art, Level I, II, III, IV Dance, Level I, II, III, IV Music, Level I, II, III, IV Theatre, Level I, II, III, IV Elective Courses Five and one-half credits Four and one-half credits Advanced Measures Not required Required. Please see counselors for more details. Total Credits **The Distinguished program requires students to complete Advanced Measures that do not enter into credit-count considerations. ~In addition to completing the curriculum requirements, all students must meet State of Texas assessment requirements for each graduation plan. Students interested in opting into the minimum high school program need to consult counselor and administrator. Minimum Graduation Plan candidates need special permission from committee members and will only be approved under special circumstances. The committee must submit recommendations to Principal for final determination. Advanced Measures The measures must focus on demonstrated student performance at the college or professional level. Student performance on advanced measures must be assessed through an external review process. A student must achieve any combination of four of the following advanced measures. The student may choose from the following options: 1.) Original research/project: Judged by a panel of professionals in the field that is the focus of the project; or Conducted under the direction of mentor(s) and reported to an appropriate audience, and Related to the required curriculum set forth in 19 TAC 74.1 (relating to Essential Knowledge and Skills). Original research/projects may not be used for more than two of the four advanced measures. 2.) Test Data where a student receives: a score of three or above on the College Board advanced placement examination; or a score on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) that qualifies the student for recognition as a commended scholar or higher by the College Board and National Merit Scholarship Corporation; as part of the National Hispanic Recognition Program of the College Board or as part of the National Achievement Scholarship Program of the National Merit Scholarship Corporation. The PSAT/NMSQT score shall count as only one advanced measure regardless of the number of honors received by the student; or 3.) College academic courses, including those taken for dual credit, and advanced technical credit courses, including locally articulated courses, with a grade of 3.0 or higher. The student will be a DAP candidate until all requirements are verified. NOTE: Math Models with Applications may not serve as a math credit and Integrated Physics and Chemistry may not serve as a science credit on the DAP. 7

8 State Assessment Requirements In addition to meeting specific course requirements, students must meet assessment criteria mandated by Texas Law. Students who began 9th grade prior to Students who began 9th grade prior to the school year must demonstrate mastery on all sections of the Exit-Level Texas Assessment of Knowledge and Skills (TAKS) in grade eleven. Student who do not demonstrate mastery on one or more sections of the Exit-Level TAKS may take the failed section as often as it is given and may be required to take additional academic courses designed to help them improve assessed skills. Students must pass the Exit Level tests to receive a high school diploma. Students who began 9th grade in and beyond Beginning with students who began 9th grade in and thereafter, students will be assessed with End-Of-Course examinations (EOC) in the following subjects: Algebra I Biology English I English II U.S. History The End-of-Course (EOC) assessments measure academic performance in core high school courses and successful mastery of these assessments are tied to high school graduation requirements. Students who fail to meet the required passing score of Level II or above will be provided intensive accelerated instruction and may be required to take additional academic courses designed to improve assessed skills. Students may retake the failed subject EOC as often as it is given. Students must pass each of the five EOC s to receive a high school diploma. 8

9 General Information The purpose of this handbook is to provide information to students and parents regarding the course offerings at Tivy High School. This guide will assist students, parents, and school personnel in planning educational programs that meet the needs and interests of students. Students who may be undecided about their post-secondary plans are not required to choose between preparation for college and preparation for employment. We strongly suggest that students undecided about their path prepare for both. See your counselor, assistant principal, or the course teacher if you need help with your course selections. For information regarding Texas financial aid programs for college, see your school counselor. Scheduling It is important to have alternate courses in mind through the planning process in the event that the course does not fit into your schedule. Once a student schedule is created, the student is expected to follow that schedule. Schedule change requests for the purpose of selecting different teachers or lunch periods will not be granted. Student desire for courses drive our selection process and a minimum number of students must be enrolled in a course in order for that selection to be finalized. Final course offerings are determined by student interest, staffing considerations, and facility needs which might vary year to year. Students are expected to follow a schedule once it has been formulated. A schedule change request requires a teacher and parent signature. Requests to drop an AP/Dual or Pre-AP level course after the third week of school will be denied until the end of the first semester. All requests to drop an advanced course must receive Department Chair, teacher, parent, Dean of Curriculum, and counselor signature. It is the responsibility of the student and parent to see that graduation requirements are met. Contact a school counselor for questions about courses, registration, state-required assessments, and other graduation requirements. Attendance Requirements Poor attendance adversely affects grades. Students who fail to meet state minimum standards for days in class will lose credit for the course even if a passing grade is earned. State law requires that the students must be in attendance for 90% of the days that the course is in session in order to be eligible to receive course credit(s); therefore, students will not be allowed to drop a course after the first ten days of school. Failure to meet attendance requirements may result in a loss of credit. Refer to the Student Handbook for details. 9

10 Award of Credit (s) A 70 or greater is required to earn credit for a course. For full year courses, the two semester grades will be averaged for one final grade. This grade must equal a 70 or higher for a student to receive full credit for the course. Students will be given credit proportionally for each semester grade that is 70 or above. Students who do not achieve a combined average of 70 or greater for both semesters shall be required to repeat the semester(s) failed. Credit recovery is available for some courses during summer school. For courses completed during summer school credit recovery, a student must earn a 70 or greater for every semester failed, regardless of the combined average. Grade Level Classification Student classification is determined by the number of credits accumulated by the end of the preceding year. Changes in grade-level classification shall be made at the beginning of each fall semester. Promotion standards, as established by the individual Education Plan (IEP) or grade-level classification of students eligible for special education shall be determined by the ARD committee. Grade Classification Standards (Recommended and Distinguished Programs) Freshman (9th grade) 0 6 credits Sophomore (10th grade) credits Junior (11th grade) credits Senior (12th grade) credits Grade Classification Standards (Minimum Program requires special Permission) Freshman (9th grade) 0 5 credits Sophomore (10th grade) credits Junior (11th grade) credits Senior (12th grade) credits Minimum Plan 22 credits Recommended Plan 26 credits Distinguished Plan 26 credits High School Credit in Junior High Student who have successfully completed Algebra 1, Art 1, and Spanish 1, or a designated high school level course at the junior high level may receive credit on their high school transcript. Grades earned in junior high will not count towards a student s GPA. Once credit is awarded, students cannot repeat the course for state credit. Middle school students who take a course for high school credit must take the EOC exam related to the course. A middle school student taking an EOC course cannot be denied promotion on the basis of the EOC performance. 10

11 Alternate Forms of Credit Exams For Acceleration Without Prior Instruction A student may earn a credit for an academic subject in which the student has received no prior instruction if the student scores an 80 percent or above on a criterion-referenced examination for the applicable course. Please see the counseling office for an approval form. Exams for acceleration will not count toward a student s GPA or weighted grade average. There is a fee for each exam. Exams for Remediation Credit by exam is available to students who have failed a course with a grade no lower than a 60 and do not wish to repeat the course. A score of a 70 on the exam is required. See your counselor for an approval form. Exams for remediation will not count toward a student s GPA or weighted grade average. There is a fee for each exam. Correspondence Courses Correspondence course are offered through Texas Tech University or the University of Texas. These courses have assignments are online or mailed directly to the students to be completed at home. Work must be completed online or mailed back to the University to be graded. Tests for correspondence courses are monitored by a counselor at Tivy High School and graded by the Texas Tech or UT professor who is assigned to the course. A passing score of 70% is required to receive credit for the on-line or correspondence courses. CAUTION: To be successful in on-line and correspondence courses students must be self-motivated and have good time management skills. Grades for correspondence and credit by exam courses are given by a professor outside of Kerrville ISD. District policy does not allow KISD to award weighted grade points for these non-traditional forms of high school credit. Grades earned will not factor in GPA. Texas Virtual School Network TxVSN The Texas Virtual School Network offers a variety of courses where both student instruction and testing occurs online. Information is available at Students interested in learning more about course offerings through TxVSN should visit their counselor. Grades earned are not factored in GPA. Early Graduation Students who choose to graduate earlier than their expected graduation date, must complete an Early Graduation Plan. Students must have permission from their parent and the campus principal or designee. Students must complete ALL graduation requirements including Texas state assessments required for their graduation cohort. A student wishing to graduate early will not be allowed to walk if all graduation requirements are not met by the day of graduation. Students who graduate early are not eligible for the distinctions of valedictorian or salutatorian. 11

12 Advanced Coursework Tivy High School offers Pre-AP, AP, and Dual Enrollment courses in various disciplines to challenge and meet the needs of GT and college-bound students. These classes have been vertically aligned to ensure that students graduating from Tivy High School will have the academic foundation and skills necessary to succeed on a college or university campus. Additionally, these courses afford students the opportunity to earn college credit hours. Students registering for Pre-AP, AP, and Dual courses are committing to the rigors of the course; therefore, the student and parents are required to sign a course contract which must be completed and turned in to the counseling office before registration is complete and materials for summer assignments are distributed for those courses requiring summer work. Collection of and testing on summer assignments will constitute a major portion of the course s first six weeks grading. Failure to complete the assignments before the beginning of the course will not be accepted as a reason for dropping the course. Students are cautioned to choose their classes carefully and to pay attention to their overall class load and extra-curricular load. Pre-Advanced Placement (Pre-AP Courses) Pre-Advanced Placement (Pre-AP) courses are offered in many content areas. These courses offer an enrichment of the regular curriculum taught through a variety of strategies. These strategies foster higher order thinking, critical thinking and problem solving skills. Pre-AP courses are intended to prepare students for Advanced Placement or Dual courses while covering all the required high school Texas Essential Knowledge and Skills (TEKS). Any student may enroll in Pre-AP courses; however, when making the decision to take Pre-AP courses, consider the demands of academic and extracurricular involvement. Teachers, counselors and administrators strongly recommend that students and parents conference with the current teacher before making their final decisions. Students who choose to enroll in one of more of the Pre-AP courses must complete an Advanced Level Course Agreement Form and turn in the completed form as directed y the campus. Students enrolled in Pre-AP courses may have a required summer assignment. Pre-AP courses that are part of the required core subjects are used in calculating grade point averages with additional weighted points. Advanced Placement Courses Advanced Placement (AP) courses are offered in many content areas. These courses are extremely rigorous as they are college level courses which follow a college curriculum approved by the College Board. Students taking these courses are expected to take the AP tests offered in the spring. These tests have additional fees paid for by the student. The district may provide a reduced fee for these tests when funding is available. Students coring a 3, 4, or 5 on one or more of these tests may earn three or more hours of college credit. Students should (cont ) 12

13 AP Courses cont....consult specific colleges/universities to verify which AP scores and tests are accepted. Any student may enroll in AP courses; however, when making the decision to take AP courses, consider the demands of academic and extracurricular involvement. Students and parents need to make a commitment to accept the rigor of the course as it is described. Parents should decide how much stress can be tolerated by the student and the strength of the student s time management skills. Students who choose to enroll in one or more of the AP courses must complete an Advanced Level Course Agreement form and turn in the completed form as directed by the campus. Students enrolled in AP courses may have a required summer assignment. AP courses that are part of the required core subjects are used in calculating grade point averages with additional weighted points. Current AP Course Offerings: English Language Arts Math Science English III Calculus Chemistry English IV Statistics Biology Environmental Systems Physics Social Studies World Languages Fine Arts World History Spanish Art Portfolio (Studio Art) U.S. History Music Theory Economics Psychology Academic Dual Credit Courses Dual Credit courses are challenging, rigorous, and allow students to earn college credit while in high school. These courses fulfill high school course requirements, appear on the high school transcript, and are used in calculating grade point averages with additional weighted points. These courses are taught by KISD teachers through the Alamo Colleges, usually through San Antonio College (SAC). Dual Credit courses are free of charge to Tivy High School students. Students must be in 11th or 12th grades and may take no more than two Dual Credit (6 hours) courses per semester. Students must agree to follow the Dual Attendance Policy (p.14) and meet Alamo Colleges entrance requirements. (cont.) 13

14 Dual Courses cont. College Credit is awarded through the Alamo Colleges, not through KISD; therefore, the STU- DENT must request that a college transcript be sent to the college/university that the will attend. Acceptance of credit by Texas state colleges and universities is up to the receiving institution. It is the student s responsibility to contact the college/university in regards to acceptance of these credits. Dual Course Entrance Requirements: Apply to the appropriate college in the Alamo Colleges system Take a qualifying exam; Texas Success Initiative, SAT or ACT. Meet the required entrance scores on the qualifying exams. Submit the required documents by the deadline. Students and parents must sign an advanced level course agreement. See the Campus Testing Coordinator or a counselor for more details. Current Dual Course Offerings: U.S. Government Dual GOVT 2305/2306 English IV Dual ENGL 1301/1302 CTE Course; Business Information Management I Dual ITSW 1301/1304 Attendance and Grade Requirements for Dual Courses: For all Dual credit courses, college credit may not be given for more than four absences per semester. Classes missed for school performances or competitions will not count against the student. Students who accumulate five or more absences may not be allowed to make up time for college credit. Students may be withdrawn from college and may not receive college credit for any dual course. If the student is withdrawn from the course after the college s drop date, a student may receive an F for the college course, rather than a W. Students are expected to maintain passing grades to stay enrolled in a dual course for the second semester. If a student receives a failing grade of 75 or below during the first semester, the student will be withdrawn for ALL dual courses, regardless of the grade in the other class. Students may still receive college and high school credit for the course for the first semester only. Students and parents will need to read the syllabi provided by each dual course teacher for more details. 14

15 Co-Enrollment In an agreement with Schreiner University, college courses are available for students in the 12th grade and at least 16 years old. Students must meet college entrance requirements. Courses are limited to the space available and what will fit into the student s high school schedule. Tuition is free for one 3 hour course per semester. These courses are not affiliated with Tivy High School, do not count towards a student s graduation requirements and the student s GPA. Each day a student does not have a class at Schreiner University, the student is required to attend a student service class at Tivy High School. For days a student is scheduled for to attend class, they will be assigned Off-Campus. State and campus attendance requirements must be met. Student s and parents must sign a co-enrollment agreement in order to be considered for acceptance. Contact a school counselor for more information. Planning for College It is important for students to understand that each year of high school will count towards preparing for college, technical school, or post-secondary options. What activities, classes, volunteer projects, clubs, and extra-curricular programs they choose will also impact not only their personal development, but will also provide a picture of the student to colleges or technical schools. Plan a challenging program of classes to take based on the strengths of the student. It is much better to make respectable grades in a challenging course rather than outstanding grades in easy ones. Keep copies of all academic and extra-curricular awards you receive throughout your high school career. Get involved with academic enrichment programs, summer workshops, paid or volunteer work, clubs, and activities or sports that you enjoy. Colleges and technical schools look for evidence of a well rounded student through the application, essay, transcript, letters of recommendation, and interviews. Sophomores and juniors will take the PSAT to assist them in preparing for the SAT. The PSAT results include a personalized study plan that all sophomores and juniors can access to prepare for the SAT. Juniors are encouraged to sign up and take the SAT in the spring of their junior year. Also, all students should utilize the expertise and services of their school counselor. The counselor can assist with all aspects of the college preparation process through offering personality assessments, career investigation tools, college application guidance, scholarship and financial aid exploration, and more. Juniors and seniors should take advantage of opportunities to visit colleges and universities. This is an excellent way to find out more about the campus life, academic programs, and financial aid. These visits are excused and will not count against test exemptions; one day for Juniors and two for Seniors. They can also provide great insight into the right college fit for the student. 15

16 Advanced Level Course Agreement Pre-Advanced Placement/Advanced Placement/Dual Enrollment courses challenge and enrich motivated students to expand their education beyond the typical high school program. Pre-AP coursework develops advanced skills and content background o prepare student for college-level work in Advanced Placement (AP) or Dual Enrollment courses and on the Advanced Placement exams. Success requires the student s commitment to the expectations of the Advanced Level Course Program(s). Students will be expected to: Analyze, synthesize and manipulate knowledge and skills; think critically Budget time effectively and efficiently, develop successful study skills Commit to a daily academic action plan Attend tutoring regularly if needed; come to school early and/or stay late in order to attend tutoring Engage in technology-assisted research and/or communications; increase advanced content area vocabulary; build portfolios, if applicable Utilize community and industry as resources in research projects, if applicable Sign this agreement supporting the Pre-AP/AP/Dual expectations Honor Code: All students will be expected to do their own work and exhibit academic honesty. Students who choose to break the Honor Code will be subjected to grade and disciplinary consequences and possible expulsion from the advanced level course. Test Participation: Students are expected to take the AP Exams at the end of the year for all enrolled AP courses. Students must pay designated AP exam fees not covered by the district. It is critical that students consult their individual college choices for acceptance of AP and Dual credit. Dual Enrollment students will be required to take cumulative semester exams and must earn a grade of 75 to receive a C in a Dual course. Placement Review: The teacher may recommend that a student be changed into a regular class if that student is encountering great difficulty with the rigorous course content. The teacher will expect a positive attitude about scholarship and assignments. Any student request to drop a course after the third week of school will be denied until the end of the firsts semester. All requests must receive Department Chair, teacher, parent, Dean of Curriculum, and counselor signature. Prior to the third week, parent-teacher-counselor communication is required before withdrawing from the course. Students must also have attended tutoring with the teacher on a regular basis. Success requires support from all stakeholders: students, parents, teachers and counselors Student: I agree to organize my time and effort to successfully complete the rigorous work. I have read the course description (s) and agree to the college preparatory or college level requirements of the class(es). I understand that I may need to regularly attend before and/or after-school tutoring. All work submitted will be original and will exhibit academic integrity and honesty. Parent: I understand the rigorous course requirements and agree to help my son/daughter organize study time in support of class assignments and requirements. I will notify the teacher immediately of any concern I have relating to the advanced course(s). I understand that my son/daughter may need to regularly attend tutoring. Teacher(s): The teacher will conduct the course(s) at a college preparatory pace appropriate to the grade level or at a college level for AP/Dual courses as approved by the College Board, Alamo Colleges system and KISD curricula. Students and parents will be notified in a timely fashion if student work and/or assessments are unsatisfactory. The teacher will be available for tutoring. The course(s) listed below are ones to which the student and parent agree to commit. The student may enroll in ay Pre-AP or AP/Dual courses(s) provided the student and parent agree to the commitment on this form. I agree to commit the time and effort required for the rigorous courses. I understand that I may need to attend tutoring on a regular basis. I agree to follow the academic Honor Code. I have carefully considered the time and academic requirements for both academic and extracurricular activities. Student Signature: Parent Signature: Date: Date: 16

17 Rank and Grade Point Average Tivy High School Grading System Assignments, tests, projects, classroom activities, and other instructional activities shall be designed so that the student s performance indicates the level of mastery of the designated District objectives. The student s mastery level shall be a major factor in determining the grade for a subject or course = A = B = C 69 or below = F When letter grades are transferred in, the following conversion table shall be in effect: A+ = 98 B+ = 88 C+ = 79 D+ = 72 F = 60 A = 95 B = 85 C = 77 D = 71 A- = 92 B- = 82 C- = 75 D- = 70 Class Rank Graduating seniors shall be ranked within the graduating class on the basis of weighted grade averages computed for designated high school courses taken during grades 9 12 on completion of the fifth grading period of the second term of grade 12. Class rank shall be computed by adding semester grades on courses in the categories of English, mathematics, science, social studies, and world languages, as identified by TEA, and then dividing by the number of grades earned (GPA). The weights shall be added before the average is computed. The actual non-weighted grade earned shall be posted on the transcript. Grade weights shall be assigned to grades earned in identified courses for purposes of class ranking in accordance with the following scale: Advanced Placement (AP)/Pre-AP +10 Dual Enrollment +10 Regular 0 Courses Excluded from Class Rank and GPA Grades earned through correspondence, summer school, co-enrollment courses, TxVSN, credit by examination, and middle school will not be included in class rank. Advanced level elective courses are not weighted because they are not used to calculate GPA. Courses awarded to a transfer student by their previous school will be presented to a committee for final determination a committee will evaluate sufficient information regarding the transferred coursework to determine that the curriculum and rigor are aligned with District standards. (cont.) 17

18 Class Rank and GPA Cont. The District committee will determine that applying additional points is appropriate through the audit process. Courses that are modified by the student s ARD committee where the required content of the TEKS are reflected in the IEP shall not earn the same number of grade points as on-level courses. Rank as it Applies for Early Graduates A student s weighted class rank will be determined within the graduation class of the school year in which the student completes all requirements for a diploma, regardless of the number of years the student is enrolled in high school. Early graduates will be eligible for honors recognition, but not for valedictorian or salutatorian distinctions. Grade Point Average (GPA) GPA is the numerical average of all core English, math, science, social studies and world language courses, as identified by TEA, taken during the school year. As with rank, grades earned through correspondence, summer school, credit by examination, TxVSN, and middle school will not be included in the GPA. The GPA will be reported on the final transcript. Valedictorian and Salutatorian To be chosen as valedictorian or salutatorian, a student shall have: 1. The highest grade point average based on identified courses to be valedictorian. 2. The second highest grade point average based on identified courses to be salutatorian. 3. Been continuously enrolled in the District for at least two school years prior to graduation and must be enrolled at the time of graduation. Early graduates will be assigned class rank but will not be eligible for valedictorian or salutatorian honors. If a tie remains after calculation of weighted grade average to the fourth decimal point, the students with identical class rank shall share the honor. Transcripts According to the Texas Education Agency, an official copy of a transcript must be sent directly from one institution to another. It cannot be placed in the hands of a student, student s parent, or guardian. Official and unofficial copies of transcripts are available from the Registrar. 18

19 Career and Technology Education As students plan for their futures, they should consider which career pathway or cluster they wish to explore while in high school. Texas Education Agency through the Achieve Texas program recommends the following career clusters for students to pick from as a career path that will lead to post-secondary decisions. Kerrville ISD offers CTE courses in the following clusters: Agriculture, Food and Architecture and Audio/Visual Technology Business Management and Natural Resources Construction and Communication Administration Health Science Hospitality and Tourism Human Services Information Technology Finance Marketing Transportation, Distribution and Logistics Certifications Career and Technology Cluster Hospitality and Tourism Agriculture, Food, and Natural Resources Architecture and Construction Information Technology Human Services Business Management and Administration/ Finance Course Available Culinary Arts Wildlife Floral Design Construction Tech Computer Maintenance and Computer Technician Cosmetology Business Information Management I and II Certification Offered ServSafe Hunter Safety Floral Design Certification OSHA safety certificate is possible TestOut PC Pro Certification Students are prepared for the A+ certification exam. Cosmetology Microsoft Office Specialist Certifications for Word, PowerPoint, Excel Health Science Health Science Practicum Certified Nurses Aide Transportation, Distribution and Logistics Auto Technology II Automotive Service Excellence 19

20 Career and Technology Course Descriptions AGRICULTURE, FOOD AND NATURAL RESOURCES PRINCIPLES OF AGRICULTURE, FOOD AND NATURAL RE- SOURCES /2 Grades: 9 11 This is a prerequisite course that enhances the agricultural comprehension of young adults. This course includes agricultural career development, leadership, communications and personal finances. Students are introduced to an overview of soil and plants, animals, and agricultural construction. SMALL ANIMAL MANAGEMENT /2 Prerequisites: Principles of Agriculture Grades: 9 11 Students will focus on working in small animal industry, animal rights and welfare, career opportunity in small animal care. This course is recommended for those that have an interest in the Veterinary Science field. PROFESSIONAL STANDARDS IN AGRIBUSINESS /2 Grades: 9 12 This course focuses on leadership, communication, and problem solving as it relates to agribusiness. In this course, students will identify and research current agribusiness issues and examine the effects of urbanization on traditional agriculture. WILDLIFE, FISHERIES AND ECOLOGY MANAGEMENT /2 Prerequisites: Principles of Agriculture Grades: 9 12 Students will examine the importance of wildlife and outdoor recreation with emphasis on using wildlife and natural resources. Students will also examine the management of game and non game wildlife species, fish, and aqua crops and their ecological needs. Hunter Certification Offered LIVESTOCK PRODUCTION /2 Prerequisites: Principles of Agriculture Grades: This course introduces students to common veterinary skills and procedures used on livestock, anatomy of livestock, genetics and reproduction, and diseases that can affect all livestock animals. This course is recommended for those that have an interest in the Veterinary Science field. Animal species to be addressed in this course may include, but are not limited to, beef cattle, dairy cattle, swine, sheep, goats, and poultry. AGRICULTURAL MECHANICS AND METAL TECHNOLOGIES /2 Prerequisites: Principles of Agriculture Grades: This exploratory course introduces students to agricultural mechanics with emphasis on basic theory and technical skill development. The course develops and understanding of tool operations, electrical wiring, plumbing, carpentry, and metal working techniques. AGRICULTURAL FACILITIES DESIGN AND FABRICATION Prerequisites: Agricultural Mechanics and Metal Technologies Grades: This course prepares students for careers in mechanized agriculture and technical systems. Students will attain knowledge and skills related to agricultural facilities design and fabrication. Students explore career opportunities, entry requirements, and industry expectations. PRINCIPLES AND ELEMENTS OF FLORAL DESIGN (Fine Arts Credit) Grades: Students will learn the basic techniques of floral design. This class is project based with many large and small projects used to evaluate the progress of the student. Students are expected to create projects and hands on activities that involve the techniques required in the floral industry. 20

21 HORTICULTURE SCIENCE /2 Grades: This course will cover topics ranging from plant identification to greenhouse operation. Students will propagate and maintain a variety of plants. This course is designed to develop an understanding of common horticultural management practices as they relate to food and ornamental plant production. LANDSCAPE DESIGN AND TURF GRASS MANAGEMENT /2 Grades: Students will focus on plant identification, selection, care, and maintenance as well as planting, planning and developing a basic landscape. This course focuses on both commercial and residential landscaping. ARCHITECTURE AND CONSTRUCTION PRINCIPLES OF ARCHITECTURE AND CONSTRUCTION /2 Grades: 9 11 This course provides an overview to the various fields of architecture, interior design, construction science, and construction technology. Achieving proficiency in decision making and problem solving is an essential skill for career planning and lifelong learning. Students use self-knowledge, educational, and career information to set and achieve realistic career and education goals. CONSTRUCTION TECHNOLOGY or 2 Prerequisites: Principles of Architecture Grades: Students acquire knowledge and skills in safety, tool usage, building materials, codes, and framing. The course is organized as a pre-employment shop program for carpentry. Throughout the pre-employment training, the student will be able to use manipulative skills needed for successful completion of jobs in the field of carpentry, apply the related information necessary to assure sound decisions, sound judgment, and proper procedures involved in carpentry, and show desirable attitudes, habits, standards of workmanship, cleanliness, and safety. OSHA certification could be available. ADVANCED CONSTRUCTION TECHNOLOGY Credits: 2 Prerequisites: Construction Technology Grades: In this course, students gain advanced knowledge and skills specific to those needed to enter the work force as carpenters, building maintenance technicians, or supervisors or prepare for a postsecondary degree in construction management, architecture, or engineering. Students build on the knowledge base from Construction Technology and are introduced to exterior and interior finish out skills. INTERIOR DESIGN /2 Prerequisites: Principles of Architecture Grades: This is a technical course that addresses psychological, physiological, and sociological needs of individuals by enhancing the environments in which they live and work. Individuals use knowledge and skills related to interior and exterior environments, construction, and furnishings to make wise consumer decisions, increase productivity, and compete in industry. ADVANCED INTERIOR DESIGN Prerequisites: Interior Design, Geometry (Recommended) Grades: Advanced Interior Design is a technical laboratory course that includes the knowledge of the employability characteristics, principles, processes, technologies,, communication, tools, equipment, and materials related to interior spatial design. 21

22 DESIGN, AUDIO/VISUAL TECHNOLOGY AND COMMUNICATION FASHION DESIGN Grades: This laboratory course focuses on careers in the fashion and textile/apparel industries. Students will be exposed to the apparel production process from design concept to finished product. Course content includes apparel construction, care, and maintenance. ADVANCED FASHION DESIGN Prerequisites: Fashion Design Grades: This course is an extension of Fashion Design for dedicated students. Students will develop an advanced understanding of fashion, with emphasis on design and production. PRINCIPLES OF AUDIO VIDEO AND TECHNOLOGY /2 Grades: 9 10 This course is an introduction to the elements of the video and photo production process, is production tools, their use and aesthetic factors. In addition, this course will focus on using a variety of visual and auditory technology aids for presentations as well as introduce communication techniques. DIGITAL INTERACTIVE MEDIA /2 Grades: 9 12 Students will analyze and assess current and emerging technologies while designing and creating multimedia projects that address customer needs and resolve a problem. The knowledge and skills acquired and practiced will enable students to successfully perform and interact in a technologydriven society. GRAPHIC DESIGN AND ILLUSTRATION Prerequisites: Principles of Audio, DIM (Recommended) Grades: This course introduces students to the creative aspect of technology in regards to graphic design and 3D animation. Students will learn and utilize industry software, Adobe Design and Web Premium CS6, to create individual and group projects. Concepts that will be explored range from basic color theory to selecting appropriate storage devices. Students should have a basic knowledge of a computer and operating system prior to enrolling in this course. PRINTING AND IMAGING TECHNOLOGY Prerequisites: Graphic Design and Illustration Grades: Students explore the printing industry with a focus on prepress and desktop publishing. In this course, students will apply information technology applications and combine it with personal information management, , Internet, writing and publishing, presentation, and spreadsheet or database applications for printing and imaging objects. Students will use Adobe Design and Web Premium CS6 AUDIO VIDEO PRODUCTION Prerequisites: Graphic Design and Illustration Grades: Students will develop an understanding of the film industry with a focus on pre-production, production, and postproduction audio and video activities. Student gain the knowledge of industry standard hardware, tools and software including Adobe Premiere Pro CS6. ANIMATION Prerequisites: Graphic Design and Illustration, Printing and Imaging or Audio Video Production Grades: 12 This course integrates text, images and sound to create group and individual multimedia projects utilizing a personal computer. Students will create presentations, stop-motion movies, animated shorts, and a web page using programs such as Microsoft PowerPoint, Movie Maker, Adobe Flash, and Dreamweaver. (cont.) 22

23 ADVANCED AUDIO, VIDEO PRODUCTION Credits: 2 Prerequisites: Audio, Video Production Grades: Students continue study of advanced film production. Instruction is designed to enhance skill development in movie, video and television production careers. Students could assist with production of videos for Channel 2 and the School News. BUSINESS MANAGEMENT AND ADMINISTRATION TOUCH SYSTEM DATA ENTRY /2 Grades: 9 12 Students apply technical skills to address business applications of emerging technologies. Students enhance reading, writing, computing, communication, and reasoning skills through use of proper keyboarding technique while developing speed and accuracy. BUSINESS INFORMATION MANAGEMENT I Prerequisites: Touch System Data Entry or keyboarding proficiency Grades: 9 12 Students implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and make successful transition to the work force and post secondary education. Students will apply technical skills through word-processing, spreadsheet, database, and electronic presentation software. Microsoft Office Specialist certification offered. BUSINESS INFORMATION MANAGEMENT II Prerequisites: Business Information Management I Grades: Students implement personal and interpersonal skills to strengthen individual performance in the workplace and post secondary education. Students will apply complex technical skills through word-processing and spreadsheets, and developing electronic presentations using multimedia software. Microsoft Office Specialist certification offered. BUSINESS LAW /2 Grades: Students analyze the social responsibility of business and industry regarding the significant issues relating to the legal environment, business ethics, torts, contracts, negotiable financial instruments, personal property, sales, warranties, business organizations, concept of agency and employment, and real property. Students apply technical skills to address business applications of contemporary legal issues. Students incorporate a broad base of knowledge that includes the legal, managerial, marketing, financial ethical, and international dimensions of business to make appropriate business decisions. PRINCIPLES OF BUSINESS, MARKETING AND FINANCE /2 FINANCE Grades: 9 11 Students gain knowledge and skills in economies and private enterprise systems, the impact of global business, marketing of goods and services, advertising, and product pricing. Students analyze the sales process and financial management principles. This course allows students to reinforce, apply, and transfer academic knowledge and skills to a variety of interesting and relevant activities, problems and settings in business, marketing, and finance. (cont ) 23

24 ACCOUNTING I Prerequisites: Principles of Business, Algebra I Grades: Students investigate the field of accounting including how it is impacted by industry standards as well as economic, financial, technological, international, social, legal, and ethical factors. Students reflect on this knowledge as they engage in the process of recording, classifying, summarizing, analyzing, and communicating accounting information. Students formulate and interpret financial information for use in management decision making. Automated accounting is introduced through computer problems and spreadsheets are introduced through Excel. ACCOUNTING II Prerequisites: Accounting I Grades: Students continue the investigation of the field of accounting, including how it is impacted by industry standards aw well as economic, financial, technological, international, social, legal, and ethical factors. Students reflect on this knowledge as they engage in various managerial and cost accounting activities. Students formulate and interpret financial information for use in management decision making. Students will us QuickBooks Premier 2012 for projects. FASHION MARKETING Prerequisites: Principles of Business Grades: 9 12 This course is designed to provide students with knowledge of the various business functions in the fashion industry. Students will gain a working knowledge of promotion, textiles, merchandising, mathematics, selling, visual merchandising, and career opportunities. MARKETING ADVERTISING AND SALES PROMOTION Prerequisites: Principles of Business Grades: 9 12 Advertising and Sales Promotion is designed as a comprehensive introduction to the principles and practices of advertising. Students will gain knowledge of techniques used in current advertising, including print, broadcast, and digital media. The course explores the social, ethical, and legal issues of advertising, historical influences, strategies, and media decision processes as well as integrated marketing communications. The course provides an overview of how communication tools can be used to reach target audiences and increase consumer knowledge. INFORMATION TECHNOLOGY COMPUTER MAINTENANCE Grades: Students will acquire principles of computer maintenance, including electrical and electronic theory, as well as computer hardware principles, and broad level components related to the installation, diagnosis, service, and repair of computer systems. Students will begin the TestOut PC Pro Certification in preparation for the A+ exam. COMPUTER TECHNICIAN Credits: 2 Prerequisites: Computer Maintenance Grades: Students gain knowledge and skills in the area of computer technologies, including advanced knowledge of electrical and electronic theory, computer principles, and components related to the installation, diagnosis, service, and repair of computer-based technology systems. Students will reinforce, apply, and transfer their knowledge and skills to a variety of settings and problems. Students will complete TestOut PC Pro Certification in preparation for the A+ exam. 24

25 HEALTH SCIENCE TECHNOLOGY PRINCIPLES OF HEALTH SCIENCE /2 Grades: 9 10 This course provides students with an overview of the therapeutic, diagnostic, environmental, and information systems of the health care industry focusing on health careers, exploration, leadership development, ethical and legal responsibilities, the history of health care and the economics of health care. This class will be used as a prerequisite for those planning to take medical clinical rotation. MEDICAL TERMINOLOGY /2 Prerequisites: Principles of Health Science, Biology (recommended) Grades: This course is designed to develop a working knowledge of the language of medicine. Students acquire word-building skills by learning prefixes, suffixes, root, and abbreviations, Students identify proper use of words in the medical environment by relating terms to body systems. Knowledge of medical terminology enhances the student s ability to successfully gain employment or pursue advanced education in health care. HEALTH SCIENCE (course is double blocked in one semester) Prerequisites: Principles of Health, Biology Grades: This course is designed to develop health care specific knowledge and skills in effective communications, ethical and legal responsibilities, client care, safety, first aid, and CPR. This course prepares the student for the transition to clinical experiences in health care. Students will complete rotations off campus, transportation provided, at Peterson Regional Medical Center and other facilities. PRACTICUM IN HEALTH SCIENCE (CERTIFIED NURSE S AIDE) (course is double blocked in the Spring semester) Prerequisites: Principles of Health Science, Health Science, and Application process with Alamo Colleges Grades: 12 This course is designed to give students practical application of previously studied knowledge and skills. Practicum experiences can occur in a variety of locations appropriate to the nature, maturity, and level of experience. Students must be prepared to participate in Saturday training and course commitments. A criminal background check and Hepatitis Vaccinations are required. Students could be eligible to take the certification exam after completion. HOSPITALITY AND TOURISM PRINCIPLES OF HOSPITALITY AND TOURISM /2 Grades: 9 11 This course encompasses lodging; travel and tourism; recreation, amusements, attractions, and resorts; and restaurants and food beverage service. The hospitality and tourism industry maintains the largest national employment bae in the private sector. Students use knowledge and skills that meet industry standards to function effectively in various positions within this multifaceted industry. LIFE, NUTRITION AND WELLNESS /2 Prerequisites: Principles of Hospitality (recommended) Grades: This laboratory course allows students to use principles of lifetime wellness and nutrition to help them make informed choices that promote wellness as well as pursue careers related to hospitality, human services, and health sciences. Laboratory experiences will focus on the integration of nutrition and wellness knowledge with basic food preparation and management skills. CULINARY ARTS Credits: 2 Prerequisites: Principles of Hospitality, Life Nutrition and application Grades: This course begins with the fundamentals of the art of cooking and the science of baking and includes management and production skills and techniques. Students have the opportunity to become certified in ServSafe. 25

26 HUMAN SERVICES PRINCIPLES OF HUMAN SERVICES /2 Grades: 9 12 This laboratory course will endable students to investigate careers in the human services career cluster, including counseling and mental health, early childhood development, family and community, and personal care services. Each student is expected to complete the knowledge and skills essential for success in high-skill, high-wage, or high-demand human services careers. DOLLARS AND SENSE /2 Grades: This course focuses on consumer practices and responsibilities, the money management process, decision-making skills, the impact of technology on financial management, and preparation for human services careers. CHILD DEVELOPMENT Prerequisites: Principles of Human Services Grades: This course is designed to develop a working knowledge of the language of medicine. Students acquire word-building skills by learning prefixes, suffixes, root, and abbreviations, Students identify proper use of words in the medical environment by relating terms to body systems. Knowledge of medical terminology enhances the student s ability to successfully gain employment or pursue advanced education in health care. PARENTING EDUCATION FOR SCHOOL AGE PARENTS I AND II /2 2 Prerequisites: Teacher/Counselor Approval Grades: 9 12 This course addresses the special needs and interests of male and female students who are parents or who are pregnant and will become parents in the near future. Special emphasis is placed on prenatal care and development, postnatal care, child development, infant care, and parenting skills. The course is designed to foster self-responsibility and to help students become responsible productive citizens and gain valuable job skills. COSMETOLOGY I Credits: 3 (three period block schedule) Prerequisites: 16 years old and application process Grades: This course is contracted through the cooperation of the Kerrville Independent School District, Texas Education Agency, and Conlee s College of Cosmetology. Cosmetology is a twoyear program. Although there is no charge for the course, students must furnish uniforms, work kits, licenses, and state testing fees for a cost exceeding $ (both Cosmetology I and II). Students coordinate integration of academic, career, and technical knowledge and skills in this laboratory instructional sequence course designed to provide job-specific training for employment in cosmetology careers. Instruction includes sterilization and sanitation procedures, hair care, nail care, and skin care and meets the Texas Department of Licensing and Regulation requirements for licensure upon passing the state examination. Analysis of career opportunities, requirements, expectations, and development of workplace skills are included. Interested students must check with the counselor before enrolling. Student may not enroll unless they can receive at least one full year of training before completing their high school education. COSMETOLOGY II Credits: 3 (three period block schedule) Prerequisites: Cosmetology I Grades: 12 Cosmetology II extends and refines all skills initially taught in Cosmetology I. The course prepares students for the state board exams. Each student must pay for the necessary uniforms kits, and state board exam permit. Class meets both semesters. 26

27 TRANSPORTATION, DISTRIBUTION AND LOGISTICS AUTOMOTIVE TECHNOLOGY I Credits: 2 Grades: This is a pre-employment laboratory course with job-specific training for entry-level employment. Upon completion of the course, students will have received instruction pertaining to the construction, function, service and repair of all the major automotive systems that comprise a modern vehicle, as well as topics on safety, environmental hazards, leadership, entrepreneurship and career opportunities. Automotive Service Excellence certification opportunities for seniors. AUTOMOTIVE TECHNOLOGY II Credits: 2 Prerequisites: Auto Tech I Grades: This course refines and extends basic skills of Auto Technology I and students will be encouraged to acquire certifications. Automotive Service Excellence certification will be offered. CAREER PREPARATION I AND II (CO-OP) Credits: 3 Prerequisites: 16 years of age, transportation to and from work CAREER PREPARATION Grades: This course is designed to provide instruction, on-the-job training, and work experience for students preparing to enter employment. This course provides students with one hour of instruction each school day. Instruction includes developing an awareness of employment opportunities, evaluating opportunities for business ownership, developing leaders and effective group members, developing a successful life management system, and becoming a successful employee. Students attend school in the morning to take regular academic courses and this course. Students must work a minimum of 15 hours per week in an approved field. OSHA safety training could be offered. Career preparation students may not work for or be supervised by any immediate family member (including a parent or any other relative). Students requesting a career preparation program should leave at least two class periods (2 hrs) at the end of the day to be scheduled for work credit. Full schedules for career preparation students are not recommended. Director approval is required for any exceptions. 27

28 Air Force Junior Reserve Officer Training Corps Air Force Junior ROTC is an internationally accredited leadership program.* Each class includes training in three areas: Aerospace, Leadership, and Wellness. Aerospace includes: aviation history; space exploration; the science of flight; and management of the cadet corps. Leadership focuses on: citizenship, character, and the Air Force tradition; communication skills; life skills and career opportunities; and principles of management. Wellness stresses developing an individualized fitness program for each student, utilizing aspects of the Presidential Fitness Program along with other group-related training programs, for the specific purpose of improving personal health and physical conditioning. Students form a Cadet Corps with leadership positions earned based on experience, excellence and achievement. Students provide community service, take field trips to military installations and museums, and participate in a variety of group activities. A uniform is loaned to each student at no cost and must be returned at the end of the year. Proper wear of the uniform is required once a week. Students can earn college credit from Adams State University in Colorado for each year of AFJROTC (the credit transfers to most colleges and universities in the country.) Students earn state elective credit with a PE waiver for their 1 st year of JROTC. Each additional year earns state elective credit. However, students can also earn one semester of SPEECH credit as a part of their ROTC2 or ROTC3 class. * Accredited by The Southern Association of Schools and Colleges (SACS CASI) initial 2005, continuing ROTC1 (PE Substitution) This is the basic course for all new AFJROTC students. This year of instruction focuses on establishing a baseline of knowledge for students in the program. The three components of the first year class include: 1) Aerospace Exploring Space: The High Frontier; 2) Leadership Citizenship, Character, and Air Force Tradition; and 3) Wellness An Individual Health Fitness and Conditioning Program. ROTC2 (1 state elective1/2 Speech credit and 1/2 state elective credit) To receive the Speech credit you must be in ROTC2 for the entire year Prerequisites: ROTC1 Grades: This course is designed for second year JROTC students. Some ROTC2 cadets begin to hold positions of leadership and responsibility in the Cadet Corps. The three components of the 2 nd year class include: 1) Aerospace Exploring Space: The High Frontier; 2) Leadership Communication, Awareness, and Leadership; 3) Wellness An Individual Health, Fitness and Conditioning Program. ROTC3 (Possible 1/2 Speech Credit) Prerequisites: ROTC2 Grades: This course is designed for third year JROTC students. Many ROTC3 cadets will qualify to hold mid and upper level positions of management and responsibility in the Cadet Corps. The three components of the 3 rd year class include: 1) Aerospace Exploring Space: The High Frontier; 2) Leadership Communication, Awareness, and Leadership; 3) Wellness An Individual Health, Fitness and Conditioning Program. ROTC4 (1 state elective credit) Prerequisites: ROTC3 Grades: 12 This course is designed for fourth year JROTC students. Most ROTC4 cadets will qualify to hold upper and top level positions of management and responsibility in the Cadet Corps. The three components of the 4 th year class include: 1) Aerospace Management of the Cadet Corps; 2) Leadership Principles of Management or National Endowment for Financial Education (NEFE); 3) Wellness An Individual Health, Fitness and Conditioning Program. Cadets hold positions of leadership in the cadet organization. Students may be placed in available JROTC classes to conduct management of the Corps. They assist instructors and obtain leadership and management experience. 28

29 Physical Education, Health, and Athletics PHYSICAL EDUCATION I, II Credits: ½ - 1 Prerequisites None This course offers an opportunity for students to develop physical fitness while attaining basic knowledge and skills in a variety of activities, including individual, dual and team sports. Activities include: softball, flag football, soccer, basketball, track & field, badminton, volleyball, bowling, hockey, and ping pong. FOUNDATIONS OF PERSONAL FITNESS Credits: ½ This course represents a new approach in physical education and the concept of personal fitness. The basic purpose of this course is to motivate students to strive for lifetime personal fitness with an emphasis on their health. Skills taught in this course include the process of becoming fit as well as achieving some degree of fitness within the class. The concept of wellness, or striving to reach optimal levels of health, is the cornerstone of this course and is exemplified by students designing their own personal fitness program. OFF CAMPUS COMMERCIALLY SPONSORED PHYS ED. Credits: ½ Prerequisite: Approval from campus administrator, signed documentation from professional trainer Grades: 9-12 Students involved in Olympic level participation for a minimum of 15 hours per week with professionally supervised trainer or students involved in well-supervised physical activity with high quality instructors for a minimum of five hours a week may receive PE credit if approved by campus administrator and district personnel. Please see school counselor for information and appropriate forms. HEALTH Credits: ½ This course covers the following basic areas related to the health of the human body: nutrition, mental health, substances that modify behavior, prevention of disease, chronic health conditions, environment and community health, accident prevention, and family life. INDIVIDUAL SPORTS Credits: ½ Prerequisites: Foundations of Personal Fitness (Recommended) Grades: 9-12 Students learn the importance of maintaining a physicallyactive lifestyle. The student explores the relationship between physical activity and health. Students are expected to participate in a wide range of individual sports that can be pursued for a lifetime. 29

30 ATHLETICS The athletic program at Tivy is designed for the student who can keep up with his/her studies while spending two hours per day practicing and/or participating in events which can require missing classes during the school day. Athletes are required by state law to have passing grades in all classes. All athletes are required to pass a physical examination and have a parental approval form on file in the Athletic Director s office. Athletes are required to be in training during the season. No alcoholic beverages, narcotics, tobacco products, or disobeying any training rules will be tolerated. FRESHMAN ATHLETICS BOYS, GIRLS I, II, III, IV Credits: ½, 1 (PE Substitution) Prerequisites: Refer to introduction Grade: 9 This is a highly accelerated class to prepare boys and girls for UIL competition in sports. Activities include: Football, Volleyball, Cross Country (1 st semester only), Golf (tryout required), Basketball, Girl s Softball, Baseball, Tennis, Soccer, and Track (2 nd semester only). ATHLETICS BOYS, GIRLS I, II, III, IV Credits: ½ - 1 (PE Substitution, limited to four) Prerequisites: Refer to introduction Grades: This is a highly accelerated class to prepare boys and girls for UIL competition in sports. Activities include: Football, Volleyball, Cross Country (1 st semester only), Golf (tryout required), Basketball, Girl s Softball, Baseball, Tennis, Soccer, and Track (2 nd semester only). CHEERLEADERS Applicants must maintain membership grade standards set by the State for all extra-curricular activities. Grades will be checked at each grade-reporting period. A panel of judges selects cheerleaders in the spring of each year. Attendance at all home and out-of-town football, home volleyball, and home basketball games is required. Members must abide by the spirit organization travel procedures. Members are responsible for loss or damage to the uniform. Members must supply the remaining accessories of the uniform (shoes, gloves, blouse, etc.). Members must abide by the rules and regulations of the organization and the school as stated in the constitution. Students not meeting the requirements will be subject to removal from the organization. CHEERLEADERS I, II, III, IV (PE Substitution) Grades: 9 12 Tryouts are open to any girl in school who meets the grade standards. Candidates demonstrate their ability before a panel of judges. Varsity cheerleader candidates must be of sophomore or junior class standing. JV candidates must be in the freshmen class. Freshmen cheerleaders are selected from 8th graders who try out in the spring of their 8th grade year. Members must, at the time of application and throughout membership, be passing all subjects and meet the standards of conduct as designated in the Spirit Constitution. 1. Cheerleaders must attend cheerleader camp and scheduled practices during the summer. 2. Be responsible for pep rally under supervision of sponsor. 3. Members meet during the cheerleading period as well as before or after school when necessary. 4. Must participate in fundraising projects to help defray expenses 30

31 Fine Arts Course Descriptions ART ART I Art I is designed for the beginning art student. The first semester will include the study of the Elements of Art and the Principles of Design in order to establish a foundation and a vocabulary for producing and evaluating work. Art I will provide students with opportunities to put skills and information learned to form. A variety of media will be used for multidimensional work. Students will study Art History from Renaissance to the 20 th Century periods. ART II Prerequisites: Art I (grade of 90+ recommended) Art II is designed for those students who wish to extend their studies from Art I. Emphasis will be on developing multidimensional media through exploring 20 th Century Art History and theory. ART III (Drawing) Prerequisites: Art II (grade of 90+ recommended) Grades: Art III is offered for the student with a sincere interest of the study of art. Emphasis will be the refinement of technical skills the first semester and three-dimensional projects, the students will be exposed to three-dimensional projects they have not yet experienced (i.e. jewelry, wax, or batik). ART IV (Painting) Prerequisite: Art III (grade of 90+ recommended) Grades: Art IV is designed primarily for the advanced student who wishes to work in areas of special interest. Opportunities to explore art careers and art development will be provided as a part of the Art IV program. ART IV /V ADVANCED PLACEMENT (AP) Studio Art Credits: 2 Prerequisite: Teacher Recommendation Grades: This course is for the highly motivated student who is seriously interested in the study of art; the program demands significant commitment. It is designed primarily for the advanced level art student who is preparing for a portfolio for art school admission requirements, scholarships and possible AP college credit. Portfolio compilation occurs during AP exam week in May. Students need to be self motivated, conscientious and capable of producing art work under strict time-lines. Students will create 3 portfolios: Quality, Concentration and Breadth. Students will submit this body of work to the College Board for grading and possible college credit. 31

32 DANCE AND GOLDEN GIRLS DANCE I Credits: ½, 1 (PE Aerobic Credit and Fine Art) This course offers an introduction to basic dance techniques. Included are flexibility exercises, posture/alignment, and basic dance movements of Jazz, Ballet, and Drill Team. This class is not mandatory for drill team membership, nor does it ensure a position on the squad. DANCE II, III, and IV Credits: ½, 1 Prerequisites: Dance I Grades: These courses expand on the dance techniques of Dance I, including Hip Hop, Lyrical/Modern, High Kick and Social Dance forms. These courses place an emphasis on creative expression and performance through the use of choreographic elements. Students are exposed to historical and cultural heritage associated with various dance styles. GOLDEN GIRLS I, II, III, IV Credits: ½, 1 (PE Substitution) Grades: 9 12 Girls are eligible to try out provided they meet requirements. Candidates must demonstrate their ability before a panel of judges. Members must, at the time of application and throughout membership, be passing all subjects or risk being placed on probation. 1. Members meet during class as well as mandatory after school practice during the year. 2. Members must attend dance team camp during summer and a preschool training session. 3. Members receive training in dance, physical fitness, and leadership. 4. Members must participate in fundraising projects to help defray expenses and uniforms. 5. Members must be responsible for paying for camp expenses and specified uniform accessories and practice outfits. 6. This is a full year commitment. Golden Girls will perform at football games, basketball games, competitions, and the end-ofyear recital. DANCE I, II, III, IV (COLORGUARD) (fine arts credit and PE Substitution ) Prerequisites: Audition or transfer from another school Colorguard meets as a school class and rehearses after school as a part of the marching band. Colorguard members are required to attend summer rehearsals in August prior to the beginning of school. During marching season, the Colorguard attends all marching band activities and performances. After football season, the Colorguard continues meeting during class time in preparation for the Winter Guard season. Students should be aware that Colorguard is a physically demanding activity before enrolling in the class. BAND BAND I, II, III, IV Credits: ½, 1 (PE Substitution, Fall Marching band only) Prerequisites: Middle School Band or band from another school Students are placed through audition process. The band program is divided into Honors Band and Symphonic Band. The Honors and Symphonic Bands are combined to make the Marching Band. Marching rehearsals are primarily after school. Students involved in Athletics may participate in Band. Band students are given the opportunity to participate in a wide range of performance and competitive events as a group and also as individuals. Marching Band students are required to attend summer band rehearsals during August prior to the beginning of school. Band students are graded on attendance, class participation, and required assignments. Members are responsible for loss or damage to the band uniform and school-owned instruments. Cont. 32

33 JAZZ BAND I, II, III, IV Credits: ½, 1 Prerequisites: Member of Tivy Band program, and audition Students are placed through audition process. Stage Band allows the student to explore the musical styles of jazz including rock, Latin, Jazz, Dixieland, & Blues. Students also get the opportunity to learn the basics of improvisation and jazz solo techniques. Members of this ensemble are required to perform at multiple community events throughout the year. APPLIED MUSIC I, II (INSTRUMENTAL) Credits: ½, 1 Prerequisites: Member of a Tivy Band program, Teacher Permission Grades: Applied Music shall include the following essential elements: 1. Private study. The student shall be provided opportunities to study the chosen instrument in a one-to-one student/teacher relationship. 2. Study of solo literature. The student shall be provided opportunities to study three solo selections from more than one musical style and historical period; and to accept assignments on an individualized basis for optimal progress in style and interpretation. 3. Study of technical literature. The student shall be provided with opportunities to study etudes; and to memorize scales; and accept assignments made on an individual basis for optimal performance, skills and facility. 4. Performance examination. The student shall be provided opportunities to submit a performance examination (memorized solo selections and prepared technical literature and scales) to qualified examiners chosen by the school, for grade and credit. 5. Solo contests may be assigned as deemed appropriate by the director 6. Study Music Theory in Group Lessons. ORCHESTRA I, II, III, IV Prerequisites: Audition INTERMEDIATE/ADVANCED ORCHESTRA This is a full-year course for students with previous experience on a string instrument (violin, viola, cello, bass). This performance-oriented class requires two evening concerts in the fall semester and two evening concerts in the spring semester. Students will also have the opportunity for advanced enrichment with participation in Region Honor Orchestra and Al-State Orchestra auditions and High School Solo and Ensemble Contest. 33

34 CHOIR Students interested in Choir at Tivy High School are auditioned by the choir director and placed in the choral group which is best suited to his/her needs, abilities, and vocal maturity. Members are required to attend all concerts, extra rehearsals, and contests as scheduled by the director. Due to the nature of fine arts classes, much of the grading is subjective. A large percentage of the grade is determined by attitude, effort, performances (individual and group), and the director s assessment of the student s improvement from one grading period to the next. Other considerations for grading points are awarded during each grading period to those students who are part of the various audition processes or other music competitions. In addition to the traditional concerts, a typical choir student can experience different events during their tenure with the Tivy choirs. These experiences might include out-of-town competition trips, performing in a Broadway musical, and singing at professional sports events. MUSIC I, II, III, IV (TREBLE) Credits: ½, 1 Students are placed by audition. This Choir is a treble ladies ensemble. Students will learn vocal technique, music reading skills, stage presence, and will be given opportunities to perform in both solo and group settings. The choir will participate in all concerts and contests as scheduled by the director. Students may also have the opportunity to participate in individual TMEA and UIL events. This course may be repeated as desired with the director s approval. MUSIC II, III, IV (ADVANCED TREBLE) Credits: ½, 1 Students are placed by audition. This course is an advanced varsity treble ladies ensemble. This choir is designed to challenge the most highly motivated choral students. Students will learn advanced vocal techniques, music reading skills, stage presence, and will be given opportunities to perform in solo, ensemble, and group settings. The choir will participate in all concerts and contests as scheduled by the director. Members will have the opportunity to participate in TMEA and UIL events, including the three levels of the All-State Choir process and Solo and Ensemble. This course may be repeated with the director s approval. Students are placed by audition. MUSIC I, II, III, IV (TENOR-BASS) Credits: ½, 1 Students are placed by audition. The Tenor Choir is the varsity tenor-bass men s ensemble. This choir is designed to challenge the most highly motivated choral students. Students will learn advanced vocal techniques, music reading skills, stage presence, and will be given opportunities to perform in solo, ensemble, and group settings. The choir will participate in all concerts and contests as scheduled by the director. Members will have the opportunity to participate in TMEA and UIL events, including the three levels of the All- State Choir process and Solo and Ensemble. This course may be repeated with the director s approval. VOCAL ENSEMBLE I, II, III, IV Credits: ½, 1 Prerequisites: Current member of Tivy choir program Students are placed by audition. Vocal Ensemble Choir is functions as a public relations organization for the school. Performances are scheduled at various times during and after school. Performance demands will be realistic with appropriate notice given, but will require commitment and dedication from each student. Music studied will focus on contemporary vocal styles including pop, Broadway, jazz, and show choir. Solos, ensembles, and dance choreography will be part of the class experience. This course may be repeated as with the director s approval. Cont.. 34

35 APPLIED MUSIC I, II (VOCAL) Credits: ½, 1 Prerequisites: Member of Tivy Choir program, Teacher Permission Grades: Applied Vocal Music shall include the following: 1. Private study. The student shall be provided opportunities to study voice in a one-to-one student/teacher setting; have an opportunity for individual vocal study. 2. Study of solo literature. The student shall be provided opportunities to study and memorize solo selections from varying music styles and historical periods; accept assignments on an individualized basis for optimal progress in performance skills and facility. 3. Study of basic music theory. The student shall have the opportunity to learn basic music theory, harmony, and ear training. MUSIC THEORY ADVANCED PLACEMENT (AP) Prerequisites: Member of a Tivy Musical program, Teacher Approval Grades: This course entails a comprehensive study of notation, ear-training, chord structure and progressions. The course will be structured to enhance student performance on the AP test. Students need to be highly motivated and have a serious interest in the study of music. Music theory is well suited for students who are interested in continuing music studies in college and as a vocation. MUSIC THEORY-ALL MUSIC PROGRAMS THEATRE ARTS THEATRE ARTS I Theater Arts I is a fine arts course for any student with an interest in the performing arts. Emphasis is placed on stage movement, vocal development, acting, basic technical theater skills (including stage lighting, sound, stage make-up, properties, and set design), theater history, and play cutting. THEATRE ARTS II, III, IV Prerequisites: Theatre Arts I, II, or III Theatre Arts II, III, IV is a fine arts course for the student with a serious interest in the performing arts. Students focus on excellence in performance and emphasizes advanced acting, vocal development, advanced technical theater skills, play cutting, play direction, play writing, and advanced stage movement. The class mounts productions and explores a variety of theatrical production styles. THEATRE PRODUCTION I, II, III Credits: ½, 1, Theater Arts preferred Grades: Students are placed by an audition. Theatre Production I, II, III is a fine arts course that focuses on play production. Interested students may audition for the UIL One Act play. This class explores a variety of theatrical production styles. 35

36 English Language Arts Course Sequence Beginning with the Freshman class of 2018 Students may change between the regular and accelerated course sequences. Please consult your student s English teacher and counselor for more information. All schedule changes must follow procedures. 36

37 ENGLISH I Prerequisites: 8 th grade Language Arts Grade: 9 This course emphasizes well-written communication demonstrated through writing descriptive, narrative, expository multiple-paragraph writing, using the appropriate forms and conventions of written language. Students read, analyze, and use basic literary terminology in the study of poems, short stories, novels, plays, and non-fiction works. Special emphasis is placed on the study of narrative elements, symbolism, and theme, as well as on research skills and development of vocabulary skills. Grammatical skills are interwoven into the studies of literature throughout the course. End-of-Course objectives are practiced in preparation for the statemandated test. ENGLISH I Pre-AP Prerequisites: 8 th grade Language Arts Grade: 9 This course emphasizes writing proficiency and literary analysis in preparation for future collegiate work and/or successful completion of the AP exams during the junior and senior years of high school. Major works of study include The Odyssey, Of Mice and Men, and Romeo and Juliet. Summer reading is vital to the success of English I Pre-AP students. Students must complete summer reading before the school year begins. Students will be tested over their summer reading during the first week of the school year. End-of-Course objectives will be practiced in preparation for the state-mandated test. ENGLISH II Prerequisites: English I or English I Pre-AP Grade: 10 This course emphasizes well-written communication demonstrated through writing descriptive, narrative, expository multiple-paragraph writing, using the appropriate forms and conventions of written language. Students read, analyze, and use basic literary terminology in the study of poems, short stories, novels, plays, and non-fiction works. Special emphasis is placed on the study of narrative elements, symbolism, theme, as well on research skills and development of vocabulary skills. End-of-Course objectives are practiced in preparation for the state-mandated test. ENGLISH II Pre-AP Prerequisites: English I or English I Pre-AP Grade: 10 This course emphasizes increasingly complex reading and writing skills as well as vocabulary development. Students read, analyze, and use basic literary terminology in the study of poems, short stories, novels, plays, and non-fiction works, with an emphasis on several books from the AP Reading List. The fall semester focuses on works as A Separate Peace, Our Town, Spoon River Anthology, and Listening for the Crack Of Dawn. Lord of the Flies, Julius Caesar, and The Great Gatsby are the major works for the spring semester as well as poetry and short stories. Interspersed with these studies are units in grammar. All students registered for English II Pre-AP are required to read during the summer the following selections: To Kill A Mockingbird, Fahrenheit 451, and Ecclesiastes from the Bible. During the first weeks of the class, students have assignments and tests over the readings. End-of-Course objectives are practiced in preparation for the state-mandated test. ENGLISH III Prerequisites: English II or English II Pre-AP Grade: 11 Emphasis in this course will be on increasingly complex reading and writing skills and on vocabulary development. Students become familiar with the use of the MLA research handbook to plan and generate a research paper with parenthetical documentation and a works-cited list. A survey of literature will stress the major authors, periods, forms and works in American literature, as well as the history and major features of American dialects. Literary works in all genres are analyzed for their literary elements. SAT and ACT skills are emphasized for preparation for the SAT and ACT. (cont ) 37

38 ENGLISH III AP Prerequisites: English II or English II Pre-AP Grades: 11 English III AP focuses on improving student s analytical reading skills, effective writing skills, and higher level thinking skills. Work in the fall semester focuses on short stories, a research project, and The Scarlet Letter. The spring semester focuses on reading a wide variety of nonfiction essays, writing essays in the various modes of discourse, learning and practicing analysis of the visual medium, preparing and practicing for the AP Examination, reading, discussing, and responding to the contemporary novels. Interspersed with these studies each semester are concentration on building vocabulary, and improvement of grammatical skills. Summer reading is a significant aspect of English III AP. Each student registered for this course receives two books and various essays to read over the summer. Testing over summer reading occurs during the first week of school in the fall semester and class discussions and written assignments are related to the summer reading. NOTE: English III AP is aligned to College Board standards. This course consists of college level material and requires a maturity of thought and intensity. ENGLISH IV Prerequisites: English III or English III AP Grades: 12 This course provides students with a background in origins and development of the English language, major authors, periods, forms, and works in British literature. A major emphasis will be placed on student-generated writing incorporating the writing process, as well as generating writing relating to literature read. Students must use creative thinking skills to analyze and respond to literary works. Language skills and increasingly complex vocabulary development will be emphasized to prepare students for ACT, SAT, and college entrance tests. Students research primary and secondary sources to write a documented literary analysis paper or topical paper in MLA style through traditional and online sources. ENGLISH IV DUAL Prerequisites: English III or English III AP and meet Alamo Colleges entrance requirements, p. (13-14). Students who make a 3, 4, or 5 on the English AP exam will be placed into English IV AP. Grade: 12 This course will be a study of the principles of correct and effective oral and written standards in English expressions. The primary focus will be training and practice in reading and writing of expository prose. English IV Dual is a composition course that provides practical instruction in the principles and methods of clear, effective writing, including analyzing audience and purpose, prewriting, planning, drafting, revising, and editing. The course introduces summary, paraphrase, quotation, and documentation, as well as the processes of effective research writing and synthesis of sources. The course will emphasize critical reading of non-fiction and analysis and discussion of the readings. In addition to its primary focus on writing, this course will address the reading and analysis of primarily British literature. Required summer reading novels are Orwell s 1984 and Huxley s Brave New World. Students will be tested over the books during the first week of school. ENGLISH IV AP Prerequisites: English III or English III AP Grade: 12 English IV AP Literature and Composition is designed to be a college/university level course that will provide the student with the intellectual challenges and academic rigor that is consistent with a typical undergraduate English Literature course. Emphasis will be placed on literary analysis and the writing of critical essays through higher-level thinking. This course is designed for the student who has mastered basic language skills, is capable of reading and interpreting complex material, engages easily in higher level thinking, and readily accepts intellectual challenges. At the conclusion of the course, students will take the AP English Literature and Composition Exam and may earn college credit. Fall semester will begin with the breakdown of the summer reading novels, Orwell s 1984 and Huxley s Brave New World. 38

39 PRACTICAL WRITING SKILLS Credits: ½, 1 Prerequisites: Special Permission Grade: 12 This course develops skills necessary for composing business letters and requests for information, as well as for completing job applications and résumés. This course emphasizes skill in the use of conventions and mechanics of written English, the appropriate and effective application of English grammar, and the effective use of vocabulary. Students who are Seniors and have not yet passed the necessary English I or English II EOC s may be required to take this course in preparation for retesting. English Language Arts Electives DEBATE l Credits: ½, 1 (1/2 Speech Credit, student must complete the full year), Application Required Debate I focuses on the structures of debate, logic and critical thinking, complex note-taking, information organization skills, advanced reading experiences, resolution interpretation, listening, presentation, and evaluation of debates. Debate is an excellent college preparatory course for highly motivated and capable students. The students will prepare for debate competitions. Debate is a competitive course and students will be required to attend a minimum number of major debate tournaments as determined by the teacher. Students may receive speech credit if enrolled in Debate for full year. DEBATE ll, III, IV Credits: ½, 1 Prerequisites: Debate l Grades: This course is a continuation of skills and activities covered in Debate l. Students are required to travel to and compete in a minimum of competitions as determined by the teacher. COMMUNICATION APPLICATIONS Credits: ½ This course is designed to enable students to develop effective communication skills necessary for successful participation in professional and social life. Students will be expected to identify, analyze, develop, and evaluate communication skills needed for professional and social success in interpersonal situations, group interactions, and personal and professional presentations. This course fulfills the state requirement for speech. CREATIVE AND IMAGINATIVE WRITING Elective Credits: ½, 1 Prerequisites: English I or English I Pre-AP Grades: Students will explore the art and craft of creative writing including poetry, short story, essay, memoir, and drama. The central focus throughout the course will be on finding a unique and personal voice. Material for writing will be gathered from the imagination, the senses, and the world around us. Students will share their work with their peers each grading period, and they will be expected to read and discuss the writing of their classmates. PHOTOJOURNALISM /2, 1 Students enrolled in Photojournalism learn to plan, compose, and critique publications, carefully examining their writing and photography for publication quality. Students also enhance their communication skills and learn the laws and ethical considerations that impact the publishing world. Technology, visual, and electronic media are used as students design, create, clarify, critique, and produce effective written and visual samples. Students learn the basics of journalistic writing with headlines, captions, news, editorial, sports, and feature styles, as well as good interviewing skills and questioning (cont..) 39

40 strategies. Students also practice basic camera skills, safe handling and disposing of chemicals when operating in a darkroom, film developing, and photo printing from film, as well as digitized cameras and the basics of desktop technology to complete the publication process. NEWSPAPER AND MAGAZINE PRODUCTION I Prerequisites: Photojournalism or instructor approval Grades: Newspaper Production I applies the skills from photojournalism and involves the study of new techniques in journalism, as well as the assumption of responsibilities of reporting, photography, layout, advertising, and producing the school newspaper using desktop publishing techniques. Applicants must submit a written application and recommendations in the spring of the preceding school year. YEARBOOK PRODUCTION I Credits: ½, 1 Prerequisites: Photojournalism or instructor approval Grades: Yearbook Production I applies the skills from photojournalism and involves the study of new techniques in journalism, as well as the assumption of responsibilities of reporting, photography, layout, advertising, and producing the school yearbook using desktop publishing techniques. Applicants must submit a written application and recommendations in the spring of the preceding school year. YEARBOOK PRODUCTION II Credits: ½, 1 Prerequisites: Yearbook Production I Grades: Yearbook Production II is a continuation and extension of skills and responsibilities covered in Yearbook Production I. NEWSPAPER PRODUCTION II Prerequisites: Newspaper Production I Grades: Newspaper Production II is a continuation and extension of skills covered in Newspaper Production I. NEWSPAPER PRODUCTION III Prerequisites: Newspaper Production II Grades: Newspaper Production III is an editorial leadership continuation, and extension of skills and responsibilities covered in Newspaper Production II. YEARBOOK PRODUCTION III Credits: ½, 1 Prerequisites: Yearbook Production II Grades: Yearbook Production III is an editorial leadership continuation of skills and responsibilities covered in Yearbook Production II. 40

41 Mathematics Course Sequence Beginning with the Freshman Class of 2018 The graphing calculator is used extensively in all math courses as a problem solving tool. The school provides a set for daily classroom use. It is recommended that students purchase a graphing calculator for home use. Students may change between the regular and accelerated course sequences. Please consult your student s math teacher and counselor for more information. All schedule changes must follow procedures. 41

42 MATHEMATICAL MODELS WITH APPLICATIONS Prerequisites: Depends on Graduation Plan, Special Permission Grade: 9 11 Students will continue to build on the K - 8 and Algebra I foundations as they expand their understanding through other mathematical experiences. Students use mathematical methods to model and solve real-life, applied problems involving money, data, chance, patterns, music, design, and science. Projects completed outside of class are relevant to the subject matter being taught at the time. Students having access to a graphing calculator outside of class is beneficial. This course must be completed prior to Algebra II for credit towards the Recommended High School Plan. ALGEBRA I The basic understanding of number operations, quantitative reasoning, patterns, relationships and algebraic thinking, geometry, measurement, and probability and statistics are essential foundations for all work in high school mathematics. Algebra I will build on algebraic thinking and symbolic reasoning, function concepts, relationships between equations and functions, tools for algebraic thinking, functions and underlying mathematical processes. End-of-Course objectives will be practiced in preparation for the state-mandated test. GEOMETRY Prerequisites: Algebra I Geometry is designed to develop the student s logic and reasoning abilities. Geometry is a course that includes plane, solid, coordinate, and transformation geometry. This course provides the study of basic definitions, postulates, and theorems (including proofs), transformations, congruencies, similarities, coordinate geometry, area, and volume. GEOMETRY PRE-AP /2, 1 Prerequisites: Algebra I Geometry Pre-AP provides students with the opportunity to prove more theorems independently, to solve more challenging problems involving the application of theorems, to substantiate conclusions, to complete more indirect proofs, and to spend more time on applying geometric concepts. It is an enriched geometry program with greater emphasis on proofs, higher order thinking skills, and problem solving. Students will need a graphing calculator for course. ALGEBRA II Prerequisites: Algebra I Grades: This course is designed to provide students with a systematic development of real and complex number systems. Emphasis will be placed on relations and functions, systems of equations and inequalities, quadratic functions, conic sections, polynomials, and logarithmic and exponential functions. Students will need a graphing calculator for course. ALGEBRA II PRE-AP Credits: ½, 1 Prerequisites: Algebra I Grade: This course is designed to prepare the gifted math student with a rigorous development and usage of the real and complex number systems. It consists of the same basic concepts studied in the regular Algebra II course, but taken to a greater depth. Applications are handled by creating mathematical models of phenomena in the real world. The students are required to identify the kind of function that fits a given situation and derive an equation that suits the information in the problem. The problems also require the students to use many mathematical concepts in the same problem. Students will need a graphing calculator for course. (cont.) 42

43 ADVANCED QUANTITATIVE REASONING Credits: ½, 1 Prerequisites: Algebra II Grades: 11, 12 This course counts as a fourth math on the Recommended High School Program and follows Algebra I, Geometry, and Algebra II. It builds on skills that students have mastered in previous math courses. This course does not remediate skills, but extends skills while integrating other math topics not typically taught in high school. AQR emphasizes statistics and financial applications and it prepares students to use algebra, geometry, trigonometry, and discrete mathematics to model a range of situations and solve problems. The course is designed to help students develop college and career skills such as collaborating, conducting research, and presenting information. PRE-CALCULUS Credits: ½, 1 Prerequisites: Geometry, Algebra II Grades: This course is designed to prepare college-bound students for Calculus. The subjects of trigonometry, analytical geometry, and elementary analysis are integrated with other important mathematical topics by an approach that emphasizes functions. Students will need a graphing calculator for course. CALCULUS AP Credits: ½, 1 Prerequisites: Pre-Calculus Pre-AP Grades: Calculus AP consists of differentiation and integration of functions with one independent variable. The course combines an informal development of theory with an emphasis on problem solving. It is a rigorous course taught at the college level and gives the student an opportunity to receive 4-8 hours of college credit and/or placement for the calculus course they would normally take at the freshman level of college. This course adheres to the guidelines of the College Board Advanced Placement program. A student taking this course is recommended to take the Calculus AB exam in May. Students will need a graphing calculator for course. STATISTICS AP Credits: ½, 1 Prerequisites: Geometry, Algebra II, English III or English III AP Grade: 12 This course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students will be required to take the AP exam for opportunity to earn one semester of introductory statistics college credit. Students will need a graphing calculator for course. PRE-CALCULUS PRE-AP Credits: ½, 1 Prerequisites: Geometry, Algebra II Grades: This course is designed to prepare college-bound students for Calculus. The subjects of trigonometry, analytical geometry, and elementary analysis are integrated with other important mathematical topics by an approach that emphasizes functions. A faster pace and more in-depth and challenging problems distinguish this course from a regular Pre-Calculus course. Students will need a graphing calculator for course. 43

44 Science Course Sequence Beginning Beginning with the with Freshman Freshmen Class of 2018 Students may change between the regular and accelerated course sequences. Please consult your student s science teacher and counselor for more information. All schedule changes must follow procedures. 44

45 BIOLOGY Grades: 9-11 Students in Biology study a variety of topics that include structures and functions of cells and viruses, growth and development of organisms, cells, tissues, and nucleic acids and genetics, biological systems, homeostasis, ecosystems, and plants and the environment. End-of-Course objectives will be practiced in preparation for the state-mandated test. INTEGRATED PHYSICS AND CHEMISTRY Grades: 9-10 This course integrates the disciplines of physics and chemistry in the following topics: motion, waves, energy transformations, properties of matter, changes in matter, and solution chemistry. IPC must be successfully completed prior to chemistry and physics for credit towards the Recommended High School Plan. BIOLOGY PRE-AP Grades: 9-11 Biology Pre-AP is accelerated and requires more independent reading and projects than regular Biology. Students in Biology Pre-AP study a variety of topics that include structures and functions of cells and viruses, growth and development of organisms, cells, tissues, and organs, nucleic acids and genetics, biological systems, homeostasis, ecosystems, and plants and the environment. End-of-Course objectives will be practiced in preparation for the state-mandated test. CHEMISTRY IN THE COMMUNITY Prerequisites: 1 science credit, Algebra I, completion or concurrent enrollment in a second year of math Grades: Chemistry in the Community is a course for students who desire an understanding of chemistry and how it is used to benefit society. This course is organized around societal issues involving chemistry. Students learn more organic and biochemistry than in traditional courses, as well as some environmental and industrial chemistry. Chemistry in the Community is a laboratory based science class but does not focus as heavily on the complex topics in chemistry. This course is designed for students who will not be science majors in college and does not prepare the student for a college level chemistry course. CHEMISTRY Prerequisites: 1 science credit, Algebra I, completion or concurrent enrollment in a second year of math Grades: This course is highly math oriented and requires good skills in algebra and geometry. There will be a significant amount of studying and required homework assignments. Students study a variety of topics that include: characteristics of matter, energy transformation during physical and chemical changes, atomic structure, periodic table of elements, behavior of gases, bonding, nuclear fusion and nuclear fission, oxidation reduction reactions, chemical equations, properties of solutions, acids and bases, and chemical reactions. CHEMISTRY PRE-AP Prerequisites: 1 science credit, strong Algebra I grades and concurrent enrollment in second year of math. Grades: The course is accelerated and requires more critical thinking skills to successfully prepare the students for Chemistry AP. There will be projects assigned that require time outside the classroom to be allocated for completion. The course is highly math oriented and requires excellent skills in basic algebra and geometry. Students study a variety of topics that include: characteristics of matter, energy transformation during physical and chemical changes, atomic structure, periodic table of elements and the trends associated with an elements location of the table, behavior of gasses, bonding, nuclear fusion and fission, oxidation-reduction reactions, chemical equations, properties of solutions, acids and bases, chemical reactions, thermodynamics and equilibrium. CHEMISTRY AP Prerequisites: Chemistry or Chemistry Pre-AP, Physics Pre-AP, and Algebra II 45

46 Grades: Chemistry AP is designed to be the equivalent of a first year college general chemistry course. The course reviews information from Chemistry, expands on the topics, and will introduce additional concepts. Chemistry AP is also designed to prepare the student for the rigors of the AP Chemistry Exam. Students in AP Chemistry should spend at least five hours a week in individual study outside the classroom. Students are expected to take the AP exam. A summer problems packet reviewing Chemistry problems requiring 5-10 hours to complete is required. CONCEPTUAL PHYSICS Prerequisites: 1 science credit, Algebra I, completion or concurrent enrollment in a second year of math Grades: This course teaches the principles of physics in a conceptual manner. Students will study force, motion, waves, and energy. Students will create relevant hands-on projects and laboratory applications. PHYSICS PRE-AP: this course could be replaced by Physics I AP due to the change in College Board requirements. Prerequisites: 1 science credit, Algebra II, Concurrent enrollment in Pre-Calculus Preferred Grades: PHYSICS I AP :This course has recently been updated by College Board. There will be a transition for students who took Physics Pre-AP. Prerequisites: 1 science credit, Algebra II, Concurrent enrollment in Pre-Calculus Preferred Grades: This course is accelerated and requires critical thinking skills to successfully prepare students for the Physics AP exam. Projects require outside school time for completion. Homework will be required daily. Students will study a variety of topics to include: laws of motion (linear, circular, and satellite), electric forces, magnetism, waves (light, sound and color), and energy. Extensive use of mathematical concepts from Algebra ll and pre-calculus are incorporated into labs and application problems. Students enrolled in course are expected to take the AP exam. A summer work packet reviewing math and projectile motion requiring 8 to 10 hours to complete is required. Students will need a graphing calculator for course. ANATOMY AND PHYSIOLOGY OF HUMAN SYSTEMS Prerequisite: Biology Pre-AP (recommended), Chemistry Grade: 12 or with special permission Students study a variety of topics that include body structures, cell specialization, anatomy, functions, and regulating mechanisms. Anatomy and Physiology is designed to meet the needs of students who plan to major in biological healthoriented sciences or students who are curious about how the body works. This course counts as the fourth science credit under the Recommended and Distinguished Graduation Plans. ENVIRONMENTAL SYSTEMS Prerequisites: Algebra I and Biology for Senior Level Grade: 9 12 This course is an introduction to environmental systems. Students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: biotic and abiotic factors in habitats, ecosystems and biomes, interrelationships among resources and environmental systems, and population dynamics. This course can count as the fourth science credit under the Recommended and Distinguished Graduation Plans. ENVIRONMENTAL SYSTEMS AP Prerequisites: Algebra I, Biology, Chemistry Grades: This course is a college-level introduction to environmental systems. This course integrates the sciences, including biology, chemistry, and earth science with social sciences. Students study a variety of topics that include: biotic and abiotic factors in habitats, ecosystems and biomes, interrelationships among resources and environmental systems, and population dynamics. This course can count as the fourth science credit under the Recommended and Distinguished Graduation Plans. Students enrolled in course are expected to take the AP exam. 46

47 Social Studies Course Sequence Beginning with the Freshman Class of 2018 Students may change between the regular and accelerated course sequences as long as they meet pre -requisite requirements. Please consult your student s social studies teacher and counselor for more information. All schedule changes must follow procedures. 47

48 WORLD GEOGRAPHY Grade: 9 10 Students will explore the nature of geography, the physical setting of the earth, the interaction of physical environments, and analyze problems peculiar to urban centers of population. WORLD GEOGRAPHY PRE-AP Prerequisites: Advanced 8th grade English (recommended). Grade: 9 10 This course expands the regular course requirements to include higher level critical thinking activities. Students will prepare several well-organized writing assignments over the duration of the class. This course prepares students for AP World History. Students need to be willing to commit a significant amount of time out of class in order to complete assignments and to be successful in course. WORLD HISTORY Grade: 9 10 Students will be given the opportunity to study the development of early civilizations, historical development of Western civilization, the impact of religions on current events and civilizations, historical development of other regions, geographic influences on world history, and developments of the 20 th Century. WORLD HISTORY AP Prerequisites: Pre-AP World Geography, Pre-AP English I (recommended) Grade: 10 The purpose of the AP World History course is to develop a greater understanding of the evolution of global process and contacts in different types of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course highlights the nature of changes in global frameworks and their causes and consequences, as well as comparisons among major societies. Students must be prepared to analyze and express historical impacts on major societies through extensive out-of-class writing assignments. Students will work at a level that will prepare them for the World History AP test and for the Dual Credit and AP programs at the junior and senior levels. This class requires well developed reading skills to cope with the extensive reading of the college-level textbook. Students are expected to take the AP exam in the spring. UNITED STATES HISTORY Grade: 11 Students will study the emergence of the United States as a world power, demonstrate an understanding of issues and events in US History, analyze geographic influences on the historical development of the United States, identify economic and social influences on the development and growth of the U.S., demonstrate an understanding of political influences on historical issues and events, and use critical thinking skills to analyze social studies information. End-of-Course objectives will be practiced in preparation for the statemandated test. UNITED STATES HISTORY AP Prerequisites: World History AP (recommended) Grade: 11 This course extends the regular level course significantly and is aligned with the standards set by AP College Board. Students registering for this course are making a 36-week commitment. State-required objectives for the first semester of regular US History are not met in the first semester of AP US History; therefore, if a student drops the AP course after the first semester, they will not receive history credit for the fall semester and will be required to take the first half of US History the following school year. The first semester of US History AP will not be averaged with the second semester of regular US History to receive credit for the entire course. First semester covers American History from Pre-Columbus to the Civil War, and second semester ranges from Reconstruction to the present. World History AP, World Geography Pre-AP, and English II Pre-AP are strongly recommended. Students are expected to take the AP exam in the spring. TEKS objectives will be practiced in preparation for the state-mandated test. (cont ) 48

49 UNITED STATES GOVERNMENT Credits: ½ Grade: 12 Students will study the foundations of the U. S. political system, development of the US governmental system, structures and functions of the three branches of our government, and participation and decision making in civic affairs. A study of current national and international events will be included in the curriculum. UNITED STATES GOVERNMENT DUAL (½ American Government: National, State and Local; ½ American Government: Problems and Policies.) Prerequisites: Meet Alamo Colleges entrance requirements see p. (13-14) Grade: 12 US History Dual or AP and English III AP are strongly recommended. In American Government: National, State, and Local, students will compare Texas and U.S. Constitutional development and the functions of the legislative, executive, and judicial branches of the government at the national, state, and local levels. This course stresses federalism and local government institutions. American Government: Problems and Policies includes a comparison of various theories and concepts of government, an in-depth study of public opinion, political participation, political parties, political ideologies, and interest groups, and an examination of constitutional rights including civil rights and civil liberties. Students who register for this course are making a 36-week commitment. Completion of one semester of this course will not satisfy graduation requirements. The student may opt to take the AP ECONOMICS WITH EMPHASIS ON THE FREE ENTERPRISE SYS- TEM AND ITS BENEFITS Credits: ½ Grade: 12 Students will be given the opportunity to study the American Free Enterprise System, the role of government in the American economic system, international economic relations, and consumer economics. ECONOMICS AP: MACRO ECONOMIC THEORY (½ AP Macroeconomics, ½ Economics Advanced Studies) Prerequisites: Algebra II Grade: 12 This course includes the curriculum for AP Macroeconomics and Economics Advanced Studies. Macroeconomics is designed to give students a thorough understanding of the principles of economics that apply to an economic system as a whole, with emphasis on national income, price determination, economic performance measures, economic growth, and international economics. Students can earn up to 6 hrs. of college credit by taking both Macro and Micro AP exams. Students who register for this course are making a 36-week commitment. Completion of one semester of this course will not satisfy graduation requirements. Social Studies Electives PSYCHOLOGY AP (½ Social Studies Research Methods, ½ Psychology AP) Prerequisite: None Grade: This course includes the AP College Board curriculum for introductory college psychology course. Students analyze various methods, approaches, and the history of psychology. Additionally, students examine biological bases of behavior: sensation and perception, states of consciousness, learning, cognition, motivation and emotion, personality, testing and individual differences, abnormal psychology, treatment of psychological disorders, and social psychology. Students who register for this course are making a 36-week commitment. Students will receive ½ credit in Social Studies Research Methods in the fall and ½ credit in Psychology AP in the spring. Students are expected to take the AP exam in the spring. (cont.) 49

50 PSYCHOLOGY Credits: ½ Prerequisite: None Grade: This elective course is designed as an introduction to the methods and theories of major psychologists. Students study topics including the theories of human development, personality, motivation and learning and connect how those methods apply to analyzing human behavior. Course content includes human development, perceptions and consciousness, learning and thinking. personality, abnormal behavior and treatment methods.. World Languages Course Descriptions Enrollment in the second year of each course is contingent upon the successful completion of the first year. FRENCH I Grades: 9 12 This is a beginning course teaching the fundamentals of French language and culture. Students will learn pronunciation, basic reading comprehension, simple conversations (dialogues and skits), and simple listening comprehension. No previous knowledge of French is expected. Some cultural topics include travel in France, school systems in France, and French foods. FRENCH II Prerequisites: French I Grades: French II builds upon French I and continues with developing the basic forms of communication: speaking, reading, writing, and listening comprehension. Students will continue with the study of French culture including geographic features, political and economic systems, specific customs, and traditions. GERMAN I German I course covers fundamentals of the German language and culture without the need for any previous knowledge of the German language. The student will comprehend both oral and written language as well as speak about topics familiar to them. Themes are concrete and pertinent to student interest and usage. This course emphasizes reading, writing, speaking, and oral comprehension. GERMAN II Prerequisites: German 1 German II expands upon the abilities of students from German I. Themes are more abstract, but generally related to student interests and needs. Continuing with the development of the basic forms of communication, this course emphasizes reading, writing, speaking, and oral comprehension. GERMAN III Prerequisites: German II Grades: German III continues to expand student abilities. Topics include political and geographic areas of Germany, as well as environmental and judgmental problems. Although themes become more abstract, students master most German grammar. GERMAN IV Prerequisites: German III Grades: Largely an independent study course, students will greatly enhance their reading and writing ability through native readings. Extensive writing and reading concerning modern day German problems allows students to expand their German abilities while staying current in modern events. Internet and other German sources will be explored. The political, geographic, and economic events in Germany will also be studied. (cont.) 50

51 SPANISH I Prerequisites: None Beginning at the most basic level, the student does not need to have any previous knowledge of the Spanish language in order to be successful. Students will learn vocabulary and language structures needed to communicate about daily experiences. An emphasis on listening, oral proficiency and language study skills provides the non-native speaker opportunities to establish a good foundation for further language study. It provides the student who has some language experience a variety of opportunities to practice and improve language skills. SPANISH II Prerequisites: Spanish 1 This is an intermediate course for students who have taken Spanish 1 or students who have proven mastery of set skills. Students will be expected to master simple expressions and vocabulary to conduct daily conversation on familiar topics. In order to achieve these goals, students will engage in a variety of activities, including skits, games, songs, practice drills, workbook activities, and journal writing. SPANISH II Pre-AP Prerequisites: Spanish I This is a demanding, fast-paced course of study which prepares students for the AP Spanish Language course pathway and examination. Students will be expected to speak Spanish in class. Activities will focus on knowledge and skills that directly relate to the AP Spanish Language Exam. All major grammatical structures and a wide range of vocabulary will be presented. Students should expect much of the class to be conducted in Spanish. SPANISH III Pre-AP Prerequisites: Spanish II or Spanish II Pre-AP Grades: This is a demanding, fast-paced course of study dedicated to continuing preparation for the AP Spanish Language Exam and including some preparation for the AP Spanish Literature Exam. Students will work toward mastery of all basic grammar structures and proficiency in many advanced structures. Grammar and a wide range of vocabulary will be practiced in a variety of ways mainly following the AP Spanish Language format. Reading and listening activities will be drawn from the list of AP Spanish Literature Exam authors. Spanish will be the primary language utilized in the course by both students and instructor. SPANISH IV AP LANGUAGE Prerequisites: Spanish III Pre-AP Grades: Students will prepare to take the AP Spanish Language Exam. Students will read and discuss literary selections in order to improve speaking and reading skills. Grammar and vocabulary will be refined to accomplish a variety of communication tasks including writing and speaking in formal and informal registers. There will be many opportunities to practice for the AP Spanish Language Exam. Students should expect the entire class to be conducted in Spanish. Students will be expected to speak Spanish as much as possible. SPANISH V AP LANGUAGE Prerequisites: Spanish IV AP Grades: 12 Students will continue to prepare to take the AP Spanish Language Exam. All language skills previously acquired will be used to read novels, short stories, poems and a variety of literature both contemporary and classical. An emphasis on reading and writing on a philosophical basis provides the core of this course. Written communication will include songs, summaries, journals, reports on authors, culture, history, and literary styles, persuasive and informational letters, plays, poetry, and a short story. Students should expect the entire class to be conducted in Spanish. Students will be expected to speak Spanish as much as possible. 51

52 Miscellaneous Electives PEER ASSISTANCE AND LEADERSHIP SKILLS (PALS I) Prerequisites: Interview process Grades: This course is a peer-helping program in which students will be trained to work as peer facilitators with other students in our district. Positive peer influence will be utilized as a central strategy for addressing such issues as at-risk youth, dropout prevention, substance abuse prevention, teen pregnancy, suicide, absenteeism, and other teen problems and concerns in the school district. PEER ASSISTANCE AND LEADERSHIP SKILLS, PALS IN COMMUNITY SERVICE LEARNING Prerequisites: PALS 1 Grades: PALS II is an extension of PALS I with emphasis on community volunteer service. PALS II will provide field experience to a variety of community agencies designed to help peers and adults. Participants will also help in the training of the PALS I group as well as continue fieldwork throughout the district as needed. STUDENT SERVICE (LOCAL) Prerequisites: Application process Grades: 12 This course is designed for seniors who are pre-approved through an application process. Students are expected to be able to fulfill duties and responsibilities common to school-related offices; to have skills for effective communication and information management in an office or classroom environment; and to understand social ramifications related to privacy, values, and ethics in office and classroom environments. Special Programs These courses must be approved through a committee. READING I, II, III -3 Prerequisites: Must qualify; special permission Grades: 9 12 Reading is a course designed for eligible students who are not native speakers of English. Reading offers students reading instruction to successfully navigate academic demands as well as attain life-long literacy skills. Its purpose is to develop English language acquisition and language learning. These courses also prepare students for academic skills that will help them be more successful on the state-mandated STAAR and TELPAS assessments. SPECIAL EDUCATION STUDENTS Individual educational programs for each student with special needs are determined annually by the Admission, Review, and Dismissal (ARD) committee. Course selections are based upon the student s graduation plan. Please discuss course offerings with the diagnostician and your student s counselor. Please see the LPAC administrator or a counselor for information on other courses for English as a Second Language students. 52