- Anthony Robbins

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DELSEA REGIONAL SCHOOL DISTRICT

OVERVIEW

I. EDUCATIONAL SYSTEMS A. Delsea is a comprehensive school district consisting

of two buildings; the high school houses students in grades nine through twelve and the middle school accommodates the seventh and eighth grade population.

The Delsea Regional School District is a proponent of Service Learning and Character Education. Both Delsea High School and Delsea Middle School are: New Jersey Service Learning Leader Schools National Service Learning Leader Schools New Jersey Mentor Schools for Character Education through Service Learning

National Character Education Promising Practice Schools

The schools have won the following awards:

New Jersey School Boards School Leader Award New Jersey Department of Education Best Practice Gloucester County Humanitarian Award New Jersey Association of School Administrators Exemplary Partnership Program

Scott McVay Unity Award (AWFNJ) NJEA Exemplary Professional Development

B. Multiple track programs are provided in which the

student selects or is placed in appropriate programs. C. Basic Skills remedial programs in reading, writing,

and math are provided to students who fail to achieve the recommended proficiency level on state assessments.

D. Extensive curricular and extra-curricular programs are offered.

E. Approximately 1800 students are enrolled in the regional district.

F. Seventy-five to eighty percent of the graduation class pursues post-secondary education.

G. Two-thirds of the student population is enrolled in college preparatory courses, one-third in other programs.

H. The high school teaching staff consists of approximately 110 members plus special support personnel; the middle school has approximately 60 teachers plus support staff.

I. Comprehensive special education programs are provided to meet the needs of the handicapped populations.

J. There are 14 Advanced Placement courses offered in

various content areas. II. COMMUNITY OVERVIEW:

A. Delsea Regional is located in Gloucester County in the southern part of the State of New Jersey. The school district serves seventh through twelfth grade populations of Franklin and Elk Townships.

B. The two communities of the regional district are basically agrarian and their combined seventy-six square miles of land are seventy percent undeveloped.

C. The two communities are located approximately twenty-five miles from Philadelphia and are connected to the Walt Whitman and Ben Franklin Bridges by major arteries and expressways.

D. Franklinville is located on the borders of Routes 40 and 47, approximately halfway between Wilmington and Atlantic City.

E. Elk Township abuts Route 77 at an area south of Mullica Hill.

PHILOSOPHY OF EDUCATION Each middle school and senior high student has an inalienable right to be offered the best education we are capable of providing our students. The Delsea Regional School District philosophy of education is based on the concept of a "total" and "equal" education for each student and is achieved through a balanced curriculum in both scope and sequence. The school's responsibility for instruction and learning has advanced to greater areas than ever before. We do not consider intellectual education as the only priority of education, but rather refer to "total" education as encompassing phases of personal development which include social, moral, physical, personal, emotional, and intellectual growths. We believe in the interrelation of all growth processes in one's total education; and that each individual continually adjusts to his role in society through participation in various activities in the total school organization. "Equal" education refers to comparable opportunities for each student to obtain the highest quality of education we can offer through a well-balanced, sequential, comprehensive, and correlated program of studies. Therefore, all our didactic processes are commensurate in the quality of content, instructional processes, and opportunities provided to each student. Flexibility is provided so that a student is not rigidly committed to a single tract of studies.

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We recognize that all students differ in their learning and behavioral characteristics. We are constantly aware that each student is a separate individual and therefore not expected to react identically toward all situations. We are committed to helping every student reach his or her individual potential, capabilities and goals, and in doing so, provide a stimulating physical and social environment which is designed to activate the appetite for learning and motivate the potential drop-out to remain in school. Therefore, a student achieves to his/her own ability through the planned modification of behaviors and growths in a positive direction. It is also our belief that education must be flexible and oriented toward the future and that we must attempt to

vocational aspirations and their correlated growth characteristics. Our educational process shall continually be improved, expanded, and evaluated to meet the demands of the times. We must provide a physical and social environment which discovers, develops, and nurtures human talents, self-confidence, and critical thinking. It is, therefore, the responsibility of this district to prepare each student to participate effectively in the changing world in which we live as a self-satisfied and contributing member of a democratic society. We must largely assume this responsibility for preserving and developing the special talent and character of each individual student. DISTRICT GOALS / OBJECTIVES The Delsea Regional School District shall provide the following: 1. A broad, relevant curriculum that encompasses the

needs and interests of the student and the community. This curriculum shall be commensurate with the grade levels and ages of the students.

2. A skilled, competent staff which is highly professional. The staff members will be provided with opportunities to retain a high level of proficiency and knowledge about the latest educational advances in their fields.

3. The materials needed to fulfill instructional responsibilities.

4. Diverse forms of instructional approaches to assure opportunities for students to be creative and to fulfill

specialized/ individualized needs according to their learning patterns.

5. Facilities which are properly equipped and maintained.

6. Guidelines for student behavior which will promote an educational atmosphere that is conducive to learning and instruction and which will eliminate disruptive elements.

7. Activities for the total growth of the student through the shared responsibility and cooperation of the students, the family, the school, and the community. 8. Comprehensive guidance and support services which will assist all students in their present and future aspirations; these services shall aid students in their present and future aspirations; these services shall be provided by certified guidance personnel and child study team personnel. 9. Guidelines for measurements of pupil achievement in order to determine individual advancement. 10. Students, teachers, and community members with opportunities to make recommendations regarding the operations of the school.

O U T C O M E G O A LS 1. All pupils leaving grade eight and eleven

shall have demonstrated competency in challenging subject matter including reading, writing, mathematics, science, social studies (civics, history, and geography), health, physical education, and fine, practical and performing arts;

a. content standards and appropriate assessments to enable pupils to succeed and to evaluate their performance.

b. To provide staff development opportunities that ensure teachers are adequately equipped to teach challenging and up-to-date subject matter and to implement effective teaching techniques.

2. All pupils shall learn to use their minds well, so that

they may be prepared for responsible citizenship, further learning, and productive employment in our modern economy;

a. To provide pupils with experiences in higher level thinking, information processing, the responsibilities of citizenship, and employability skills.

b. To develop self respect and respect for the rights of others with an understanding of basic ethical principles, applying them to one's lifestyle.

c. To develop an understanding of the value of self-motivation and good character.

d. To learn to develop short and long term goals through an understanding of one's own worth, abilities, interests, and potentials.

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3. All pupils shall demonstrate respect for racial, cultural, ethnic, and religious diversity.

a. To understand and appreciate the various cultures which have formed the

patterns of American life. b. To encourage open-mindedness. c. To learn to get along with others.

4. All pupils shall increase their achievement levels in

science and mathematics to contribute to our lly with all

other countries of the world. a. To revise curriculum offerings according to

state standards. b. To provide staff training in the teaching of

understanding of and ability to teach these subjects.

c. To attempt to assure that every student is literate and possesses the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship.

5. All students will attend school in an environment free

of drugs and violence and be offered a safe, disciplined environment conductive of learning.

a. To develop partnerships with parents to establish the responsibilities of each to create and maintain safe and healthy educational environments for all pupils.

b. To provide programs and staffing to deal with pupils at risk.

c. To expand their cooperative efforts with the community to create drug and violence-free environments.

6. Pupils shall develop a positive view of self and learn to

use effective interpersonal skills. a. To strive for a high school graduation rate of

at least 90 percent. b. To provide least restrictive, alternative

programs for pupils who cannot succeed in the regular high school environment, including those students with disabilities. To provide dropout prevention programs for pupils at risk.

c. To acquire a positive attitude toward learning. d. To acquire the skills necessary for adaption to

change.

7. All pupils will become familiar with and have exposure to a wide range of occupations, including the salaries, skill requirements, advantages, and disadvantages; to be aware of the skills one has and to apply them to career choices.

8. All pupils will learn to use leisure time effectively,

cultivating within the student an interest in extra-curricular activities and hobbies.

AFFIRMATIVE ACTION / EQUAL OPPORTUNITIES The Board of Education declares it to be the policy of this district that each and every student in the school system shall be provided equal opportunities to achieve his or her maximum potential through enrollment in the programs offered in the schools. The students will be unhindered by any discriminatory attitudes or practices based on distinctions of race, color, creed, religion, gender, ancestry, national origin, place of residence, handicap, or social or economic background. The district designated vice-principal, Mrs. Jill Bryfogle, shall serve as the Affirmative Action Officer and shall coordinate and monitor all activities appropriate to this position. INTRODUCTION TO CURRICULUM The curricula descriptions in this booklet should be carefully reviewed by the students and parents/guardians to become familiar with the requirements and expectations of each subject, and for planning one's future program of study appropriate to course selection for each school year. The courses offered at Delsea Middle School and Delsea High School are designed to meet the needs of students in their plans and aspirations for further education and/or the world of work upon graduation from grade 12. Delsea is a comprehensive school system which provides multiple programs to meet the various individual needs of the students. In the core areas of math, science, social studies, world language, and communications courses, students are grouped into subject levels according to their interests, past academic achievements, and standardized test scores. However, these program levels are considered 'open enrollment' in that students may, with parental permission, pursue a program level for which he/she is not recommended. In doing so, students are expected to fulfill all requirements without exception.

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MORAL / RELIGIOUS CONFLICTS WITH CURRICULUM The Board of Education recognizes that, at times, certain family living, science, or character/values issues

conscience or sincerely held moral or religious beliefs and therefore grants these students the right to be excused from that portion of the studindividuals will be assigned to the school library where they will pursue individual readings/assignments on health or science topics during the time-frame in which the class is addressing the 'controversial' segments of the curriculum. Permission for the temporary exclusion from a class is granted by the building principal upon the receipt of a written request from the parent in cooperation with the teacher. The student will not be penalized for classroom absences during the time period in which the morally conflicting units-of-study are being addressed. We strongly recommend that parents read the various course descriptions which are contained in this document to better understand the contents of their child's programs-of-study. Parents, guardians, and/or pupils have the right to decline to dissect, vivisect, incubate, capture, or otherwise harm or destroy animals or any parts thereof as part of a course of instruction. An alternative education project will be mutually selected by the parents and teacher. Within two weeks of this notice, the law requires parents or guardians to notify the school of their desire to have their child exempt from participation and provided with an alternative education project. Parents should contact Dr. Melissa Williams, at (856)694-0100 ext. 27. CHARACTER / VALUES EDUCATION The Governor of New Jersey established an Advisory Committee to define a core of values which public schools throughout the state could incorporate into their curricula. The council developed a recommended common core of values for character education in the New Jersey public schools which were further evaluated by a committee of community representatives and educators from the Franklin, Elk, and Delsea School Districts. The core values recommended by the State Department of Education and adopted by the local committee will be infused throughout appropriate disciplines in the K-12 levels. These values are as follows: civic responsibility, respect for others, respect of environment, and respect for self.

ACADEMIC ADMISSION REQUIREMENTS FOR MOST NJ STATE COLLEGES AND OTHER FOUR YEAR COLLEGES A Minimum of *16 academic units (academic courses) taken in high school is generally required: 4 years academic English 3 years academic math (Algebra 1, Geometry, Algebra 2) 2 years lab science 3 years social studies 2 years world language 2 electives from the subject area listed above. Colleges may have a different breakdown of units. Students need to research the colleges they are interested in to get the specific academic breakdown so they can choose appropriate courses to meet admission requirements. SCHOLASTIC ELIGIBILITY FOR INTERSCHOLASTIC ATHLETICS The New Jersey State Board of Education addresses athletic eligibility for students in grades nine to twelve. Grades 10-12 are required to pass 27.5 credits during the immediate preceding school year, including summer school, to be eligible for participation in the first semester athletic programs and must be passing 13.75 credits at the end of the first semester to be eligible for second semester programs. All incoming ninth grade students are required to pass 15 credits at the end of the first semester to be eligible for second semester programs per NJSIAA.

Grade 9 Grade 10 Grade 11 Grade 12

September 1 for beginning of 1st

semester

All students

are eligible

27.5 credits of 9th grade courses

27.5 credits of 10th grade

courses

27.5 credits of 11th grade

courses January 31 for

beginning of 2nd semester

15 credits of first

semester in 9th grade

13.75 credits of

first semester in 10th grade

13.75 credits of

first semester in 11th grade

13.75 credits of

first semester in 12th grade

provided to all student athletes considering participation in college athletics. See your guidance counselor for detailed information.

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HIGH SCHOOL ATHENEUM LEAGUE The Board of Education of the Delsea Regional High School District will recognize and honor all students in grades ten, eleven, and twelve, who by virtue of their outstanding academic achievements, meet the scholastic criteria established for admission into the Atheneum League. Eligibility for selection into the Atheneum League will be determined by the stacademic average for each of the subjects in which the student has been, and is, enrolled as computed at the mid-year of grades ten, eleven, and twelve. Subjects and/or programs which meet for more than one period each day, such as vending and vocational school, will have their grades adjusted to meet the class requirements for the program eligibility (i.e., the single vending mark will

cumulative average for admission into the program is based on a 93 for tenth, eleventh and twelfth grade students. The Atheneum members will be honored annually in the spring of each school year. The eligible students and their parents or guardians will be guests of the District Board of Education at a dinner awards ceremony held in the high school. Special adjusted qualifications for academic organizations such as the National Honor Society and the Atheneum League are granted to students who are enrolled in the honors and or advanced placement courses. TESTING Every public school district in New Jersey must adhere to the state laws which govern student testing. These regulations are categorized as either state testing or local district testing. The state tests are given to all seventh, eighth and eleventh graders and any senior who has not achieved at or above the state's minimum proficiency levels on the HSPA in grade eleven; the local test is administered to every student in grades nine and ten. LOCAL TESTING State laws (6:8-2:8) mandate that each pupil be assessed upon entrance into the educational system and annually thereafter. The STest is administered by this district to all students in grades nine and ten. Students in grade 7 and 8 are given the NJASK and grade 11 must take the HSPA. The Board of Education has established minimum proficiency levels for the commercially produced, nationally normed tests administered by

these levels on the STest must be provided with remediation the following year in the areas in which they are not proficient.

I.S.I.P. Students who fail to achieve satisfactory scores on the state tests, NJASK, HSPA, or the district administered STest, must be provided with supplemental instruction

Student Improvement Plan" (ISIP) which is used by the Students in a

basic skills class can score out of the remedial class in the next testing cycle.

NJASK and HSPA PREP COURSES Reading, writing, and mathematics remediation is required for students who score at or below the minimum proficiency levels on district or state tests. All prep courses include both developmental and remedial approaches to the curriculum. These courses are taken in addition to the

TESTING DATES

NJASK Grades 7 & 8 May 3,4,5,6, 2011 HSPA October 5,6,7, 2010 and March 1,2, 3, 2011 STest (High School) - March 1, 2, 3, 2011 High School Biology Test- May 17,18, 2011 High School Algebra I Test May 23-27 2011

GIFTED AND TALENTED POLICY HONORS AND ADVANCED PLACEMENT PROGRAMS The Board of Education of the Delsea Regional School District recognizes the need to expand and solidify the college preparatory curricula to provide the students of this district with college entrance skills which are compatible to, and competitive with, the skills of academic students in other post-secondary institutions in the nation. It is therefore the intention of this Board of Education to implement special academic curricula in grades seven through twelve via a phase-in designated as Honors and Advanced Placement courses which, together function through an articulated and graduated program process from Honors courses in the lower grade levels to Advanced Placement programs in grades 10, 11 and 12.

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PROGRAM ADMISSION: The Honors and Advanced Placement courses are open to any student who has the prerequisite and wishes to participate in these programs; however, students must be willing to complete all of the necessary course work involved with the program. Students who demonstrate high classroom achievement and attain standardized reading and/or math test scores of at least the 97 percentile and a mental ability index test score of 125 and above will be advised to pursue these special academic tracks. The following recommended selection criteria should be considered and will be reviewed with the students and parents through an individual conference prior to admission into the Honors or Advanced Placement courses. The student should:

Be able to accelerate in an academic program. Demonstrate a high reading ability

Be an avid reader Achieve high grades in his/her subjects Possess excellent writing skills Be proficient in general academic abilities

Be independent learners The student and his/her parents will be advised of the rigorous program expectations and of the necessity for the teacher to rigidly adhere to the curricula contents established for the course. PROGRAM RESTRICTIONS The rigors of the Honors and Advanced Placement courses suggest limitations on the number of program areas a student should pursue in one year in grades 9-12. Two (2) advanced placement or three (3) honors courses or combination of three (3) honors & advanced placement courses is the maximum recommended number. In grades 7 and 8 no more than two honors classes are recommended. Students who desire to enroll in more than the recommended number of classes must receive administrative approval. The Board of Education reserves the right NOT to provide honors and/or advanced placement courses in areas in which the student enrollment in these programs is not sufficient to warrant inclusion of the program. RANKING WEIGHTS The complexities of the honors and advanced placement courses are reflected in the ranking weights for these programs.

A.P. EXAMS The examinations for Advanced Placement courses are administered by certified professionals, during the school day, in a secured atmosphere. MIDDLE SCHOOL ADVANCED STUDIES PROGRAM A mathematics, science, and technology summer enrichment program is offered to seventh and eighth grade students who are enrolled in both Honors Science and Honors Math. Students attend a one-week summer institute that encompasses an integrated approach to learning. Seventh grade students experience the Techniques program, which emphasizes scientific analysis and scientific writing. Students also complete activities and projects that include: building robots, hot air balloons, and solar ovens. The eighth grade summer program lends itself to the environment. Students participate in the GLOBE project, biology, and field ecology activities. HIGH SCHOOL ADVANCED STUDIES PROGRAM A mathematics, science, and technology enrichment program is available to those high school students enrolled in the program. Ninth and tenth grade students participate in a one-week summer program to build upon previously learned skills. Eleventh graders attend engineering camps and seniors take a college course. GUIDANCE The guidance department of the Delsea Regional School District is essentially a facilitating service for the parents, teachers, students, and the community. Students and parents are urged to avail themselves of the services offered by the members of the department. Conferences are made by appointment. Interested parents or guardians should call the guidance secretary, 694-0100 high school ext. 277 or middle school ext. 280 to arrange a consultation with the counselor. The guidance department s purpose is to help each student develop to his/her maximum potential; to provide him/her the greatest possible chance of success in his/her school work and school existence; and to assist students in their over-all development as related to their future contributions to society.

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COURSE SELECTION Delsea Regional functions as a comprehensive school in that each student is granted the privilege of combining courses from different available curricular levels into his/her yearly program-of-studies. The individual selection of courses each year is an important decision which requires careful thought based on the studen

interests, aptitudes, and high school achievement are important items to weigh in the selection of subjects each year. Parents have an important part in this process. They should review a description of the required and elective courses and with their son/daughter, help in the selection of courses which are appropriate to their child's

selection sheet indicating their approval of these selected courses. Guidance counselors will confer individually with each student in grades eight to eleven in regard to course selection. Counselors will contact parents if there is any concern about the courses that the student has selected. Also Parents may participate in the course selection process through a conference with the counselor and student. Students are encouraged to elect courses which are recommended by the current teachers and/or guidance counselor. Student grades are recorded on the report cards each of the four (4) marking periods of the

end-of-year grade in each of their subjects. All students receive numerical grades for their courses. FAILURES AND INCOMPLETES Student grades below 65 are failures. In grades nine to twelve, failing a course will result in loss of credits required for promotion or graduation; failures in grades seven and eight may result in grade level retention for the student. An end-of-year failure in a required course, for students in grades nine to twelve, will necessitate make-up of the required course before the student is eligible for graduation. This process can be completed through summer school or, in some cases, by repeating the failed

Only students receiving a failing grade between 50 and 64 will be eligible to attend summer school to make up the course. The procedures for end-of year failure of an elective course are governed by two aspects,

student wishes to continue with the program sequence, he/she must make the course up at summer school or repeat the subject the following year at Delsea. If the student does not plan to pursue further studies in the area failed, his/her total earned credits will be less than those which are traditionally earned per school year. An

indicates that specific work and/or requirements in that subject have not been satisfied. The student has two weeks to make up any assignments or tests which have the incomplete grade. Failure to satisfy the incomplete within the two-week period will result in a failure for that marking period. This policy does not apply to students who are severely ill. Administrative decisions are applied to each individual case. DROPPING A SUBJECT All course requests are final by June 30th. No student will have their academic schedule altered after June 30th. If a particular hardship develops, the student, with parent or guardian, must submit a formal request in writing explaining in detail the reason for the change. Appeals will only be heard for a one week period immediately following the close of the first marking period, and for one week after the close of the first semester will also be considered. The appeal will be heard before an academic committee made up of the following:

1. manager.

2. Appropriate teaching staff. 3. Appropriate instructional supervisor 4. Principal or designee

Once the request is heard, the academic committee will issue a decision in a timely manner. All decisions will be final and not subject to another appeal. First marking period grades will be reflected in the cumulative average as well as GPA at the weighted level of course the student is entering. If approved, the selection of a replacement course will be based on student need and course availability. COURSE ASSESSMENTS All students in grades seven though twelve are required to take marking period assessments. The grades for assessment are included in each marking period grade. The final grade for the course is the average of the 4 marking period grades.

HONOR ROLL The honor roll is established after each marking period; final yearly averages are used for the final honor roll. A student must have a full schedule to be placed on an honor list. Incomplete grades, for any reason, may negate placement of a student on an honor list if the incomplete

names of the honor rolls have been compiled. A student who receives an 85 or higher on all subjects is named to the Principal's List. A student who receives a 93 or higher in all subjects is named to the Superintendent's List.

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CURRICULAR REQUIREMENTS Middle School: 2 years of language arts literacy 2 years of science 2 years of social studies 2 years of math * 2 years of health and physical education 2 year world language in 7th and 8th grades 2 years media /study skills ** 2 years of exploratory subjects or band or chorus * Including family living, aids education and ten

hours per year of drug education. ** Courses may be replaced by basic skills reading,

writing, and/or math if students do not demonstrate proficiency on the NJASK.

High School: 4 years of English 3 years of math 3 years of social studies (1yr World & 2 yrs. US) 3 years of science (including 1 Biological Science) 2 years of world language 4 years of health and physical education 1 year of visual and performing arts

1 year of Career Education, Consumer and Family Skills or Voc. Tech Education

Class of 2013 and beyond 2.5 credits FinancialLiteracy Cross content workplace readiness is infused through existing or career related courses.

Grading System

A+ 98-100 A 95 - 97 A- 93 - 94 B+ 90 - 92 B 87 - 89 B- 85 - 86

C+ 82-84 C 79-81 C- 75-78 D+ 72-74 D 70-71 D- 65-69 F 0-64

CHANGES AFTER THE FIRST MARKING PERIOD All changes are subject to administrative approval and may result in a loss of credit. The name of the class and the grade at the time of exiting the class may appear on student records. Students who request to drop vocational school and/or have been dropped by Gloucester County Vocational School will return to Delsea on a full-time basis, but cannot receive full credits for the part-time attendance at the vocational school or at Delsea. The policies covering these actions are as follows: The Board of Education of the Delsea Regional High School District, in offering a fair and equitable system of education for all its students, accepts its responsibility for providing classes to those students who elect, or are mandated to discontinue their shared-time vocational program at the county vocational school. However, in providing equal opportunities for all students, the Board of Education acknowledges that these students cannot be granted full credit for classes which were attended for only part of the school year. Students who attended the county vocational school on a shared-time basis who return to Delsea on a full-time basis, either through voluntary or mandated processes, will be assigned at Delsea based on such variables as subjects available, class period enrollments, and other matters affecting convenient acceptance of the student into specific classes. The

past performance at the vocational school and efforts will be made to place the students in comparable classes at Delsea. Students who leave the County Vocational School to return full time to Delsea will be granted partial credit for successful achievement in the dropped vocational school courses as based on 3-3/4 credits per marking period, prorated basis based on number of credits students would have been awarded. The building principal, with Board of Education approval, shall be granted the right to refuse acceptance of returning vocational students. This denial of admission pertains primarily to the time of year a student plans to return full-time to Delsea.

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PROGRAM OF STUDY All students are scheduled for eight periods of either eight subjects or seven periods and one study hall for each of the four high school years (grades 9-12). The required courses and available elective periods per grade level are:

Grades 9 Grades 10 Grades 11 Grades 12 1. English 2. Health & PE 3. Math 4. World Hist. 5. Science 6. Fine & Prof. Arts course 7. World Lang. 8.Practical Arts

1. English 2. Health & PE 3. Math 4. U.S. Hist I 5. Science 6.Career Ed / VoTech 7. World Lang. 8.

1. English 2. Health & PE 3. Math 4. U.S. Hist II 5.Science 6. 7. 8.

1. English 2. Health & PE 3. 4. 5. 6. 7. 8.

Basic skills programs in reading, writing, and/or math are

subjects, and are scheduled in place of an elective course. All students in grades eight to eleven must plan each of their successive programs-of-study to meet the required courses and elective periods indicated on the matrix.

SUBJECT AREA STATE AND DISTRICT REGULATIONS Communication 4 Years (English) Math 3 Years Science 3 Years H & PE 4 Years Social Studies 3 Years World Language 2 Years Career Education Infused Visual/Performing Arts 1 Year Career Education, Consumer 1 Year Family Life Skills or Voc/Tech Education Family Living Technology - Integrated through the curriculum An equivalent of 1/2 year of career education is infused into each of the students' class period subjects. Credits and grades are not awarded for this program; however, the

ement which indicates that satisfactory participation in the units of study was attained. Family Living units of study and AIDS Education are

science courses. A minimum of ten (10) clock hours on the topic of Substance Abuse is mandated.

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CREDIT / COURSE INFORMATION

I. Students have the option of taking eight subjects or seven subjects plus a study hall. II. Credits for Promotion and Graduation 1. Students must earn a minimum of 35 credits during freshman year, 30 credits during the sophomore year, 35 credits during junior year, and 30 credits during the senior year to be eligible for promotion and graduation. Total credits for graduation equal 130. 2. Students who prefer to take eight classes per year, rather than seven, will be able to earn 40 credits per year. III. Related Course issues 1. Health and Physical Education - A student may carry two H & PE classes in their junior or senior year. 2. English - Because the English programs are sequentially designed, a student cannot carry two levels during the same academic year except for the senior year. If a student does not attend, and successfully complete summer school for the failed course he/she will repeat that course. 3. Math - A student cannot take a failed math course and the next math level simultaneously. 4. Science - In the case of a failed science course, the student may take both the failed and another science course during the same year. (With the exception of honors/advanced placement courses, the science courses are not totally sequential in content design). 5. History - Because the U.S. History I and II programs are sequentially based, a student cannot take level II until he/she has successfully completed level I. Failure of one of the three required courses; World History, U.S. I, and U.S. II, will mandate summer school attendance or deferring the ninth, tenth, and eleventh grade requirements to grades ten, eleven, and twelve. 6. The Arts - The regulations for failure of the state mandated "Arts" programs will follow the same guidelines that are described under, failure of an elective course. 7. Electives - A student cannot take the next level of an elective course without successfully passing the pre-requisite. 8. World Language The district requires successful completion of two years of a World Language .

IV. Auditing Courses A student cannot audit a subject and carry a study hall during the same year. PROMOTION AND GRADUATION REQUIREMENTS There are four requirements which students must successfully satisfy to be eligible for graduation and a state-endorsed high school diploma. The areas include: number of credits, required curricular areas, satisfactory achievement on the HSPA, and adherence to attendance policies. Credits are awarded in grades nine through twelve for satisfactory completion of each subject.

Grade At The End Of June

Total Minimum Credits

12 To Graduate 130 Credits 11 Into 12 100 Credits 10 Into 11 65 Credits 9 Into 10 35 Credits

Requirements for graduation must be successfully completed before the student may receive a state-endorsed high school diploma. Regardless of the number of credits a student has earned by the conclusion of grade 12, he/she may not graduate unless he/she has successfully completed the following courses: Communication: One year for each year of enrollment. (20 Credits)

Mathematics: Three years of mathematics (15 credits)

Social Studies: Three years of U.S. History/World History (15 credits) Science: Three years of Science (15 credits) Health/Phys. Ed: One year for each year of enrollment (15-20 credits) Minimum 3.75 PE credits plus 1.25 for Health/Drivers Education (2.5 PE credits for repeated levels) Visual and Performing Arts: One year (5 credits) Career Education: ½ year required Career Education and Consumer, Family and Life Skills or Vocational-Technical Education: One year (5 credits) 2.5 credits Financial Literacy Class of 2012 and beyond

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Attendance requirements for promotion and graduation are explained in the attendance section of the student handbook. Students who do not earn the credits required for promotion to the next grade level are retained in a homeroom of the grade in which sufficient end-of-year credits were earned for promotion. These students, however, often carry subject(s) in their schedule which are of the next grade level. Eleventh grade students who do not earn sufficient credits for promotion to a twelfth grade homeroom may not enjoy any senior privileges (i.e., yearbook picture, senior class trip) even though they expect to graduate. When it is determined by final grades that the student will graduate, he/she will be able to participate in graduation exercises. Student participation in graduation exercises is granted only to those senior students who have successfully met the four requirements indicated in this section. The Board of Education policy states: "It is the policy of the Board of Education that the significance, prestige, meaning, and solemnity of the graduation ceremony must be maintained. Therefore, the Board believes that participation in graduation ceremonies must be reserved for those students who have completed all diploma requirements."

CLASS RANKING POLICY The Board of Education of the Delsea Regional High School District provides a class ranking system which: maintains a standard process for assigning a weighted value for each subject and the subject groupings, incorporates a value scale which accurately differentiates and reflects the degree of difficulty among and between subjects and the subject groupings, and includes a consistent statistical range between the variables of course weights and student grades for the course. Therefore, every course and every grouping level for each course are classified into weighted value categories based on a ten point scale for each of the following three factors: the type of student population for which the course and/or level are primarily designed, the instructional and learning processes typical to the course and level, and the type of projects, homework, and assignments which are characteristic of the course and/or level. The mathematics weighting criteria will provide a differential between the subjects and subject grades. Each

class rank is calculated by a system which multiplies the subject mark by the course value and by the course credits and divides the total by number of credits attempted.

1. a. promotion and graduation requirements b. qualifications for honor roll and/or principal's list c. post-secondary school requirements d. eligibility for scholarships and contests e. athletic and school activity eligibility f. records and transcripts g. total secondary school requirements for any and all

school purposes except class ranking. CLASS RANKING CALCULATIONS The ranking process is mathematically calculated from each earned credits, grades, and weights of courses. 1. Every subject has a specified number of credits

assigned to it. 2. Every subject has a specifically assigned weight value. 3. Student grades are based on the absolute value of the

end-of-year grade. 4. These weights are used solely for the purpose of

computing value divided by total attempted credits.

HIGH SCHOOL COURSE DESCRIPTIONS

All courses require a 65 percent mastery of the proficiencies / major units of study for successful completion of the program. A variety of resources and technologies are used to develop proficiencies in conjunction with State Core Curriculum Content Standards.

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HSPA PREPARATION CLASS

Ralph Waldo Emerson NINTH THROUGH ELEVENTH GRADE HSPA LANGUAGE ARTS LITERACY is a required course designed for students who have not achieved the minimum proficiency level as mandated by the State Department of Education. This program is taken in addition to the required English course. Although grades and elective credits are received for this course, the credits do not serve as satisfying the English credits for graduation. The reading and writing program primarily emphasizes development through the "Individual Student Improvement Pdesigned to prepare the student for meeting the state's minimum proficiency level. Major units of study include the skills and knowledge useful for word recognition, skills in reading comprehension, and study skills necessary for locating/obtaining information. All units of study address both remedial/developmental approaches. In addition, the abilities to synthesize reading material from various sources and respond to open-ended questions are also stressed. Reading material covers the areas of narrative text, informational text, everyday text, and persuasive/argumentative text. The course is designed to provide the students with both developmental and remedial skills in the area of punctuation, usage, spelling, vocabulary, phrases, clauses, sentence structure, and paragraph development. These skills are then applied to the more complex processes involved in combining and organizing ideas into well-constructed essays both persuasive writing and picture prompts. Instruction also includes reconstructing sentences, applying appropriate transition words to complete paragraphs, correcting usage errors in sentences, and revising written projects.

NINTH THROUGH ELEVENTH GRADE HSPA MATH is a required course designed for students who have not achieved the minimum proficiency level as mandated by the State Department of Education. Remediation is provided for students who have demonstrated a need for strengthening and reinforcing their mathematics foundation. Major units of study include: number concepts and applications, spatial sense and geometry, data analysis, probability, statistics, and discrete mathematics, patterns, functions, and algebra. Problem solving, communicating mathematically, connecting math to real-life, improvement reason, utilize technology plan and respond to open-ended questions. "Individual

. This course is taken in

awarded toward requirements of graduation. Student grades are based primarily on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments. AHSA TWELFTH GRADE ALTERNATE HIGH SCHOOL ASSESSMENT MATH/ENGLISH is a required course for students who did not meet state and district examination standards for graduation by the end of eleventh grade. This course is taken in addition to the regular English and/or math class and meets five days a week. AHSA 12 provides remediation in reading and writing and/or math to prepare students for the fall and spring administrations of the HSPA. Students in the class are also given an opportunity to complete a comprehensive assessment other than standardized tests to show proficiency in basic skills. The program emphasizes development, reinforcement, and

I dents in

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BUSINESS AND TECHNOLOGY DEPARTMENT

"We keep moving forward, opening up new doors, and doing new things, because we're curious

Walt Disney ACCOUNTING I is a 2.5 credit elective semester course for students in grades 10-12. It is designed for beginning vocational preparation for entry into business occupations and as a background for business administration and/or college accounting for college bound students. Major units of learning include related careers, accounting principles, practices and procedures related to a service business organized as a proprietorship; starting an accounting system; analyzing transactions into debit and credit parts; journalizing and posting into journals and ledgers and using an automated accounting system. Students are required to complete a simulation set to implement the skills acquired in the fundamental accounting process. Student grades are based primarily on tests, quizzes, homework, simulations, class participation, and marking period assessment. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. ACCOUNTING II is a 2.5 credit elective semester course for students in grades 10-12 and requires satisfactory completion of Accounting I. The subject is designed to provide the knowledge and skills needed by students who are preparing for an accounting position or who desire advanced preparation for the study of accounting or business courses in college. Major units of study include the accounting profession, its framework and accepted accounting concepts; the accounting cycle for proprietorship, establishing cash control systems; preparing worksheets and financial statements; recording adjusting and closing entries and using an automated accounting system. Skills are reinforced using both a manual and an automated accounting system. Students are required to complete simulated business activity sets to implement the knowledge and skills they acquire. Students are encouraged to expand and use their analytical thinking skills for decision making analysis. Student grades are based primarily on tests, quizzes, homework, simulations, class participation, and marking period assessments. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. COLLEGE ACCOUNTING is five credit elective course for students in grades 11/12 and requires a satisfactory

completion of level 1 and 2 programs for entry into the course. The course is designed to provide the knowledge and skills needed by students who are preparing for an accounting position or who desire advanced preparation for the study of accounting or business courses in college. Major units of study include but are not limited to: accounting careers, the accounting cycle for a departmentalized merchandise business, computing and recording of uncollectible accounts, plant assets, depreciation and promissory notes; and advanced accounting procedures for a large business and/or corporation. Students are required to learn the proper method of performing the aforementioned skills using both a manual and an automated accounting system. Students are also required to complete simulated business activity sets to implement the knowledge and skills they acquire. Student grades are based primarily on tests, quizzes, homework simulations, class participation, and marking period assessments. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. DESKTOP PUBLISHING I is a 2.5 credit, one semester elective course designed for students to use their creative ability to develop specific publishing skills. Students will receive instruction in desktop publishing using CorelDraw software which is used by newspapers in the area. Major units of study include: composing various types of desktop publishing documents. Skills learned in this course will be the creation of: flyers, newspaper ads, cover pages,

tools and graphics. Students will be exposed to related career opportunities for those proficient and interested in the field of graphic design or technical illustration. Student grades will be based on quizzes, class assignments, projects, and two marking period assessments. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. DESKTOP PUBLISHING II is a 2.5 credit, one semester course for students who have already successfully completed Desktop Publishing I. Students will learn

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specific desktop publishing applications using Corel Draw. They will enhance their documents with special effects and design. Students will create their own printing company and learn advanced applications. Skills in the areas of this course will be the creation of: advanced newsletters, booklets, brochures, product packaging, school related projects, tabloids, business cards, and infusing graphics and tools to enhance these documents. Student grades will be based on projects, class assignments, and two marking period assessments. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. FOUNDATIONS OF TECHNOLOGY is a 2.5 one semester course for students in grade 9 -12 who want to be computer proficient whether they plan to further their education or enter the workforce. This course includes an overall tutorial on applications in word processing, spreadsheets, charts, data bases, and multi-media slide presentations. Students will be able to create fantastic projects and designs associated with the various programs. Student grades are based primarily on projects, classwork, and marking period assessments. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. SIMULATED OFFICE ENVIRONMENT is a 2.5 credit elective course for students in grades 10 - 12. This course involves students who choose to work in an office environment. This course will allow students the opportunity to work for credit in various offices throughout the school. The course prepares and assists students who are interested in working with the school office staff during the course of the day. It may also lead to entry level employment and career opportunities in the business community. The course covers such topics as phone skills, filing, office etiquette and attitude, team work, computer skills and employment knowledge. Student grades will be based on class

and on-the job observations in the school offices. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. E-COMMERCE MARKETING is a 2.5 credit semester course for juniors and seniors. This course will prepare students to plan and market electronic products and services online. Students will explore electronically linked distribution systems, international e-commerce, e-tailing, digital media design, digital marketplace design strategies, marketing management, market research, online customer behavior,

data mining and warehousing, online partnerships and security/privacy issues. Students taking this class are expected to participate in all DECA activities. Student grades are based primarily on tests, quizzes, projects, written work and marking period assessments. WEB BUILDER: INTRODUCTION TO DREAMWEAVER is a 2.5 credit elective course for students in grades 10 through 12. This course will introduce students to the latest web building technology through the use of Dreamweaver. Students will also receive instruction on the history of the web and its evolution to present. Student grades are based primarily on tests, quizzes, projects, written work and marking period assessments. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. Web Building 2, students will expand upon their basic knowledge of web design gained from the intro course. Students will participate in a web design simulation to build a website for a Fitness Club. Students will then move on to build interactive sites using DHTML and CSS in conjunction with Dreamweaver. Students will be responsible for finding a business and redesigning their web presence or generate an entirely new site that does not exist. After Web Building 2, students will have the skills to enter the job field as an entry level Web Designer and Webmaster. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. MICROSOFT WORD CERTIFICATION MOS 1 is a 2.5 credit, one semester course for all students (grades 10-12) who have completed the MOS prep course. This course covers applications in the Microsoft Office Package which includes Word for word documents, PowerPoint for slideshow presentations and Outlook for organizational management and scheduling. Students will use Word to create, organize, and format word documents. In the PowerPoint application, students will utilize knowledge learned in the MOS prep class to format text, pictures and slides and apply transition techniques to create slideshow presentations. Finally, students will use Outlook to create, organize and modify e-mails. MOS 1 prepares the student with the knowledge and skills necessary to take the MOS Word Expert Exam. Students completing MOS 1 will

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also possess the foundation necessary in PowerPoint and Outlook to continue to the MOS 2 class. Students completing this course and choosing to take the MOS certification test will have an increased strength of computer skills and a recognized computer certification to add to their resume. Student grades are based primarily on projects, classwork, and marking period assessments. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. MICROSOFT POWERPOINT CERTIFICATION Formerly known as PowerPoint Certification, MOS 2 is a 2.5 credit, one semester course for all students (grades 10-12) who have completed MOS 1. This course covers applications in the Microsoft Office Package which includes Outlook for Organizational Management and Scheduling, Excel for spreadsheets and Data Analysis and PowerPoint for slide-show presentations. Students will utilize Microsoft Outlook to schedule tasks and input fictitious contacts and appointments. Students will focus on Microsoft Excel and several of its powerful data analysis tools to create graphs and visual representations of the data. Finally students will utilize PowerPoint to provide informal insight into the analysis of their Excel data. MOS 2 provides the knowledge and skill training to complete the MOS Expert Certification in Microsoft Excel, MOS Specialist Certification in PowerPoint and Outlook. Students completing this course possess the skills to customize, organize, and analyze data in Excel. In addition, students can construct and present fluid PowerPoint Presentations while scheduling tasks and managing contacts via Outlook. Students completing this course and choosing to take the MOS certification tests will increase the strength of their resume in the area of computer skills and certifications. Student grades are based primarily on projects, classwork, and marking period assessments. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. JAVA is a full year, A level course, designed to teach problem-solving methods, algorithm development using top-down design, and challenging programming techniques and styles. The focus will shift from procedural-based programming to an object-oriented approach. The course is designed to train the students

with the necessary skills and concepts to be able to program in the JAVA language. The course will also stress challenging program design and development as well as reinforce problem-solving skills. Student grades are based primarily on tests, quizzes, projects, and written work and marking period assessments. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. Visual Basic II is the prerequisite course. MANAGEMENT is a 2.5 credit elective course for 11 and 12 grade students. The program addresses a variety of marketing and economic concepts, human resource management concepts, and entrepreneurship skills. Students are offered the opportunity to participate in DECA activities. Student grades are based primarily on tests, quizzes, homework, projects and class participation and marking period assessments. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. RETAIL STORE MANAGEMENT is a 10 credit elective course designed to appeal to those juniors and seniors whose career goals include retail store management, retail buying, security, sales, or promotion. The course will utilize the school store as a lab site in conjunction with in-class lessons. The class will meet once a day and each student will work in the store one period a day. To be admitted into the class, the student must have passed Marketing I or be taking Marketing I concurrently. Students may take this class along with Marketing 2. This

- orm of student assessment. Students taking this course will be encouraged to participate in all DECA activities available at the high school. The topics to be covered include: retail buying, cash register operations and retail math, human relations, promotion, receiving, inventory, finance, accounting, store operations, safety, housekeeping, risk management, security, pricing, sales, marketing research, and career exploration. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. FOUNDATIONS OF MARKETING is a five credit elective course designed to appeal to sophomores, juniors, and seniors whose career goal may include the marketing field. Students will study basic economics and marketing concepts. Students are offered the opportunity to

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participate in all DECA activities. Student grades are based primarily on tests, quizzes, projects, and written work and marking period assessments. MARKETING I is a five credit college-prep elective course designed to help juniors and seniors explore the vast opportunities in marketing and requires satisfactory completion of Foundations of Marketing. Students whose career goals include marketing, management, or economics should find this a challenging course. The curriculum allows students to obtain knowledge in economics and marketing useful in post secondary education and the world of work. Students are expected to demonstrate their competency through participation in all DECA activities. DECA represents a method of learning utilized in the marketing classroom which helps to prepare students for post secondary course work and employment. Student grades are based primarily on tests, quizzes, projects, and other multi-strategy instructional methods. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. MARKETING II is a five credit college pre elective course designed for seniors who have successfully completed Marketing I. Instruction designed to meet the needs of students who are interested in an occupation requiring competency in the marketing foundations (economics, marketing and business, and human resources) and functions (selling, promotion, pricing, market-information management, product/service planning, distribution and financing). In addition, students are encouraged to develop leadership skills, good citizenship traits, social intelligence, and vocational understanding through participation in DECA, the student organization for marketing students. Student grades are based primarily on tests, quizzes, homework, projects, class participation and marking period assessments. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration, with the goal of marketing specialist certification, degree or credential. EMERGING TECHNOLOGIES is a 2.5 credit, one semester course for students who want to increase their knowledge of advancements in the area of technology that will assist them both academically and personally. This course will cover the newest technologies that are available today. Students will learn how to use the Internet as a resource, create basic WebPages using Microsoft Front Page, use of Palm Organizers, use of digital cameras, photo editing software, digital camcorders, video editing software, and more. They will also learn what podcasts are and how to create podcasts. Finally, they will create a digital portfolio of their work.

Emerging Technologies will provide students with a solid base of knowledge and skills using a variety of different technologies that they will be able to utilize in their academic and personal projects. Student grades will be based on creative projects, class assignments, quizzes, tests, class participation, and demonstration of computer skills. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. PERSONAL FINANCIAL PLANNING AND INVESTING is a 2.5 credit, one semester course. Students will be able to develop strategies for managing resources, learn to use credit wisely, gain insight into the different ways of investing money to increase their earnings potential and have hands on practice in banking. Topics such as federal income tax, personal checking accounts and banking services, investing in mutual funds, credit procedures and laws, insurance, and other issues will be covered. Students will complete a personal and banking budget simulation that will teach them the financial procedures necessary for successful personal finance management, In addition, students will incorporate technology into their work by using spreadsheets, word processing, and projects such as purchasing a car and investigating careers in the finance field. Also, students will learn to buy, sell and track their stocks in an investment simulation. The class incorporated

skills and link finance to other areas of study. Budgeting, taxes, and buying real estate will complete the course for student learning. PROGRAMMING IN VISUAL BASIC 1&2 are 2.5 credit semester A level courses, designed to teach students the skills necessary to write Visual Basic programs in a structured environment. The focus will be on procedural-based and efficient programming. The course will stress good program design and development as well as reinforce problem-solving skills. Student grades are based primarily on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments. The prerequisite for this course is Programming I. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. PROGRAMMING IN C ++ HONORS is a full year, five credit, Honors level course that will reinforce structured programming techniques and concepts as learned in the pre-requisite course, Programming in Visual Basic II. The course will stress sound programming techniques such a top-down planning, structured modular programming and modular design. Once techniques are learned, students

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will be introduced to gaming using the DARK GDK libraries. Any student successfully completing Visual Basic II will be eligible to take Programming in C++. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. ENTREPRENEURSHIP is a 2.5 credit elective course for students in grades 10-12. It is designed to prepare students who may wish to independently own and operate their own business. Major units of learning include the role of small business in the US economy, what it takes to be an entrepreneur, creating a small business and managing a small business. Students will complete a business plan to implement the skills and knowledge they acquire. Students will be offered the opportunity to participate in all DECA activities. Student grades are based primarily on tests, quizzes, projects and written work.

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ENGLISH DEPARTMENT Shared ideas and dreams preserve the integrity, stability and beauty of the community.

- Successories ENGLISH I is a required, full year, five credit course for all ninth grade students. There are two program tracks H and A - but the programs are differentiated by depth of skill coverage, student expectations, percentage of time devoted to each instructional component, and the required independent summer reading for the H and A levels. The curriculum addresses, but is not limited to, the established content standards. The major units of study will include the following: review of grammar skills; analysis of various literary forms, styles, and authors; development of vocabulary skills, study, library, and research skills. The major reading assignments include, but are not limited to, Romeo and Juliet and Of Mice and Men. The major projects include a position paper and a Service Learning

project. Student grades are based primarily on tests, quizzes, homework, projects, class participation, position papers, and marking period assessments.

ENGLISH I HONORS is designed to challenge and develop

survey of classical and contemporary literary forms and developmental composition forms. This course, which serves as a transitional program for entrance into the Advanced Placement English courses, is distinguished by independent study, accelerated pace, depth of analysis, and extensive reading and writing requirements. The major reading assignments include Romeo & Juliet, Hard Times, The House on Mango Street, Taming of the Shrew, The Alchemist, and others. The major units of study include those listed under English I, but are characterized by more long-range and independent assignments plus multiple opportunities for students to write on various topics, to respond to critical literary comments, and to further develop creative writing skills. Student grades are based primarily on tests, quizzes, homework, projects, class participation, position papers, marking period assessments, and required summer readings.

ENGLISH II is a five credit course required of all sophomores. The program is designed to continue the maintenance and sequential development of the essential skills of communication. These include the following: reading skills, critical analysis, grammar skills, and the mechanics of written expression, composition skills and speech. All students will read a variety of American literary selections, which include a multi- cultural perspective. The English II curriculum provides three

tracking levels to meet the needs and abilities of the students. Although the course contents are basically the same for the H, A, B levels, the programs are differentiated by depth of studies, student expectations, reading selections, and percentage of time allotted to each major unit of study. The primary components of the English II curricula include the following: critical reading and thinking skills; the writing process; various genres of literature; test taking and study skills; and preparation for the HSPA. The major assignments for this course include, but are not limited to, critical literary analysis, independent readings, and a persuasive speech. The curriculum addresses, but is not limited to, the state's established Core Curriculum Content Standards. Student grades are based primarily on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments.

ENGLISH II HONORS is a full year, five-credit course designed for the accelerated sophomore English student in preparation for the Advanced Placement English courses and exams. The Honors student must be proficient in English communication skills, willing to accept the academic demands of self-directed studies and independent readings in the summer and during the school year, and be committed to excellence in performance and products. The program includes a core of English skills which include the following: critical reading of classic literature which includes a multi- cultural perspective, note-taking, research, a Service Learning project, and critical and expository writing. Formal papers and in-depth research projects are required and included, but are not limited to the following classics: King Lear, The Scarlet Letter, The Crucible, The Kite Runner, and others as designated by the instructor. While exposition and analysis are stressed, some creative writing is done. Projects assigned stress utilizing various forms of media and applying technology to assignments. The curriculum addresses, but is not limited to, the state's established Core Curriculum Content Standards. Student grades are based primarily on tests, quizzes, homework, projects, class participation, notebooks, marking period assessments, and a persuasive speech. Summer reading is required of all levels.

ENGLISH III is a five credit course required of all juniors and includes an intensive program in composition, vocabulary development, research skills, refinement of HSPA skills, and American Literature, including a multi-cultural perspective. Other areas infused into these topics

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include career education, critical thinking, and reinforcement of grammar skills. English III provides three tracking programs - AP, A and B - which are designed to

-secondary aspirations. The three levels are differentiated by depth of content, instructional processes, time on skill areas, independent studies, and student expectations. A position paper is required in all program tracks. Specific units of instruction include the following: review of grammar and usage, reinforcement and expansion of reading skills, vocabulary, composition writings, American literature, a position paper and a Service Learning project. The curriculum addresses, but is not limited to, the state's established Core Curriculum Content Standards. Student grades are based primarily on tests, quizzes, composition writing, homework, projects, class participation, notebooks, and marking period assessments. Summer reading is required of all levels.

AP ENGLISH III is a five credit course offered to promote the development of critical thinking and reading skills; to develop the interpretation skills of a broad range of American writing, including novels, essays, nonfiction, and poetry, including a multi-cultural perspective. The course is designed to provide to the highly motivated student the skills necessary for the development of critical thinking, reading, and writing, and for the knowledge and skills necessary for use in addressing and answering essay questions similar to those found on standardized tests, such as AP exams; teacher-made tests; and to further the understanding of effective composition through practice in revising and editing; to study literature-related concepts which would include the close reading and analysis of major literary works through discussion of character, setting, rhetorical styles, tone, and conflict; and to develop the skills in written and oral analysis necessary for college level essays and discussions. The students engage in teacher-directed or group learning activities involving language, rhetoric, and writing; discussion and analysis for a variety of different forms, such as non-fiction, fiction, drama, and poetry; and refinement of their own composition abilities. The course has been designed for the student who has previously demonstrated strong writing and analytical skills and is capable of doing college-level work while in high school. Further, the student for whom the course is designed must be willing to devote the time necessary to address an extremely demanding course. Completion of required summer readings and accompanying essay assignments is the first requirement of the course. The program stresses both classical and modern American literature and literary styles. Essays, journal and blog writing, outside reading, composition assignments, literary-based projects, and independent study work with discussion of authors and their works are all a part of the requirements of the course. The curriculum addresses, but is not limited

to, the State Core Curriculum Content Standards. Student grades are based primarily on tests, quizzes, homework, projects, class participation, notebooks, essay assignments, and marking period assessments. This course provides the basic knowledge necessary to take the College Board administered Advanced Placement English Language and Composition Exam. ENGLISH IV is a full-year, required five-credit course which consists of three program tracks: AP, A and B. These program levels are differentiated by depth of content, instructional processes, student expectations, and time devoted to each major skill unit. The A level is designed for students who plan to attend four-year colleges. The major focus of this track is on English literature with written compositions infused into reading selections. If time permits, an introductory overview of world literature is included in the curriculum. Other units of study include the following: research writing, grammar, editing and proofreading, vocabulary development, test-taking skills, career exploration, and critical thinking skills. In addition, other major assignments include literary analysis papers and periodic compositions. The B level program addresses the academic needs of students who plan to attend two-year and four-year post secondary institutions and those who are entering the military or work world. The course content, with the exclusion of world literature, is identical to the A level but includes an extensive unit on careers and job skills and does not include the breadth and acceleration of coverage which is typical of the A track. A research paper or position paper is required for graduation, for every level of senior English. Students also participate in a final culminating Service Learning project. The curriculum addresses, but is not limited to, the state's established Core Curriculum Content Standards. Student grades are based primarily on tests, quizzes, composition writing, independent readings, homework, projects, class participation, notebooks, marking period assessments, and research /position papers.

AP ENGLISH IV is a five credit course which emphasizes the development of critical reading skills for imaginative and discursive literature and requires the composition proficiency to write about literature and related ideas. The course, designed for students who are capable of doing college-level studies while in high school and who are willing to devote the energy necessary to complete a rigorous and demanding academic program, will provide students with a repertoire of selected novels, poetry, essays, and drama to draw upon when formulating answers for essay questions on standardized and teacher-made exams. Students successfully completing this course should be able to read and analyze an unfamiliar piece of writing and produce a lucid essay on that writing under timed conditions. Completion of required summer readings and

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accompanying essay assignments is the first component of the course. The course work during the school year includes a survey of English and world masterpieces, written essays, a minimum of six novels/dramas for reading outside the classroom, and three long-range written assignments. The curriculum addresses, but is not limited to, the state's established core proficiencies in English. Student grades are based primarily on tests, quizzes, homework, projects, class participation, marking period assessments and research papers. This course provides students with the basic knowledge necessary to take the College Board administered AP exam. COLLEGE PREP SEMINAR is a 2.5 credit course for sophomores and juniors. The program is designed to prepare students in the skills needed for standardized testing. It is also designed to provide students with information regarding careers, colleges, and the choices they will encounter. The primary components include: vocabulary enrichment, test taking strategies, reading comprehension of information, data in visual form, and scholarly and workplace text, inferential and critical thinking skills, editing strategies, general math review, various types of essay construction in all content areas, research skills, career and college exploration and workplace readiness standards. LATIN FOR CONTEMPORARY USE AND MYTHOLOGY is a full year, five-credit elective course for tenth, eleventh, and twelfth grade students. The mythology phase is designed to provide the academic student with a broad background of ancient mythology. Emphasis will be placed on the use of mythological references in literature, music, art, and advertising. The students will examine the Greek and Roman myths primarily through assigned readings and lectures. Each student will be required to compose an "Album of Mythology." This course is designed for the academic student who wishes to improve his/her writing and speaking skills. The students will examine vocabulary that covers everything from sports, art, medicine, and music to cooking, math, and space. Emphasis will be placed on the structural analysis of derivatives and affixes. Each student will be required to complete a project based on his/her academic level. Student grades are based on tests, quizzes, homework, projects, class participation, marking period assessments, and notebooks.

CREATIVE WRITING/ELECTRONIC PUBLISHING is a 2.5 credit, half-year course offered during both the fall and spring semesters. It will be available to all who are not enrolled in an HSPA prep course and have exhibited a competency in grammar skills, vocabulary, and mechanics. The purpose of this class is to create a forum of interested peer writers to read, critique and improve student projects in both

grades will be assessed according to each final product, participation in classroom discussions and peer-editing workshops, and literature response journals. It is designed specifically for those students who are looking to hone their writing skills and voice while seeing their work published for an audience. CREATIVE WRITING II course offered during both the fall and spring semesters. It will be available to all students in 10th , 11th or 12th grade who have successfully completed Creative Writing I. The purpose of this class is to continue with the forum of interested peer writers to read, critique and improve student projects in poetry. The art of script writing will also be introduced and practiced. The ultimate goal is to generate a short movie script to be produced by the class.

according to each final product, participation in classroom discussions, and peer-editing workshops. This course is for serious writers, screenwriters, and poets only. It is designed specifically for those students who are interested in mastering their writing and voice while seeing their work published for an audience. JOURNALISM is a one semester 2.5 credit elective course open to tenth, eleventh, and twelfth grade students. The course is designed to introduce students to the art of developing, interviewing for, and writing of print and electronic media, particularly newspapers and magazines. The course will address all aspects of media, especially the writing styles unique to newspapers and magazines. Units of study covered by the course will include law and ethics and the press, styles of writing for newspapers (inverted triangle format), writing the news, headlining, interviewing, writing editorials, sports, entertainment, and feature stories, planning, and publishing a class newspaper. Student grades are based primarily on projects, classwork, and marking period assessments. PUBLIC SPEAKING is a 2.5 credit, half year, course. This course will focus on cultivating students public speaking skills. The students will learn the process of speech writing, research techniques, effective outlines, attention-getting introductions, proper sequencing of ideas and data, graph designs and other visuals, and voice and projection skills. The course will be fashioned after public speaking courses offered at the college level. The students will be graded on speeches, tests, quiz and marking period assessments. CONTEMPORARY NOVEL is a 2.5 credit, half-year course offered to students in grades 10-12. This course is

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designed to acquaint teenage readers with popular, modern, young-adult novels that are not part of the standard English curricula taught in grades 10-12. Students will learn to comprehend different types of

and through making connections with media surrounding the cultural issues dealt with in the readings. The purpose of this class is to create life-long readers who have a thirst for knowledge and a better understanding of the world around them. Grades will be based on journal free-writes, discussions, participation, assessments, and a final media project. READING THE MOVIES is a 2.5 credit, half-year, A-level class offered during both the fall and spring semesters to students in grades 11 or 12. Students will learn to

s and interpret them through an examination of individual elements as well as by discussing how the elements fit together as a whole. The students will be encouraged to make connections between cinema and the general importance of film in contemporary culture. Grades will be based on tests and quizzes. TELEVISION/VIDEO PRODUCTION I is a full year five credit course open to all sophomores, juniors, and seniors. The course is designed to acquaint students with broadcast production. Public speaking skills are also taught and students will be required to work both in front and behind the camera. Students will learn to operate cameras, microphones, audio boards, lighting boards and editing equipment. Several writing assignments, such as talk shows and news broadcasts, will be required. Student grades will be based on tests, quizzes and projects. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. TELEVISION/VIDEO PRODUCTION II is a full year five credit course designed as a follow-up to TV/Video Production I. The students will bring to this the knowledge they gained in the introduction course, and they will use this knowledge to develop and produce commercials, music videos, and short video projects. The programs the students produce will be developed for the purpose of promoting various programs that the school district offers. A brief history of broadcasting and film production will also be studied. Student grades will be based on tests, quizzes and projects. Promotion to TV/Video 3 is contingent upon completion of the final project. This course will also put an emphasis on preparation for post secondary education and

employment through academic and technical skill integration with the goal of a degree, certificate, or credential. TELEVISION/VIDEO PRODUCTION III is a full year, 10 credit, non-consecutive double period course that builds on the skills learned in TV/Video I and TV/Video II. TV/Video 3 is a formal class period and one independent period. Students will be expected to work on all phases of a television production show. Students will produce shows that will air on the local cable channel. Students are required to attend after school events to produce highlight videos for Delsea's clubs and sports teams. Students will also be analyzing various film styles and genres. Student grades will be based on tests, quizzes, and projects. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate, or credential.

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FAMILY AND CONSUMER SCIENCES

"There are two educations. One should teach us how to make a living and the other how to live."

John Adams

FAMILY & CONSUMER SCIENCES I is a 2.5 credit, elective course for students in grades 9-12. The program offers hands on experience in food preparation. The units of study will include general safety, kitchen safety, recipe math, nutrition, basic cooking and measuring methods, small appliances, kitchen tools and equipment, meal management and the principles of baking. Math skills are reinforced through the use of measurements and reading skills through special reading assignments. Students are exposed to careers in Family and Consumer Science. Spelling and vocabulary terms related to the course are developed.

grades are based primarily on tests, quizzes, laboratory experiences, projects, worksheets, class participation and notebooks. FAMILY & CONSUMER SCIENCES II is a one semester course that enhances the skills learned in Family and Consumer Science I. It focuses on meal planning, nutrition, and cooking techniques. Special emphasis is placed on more challenging recipes. Demonstrations incorporate the use of proper etiquette, different cooking techniques, and the use of small appliances and equipment. The course is designed

and working in food related careers. grades are based primarily on tests, quizzes, laboratory experiences, projects and class participation notebooks. Prerequisite: Successful completion of Family and Consumer Science I. BAKING BASICS is a 2.5 credit elective course for students in grades 10 -12. The program is designed to explore

knowledge and interest in home life skills. Students taking this course will have a working knowledge of cakes, frostings and appropriate kitchen safety practices. Major units of study include: interpretation and calculations of recipes, proper care and use of appliances, kitchen safety rules, baking and cake decorating. Spelling, reading, and math skills will be developed in application. Students will be exposed to various careers in the industry. Major assignments include: projects, food preparation, recipe calculation, baking techniques, quick breads, holiday baking, pastry and cookies, and decorating. Prerequisite: successful completion of Family and Consumer Science I and II.

INTERNATIONAL FOODS is a 2.5 credit elective course for students in grades 10-12. The course will expose students to a variety of multi cultural cuisines, eating patterns, traditions, and geographical influences. The program is

international level. Major units of study include: kitchen safety rules, interpretation and calculation of recipes, proper care and use of appliances, Middle Eastern, African, Asian, European, and Latin cuisines. Spelling, vocabulary, reading, and math skills will be developed through application practices. Students will also be exposed to the various careers in the food industry. Major assignments include; projects in food preparation, calculation of recipes, comprehension of geographic, climatic, and cultural factors that influence food customs. Prerequisite: successful completion of Foods and Advanced Foods.

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FINE & PERFORMING ARTS DEPARTMENT .

- Barbara Grizzuti Harrison ART I is a five credit full year course which fulfills the visual / performing art requirement. Art I introduces students to fine arts and crafts through the use of a wide variety of materials, techniques, and processes in both two and three dimensional form. Major units of study include: jewelry; mixed-media art; sculptures: plaster, metal, and wood; drawing with different mediums; painting: water color, tempera, pastel; color theory, design, printmaking, and art history. Techniques, spelling and vocabulary skills appropriate to each unit of study are taught and developed. Students are exposed to careers in art. At least one project for each unit of study is required. Grades are based primarily on projects, tests, participation, notebooks, and critiques. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. DESIGN, DRAWING AND PAINTING I & II are half year 2.5 credit semester courses, designed to direct and encourage students to advance their skills in producing two dimensional art work utilizing a variety of art materials. It is open to all students who have fulfilled the prerequisite: Art I. Emphasis will be placed on exploring creative techniques that both represent and express a wide range of subject matter and art styles. Students will be encouraged to explore various approaches to personal express, as well as both representing and interpreting their surroundings artistically. This course includes projects in color design, pencil drawing, charcoal shading, pen and ink, pastel drawing, watercolor, acrylic painting and tempera painting. Students are encouraged to develop an increased appreciation of art history. Emphasis will also be placed on reading, writing, spelling, vocabulary skills, and critique.

projects, class participation, notebooks, and a marking period assessment. CERAMICS I & II are half year 2.5 credit semester courses. Students will have the opportunity to further their knowledge and skills of three dimensional concepts and techniques through the exposure to a wide variety of materials. Students will be encouraged to develop hands-on and creative thinking skills, as well as, an appreciation for related historical art works. This course includes techniques of hard building, pinch, slab, coil, mold and sculpting clay construction, and the potter's wheel. Students will incorporate macramé in their projects. Additional techniques will be explored: glaze, texture, etc. Spelling, critique and vocabulary skills appropriate to each unit are developed. One project for each unit of study is

required. Grades are based on projects, class participation, notebooks, tests, and marking period assessments. GRAPHICS I & II are half year 2.5 credit semester courses. Graphics I is open to all students who have fulfilled the prerequisite Art I. Students will have the opportunity to explore the processes and techniques of graphic art involved in both fine art and commercial art experiences. This course includes projects in graphic design; pen and ink, colored pencil, fantasy illustration, advertising; calligraphy and collage using Adobe Illustrator. Students will be introduced to the basic techniques of computer graphics. Emphasis is placed on developing design, drawing and computer skills that are important to careers in commercial art. Two and three dimensional techniques and materials will be utilized. Spelling, critique, and vocabulary skills appropriate to each unit are developed. Grades will be based on projects, class participation, notebooks, tests, homework, and a marking period assessment. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. DIGITAL PHOTOGRAPHY is a half year 2.5 credit course for students who have successfully completed Art I and Graphics I. During this course students will learn the mechanical aspects of the digital camera and practical techniques in digital photography. Students will learn to use the Adobe Photoshop program and how to manipulate, alter, and enhance their photographs. Students will also learn how to create original artistic images in digital photography. Critique and vocabulary skills appropriate to each unit are developed. Grades will be based on projects, class participation, notebooks, tests, and marking period assessments. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. ANIMATION is a half year 2.5 credit course for students who have successfully completed Art I and Digital Photography. During this course students will draw from the knowledge learned in Digital Photography to use simple 2-D animation. Using Adobe Illustrator, Macromedia Flash and Bryce 5 students will eventually build to more complex 3-D animations. The course is designed to acquaint students with current technology being employed in the computer animation industry. Scanners, digital cameras, and the Internet will be used to import and enhance presentations. Critique and vocabulary skills appropriate to each unit are developed. Grades will be based on projects,

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class participation, notebooks, texts, and marking period assessments. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. SCULPTURE AND TEXTILES is a half year 2.5 credit semester course. Students will have the opportunity to explore the processes and techniques of Textiles paper making, paper marbling, book making, collage; Sculpture sock creatures, paper mache, plaster sculptures, and three dimensional object construction. Students will be introduced to a wide range of art materials and three dimensional object construction. Techniques, spelling and vocabulary skills appropriate to each unit of study are required. Grades are based primarily on projects, tests, participation, notebook, and critiques. Some fees may be applicable. JEWELRY AND GLASS is a half year 2.5 credit semester course. Students will have opportunity to explore the techniques and craftsmanship of Jewelry Making basic skills (cutting, piercing, drilling, hammering, sanding, polishing, soldering of metal), enameling, bracelets, chain making, stone setting, glass enameling on metal, fusing, slumping, glass beads, stone making and stained glass. Technique, spelling and vocabulary skills appropriate to each unit of study are developed. Students are exposed to careers in art. At least one project for each unit of study is required. Grades are based primarily on projects, tests, participation, notebooks, and critiques. Some fees may be applicable. ADVANCED PLACEMENT STUDIO ART is a full year five credit art course which requires satisfactory completion of Art I and Design, Drawing, Painting I and II or Ceramics and Crafts I and II. The AP Studio Art program sets a national standard for performance in the visual arts that contributes to the significant role the arts play in academic environments. AP Studio Art is not based on a written exam; instead, students submit portfolios for evaluation at the end of the school year. The AP Studio Art portfolios are designed for students who are seriously interested in the practical experience of art. The AP Studio Art course addresses three major concerns that are constants in the

concentration on a particular visual interest or

the formal, technical and expressive means of the artist. The AP Drawing, 2-D Design and 3-D Design portfolios should reflect these three areas of concern: quality, concentration and breadth when preparing their portfolios for evaluation for college credit by College Board. The demands of this course are so rigorous that it requires 2

years to prepare a portfolio for submission to College Board. ADVANCED PLACEMENT MUSIC THEORY is a full year, five credit course designed for the musician who wishes to further his/her musical education at the college level. It is available to students in grades 11 and 12, who have successfully completed Exploring Music In Theory or by teacher recommendation for students who can demonstrate the ability to read and write music proficiently. The course will prepare students for the AP Music Theory exam. Satisfactory performance on the exam may exempt students from the first semester of music theory in college. The students will review the basics of music theory and concentrate on four part chorale writing in the style of J.S. Bach. Analyzation of music as to its structure, form, meter, key, etc. will be strongly emphasized. Sight singing and dictation (rhythmic, melodic, and harmonic) will be performed in class on a weekly basis. All areas are constantly evaluated through effective class participation. Tests and quizzes will be written, oral, and aural. Various projects, presentations, compositions, and arrangements will be required. Attendance at live music performances both in and out of school is required. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. INSTRUMENTAL MUSIC I is a full year, five credit course. This course fulfills the visual/performing arts requirement. It is designed for students in 9th grade with past musical training at the intermediate level. Instruction is in the following areas: instrumental techniques, musical terms, dynamics, tempos, intonation, knowledge of major key signatures and meters, and the ability to perform all major scales or rudiments. Students will focus on proper rehearsal techniques, music technology, and performance, creative musical examples, research, and evaluation. Students will be expected to know and utilize music vocabulary, have good evaluative listening skills, and participate in all concerts and performances. This course presents career opportunities available to instrumentalists who study music as an art form. Students are expected to attend all extra rehearsals, concerts, and performances

primarily on tests, homework, projects, class participation, research, marking period assessments, and lesson attendance. Performance attendance consists of 25% of the

marching band, small ensembles, and auditioned groups. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential.

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ADVANCED INSTRUMENTAL MUSIC is a full year, five credit course which is one of the available courses that fulfills the visual / performing arts requirements. This course is available to students in grades 10-12 and is a continuation of the Instrumental Music I course with emphasis on advanced instrumental techniques, major and minor key signatures and more technical rudiments, and basic knowledge of music theory. Students will study characteristics from different historical eras and stylistic periods. They will experience music from these periods through performance, creating musical examples, research, evaluation, and problem solving. Proper concert etiquette and evaluative listening skills will be taught and the students will participate in all concerts and performances. This course will also present career opportunities to the instrumentalist and will study music as an art form. Students are expected to attend all extra rehearsals, concerts, and performances planned by the director. Students grades are based primarily on tests, homework, projects, class participation, research, marking period assessments, and lesson attendance. Performance

will also be encouraged to perform in marching band, small ensembles, and auditioned groups. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. EXPLORING MUSIC IN THEORY- is a full year five credit course designed for the students in grades 9 - 12 who wish to explore the many facets of music in a variety of settings. The class will be introduced to the basics of music theory (notation, scales & modes, key signatures, etc.), music history (composers and their compositions), and introductory performance skills (vocal and piano keyboard). These elements will be demonstrated in the written, oral, and aural forms. Many listening examples in a variety of styles will be utilized. All areas are evaluated through effective participation in class and attendance at live music performances is required. This course is the prerequisite for Music Major II (AP Music Theory). INTRODUCTION TO VOCAL MUSIC is a full year, five credit course that fulfills the visual / performing arts requirement. This course is available to students in grade 9-12 who desire to learn to sing and obtain some basic music theory skills. Instruction is in the following areas: reading and writing music notation, clef signs, pitch names, rhythmic notations, dynamics, tempo markings, time signatures, music technology, and specific elements of vocal techniques, sound production, intonation, diction, breathing, and posture. Students will study characteristics from different historical eras and stylistic periods. They will experience music from these periods through performance, creating

musical examples, research, evaluation, and problem solving. This course presents career opportunities to musicians. Students will be expected to know and utilize music vocabulary, have good evaluative listening skills, and participate in all concerts and performances. Student grades are based on projects, performances, tests, class assignments, class participation, research papers, and marking period assessments. In each successive level of this class, different core curriculum content standards will be addressed. A minimum of two days per week will be spent doing academic work to achieve these standards. The remaining time will be spent addressing these standards through vocal techniques. Performance attendance is 25% of the student s grade. CONCERT CHOIR is a full year, five credit elective course which is one of the available courses that fulfills the visual / performing arts requirement. This course is designed for the serious vocalist. It is available to all students in grades nine through twelve who can demonstrate their knowledge of choral reading skills, a general background of music terminology, and an understanding of vocal techniques. These factors will be identified through a scheduled audition and interview. Auditions will be given the school year prior to course enrollment. Instruction will include reading and writing music notation, clef signs, rhythmic notation, advanced dynamics, tempo markings, meter and changing meters, advanced vocal techniques, sound productions, vocal control, intonation, vocal health, sight singing skills, diction, breathing, posture, music technology, career education, and music history. Music performed by the concert choir will employ advanced techniques and range from serious works by the masters to lighter show tunes. This group will perform several times throughout the year. Solo and small group performances are an important aspect of techniques taught in this course. Students in this group are encouraged to audition for various outside groups. In each successive level of this class, different core curriculum content standards will be addressed. A minimum of two days per week will be spent doing academic work to achieve these standards. The remaining time will be spent addressing these standards through vocal techniques.

THEATER ARTS I is a five credit full year course for grades 9 -10, which can only be taken once. This course fulfills the fine and performing art requirement. The course includes the elements of theater needed to create aesthetic awareness: responsibility of actors, vocal quality and development, creation and interpretation of characters, movement and pace, theater etiquette, identification of plot and theme, structure and form of drama, and the basic aspect of technical theater-properties, sound, lighting, costuming, and stage directions. An examination of careers in the theater will be included.

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ADVANCED THEATER is a full-year five credit course designed to offer experienced students the opportunity to create live theatrical performances. Students will perform published plays and scenes as well as create original pieces to perform. They will produce a plays from conception, through the audition, casting and rehearsal processes, technical coordination and design, house management, and performance. They will study advanced acting techniques. This is a performance class and all students enrolled in it will be expected to present live productions for audiences. Students enrolled in this class must have taken Theater Arts I as a prerequisite and have completed an audition/interview with instructor to be admitted into this course. MUSIC TECH is a half year 2.5 credit semester course which is open to any student in grades 9 12. The course is designed as an overview to and hands-on experience with Garageband and other music related hardware and software products. Knowledge of Mac computers is helpful, but not required. Class time is devoted to gaining a practical understanding of Garageband and applying if effectively in the areas of compositions, recording, performance, and education.

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HEALTH & PHYSICAL EDUCATION DEPARTMENT

-Robert Half PHYSICAL EDUCATION is a required program which offers a sequential seven to twelve curriculum designed to provide skill development, knowledge, written application, physical fitness and appreciation of lifetime/recreational activities. The program functions cooperatively with the health education curricula in the transfer of knowledge. However, the two courses receive separate grades and credits. Students take three marking periods of physical education and one marking period of health education. Credits are awarded for satisfactory completion of each year's physical education program, and credit for satisfactory completion of the health education. Students with a lab science which meets one day per week receive 3 PE credits, 1 health credit and 6 science credits. Report card grades for all students, grades seven to twelve, are awarded in the same manner as those earned in the other subject areas. The physical education program for senior high students is designed to provide skills and knowledge necessary for the development of lifetime/recreational, individual and team sport activities. The program serves to motivate the students in pursuits of lifetime fitness and athletic activities. Major units of study include the development of skills and knowledge of rules in the following activities: team and individual sports, dance, lifetime/recreational activities, physical fitness and weight training. The major requirements for this course are participation and appropriate dress for physical education; uniform shirt, uniform shorts, white socks, and sneakers. Student grades are based primarily on participation, preparation for class, attendance, and written tests for each activity. Any student who is not prepared for class will not be allowed to participate in their assigned activities for that given day. The discipline for this action will be to complete a written report during that class period. The written report will not substitute for the loss of points for that given day. Students who fail to write the report during the assigned time will have additional points deducted from their grade. Medical Excuse from PE: 1. A student with a medical excuse for Physical Education

shall report to the school nurse with the excuse. 2. The student shall be assigned to the designated location

during his regularly scheduled physical education class. Failure to report during the assigned time will result in disciplinary action.

3. The student shall be assigned specific written reports which shall be graded by the appropriate physical education instructor.

4. Grades and credits shall be awarded based on the rt.

5. Failure to complete the assigned report(s) shall negatively affect the physical education grade and may result in failure. (No credits - no qualification for graduation.)

6. Medical documentation is required to resume PE. HEALTH is a required program for the high school students, grades seven to twelve, which offers a sequential program of study. The curriculum is proficiency based and patterned after the state-endorsed Comprehensive Health (CHE) guidelines. The objective is to provide each student, from the time of entrance into the school system, with planned, systematic, and ongoing learning opportunities designed to maximize the prospect that each student will be able to make decisions that promote personal growth throughout life. The curriculum consists of twelve general segments: 1. Mental, Emotional, Physical, and Social Health:

Establishing positive patterns of behavior and gaining knowledge which will enhance health skills that are conducive to the promotion of wellness in accordance with the holistic concept.

2. Family Life and Health: Appreciating the role of the family in society in successfully preparing each member for the responsibility of family membership, adulthood, marriage and parenthood while acknowledging imposed internal and external forces.

3. Body Structure, Function, and Growth: Acquiring knowledge and understanding of the natural progression that takes place in the growth of the human body.

4. Personal Health Attitudes and Habits: Developing sound personal health attitudes and habits.

5. Disease Prevention and Control: Acquiring knowledge of diseases and assuming responsibility for methods of prevention and control.

6. Chemical Substances; Use, Abuse, and Related Problems: Acquiring and applying knowledge regarding positive choices and alternatives concerning chemical substances including anabolic steroids, with emphasis on prevention through the mastering of social competencies.

7. Healthy Lifestyles: Developing knowledge of generally accepted practices designed to ensure endurance and optimum lifetime fitness.

8. Nutrition: Stressing the importance of life-long good health through informed choices and developing a nutritional regimen which promotes a healthy life style.

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9. Community Health: Understanding how individual and community efforts contribute to a healthful environment.

10. Safety, First Aid and Survival: Effectively addressing behaviors and skills that promote safe living in the home, school, and community.

11. Environmental Health: Acknowledging that environmental factors have a direct effect on the health of the individual and community, and recognizing the responsibility of the individual to take action to maintain a healthy environment.

12. Consumer Health: Making appropriate choices among available resources such as care products based on critical evaluation of quality, advertising, and need.

13. Driver Education: comprehensive coverage of Driver Education, State Drivers Education test will be administered during the sophomore year.

The program is characterized by the following: 1. Instruction intended to motivate health maintenance

and promote wellness with an emphasis on developing positive attitudes and behaviors.

2. Activities designed to develop decision-making competencies related to health and health behavior. The emphasis is on underlying attitudes, behaviors, and skills as they determine how facts are understood and used in an effort to instill a sense of responsibility in students. The application of problem-solving strategies in health situations is essential to establishing healthy lifestyles.

3. A planned, sequential, 7-12 curriculum based upon students needs and current and emerging health concepts and social issues. This program suggests age specific materials within a framework of systematically reinforced and expanded content.

4. Opportunities for all students to develop and demonstrate health-related knowledge, attitudes, and practices, recognizing individual differences.

Student grades are based primarily on tests, quizzes, homework, projects, class participation, portfolios/notebooks, and marking period assessments. Parents and/or guardians who would like to review the instructional materials and/or receive a copy of the curricula, may do so by calling, the physical education department for an appointment. The Board of Education recognizes that at times, certain Family Living and/or science issues taught in specific courses may conflict with

beliefs and therefore grants these students the right to be

individuals will be assigned to the school library where they will pursue independent readings/assignments on health or

science topics during the time frame in which the class is addressing the conflicting segments of the curriculum. Permission for the temporary exclusion from a class is granted by the building principal, upon receipt of a written request from the parents, in cooperation with the teacher, the student, and parents. The student will not be penalized for classroom absences during the time period in which the morally conflicting units-of-study are being addressed. FITNESS FOR LIFE is a program that will establish positive patterns of behavior and students will gain knowledge which will enhance health skills that are conducive to the promotion of wellness in accordance with the holistic concept. The students will develop knowledge regarding positive choices to ensure optimum lifetime fitness and the importance of good health through choices to obtain a nutritional regimen which promotes a healthy lifestyle. Each student will have four days of physical participation in fitness activities and one day of classroom instruction. The class periods are 43 minutes in length meeting five days a week. Fitness for Life is designed to help students not only learn, but apply principles correlating health-enhancing behaviors with optimum physical and emotional health.

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INTEGRATED TECHNOLOGY ARTS

"One machine can do the work of fifty ordinary men. No machine can do the work of one extraordinary man." Elbert Hubbard

TECHNICAL DRAFTING is a 2.5 credit elective course designed for students in grades nine through twelve. The study of fundamental techniques and skills within the field of drafting are introduced and reinforced through the use of drawing instruments and blueprint reading. Students will learn and apply technical drawing techniques used in the drafting industry to transmit ideas. The course is designed to expose the student to a variety of object representation formats while preparing them for advanced level course work. Major units of study include: proper use and care of instrumegeometric terms, lettering and notation, single views, fractions, three views, isometrics, oblique, and sectional views. Math skills are reinforced through the involvement with measurement, while comprehension skills are developed through selected readings. Further, assigned writing samples will be used to assess student comprehension of the program and related occupations. Primary grading is based upon the completion of a specific number of drawings each quarter. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. TECHNICAL DRAFTING 2 is 1/2 year course designed for students planning on continuing to follow the procession of courses in Delsea's Drafting and Design Technology program. This course will build upon and expand the concepts taught to students in Technical Drafting 1 as well as prepare them for future computer-based courses. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. INTEGRATED TECHNOLOGIES is a one semester course offered to students in grades 10-12. The course is designed for students to gain fundamental skills and learn procedures appropriate for fields of network systems and industrial design reinforced through the use of computer applications. The course will introduce students to real-life computer application problems while preparing for advanced level course work. Major units of study include: the Windows operating system, network fundamentals, industrial imaging, 3-d solid synthesis and design solutions. CAD I is a five-credit course offered to any student who has successfully completed Technical Drafting. The course provides students with intermediate level drafting skills, file

management, technical vocabulary, computer literacy, analytical thinking and problem solving skills. Related careers, education fields of study, mathematics, writing samples and reading comprehension are incorporated in this course. Major topics of study (drawing styles) include: single-view drawings, three-view drawings, auxiliary views, pattern development, isometrics engineer plates, sectional drawings, 3-d wire frame models and 3-d solids. Student grades are primarily based upon, but not limited to: a specified number of drawings per quarter, technical writing samples, tests, homework, and examinations. This course is a prerequisite to CAA and CAE courses. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. CAA: COMPUTER AIDED ARCHITECTURE is a five-credit course offered to students who have successfully completed CAD I. This class will develop student drafting and design skills in the planning for a residential dwelling. The major goal of this class is to design and create a fully detailed set of architectural plans. Student plans will include, but are not limited to: foundation/framing plan, first and second floor plans, elevations, wall section and soil model. Students will explore drawing methods and notation, construction materials and methods and develop an awareness of building codes and standards. Students grades will be primarily based upon, but not limited to: a quarterly drawing assignment list, selected readings from the course textbook, quizzes, participation and an exit examination. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. CAE (COMPUTER AIDED ENGINEERING) is a five-credit course offered to students who have successfully completed CAD I. The course is designed to provide the student with knowledge and practical experience in selected areas of mechanical engineering/design. This course will assist the students in building upon design skills, technical vocabulary, mastery of CAD and solids-based software and mathematic skills. Major topics of study include: fasteners, springs, cams, gears and solid modeling and assembly and selected design competitions. Student grades are primarily based upon, but not limited to: a quarterly assignment list, selected readings and vocabulary notes, unit tests, marking period design projects, participation and an exit

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examination. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. BASIC COMPUTER AND NETWORKING is a one semester course offered in grades 9-12. This course is for students that want to reinforce their knowledge of computer use and maintenance. Students will install and configure all computer software needed by most home users. This includes WindowsXP, virus programs, spyware and firewalls. Networking topics include wireless and wired home networking concepts. Lab work will include designing class networks using routers, switches and windows servers. This class is highly recommended for those students interested in taking CISCO Networking. CISCO NETWORKING ACADEMY is a full year five credit course which centers on teaching students to design, build and maintain computer networks. The Cisco Networking Academy Program prepares students for the 21st century workplace and serves as a model for successful learning. The Academy provides a web-based curriculum that students can access from inside or outside the classroom. The online curriculum includes lessons, videos, e-labs, quizzes, switches in the classroom. The Academy prepares students for industry standard certifications including the Cisco Certified Networking Associate (CCNA 640-821 intro) and CompTIANetwork + exams. Students must be enrolled in the Academy for two years in order to cover the entire curriculum and be prepared to take the second part of the CCNA certification. Students must pass standardized tests in language arts and math to qualify for this program. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. CISCO NETWORKING ACADEMY II is a full year ten credit course (2 periods) for seniors to complete the second part of the Cisco two year curriculum. The two major areas of study are Local Area Networks (LAN) - switches, virtual LAN technology, networking design, network management, network security and protocols and Wide Area Networks (WAN) - WAN design, WAN protocols and internet technology. There will be time to prepare students for the Cisco Certified Networking Associate (CCNA) exam. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential.

VENDING I is a single period, five credit, elective program for eleventh graders and is designed to expose the students to a technologically advanced career in a multifaceted industry. The student is introduced to mechanical and electrical theories, hand tools, safety, basic plumbing and electronics through readings, discussions, and practical lab experiences. The major units of study include: the use of hand tools, installations, coin mechanisms, electrical components, reading and drawing schematics, Ohm's Law, principles of vending machines, and basic refrigeration technology. Knowledge and use of safety measures are essential. Related vocabulary and spelling skills are developed. Math skills are increased through their application to the vending processes. Students are exposed to careers and opportunities in vending. Students grades are based primarily on tests, quizzes, homework, projects, class participation, notebooks, and exams (A National Automatic merchandiser Association Certification Test will be administered). The course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. VENDING II is a double period, ten credit elective course for seniors who have successfully completed Vending I. This program is designed to introduce seniors to a working industry. By creating a working relationship between business and school, our students will be introduced to prospective employers. This can lead to possible employment in the vending industry. In-shop experiences include: repair of OCS equipment, diagnosis of all facets of vending machines, continuation of electronic studies, health, sanitation, and safety factors involved in vending, work on all amusement vendors, soldering repairs of all vendors and the importance of customer relations. Also included in this course of study are job application techniques, resume writing, union activities, job expectations and interfacing between employer and employee. Communications skills are improved through reading, vocabulary, and spelling. Math skills are increased through application of computations to vending. An advanced electronic project is assigned. Student grades are based primarily on tests, quizzes, homework, projects, class participation, notebooks, and exams (A National Automatic Merchandisers Association Certification Test will be administered). This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential.

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MATH DEPARTMENT

J.B. Shaw INTERACTIVE ALGEBRA is specifically designed for ninth grade students who are technical and confluent learners and will benefit from a hands-on-interactive approach to Algebra. It is the first, of a series of four, standards based mathematics classes aligned to the New Jersey Core Content Standards. The curriculum focuses on four mathematical strands: algebra/functions, geometry/ trigonometry, statistics/probability, and discrete mathematics. Topics included in each of the strands are: tables, graphs, symbolic representations, measures of central tendency, patterns and functions, numerical analysis, data manipulation, linear and non-linear relationships, algebraic equations and inequalities, vertex-edge graphs, matrices, spatial sense, and some geometry topics. Throughout the program, active learning allows students to appreciate and discover mathematical applications. Problem solving, hands-on activities, mathematical modeling, group projects, and technology are incorporated in the curriculum on a daily basis. Assessments will include: tests, quizzes, projects, and marking period assessments. INTERACTIVE GEOMETRY is specifically designed for students who have successfully completed Interactive Algebra or those who have completed Algebra I and are technical and confluent learners who will benefit from a hands-on-interactive approach to Geometry. It is the second, of a series of four, standards based mathematics classes aligned to the New Jersey Core Content Standards. The curriculum focuses on four mathematical strands: algebra/functions, geometry/trigonometry, statistics/ probability, and discrete mathematics. Upon completion of this course, students will be able to: make sense out of real world data through the use of graphical displays and summary statistics, recognize important patterns of change among variables and represent those patterns using tables of numerical data, coordinate graphs, verbal descriptions, and symbolic rules, use linear functions to model and solve problems in situations that exhibit constant rate of change or slope, use vertex-edge graphs to represent and analyze real world situations involving the relationships among a finite number of elements including scheduling, managing conflicts and finding efficient routes, use visualization skills and an understanding of the properties of space shapes including symmetry, area, and volume, use visualization skills and an understanding of the properties of space shapes including symmetry, area, and volume, use simulation methods, particularly those involving the use of random numbers, to make sense of real world situations involving

chance, solve problems involving HSPA skill clusters of number sense and numerical operations, patterns and algebra, and data analysis, probability and discrete mathematics, communicate mathematically with written and oral presentations, and appreciate and discover mathematical applications across the curriculum. Assessments will include: tests, quizzes, projects, and marking period assessments. INTERACTIVE ALGEBRA II This is the third in a series of four courses designed to provide a common core of broadly useful mathematics for all students. The curriculum allows mathematics to become accessible and more meaningful. Topics include power models, inverse power models, quadratic models, square root models, right triangle trig, simplifying radicals, radical operations, simplifying expressions, multiplying polynomials, factoring polynomials, and quadratic formula. Modeling and the use of technology will be emphasized as well as engaging students in collaborating on tasks. The series is a unified curriculum that replaces the traditional Algebra-Geometry-Algebra II sequence. Interwoven strands of the New Jersey State Math Standards are featured so that the students will be better prepared to pass the High School Proficiency Assessment in grade 11. Student grades are based primarily on tests, quizzes, projects, written work and marking period assessments. INTERACTIVE TRIG/PRE-CALCULUS is the final course in a series of four courses, which is designed to prepare each student for success in college, in careers, and daily life in a contemporary society. Topics include systems of inequalities, functions, quadratic formula, imaginary numbers, complex numbers, law of sines, law of cosines, radians, reference and conterminal angles, graphing trig functions, exact value, proving trig identities, sum, difference, double, and half angles, identities, and polar coordinates. Each year of the curriculum advances student understanding of mathematics along interwoven strands of algebra and functions, statistics and probability, geometry and trigonometry, and discrete mathematics. These mathematical strands are developed in coherent, focus units that are connected by fundamental ideas such as function, symmetry, and data analysis; and by mathematical habits of mind such as visual thinking, recursive thinking, and

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searching for and explaining patterns. The first three courses, Interactive Algebra, Interactive Geometry, and Interactive Algebra II, provide a common core of broadly useful mathematics for all students. The fourth formalizes and extends important mathematical ideas drawn from all four strands, with a focus on the mathematics needed to be successful in college mathematics and statistics courses. Completion of the four-year Interactive Program is synonymous to the completion of the traditional Algebra-Geometry-Advanced Algebra/Trigonometry-Pre Calculus sequence. BUSINESS MATH is a full year, five credit course intended for students in grade twelve. The course is intended for those students interested in office and marketing occupations. The program is designed to provide students with problem solving skills and the knowledge needed to solve business problems. Major units of study include: record keeping, payroll, budgeting, borrowing and investing money, home and transportation expenses, taxes, insurance, business statistics, and graphs. Emphasis is placed on working with fractions, decimals, and percentages. Use of the calculator is incorporated throughout the curriculum. Student grades are based on tests, quizzes, homework, projects, class participation, cooperative learning activities, notebooks, and marking period assessments. College Prep Math I is the first of two sequential courses designed for students in the twelfth grade who are planning to attend a community college and desire to enhance their basic skills knowledge and techniques that are essential for success in college mathematics and on the Accuplacer Test. Major units of study include; operations with whole numbers fractions, decimals, and signed numbers ; ratios and proportions; percents , and solving word problems with applications of the above skills. Student grades are based on tests, quizzes, homework, projects, class participation, cooperative learning activities, notebooks, and marking period assessments. College Prep Math II is the second of two sequential courses designed for students in the twelfth grade who are planning to attend a community college and desire to enhance their Algebra knowledge and techniques that are essential for success in college mathematics and on the Accuplacer Test. Major units of study include; operations with signed numbers, evaluations of and simplification of algebraic expressions, solutions of linear equations with application, exponents, polynomials, factoring, and solving word problems with applications of the above skills. Student grades are based on tests, quizzes, homework, projects, class participation, cooperative learning activities, notebooks, and marking period assessments.

ALGEBRA I is the first of five sequential courses in the academic math track and is designed for the math students who possess a strong background in math skills. Algebra I is offered to students in grades eight to twelve. Major units of study include: solving first degree equations and inequalities; solving second degree equations, using four basic operations; learning monomials, polynomials, and algebraic fractions using factoring-all varieties, graphing linear equations; solving word problems with application of the above skills; simplifying and the basic operations of radicals and applying systems. Math vocabulary and spelling skills are developed. Students are exposed to related careers and emphasis is placed on the need for math skills in life and work. Major assignments may include graphing projects. The depth of course coverage and the complexity of the algebra problems offered in the program serve to differentiate the various levels. Student grades are based primarily on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments. GEOMETRY is a full year, five credit course representing the second sequence of the academic math program. Satisfactory completion of Algebra I is required. This course is designed to develop logical thinking and sequential solving of problems. Calculators and computer programs will be incorporated throughout the curriculum. Major units of study include: sets of points, proofs, parallel lines, congruent triangles, polygons, quadrilaterals, similar triangles, circles, measurement, transformations, problem solving patterns and relations, and discrete mathematics. The program is offered to students in grades nine to twelve and includes differentiation of content and methodologies which reflect the honors and college preparatory programs. Assessment strategies include: tests, quizzes, projects, cooperative learning activities, hands-on activities, class participation, notebooks, and marking period assessments. ALGEBRA II is the third sequence of the academic math track and is offered to students in grades ten to twelve. Satisfactory completion and a firm background of Algebra I and Geometry is recommended for entry into the five credit Algebra II program. Major units of study include; solving multi-degree equations and inequalities; solving quadratic equations and inequalities; the operations with polynomials; operations with rational expressions; using the properties of exponents; simplifying and the basic operations of radicals and expressions containing rational exponents; matrices solving systems of 2 X 2 and 3 X 3 equations; basic analytical geometry with an introduction to conic sections; operations with the complex number system; and an exposure to elementary relations and functions; and related graphing. Math vocabulary and spelling skills are developed. Students are exposed to related careers. The curriculum addresses, but is not limited to, the state's established core curriculum content standards. Student

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grades are based primarily on tests, quizzes, homework, class participation, notebooks, and marking period assessments. TRIGONOMETRY/ PRE-CALCULUS is a full year, five credit course representing the fourth, in sequence, of five academic math programs. The course is offered to students in grades eleven and twelve. Satisfactory completion of Geometry and Algebra II are required for entry into Trigonometry and includes an introduction to pre-calculus. This comprehensive program allows students to develop a solid foundation of trigonometric skills and concepts. This course actively involves students in learning to develop their mathematical power through cooperative learning projects, critical thinking, and reasoning activities. Major units of study include the following: angle measure in degrees and radians, functions, evaluating and graphing trig functions, solving triangles, applying and proving fundamental identities, law of sines and cosines, sum and difference identities, double and half angle identities, inverse relations and functions, solving trig equations, graphing polar equations, complex numbers, exponential and logarithmic functions, sequences, series, mathematical induction. Math vocabulary and spelling skills are developed throughout the curriculum and students are continuously exposed to related careers. Assessment strategies include: tests, quizzes, homework, projects, group work, class participation, notebooks, and marking period assessments. HONORS CALCULUS is a five credit college preparatory course offered to students who have completed Honors Algebra II and who are either taking or have taken trigonometry. The course contains five major units of study. Those units are: advanced algebra, functions, analytic geometry, applications and uses of differentiation and integration. The first semester of the school year is devoted to the advanced mathematics units, and the second semester deals almost exclusively with calculus. Major topics include: domain/range, function values, special functions, inverse relations, distance from point to line, translation of axes, asymptotes, limit theory, slopes of tangent lines, instantaneous velocity, rational approximations, area under a curve, and volumes of revolution. Students will be exposed to the logical development of mathematical ideas and thus be prepared to make a smooth transition into college mathematics. Math vocabulary and spelling skills are developed. Students are exposed to related careers. Student grades are based primarily on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments. HONORS GEOMETRY is a full year, five credit, accelerated program which provides an in-depth study of Euclidian Geometry with proofs for students who achieved excellence in their Honors Algebra I course. The student is exposed to

elements of logic for application to his/her conceptual skill development. The course integrates algebraic and geometric facts as coordinated units for addressing problem solving activities appropriate to such standardized tests as the HSPA, PSAT, and SAT. Application of these skills to realistic life problems which require logic and reasoning is stressed. The major units of study include: the basic figures in geometry, introduction to two-column proofs, parallel lines and planes, triangle congruency, postulates and theorems, polygons with emphasis on quadrilaterals, similarity properties of triangles, circles, properties of right triangles, and areas and volumes of geometric figures. Special projects required for the honors geometry program include, but are not limited to: development of a series of problems each marking period; peer demonstrations for solving special problems from supplemental resources, and special notebook. The curriculum addresses, but is not limited to the state's established core content standards. ALGEBRA II HONORS is a five credit elective course which serves as a integral in the Honors/AP track. It is a rigorous and fast-paced subject designed for the highly motivated and capable math students who have successfully completed Honors Algebra I and Honors Geometry and are prepared for an in-depth study of the complex number system. Major units of study include: equations and inequalities; polynomials; imaginary numbers; introductory analytical geometry and conic sections; introductory circular function. In addition, the students are exposed to the logical development and sequencing of mathematical topics. Although no major independent projects are required as such, students will devote considerable time and effort to self-directed studies and readings. The curriculum addresses, but is not limited to, the state's established core content standards for math. Student grades are based primarily on tests, quizzes, homework, assignments, class participation, notebooks, and marking period assessments. PRE-CALCULUS HONORS is a full year, five credit program which represents the fourth honors math sequence course for students who have successfully completed the previous Algebra I, Geometry, and Algebra II prerequisites. The major units include: linear relations and functions, systems of equation and inequalities, nature of graphs, polynomial and rational functions, trigonometric functions, graphs and inverses of the trigonometric functions, trigonometric identities, and equations, polar coordinates and complex numbers, conics, exponential and logarithmic functions, sequences and series, combinations and probability. Special projects required for the Honors Pre-Calculus students include, but are not limited to, group projects, field experiences to include the use of surveying equipment and calculators, independent study, and related projects designed to enhance the students critical thinking skills. Computer related activities are provided to supplement

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creative methods. Student grades are based primarily on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments. AP CALCULUS is a five credit elective course for twelfth grade students who have successfully completed the previous honors math sequence and who have demonstrated a mastery of algebra, geometry, and trigonometry. The AP program provides a full academic year of calculus and related topics which are comparable to college level calculus courses. It is expected that students taking the AP Calculus program will seek college credit or placement from institutes of higher learning. Major units of study include functions; differential calculus; and integral calculus in which higher levels of thinking and independent study skills are refined and developed. AP Calculus is a college level mathematics program for which most colleges grant advanced placement status and credit. Although there are no specifically designed student projects for the AP Calculus course, a considerable amount of independent study and outside reading is required. Student grades are based primarily on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments.

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SCIENCE DEPARTMENT e a genius in science or in writing a song,

- Johann Wolfgang Von Goethe

ACADEMIC LAB BIOLOGY A introduces students to the basic fundamentals of the biological sciences with emphasis on classifications, and beneficial/harmful characteristics of each phylum. The cellular basis of living things is emphasized as the unifying principle among living things. Major functional systems such as reproduction, cellular control, photosynthesis, respiration, heredity, evolution, and animal behavior are explored. Major phyla of animals are used to explain and demonstrate these processes. Major units of study include: the history of biology, classification of animals, cytology, ecology, and genetics. Scientific knowledge and cooperative learning skills are developed through laboratory work. Vocabulary related to course terms is developed and math skills are applied in data analysis and genetic calculations. Students are exposed to science related careers. Major assignments and requirements include notebooks, laboratory experiments and computerized and/or preserved dissections of lab animals. Student grades are based primarily on tests, quizzes, homework, projects, class participation, labs, notebooks, and marking period assessments. HONORS BIOLOGY is a six credit laboratory course which is an accelerated study of the Academic Biology curriculum with the purpose of preparing students for Advanced Placement Biology. The goal of this course is to give the highly motivated student a solid background in the fundamental concepts of Biology, while exposing him or her to the biotechnological and or clinical applications of these areas. Topics shall include, but are not limited to: the scientific method, cell structure and physiology, DNA structure and technology, genetics, evolution, and the diversity of living things. Laboratory exercises shall reinforce concepts as well as develop the students' inquisitive, creative, and critical thinking skills. Projects, cooperative learning, and peer instruction will also be used to foster the students' development as life-long independent learners. Animal dissections, both real and virtual, will be utilized in examining species diversity. Student grades are based primarily on tests, quizzes, lab reports, classwork, projects, notebooks, participation and marking period assessments. AP BIOLOGY is a six credit Laboratory course designed to help students develop a conceptual framework for modern biology. This course is structured to prepare students for the AP Biology exam. The on-going information explosion in biology makes these goals even more challenging. Primary emphasis in an advanced placement biology course

should be on developing an understanding of concepts. Essential to this conceptual understanding are the following: a grasp of science as a process rather than as an accumulation of facts; personal experience in scientific inquiry; recognition of unifying themes that integrate the major topics of biology; and application of biological knowledge and critical thinking to environmental studies. The AP Biology course is designed to be taken by students after the successful completion of high school biology and high school chemistry. It aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology. Student grades are based primarily on tests, quizzes, labs, homework, marking period assessments and outside reading assignments and papers. CHEMISTRY is a six credit lab science in which satisfactory completion of Algebra I is required for entry. The course is designed to provide the students with the skills and knowledge needed for a comprehensive chemical background. The course is structured to give the student an understanding of the fundamental principal phenomena. Emphasis is placed on the relationship of atomic structure and bonding to the physical and chemical properties of substances. Students will also use computers for gathering and processing lab data. Writing skills will be enhanced by lab reports written on a weekly basis using: word processing programs. Major units of study include measurement, mathematical concepts, matter and energy, phases of matter, gas laws, periodic table, atomic structure, chemical formulas and equations, bonding, solutions, kinetics, thermodynamics, equilibrium, acids, bases, and salts, electrochemistry, and organic chemistry. Students learn about scientists and possible career choices in the scientific field. Student grades are based on tests, quizzes, homework, lab work, class work, notebooks, midterm, and marking period assessments. HONORS CHEMISTRY is a full year six credit lab science in which successful completion of Honors Biology and Honors Algebra is required. The course is designed to provide the students with the skill and knowledge needed for entry into advanced placement chemistry. The course is also structured to give the student an understanding of the fundamental principles of inorganic chemistry. This is done through the development of the laws and theories which give a logical interpretation of chemical phenomena. Emphasis is placed on the relationship of substances. Many concepts and equations are used in AP chemistry. Students will also use computers for gathering and processing lab

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data. Writing skills will be enhanced by lab reports written on a weekly basis using word processing programs. Major units include measurement, problem solving, matter, energy, structures of the atom, chemical formulas, mathematics of chemical equations, phases of matter, gas laws, electron configurations, the periodic table, chemical bonding, solutions, chemical kinetics and thermodynamics, chemical equilibrium, acids, bases, salts, oxidation and reduction, electrochemistry, and organic chemistry. Additional activities designed for the honors program will include, but are not limited to, open-ended laboratory demonstrations, research on the Internet, applied chemistry topics, computer laboratory experiments, and societal issues. All students will be required to design a project for Achievement Night. Student grades are based primarily on tests, quizzes, homework, projects, notebooks, and marking period assessments. AP CHEMISTRY is a six credit lab science which requires satisfactory completion of Honors Chemistry with a co-requisite of Trigonometry or Pre Calculus. The course is designed to expose students to a college level chemistry course. This course will prepare students for the AP Chemistry test. Satisfactory performance on the AP test may exempt students from the first year college chemistry course in many institutions. The topics covered will be similar to, but in more mathematical and theoretical depth

g skills will be enhanced by lab reports written on a weekly basis.

solutions to many physical problems. Students will be exposed to related science careers. Student grades are based primarily on tests, quizzes, labs, homework, and marking period assessments. PHYSICS is a six credit lab science which requires satisfactory completion of Algebra I and Geometry for entry. Algebra II is a co-requisite for the program. This course is designed to give students a good understanding of the physical world around them and prepare them to fulfill their college science requirement. Students planning to major in engineering are strongly encouraged to take Honors Physics. Simply stated, physics is a science which deals with the principles that govern the behavior of the physical world. Major units of study include: mechanics, thermal physics, electricity and magnetism, waves and optics, and modern physics. Students will be exposed to related science careers and math and reading skills are expanded through the solutions to problems. Student grades are based primarily on tests, quizzes, labs, homework, and marking period assessments. HONORS PHYSICS is a six credit lab science which requires satisfactory completion of Algebra I, II, and Geometry. The course is designed for advanced students in science and

mathematics and is differentiated from academic physics in the following ways: labs involve complex spreadsheets and advanced graphical analysis and are more detailed; the subject is addressed in more depth and detail, higher levels of math skills are incorporated into the studies. Simply stated, physics is a science which deals with the principles that govern the behavior of the physical world. The major units-of-study for honors physics include the following: mechanics, thermodynamics, electromagnetism waves and optics, and modern physics. Students will be exposed to

skills will be expanded through the solutions to numerous physics problems. Student grades are based primarily on tests, quizzes, labs, homework, and marking period assessments. AP PHYSICS is a six credit lab science which requires satisfactory completion of Honors Physics. The course is designed to expose students to a college level physics course. This course will prepare students for the AP Physics B-Level test. Satisfactory performance on the AP test will exempt students from liberal arts, physics requirement in many colleges. (It doesn't exempt them from Engineering Physics). The topics covered will be similar to, but in more depth than in the honors physics. Students' writing skills will be enhanced by writing lab reports on a weekly basis. Many labs will also involve the collection of data using computer probes. Students' critical thinking skills will be developed by solutions to many physical problems. Students will be exposed to related science careers. Student grades are based primarily on tests, labs, homework, and marking period assessments. APPLIED PHYSICAL SCIENCE is a five credit course designed to give students a background in basic chemistry and physics. Emphasis will be placed on the applications of the physical and chemical laws as they apply to the world we live in. Topics shall include: energy, motion, forces, work, matter, atomic structure, chemical bonding, chemical reaction, waves, light, sound, electricity, magnetism, radioactivity, and energy sources. The following skills will be used throughout the year: mathematical, graphing, lab, reading, writing, safety, and problem solving. Grading will primarily be based on homework, in class work, labs, tests, quizzes, notebooks, and marking period assessments. FORENSICS is a half year 2.5 credit elective science course for students in grade 12 which is designed to introduce students to basic forensic science techniques and terms. Forensics covers a wide range of subject areas including chemistry, biology, physics, social sciences, biotechnology, English/writing, and history. Major units of study include: crime scene techniques, hair/fiber analysis, fingerprints, handwriting analysis, chromatography, blood typing, blood

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spatter, and scene reconstruction. Students will also work in cooperative groups and prepare logical conclusions to crime scenes/situations based on data and observations. Students will be exposed to historical cases in which forensic science has played a vital role and to the many related careers involved in this expanding area of science. Student grades are based primarily on tests/quizzes, homework, projects, labs, class participation, notebooks and mock crime cases. ANATOMY AND PHYSIOLOGY is a six credit elective lab science for students in grades eleven and twelve who have successfully completed Academic Biology. The program is designed for the college preparatory student who is considering a college major in the fields of science which offers the student exposure to the anatomy and physiology of the human body. The development of laboratory procedures, and dissections of the frog and fetal pig are all required segments of this program. A notebook and

requirements for this course. In addition, vocabulary and career units are infused into the program. Student grades are based primarily on tests, quizzes, homework, projects, class participation, notebook, and marking period assessments. HORTICULTURE I is a five credit elective course for students in grades nine through twelve. The course is designed to provide the students with a wide variety of skills, knowledge and experiences appropriate in the scientific advances in the horticultural industry. The use of computer technology is incorporated into each major unit of study. Students will explore the many branches of the horticulture industry with emphasis being placed on career opportunities. These branches include: Horticultural science, greenhouse production, landscape architecture, landscape maintenance and floral designing. Students will make full use of the greenhouse by raising indoor plants, vegetables, annuals and perennials for market. Student grades are based on tests, quizzes, homework, classwork, participation and teacher observation and marking period assessments. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. HORTICULTURE II is a ten credit elective course for students in grades 10 - 12. Students must have successfully completed Horticulture I in order to take Horticulture II. This program reinforces the skills, knowledge and experiences taught in Horticulture I. This program places great emphasis on science, math, reading, writing and hands-on skills needed for college bound students or for students interested in entry level positions in the horticulture industry. This program will also explore the

many branches of the horticulture industry, in greater detail, to provide for each major unit of study. These major units will include: Horticultural science, plant morphology, integrated pest and disease management, greenhouse production, landscape architecture, landscape maintenance, floral designing, interior landscape and ecology management. Student grades are based on test, quizzes, homework, classwork, participation in CDE and SAE, and teacher observation and marking period assessments. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential. HORTICULTURE III is a full year five credit elective course . This course is designed to introduce the students to the fundamental principles and practices of the landscape industry through the study of landscape design, installation, and maintenance. Through a variety of lectures and applied labs, the students will be exposed to the factors that are essential in developing an aesthetically pleasing and functional residential landscape plan. The course will review many of the agribusinesses associated with the landscape design firms, landscape construction firms, and landscape and lawn care maintenance companies. The course will also stress premier leadership, personal growth, and career development in the landscaping industry. Student grades are based primarily on tests, quizzes, projects, written work, participation in CDE and SAE, and marking period assessments. This course will also put an emphasis on preparation for post secondary education and employment through academic and technical skill integration with the goal of a degree, certificate or credential.

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SOCIAL STUDIES DEPARTMENT

- Margaret Thatcher

WORLD HISTORY is a required five credit course for ninth grade students. World History inquires into the perspectives of the past through a panorama of human history from the Enlightenment to the present and, in the broadest sense, includes the whole of human experience in western and non-western histories. The major units of study include: political history, economics, governments, laws, and political leaders, military history, wars, weapons, and strategies of warfare, social history that examines all aspects of a people's way of life, intellectual history concerning the ideas which motivate and direct the actions of society, and economic history of goods and services which people buy and sell, the products made, and the use of environmental resources. The various events and ideas of the past will be analyzed and evaluated in terms of their correlation to, and lessons for, society today. Related units-of-study include career education and reinforcement of reading, writing, and math skills. Higher level critical thinking skills along with note taking and listening skills will be emphasized. Students will write a research paper. Students are evaluated primarily on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments. WORLD HISTORY HONORS course is a five credit required subject designed to challenge the academically motivated students through a fast-paced and introspective survey of World History. The Honors World History track provides an in-depth, critical analysis of man's history from the Enlightenment to the present, and requires the self-motivated student to investigate the histories of both western and non-western man. The major units of study include: political history, economics, governments, laws, political leaders, military history, wars, weapons, and strategies of warfare, social histories that examine aspects of people's way of life, intellectual histories, and the use of environmental resources. Students are required to draw conclusions and form opinions on the events of the past and make the necessary correlations to, and lessons for, society today. Related units of study include career education, study skills, independent study, and research projects which include, but are not limited to, historical case studies, cause and effect relationships, and historiography research. All projects are assigned at the discretion of the teacher. The World History Honors course requires extensive reading and writing skills in addition to creative, independent, critical, and deductive thinking skills. Students are required to write a research paper. Students are evaluated primarily on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments.

U.S. HISTORY I is a full year five-credit course of study for all tenth grade students. The course provides a focus into the social, military, political and economic histories of the United States. Major units of study include the American Revolution, Reconstruction, the development of the Constitution, expansion on the Western Frontier, Industrialization, Urbanization, Civil War and Reconstruction/the Gilded Age, Progressivism,

are infused throughout the curriculum. Students are required to research relevant topics, compose and support opinion essays and papers. In addition, student understanding and mastery will be assessed through tests, quizzes, homework, class participation, projects, and notebooks and marking period assessments U.S. HISTORY I HONORS is a full year five credit course and fulfills the tenth grade United States history requirement. It is designed as an intense, in-depth study of the political, social, military, and economic histories of the United States during the seventeenth, eighteenth, and nineteenth centuries. Texts used include the American Pageant and the American Spirit (Primary Source readings) both of which are written at the college level and the most widely used by advanced placement courses. The major units of study include, English Colonialism, the American Revolution, the development of the Constitution, expansion on the Western Frontier, Industrialization, Urbanization, Immigration, and the Gilded Age. Geography, economics and civics are infused throughout the curriculum. Students in the Honors US I course are responsible for independent study and resource readings as well as historical analysis to facilitate the historical interpretation of the time period and development a historical perspective. Major projects include, but are not limited to: position paper writing, independent readings, research papers and written essays. Assessment includes: tests, quizzes, homework, class participation, public speaking, notebooks, interpretations, and marking period assessments.

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U.S. HISTORY II is a five credit course required for all eleventh grade students. Satisfactory completion of U.S. I is required for entry to U.S. II. This course is designed to challenge the student in the study of political, social, military, economic histories related to the period of time associated with US History II. Major units of study include the Depression, New Deal, World War II, the Post War Era, Civil Rights and Politics of Reform, the Era of Political and Social Change, the return of Conservatism and the United States today. Spelling and vocabulary skills appropriate to each unit of study are developed. Higher level critical thinking skills are emphasized. Students are exposed to related careers. Topics involving aging, stereotypes, self values, and alcohol/drug abuse will also be infused into the teaching content material. Students are required to do a research paper. Student grades are based primarily on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments. UNITED STATES HISTORY II AP is a full year five credit required course developed as the sequel to the honors course. The class environment affords the historically inquisitive student the opportunity to develop a conceptual appreciation of the past and its relationship to the present through the use of higher order thinking skills (application, analysis, synthesis, and evaluation). The curriculum is designed to address the expectations of the Advanced Placement program (www.apcenteral.com) and to challenge students to broaden the historical paradigm they have thus far developed. The major focus of the course addresses 20th century America where in-depth units of study offer an accelerated examination of the Depression, New Deal, WWII, the Cold War, the Civil Rights Movement, Political Reform movements, the Era of political and Social Change, the return of conservatism and the United States today. Geography, economy and civics are infused throughout the curriculum. Related skills incorporated into the curriculum include reading, writing, primary source reading and document interpretation, public speaking, research, independent study and higher order reasoning skills, all vital components of the AP United States History program. Major projects include, but are not limited to; position paper, summary reports on primary source documents, student packets (accompany the text material), and other materials relevant to the subject content. Students are evaluated in a myriad of ways including tests, quizzes, homework, notebooks, class participation, research papers, marking period assessments and essays. The AP course is intended to extend to students the historical knowledge and writing skills appropriate and necessary to successfully qualify on the AP history exam administered by the College Board.

SOCIOLOGY is a five credit elective course for eleventh and twelfth grade students who are academically motivated. The program examines selected sociological topics relative to man's social and human behavior and focuses on the structure and functioning of society. Within this content, areas studied include: an analysis of culture, the extent to which biological inheritance influences the development of culture, the structure and analysis of group life, functional analysis of social systems, and the process of socialization. The course concludes with an application of selected concepts to such problems as race relations, the nature and etiology of war, environmental pollution, and urban blight. Major units of study include: sociological methods, cultural norms, values, sanctions, culture and the individual, mass communications, the family, education, religion, social problems, human ecology, and crime. Students are exposed to related careers in the field of sociology and will be expected to reinforce skills such as reading, writing, and verbal presentations during the year. Students are evaluated primarily on tests, quizzes, homework, projects, a research paper, class participation, notebooks, and marking period assessments. PSYCHOLOGY is a five credit elective course open to academically motivated eleventh and twelfth grade students. The basic areas of study covered in this course correspond closely to introductory college level psychology courses. Topics to be covered include a brief history, methods, the brain, sensation, perception, learning, memory, human development, personality, social development, and abnormal behavior. Skills pertaining to writing, vocabulary and careers appropriate to each unit will be developed. Discussion of current events in psychology is included when applicable. The purpose of this course is to introduce students to scientific and systematic study of behavioral and mental processes of human beings. Students are exposed to the psychological facts, principles and phenomena associated with each of the major subfields within psychology. They will also learn about the methods psychologists use in their science and practice. Students are evaluated primarily on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments. ADVANCED PLACEMENT PSYCHOLOGY is a five credit elective course open to academically motivated eleventh and twelfth grade students who have a strong background in biological science and have demonstrated above average writing and critical thinking skills. The course is designed to challenge students in the basic areas of study which correspond closely to introductory college level psychology courses. The course of study adheres to the national standards for high school psychology curricula established by the American Psychological Association (APA) and includes: history, methods, careers, heredity and

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environment, life span development, biological bases of behavior, sensation and perception, motivation and emotion, stress and health, learning, memory, states of consciousness, cognition and language, personality, psychological disorders, and social and cultural dimensions of behavior. Advanced Placement Psychology introduces students to systemic and scientific study of the behavior of humans and animals. Students will be exposed to the psychologists use in their science and practice. Higher

emphasized. Emphasis will also be placed on preparing students for the Advanced Placement Examination. Students are evaluated primarily on tests, quizzes, homework, projects, class participation, notebooks, and alternate assessments. MODERN EUROPEAN HISTORY AP is a full year five credit elective course for students in grades 11-12 and is designed for the academically motivated student. The course studies the time period from the High Renaissance to the Rise of New Europe. Analyzing the intellectual-cultural, political-diplomatic, and social-economic trends in Modern European history. Topics include: Europe in the High Renaissance, the Age of Louis XIV, the Age of the Enlightenment, The French Revolution and Napoleon, the Age of Liberalism and Nationalism, Pre-World War I. World War I and its aftermath, World War II and its aftermath, the Cold War to the Fall of Communism. Related skills infused into the program include reading and writing, with emphasis on position paper writing, primary source reading, and document interpretation. Public speaking skills, study skills, research skills, independent study skills, and high reasoning skills are incorporated as vital components of the course. The major projects include, but are not limited to, at least one position paper on each unit, summary reports on primary reading assignments, unit and chapter worksheets, and other materials relevant to subject content. Student grades are based primarily on test, quizzes, homework, projects, research paper, and marking period assessments. The course is intended to extend to students the historical background and writing skills appropriate for successful achievement on the College Board administered Advanced Placement exam. AFRICAN AMERICAN STUDIES is a half year 2.5 credit elective course. As part of the diverse cultures that have shaped and enriched the United States, African-American studies will be presented from the African-American perspective of American history. The course will focus on the "gift" of African-American culture to society, the continuous political, social, and economic struggles and the forces that impact on the historical process of the African-American experience, both past and present. Major units of study include Afrocentric Thought; the African Homeland;

African Slave Trade and American Colonization; the Revolutionary War; Slavery and Free Blacks; the Antislavery Movement; the Civil War; Reconstruction; Organization (Post-Reconstruction) and Migration; World War I; the Harlem Renaissance; the Depression; World War II; the Civil Rights Movement; the Black "Revolution" of the 60's and African-America; Self-Image. Vocabulary, reading and writing skills are enhanced throughout each unit of study and introductions to related careers are provided. Student grades are based primarily on tests, quizzes, homework, projects, a research paper, class participation, journals, and marking period assessments. WOMEN S STUDIES is a half year 2.5 credit elective course designed to integrate the women's experience into the dominant narrative of American history by giving "voice" to a new political, economic and social phenomena. The course will reflect the cultural diversity of the Women's experience and spotlight women who have built networks of gender consciousness, both past and present. Major units

First Founding Mothers, Revolutionary War Era, Women of the West, Women Suffrage Movement: 1848 - 1920, Surviving the Great Depression, Women at Work, Women and War, Women and the Constitution, Artistry of Women. Student grades are based primarily on tests, quizzes, homework, projects, a research paper, class participation, journals, and marking period assessments. JROTC is a five credit elective course designed for students in grades 9 - 12. JROTC is a comprehensive program which complements the curriculum of the entire school with a focus on personal growth for the individual. The program of instruction is based on a systematic progression of learning designed for the cadets' development at each grade level. Major units of study include: American citizenship, techniques of communications, leadership, drug abuse prevention, map reading, career opportunities, first aid and hygiene, technology awareness, self-discipline, self esteem, organization, ethics, integrity, and confidence. The desired outcomes of the program are: 1) Understanding ethics, values, and principles that underlie good citizenship; 2) Practical experience in leadership skills with the ability to live and work with others; 3) Ability to think logically and communicate effectively both orally and in writing; 4) Appreciation of the importance of physical fitness in maintaining good health; 5) Knowledge of the dangers of substance abuse as well as techniques for resisting pressures to try drugs; 6) Development of mental management techniques, including goal-setting, visualization and positive self-talk; 7) Familiarity with the history, purpose, and structure of military services; 8) Knowledge of educational and vocational opportunities, and how to make the most of them; 9) Understanding the importance of high school graduation to a successful future. In addition to the course

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work, the JROTC program offers a wide variety of extracurricular activities that enable students to develop the knowledge, values and skills which they have learned in the classroom. The mission of the JROTC program is to motivate young people to be better citizens. The program trains students in leadership and motivational skills that will serve them throughout their lives. ITALIAN AMERICAN HERITAGE is a one semester 2.5 credit elective course. This course will explore the phenomenon of Italian American experiences from immigration to ethnicity and beyond by using an interdisciplinary approach. Students will be introduced to a full range of resources employed in the production and consumption of Italian American culture, through background lectures, discussions of the readings, independent research and cooperative assignments. This course will provide students with a historical and theoretical background that enable them to become aware of the experience of Italians in the United States and New Jersey and their unique cultural contributions to the American experience. Major units of study include: Perceptions of Italian Americans, Roman history, Italian art, science and politics from the Renaissance, Italian immigration, and Italians in New Jersey. Grades will be based upon tests, quizzes, homework, class discussions, notebooks, projects and marking period assessments.

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WORLD LANGUAGE DEPARTMENT

Kelly Fordyce

SPANISH I is a five credit course for students in grades nine to twelve and is designed to provide the students with basic communication skills in Spanish. Major units of study include: culture, listening, speaking, reading, and writing, subject pronouns, definite and indefinite articles, present time (regular and irregular verbs) introduction to preterit, adjectives, time, negatives, object pronouns, numbers, prepositions, interrogatives, and possessives. Spanish vocabulary, pronunciation and intonation skills through textbook dialogues, various activities in the language lab, and knowledge about the geography and cultures of Spain and other Hispanic countries are included in the study. Students are exposed to related careers. Student grades are based on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments. SPANISH I HONORS is a five credit course designed for ambitious, highly capable, and interested students in grades nine to twelve. The course is the first step of a sequential Honors track that may conclude with the advanced placement Spanish Language course in grade twelve. The curriculum is proficiency-based and offers an accelerated approach which includes advanced level concepts and processes. There is active student participation as students practice proficiency through independent, as well as, small group activities. Some activities may take place in a language lab. Flexible and fluent thinking, as well as, skills of inquiry, synthesis, and evaluation are developed through assigned and self-directed projects which include, but are not limited to, one written research project on the Spanish speaking world, taped oral reports in Spanish, and a culture based project. Major units include vocabulary building (including idioms), phonetics and intonation, verb conjugations in the present, and introduction to the preterit, pronouns, interrogatives, adjectives, adverbs, comparisons, geography, Hispanic culture, and related careers. The highly motivated learner achieves enough proficiency in Spanish to survive and work within carefully defined areas in conjunction with state core course proficiencies. Student grades are based primarily on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments. SPANISH II is a five credit course for students in grades 10-12. The course is proficiency based and is designed to

and explore typical Spanish customs. Major units of study

include: culture, listening, speaking, reading and writing. Irregular present tense verbs, preterit and imperfect tenses and their uses, future tense, object pronouns, adverbs, grammar agreement and vocabulary are learned. The conditional and present subjunctive are introduced. Students are also exposed to related careers. Satisfactory completion of Spanish I is required for entry into Spanish II, the second level of a three year sequential program. Student grades are based primarily on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments. SPANISH II HONORS is a full year five credit course designed for students who have successfully completed the first level honors sequence and are interested in continuing their studies of Spanish in an accelerated and proficiency-based curriculum that may lead to an advanced placement course in grade twelve. The course presents a spiral approach to grammar and is intensely language based as the students improve proficiency in the foreign language. Many activities will take place in a language lab. Major units of study for the Spanish II Honors program include: vocabulary building with a thematic approach; verb conjugations of the future; conditional and subjunctive; the imperative, reading short passages of Spanish literature; writing frequent 100 word Spanish themes; and daily practice in oral and aural activities. The curriculum reflects a rigorous set of expectations on the part of the student because the program is fast paced, includes independent and group activities, and emphasizes the high level thinking skills of analysis and synthesis. Creative thinking and production are developed in the classroom, as well as through assigned projects. Related careers are also studied. By the end of the course, with circumlocutions, the student is able to converse in the Spanish language on any non-technical topic in conjunction with state core course proficiencies. Student grades are based primarily on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments. SPANISH III HONORS is a full year five credit elective course designed for highly motivated students who have successfully completed the second level honors sequence and are interested in broadening, refining, and perfecting their proficiency in Spanish. This course is the final step of the honors track which may result in the advanced

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placement Spanish Language course in grade 12. A spiral approach to grammar is continued and the course accelerates in content and products. Active student participation in oral and written work is the norm. Students improve listening comprehension with frequent use of tapes of native speakers. Many activities will take place in a language lab. Units-of-study include passive voice, idiomatic verb usage, compound tenses, the subjunctive mood, syntax of complex sentences, vocabulary building, culture, and related careers. Student grades are based primarily on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments. ADVANCED PLACEMENT SPANISH is a full year five credit elective course designed to challenge able, ambitious, and interested foreign language students in grade twelve. It is the fourth and concluding step of a carefully articulated sequential program, and is preceded by three levels of Spanish courses. The AP Spanish Language program offers advanced instruction for one full academic year and is comparable in difficulty and content to a level three college course in advanced Spanish composition and conversation. The course focuses on mastery of listening, speaking, reading and writing skills, and not on the content of specific texts. Major units of study include: vocabulary building, frequent Spanish composition writings of 250 words, listening comprehension of narratives, long/short dialogues in Spanish on any non-technical topic, and the usage of all verb tenses and moods, especially the subjunctive. Students are encouraged to speak in class in the foreign language. International career opportunities are also

previous language learning but emphasizes the use of the second language for active communication. Students must work actively without constant teacher monitoring. Many activities will take place in a language lab. The AP program requires creative and independent performance, as well as, critical thinking and advanced inquiry skills. Toward the end of the program, AP students are encouraged to demonstrate their proficiency on a comprehensive examination prepared and administered by the College Board. Depending on the grade of that examination, a student may receive college credit or advanced placement in a course at college. Student grades are based primarily on demonstration of proficiencies in Spanish. FRENCH I is a full year five credit proficiency based course for students in grades nine to twelve and is designed to provide students with a basic foundation in French communication skills (speaking, reading, listening, and writing). An introduction to the culture of the French people is also provided. Major units of study

include: development of French vocabulary and grammar skills, subject pronouns, definite and indefinite articles, past tense, partitive present tense, negatives, regular and irregular verbs, passé compose, adjectives, time, and possessives. Pronunciation and intonations skills (textbook dialogues), and French geography and customs are included in the program of study. Students are exposed to related careers in foreign languages. Student grades are based on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments. FRENCH I HONORS course is a full year five credit elective subject for students who are interested in pursuing the advanced placement sequence in which French I honors is the first of four progressive levels. The curriculum is proficiency-based and offers an accelerated approach to advanced level concepts and process for the highly capable, ambitious, and motivated student. Active daily student participation, flexible and fluent thinking, application of inquiry, synthesis, and evaluation skills, practices in proficiency, and development of self-directed projects are the major characteristics of this honors program. The units-of-study include; vocabulary development, phonetics and intonation, verb conjugations in the present and past tenses, negatives, prepositions, pronouns, interrogative, adjectives, adverbs, comparisons, geography, culture, and related careers. Required major projects include; but are not limited to: taped oral reports in the target language, short written compositions in French, and a written or oral research project in conjunction with state core course proficiencies. Student grades are based primarily on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments. FRENCH II is a full year five credit course subject designed for students in grades ten through twelve. This course is language based with emphasis on broadening communication skills as well as exploring typical French customs. Satisfactory completion of French I is required for entry to French II, which is the second level of a three year sequential program. Major units of study include: the expansion of French vocabulary skills, grammar skills, introduction to past tenses, irregular verbs, compound verb forms, reflexive verbs, object pronouns, adverbs, adjective agreements and related careers in conjunction with state core course proficiencies. Student grades are based primarily on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments. FRENCH II HONORS program is a full year five credit elective course designed for students who have successfully completed the first level of the

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Honors/Advanced Placement sequence and are interested in continuing their study of French through an accelerated and proficiency-based curricula approach. The major units of study include: vocabulary development; verb conjugations of the future, conditional, and subjunctive moods; reading passages of French literature; writing frequent 100 word French themes, and daily practice in both oral and listening activities. The curriculum reflects a rigorous set of student expectations, is fast-paced, includes both independent and group activities, and emphasizes the high level thinking skills of analysis and synthesis. Creative thinking and production are developed in the classroom and through assigned projects which include, but are not limited to; a video taped French play and open-ended research projects. In addition to the above listed components of the Honors French II program, the course also addresses related careers and focuses on the acquisition of communication skills which enable the student to converse with clarity on a non-technical subject in the target language in conjunction with state core course proficiencies. Student grades are based primarily on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments FRENCH III HONORS program is a full year five credit elective course designed for the highly motivated students who have successfully completed levels I and II of the honors/advanced placement track and are interested in broadening, refining, and perfecting their proficiency in the French language. Honors French III is the last of the three preliminary sequences leading to the advanced placement fourth level course. The major units of study of the Honors French III program include: diomatic verb usage, compound tenses, syntax of complex sentences, vocabulary building, culture, and related careers. The required projects include, but are not limited to, taped interviews and lectures, written reports, and research and/or analytical studies. This program is accelerated in content and products and incorporates active student participation in both oral and written learning processes. Listening comprehension is refined and developed through the use of tapes of native speakers and the readings of French literature in conjunction with state core course proficiencies. Student grades are based primarily on tests, quizzes, homework, projects, class participation, and marking period assessments. ADVANCED PLACEMENT FRENCH is a full year five credit elective course designed to challenge the able, ambitious, and interested foreign language students who have successfully completed the first three sequences of Honors French. The AP program offers advanced instruction which is comparable in content and standards to a third year college course in French. The program

focuses on mastery of listening, speaking, reading, and writing skills in the target language and includes the following major units-of-study: refinement and expansion of French vocabulary, frequent written compositions of 250 words, comprehension of French lectures and short dialogues, conversational French on appropriate topics, and the usage of all verb tenses and moods. The use of the French language will be employed during all class periods and international careers will be reviewed. A long-range assignment is required each marking period and includes at least one project based on French literature. Participants in the AP French program are expected to work without constant monitoring by the instructor; creative and independent performance, as well as critical thinking in inquiry skills are also expectations of the students. The French Advanced Placement curriculum is designed to address all the requirements of the national standards and successful completion of the College Board administered exam. ITALIAN I is a full year five credit course for students in grades nine through twelve and is designed to provide the students with a basic foundation in Italian communication skills (speaking, reading, listening, and writing). An introduction to the culture of the Italian people is also provided. Major units of study include: development of Italian vocabulary and grammar skills, subject pronouns, definite and indefinite articles, present tense, regular and irregular verbs, introduction to the preterite, adjectives, time and possessives. Italian vocabulary, pronunciation and intonation skills through textbook dialogues, various activities in the language lab and Italian geography and customs are included in the program of study. Students are exposed to related careers. Student grades are based on tests, quizzes, homework, projects, class participation, notebooks and marking period assessments. ITALIAN I HONORS is a five credit course designed for ambitious, highly capable, motivated and interested students in grades nine to twelve. The course is a first step of a sequential honors track that may conclude with the Advanced Placement Italian Language course in grade twelve. The curriculum is proficiency-based and offers an accelerated approach which includes advanced level concepts and processes. There is active student participation as students practice proficiency through independent, as well as, small group activities. Flexible and fluent thinking, as well as, skills of inquiry, synthesis and evaluation are developed through assigned and self-directed projects which included, but are not limited to, one written research project on the Italian speaking world, taped short oral reports in Italian, and a culture based project. Major units include vocabulary building, phonetics and intonation, verb conjugations in the present and past, pronouns, interrogatives, adjectives, adverbs,

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geography, Italian culture, and related careers. Student grades are based primarily on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments. ITALIAN II is a full year five credit course for students in grades ten though twelve. The course is language based with an emphasis on communication skills and as well as exploring typical Italian customs. Satisfactory completion of Italian I is required for entry into Italian II, which is the second level of a three year sequential program. Major units of study include: the expansion of Italian vocabulary skills, grammar skills, the subjunctive and conditional moods, irregular verbs, compound verb forms, reflexive verbs, object pronouns, adverbs, adjective agreements, and related careers in conjunction with State core course proficiencies. Student grades are based primarily on tests, quizzes, homework, projects, class participation, notebooks, and marking period assessments. ITALIAN II HONORS is a full year five credit elective course designed for students who have successfully completed the first level and are interested in continuing their study of Italian through an accelerated and proficiency based curriculum. The course presents a spiral approach to grammar and is language based in its emphasis on proficiency in the Italian language, function, context, and accuracy. The major units of study include: vocabulary development, verb conjugations of the future, conditional, and subjunctive moods; reading passages of Italian literature; writing frequent themes; and daily practice in both oral and listening activities. The curriculum reflects a rigorous set of expectations, is fast paced, includes both independent and group activities and emphasizes the higher level thinking skills of analysis and synthesis. Creative thinking and production are developed in the classroom and through assigned projects which included, but are not limited to, open-ended research projects. In addition to the above listed components for the honors Italian II program the course also addresses related careers and focuses on the acquisition of communication skills which enables the student to converse with clarity on non-technical subjects in provide a proficiency-based curriculum which integrates the language functions, context and linguistic forms so that students will be able to function in the target language. The program will help students satisfy possible college language requirements as well as develop higher level thinking skills, inquiry skills, and creative thinking which are transferable across the disciplines. Student grades are based on tests, quizzes, homework, projects,

class participation, notebooks, and marking period assessments. ITALIAN III HONORS is a full year five credit elective course designed for the highly motivated student who has successfully completed levels I and II and are interested in broadening, refining, and perfecting their proficiency in the Italian language. Honors Italian III is the final step of the honors sequence leading to the Advanced Placement fourth level course. The purpose of the program is to provide an accelerated in-depth curriculum to advance foreign language students in order that they refine and perfect their proficiency in Italian. Students improve listening comprehension with frequent use of tapes of native speakers. The program will help develop communication skills and provide information about other cultures. It will also help prepare students for the AP Italian language course and exam or other college placement and achievement tests. Units of study include idiomatic verb usage, compound tenses, subjunctive mood, syntax of complex sentences, vocabulary building, culture, and related careers. Student grades are based primarily, but not limited to: tests, quizzes, homework, projects, class participation, notebooks and marking period assessments. ADVANCED ITALIAN program is a 5 credit elective course designed to challenge the able, ambitious, and interested world language students who have successfully completed the first three sequences of Italian. The AP program offers advanced instruction which is comparable in content and standards to a third year college course in Italian. Students who enroll should already have a basic knowledge of the language and culture of Italian-speaking peoples and should have attained a reasonable proficiency in listening comprehension, speaking, reading, and writing. The program focuses on mastery of listening, speaking, reading, and writing skills in the target language and includes the following major units of study: refinement and expansion of Italian vocabulary; frequent written compositions of 150 words or more; listening comprehension of Italian lectures and short dialogs; and the use of all verb moods and tenses. The use of the Italian language will be employed during all class periods and international careers will be reviewed. Participants in the AP Italian program are expected to work without constant monitoring by the instructor; creative and independent performance as well as critical thinking and inquiry skills are also expectations of the students. The Italian Advanced Placement curricula is designed to address all the requirements of the national standards for this program and, in doing so, prepares the students for successful achievement on the college level.

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INDIVIDUALLY PRESCRIBED ACADEMIC PROGRAMS

The Special Education Department at Delsea provides individualized programs for students eligible for special education and related services/eligible for speech and language services. Students receive diagnostic services through the child study team. The special education department provides a variety of courses within its own unit. Students not prepared for main streaming are offered the same opportunities for course sequencing in the instructional areas of mathematics, reading and writing, science, social studies, language arts, Latin for vocabulary, health and physical education. Special education students may spend some portion of their day participating in the regular classroom setting. These programs include, but are not limited to, academic mainstreamed classes, health, physical education, home economics, music, art, industrial arts, world language, computers, and business courses. Resource center, supplemental instruction, and after school tutoring are also available. Parents and students should be aware that all courses require a 65% mastery of the units of study for successful completion.

ENGLISH DEPARTMENT Seventh and Eighth Grade Media and Study Skills is a full year course required of all seventh and eighth grade special needs students. The course is taken in addition to the mandated language arts program. The programs are sequentially designed over a two year period and are differentiated by content, instructional strategies, and student projects. Each of the four segments of this course; Latin-4-vocabulary, library skills, study & thinking skills, and decision making skills are integrated and correlated to enhance articulation of one component to another. The Latin-4-vocabulary segment traces the development of words from their ancient origins. The word study is organized through such cultural units as Roman and Greek fashions, festivals, holidays, education, religion, and entertainment. The library skills segment of this course introduces all seventh and eighth graders to various library technology. Students learn with a hands-on approach how to use resources such as the dictionary and thesaurus. The seventh and eighth grade levels are sequentially based. Independent student projects are required for each level. The final product is a research paper. The study skills component of this program promotes active learning through the growth of appropriate academic areas. The major units-of-study include: auditory awareness, note taking, interpreting visual data, problem solving, test taking, and reading for comprehension. Independent student projects are required throughout the course program. Students need to be aware of choices they have

when making decisions in areas of peer relationships, anger and frustration. The decision making skills segment of the course will allow students to become aware of an eight step process to be used in decision-making. Seventh and Eighth Grade Language Arts Literacy is a course required of all students in the middle school and is an extension of the elementary school programs. Language Arts Literacy is designed to develop, reinforce and expand

writing, and comprehension. Although these basic units of study are addressed in both the seventh and eighth grade courses, the programs are sequentially designed and articulated according to the special needs of the class and of

units of study include: written expression, word analysis skills, comprehension skills, critical information, oral language skills, career exploration and academic preparation. The language arts curricula for seventh and eighth grade are designed to meet the educational needs of each student and are differentiated through depth of unit coverage and the percent of time devoted to each area. The course provides students with practical communication skills, which are necessary for success in learning, life, and the work place. The program offers extensive drill and exercises appropriate to the development of a strong, basic foundation in the areas of language arts. Student grades are based primarily on tests, quizzes, homework, class participation, teacher observation, marking period assessments and/or other criteria stipulated in the stindividualized educational plan. English I is a five credit required course for all ninth grade students designed to extend and promote grammar, composition, and reading skills. The ninth grade program is a literacy-based curricula. The major units of study include parts of speech and grammar skills, punctuation, capitalization, vocabulary skills, improvement of study and library skills, sentence writing, composition writing, study of world literature, career education, and completion of major reading assignments. Library and writing skills will be explored through a research paper infusing the study of world cultures. The programs are influenced and directed

quizzes, homework, class participation, teacher observation, marking period assessments and/or other

plan. This course adheres to the school policy on

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English II is a five credit, required course taken by all tenth grade students. The program is designed to continue the maintenance and sequential development of the essential skills of communication. These include: literature, library skills, vocabulary development, word recognition, grammar skills, the mechanics of written expression, and speech. All students will continue to read a variety of literary

I.E.P. through depth of studies, student expectations, reading selections, and percent of time devoted to each major unit of study. The primary components of the English II curricula include: grammar skills, critical reading and thinking skills, the writing process, various genres of literature, vocabulary, test taking and study skills. Library and writing skills will be explored through a research paper. Student grades are based primarily on tests, quizzes, homework, class participation, teacher observation, marking period assessments and/or other criteria stipulated

adheres to the school policy on attendance which greatly

English III is a five credit, required course for all juniors. The course includes units of study in the following: composition, vocabulary development, literature, grammar skills, critical thinking and career education. Specific units of instruction include: review of grammar, review of sentence and paragraph writing, review of punctuation and capitalization, reinforcement and expansion of reading skills, library research, vocabulary and spelling skills, composition writing, and literature will be explored through a research paper. The programs are differentiated for each student as prescribed by his/her individualized education plan. Student grades are based primarily on tests, quizzes, homework, class participation, teacher observation, marking period assessments and/or other

plan. This course adheres to the school policy on

English IV is a five credit, required course for all seniors. This course is a grammar and literature based program designed for the development of skills and knowledge needed for success in the world of work and society. The major units of study include: review of grammar, sentences, parts of speech, punctuation, capitalization, spelling, paragraph writing literature and career skills. Library and writing skills will be explored through a research paper. Student grades are based primarily on tests, quizzes, homework, class participation, teacher observation, marking period assessments and/or other

cational plan. This course adheres to the school policy on

Reading/Writing 9 is a five credit, full-year program

previously learned foundation in the areas of reading, writing, study, and comprehension skills. The programs are sequentially designed and articulated for continued instruction according to the special needs of the class and of the individual student. The major units-of-study include: develop vocabulary, analysis skills, literal and inferential comprehension skills, study and library skills, critical thinking skills, and composition writing. Student grades are based primarily on tests, quizzes, homework, class participation, teacher observation, marking period assessments, projects and/or other criteria stipulated in the

adheres to the school policy on attendance which greatly

Reading/Writing 10 is a five credit, full year program designed for tenth grade special needs students. The program emphasizes the development of reading and

educational plan, as well as the H.S.P.A. It is also designed

through reading and writing development. Reading units of study include: reading literature, literal and inferential comprehension skills, vocabulary skills, spelling skills, reference and study skills and critical thinking skills. Emphasis is also placed on reading orally. Writing units of study incorporate sentence structure, organization of ideas, paragraph development, editing and writing samples. Both units of study incorporate social skills and listening skills needed to become successful students and citizens. Student grades are based primarily on tests, quizzes, homework, class participation, teacher observation, marking period assessments, projects and/or other criteria stipulated in This course adheres to the school policy on attendance

Reading and Writing 11 is a five credit, full year program designed for eleventh grade special education students. The program emphasizes the reading and writing skills previously taught, as well as, continued development of

plan. Alternate proficiencies will also be incorporated. The program is descommunication skills and increase student competency in functional life skills reading and writing. The program also focuses on social skill development in order to promote appropriate interpersonal peer and adult interaction in school, on the job, and in life. Reading units of study include a brief refinement of reading and writing in literature, interpretive, literal and inferential comprehension skills, vocabulary, spelling, reference and study, oral reading and critical thinking skills. Writing units

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of study emphasize sentence structure, organization of ideas, paragraph development, personal writing as well as writing skills relative and applicable to life and the world of work and/or post-secondary education. Student grades are based primarily on tests, quizzes, homework, class participation, teacher observation, marking period assessments, projects and/or other criteria stipulated in the

adheres to the school policy on attendance which greatly

Reading and Writing 12 is a five credit, full year program designed for twelfth grade special education students who are exempt from the HSPA. The program emphasizes the refinement of reading and writing skills previously taught, as well as, the continued development of

plan. The program is primarily designed to improve overall communication skills and increase student competency in functional life skills as well as critical reading and writing skills. The program also focuses on social skill development in order to promote appropriate interpersonal peer and adult development in school, on the job, and in life. Reading units of study focus on life skills in reading, literal and inferential skills, comprehension, vocabulary, spelling, reference, study, and oral reading. Included are selections of fiction, nonfiction, poetry, and drama. Writing units emphasize sentence structure, organization of ideas, paragraph development and letter writing as relative and applicable to life the world of work and/or post secondary education. Student grades are based primarily on tests, quizzes, homework, class participation, teacher observation, marking period assessments, projects and/or

educational plan. This course adheres to the school policy

MATH DEPARTMENT

Seventh and Eighth Grade Math is a required course designed to further expand and refine math concepts and skills including, but not limited to, the four mathematical operations. The learning outcomes are derived from the

addresses the

achievement level: whole numbers, decimals, fractions, number theory, percents, geometry, statistics, probability, pre-algebra, problem solving, and career/practical related skills. Also covered are NJASK test skills, writing open-ended responses, and selecting multiple choice answers. The course will require the use and operation of the calculator. Student grades are based primarily on tests, quizzes, class participation, teacher observation, marking period assessment and other criteria stipulated in the I.E.P.

SOCIAL STUDIES DEPARTMENT

Seventh Grade Social Studies provides the special needs students with an over-view of the significant historical sequences of the United States from its discovery through the Civil War and Reconstruction. The major units of study include: geography, economics, colonization, American Revolution, Constitution, Westward expansion, Civil War and Reconstruction. Students grades are based on tests, quizzes, homework, projects, classroom assignments, and classroom participation consistent with the criteria

Eighth Grade Social Studies provides the special needs students with an introduction to the study of world regions and history through the following topics: geography, economics, major world religions, history, the people and their culture. Students learn how the civilizations of the

grades are based on tests, quizzes, homework, projects, classroom assignments, and classroom participation

World History is a required five credit course for ninth grade students examining the perspectives of the past through a panorama of human history from the Enlightenment to the present and in the broadest sense, includes the whole of human experience in western and non-western histories. The major units of study include: political history, economics and government, laws, and political leaders, military history, war, social and intellectual history. Various events and ideas of the past will be analyzed and evaluated in terms of their correlation to, and lessons for, society today. Related units-of-study include career education and reinforcement of reading, writing, and math skills. Critical thinking skills along with note taking and listening skills will be adapted and modified for the students. Student grades are based primarily on tests, quizzes, homework, class participation, teacher observation, marking period assessment and/or other

plan. This course adheres to the school policy on

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U.S. History I is a five credit, full year course required for all tenth graders. The course covers the period of Exploration and discovery to the Civil War and Reconstruction. Major units of study include exploration, discovery, establishment of colonies, growth of a new nation, forming a new government, formation of political parties, the growth of slavery and sectionalism, the Civil War, Reconstruction, and westward settlement. grades are based primarily on tests, quizzes, homework, class participation, teacher observation, mid-term and final marking period assessments and other criteria stipulated in

U.S. History II is a five credit, full year course required of all eleventh graders. The program is designed to provide students with an awareness of the major economic, political, and social events of the nineteenth and twentieth centuries and the effects on current society. Major units of study include the Era of Reform, the American government and its changing times, the various political parties and the U.S. government, the 1920's, World War I, the depression and Roosevelt's "New Deal", the war and reconstruction of Europe and Asia, the identification of communism, socialism and capitalism, and the United States as a free world leader. Topics involving aging, stereotypes, self-values, alcohol/drug abuse, will also be infused into the content material. Spelling and vocabulary skills appropriate to each unit of study are developed. The basics of reading, writing, and thinking skills are emphasized. Students are also exposed to related careers. All units of study will be

l plan. This course adheres to the school policy on attendance

homework, tests, quizzes, study guides, class participation, teacher observation, mid-term, final marking period assessments and oI.E.P.

SCIENCE DEPARTMENT Seventh Grade Science centers on the concepts of physical science. Concepts are presented in a hands-on, highly motivating manner which will enhance student success. Instructional materials are presented in a manner that will address the needs and concerns of each student. The program addresses the topics of physical science, astronomy and geology. Physical science explores the nature and interactions of matter and energy, the diversity of the topics, and the composition and chemistry of matter and energy. In the area of astronomy the solar system and the vastness of the universe will be studied. In geology students will study the structure, dynamics, and geophysical systems of the earth. Knowledge of technology and career exploration are infused into the science curriculum.

Reading, writing, mathematics and study skills are

based upon teacher observation, class participation, classwork, quizzes, tests, laboratory work, projects and the marking period assessments. The extent of skills covered in the units of instruction reflects the goals and objectives

Eighth Grade Science centers on the concepts of life science. Concepts are presented in a hands-on, highly motivating manner which will enhance student success. The course begins with a review of the scientific method and continues with the organization of living things from a cell to a system, with emphasis on the human body. Students study ecology and how organisms are dependent upon one another. The student will have the opportunity to experience various laboratory skills; reading, writing, and math skills are enforced throughout the entire program. Knowledge of technology and career exploration are infused into the science curriculum. This course also includes a brief review of earth science. Reading, writing, organization and study skills are reinforced throughout the curriculum. Vocabulary and spelling skills related to course terms will be introduced and developed. Students grades are based upon teacher observation, class participation, classwork, quizzes, tests, projects, laboratory work and the marking period assessments. The extent of skills covered in the units of instruction reflect the goals and objectives

I.E.P. Earth Science is a five credit course for classified students in ninth grade. The program is activity based and designed to give students a general background in the four branches of earth science. Units of study include: scientific skills and methods, studying the earth minerals, rocks and how they form, wearing down the earth, plate tectonics, the rock records, the hydrosphere, the atmosphere, weather, climate, natural resources, exploring space, the solar system, motions of the earth and stars. Vocabulary and writing skills related to course objectives are developed. Students are exposed to careers in sciences. All units of studI.E.P. Student grades are based primarily on tests, quizzes, homework, class participation, teacher observation, projects, marking period assessments, and/or other criteria stipulated in the student

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Academic Biology is a five credit full year course designed to provide the students with a basic foundation of knowledge in the fundamentals of biology as a science. Major units of study include scientific studies, written biology, classification of animals, and the anatomy and physiology of various organisms in the plant and animal world. Vocabulary and spelling skills related to course terms are developed. Math skills are reinforced through scientific calculations. Students are exposed to related biology careers. All units of study are presented in a

are based primarily on tests, quizzes, homework, class participation, teacher observation, marking period assessmenindividualized educational plan. This course adheres to the school policy on attendance which greatly affects the

TECHNOLOGY Organization /Management is a five credit elective course offered to special education students in grades nine to twelve. The program is sequentially designed over each individual school year, differentiated by content, instructional strategies, student responsibilities and accountability. Each of the segments of this course is integrated and correlated to enhance performance in all other subject areas. The four components of the program are based upon use of an assignment book, homework, individual reinforcement activities, and study skills. Through daily use of an assignment book organizational skills which are relevant to academic success are fostered. Student accountability is also established. The assignment book is monitored on a daily basis by the teacher, ensuring

status in all other classes. Each student is also monitored on a weekly basis by the special instruction teacher and subject area teacher. Students receive individual tutoring on homework assignments as needed. The teacher also instructs students in established priorities when doing assignments. Students have individual work files based on monitoring forms returned by subject area teachers. This work folder becomes the primary responsibility of the student during the supplemental instruction period. Daily conferencing with the student insures use of strategies by the student in setting goals, studying, notetaking, outlining, problem solving and time management skills. Strategies are taught individually as the need arises. All strategies and skills are integrated with core academic subjects and textbooks. Strategies are taught to help students be more successful in test taking, setting goals, studying, notetaking, outlining, interpreting visual data, problem solving, and reading for comprehension. All of these skills are integrated with core academic subjects and textbooks to insure student utilization in the classroom. Student grades are based upon

time management skills, task behavior, accurate daily curacy of

assignment books and individualized behavior modification plans which include class participation, homework, projects and independent work. (Grades 9-12) High Motivation Program is a full year, program targeting the ninth through twelfth grade populations. This program is guided behaviorally and academically by the

Main streaming occurs in Art, P.E./Health, , and Electives. The subject areas of reading, math, social studies, science, and language arts, are taught in the classroom. These areas correspond with that of the regular education curriculum. The following behavioral areas are addressed for Special Needs students within the group: 1. Social interaction with peers and adults are skills

necessary to engage in meaningful group and one-on-one relationships with peers, adults, and authority figures. Interaction skills serve as a foundation for social development.

2. Coping skills provide students with responding to the environment. Effective skills are the basis for positive manipulation of the environment.

3. Awareness skills include self-concepts and social awareness which are necessary to understand one's self and how one interacts with the environment. These awareness skills are fundamental to emotional development.

When the long-term behavioral goals are accomplished by the student, he or she will be mainstreamed into special needs classes, one subject area at a time. To satisfy student needs throughout the school year, the students may receive individual and/or group counseling on a professional level within the academic day.

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The Resource Program is designed to provide replacement instruction for those students in grades seven through twelve. Delsea Middle School and Delsea High School resource programs provide services for students that are eligible for special education and related services. Eligibility includes 13 categories. Dependent upon the student, resource program instruction may be a modified version of the regular education curriculum for that particular subject area. If instruction is provided through the regular education curriculum, it will be modified as per the

may include, but are not limited to, a reduction of written assignments, oral or typed reports, oral testing, Specific objectives may be deleted in favor of more intensive concentration on more critical concepts. Resource program teachers will evaluate student progress based on 65% mastery of the objectives designated as appropriate for a specific student. Students will be evaluated based on completion of class work and homework, class participation, standardized and teacher-made tests and quizzes, and any projects or reports assigned by the teacher. The SAVE program is a specialized Delsea program designed to meet the academic, social and workplace preparation needs of students with Multiple Disabilities. The program is designed to meet the specific academic needs of students as outlined in their Individual Education Plan (IEP), while providing a variety of opportunities to learn workplace and social interaction skills through participation in school and community-based activities. Academic instruction and program activities are aimed at increasing their potential to become self-sufficient and independent members of society. The REACH program is a specialized Delsea program designed for students whose disability includes varying levels of difficulty with social interactions consistent with Aspergers and/or Autism Spectrum disorders. The program is designed to meet the specific academic needs of the students as outlined in their individual Education Plan (IEP) and includes support for participation in general education classes as appropriate for each individual student. The focus of this program is to provide students with the consistency and support that they need to develop the skills to be successful in the workplace and in society through academic, social, behavioral and emotional support and community-based activities.

Please forward all referrals to: Dr. Anner Thompson Director of Special Services/Director of CST 504 Coordinator Delsea Regional School District PO Box 405 Fries Mill Rd Franklinville, NJ 08322

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The Delsea Middle School curriculum is designed to address the needs of the seventh and eighth grade students. The professional staff, along with a meaningful curricula, provide an atmosphere conducive to

All seventh and eighth grade students have a seven period instructional day of sequentially designed classes. Language arts literacy and math are given to each student in an extended block of time. The students also have a class period of social studies, science, a half year of Media and Study Skills and a half year of World Language. Students who are enrolled in NJASK classes will not take either Media and Study Skills or World Language classes. All students will have physical education and one marking period of health. All students may elect one of the following programs: Middle School Band, Middle School Chorus or the Exploratory Program consisting of four cycle classes, Art, Music, Technology and Keyboarding. Students are scheduled into these programs based on their interests, abilities, recommendations and parental requests. Delsea Middle School has an open enrollment policy.

PROGRAMS OF STUDY The Middle School educational programs are extremely

experience. It is in these transitional years the students experience a departmentalized educational program in preparation for high school.

Students who score below the minimum proficiency level on the NJASK will be scheduled into the basic skills classes. If a student is below minimum proficiency in math, he or she will be scheduled into a Math class. If the student scores below minimum proficiency in language arts, reading or writing the student will be scheduled into a basic skills language arts literacy class. These NJASK classes will be taken in addition to the regular Math and/or Language Arts Literacy class. All seventh grade students will have an introduction to Spanish for a half year in the World Language class. In eighth grade students will have an introduction to French for a half year in the World Language class. I. Honors classes - these classes are designed for the

highly motivated and accelerated student. An interview is required before acceptance is granted into these classes. These classes require summer projects, independent reading and research projects throughout the school year. The honors classes offered in seventh grade are Honors Math (Pre-algebra), Physical Science, Social Studies and Language Arts Literacy. In eighth grade the honors classes offered are Algebra, Life Science, Social Studies and Language Arts Literacy. We recommend that only two honors classes be elected. Administration approval is required for a student to enroll in more than two honors classes.

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II. Level I classes These classes provide in depth study of the curriculum. They are designed for the accelerated student and have high student expectations.

III. Level II classes The emphasis for these classes is the development and

reinforcement of skills. They are designed for the average ability student.

All of the class levels will follow the same course of study as described in the Curriculum Handbook. They are designed to address the proficiencies/skills required in the rigorous state mandated NJASK and Core Curriculum Content Standards. The curriculum in all classes is the same. The pace, depth and difficulty of the class differ in the various levels to meet the students needs.

GRADING POLICY

1. While assessments comprise 70% of a students marking period grade, the degree of the individual

,

grade. 2. Projects, written reports, book reports, oral

reports, tests, quizzes, labs, and other assignments count as a single grade unless administrative approval has been given for a specific project to receive multiple grades.

2. A minimum combined total of eight assessments are given each marking period in a subject.

3. Grades for notebooks, written and oral reports, science labs, and class participation are departmental procedures.

4. Homework counts as 20% of a speriod grade. It is imperative that homework be completed and handed in on time.

5. period grade.

HOMEWORK POLICY 1. Written homework is given in each academic, or core

subject two-three times each week. 2. There are at least ten homework assignments in each

core subject per marking period. 3. Each homework assignment requires 10-30 minutes to

complete. 4. Late homework is not accepted. 5. 6. Spelling, English mechanics, complete sentences, and

neatness, in addition to accuracy of assignment, are included in the grading of homework.

7. Homework assignments are reinforcement and part of the learning process.

SEVENTH AND EIGHTH GRADE PROMOTION Credits are not awarded for successful completion of subjects in grade seven and eight. Promotion from grade seven to eight and grade eight to nine is determined by the student attendance and the number of subjects the student passes at the end of the school year. In order to successfully complete a course, the student must obtain a final grade of 65 or better. Seventh and eighth grade students retained are not permitted to attend summer school unless specifically noted in the letter sent to the parent or guardian. Failure of one course will result in promotion into the next grade level. If a student fails two courses, he/she will be retained and not promoted to the next grade level, however, the student will have the opportunity to attend summer school. A student failing more than two subjects cannot attend summer school. A student failing two subjects must pass one summer school course to be placed to the next grade. Summer school tuition and transportation to the school are the responsibility of parents and guardians. There are many extracurricular clubs and activities provided to meet the social needs, talents and interests of the middle school student. The following are a list of clubs available: Math Club, Natural Helpers, Peer Mediation, International Club, Drama Club, Student Council, Year Book, Art Club and Junior Atheneum League, as well as many competitive and intramural sports.

JUNIOR ATHENEUM LEAGUE FOR ACADEMIC EXCELLENCE The Board of Education of the Delsea Regional High School District recognizes the eighth grade students of Delsea Middle School, who by virtue of their academic achievements, meet the scholastic criteria for admission into the Junior Atheneum League. The Board of Education considers scholarship to be the most important aspect of the total educational experience, therefore eighth grade students who have demonstrated academic excellence are honored by the Board.

average at the end of the seventh grade year. The criteria for eligibility is an "A" (93) average in all full year courses (minimum four marking periods) with no average in any class being lower than 85.   Each eligible member of the Junior Atheneum League is awarded a certificate of meritorious academic achievement.  

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COURSES OF STUDY

BASIC SKILLS DEPARTMENT

SEVENTH AND EIGHTH GRADE NJASK LANGUAGE ARTS is a required course for students who have not met the minimum proficiency level (200) on the statewide test. This course is taken in addition to the regular Language Arts Literacy class and meets five days a week. The course is designed to provide remediation to those students who have demonstrated deficiencies in communication skills. This program emphasizes development, reinforcement, and refinement of skills through the "Individual Student Improvement Plan" designed to assist the student in meeting the state's minimum proficiency level. Each grade level is differentiated by sequentially, more difficult work. To further aid in this skill strengthening process, classes are smaller than the average size and technology is utilized. Major units of study in the reading portion include the skills and knowledge useful for word recognition, structural analysis applicable to vocabulary building, and skills in reading comprehension. The course covers reading material of four types: narrative, informational, persuasive and everyday text. The writing portion of the course provides a holistic approach to sentence structure, punctuation usage, capitalization, phrases, parts of speech, spelling, and writing. These skills are then applied to the more complex process involved in combining and organizing ideas into well-constructed sentences, paragraphs, and essays. Writing focuses on persuasive, speculative, explanatory/expository and open-ended responses. All units of study address both remedial and developmental approaches. SEVENTH AND EIGHTH GRADE NJASK MATH is designed for students who have not met the minimum proficiency level (200) on the standardized tests. This is a semester course for seventh grade and full year course for eight grade that meets five days a week and is taken in addition to the regular math class. NJASK math is designed to refine, introduce, and develop skills for those students who have demonstrated a need for strengthening and reinforcing their math foundations. The major goal is to assist the students in raising their achievement level through the Individual Student Improvement Plan. The four major clusters addressed are: 1. Number sense, concepts, and applications; 2. Spatial sense and geometry; 3. Data analysis, probability, statistics, and discrete mathematics; 4. Patterns, functions, and algebra. Problem solving, communicating mathematically, connecting math to real-life, reasoning, technology, numerical operations, measurement, estimation, and open-ended responses are incorporated and

emphasized throughout the four major clusters. All units of study address both remedial and developmental approaches.

ENGLISH DEPARTMENT

SEVENTH GRADE LANGUAGE ARTS LITERACY is a full year required course for all students and is an extension of the elementary school program. The program is designed to

etic appreciations through a developmental approach and prepare students for successful performance on the state mandated NJASK7. The major emphasis is based on literature, and writing skills with an integration of grammar and usage. SEVENTH GRADE HONORS LANGUAGE ARTS LITERACY is a full year program which is designed to provide a diverse array of developmental skills and prepare students for successful performance on the state mandated NJASK7. These experiences are addressed both in class and through independent studies which include several required summer and school year independent readings. In addition, the classroom instruction focuses on an accelerated approach to all skill areas and expands the curriculum to include abstract principles. EIGHTH GRADE LANGUAGE ARTS LITERACY is a full year course and is required of all eighth grade students. It is designed to continue and broaden the skills covered in seventh grade. In addition, it is designed not only to prepare students for successful entry into the high school English program, but also for successful performance on the state-mandated NJASK8. EIGHTH GRADE HONORS LANGUAGE ARTS LITERACY is a full year course. It is designed to continue and broaden the skills covered in seventh grade. In addition, it is designed not only to prepare students for successful entry into the high school advanced English program but also for successful performance on the state-mandated GRADE EIGHTH NEW JERSEY ASSESSMENT OF SKILLS AND KNOWLEDGE (ASK). Instruction will focus on the development of the communication skills of reading, writing, speaking, and listening. Students will learn to write persuasively and creatively, and they will learn to revise and edit writing samples. Students will acquire higher level thinking skills through reading narrative, informational, persuasive, informational texts. The Accelerated Reading program will be continued from grade

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seven, and students will need to meet individual reading level and point goals each marking period. A major unit in the eighth grade curriculum is the connection of language arts skills to Service-Learning and the implementation of the project TAKING CARE OF YOUR COMMUNITY BY TAKING CARE OF YOUR PETS. The accelerated pace distinguishes this course from other instructional tracks. Student performance is based on a rigorous set of expectations which include, but are not limited to, extensive narrative, expository, and persuasive writing, as well as projects, assessments, independent reading of novels, and research and study. MEDIA / STUDY SKILLS is a half year course required of all seventh and eighth grade students and is taken in addition to the mandated English courses. Each of the four segments of this program is sequentially designed over a two year period and is further differentiated by instructional strategies and student projects per program level. The eighth grade program expands and refines the program presented in grade seven. The 'Media Skills' segment of this program is designed to introduce the student to electronic media research. The two sequential grade level programs are designed with articulated and developmental course content. The library unit culminates with an assigned research paper in both seventh and eighth grades. 'Study Skills', the second section of the required course, is designed for active student participation to promote competency in learning the development of effective study skills. The program correlates student study skill methods appropriate to all disciplines to more effectively create good learning habits by the students. The major units of study are: notetaking, Let Me Learn, problem solving, test taking, public speaking and everyday test organization. Special student produced projects are required for each of the three course segments: word cells, media skills, and study skills. Finally, an emphasis will be placed on writing skills in preparation for the school English program and the NJASK.

FINE AND PERFORMING ARTS SEVENTH GRADE ART is a nine week course designed to provide students with fundamental skills and knowledge. The major art units are critique drawing, ceramics, design, printmaking, and color. Art history is incorporated into each unit to develop an appreciation of the arts. Art vocabulary, spelling skills, related art careers are included in the curriculum. EIGHTH GRADE ART is a nine week exploratory program which is designed to further develop and reinforce art skills and knowledge. The major art units are critique drawing, ceramics, printmaking and design, and color. Additional

exposure to art history is incorporated into each unit to

vocabulary, spelling skills, and related art careers are included in the curriculum. SEVENTH GRADE MUSIC is a nine week exploratory course offering an investigation of the many facets of music. Since, for many students, this program represents the only formal contact with music education, every effort is made to provide them with a well-rounded, all encompassing approach. Strong emphasis is placed on the history of western music, including musical notation, musicals, and composers from many historical eras. During this nine week period, the student is made aware of music as it relates to his/her own lifestyle and development as a social being. Major units of study include: music reading, rhythm, musicals, grand staff, note values, music history and composers. The primary purpose of this course is to

form. EIGHTH GRADE MUSIC continues the investigation of the many facets of music. The history of western music, including musical notation, musical ensembles, musicals, and contemporary music will continue to be explored in the second level of this sequential program. During this nine week period, the student is made aware of music as it relates to his/her own lifestyle and development as a social being. Major units of study include: introduction of class routine, grand staff, note/rest values, rhythm, Broadway Musicals, American contemporary composers, music history, conductors and performers, pop music, and rock and roll. Students complete a project requiring the use of their creative musical skills. MIDDLE SCHOOL BAND is designed for the student with at least an elementary instrumental music background. The class will meet daily throughout the school year and consist of instruction in the following areas: instrumental techniques consisting of proper instrument care, posture and embouchure/hand positions, musical terms, dynamics, knowledge of key signatures and the ability to play a certain number of major scales. This course will present students the opportunity to perform in both small and large musical groups and to perform in front of a live audience. Students are expected to participate in the concert band and to attend all extra rehearsals, concerts and performances planned by the director. MIDDLE SCHOOL CHOIR is designed for the student who desires to learn to sing and be part of a performing ensemble. The choir will meet each day and consist of instruction in the following areas: skills in reading and understanding music; use of musical notation; clef signs/keys and time signatures, dynamics, specific elements in vocal techniques including sound production, intonation,

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pronunciation, breathing and posture. Students will be exposed to music from diverse styles and backgrounds. Students are expected to participate in all rehearsals, concerts, and performances. HEALTH/PHYSICAL EDUCATION DEPARTMENT

MIDDLE SCHOOL PHYSICAL EDUCATION is a required course designed to develop physical fitness, motor skills, sportsmanship, and knowledge of the rules and techniques in sport and lifetime/recreational activities. Classes are conducted daily for three marking periods. Conditions permitting, the following units will be taught: touch football, soccer, Frisbee football, lacrosse, civic fundraiser, walk/jog, volleyball, badminton, basketball, dance,

nd field, and lifetime/recreational activities. Grading is based on preparation (gym shirt, shorts and sneakers), participation, sportsmanship, attendance (75%) and written tests (25%). A 65% mastery is required for successful completion of the program. education is limited to two days. An excuse needed after

1. The student shall be assigned to the media center

during his/her regular scheduled physical education class.

2. The student shall be assigned a 500 word report for every week the student is absent, which shall be graded by the appropriate physical education teacher.

3. Grades shall be awarded on the student s written report.

4. Incomplete or poorly written reports will result in a lower or failing grade.

5. A student with a physical education medical excuse shall report to the school nurse with the note.

6. If a student is on medical, he/she must report to the media center for the time specified on the doctor's note. Failure to do so will be considered cutting a class and disciplinary action will result.

7. Medical documentation is required to resume PE. Any student who is not in the required physical education uniform will not be allowed to participate in their assigned activities for that given day. The discipline for this action will be to write a specific written report during that class period. The written report will not substitute for the loss of points for that given day. Students who fail to write the report during the assigned time will have additional points deducted from their grade.

COMPREHENSIVE HEALTH EDUCATION The seventh and eighth grade required health curricula is a sequential program of study. The comprehensive health program continues throughout the

The foundation for the curriculum are the state mandated core curriculum content standards and the legislative statutes. The twelve general segments consist of the following: 1. Mental, emotional, physical and social health 2. Family life and health (the importance of abstinence stressed) 3. Body structure, function, and growth 4. Personal health attitudes and habits 5. Disease prevention and control 6. Chemical substances: use, abuse, and related problems 7. Healthy lifestyle, 8. Nutrition 9. Community health 10. Safety and first aid 11. Environmental health 12. Consumer health. The Health Education course extends for one marking period. Student grades are based primarily on tests, quizzes, homework, projects, notebooks, and class participation.

grades for physical education and health class are combined for an end-of-the-year final grade. Parents and/or guardians who would like to review the instructional material, may do so by calling the Health and PE department for an appointment. The Board of Education recognizes that, at times, certain Family Living and/or science issues taught in

or sincerely held moral or religious beliefs and therefore grants these students the right to be excused from that portion of the course instruction. Permission for the temporary exclusion from a class is granted by the building principal, upon receipt of a written request from the parents. The student will not be penalized for classroom absences during the time period in which the morally conflicting units-of-study are being addressed. Such individuals will be assigned to the school media center where they will pursue independent reading/assignments on health or science topics during the time-frame in which the class is addressing the "controversial" segments of the curriculum. Students are expected to work independently and turn in written assignments to the teacher.

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MATH DEPARTMENT

SEVENTH GRADE MATHEMATICS is a required course designed to further develop and maintain skills and concepts of the four mathematical processes. The program will help students recognize and appreciate the vital role mathematics plays in the real world. Other important parts include learning to understand the importance of patterns in mathematics, reasoning and communication about skills and ideas. The major units of study include: number relationships, fractions and mixed numbers, geometry in the plane and space, ratios, proportions and percentages, algebra and integers, data analysis, statistics and probability. Problem solving and technology will be emphasized throughout each major unit of study. EIGHTH GRADE MATHEMATICS helps students learn to recognize and appreciate the role mathematics plays in the real world. Mathematics is made accessible with a consistent lesson format which focuses on student understanding of each skill and then couples the skill with daily life. Use of visual models, hands-on learning, technology help make concepts clear and understandable. Instruction is meaningful with a consistent use of real-life data problems, chapter themes, projects and mathematical modeling, which reminds students of the everyday usefulness of mathematics. Major units of study include: exploring patterns, investigating algebra, exploring the language of algebra, data, graphs, modeling integers, number theory, rational numbers, percent, proportion, probability, real numbers, inequalities, geometry concepts, spatial thinking, congruence, similarity, transformations, measurements in geometry, linear equations, and polynomials. With a comfortable bridge from the concrete to the abstract and a broad yet solid foundation for both algebra and geometry, the students will make the connection from elementary to high school mathematics more comfortably. HONORS PRE-ALGEBRA is an accelerated course designed to inspire the academically motivated student. This course is integrated with the Honors Science curriculum. This course incorporates a challenging curriculum that infuses an in-depth cognitive appreciation of mathematics, science and technology. Honors Pre-Algebra will develop critical and analytical thinking skills necessary for successful entrance into the succeeding levels of the Honors Math courses in grades eight through twelve. The primary units of study are: integers and expressions, solving equations, number theory, rational numbers and expressions, ratios, proportions and percent, equations and inequalities, graphing in the coordinate plane, algebra in geometry and measurement, area and volume formulas. In addition, challenges through open-ended tasks promote

experimentation, discovery and creativity. Students are expected to work independently, as well as collaboratively on projects, labs and research assignments which are implemented to integrate science and technological concepts. ALGEBRA I is the first of the five sequential courses in the academic math track and is designed for the math student who possesses a strong background in math skills. Major units of study include: solving first degree equations and inequalities, solving second degree equations, using four basic operations, learning monomials, polynomials, and algebraic fractions using factoring (all varieties), graphing linear equations, solving word problems with application of the above skills, applying systems (three ways). Students are exposed to related careers and emphasis is placed on the need for math skills in life/work. Major assignments are required. The depth of course coverage and the complexity of the algebra problems offered in this program serve to differentiate the various levels. HONORS ALGEBRA I is an advanced course for motivated students. The course is designed to stimulate thinking skills which enable the student to independently investigate algebraic ideas. Emphasis is placed on identifying and extending patterns and usage of experiences and observations to make conjectures (tentative conclusions). In addition, students learn how to use counter examples to disprove some conjectures and utilize models, known facts and logical arguments to validate other conjectures. This program motivates the students to further develop the critical thinking skills needed for the sequential honors and advanced placement courses. The major units of study include: solving first degree equations and inequalities; synthesizing algebraic operations and applications; simplification of simple, complex, and algebraic fractions; graphing linear equations; solving systems of equations and quadratic equations; operating with exponents and solving word problems with applications of the above skills. The intellectual stimulus of mastering challenging problems and discovering new ideas provides motivations for continued math exploration. Required projects include, but are not limited to, reports, graphing projects, and independent study projects.

SCIENCE DEPARTMENT SEVENTH GRADE SCIENCE is a course required of all students. The program addresses the topics of physical science, astronomy and geology. Physical science explores the nature and interactions of matter and energy, the diversity of the topics, and the composition and chemistry of matter and energy. In the area of astronomy, the solar system and the vastness of the universe will be studied. In

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geology students will study the structure, dynamics, and geophysical systems of the earth. Although the contents of the program are identical among the various grouping levels, the depth and breath of coverage is differentiated among them. Writing, reading and math skills are part of the program. Knowledge of technology and career exploration are infused into the science curriculum. SEVENTH GRADE HONORS PHYSICAL SCIENCE is a challenging and demanding course which focuses on the foundations, principles and processes of Chemistry, Physics, Astronomy and Earth Science in great depth. This accelerated course involves students utilizing various mathematical concepts. Students will take part in an extended lab period one day a week. Students will complete computerized activities independently and collaboratively. Assignments are very challenging and expectations of completed work are very high. Inductive and deductive reasoning will be used throughout the course. Students will be required to do independent studies, research papers, and projects. Topics of studies include: problem solving, scientific method, laboratory safety, the metric system, graphing, motion and forces, acceleration and momentum, energy, phases of matter, atomic structure and the periodic table. Also students will be exposed to information about the solar system, and space exploration. Homework is given on a daily basis. Technology and career exploration are integrated into the course. No extra credit work is given. EIGHTH GRADE LIFE SCIENCE is a required course of all students and is designed as an introductory course for high school biology. The course begins with a review of the scientific method and Metric system continues with the organization of living things from cells to systems with emphasis on the human body. Ecology, genetics, classification and earth processes are also covered. The students will have the opportunity to experience various laboratory skills; reading, writing, and math skills are enforced throughout the entire program. Knowledge of technology and career exploration is infused into the science curriculum. EIGHTH GRADE HONORS LIFE SCIENCE is a fast-paced, challenging, creative study with an in-depth cognitive appreciation of life and earth science. Students are expected to exhibit proficient skills in reading, writing, applicable math, problem solving techniques, and laboratory skills involving hypothesis, validation and evaluation. Independent studies are an integral part of the program. The course provides a demanding approach to the study of biology including application of the scientific method. This course includes an intensive survey of living things from cells to systems, with emphasis on the structure, function, growth, and development of the human

body. Students focus on the relationships in the environment throughout the biosphere. This course also exposes students to genetics. This course also includes a global foundation for investigation and inquiry into earth science where the students are exposed to studies of the earth, its components, parts, and environment. Course projects will include, but are not limited to: independent creative models, research papers, oral presentations, and hands-on lab activities. Knowledge of technology and career exploration are infused into the science curriculum. No extra credit work will be given for this course.

SOCIAL STUDIES DEPARTMENT SEVENTH GRADE SOCIAL STUDIES is a course required of all students. Through the use of technology, literature, the arts, primary source materials, and geographic tools, students will study Colonization, the Constitution, establishing a republic, national and regional growth, adopting the policy of Manifest Destiny, the Civil War, and Reconstruction. A multi-cultural approach is employed in studying and appreciating the contributions and experiences of Native American, immigrants, women, and African Americans, their cultures and values. Students will be exposed to career units within the area of Social Studies. Across the curriculum, pupils will see logical connections between other disciplines via reading, writing, and math skills. Student grades are based primarily on tests, quizzes, homework, projects, a research paper, class participation, journals, and marking period assessments. SEVENTH GRADE HONORS SOCIAL STUDIES provides an environment in which the academically motivated students will develop an appreciation of this social science. Through an intense and rigorous curriculum, pupils will acquire deductive reasoning skills and employ evaluation and interpretation procedures through extensive independent reading and writing. The syllabus contains an accelerated examination of the topics covered in the seventh grade social studies course description. Through the use of technology, literature, the arts, story, primary source materials, historical documents, and geographic tools students will study Colonization, the Constitution, establishing a republic, national and regional growth, adopting the policy of Manifest Destiny, the Civil War, and Reconstruction. A multi-cultural approach is employed in studying and appreciating the contributions and experiences of Native American, immigrants, women, and African-Americans cultures and values. Across the curriculum, pupils will make logical connections between other disciplines through reading, writing, and math skills. Student grades are based primarily on tests, quizzes, homework, projects, class participation, journals, and marking period assessments.

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EIGHTH GRADE SOCIAL STUDIES is required for all students. This course will emphasize all of the social sciences including economics, geography, political science, sociology, anthropology, as well as current affairs. The major units of study within the aforementioned time frame will include: Economics, Geography, World Religions, Early Civilization, Mesopotamia and the Middle East, Egypt/Nubia, India, East Asia (China, Korea, Japan), Greece, Rome, Latin America, Europe and the Middle Ages. Student grades are based primarily on tests, quizzes, homework, projects, a research paper, class participation, journals, and marking period assessments. EIGHTH GRADE HONORS SOCIAL STUDIES is designed to motivate the academically oriented student in the pursuit for knowledge and application of higher level thinking skills. Throughout the course, students are required to expand their comprehension of information, and writing through research. The challenging variety of such skills as inductive reasoning, independent research, role playing, debates, public speaking, and synthesis of information serve to motivate the honors students to perform at a level commensurate with his/her ability. This course will emphasize all of the social sciences including economics, geography, political science, sociology, anthropology, as well as current affairs. Through the use of technology, literature, arts, primary sources material and geographic tools, students will study world history from early civilization period to the end of the Middle Ages. The major units of study within the aforementioned time frame will include: Economics, Geography, World Religions, Early Civilization, Mesopotamia and the Middle East, Egypt/Nubia, India, East Asia (China, Korea, Japan), Greece, Rome, Latin America, Europe and the Middle Ages. Student grades are based primarily on tests, quizzes, homework, projects, a research paper, class participation, journals, and marking period assessments. 8TH Grade World History Level 1 is a required course for all eighth grade students encompassing the study of Prehistory through the Middle Ages. This course emphasizes the social sciences (economics, geography, political science, sociology, anthropology as well as current events) through the use of technology, literature, the arts, primary source materials, and geographic tools. The major units of study include: Economics, Geography, Prehistory, World Religions, Early Civilization (i.e. Mesopotamia and the Middle East, Egypt/Nubia, India, China and Latin America), Greece, Rome and the Middle Ages. Student grades are based primarily on tests, quizzes, homework, projects, research assignments, class participation, and marking period assessments. 8th Grade World Honors is designed to challenge the academically motivated student to pursue knowledge and

apply higher level thinking skills. Throughout the course students are required to expand their understanding, analytical and evaluative skill through research and writing. Skills such as inductive /deductive reasoning, independent research, role playing, debates, public speaking, and synthesis of information serve to challenge the honors students to perform at a higher academic level. Course units encompass Prehistory through the Middle Ages. Using technology, literature, the arts, primary source materials, and geographic tools, students will explore the social sciences (economics, geography, political science, sociology, anthropology), and current events. The major units of study include: Economics, Geography, Prehistory, World Religions, Early Civilization (i.e. Mesopotamia and the Middle East, Egypt/Nubia, India, China and Latin America), Greece, Rome and the Middle Ages. Student grades are based primarily on tests, quizzes, homework, projects, a research paper, class participation, and marking period assessments. TECHNOLOGY TECHNOLOGY IN SOCIETY The seventh grade Technology Exploratory Program is a nine week course designed to give students an insight into technology in the modern world. As part of the course, the students will understand the role technology has played in our past, how it affects us presently, and how it may change our lives in the future. Emphasis will be placed on characteristics, scope and core concepts of technology. The relationship among technologies and the connect between technology and other fields will be explored. How technology has affected society will be studied in relation to its cultural, social, economic and political affect. The course will also address the effect of technology on the environment. COMPUTER REPAIR/CONSTRUCTION The eighth grade Computer Repair Program is a nine week introductory course developed to teach students how to build, repair, maintain, and upgrade a personal computer. This course is designed to create an understanding of the PC and all of its components. The design and function of computer components will be studied and examined to understand how each part operates independently and with

components will be removed and replaced following proper safety guidelines.

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WORLD LANGUAGE

SPANISH is a half year course for students in grade 7 designed to provide them with an exposure to the Spanish language and culture. The course will introduce the students to the spoken language and provide basic information into the culture of Spanish speaking people through a variety of practical topics. Major areas of study will address the core curriculum content standards through vocabulary, geography, culture and speaking presented through films, pictures, magazines, and projects. FRENCH is a half year course for students in grade 8. This course is designed to provide students with an exposure to the French language and culture. The course will introduce the students to the spoken language and provide information into the culture of French speaking people through a variety of practical topics. Major areas of study will address the core curriculum content standards through vocabulary, geography, culture and speaking presented through tapes, films, pictures, magazines, and projects.

H I G H SC H O O L C L ASSI F I C A T I O N O F C O URSES O F R A N K IN G

D EPA R T M E NT C O URSE R E Q E L E W T 9 10 11 12 PR E R E Q UISI T E Basic Skills Reading / Writing (*9 & 10) B X X X X Math (*9 & 10) B X X X X F ine and Performing A rts

Art I X B X X X X

Design, Painting & Drawing I * X B X X X Art I Design, Painting & Drawing II * X B X X X Design, Painting &

Drawing I Ceramics and Crafts I * X B X X X Art I Ceramics and Crafts II * X B X X X Ceramics and Crafts I Jewelry and Glass * X B X X X Art I Sculpture and Textiles * X B X X X Art I Graphic Design I * X B X X X Art I Graphic Design II * X B X X X Graphic Design I Graphic Animation * X A X X Graphic Design II Digital Photography * X A X X Graphic Design I /or

Desktop II Advanced Placement Studio Art X AP X X Design Painting & Drawing

II Instrumental Music I X B X Advanced Instrumental Music X B X X X Advanced Placement Music

Theory X AP X X Exploring Music in Theory

Introduction to Vocal Music X B X X X X Concert Choir X A X X X X Auditions Exploring Music in Theory X A X X X Theater Arts I X B X X Advanced Theater Arts X A X X X Theater Arts I

Audition/Rec. Business/Tech. Accounting I * X A X X X Accounting II * X A X X X Accounting I College Accounting X A X X Accounting II Desktop Publishing I * X B X X X X Desktop Publishing II * X B X X X X Desktop Publishing I E-Commerce * X B X X Foundations of Marketing X A X X X Intro To Business: Careers In

Sports X B X X X X

Marketing I X A X X Marketing II X A X Marketing I Management * X B X X Retail Store Management X B X X Marketing I or Mgt. Foundations of Technology * X B X X X X Emerging Technology* X B X X X X Programming in Visual Basic I * X A X X X X Programming in Visual Basic II

* X A X X X X Prog. in Visual Basic I

Programming in Java X H X X X Prog. in Visual Basic II Programming in C++ X H X X X Prog. in C or Prog. In

Visual Basic II MOS I (Special Cert.) * X A X X X X Fondations of Tech. MOS II (Special Cert.)* X A X X X MOS I * indicates ½ year semester course.

H I G H SC H O O L C L ASSI F I C A T I O N O F C O URSES O F R A N K IN G

D EPA R T M E NT C O URSE R E Q E L E W T 9 10 11 12 PR E R E Q UISI T E Business/Tech.

Per. Finance Planning/ Investing *

X B X X

Simulated Office Environment * X B X X X Foundations of Tech. Student Office Aide* X B X X X Simulated Office

Environment Entrepreneurships: Small

Business Management* X A X X X

Web Builder: Intro to Dreamweaver *

X B X X X

Web Builder 2: Dream Weaver Advanced *

X A X X X Web Builder: Intro to Dream Weaver.

English English I X HA X English II X HA X English I English III X APAB X English II English IV X APAB X English III Contemporary Novel* X X X X College Preparation Seminar* X A X X Latin for Contemporary Use and

Mythology X A X X X

Creative Writing / Electronic Publishing I *

X A X X X

Creative Writing / Electronic Publishing II*

X A X X X Creative Writing I

Journalism* X A X X X Public Speaking* X A X X X Reading the Movies* X A X X Television Video Production I X B X X X Theater Arts I Television Video Production II X B X X Video Production I Television Video Production III X A X Video Production II &

Project H ealth & PE Health & PE I X B X Health & PE II X B X Health & PE III X B X Health & PE IV X B X Fitness for Life X B X X X X Family & Consumer Science

Family & Consumer Science I* X B X X X X

Family & Consumer Science II* X B X X X X Family & Consumer Science I

International Foods * X B X X X Family & Consumer Science II

Baking Basics * X B X X X Family & Consumer Science II

Integrated Technical A rts

Technical Drafting I* X B X X X X

Technical Drafting II* X B X X X X Technical Drafting I CAD I X A X X X Technical Drafting /

Geometry Computer Aided Architecture X A X X CAD I Computer Aided Engineering X A X X CAD I * indicates ½ year semester course.

H I G H SC H O O L C L ASSI F I C A T I O N O F C O URSES O F R A N K IN G

D EPA R T M E NT C O URSE R E Q E L E W T 9 10 11 12 PR E R E Q UISI T E Integrated Technical A rts

Cisco Networking Academy I X A X X Demonstrated Proficiency in Reading, Writing and Math

Cisco Networking Academy II X A X Cisco Networking I Integrated Technologies * X B X X X Basic Computing &

Networking* X A X X

Vending I X B X X Vending II X B X Vending I Math Interactive Algebra I A X Interactive Geometry A X X X Interactive Alg. I or Alg. I Interactive Algebra II A X X Geometry, Interactive Geo. Interactive Trig/Pre-Calculus A X Interactive Algebra II Business Math B X 3 yrs of Math College Prep Math 1 X B College Prep Math 2 X B College Prep Math 1 Algebra I A X X X X 8th grade Math Geometry A H X X X X Alg. I H for Geom. H

Alg. I A for Geom. A Algebra II A H X X X Alg. I / Geom. - Trigonometry / Pre-Calculus A X X Geometry and Alg. II Honors Pre- Calculus H X X H. Geometry and

H Algebra II Honors Calculus H X Trig/Pre-Calc. or H. Pre-

Calc. AP Calculus AP X H Pre-Calc Science Earth AB X AP Biology AP X X H. Bio & H. Chem. Honors Biology H X 8th Honors Science, Alg. I Academic Biology AB X AP Chemistry AP X X X Honors Chemistry / Trig.

Or Pre-Calc. Concurrently Honors Chemistry H X X X Honors Biology / Algebra II

Concurrently Chemistry A X X Algebra I AP Physics AP X X H. Physics / Trig or Pre-

Calc. Concurrently Honors Physics H X X X H. Chemistry / Alg. II Physics A X X Chemistry / Alg. II Applied Physical Science B X Anatomy / Physiology A X X Aca. / H. Biology Forensics * X A X Algebra. II, Aca. Biology,

Chemistry Horticulture I X B X X X X Horticulture II X B X X X Horticulture I Horticulture III X B X X Horticulture II Social Studies World History X HA X U.S. History I X HAB X U.S. History II X APAB X U.S. History I AP Modern European History X AP X X X A X X * indicates ½ year semester course.

H I G H SC H O O L C L ASSI F I C A T I O N O F C O URSES O F R A N K IN G

D EPA R T M E NT C O URSE R E Q E L E W T 9 10 11 12 PR E R E Q UISI T E Social Studies

African American History * X A X X

Sociology X A X X Italian American Heritage * X A X X Advanced Placement

Psychology X AP X X

Psychology X A X X US Government and Politics X AP X US II A or AP JROTC I X B X X X X JROTC II X A X X X JROTC I JROTC III X A X X JROTC II JROTC IV X A X JROTC III Special Education

English X B X X X X

Reading and Writing X B X X X X Interactive Algebra I X B X Interactive Geometry X B X Interactive Algebra I Interactive Algebra II X B X Interactive Geometry Supplemental Math 9* X Supplemental Math 10* X Supplemental Math 11* X World History X B X U.S. History I & II X B X X U.S. History I before II Earth Science X B X Academic Biology X B X Applied Physical Science X B X X Spanish I X B X X X X Spanish II X B X X X Spanish I Organizational Management X B X X X X P.A.V.E. NA X X X X Must submit application High Motivation NA X X X X Must submit application World Language

French I X HA X X X X

French II X HA X X X French I French III X H X X French II Advanced Placement French X AP X French III H Spanish I X HA X X X X Spanish II X HA X X X Spanish I Spanish III X H X X Spanish II Advanced Placement Spanish X AP X Spanish III H Italian I X HA X X X X Italian II X HA X X X Italian I Italian III X H X X Italian II Advanced Placement Italian X AP X Italian III H Two Years of a World

Language is required (10 credits)

* indicates ½ year semester course.

M IDD L E SC H O O L C L ASSI F I C A T I O N O F C O URSES O F R A N K IN G

D EPT . C O URSE R E Q E L E L E V E L 7 8 PR E R E Q UISI T E A rt Exploratory Art X NA X X Basic Skills NJASK Language Arts

Literacy BS X X

NJASK Math BS X X English Language Arts Literacy X H 1&2 X X Media & Study Skills * X NA X X H ealth & PE Health & PE X NA X X Math Math X H 1&2 X X Honors Pre-Algebra X H X Algebra I X H X F ine and Performing A rts

Art X NA X X

Exploratory Music X NA X X M.S. Choir X NA X X M.S. Band X NA X X Science Physical Science X H 1&2 X Life Science X H 1&2 X Social Studies

Social Studies X H 1&2 X X

Special Education

Language Arts Literacy X SE X X

Math X SE X X Social Studies X SE X X Science X SE X X Media Study Skills & World

Language * X SE X X

Read 180 X SE X X Health & PE X SE X X P.A.V.E. NA X X Must submit application Behavior Disorder Program NA X X Must submit application Technology Technology In Society X NA X Computer Repair and

Construction X NA X

World Language

Spanish * X NA X

French * X NA X * Indicates ½ year semester

course.