Superintendent Dr. Angi Williams

GA L E NAP A R K I NDE P E NDE NTS CHOOLDI S TRI CT GA L E NAP A R KHI GHS C HOOL NOR T HS HOR ES E NI ORHI GHS C HOOL COURSE GUI DE

GALENA PARK INDEPENDENT SCHOOL DISTRICT 14705 Woodforest Blvd. Houston, Texas 77015 P.O. Box 565 Galena Park, Texas 77547 832-386-1000 BOARD OF TRUSTEES Wilfred J. Broussard, Jr. - President Joe Stephens - Vice President Wanda Heath Johnson - Secretary Jeff Miller Dawn Fisher June Harris Ramon Garza Superintendent Dr. Angi Williams ASSURANCE OF NONDISCRIMINATION No student shall be denied the right to participate in any school program, education service, or activity because of the student s race, religion, color, sex, national origin, or disability. The district has designated Dr. Mechelle Epps to coordinate its efforts to comply with the nondiscrimination requirements of Title IX of the Education Amendments of 1972, as amended, and Section 504 of the Rehabilitation Act of 1973, dealing with rights of students with disabilities. All complaints shall be handled through established channels and procedures beginning with the building principal, followed by appeal to Kenneth Wallace, Assistant Superintendent for Educational Support and School Administration Secondary, Terri Moore, Senior Director of Elementary Education and Curriculum Instruction Elementary, and finally, the Board of Trustees.

Table of Contents Contents Page Planning Your High School Program... 3-17 Recommended Scheduling Process... 3 MECA... 4 Pre-Advanced/Advanced Placement Program... 4-5 Dual Credit, Credit by Exam... 5-6 Distinguished Achievement Program... 6-7 Career and Technical Education, Special Education Classes... 7 Graduation Credit Requirements... 8-11 Grade Point System... 12-13 Calculating Class Rank... 14 Grade/Course Transfers... 14 Homebound/Community Class/Honors/Pre-AP/AP... 14 Early Graduation... 15 Valedictorian/Salutatorian Rules... 15 Preparing a Four-Year Program... 17 Course Descriptions...18-43 Language Arts... 18-22 Mathematics... 22-26 Science... 26-29 Social Studies... 30-33 Physical Education... 33 Health Education... 34 Languages Other Than English... 34-35 Speech... 35-36 Fine Arts... 36-42 Electives... 42-43 Career and Technical Education (CTE)...43-77 CTE Dual Credit Courses... 43-47 Career and Technical Education for the Disabled (CTED)... 48-50 Career Preparation I and II... 50 Agriculture, Food, and Natural Resources Cluster... 50-54 Architecture and Construction Cluster... 54-56 Arts, A/V Technology, and Communications Cluster... 56-60 Business Management and Administration Cluster... 60-62 Education and Training Cluster... 62-63 Finance Cluster... 63-64 Health Science Cluster... 64-66 Hospitality and Tourism Cluster... 66-67 Human Services Cluster... 67-69 Information Technology Cluster... 69-71 Law, Public Safety, Corrections, and Security Cluster... 71-72 Manufacturing Cluster... 72-74 Marketing Cluster... 74 Science, Technology, Engineering, and Mathematics Cluster... 74-76 Transportation, Distribution, and Logistics Cluster... 76-77 Post-Secondary Planning...78-87 Career Planning... 78 Achieve Texas... 79 College Planning... 80-87 Revised Spring 2013 1

Planning a four-year high school program is a serious undertaking. Although many of your courses will be determined by the graduation plan you select, you will still have many other choices to make during your years of school. The courses you select will be guided largely by your plans for the future. Will you continue your education in college or in a technical school? Do you want to learn a career skill in order to enter the full-time work force immediately after school? Are you interested in a technical field? Are you thinking of entering a profession that requires many years of specialized education? The answers to these questions are extremely important for making decisions about your course selections for all four years in high school. Those answers should also be guided by your interests and abilities. Some students are sure of their future plans; others are not. It is also common for young people to change their minds about which career to choose. For this reason, it is important for you to plan as challenging a program as you can; if your career plans should change, then it will not be as difficult to move into another program. While it may sometimes seem tempting to schedule a less demanding combination of courses, choosing courses that meet your needs or interests is the best way to prepare for your future. Galena Park ISD offers you many ways to prepare for a productive adult life--to make certain that you can control your future. The district s high schools provide a wide range of programs that prepare students for post-high school experiences: college, business school, technical school, military service, fine arts participation, full-time employment, and other areas. The programs offered allow a student to choose the high school program best for him/her, whether that program is the traditional college preparatory, and/or career preparatory program. The course description section lists all of the courses offered with accompanying information about prerequisites and grade level placement. Following that section is important information about the courses offered at each high school and college planning information. We strongly urge that you give the attention to planning for high school that its importance deserves. By planning wisely, you can create the future that is most appropriate for you. 2

Focus on the future... as you develop your graduation plan today. SCHEDULING PROCESS In the course description section, you will find brief descriptions of each course offered in Galena Park high schools as well as the grade levels during which specified courses may be taken and any possible prerequisites. Elective courses are offered as a result of student interest. If there is insufficient enrollment for a course, or certified teachers are not available to teach the course, the course will not be offered and alternative selections will be made. Also, some courses included have not yet received final approval. Finally, some elective subjects may not be available at all high school campuses. Pre-scheduling will take place on each campus in January for the next school year, and students are urged to plan their course selections carefully. Although students will receive specific instructions and assistance from a high school counselor during the pre-registration process, the responsibility for selecting appropriate career and graduation choices rests with students and parents. Students will choose specific courses with parent approval, and counselors will verify that those choices will meet graduation requirements. Students may make necessary changes through the remainder of the spring semester before the master schedule is completed. Once school begins the following fall, however, we must all be committed to the decisions previously made in the spring. PRE-AP/AP/DUAL CREDIT COURSES GUIDELINES Students who are eligible may take Pre-AP/AP/Dual Credit classes as part of their specific graduation plan. The following are suggested guidelines regarding student requests for Pre-AP/AP/Dual Credit courses: 1. Students who select three or more of the advanced courses should remember that these courses require more outside reading and work than the regular courses. Students should select advanced courses based on their personal interest, academic strength, and extracurricular involvement to avoid overloading their schedule. 2. Students may not enter full-year Pre-AP/AP/Dual Credit courses after the beginning of the school year. 3. It should be noted that scheduling conflicts may occur which will cause a student to have to select between Pre-AP/AP or Dual Credit courses offered at the same time. 3

ADMISSION A student enrolling in the district for the first time must be accompanied by parent(s) and must provide satisfactory evidence of required immunizations. They must also provide a birth certificate, social security card, proof of residency and a transcript from their former school showing TAKS results. PROGRAMS DESIGNED FOR ACADEMICALLY TALENTED STUDENTS The Galena Park ISD secondary schools provide curriculum offerings for students with special talents and abilities. Counselors in each secondary school aid these students in assessing their strengths and weaknesses and in determining their goals as they select their courses each year. MECA MODIFIED EARLY COLLEGE ACADEMY This is a two-year academic program, beginning in the Fall of the junior year, that gives high school students the opportunity to earn more college credit than does the Individual Dual Credit Program. MECA students will be enrolled in four courses each semester, 23-26 college credit hours within each year of the MECA program. During the summer, mini terms, and online courses may earn these students additional college credits (about 10-13 credit hours, approximately four more classes) working toward an Associate Degree, or the student may choose to just earn more credits toward completing the Core Curriculum required for most Bachelor s Degrees. At San Jacinto College the Associate Degree requires 62 hours. MECA students have access to student services (including tutoring) and other activities at the college. Policies and guidelines of MECA were developed to comply with policies of the Texas Higher Education Coordinating Board, San Jacinto College District, and with the participating local Independent school districts. A MECA Advisory Committee is made up of representatives from San Jacinto College as well as from each of the school districts participating in this program, Channelview ISD, Galena Park ISD, and Sheldon ISD. METHODS TO EARN COLLEGE CREDIT Pre-Advanced Placement and Advanced Placement Program For most students, qualifying for Pre-Advanced Placement (Pre-AP) or Advanced Placement (AP) courses is based on achievement/aptitude test results, student interest, past performance, and parental approval. Students identified as gifted/talented are automatically eligible for admission to Pre-AP or AP courses in the content areas in which they show high ability or aptitude. Enrollment in these courses should be based on interest as well as ability since the curriculum requires more advanced and intensive work. Pre- Advanced Placement or Advanced Placement courses are available in English, mathematics, science, social studies, foreign language, and fine arts. Pre-AP courses are offered in grades nine through eleven. Junior and senior level AP courses are college level classes which prepare the students for the Advanced Placement Examinations given by the College Board. A successful score on an Advanced Placement Examination gives the students college placement and/or credit for the courses taken in high school. Advanced Placement courses offered in the Galena Park Schools include Advanced Placement English III, English IV, French IV, Spanish IV, Spanish V, Calculus, Statistics, U.S. History, World History, Government, Economics, Biology, Chemistry, Physics, Environmental Science, Psychology, Art, and Music Theory. 4

Pre-Advanced Placement and Advanced Placement courses offered at the middle school and high school levels seek to provide the more academically talented students with opportunities for creative and critical thinking and problem solving. Additionally, the advanced measures that represent the requirements of the Distinguished Achievement Program provide students numerous opportunities to perform at a professional or college level in significant areas. In English, the students enroll in high school Pre-Advanced Placement courses in grades nine and ten and in Advanced Placement courses in eleven and twelve. Advanced mathematics is an accelerated program which allows the student to take Pre-AP Algebra I (at the middle school level) and Pre-AP Geometry, Pre- AP Algebra II, Pre-AP Pre-Calculus, Advanced Placement Calculus, and Advanced Placement Statistics in high school. For science-oriented students, the high schools offer Pre-AP courses in Biology, Chemistry, and Physics as well as Advanced Placement courses in Biology, Chemistry, and Physics. AP Environmental Science is offered as an online course. For students with a strong interest in social studies, the district offers Pre-AP courses in World Geography and World History. They may also participate in Advanced Placement courses in United States History, United States Government and Political Science, Economics, Psychology, and World History. For students with a special interest in languages, levels I-III of French and Spanish are offered. The district also offers Advanced Placement courses in French and Spanish. 5 Additionally, the high school curriculum includes Advanced Placement in Art and Music Theory. The goal of the Pre-AP/AP program is to challenge and stimulate the students to the highest level of their abilities. Consequently, quality of work rather than quantity of work is emphasized. Dual Credit Enrollment Another option available to students is a provision that allows students to be awarded credit toward high school graduation for completing selected college courses. The district has established a dual enrollment program with San Jacinto College North in which students may enroll in college courses taught on the college campus by qualified college professors. Students interested in seeking any of the dual college credit options are advised to contact their counselor for guidance on an individual basis. Students who participate in the college enrollment for dual credit at San Jacinto College must present a copy of the grade report received at the completion of the approved course(s) to the registrar. In order for the student to receive credit toward high school graduation for course work completed under this provision, he/she must receive a grade of seventy or higher. Credit by Examination (Without Prior Instruction) or Credit by Acceleration Another option available to students is the provision that allows students enrolled in grades nine through twelve to be awarded credit toward high school graduation through credit by examination for acceleration. Students who wish to obtain credit for any class that counts toward graduation may apply to take the examination for acceleration. The student

may not have been previously enrolled in the class. Applications may be obtained from the student s guidance counselor. These applications must be returned to the student s counselor. Credit is granted to students who attain ninety percent (90%) or above mastery on the examination for acceleration. There is an established testing schedule. Tests will only be administered on the scheduled testing dates. The schedule of deadlines for registration and for administration of credit by examination is available from the student s counselor, the district web page, and the district Advanced Studies Department. Distinguished Achievement Program The Distinguished Achievement Program is an option available to students. The State Board of Education has established this program as the highest academic program for graduates within Texas and recommends its completion by those who are most academically talented. To fulfill the requirements of this program, students must complete all course requirements of the SBOE Recommended High School Program, take three years of the same foreign language, and complete a combination of four advanced measures considered representative of, or equal to, college level or professional work. The advanced measures fall within three different Categories: (1) test data, (2) college courses, or (3) original research/projects. Each area is explained below. Test Data In Galena Park Independent School District a student may achieve one or more measures in the area of test data by receiving: A score on the PSAT that qualifies the student for recognition as a Commended Scholar or higher in the National Merit Scholarship competition. College Courses Students may fulfill one or more advanced measures by maintaining a grade of 3.0 (equivalent to a B or a grade of at least 80) or higher in college courses. Refer to the previous section entitled Dual College Enrollment to review all the students options within GPISD. Original Research/Project The program described below has been proposed to fulfill the original research/project component of the Distinguished Achievement Program. Specific information will be shared with interested students who want to consider this option. Junior and senior students who are pursuing the Distinguished Achievement Program may apply to participate in the Independent Research/Mentorship Program to fulfill one or two of the required advanced measures. Up to one unit of credit will be awarded for a successfully completed year-long, in-depth research study of an area of special interest to a student. A student is limited to one project each year in the junior and senior years. The student s work will be supervised by a teacher experienced in research and presentation skills who will help the student narrow his/her field of study and enhance the following skills: time-management, personal and interpersonal communication, interviewing ability, and goal setting. In some content areas, a participating student may also work closely with at least one faculty sponsor from the subject area of special interest. Each student enrolled in the program will conduct in-depth research and prepare a product of professional quality. Each student enrolled, working independently or in collaboration with a mentor either within or outside the school setting, will identify and investigate a problem, issue, or concern; research the topic using a variety of technologies; and 6

present a product of college or professional quality to an appropriate audience including a district evaluation panel whose members have a special interest in the problem studied. The district panel will review the project or product (1) to determine that the work represents college or professional level work and (2) to evaluate its overall quality. CAREER AND TECHNICAL EDUCATION PROGRAM Career and Technical Education provides competency-based applied learning which contributes to academic knowledge, higher order thinking skills, problem solving skills, work attitudes, general employability skills, and occupationally-specific skills needed for success in the workplace or in postsecondary education. Various types of programs are offered: laboratory program classes, cooperative (on-the-job training) classes, internships, and a variety of courses centered on technology. In the laboratory classes, the student learns both technical and practical occupational information in a one-, two-, or three-hour class. In addition the student is enrolled in the required academic classes for his/her grade level. Most of the courses in the laboratory program are available to,, and grade students. In the cooperative training classes, the student learns the technically related information about specific occupations in a one-hour class. Related job skills are learned three or four hours each day in a job in the community for which the student receives compensation. The required academic classes for the grade level are also taken by the student. The cooperative training program is available to students in the and/or grades who are 16 years of age or older. They must have a social security card. Interested students must complete an application for the program of their choice in the spring prior to the fall term in which they expect to enroll. Final student selection for each program is made by the teacher of that program. Family and Consumer Science offers a variety of courses that develop knowledge and skills necessary for independent and family living. Sequential courses in family and consumer education offer a comprehensive study of this area. The major concern of the technologycentered courses is the interaction of people, society, and technology. Activities involve situations where students actively learn by being directly involved in the use of computing tools, machines, materials, and processes. Technology education offers opportunities for students to engage in learning activities relevant to their future roles as members of an industrial/technical society with an emphasis on the high technology which is utilized in industry. Enrollment in career and technical education programs, accompanied by a careful selection of appropriate core and elective courses, may prepare students for immediate employment upon graduation and/or entry to most technical schools, colleges, and universities. SPECIAL EDUCATION CLASSES A continuum of special education services is offered to students who meet the guidelines of the Individuals with Disabilities Act (IDEA). In keeping with the District s philosophy of appropriate inclusion, most students remain in regular classes with supplemental accommodations and services supported by the special education staff. Special education classes are offered in English, Mathematics and Lifeskills in core areas and occupational preparation. An ARD (Admission, Dismissal and Review) committee determines placement in these classes. 7

Graduation Credit Requirements Discipline Minimum HSP Recommended HSP Distinguished Achievement Program* English Language Arts Four credits: Four credits: Four credits: English I, II, and III English I, II, III, and IV English I, II, III, and IV English I and II for Speakers of Other English I and II for Speakers of Other Languages English I and II for Speakers of Other Languages Languages may be substituted for English I may be substituted for English I and II only for may be substituted for English I and II only for and II for students with limited English students with limited English proficiency who are at students with limited English proficiency who are at proficiency who are at the beginning or the beginning or intermediate levels of English the beginning or intermediate levels of English intermediate levels of English language language proficiency. language proficiency. proficiency. The fourth credit of English may be selected from any of the following: English IV Research/Technical Writing Creative/Imaginative Writing Literary Genres Business English (CTE) Journalism English IV Practical Writing Mathematics Three credits: Algebra I Geometry The third credit may be selected from any of the following: Algebra II Precalculus Mathematical Models with Applications AP Statistics AP Calculus AB AP Calculus BC Mathematical Applications in Agriculture, Food, and Natural Resources (CTE) Engineering Mathematics (CTE) Statistics and Risk Management (CTE) Four credits: Algebra I Geometry Algebra II The additional credit may be selected from either of the following and must be successfully completed prior to Algebra II: Mathematical Models with Applications Mathematical Applications in Agriculture, Food, and Natural Resources (CTE) The fourth credit may be selected from the following after successful completion of Algebra I, Geometry, and Algebra II: Precalculus AP Statistics AP Calculus AB AP Calculus BC Engineering Mathematics (CTE) Statistics and Risk Management (CTE) Four credits: Algebra I Geometry Algebra II The fourth credit may be selected from any of the following after successful completion of Algebra I, Algebra II, and Geometry: Precalculus AP Statistics AP Calculus AB AP Calculus BC Engineering Mathematics (CTE) Statistics and Risk Management (CTE) 8 College Board advanced placement and college-level concurrent/dual enrollment courses may be substituted for requirements in appropriate areas. * Distinguished Achievement Program requirements also include student achievement of four advanced measures.

Science Two credits: Biology Integrated Physics and Chemistry May substitute Chemistry or Physics for IPC but must use the other as academic elective credit Four credits: Biology or AP Biology Chemistry or AP Chemistry Physics or AP Physics The additional credit may be IPC and must be successfully completed prior to chemistry and physics. The fourth credit may be selected from any of the following: Environmental Systems AP Biology AP Chemistry AP Physics B AP Physics C AP Environmental Science Scientific Research and Design (CTE) Anatomy and Physiology (CTE) Engineering Design and Problem Solving (CTE) Medical Microbiology (CTE) Pathophysiology (CTE) Advanced Animal Science (CTE) Advanced Biotechnology (CTE) Advanced Plant and Soil Science (CTE) Food Science (CTE) Forensic Science (CTE) Four credits: Biology or AP Biology Chemistry or AP Chemistry Physics or AP Physics After successful completion of a biology course, a chemistry course, and a physics course, the fourth credit may be selected from any of the following: Environmental Systems AP Biology AP Chemistry AP Physics B AP Physics C AP Environmental Science Scientific Research and Design (CTE) Anatomy and Physiology (CTE) Engineering Design and Problem Solving (CTE) Medical Microbiology (CTE) Pathophysiology (CTE) Advanced Animal Science (CTE) Advanced Biotechnology (CTE) Advanced Plant and Soil Science (CTE) Food Science (CTE) Forensic Science (CTE) 9 Social Studies Economics with emphasis on the free enterprise system and its benefits Two and one-half credits: U.S. History Studies Since Reconstruction (one credit) U.S. Government (one-half credit) The final credit may be selected from the following: World History Studies (one credit) World Geography Studies (one credit) Three and one-half credits: World History Studies (one credit) World Geography Studies (one credit) U.S. History Studies Since Reconstruction (one credit) U.S. Government (one-half credit) One-half credit One-half credit One-half credit Three and one-half credits: World History Studies (one credit) World Geography Studies (one credit) U.S. History Studies Since Reconstruction (one credit) U.S. Government (one-half credit) College Board advanced placement and college-level concurrent/dual enrollment courses may be substituted for requirements in appropriate areas. * Distinguished Achievement Program requirements also include student achievement of four advanced measures.

Academic Elective One credit from any of the following: None World History Studies World Geography Studies Any science course approved by SBOE (If substituting Chemistry or Physics for IPC, must use the other as academic elective credit here.) Languages Other Than English None Two credits: The credits must consist of any two levels Physical Education One credit: The required credit may be from any combination of the following one-half to one credit courses: Foundations of Personal Fitness Aerobic Activities Team or Individual Sports In accordance with local district policy, credit for any of the courses listed above may be earned through participation in the following activities: Athletics JROTC In accordance with local district policy, up to one credit for any one of the courses listed above may be earned through participation in any of the following activities: Drill Team Marching Band Cheerleading All allowed substitution activities must include at least 100 minutes per five-day school week of moderate to vigorous physical activity. Credit may not be earned for any TEKSbased course more than once. No more than four substitution credits may be earned through any combination of substitutions. in the same language. One credit: The required credit may be from any combination of the following one-half to one credit courses: Foundations of Personal Fitness Aerobic Activities Team or Individual Sports In accordance with local district policy, credit for any of the courses listed above may be earned through participation in the following activities: Athletics JROTC In accordance with local district policy, up to one credit for any one of the courses listed above may be earned through participation in any of the following activities: Drill Team Marching Band Cheerleading All allowed substitution activities must include at least 100 minutes per five-day school week of moderate to vigorous physical activity. Credit may not be earned for any TEKS-based course more than once. No more than four substitution credits may be earned through any combination of substitutions. None Three credits: The credits must consist of any three levels in the same language. One credit: The required credit may be from any combination of the following one-half to one credit courses: Foundations of Personal Fitness Aerobic Activities Team or Individual Sports In accordance with local district policy, credit for any of the courses listed above may be earned through participation in the following activities: Athletics JROTC In accordance with local district policy, up to one credit for any one of the courses listed above may be earned through participation in any of the following activities: Drill Team Marching Band Cheerleading All allowed substitution activities must include at least 100 minutes per five-day school week of moderate to vigorous physical activity. Credit may not be earned for any TEKS-based course more than once. No more than four substitution credits may be earned through any combination of substitutions. 10 Health Education None None None Speech One-half credit from either of the following: One-half credit from either of the following: Communication Applications Communication Applications Professional Communications (CTE) Professional Communications (CTE) Technology Applications None None None College Board advanced placement and college-level concurrent/dual enrollment courses may be substituted for requirements in appropriate areas. * Distinguished Achievement Program requirements also include student achievement of four advanced measures. One-half credit from either of the following: Communication Applications Professional Communications (CTE)

Fine Arts Elective Courses None for students who entered Grade 9 before 2010-11. One credit for students who enter Grade 9 in 2010-11 or later from any of the following: Art, Level I, II, III, or IV Dance, Level I, II, III, or IV Music, Level I, II, III, or IV Theatre, Level I, II, III, or IV; Principles and Elements of Floral Design (CTE) Seven and one-half credits from any of the following: The list of courses approved by the SBOE for Grades 9-12 (relating to Essential Knowledge and Skills) JROTC (one to four credits) One credit from any of the following: Art, Level I, II, III, or IV Dance, Level I, II, III, or IV Music, Level I, II, III, or IV Theatre, Level I, II, III, or IV Principles and Elements of Floral Design (CTE) Five and one-half credits from any of the following: The list of courses approved by the SBOE for Grades 9-12 (relating to Essential Knowledge and Skills) JROTC (one to four credits) One credit from any of the following: Art, Level I, II, III, or IV Dance, Level I, II, III, or IV Music, Level I, II, III, or IV Theatre, Level I, II, III, or IV Principles and Elements of Floral Design (CTE) Four and one-half credits from any of the following: The list of courses approved by the SBOE for Grades 9-12 (relating to Essential Knowledge and Skills) JROTC (one to four credits) * For students who enter Grade 9 in 2010-11 or later, the number of electives will be six and one-half credits. Total Credits 22 26 26 11 College Board advanced placement and college-level concurrent/dual enrollment courses may be substituted for requirements in appropriate areas. * Distinguished Achievement Program requirements also include student achievement of four advanced measures.

For students who enter high school in the 2010-2011 school year or later Numerical Grade Advanced Placement Courses Grade Points Earned by Course Level Dual Credit Courses Pre-AP/ Honors Courses Academic Courses Basic Courses 100 6 5.75 5 4 3.5 99 5.9 5.65 4.9 3.9 3.4 98 5.8 5.55 4.8 3.8 3.3 97 5.7 5.45 4.7 3.7 3.2 96 5.6 5.35 4.6 3.6 3.1 95 5.5 5.25 4.5 3.5 3 94 5.4 5.15 4.4 3.4 2.9 93 5.3 5.05 4.3 3.3 2.8 92 5.2 4.95 4.2 3.2 2.7 91 5.1 4.85 4.1 3.1 2.6 90 5 4.75 4 3 2.5 89 4.9 4.65 3.9 2.9 2.4 88 4.8 4.55 3.8 2.8 2.3 87 4..7 4.45 3.7 2.7 2.2 86 4.6 4.35 3.6 2.6 2.1 85 4.5 4.25 3.5 2.5 2 84 4.4 4.15 3.4 2.4 1.9 83 4.3 4.05 3.3 2.3 1.8 82 4.2 3.95 3.2 2.2 1.7 81 4.1 3.85 3.1 2.1 1.6 80 4 3.75 3 2 1.5 79 3.9 3.65 2.9 1.9 1.4 78 3.8 3.55 2.8 1.8 1.3 77 3.7 3.45 2.7 1.7 1.2 76 3.6 3.35 2.6 1.6 1.1 75 3.5 3.25 2.5 1.5 1 74 3.4 3.15 2.4 1.4 0.9 73 3.3 3.05 2.3 1.3 0.8 72 3.2 2.95 2.2 1.2 0.7 71 3.1 2.85 2.1 1.1 0.6 70 3 2.75 2 1 0.5 Below 70 0 0 0 0 0 12

Applies to all students entering 9th Grade 2009-2010 or earlier GRADE AP HONORS REGULAR BASIC 100 6.5 5.5 4.5 3.5 99 98 97 6.2 5.2 4.2 3.2 96 95 94 5.9 4.9 3.9 2.9 93 92 91 5.6 4.6 3.6 2.6 90 89 88 5.3 4.3 3.3 2.3 87 86 85 5.0 4.0 3.0 2.0 84 83 82 4.7 3.7 2.7 1.7 81 80 79 4.4 3.4 2.4 1.4 78 77 76 4.1 3.1 2.1 1.1 75 74 73 3.8 2.8 1.8 0.8 72 71 70 3.5 2.5 1.5 0.5 13

Calculating Class Rank Seniors shall be ranked for graduation according to Grade Point Average (GPA) at the end of the fifth six weeks of the senior year. An estimated class rank shall be given to seniors at the end of the first semester. Weighted factors shall be designated for each semester grade earned with the exception of the following: summer school, evening/night school, high school courses taken prior to grade 9, correspondence work, credit by examination, A.C.E. (alternative high school program), office aides/laboratory managers, virtual courses, home school, credit from foreign countries, and courses with pass/fail status. Advanced Placement and Dual Credit virtual courses shall be weighted and shall be included in a student s grade point average. All courses that count in a student s GPA must be on the student s schedule. A student is limited to eight classes per semester that will earn GPA points. Grade/Course Transfers When a student transfers from another district, grade points will only be given for those classes in which the student received credit. Any letter grade(s) will be equated to the middle of the grade point scale for that class. If a student has taken honors level courses other than those offered by the Galena Park ISD, these courses will be treated as regular grade level courses in determining class rank. Homebound/Community Class/Honors/Pre-AP/AP Pre-AP/AP students who are placed on (1) homebound by a physician for health reasons for four or more consecutive weeks or (2) are enrolled in the district s community class services following a pregnancy for up to six weeks will be allowed to maintain their educational status and receive honors/ap credit as long as they are able to complete the required coursework. Eligibility In order to be ranked, a student must have earned at least 18 credits by the beginning of their senior year. Courses taken through summer school, correspondence, evening/night school, high school courses taken prior to grade 9, credit by exam, A.C.E. (alternative high school program), and home schooling do not qualify towards students GPA. Estimated class rank shall be computed for all students applying for college admission at the end of the eleventh grade and end of the first semester of the senior year. A final calculation of GPA and class rank is determined at the end of the fifth six-weeks grading period of the senior year and shall be reflected on the final transcript which is sent to colleges. 14

Early Graduation Juniors who petition by June 1 of their sophomore year for early graduation and who complete all requirements, including state assessments, by the last instructional day of their junior year shall be unofficially ranked with the senior class. In order to be eligible to graduate Magna Cum Laude or Cum Laude, a student must be enrolled in the high school from which he/she is graduating prior to the end of the first six-week period of his/her senior year and continuing until the end of the second semester of his/her senior year. Early graduates will be given an official ranking if they qualify according to their GPA. An early graduate may not be considered for valedictorian/salutatorian. Students who are enrolled in an off-campus program for gifted learners shall not be ranked, but may participate in commencement as regular students. These students may not participate in junior/senior activities. Rules for Valedictorian / Salutatorian In order to qualify for valedictorian/salutatorian, a student must be enrolled in the high school from which he/she is graduating prior to the end of the first six-weeks grading period of his/her junior year. Valedictorian and Salutatorian will be named at a designated school function. 15

Tutorials Tutorial sessions (no fee charge) are conducted on each high school campus during the school year. Students who need extra help with their studies or who are unable to achieve satisfactorily should avail themselves of this opportunity. Parents should encourage students to attend tutorial sessions when the need exists. Retrieving Credit for Prior Instruction Any student who has failed a course may take credit by examination if that student meets the following criteria: (a) the student failed the course with at least a grade of 60 or (b) in the case of excessive absences, the attendance committee has granted approval to take the exam. A grade of seventy or higher is required to earn credit for the course in which the examination was attempted. Further information may be obtained in the counseling office at each campus. School Attendance Zone Plan for High Schools The attendance zone shall be determined by the primary residence of the parent, guardian, or person having lawful control of a student eligible for admission to Galena Park Independent School District. Specific information relating to school attendance zones may be obtained at each campus or at the central office. A. Students shall attend the high school as determined by the attendance zone in which they reside. Juniors and Seniors may attend either Galena Park High School or North Shore Senior High School. Galena Park High School 9 th - 12 th North Shore Senior High 9 th Grade Campus North Shore Senior High School 10 th - 12 th B. Students may continue to attend the school in which they are presently enrolled. However, students moving within the district during the first semester of the sophomore year may remain in the high schools in which they are currently enrolled only until the end of the grading period, after which time they must attend the high school designated by their attendance zone. Students moving within the district after the first semester of their sophomore year may remain in the high school currently attended. C. All students new to the district must attend the school in their designated attendance zone, unless classified as a Junior or Senior. D. Pre-registration does not entitle attendance in a particular school if students move within the district during the summer before the first day of the new school year. E. The office of the superintendent may approve certain extreme hardship cases for transfer to another campus. 16

PREPARING A FOUR-YEAR PROGRAM How to Choose Your Program... This section serves as a planning guide as you make decisions about your four-year high school program. You are urged to consider each decision carefully. In selecting a program of studies, you will want to consider all the possibilities. There are certain steps to follow that can help you make your choices: Find out all you can about the programs of studies offered. Compare the programs. Think about yourself and how each program might help you. Consider the advantages and disadvantages of each program. Weigh these carefully. Choose the program of studies which seems to have the most advantages for you. To follow these steps, you will need to know about high school programs of studies, about yourself, and about careers. Know about High School Programs Your counselor and teachers will be helpful in advising you more specifically about the high school programs of studies offered. Find out: What kind of transcript you will earn. The number of units of credit in specific subject areas needed for graduation under each plan. The courses required to begin certain high school sequences of courses. The elective courses you may take that are not required. The kinds of education or work for which the program can prepare you. As you think about this issue, look at the section on Career Planning. Know about Careers In planning your high school program, you will need to know about the education required for careers that are of interest to you. 17

COURSE DESCRIPTIONS This section of the planning guide contains descriptions of all courses offered in grades nine through twelve in Galena Park I.S.D. Descriptions are divided into content areas and include information about course content, grade placement, prerequisites, and credits. Unless otherwise indicated for the specific course description, credit is awarded or denied at the end of each semester. LANGUAGE ARTS English I 102501/102502 English I develops the skills in standard language, vocabulary, composition, use of the library, and reading in an integrated thematic approach. Grade Placement: 9 Prerequisite: None English I for Speakers of Other Languages 133501/133502 These courses provide listening, speaking, reading, and writing activities from simple to complex in order to increase the student s language usage and comprehension skills. Each course is for students with limited English skills. Grade Placement: 9-12 Prerequisite: Language Proficiency Assessment Committee (LPAC) Approval English I Pre-AP 104501/104502 This course will begin an extensive and intensive study of language, literature and composition designed to fulfill the goals of the Advanced Placement curriculum: to become skilled and careful readers of literary and informational text by reading and analyzing challenging works; to become mature writers of expository, analytical and argumentative essays through extensive practice and helpful criticism; to develop an awareness of the effect of and an ability to skillfully use the conventions of language: syntax, word choice, and tone. Students should be willing to read complex texts outside of class in preparation for class discussion and analysis. Grade Placement: 9 English II 106501/106502 English II includes multicultural literature and attention to standard language, composition, research, and vocabulary skills. Grade Placement: 10 Prerequisite: English I English II for Speakers of Other Languages 134501/134502 These courses provide listening, speaking, reading, and writing activities from simple to complex in order to increase the student s language usage and comprehension skills. Each course is for students with limited English skills. Grade Placement: 9-12 Prerequisite: Language Proficiency Assessment Committee (LPAC) Approval 18

English II Pre-AP 108501/108502 Stretching students reading, writing, listening, speaking, and thinking skills, this indepth study of world literature emphasizes critical and creative responses to works of fiction, nonfiction, poetry, and drama as it concurrently provides occasions and audiences for all types of expository discourse. Grade Placement: 10 English III 111501/111502 Through representative readings from historical documents, essays, dramas, short stories, poetry, and novels, this course provides a survey of American literature that integrates the studies of grammar, vocabulary, and research in meaningful writing experiences that stem from the core readings. Grade Placement: 11 Prerequisite: English II English III AP 115501/115502 English III AP engages students in becoming skilled readers and writers of prose through rhetorical, diction, syntax, and structural analysis of others and one s own writing. Students prepare to take the Advanced Placement Language and Composition test. Grade Placement: 11 Prerequisite: English II English IV 117501/117502 This integrated study of English literature, World composition, grammar, research, and vocabulary reinforces the critical reading and writing skills essential for college entrance and success beyond formal education. Grade Placement: 12 Prerequisite: English III English IV AP 119501/119502 English IV AP concentrates on active reading and critical analysis of structure, style and themes of complex literature. Students write to explore and evaluate literature and to develop their own stylistic maturity. Students prepare to take the Advanced Placement Literature Composition Test. Grade Placement: 12 English IV Dual Credit 127501/127502 In this college freshman English class taught by an instructor at San Jacinto College, a student can earn up to six semester hours college credit while concurrently earning high school honors credit. The student must either pass the THEA/COMPASS test prior to beginning the class or meet TAKS, SAT, or ACT exemption. Grade Placement: 12 6 hrs./ English Language Arts Elective Courses Broadcast Journalism I-III (I- 137501/137502, II- 138501/138502, III-139501/139502) Broadcast Journalism teaches students broadcast reporting, announcing and technical skills required to plan, produce and broadcast radio and/or television news programs using locally available equipment on that campus. Students should learn editing, news judgment, ratings, shot selection and ethics. Students will be required to complete some 19

assignments outside of class, at night and on weekends. Students may be required to provide their own transportation. Grade Placement: 10-12 ½ - 3 credits Prerequisite: Journalism Business English (BUSENGL) 592501/592502 Students apply technical skills to address business applications of emerging technologies. Students enhance reading, writing, computing, communication, and reasoning skills and apply them to the business environment. Students will plan, draft, and complete written compositions on a regular basis, and edit their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English. This course will count as a fourth English credit for students on Minimum Graduation Plan. Grade Placement: 11-12 Credit: 1 Prerequisite: English II Creative Writing 126000 Students will enjoy several types of writing such as a personal journal, expressive writing, and fiction as they experiment with form and technique. Grade Placement: 9-12 ½ - English Literary Genres 120101 Literary Genres is a reading review course designed to strengthen students reading comprehension skills. TAKS objectives are covered in detail in a study of short story, drama, and poetry. Writing requirements are fairly minimal. Non-mastery of reading or writing TAKS is prerequisite. Grade Placement: 12 ½ credit English Practical Writing 123202 Practical Writing is a composition review course with emphasis on types of writing such as resumes, business letters, and letters of inquiry are also covered. Grade Placement: 12 ½ - Humanities Honors (Decathlon) 124101 Humanities Honors examines and analyzes historical and cultural movements as reflected in various art forms; the conditions that encourage creativity; and the manner in which art responds to political, social and philosophical movements. Critical reading and writing are stressed. Grade Placement: 12 ½ credit Prerequisite: Meet Specific Requirements Journalism 921000/921001 This class is an introduction to reporting, design and publishing. The majority of the class focuses on the skills necessary to work as a modern media reporter. Students will study interviewing, news gathering, copy writing, editing, design technique, ethics, desktop publishing and history. Students who successfully complete Journalism are eligible to apply for membership on the newspaper or yearbook staff. Grade Placement: 9-12 ½ - 20

Literary Magazine I III 125000/139000/140000 The magazine staff publishes literary magazine in the Spring semester. Students will be involved in editing, desktop publishing, advertising and sales. Students may be required to attend after school meetings and sell advertising as required on the course syllabus as a part of the course grade. Grade Placement: 10-12 ½ - Newspaper Productions I III (I 927501/927502, II 928501/928502, III929501/929502) Students are responsible for the production, design and content of the newspaper every six weeks. Students will learn skills in copy writing, editing, design, photography, desktop publishing, ethics, leadership and advertising. Students will be required to attend after school meetings and sell advertising as required on the course syllabus as a part of the course grade. Grade Placement: 9-12 Prerequisite: Journalism or Photojournalism and specific requirements. (Student must sign up for the entire yearlong course) Photojournalism 924000/924001 Photojournalism teaches basic photography skills with an emphasis on publication of the photos. Students study black and white, color and digital photography methods; ethics, history, photographic composition, and photo editing. Students who successfully complete Photojournalism are eligible to apply for membership on the newspaper or yearbook staff. Students may be required to purchase some items such as film, camera, paper, etc. as required on the course syllabus. Grade Placement: 9-12 ½ - Reading Dyslexia 144601/144602 This class is open to students who exhibit characteristics of dyslexia or a related disorder. Students work to improve their reading, writing, and spelling skills in a sequential, sequenced, and multi-sensory program. Grade Placement: 9-12 ½ - Prerequisite: Dyslexia Screening Reading for College 132000 This elective provides strategies and experiences to provide both meaning and pleasure from reading. Students read deliberately and thoroughly across the curriculum as they develop skills necessary for college and professions. This course is recommended for all college bound students. Grade Placement: 11-12 ½ - Reading I 131000/131502 Students learn how to read for different purposes including all their academic and elective subjects. Students work on decoding and comprehensive skills. Grade Placement: 9-12 ½ - Reading I ESL 143501/143502 This class is open to beginning language learners who are transferring and developing decoding and comprehension skills in English. Grade Placement: 9-12 ½ - Prerequisite: Language Proficiency Assessment Committee (LPAC) Recommendation 21