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2 2 TABLE OF CONTENTS Graduation Requirements.6-7 College Preparation and Workplace-Ready Core... 8 Tech Prep Associate Degree Program Pathways... 9 Curriculum for 2-Year High School Career Center Programs Method of Determining Grade Point Average and Eligibility Requirements for Progression to Next Grade Level Schedule Change Guidelines and Grade Replacement 11 Diplomas Alternative Pathways for Eligibility for a Diploma Athletic and Extra-Curricular Eligibilit..14 Educational Opportunities English as a Second Language (ESL) Special Education Advanced Placement Courses (AP) International Baccalaureate Program (IB) Credit Flexibility Summer Academic Opportunities Ohio s Post-Secondary Enrollment Otterbein Collegiate Institute Cisco Networking Academy Course Descriptions and Offerings Student Fees Business Technologies (BU) & Information Technologies (IT) English Language Arts (LA) Health/Physical Education (HPE) Mathematics (MA) Science (SC) Social Studies (SS) Visual & Performing Arts (VP) World Languages (WL) Career-Technical Programs at the Career Centers Index of Courses

3 WELCOME 3 Dear Students and Parents, This High School Course Description Guide has been prepared to help you plan your high school program and choose courses for the school year. It contains essential information about graduation requirements, athletic eligibility, course descriptions, and educational options apart from the traditional high school. We wish to stress that rigorous coursework has a proven positive impact on the academic and career preparation of all students, regardless of race, gender, or socioeconomic status. Therefore, Westerville City Schools offers a rich and diverse selection of courses for all students. According to ACT research, taking challenging courses in the quality core content areas will better prepare students for the PLAN and ACT tests, which are determined to be a top predictor of college readiness ( In addition, students most likely to complete a college degree are those who engaged themselves in demanding coursework over four years of high school. Beginning with the class of 2014, Ohio has enacted the Ohio Core Graduation Requirements that you will see outlined in this guide. In addition, for students planning to attend a four-year college, the Ohio Board of Regents recommends the completion of four years each in English, Mathematics, Social Studies, and Science, three years of a foreign language, and one year of technology or the arts. The learning opportunities available in our high schools will provide a solid foundation for a successful future. Together we will make these four years a rewarding and effective foundation from which to build your lives! Best regards, John R. Kellogg, Ed.D. Superintendent / CEO M. Scott Reeves, Executive Director, Secondary Academic Affairs Todd Spinner, Principal, Westerville Central High School Kurt Yancey, Principal, Westerville North High School Steve Andersson, Principal, Westerville South High School

4 4 DISTRICT PROFILE Board of Education Dr. Nancy Nester-Baker, President Tracey A. Davidson, Vice President Cindy E. Crowe, Board Member Dr. Carol B. French, Board Member Rick A. Vilardo, Board Member Administration John R. Kellogg, Ed.D., Superintendent/CEO Mark Hershiser, Assistant Superintendent/COO M. Scott Reeves, Executive Director, Secondary Academic Affairs Todd Spinner, Principal, Westerville Central High School Kurt Yancey, Principal, Westerville North High School Steve Andersson, Principal, Westerville South High School Administration Offices 936 Eastwind Drive, Suite 200, Westerville, Ohio, Office Hours: 7:00 AM - 3:30 PM Important Numbers: Main Office: Fax: District Website Vision Statement To be the benchmark of educational excellence. Mission Statement To prepare students to contribute to the competitive and changing world in which we live. Statement of Equal Opportunity All courses are available to students without regard to race, color, national origin, sex, or handicap. Non-Discrimination Policy The Board of Education does not discriminate on the basis of race, color, religion, national origin, sex, disability, sexual orientation, military status, ancestry, age, genetic information, or any other legally protected characteristic, in its programs and activities, including employment opportunities.

5 HIGH SCHOOL PROFILE 5 Westerville Central High School 7118 Mount Royal Avenue, Westerville, OH Principal: Todd Spinner Guidance Counselors: Carrie Ackerman Jennifer Fullenkamp Erica Guice John Longo Office Hours: 7:00 AM - 3:30 PM Important Numbers: Main Office: Fax: Attendance: website: Westerville North High School 950 County Line Road, Westerville, OH Principal: Kurt Yancey Guidance Counselors: Cora Green Jim Kloepfer Melissa Simashkevich Julie Taylor Office Hours: 7:00 AM - 3:30 PM Important Numbers: Main Office: Fax: Attendance: website: Westerville South High School 303 South Otterbein Avenue, Westerville, OH Principal: Steve Andersson Guidance Counselors: Laura Elliott Jane Greenwald Jill MacDonald Todd McDavid Office Hours: 7:00 AM - 3:30 PM Important Numbers: Main Office: Fax: Attendance: website:

6 6 GRADUATION REQUIREMENTS Classes of 2015 and 2016 The State Board of Education has adopted academic content standards in English language arts (reading and writing), mathematics, science and social studies. The Ohio Graduation Test (OGT) is aligned to the academic content standards. Students are expected to receive a passing score (400 or above) in all five subjects of the OGT as a requirement to receive a high school diploma. The Ohio Graduation Test is administered several times prior to graduation: Spring of 10th grade Summer between 10th and 11th grade (optional) Fall and spring of 11th grade Summer between 11th and 12th grade (optional) Fall and spring of 12th grade Graduation In addition to passing all sections of the Ohio Graduation Test (OGT), requirements for graduation from high school in Westerville consist of a minimum of 20 credits, which must include the following: SUBJECT CREDITS English 4.0 Mathematics 4.0 (1 unit of Algebra 2 or its equivalent) Science 3.0 (1 biological, 1 physical and 1 advanced) Social Studies as listed below U.S. and Global History U.S. and Global History U.S. and Global History U.S. and Global History U.S. Government I 0.5 U.S. Government II (includes financial literacy) 0.5 Health 0.5 Physical Education 0.5 Visual and Performing Arts 1.0 (or two 0.5 credits)** ** All students not following a career-technical pathway must complete at least two semesters of fine art taken at any time throughout Grades Graduation requirements include those prescribed by the Ohio Department of Education and the North Central Association, but should be considered minimum requirements. Students programs will generally include more than these minimum credits. Ohio law allows high school credits earned prior to ninth grade to be used to satisfy the minimum graduation requirements. The grades earned in these courses will count in the student s grade-point average and class rank. Grade 9 Grade 10 Grade 11 Grade 12 English English English English Mathematics Mathematics Mathematics Mathematics Science Science Science U.S. & Global History 1 & 2 U.S. & Global History 3 & 4 Progression of required courses Required physical education and health courses may be scheduled at any time throughout grades 9 to 12, although it is strongly recommended they be completed in grades 9 and 10. Remaining required social studies courses may be scheduled at any time throughout grades 11 and 12.

7 GRADUATION REQUIREMENTS 7 Class 2017 and 2018 The State Board of Education has adopted the Common Core State Standards (CCSS) in English language arts and mathematics and Ohio s Revised Standards for Science and Social Studies. Ohio, along with 22 other states, chose to join the Partnership for Assessment of Readiness for College and Careers (PARCC), which is a consortium working together to develop a common set of assessments aligned to the CCSS. At the high school level, these will be End-Of-Course Assessments in Algebra 1, Geometry, and Algebra 2 and English 1, 2, and 3. These assessments will begin in the school year. Additional information can be found at The OGT (see page 6) still remains a graduation requirement. Requirements for graduation from high school in Westerville consist of a minimum of 20 credits, which must include the following: SUBJECT CREDITS English 4.0 Mathematics 4.0 (1 unit of Algebra 2 or its equivalent) Science 3.0 (1 biological, 1 physical and 1 advanced) Social Studies as listed below American History I 0.5 American History II 0.5 Modern World History I* 0.5 Modern World History II* 0.5 U.S. Government I 0.5 U.S. Government II (includes financial literacy) 0.5 Health 0.5 Physical Education 0.5 Visual and Performing Arts 1.0 (or two 0.5 credits)** ** All students not following a career-technical pathway must complete at least two semesters of fine art taken at any time throughout grades Graduation requirements include those prescribed by the Ohio Department of Education and the North Central Association, but should be considered minimum requirements. Students programs will generally include more than these minimum credits. Ohio law allows high school credits earned prior to ninth grade to be used to satisfy the minimum graduation requirements. The grades earned in these courses will count in the student s grade-point average and class rank. Progression of required courses Grade 9 Grade 10 Grade 11 Grade 12 English I English English English Mathematics Mathematics Mathematics Mathematics Science Science Science American History I & II Modern World History I and II Required physical education and health courses may be scheduled at any time throughout grades 9 to 12, although it is strongly recommended they be completed in grades 9 and 10. Remaining required social studies courses may be scheduled at any time throughout grades 11 and 12. * Students may take Advanced Placement World History (1.0 credit) to fulfill this requirement.

8 8 COLLEGE PREPARATION AND WORKPLACE READY CORE Students should complete the following college-preparatory curriculum in high school. Electing not to do so may result in being denied admission, being offered less than regular admission, or being required to take college remediation courses. Information provided in the tables is a guide for students who have not yet decided which college or university they wish to enter. Colleges and universities differ considerably in their admission requirements, and within a single institution requirements may vary for admission to different departments or colleges. For example, some colleges and universities do not require a world language for admission, while others require two credits and prefer three or four credits of the same language. Students wishing to enter a math or science program will be expected to have four or more credits in these areas. Therefore, students and parents are urged to check current catalogues and admissions publications for requirements at specific colleges and universities. Students who have questions concerning their transcript should consult with their counselor. COMPLETE COLLEGE PREPARATION CORE SUBJECTS* CREDITS English 4.0 World Languages (three credits in one world language are recommended - See note 1) 3.0 Science 2 units of Chemistry & Space Science, Earth & Energy Science and Biology plus - 2 units consisting of advanced study in: a. Chemistry, Physics, or other Physical Science or b. Anatomy & Physiology, or other Life Sciences or c. Physical Geology or other Earth & Space Science 4.0 Mathematics (Courses should include Algebra 1, Geometry, Algebra 2, Algebra 3 or Calculus.) 4.0 Social Studies 4.0 Visual and Performing Arts (See note 2) 1.0 *Four-year Business and college Technical recommendation Education (See by note the Ohio 3) Board of Regents 1. While two credits in one world language are minimum, successful world language students (grades of C or better) are urged to take three, four or five years of the same language if possible. 2. The term "Visual and Performing Arts" traditionally refers to courses in dance, fine arts, music, or theatre. The courses in Westerville that meet this requirement are all art courses, all music courses, all theatre/ acting courses, and Yearbook. Also note that many universities accept Website Development, Multimedia Development, and Interactive Media 1 and 2 for fine arts credit even though these are awarded Business and Information Technologies credits by the district. However, to meet one of the criteria for the Diploma with Honors, the unit of Fine Arts, the teacher of the course must meet the definition of a Highly Qualified Teacher (HQT) in Fine Arts. 3. Although the Ohio Board of Regents does not include Business and Information Technologies Education in their recommendation, it provides college and career preparation. These courses offer knowledge and skill development that Ohio s business and industry wants and needs. Tech Prep courses offer industry-recognized technical credentials that can be applied to postsecondary study leading to degrees and/or additional credentials.

9 TECH PREP ASSOCIATES DEGREE PROGRAM PATHWAYS 9 Tech Prep is designed to give maximum flexibility for student choices. Students will complete many of the College Prep academic requirements (page 8), plus selected Tech Prep Level 1 courses during grades 9 and 10. A Level 2 Tech Prep Program is offered in information technology in Westerville and four programs are offered through Delaware Area Career Center-South (DCC-S) and North (DCC-N). Students will select Level 2 Programs during grade 12. There is a strong emphasis on applying academic principles and working in teams to accomplish assigned projects throughout the sequence of Tech Prep courses. Students interested in a high-tech career in either information technology or engineering should complete the following courses in high school. This program may allow the students to enter college with advanced placement in required technology courses through a 4 plus 2 (4 years of high school plus 2 years of college courses) articulation agreement with Ohio University--Lancaster, Ohio University--Chillicothe, Columbus State Community College--Columbus, and Central Ohio Technical College (COTC)--Newark. Upon completion of the high school program, students may immediately enter the job market, a post-secondary associate degree program, or a four-year baccalaureate degree program. REQUIRED SUBJECTS CREDITS English 4.0 Health and Physical Education 1.0 Science (All science courses in Westerville high schools are laboratory courses.) 3.0 Mathematics (Courses should include Algebra 1 or Integrated Algebra & Geometry B, Geometry or Integrated Mathematics Topics, Algebra 2/Pre-College Math, and Algebra 3/FST.) See note Social Studies 3.0 Tech Prep Level 1 (Grades 9 and/or 10) 21st Century Technology Skills 0.5 Trends in Technology 0.5 Career Planning: Life After High School 0.5 Tech Prep Level 2 (Grades 11 and 12) Interactive Media Health Technologies (DCC-S) Architecture/Engineering Technologies (DCC-S) Information Technology Academies (DCC-S) 3.0 each year 3.0 each year 3.0 each year 3.0 each year RECOMMENDED SUBJECTS CREDITS World Languages 2.0 Visual and Performing Arts or Business Technologies Minimally, Tech Prep students need to achieve credit in Algebra 2 or Pre-College Math. If students start with Integrated Algebra & Geometry A, the sequence would be Integrated Algebra & Geometry A, Integrated Algebra & Geometry B, Integrated Mathematics Topics, and Pre-College Math. Functions, Stats, and Trig (FST) or Algebra 3 are options after completion of Algebra 2.

10 10 CURRICULUM FOR TWO YEAR HIGH SCHOOL CAREER CENTER PROGRAMS (GRADES 11 AND 12) Westerville students are eligible to apply for more than 80 one and two-year career-technical programs in Westerville, at the two Delaware Area Career Centers, and at the two Career Centers in Columbus. A complete listing begins on page 58. Enrollment in a two-year careertechnical program requires a two-year, earnest commitment on the part of the student and his/her parent(s). Students interested in enrolling in a two-year career-technical program should talk with their high school guidance counselor. Before entering a two-year career-technical program, students should complete the following requirements by the end of grade 10. SUBJECT CREDITS English (in grades 9 and 10) 2.0 Health 0.5 Mathematics 2.0 Physical Education (2 semesters) 0.5 Science 2.0 Social Studies (4 semesters) st Century Technology Skills (required for office business program) 0.5 Not all students who apply for admission to a career-technical program for grades 11 and 12 are accepted. Important qualities which help students gain admission include: a. Good attendance in school; b. Infrequent tardies to school and to class; c. Passing grades in all courses attempted; and d. A genuine interest in career-technical education.

11 GRADE POINT AND GRADE LEVEL PROGRESSION 11 Method of Determining Grade Point Average A student s Grade Point Average (GPA) is determined by converting letter grades to the numerical value assigned to these grades (see chart on this page) then adding these points to determine a total point value. The next step is to determine the total number of credits associated with the converted grades. Dividing the total point value by the total number of credits will provide the student s GPA. Courses taken for Pass/Fail (S/U) are not included in computing point average. GRADING SCALES EXAMPLE OF GPA COMPUTATION REGULAR HONORS FACTOR AP AND IB FACTOR Subject Semester Grades Value Credits Points A+ = A = A- = B+ = B = B- = C+ = C = C- = D+ = D = D- = F = A+ = A = A- = B+ = B = B- = C+ = C = C- = D+ = D = D- = F = A+ = A = A- = B+ = B = B- = C+ = C = C- = D+ = D = D- = F = Course 1 B x 0.50 = Honors Course 2 B x 0.5 = Course 3 B x 0.5 = Course 4 B x 0.5 = PE B x 0.25 = TOTALS Points Credits = GPA = Requirements for Progression to the Next Grade Level Progression to the next grade level is attained by earning credits for successful completion of courses. Required credits to progress are: 5 credits to grade 10; 10 credits to grade 11; 15 credits to grade 12; 20 to graduate. These credits should include required courses. Grade Replacement Procedure A student may re-take a course if s/he received a D+ or below in the original course, or is recommended to do so by a teacher. The point value of the higher of the two grades (retake course grade or original grade) will be the only one averaged into the student s cumulative grade point average (GPA). However, the academic record of both courses will be reflected on the student s transcript. Credit for the course will not be duplicated. This retake policy does not apply to Summer School or Credit Flexibility courses. Schedule Change Requests (adding or dropping courses) Schedule change requests outside of the established window will be reviewed by the administrative and guidance teams of each building. Requests for schedule changes should be made in writing to your assigned guidance counselor who will then contact you to inform you of the decision and rationale. ADD Classes cannot be added after the 5th day of class. DROP Withdrawing from a semester/year long course after the distribution of the first Interim Report may receive a failing grade ( F or unsatisfactory) for the course. Students disagreeing with this grade must appeal to the building principal. It is recommended that students not drop below five classes in any one semester.

12 12 DIPLOMAS Three Types of Diplomas High School Diploma Students are required to complete Westerville high school graduation requirements and to pass the Ohio Graduation Test (OGT). Diploma with Honors A Diploma with honors is a designation set forth by the Ohio Department of Education. A student may earn an honors diploma either by accomplishing additional criteria in the college preparatory curriculum or in the careertechnical curriculum. A seal is affixed to the student s diploma validating this award. Please refer to the appropriate requirements listed below according to your graduating class. International Baccalaureate (IB) Diploma See additional information on pages COMPARISON OF DIPLOMAS WITH HONORS CRITERIA Students need to fulfill all but one of the applicable criteria for the Diploma with Honors. Subject International Baccalaureate Diploma with Honors for Classes of 2012 and Beyond Academic Diploma with Honors for Classes 2011 and Beyond Career-Technical Diploma with Honors for Classes 2012 and Beyond English Mathematics 4 units, plus the two required International Baccalaureate essays 4 units, including Algebra I, Geometry, Algebra II or the equivalent and another higher level course or a four -year sequence of courses that contain equivalent content 4 units 4 units 4 units, including Algebra I, Geometry, Algebra II or the equivalent and another higher level course or a four -year sequence of courses that contain equivalent content 4 units, including Algebra I, Geometry, Algebra II or the equivalent and another higher level course or a four-year sequence of courses that contain equivalent content Science 4 units including biology, chemistry and at least one additional advanced science *** 4 units, including physics and chemistry 4 units, including two units of advance science*** Social Studies 4 units 4 units 4 units Foreign Language 4 units minimum, including at least 2 units in each language studied 3 units (must include no less than 2 units for which credit is sought), i.e., 3 units of one language or 2 units each of two languages N/A Fine Arts 1 unit 1 unit N/A Electives N/A N/A 4 units of Career-Technical minimum. Program must lead to an industry recognized credential, apprenticeship, or be part of an articulated career pathway which can lead to post secondary credit Grade Point Average 3.5 on a 4.0 scale 3.5 on a 4.0 scale 3.5 on a 4.0 scale ACT/SAT Score (excluding scores from the writing sections)* 27 ACT / 1210 SAT 27 ACT / 1210 SAT 27 ACT / 1210 SAT Additional Assessment Must complete criterion-referenced assessments in a minimum of six academic disciplines N/A Achieve proficiency benchmark established for appropriate Ohio Career-Technical Competency Assessment or equivalent * Writing sections of either standardized test should not be included in the calculation of this score. ** SB 311 allows school districts to adopt a policy exempting students who participate in interscholastic athletics, marching band or cheerleading for two full seasons or two years of JROTC from the physical education requirement. *** Advanced science refers to courses in the Ohio Core that are inquiry-based with laboratory experiences and align with the 11/12 th grade standards (or above) or with an AP science course, or with the new high school syllabi, or with an entry-level college course (clearly preparing students for a college freshman-level science class, such as anatomy, botany, or astronomy), or contain material above the current OGT level.

13 DIPLOMAS 13 Alternative Pathway for Eligibility for a Diploma According to Ohio Revised Code , students who pass four of five Ohio Graduation Tests (OGT) and meet other requirements are eligible to graduate. This pathway applies to students that are required to pass the OGT to graduate. Criteria for Alternative Pathway to Graduation and the GPA Calculation Chart: 1. On the one [OGT]...for which the person failed to attain the designated score, the person missed that score by 10 points or less; Note: This means a scaled score of at least 390 on the failed OGT. 2. Has a 97 percent school attendance rate in each of the last four school years, excluding any excused absences; Note: Excused absences are defined by local school district policy. 3. Has not been expelled from school under section of the Revised Code in any of the last four school years; Note: The statute does not address other student disciplinary outcomes, such as suspension. 4. Has a grade point average of at least 2.5 out of 4.0, or its equivalent, as designated in rules adopted by the State Board of Education in the subject area of the [failed OGT]; Note: The conversion chart found below must be used. 5. Has completed the high school curriculum requirements...in the subject area [of the failed test]; Note: This applies to a student s eligibility to be considered for an alternative pathway only. To receive a diploma, the student also must satisfy school district graduation requirements. 6. Has taken advantage of any intervention programs provided by the school district or school in the subject area [of the failed OGT]...and has a 97 percent attendance rate, excluding any excused absences, in any of those programs that are provided at times beyond the normal school day, school week, or school year or has received comparable intervention services from a source other than the school district or school; Note: Students are only subject to this criterion if they were offered intervention. If so, the attendance requirement refers to their rate or participation. 7. Holds a letter recommending graduation from each of the person s high school teachers in the subject area [of the failed OGT]...and from the person s high school principal. Note: If the student s teacher from a specific course is no longer available, a person with sufficient knowledge to make an informed recommendation may substitute.

14 14 ELIGIBILITY Athletic and Extracurricular Eligibility Westerville City Schools Students In order for a student to be eligible for participation, the following must be met: During the grading period immediately preceding participation in the activity, the student must have received passing grades in courses which accumulate to 5.0 credits for the year. During the grading period immediately preceding participation in the activity, the student must have earned a minimum 1.75 grade-point average. The student must maintain compliance with the district Code of Student Conduct, Code of Conduct for Students Participating in Extracurricular Activities and tobacco/drug/alcohol policies and procedures. The student must be in attendance at school at least 1/2 day on the day of the contest/event, when the event occurs on a school day. The student must meet all eligibility requirements of the Ohio High School Athletic Association to participate in interscholastic athletics, including but not limited to Enrollment in school the grading period immediately preceding the grading period of participation; and Current enrollment in school. Athletic and Extracurricular Eligibility Home Educated/Private School Students Please see Board Policy 9270 for information regarding eligibility requirements at NCAA Eligibility Students who plan on participating in college athletics at an NCAA member school must ensure that courses taken throughout his or her high school career meets the eligibility standards as set by the NCAA Eligibility Center. For a complete listing of all requirements as well as all approved and denied courses for each of the Westerville high schools, please visit the NCAA Eligibility Center website at eligibilitycenter.org/

15 EDUCATIONAL OPPORTUNITIES 15 English as a Second Language (ESL) Year: 9, 10, 11, Credit ESL is intended for students who qualify for ESL support. Criteria for the ESL program include: Student's primary/home/native language is other than English, whether born in the U.S. or another country. The student scores less than proficient in one or more areas of English proficiency (reading, writing, listening, speaking, and comprehension) on tests of English language proficiency administered within the district. The student is not over 21 years of age and is enrolled in the district school. The student has difficulty speaking, reading, writing, or understanding English and that student may be unable to perform well enough in class or on state tests to meet expected state standards for achievement. Materials and the instructional pace of an ESL class are adapted to meet the individual needs of each student. Students move from the "Emergent" or "Beginning" levels of English proficiency through "Intermediate" and "Advanced" to "Proficient" as basic skills and English fluency are acquired. ESL Levels: Emergent Level Students at this level may understand isolated words, but rely on nonverbal cues and require frequent repetition. Beginning Level As comprehension improves, students begin to imitate words and phrases and to use English. They are beginning to understand more English. Intermediate Students at this level understand more complex speech but still require repetition. They still have difficulty due to a smaller vocabulary. Advanced Level At this level, students language skills are adequate for most communication. Reading is more fluent, however errors will still occur. Proficient/Trial Mainstream Level At this final stage of English proficiency, students can participate in an academic conversation without difficulty. Special Education A student receives special education and related services through the Special Education Department based solely on student needs identified and documented through the IEP process. A student s disability category does not determine the type or level of special education services to be provided. This is determined individually through the IEP process. Instructional support may include modifications to the curriculum or accommodations that assist the student in accessing the curriculum. Support is provided in a continuum of environments including, but not limited to: General education classes General education classes with special education support team taught by a general education teacher and an intervention specialist Resource classes core classes taught by an intervention specialist with a modified curriculum Small group intervention Work Study Job training

16 16 EDUCATIONAL OPPORTUNITIES Advanced Placement Courses (AP) The mission of the Advanced Placement program in Westerville City Schools is to provide students with opportunities to acquire the skills and habits necessary for post-secondary success. Students will have the opportunity to earn college credit through increased academic rigor by engaging in intense discussions, solving problems collaboratively, reading critically from a variety of texts, and writing analytically. The College Board and the Advanced Placement Program encourage teachers, AP Coordinators, and school administrators to make equitable access a guiding principle for their AP programs. The College Board is committed to the principle that all students deserve an opportunity to participate in rigorous and academically challenging courses and programs. All students who are willing to accept the challenge of a rigorous academic curriculum should be considered for admission to AP courses. The College Board encourages the elimination of barriers that restrict access to AP courses for students from ethnic, racial, and socioeconomic groups that have been traditionally underrepresented in the AP Program. Schools should make every effort to ensure that their AP classes reflect the diversity of their student population. ~ Excerpts from The College Board Earn College Credit and Advanced Placement Receive recognition from more than 3,600 colleges and universities that annually receive AP Exam scores. Over 90% of 4-year colleges in the U.S. provide credit and/or advanced placement for qualifying scores. Move more rapidly into upper-level courses in your field of interest, pursue more easily multiple majors or minors. Design a college experience that increases the flexibility to get the most out of your college years. Gain Skills for College Success Improve communication skills and problem-solving techniques. Develop the study habits and time management skills necessary for tackling rigorous course work. Stand Out in the College Admissions Process Demonstrate maturity and readiness for college. Show willingness to take the most rigorous courses available. Emphasize commitment to academic excellence. Broaden Intellectual Horizons Be part of a community of students and educators who are passionate, curious, and committed to academic excellence. Take courses that are developed by leading professors to reflect the level of learning happening at colleges throughout the country.

17 EDUCATIONAL OPPORTUNITIES 17 What is AP? The Advanced Placement Program is a challenging academic program designed to provide motivated high school students with college-level academic courses. Established in 1955 by the College Board, the AP Program is a cooperative educational endeavor between secondary schools and colleges and universities. High school students who complete AP courses demonstrate their mastery of subject material by earning qualifying grades on AP Examinations. AP is considered a standard for academic excellence in the United States, where nearly 60 percent of secondary schools participate in the program. AP courses with qualifying exam grades are accepted for credit, advanced placement, or both, by most American colleges and universities. In addition, AP courses and exam grades are used in the admissions process in more than 400 universities the United States. Is AP right for me? AP is open to any student from any background, not just straight-a students, but it may not be right for everyone. Before signing up, have a good idea of whether you can handle the extra work. AP classes move rapidly and cover lots of ground. Your record of accomplishment in other courses will provide a guideline for gauging your AP potential. The keys to success are motivation, self-discipline, and academic preparation. The time and commitment for AP work could include daily review, daily reading, projects outside of class, and assignments to be completed in the summer. Quotes from Students: AP means more work, more depth. You have to be willing to do the work. You have to be dedicated. You have to have time management. How many AP courses should I take? Let common sense be your guide. Take the number of AP courses you think you can handle. Remember, AP homework is more demanding. Quotes from Students: An AP class maybe won t give you an hour of busywork, and AP student said, The AP teacher will expect you to spend that hour thinking instead on top of the time you need to complete the assignment. It depends on the person, what year you are, and what interests you. What courses are offered in WCS?* AP Biology AP Calculus AB AP Calculus BC AP Chemistry AP Computer Science A AP Environmental Science AP European History AP Physics AP Spanish Language AP United States History AP World History AP English Language and Composition AP English Literature and Composition AP Comparative Government and Politics AP U.S. Government and Politics *Other AP courses may be taken through a Credit Flexibility option. Please see page 21 for more information. **For additional Advanced Placement course and testing information, please visit The College Board website:

18 18 EDUCATIONAL OPPORTUNITIES International Baccalaureate Program (IB) The Diploma Program of the International Baccalaureate Organization (IBO) is a demanding pre-university course of study that leads to examinations; it is designed for highly motivated secondary students. The program is a comprehensive, two-year international curriculum of which the goal is to provide students with the skills and attitudes necessary for success in higher education and employment. The curriculum coincides with, and in most cases, exceeds state and national education requirements by incorporating the best elements of national systems without being based on any one. In the 40 years since its founding, the IB Diploma has become a symbol of academic integrity and intellectual promise. The student who satisfies its demands demonstrates a strong commitment to learning, both in terms of the mastery of subject content and in the development of the skills and discipline necessary for success in a competitive world. The International Baccalaureate Organization was created in 1968 and is recognized for college credit in over 850 colleges and universities in the United States and Canada. Based on an individual student s results and a specific college s policy, students may receive advanced standing and credit for course work completed while in high school. Only approved schools may offer the IB diploma program. South is only the third Central Ohio High School to receive approval for the prestigious diploma curriculum. The following information explains some of the curriculum and requirements of the program. For further information, contact Mike Hinze, Assistant Principal at Westerville South High School, at Curriculum Students are required to select one subject from each of the six subject groups which correspond to the principal domains of knowledge. At least three and not more than four are taken at a higher level and the others at a standard level. Courses that are offered in the Westerville City Schools IB program are shown in the diagram below and are listed on the subject area pages throughout this book. In addition to courses from the 6 domains, students must complete the following: Theory of Knowledge - interdisciplinary requirement intended to stimulate critical reflection on knowledge and experience gained inside and outside the classroom... unique to the IBO. The Extended Essay - original research project which culminates in a 4,000 word essay. Affords the students the opportunity to investigate a topic of special interest and to become acquainted with the kind of independent research and writing skills expected at the university level. Creativity, Action, Service hours of CAS activities, divided evenly among the 3 areas, during their diploma years. (Candidates can begin logging activities during the summer before their junior year). CAS activities do not have to be school related.

19 EDUCATIONAL OPPORTUNITIES 19 Criteria for Participation in the IB Program Pass all or subject specific OGT tests in the spring of the sophomore year. Meet with the IB coordinator to sign and adhere to a contract agreeing to the terms of the program as established by the school and the IBO. IB Enrollment IBO states that all students participating in the program must be enrolled at the approved IB school. Therefore, any student who wants to participate must be enrolled at Westerville South High School. Enrollment at South can occur through the following procedures: 1. IB Administratively Placed Any student who wants to participate in the IB program and satisfies the criteria for participation and is assigned a home school other than South can be enrolled at South by being administratively placed to participate in IB. Students who are not enrolled in an IB course offering will be required to return to their home school of residence. 2. Lottery/Open enrollment All students who are assigned a home school other than South but are enrolled at South through the lottery may participate in IB. Students who are not enrolled in an IB course offering will not be required to return to their home school of residence. Cost to Student Currently, the cost per examination is $95.00-$ Other fees may apply. This would mean an approximate cost to the diploma candidate of $ Participation in the Program Students may participate in the IB program as a diploma student or as a certificate student. A diploma student will enroll in a course in each of the 6 content areas and complete the requirements for the center of the IB hexagon including the Extended Essay, the Theory of Knowledge course and the Creativity, Action and Service components of the program. A certificate student may select individual courses for participation. IB Courses at South (See course descriptions under specific content area) HIGHER LEVEL (HL) Higher Level IB courses are two-year courses that receive weighted grades. STANDARD LEVEL (SL) Standard Level IB courses are one or two year courses that receive or weighted grades depending on the course. The DIPLOMA CANDIDATE will take one course from each of the 6 different areas, 3 at higher level (no more than 4) and 3 at standard level. IB COURSES OFFERED FOR THE SCHOOL YEAR BY GROUP Group 1 English HL Group 2 French SL Spanish ab Initio Spanish SL Spanish HL Group 3 Business and Management SL Group 4 Biology SL Business Management HL History of the Americas HL Psychology SL Group 5 Math Studies SL Group 6 Mathematics SL Mathematics HL Chemistry SL Physics HL Music SL (Orchestra, Choir, Wind Ensemble or Jazz Band) Music Theory Visual Arts SL Visual Arts HL A second course from Groups 3, 4, or 5 may be considered the Group 6 choice.

20 20 EDUCATIONAL OPPORTUNITIES IB Grade Awarding An IB grade is awarded based on two types of assessment, internal and external assessments. The end of course examinations are the external assessments. IB exams are prepared by the International Baccalaureate Curriculum and Assessment Office (IBCA) in Cardiff, Wales. They are administered during a three-week period beginning on the first Monday in May. They are assessed by IB examiners world-wide. Each subject exam has from one to three papers (or parts ) and each paper is assessed by a different examiner. The exams are primarily essays, and the assessment is criterion based. Internal assessments are assessments completed during the course that are based on specific criteria. Students worldwide are held to the same standards based on this criterion. The internal assessments are evaluated by the classroom teacher and then are externally moderated to ensure that the criterion based scores are accurate. IB then awards a final grade for the course by weighing the results of the examinations with the internal assessments in a course. Typically, the external assessments represent between 70 and 80% of the IB grade. Results are sent to both the student and to the university of choice in the summer after the senior year. The results are given to the university as a single culminating grade from 1 to 7 (7-Excellent, 6- Very Good, 5-Good, 4-Satisfactory, 3-Mediocre, 2-Poor, and 1-Very Poor). Recommended Course Sequences for International Baccalaureate Courses Students should first look at the Junior/Senior course selections to determine which IB courses they are planning to schedule. These courses are the end goals. After determining the course, look back to the freshmen and sophomore years to determine which courses are suggested to prepare the students for their end goals. These selections are recommendations only. Students have successfully taken different paths to each the same end goal. Please check with your guidance counselor or the IB coordinator if you have questions about course selections. Freshman Year Sophomore Year Junior Year End Goals English Group 1 Honors English 9 Honors English 10 IB English HL (1) IB English HL (2) World Languages Group 2 Honors Spanish 2 Honors Spanish 2 French 1 Honors Spanish 3 Honors Spanish 3 Honors French 2 IB Spanish HL (1) IB Spanish SL (1) IB French SL (1) IB Spanish Ab Initio SL (1)* IB Spanish HL (2) IB Spanish SL (2) IB French SL (2) IB Spanish Ab Initio SL (2)* Social Studies Group 3 Honors American History Honors American History Honors American History Honors American History Hon U.S. Global 3 & 4 Hon U.S. Global 3 & 4 Hon U.S. Global 3 & 4 Hon U.S. Global 3 & 4 IB History of the Americas HL (1) IB Psychology** SL IB Business & Management** SL IB Business & Management HL** (1) IB History of the Americas HL (2) Government**/AP Government** Government**/AP Government** IB Business & Management HL** (2) Science Group 4 Honors Biology Honors Biology Honors Biology Honors Biology Hon Chemistry/AP Chemistry Hon Physics/Hon Chem/AP Chem*** Hon Physics/Hon Chemistry Honors Physics IB Physics HL (1) IB Biology HL (1) IB Biology SL (1) IB Chemistry SL (1) IB Physics HL (2) IB Biology HL (1) IB Biology SL (2) IB Chemistry SL (2) Mathematics Group 5 Algebra 1 Honors Geometry Honors Geometry Geometry/Honors Geometry Honors Algebra 2 Honors Algebra 2 IB Math Studies (1) IB Mathematics SL (1) IB Mathematics HL (1) IB Math Studies (2) IB Mathematics SL (2) IB Mathematics HL (2) Electives Group 6 Health & PE 1 Health & PE 1 Health & PE 1 Health & PE 1 Health & PE 1 Health & PE 1 PE 2/Art Foundations PE 2/Art Foundations PE 2/Optional Courses PE 2/Optional Courses PE 2/Optional Courses PE 2/Optional Courses IB Visual Arts HL (1) IB Visual Arts SL IB Business & Management HL (1) IB Business & Management SL IB Psychology SL IB Music SL (1) IB Visual Arts HL (2) IB Business & Management HL (2) IB Music SL (2) Additional Courses Music Course Music Course Theory of Knowledge/IB Labs Theory of Knowledge/IB Labs * Students taking Spanish Ab Initio SL may not have any previous Spanish Experience. ** Government/AP Government Students who do not take IB History of the Americas HL must take a government course. *** Students who take AP Chemistry in the sophomore year will also have additional lab periods.

21 EDUCATIONAL OPPORTUNITIES 21 Educational Options The Westerville Board of Education believes that educational options should be made available to all students in the regular program of studies. Because the Board realizes that opportunities, experiences and/or activities that extend, enhance or supplement legitimate study may lie outside of the standard curriculum or the traditional school setting, certain educational options may be approved subject to this policy and parental approval. Educational options are to be used as a means for providing additional or enhanced educational opportunities to individual students, not groups of students. Moreover, educational options are choices elected by the student and his/her parents, which are distinctly different from programming decisions made by school district personnel. The superintendent or designee may approve educational options, which could include, but shall not be limited to Credit Flexibility through the Credit Flexibility Application which includes the Test-Out Option, distance learning, educational travel, independent study, student abroad programs, correspondence courses, on-line learning, research-based projects, internships, service learning and senior projects Summer School Enrollment in other educational programs located within Franklin and Delaware Counties that are structured to be concurrent with enrollment in the Westerville City School District Credit Flexibility The superintendent or designee may only approve educational options for students upon evidence that: The parent has approved participation for any student under the age of eighteen. An instructional plan that is based upon individual student needs is submitted prior to student participation. The instructional plan shall include Instructional objectives that align with the district s curriculum requirements; An outline that specifies instructional activities, materials, and environments; A description of criteria and methods for assessing student performance. The involvement of a guidance counselor and a teacher of record in reviewing the instructional plan. The involvement of a teacher of record in providing or supervising instruction and evaluating student performance. Academic credit for the educational option will be assigned according to student performance relative to the stated objectives of the educational option selected. Credit shall be granted to the student upon successful completion of the program. The credit shall be placed on the student s transcript. Credits earned from educational options may be counted toward graduation requirements in accordance with applicable State Law and Administrative Code. Students who plan on participating in athletics at the Division I College Level should be aware that the credit flexibility test-out option will not be included as part of the NCAA Initial Eligibility Center s qualifying core classes required for eligibility. Student athletes should consult the NCAA if they have any questions. With the exception of programs identified by administration and annually approved by the Board, the Board shall require that any student who elects an educational option outside of the standard curriculum or the traditional school setting, shall bear the per pupil costs assessed by such programs/options. The exception to this will be specific programs that have been presented by the administration and approved by the Board. The Board may take into account the student s level of need in establishing financial contribution levels. The Board reserves the right to reconsider, on an annual basis, whether and to what extent there will be a contribution to such programs. The superintendent may develop administrative guidelines and forms necessary to facilitate the implementation of this policy.

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