2016-2017 lths course catalog
TRANSCRIPT
LAKETRAVISHIGHSCHOOL
2016-2017
COURSECATALOG
LAKE TRAVIS HIGH SCHOOL Administrative Staff
Principal Kimberly Brents 533.6117 [email protected] Associate Principal - Curriculum Wendy Sturdevant 533.6118 [email protected] Associate Principal - Administration (12th) Karen Reich 533.6120 [email protected] Assistant Principal (A-L, 10th-11th) Michael Drinkwater 533.6137 [email protected] Assistant Principal (9th) Darnell Horton 533.7711 [email protected] Assistant Principal (M-Z, 10th-11th) Roy Hudson 533.6122 [email protected] Admin. Assist. for Principal Debbie Black 533.6119 [email protected] Admin. Assist. for Associate Principals Stephanie Vickers 533.6157 [email protected] Admin. Assist. for Assistant Principals Barbara Stokowski 533.6123 [email protected] Annex Office Lynn Ballard 533.7700 [email protected]
Counseling Office Staff Lead Counselor (A-C; Seniors) Susan Endendyk 533.6149 [email protected] Counselor (D-H) Bel Portillo 533.6147 [email protected] Counselor (A, I-M) Jill Jacobs 533.6112 [email protected] Counselor (N-S) Tara Edmondson 533.6168 [email protected] Counselor (B, C, T-Z) Elizabeth Clark 533.6111 [email protected] Counselor (9th) Katy Staggs 533.7713 [email protected] At-Risk Coordinator Kim Garrett 533.5927 [email protected] Admin. Assist. for Counseling Maggie Dobbs 533.6114 [email protected] Registrar Alison Fanning 533.6113 [email protected] Assistant Registrar 533.6116
Visit the Counseling Office Web Page for the latest information: www.ltisdschools.org/lthscounseling The information provided in this course guide reflects current state law and local district policy. Any change in state law, local district
policy, local district regulation, or local district practice may result in changes to the information provided in this guide. Questions concerning any information found in this guide can be directed to: Wendy Sturdevant, Associate Principal for Curriculum &
Instruction: 512.533.6118
NON-DISCRIMINATION STATEMENT It is the policy of Lake Travis Independent School District not to discriminate on the basis of race, color, national origin,
sex or handicap in any programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as
amended.
For information about your rights, or grievance procedures, contact Holly Morris-Kuentz, Assistant Superintendent for Human Resource Services,
3322 Ranch Road 620 South, Austin, TX 78738, 512-533-6024.
Es norma de Lake Travis Distrito Escolar Independiente de no discriminar por motives de raza, color, origen nacional, sexo o impedimento, en sus programas, servicios o actividades, tal como lo requieren el Título VI de la Ley de
Derechos Civiles de 1964, según enmienda; el Titulo IX de las Enmiendas en la Educación, de 1972, y la Sección 504 de la Ley de Rehabilitación de 1973, según enmienda.
Para información sobre sus derechos o procedimientos para quejas, comuníquese con Holly Morris-Kuentz, Asistente
del Superintendente de Servicios de Recursos Humanos, 3322 Rancho Road 620 S., Austin, TX 78738, 512-533-6024. Course Catalog Cover Art by LTHS Student: Jake Sorrell
TABLE OF CONTENTS Graduation Requirements .......................................................................................................................................... 5-11 General Information .................................................................................................................................................. 12-21
Advanced Placement Courses ......................... 12 Pre-Advanced Placement in High School ......... 12 Alternating Block Schedule ............................... 12 CAVS In-Service .............................................. 12 Correspondence Courses............................ 12-13 Credit by Exam ................................................. 13 Credit Recovery ................................................ 14 Dual Credit Courses ................................. 14 & 23 Eligibility Requirements .................................... 15 Foreign Exchange Students ............................. 15 Gifted & Talented Program ............................... 15 Grade Classification Information ...................... 15
GPA ............................................. 16-19 Institutes of Study ..................... 19 & 25 NCAA ............................................... 19 PE Equivalency Waiver Info ........ 19-20 Schedule Change Policy .................. 20 Section 504 Information .................... 20 Special Education Services .............. 20 State Assessment (STAAR/TAKS) ... 20 Summer School ................................ 21 Texas Success Initiative (TSI) .. 14 & 21 Transfer Credit Policy ....................... 21 Retest Policy..................................... 21
Want College Credit? (Advanced Placement/Dual Credit/Articulated Courses)………………… .............................. 22-24 Endorsement Coherent Sequences ............................................................................................................................. 25
Course Offerings
English Language Arts ........................... 26-30
English 1 .................................................. 27 English 1 Pre-AP ...................................... 27 ESOL 1 ..................................................... 27 Sheltered English 1 .................................. 28 English 2 .................................................. 28 English 2 Pre-AP ...................................... 28 English 2 Pre-AP GT ................................ 28 ESOL 2 ..................................................... 28 Sheltered English 2 .................................. 28 English 3 .................................................. 29 English 3 AP ............................................. 29 Sheltered English 3 .................................. 29 English 4 .................................................. 29 College Preparatory English 4 .................. 29 English 4 AP ............................................. 30 English 4 AP GT ....................................... 30 English 4: Shakespeare (Honors) ............. 30
Math ......................................................... 31-35
Algebra 1 .................................................. 32 Algebra 1 Pre-AP ..................................... 32 Extended Algebra 1 .................................. 32 Geometry ................................................. 32 Geometry Pre-AP ..................................... 32 Extended Geometry ................................. 33 Math Models with Applications ................. 33 Algebra 2 .................................................. 33 Extended Algebra 2 .................................. 33 CP Algebra 2 ............................................ 33 Algebra 2 Pre-AP ..................................... 33 Algebra 3 .................................................. 34 CP Algebra 3 ........................................... 34 AQR ......................................................... 34 Pre-Calculus ............................................. 34 Pre-Calculus Pre-AP ................................ 34 Statistics .................................................. 34 Statistics AP ............................................. 35 Calculus ................................................... 35 Calculus AB AP ........................................ 35 Calculus BC AP Double-Blocked .............. 35 Calculus BC AP Single-Blocked ............... 35 Multivariable Calculus (Adv Honors) ........ 35
Science .................................................... 36-40
Biology ..................................................... 37
Biology Pre-AP ......................................... 37 Integrated Physics & Chemistry (IPC) ...... 37 Chemistry ................................................. 37 Chemistry Pre-AP ..................................... 38 Physics ..................................................... 38 Physics 1 & 2 AP ...................................... 38 Physics 1 & 2 AP GT ................................ 38 Anatomy & Physiology (Honors) ............... 38 Aquatic Science ........................................ 38 Biology AP (w/Scientific Research) .............. 38 Chemistry AP (w/Scientific Research) .......... 39 Environmental Systems ............................ 39 Environ Sci AP Single-Blocked ................. 39 Environ Sci AP (w/Scientific Research) ........ 39 Forensics .................................................. 39 Medical Microbiology & Immunology ........ 40 Pathophysiology ....................................... 40 Physics C AP ............................................ 40
Social Studies ........................................ 41-44
World Geography ..................................... 42 Human Geography AP ............................. 42 U.S. History .............................................. 42 U.S. History AP ........................................ 42 U.S. Government ...................................... 42 Economics ................................................ 43 U.S. Government AP ................................ 43 Macroeconomics AP................................. 43 World History ............................................ 43 World History AP ...................................... 43 Comparative Govt & Politics AP ............... 43 European History AP ................................ 43 Microeconomics AP .................................. 44 Psychology AP ......................................... 44 Psychology ............................................... 44 Sociology through Film ............................. 44
L.O.T.E. ................................................... 45-48
Spanish ................................................... 45 Latin......................................................... 46 French ..................................................... 47 ASL.......................................................... 47 Chinese (Mandarin) ................................. 48
General Electives ................................... 49-53
Creative Writing ....................................... 49 Journalism ............................................... 49
Creative Writing Workshop ....................... 49 Discovery (Gifted and Talented, Honors) ...... 49 Film History and Aesthetics ..................... 50 Film Production 1-3 ................................. 50 Film Production Practicum ...................... 50 Humanities (Honors) ............................... 50 ISM - Independent Study Mentorship (H) ..... 51 Model United Nations 1-2 (Honors) ........ .51 Mythology ................................................ 51 Office Aide ............................................... 51 Off-Campus ............................................. 51 PAL 1-3 ................................................... 51 Reading Improvement 1&2 ...................... 52 SAT Prep ................................................. 52 Screenwriting........................................... 52 Professional Communication ................... 52 Debate 1-4 (Honors) ................................ 52 Oral Interpretation (Honors) .................... 53 Newspaper 1-3 ........................................ 53 Yearbook 1-3 ........................................... 53 Teen Impact ............................................ 53
Career & Technology ............................. 54-61 Business, Finance & Marketing ............ 54-56
Principles of Business, Mktg, & Finance . 54 Money Matters......................................... 54 Global Business ...................................... 54 Business Law ......................................... 54 Accounting 1 ........................................... 54 Banking and Financial Services .............. 54 Financial Math ......................................... 55 Fashion Marketing ................................... 55 Retail & E-Tailing ..................................... 55 Sports & Entertainment Mktg .................. 55 Advertising & Sale Promotion .................. 55 Entrepreneurship ..................................... 55 Business Information Management ......... 55 Digital and Interactive Media ................... 56 Web Technologies ................................... 56 Career Prep Work-Based Program ......... 56 School Store Operations ......................... 56
Math, Engineering & Architecture ........ 57-58 Introduction to Engineering Design ......... 57 Principles of Engineering (Honors) .......... 57 Digital Electronics (Honors) ..................... 57 Civil Engineering and Arch. (Honors) ..... 57 Engineering Design & Development (H) .. 57 Intro to Computer Science ...................... 58 Computer Science Principles AP............. 58 Computer Science AP ............................. 58 Adv Computer Science (Adv Honors) ...... 58 Robotics & Automation (Honors) ............. 58 Architectural Design ................................ 58 Interior Design………. ............................. 58
Veterinary & Agricultural Science ........ 59-60 Princ of Ag, Food, & Natural Resources .. 59 Horticulture Science ................................ 59 Landscape Design ................................... 59 Wildlife, Fisheries, & Ecology .................. 59 Principles & Elements of Floral Design ... 59 Livestock Production ............................... 59
Veterinary Medical Applications .............. 60 Advanced Animal Science ....................... 60 Agricultural Mech & Metal/Welding 1 ....... 60 Welding 2 ................................................ 60 Welding 3/Independent Study ................. 60 Agricultural Power Systems ..................... 60
Advanced Science & Medicine .................. 61
Medical Terminology ............................... 61 Principles of Health Science .................... 61 Health Science ....................................... 61 Counseling & Mental Health ................... 61 Practicum in Health Sci-CNA (Honors) .... 61 Practicum in Health Sci-Pharm (Honors) . 61
Fine Arts .................................................62-68
Art 1 ......................................................... 62 Art 2 (Drawing & Painting) ....................... 62 Art 2 (Ceramics & Sculpture) ................... 62 Art 3 ......................................................... 62 Art 4 ........................................................ 62 Art Portfolio (2D or 3D) AP ...................... 62 Art Design Portfolio (2D or 3D) AP .......... 63 Digital Photography 1-2 ........................... 63 Graphic Design ........................................ 63 Art History AP .......................................... 64 Dance & Media Communications ............ 64 Music 1-2, Applied ................................... 64 Music & Media Communications ............. 64 Music Theory AP ..................................... 64 Theatre & Media Communications .......... 64 Band 1-4 .................................................. 65 Color Guard 1-4 ....................................... 65 Jazz Ensemble ........................................ 65 Non-Varsity Women’s Chorus 1-4 ........... 65 Varsity Women’s Chorus 1-4 ................... 65 Non-Varsity Men’s Chorus 1-4 ................ 65 Varsity Show Chorus 1-4 ......................... 65 Varsity Mixed Chorus 1-4 ........................ 66 Orchestra 1-4 Chamber ........................... 66 Orchestra 1-4 Concert ............................. 66 Orchestra 1-4 Symphony ......................... 66 Theatre Arts 1-4 ...................................... 66 Advanced Theatre Production 1, 2, 3 ...... 67 Technical Theatre 1-4.............................. 67 Dance 1-4 ................................................ 67 JV Ruby Red Dance Team ...................... 68 Cavalettes Dance Team 1-4 .................... 68
Health / PE/Athletics ..............................69-70
Health Education ..................................... 69 Sports Medicine. ...................................... 69 Athletic Trainer 1-4 .................................. 69 Physical Education Courses .................... 69 Cheerleading 1-4 ..................................... 70 Competition Cheerleading 1-4 ................. 70 Athletics ................................................... 70
Special Education ..................................71-76 Appendix
A--Summer Reading ...........................77-87 B--PE Waivers ....................................88-90 C--GT Independent Study ....................... 91 D--CTE Nondiscrimination Statement ..... 92
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Lake Travis High School General Graduation Requirements
1. Graduation Programs
To receive a diploma, students who entered the ninth grade prior to the 2014-2015 school year must complete the requirements of the Recommended Program or Distinguished Program, LT Scholar, as well as, state testing requirements for Exit-Level TAKS or STAAR EOC. Students who entered the ninth grade in the 2014-2015 school year or thereafter must complete the requirements of the Foundation Program with Endorsement, the Distinguished Achievement Distinction requirements, or LT Scholar, as well as, state testing requirements for STAAR EOC.
2. Credit
All credit must be completed in grades 9-12, except high school courses satisfactorily completed in grades 6, 7 and/or 8. Only courses approved by the State Board of Education (SBOE) and listed in the Texas Administrative Code, Chapter 74 may be used to meet graduation requirements. Courses listed in this catalog are SBOE-approved except those noted as “Local Credit Only” developed to meet identified LTISD needs or interests. Local credit and grades are awarded for these courses to document participation. Credit may be earned by satisfactorily completing correspondence courses (limit of 3 credits), dual credit courses, and/or credit by exam for acceleration and/or recovery if the student has obtained prior approval and submitted transcripts of grades to the high school registrar.
3. Student and Parent Responsibility
It is the responsibility of the student and parent to see that graduation requirements are met. Contact a school counselor for questions about courses, registration, state-required exit level exams, or other graduation requirements. It is required that every student complete a four-year graduation plan and update it annually with a school counselor.
4. Course and Graduation Program Selection
Because entrance requirements vary greatly among colleges and universities, college-bound students should investigate those of the schools they are considering before selecting high school courses and graduation programs.
5. Out of State Transfers
Transfer students from out of state must complete all state graduation requirements to be eligible for a Texas diploma. Requirements not completed when enrolling in Lake Travis High School may be satisfied by correspondence courses, credit by exam, or completing the course.
6. Valedictorian and Salutatorian Recognition
In order to compete for the honors of valedictorian and salutatorian, a student must be enrolled at this campus for his/her entire junior and senior years. In addition, the student must complete at least six state credits at the high school in the senior year. In order to be eligible to be valedictorian or salutatorian, a student must be on one of the following graduation plans: Distinguished Achievement Graduation Program, the Foundation Program with Endorsement and Distinguished Achievement Distinction requirements, or Lake Travis Scholar graduation program.
7. Lake Travis Scholar Program
The Lake Travis Scholar Program recognizes and supports students whose academic achievement surpasses state requirements. For the LT Scholar distinction, graduates must complete the Distinguished Achievement Graduation Program or the Foundation Program with Endorsement and Distinguished Achievement Distinction, and all required expectations of the Cavs in Service Program. In addition, the Lake Travis Scholar will require 4 advance measures, 3 or more of which must be a score of a 3 or higher on an AP exam, and must maintain an overall 90.0 or higher GPA.
8. Texas Scholarship, Grant, and Admission Programs
a. Automatic Admission – Top 10%
Students who graduate in the top 10% of their class currently receive automatic admission to Texas public colleges and universities. Students entering the ninth grade in the 2014-2015 school year or thereafter must achieve the Distinguished Achievement Distinction in order to be eligible for the top ten percent automatic admission. Students are responsible for submitting completed applications and taking required tests by deadline dates. *The University of Texas automatic admissions varies from year to year. Check with counselor for current standard.
b. Texas Tuition Grant
The Texas Tuition Grant provides money to financially eligible students who have completed requirements of the Recommended or Distinguished Achievement graduation programs, are Texas residents enrolled at least ¾ time in a public college in Texas, and have not been convicted of a felony or crime involving a controlled substance.
c. Valedictorian Exemption
The top-ranked senior of each Texas public high school is exempt from certain costs for the first two semesters of a Texas public college or university.
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Curriculum AreaRecommended
Program
Distinguished
Achievement Program
Lake Travis
Scholar Program
English 1 4 credits 4 credits 4 credits
Math 2 4 credits 4 credits 4 credits
Science 3 4 credits 4 credits 4 credits
Social Studies 4 4 credits 4 credits 4 credits
Other Languages 2 credits (same language) 3 credits (same language) 3 credits (same language)
Physical Education 5 1 credit 1 credit 1 credit
Health 0.5 credit 0.5 credit 0.5 credit
Speech 6 0.5 credit 0.5 credit 0.5 credit
Technology 7 1 credit 1 credit 1 credit
Fine Arts 8 1 credit 1 credit 1 credit
Electives 4 credits 3 credits 3 credit
Advanced Measures 9 None 4 advanced measures 4 advanced measures**
CAVS In-Service Hours None Required None Required 100 hours
GPA 90.0 or higher
Total Credits10 26 credits 26 credits 26 credits
State Exams 11 TAKS or STAAR EOC TAKS or STAAR EOC TAKS or STAAR EOC
Lake Travis Graduation Requirements
for students entering 9th grade prior to 2014-2015
1. English: Four credits in English 1, 2, 3 & 4.
2. Mathematics: Four credits: must include Algebra 1, Geometry and Algebra 2 and an additional course in mathematics.
3. Science: Four credits:
The Recommended Program requires one of the following combinations:
Biology, Integrated Physics & Chemistry (IPC), Chemistry, and Physics
Biology, Chemistry, Physics, and an additional Science
The Distinguished Achievement Program requires the following combination:
Biology, Chemistry, Physics, and an additional Science
4. Social Studies: All plans require World Geography, World History, U.S. History, Government and Economics.
5. Physical Education: Up to four credits of Physical Education or substitutes may count toward graduation. Substitutions are
listed on p. 10. See section on PE Waivers and Equivalency on p. 19 regarding other PE alternatives.
6. Speech: The speech requirement may be fulfilled by completing a course listed on p. 9.
7. Technology: The technology requirement may be fulfilled by completing a course listed on p.11.
8. Fine Arts: The fine arts requirement may be fulfilled by completing a course listed on p.8. Must be one credit from a single area
(i.e., not 0.5 from Band, 0.5 from Theatre).
9. Advanced Measures: Any combination of four of the following: AP exams with a grade of 3 or higher; college academic and/or
articulated courses with a grade of 3.0 or higher; or a PSAT score qualifying for Commended, National Hispanic, or National Achievement recognition or higher.
**For the LT Scholar distinction, three of the Advanced Measures must be a 3 or higher on AP exams.
10. Total Credits: Only State Board of Education-approved courses may be counted toward graduation requirements; local credit
courses (for example, office aide) are not awarded state credit and cannot be counted.
11. State Exams: Students entering high school prior to 2011 must pass all sections of the Exit-Level TAKS. (ELA, Math, Science,
and Social Studies). Freshmen entering high school in 2011 and thereafter must pass the STAAR End of Course (EOC) Assessments. More information on the STAAR program can be found under “State Assessments” in the Course Catalog.
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Curriculum Area
Foundation Program with
Multi-Disciplinary
Endorsement*
Distinguished
Achievement Distinction
with Multi-Disciplinary
Endorsement*
Lake Travis Scholar
Program (Distinguished
Achievement Distinction
with Multi-Disciplinary
Endorsement*)
English 1 4 credits 4 credits 4 credits
Math 2 4 credits 4 credits including Alg. 2 4 credits including Alg. 2
Science 3 4 credits 4 credits including Physics 4 credits including Physics
Social Studies 4 4 credits 4 credits 4 credits
Other Languages 2 credits (same language) 3 credits (same language) 3 credits (same language)
Physical Education 5 1 credit 1 credit 1 credit
Health 0.5 credit 0.5 credit 0.5 credit
Speech 6 0.5 credit 0.5 credit 0.5 credit
Technology 7 1 credit 1 credit 1 credit
Fine Arts 8 1 credit 1 credit 1 credit
Electives 4 credits 3 credits 3 credits
Advanced Measures 9 None
4 advanced measures
At least 1 endorsement
4 advanced measures**
At least 1 endorsement
CAVS In-Service Hours None Required None Required 100 hours
GPA 90.0 or higher
Total Credits10 26 credits 26 credits 26 credits
State Exams 11 STAAR EOC STAAR EOC STAAR EOC
Graduation Requirements for students entering 9th grade in 2014-2015 and thereafter
1. English: Four credits in English 1, English 2, English 3 and an advanced English course.
2. Mathematics: Four credits: must include Algebra 1, Geometry and two additional advanced courses in mathematics.
3. Science: Four credits: must include Biology, Chemistry and two additional advanced science courses.
4. Social Studies: Four credits: must include World Geography or Human Geography, U.S. History, Government and Economics
and an additional advanced social studies course.
5. Physical Education: Up to four credits of Physical Education or substitutes may count toward graduation. Substitutions are
listed on p. 10. See section on PE Waivers and Equivalency on p. 19 regarding other PE alternatives.
6. Speech: In order to graduate from high school, students must demonstrate proficiency in the major topics related to the TEKS for
the Communication Applications (Speech) course. The speech requirement may be fulfilled by completing a course listed on p.9.
7. Technology: The technology requirement may be fulfilled by completing a course listed on p.11.
8. Fine Arts: The fine arts requirement may be fulfilled by completing a course listed on p. 8. Must be one credit from a single area
(i.e., not 0.5 from Band, 0.5 from Theatre).
9. Advanced Measures: Any combination of four of the following: AP exams with a grade of 3 or higher; college academic and/or
articulated courses with a grade of 3.0 or higher; or a PSAT score qualifying for Commended, National Hispanic, or National Achievement recognition or higher.
**For the LT Scholar distinction, three of the Advanced Measures must be a 3 or higher on AP exams.
10. Total Credits: Only State Board of Education-approved courses may be counted toward graduation requirements; local credit
courses (for example, office aide) are not awarded state credit and cannot be counted.
11. State Exams: Students must pass the STAAR End of Course (EOC) Assessments. More information on the STAAR program
can be found under “State Assessments” in the Course Catalog.
* All students at LTHS will start on the Foundations Program with Multi-Disciplinary Endorsement. A student may request to add to or change the endorsement in the Spring semester of the sophomore year.
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Fine Arts Credit Course Descriptions: (All students are required to take 1.0 credit of a Fine Arts Course.)
Course Description
AP Art History
This course is designed to offer the same benefits to secondary school students as those provided by an introductory level college course in Art History. Students will gain an understanding of architecture, sculpture, painting, and other art forms with diverse historical and cultural contexts.
Art 1
This course is an introduction to the basic elements and principles of design. It will deal with basic drawing design techniques as well as introducing several different mediums for students to explore. Students will have the opportunity to examine art and artists and engage in various art processes including drawing, painting, printmaking, ceramics, sculpture, and sketchbook submissions. Students will learn to use creative problem solving and critical analysis through execution of projects and critique.
Band
Band courses focus on the study of wind instruments, basic and advanced music theory, sight-reading skills, marching, concert, ensemble, and solo skills. Students perform at athletic events, pep rallies, community functions, productions, contests, and travel. Students are required to attend rehearsals before and/or after school. Students will earn 0.5 credit for the PE requirement for the fall semester each of their first two years of participation in marching band and 0.5 credit for the Fine Arts requirement for the Spring semester each of their first two years of participation. NOTE: This course is double blocked.
Choir Students perform at community events and functions, productions, contests, and travel. Students are required to attend rehearsals before and/or after school. Choir courses focus on the study of basic and advanced music theory, choral literature, music reading skills, sight-reading skills, choir, ensemble, and solo skills.
Dance 2-4
This course is designed for intermediate level students. Audition and placement will be decided by dance department staff. Students will learn advanced level physical and academic elements of Ballet, Modern, Jazz, Musical Theatre, Hip Hop, Precision Dance, Cultural Dance, and Performance Studies. Students will perform at the spring concert, and participate in upper-level student choreographic works show. Mandatory dance attire and equipment is required for class, as designated by instructor.
Dance & Media
Dance and Media Communications I provides rigorous and relevant experiential study of dance history, dance technique, and choreography along with student learning in media literacy and technology applications. Creation and analysis of student performances will be balanced with explorations into contemporary practices in digital media. Students will learn how to integrate traditional movement and choreographic skills with current technology applications to create new media such as animations, digital images, multimedia presentation, digital video, websites, and interactive performances. Furthermore, student work will culminate in a capstone project that investigates an issue relevant to the student and uses dance, choreography, and visual communications to address a problem within the community or effect a change. This project will afford students an opportunity to learn and practice creative research skills, develop a narrative, engage an audience, and connect an online community to their project.
Drill Team
Dance team requires before and after school rehearsals, public performances, contests, and travel. Performances include: athletic events, pep rallies, community events, productions, and competitions. Students will earn 0.5 credit for PE in the fall semester of the first two years of participation in Cavalettes and 0.5 credit for the Fine Arts requirement for the Spring semester each of their first two years of participation. NOTE: This course is double blocked. Mandatory expenses incur.
Dual Credit Fine Art w/
ACC
ARTS 1301, ARTS 1303, DRAM 1310, MUSI 1306 Other courses must be pre-approved by the Associate Principal of C&I.
Floral Design
Floral Design and Interior Landscape Development is a specialized course that prepares and familiarizes students with the field of floral design and interior landscape development. The student will design and produce floral arrangements, corsages, boutonnieres, and wreathes utilizing fresh-cut, dried and/or permanent floral materials.
Music 1-2, Applied
Applied Music courses offer students an opportunity to receive small group or private instruction designed to develop and refine performance skills. A variety of music methods and repertoire is utilized to refine students’ abilities in learning, performing, creating, and responding to music.
Music & Media
Music and Media Communications I (MMC I) is designed to provide access to rigorous and relevant instruction in music and media-based skills to those students entering high school who may not have an extensive background in music (or possibly little elective music study beyond Grade 5). The class will provide access to instruction in fundamental music skills and knowledge. Students will explore and discover their own connections to music and their musicality using technology and media-based resources for listening, recording, sharing, composing, and making music. Students will analyze the presence of music in contemporary contexts and be introduced to skills and knowledge required for some music-related technical professions and components of media production
Music Theory AP
This course is the first year of a two-year course that leads into AP Music Theory. It is designed for students who are interested in learning the theories of writing, comprehending, and performing music. Students must be able to read basic musical notation, experience playing a musical instrument or singing and be enrolled in a performing ensemble at LTHS. Students will develop a number of skill sets over the course of the year ranging from independent singing, musical form analysis, pitch recognition, musical notation, and music composition.
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Orchestra
At least two years of intermediate study with group or individual instruction in violin, cello, viola, or bass is required to take Orchestra 1. Orchestra courses focus on the study of string instruments, basic and advanced music theory, sight-reading skills, concert, ensemble, chamber, and solo skills. Students perform at community events and functions, productions, contests, and travel. Students are required to attend rehearsals before and/or after school.
Tech Theatre 1
This is an introductory course dealing with various backstage aspects of the Theatre. In addition to classroom learning, this course strives to expose students to "hands-on" experiences in theatrical production. Topics include: Theatrical facilities, tools, scenery construction, stage rigging, lighting, principals of design, production evaluation and technical Theatre career opportunities. Additionally, there are a number of projects that supplement daily lessons. Students are provided an opportunity to participate in after-hours production work.
Theatre & Media
Theatre and Media Communications I provides students with a rigorous and relevant experiential study of Theatre along with video and audio design. Creation and analysis of student performances will be balanced with explorations into contemporary practices in digital media. Students will learn how to bridge traditional stagecraft with current technology applications to create new media such as animations, digital images, multimedia presentation, digital video, websites, and interactive performances. Furthermore, student work will culminate in a capstone project that investigates an issue relevant to the student and uses a digital stage to address a problem within the community or to effect a change. This project will afford students an opportunity to learn and practice creative research skills, develop a narrative, engage an audience, and connect an online community to their project.
Theatre Arts
This Theatre course is designed for the beginning actor. The course will introduce the new Theatre student to the exciting world of Theatre. Topics of study will include expressive use of body and voice through drama games and warm-ups, basic acting techniques, script analysis, intro to Theatre history, stage terminology, the production process, technical elements and crew work, as well as beginning performance opportunities. Theatre 1 students will be required to attend school play performances.
Speech Credit Course Descriptions: (All students are required to take 0.5 credit of a Speech Course.)
Course Description
Professional Communications
Professional Communications is designed to teach students how to communicate and participate in the world around them. Students will learn about communication through one-on-one, interpersonal, and group experiences and also actual presentations. Students will learn how to present in front of groups while using different mediums. Students will be required to speak in front of their peers and also to work in groups.
Debate 1-Honors (2
nd semester)
Debate 1 consists of the study of argumentation and rhetoric development on diverse political topics through multiple formats of debate. Students are taught how to think and listen critically as well as express those ideas in a constructive and efficient format. Creation of debate cases, speech writing, and practice debates will all be assessed. Debate requires tournament participation as well as extensive student led research. Formats of debate learned include: Policy Debate, Lincoln-Douglas Debate, Public Forum Debate, and Congressional Debate.
Oral Interpretation-
Honors (2
nd semester)
This class is designed to allow students to explore literature, screenplays, and Theatre from a personal experience. Students will learn how to analyze selections from different genres of literature in terms of character development, tone, and mood and will be able to apply that analysis in developing a personal interpretation of the selections. In class performances are required in the following events: humorous interpretation, dramatic interpretation, duet acting, duo interpretation, prose, and poetry. Tournament participation on some weekends is required.
Health Credit Course Descriptions: (All students are required to take 0.5 credit of a Health Course.)
Course Description
Health
Through the exploration of such topics as the system of the body, nutrition, substance abuse, consumerism, first aid and safety, communicable/chronic disease, and health resources we address these issues. It is within this context that the student practices comprehensive decision making skills toward improved personal public health.
Principles of Health Science
This course offers an overview of the health care industry by focusing on the five pathways of health science, basic anatomy and functions of body systems, and infection/disease control. Students will also study issues that affect professionals in the health care industry such as ethical behavior standards, legal responsibilities, and patient rights and choices. This course satisfies the Health Education graduation requirement. This is a required introductory course the Health Science Technology (HST) sequence.
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Physical Education Course Descriptions: (All students are required to take 1.0 credit of a Physical Education.)
Course Description
Athletics
All athletic courses include activities to develop the overall strength, speed, and skill of students. Students must
pass a physical examination administered by a medical doctor and must turn a paper copy of that completed
physical and medical history form in to the athletic training department to be kept on file. Students must also
submit additional required paperwork, signed by a parent or legal guardian and adhere to the guidelines set by
the Athletic Director before being allowed to participate in any athletic practice before, during or after school.
Entry into any athletic course is based upon a student’s individual performance ability and upon the approval of
the Head Coach and/or Athletic Director. Students are required to purchase specific practice gear as
determined by the Head Coach. To obtain more information regarding any Athletic program at LTHS, please
contact the Athletic Director’s office at 512.533.6058.
Cheerleading
Cheerleading includes activities to develop the overall strength and skills in the development of motions, jumps,
tumbling, stunt, and dance techniques. Students will participate as sprit leaders at athletic events, pep rallies
and community functions.
Dance 1-
Dance
Aerobics
This course focuses on students developing an individual fitness program based on competency in aerobic
activity, development of motor skills, healthy lifestyles, and social development. Activities will include dance
aerobics, step aerobics, jogging, and power walking. The classroom segment involves notes, tests, computer
labs, and group projects concerning the physical well-being of the individual. Students are required to wear
tennis shoes, workout pants, a work out top, and sports bra.
NOTE: There is fee of approximately $33- $57 for this course.
Drill Team
(1st semester)
Dance team requires before and after school rehearsals, public performances, contests, and travel.
Performances include: athletic events, pep rallies, community events, productions, and competitions. Students
will earn 0.5 credit for PE in the fall semester of the first two years of participation in Cavalettes and 0.5 credit
for the Fine Arts requirement for the Spring semester each of their first two years of participation. NOTE: This
course is double blocked. Mandatory expenses incur.
Marching
Band (1st
semester)
Band courses focus on the study of wind instruments, basic and advanced music theory, sight-reading skills,
marching, concert, ensemble, and solo skills. Students perform at athletic events, pep rallies, community
functions, productions, contests, and travel. Students are required to attend rehearsals before and/or after
school. Students will earn 0.5 credit for the PE requirement for the fall semester each of their first two years of
participation in marching band and 0.5 credit for the Fine Arts requirement for the Spring semester each of their
first two years of participation. NOTE: This course is double blocked.
PE-
Foundations
of Personal
Fitness
This course represents a new approach in physical education and the concept of personal fitness. The basic purpose of this course is to motivate students to strive for lifetime personal fitness with an emphasis on the health-related components of physical fitness. The knowledge and skills taught in this course include teaching students about the process of becoming fit as well as achieving some degree of fitness within the class. The concept of wellness, or striving to reach optimal levels of health, is the corner stone of this course and is exemplified by one of the course objectives-students designing their own personal fitness program.
PE-Individual
& Team
Sports
This course is for the development and maintenance of the human body. Development of skill for the use in
lifetime team & individual sports and activities will be conducive for healthful living. Team sports may include
but are not limited to: basketball, volleyball, softball, flag football, team handball, kickball, ultimate Frisbee, and
recreational activities. Individual sports may include but are not limited to: badminton, tennis, handball, Frisbee,
golf, hiking, bowling & weight training. Students are required to wear clothing appropriate for physical activity.
PE-Outdoor
Adventures
In this course all students will develop competency in outdoor education activities that provide opportunities for
enjoyment and challenge. They will select activities that promote a respect for the environment and that can be
enjoyed for a lifetime. Some of the anticipated activities that students will participate in include: orienteering,
backpacking, rock-climbing, adventure racing, stunt kite flying and various ropes course activities. The students
will also understand the various levels of outdoor activities, fitness levels, and environmental hazards. Students
are required to wear appropriate clothing for physical activity.
PE-Weight
Training &
Conditioning
The purpose of this class is to provide students with the opportunity to improve personal fitness through weight-lifting and conditioning. Throughout the course, the major objectives are to develop physical skills, stamina, a healthy body, and interest in a physical activity that can be done throughout one’s lifetime. Prerequisite: Basic knowledge and prior experience / interest in weight lifting and conditioning. Student should understand that this class will be primarily spent learning about and participating in weight lifting and conditioning activities.
PE Waiver
Students involved in off-campus athletic programs may request PE credit through a PE waiver. Students must
complete a PE equivalency waiver application with an attached letter from the supervising agency verifying the
time and level of participation. Applications are due to the counseling office prior to the start of the
semester in which the waiver is being requested. See Appendix B for forms and more information.
Letters of participation/credit form from the supervising agency are to be delivered to the counseling office at
the end of each semester to receive 0.5 credit.
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Technology Credit Course Descriptions: (All students are required to take 1.0 credit of a Technology Course.)
Course Description
Agricultural
Mechanics &
Metal/Welding 1
Agricultural Mechanics and Metal Technology is designed to introduce career opportunities in the
agricultural power, structural and technical systems. Skills to be developed include an understanding
of agricultural mechanics as it relates to safety and skills in tool operations, electrical wiring, plumbing,
carpentry, fencing, concrete, and metal working techniques of welding and metal fabrication.
Architectural Design
This is an intensive introductory course in architecture that assumes no prior study in the field, but
rather a great familiarity with it through the experience of occupying places. Through a series of
individual studio design projects using sophisticated software, the class introduces students to many
important aspects of architecture and encourages personal exploration.
Business Information
Management
(BIM)
Business Information Management prepares students to apply technology skills to personal and
workplace business situations. Students develop mastery in using MS Office applications (Word, Excel,
Access, PowerPoint and Publisher).
Computer Science
Principles AP
This course prepares students to take the Computer Science Principles AP examination. It will introduce students to creative aspects of programming, using abstractions and algorithms, working with large data sets, understandings of the Internet and issues of cybersecurity, and impacts of computing that affect different populations. Students will learn computational thinking practices that help them see how computing is relevant to many areas of their everyday lives and create programs in Java to solve real life problems.
Digital and
Interactive Media
(DIM)
This course develops proficiencies in designing, importing, and manipulating advanced text, graphics,
audio, and video used in presentation management, multimedia productions, publishing systems, and
emerging technologies. Students will use Adobe Creative Suite including Photoshop.
Digital Electronics
How do robots make decisions? How does my calculator work? What does an electrical engineer do?
These and many more questions are waiting for you to find the answers in this course. While seeking
the answers to the listed questions, you will gain skills in basic electronics, logical thinking, problem
solving, and trouble shooting. By gaining a basic understanding of digital electronics in high school, you
are getting a head start on your career – no matter what field you may progress in.
Film Production 1
Film Production 1 utilizes project based learning to provide students opportunities in all phases of
film/video production including preproduction planning, on-set production, and post-production including
editing and finishing with Final Cut Studio. Students will produce news-based, documentary, and
narrative films/videos.
Gateway To
Technology I & II
(Middle School)
Gateway To Technology prepares students for the high school Project Lead The Way Engineering
curriculum. Students begin to explore engineering design, modeling, robotics, electronics and applied
sciences. Students who complete both GTT I and II at the middle school level will earn their
Technology credit.
Intro to Computer
Science
Introduction to computer science focuses on foundational computer science concepts and computational practices. The course will include history of computing, computer hardware, computer security, networking, introductory programming practice with SCRATCH, Webpage Development, App Development, Robotics, JavaScript, and Java. Students will learn computational thinking through logical reasoning, problem solving, and creating algorithms. Students will also explore the ethical and social issues in computing and careers in computing.
Introduction to
Engineering Design
This is an introductory course to the world of engineering, which will cover units in design, sketching,
Computer-Aided Design (CAD) modeling and assembly, geometric relationships, analysis,
documentation and presentation.
Robotics
Students enrolled in this course will demonstrate knowledge and skills necessary for the robotic and
automation industry. Through implementation of the design process, students will transfer advanced
academic skills to component designs in a project-based environment. Students will build prototypes or
use simulation software to test their designs. Additionally, students explore career opportunities,
employer expectations, and educational needs in the robotic and automation industry.
Technical Theatre 3
Advanced experiences in stagecraft, lighting, sound and production management are provided through
the preparation and public performances of one or more productions. Technology credit is only given
for the 3rd
year in Technical Theatre.
Web Technologies
Through the study of web technologies, students learn to make informed decisions and apply the
decisions to the field of information technology. Students will design and develop websites in order to
improve access to information.
Yearbook 3 or
Newspaper 3
Newspaper and Yearbook courses center on the advanced study of journalism. Students will produce
the school newspaper or yearbook as staff members. Technology credit is only given for the 3rd
year in
Yearbook or Newspaper.
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General Information for All Students Accreditation Lake Travis High School is accredited by the Texas Education Agency. Advanced Placement Courses The Advanced Placement Program, sponsored by the College Board, offers students an opportunity to take college-level courses in high school. If students take AP exams and score in an acceptable range, advanced placement credit may be awarded upon college entrance. Students should contact directors of admissions at colleges of their choice to ask about specific advanced placement and credit policies. Costs of the exams must be paid for by the student; however, financial assistance is available upon approval from the Associate Principal for Curriculum. More information regarding AP courses listed on p. 22. For further information on how much credit is offered at various schools, visit: http://www.collegeboard.com/ap/creditpolicy. Pre-Advanced Placement (Pre-AP) in High School Students will receive high quality, rigorous instruction in all courses at LTHS. Students may choose to take advanced classes appropriate to their interests and academic strengths. Pre-AP courses are open enrollment and are designed to prepare students to be successful in AP classes. The number of Pre-AP courses varies with the students’ motivation, self-discipline, and available time outside of class. Students are not expected to enroll in Pre-AP courses in all core subject areas.
> Recommended Prerequisites include: o A grade of 85 or higher in a related academic content area course o Scores at the commended level on the most recent corresponding STAAR exam(s)
> Characteristics of a Successful Pre-AP Student: o Excellent study and organizational skills o Strong interpersonal skills o Persistence in pursuing goals o A strong sense of responsibility o The ability to become an independent learner o A desire to be academically successful o Proficient oral and written communication skills
Alternating Block Schedule Lake Travis High School operates on an alternating block format with four classes meeting every other day. The Fall Semester is from August through December and the Spring Semester is from January to June. Most courses will meet every other day, all year (36 weeks). If a course is “double-blocked” it will either meet every day, all year or back-to-back class periods, and will consume two of the eight total blocks in a student’s schedule. Attendance It is important to note that poor attendance adversely affects grades. By failing to meet state minimum standards for days in class, students lose credit for the class even if a passing grade is earned. Please refer to the student handbook for additional information. CAVS in Service Cavs in Service is a program designed to encourage students to volunteer in their community. Any Lake Travis High School student may participate and will receive a community service cord at graduation upon completion of the required service hours. A total of 100 hours is required to graduate as a Lake Travis Scholar. For more information, see our website at http://www.ltisdschools.org/Cavsinservice. Correspondence Courses Students may earn a maximum of 3 credits towards graduation by correspondence. Students may only be enrolled in one correspondence course at a time. Credit toward state graduation requirements will be granted after successful completion if the institution offering the course is the University of Texas at Austin, Texas Tech University, or another public institution approved by the Commissioner. Grades earned in correspondence courses are not used to compute class rankings or GPA. Seniors must complete correspondence courses and submit grades by the end of the fall semester to be eligible for graduation. Any extension must be cleared through the Associate Principal for Curriculum. Student athletes need to check with the NCAA Eligibility Center concerning their policy for accepting or rejecting CBE’s,
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correspondence courses, Odyssey Ware courses at www.eligibilitycenter.org Requires signed request form from student’s high school counselor. Students may take these courses for acceleration or recovery. Courses currently available: o Algebra 1 (recovery only) o Algebra 2 o Art 1 o Biology (recovery only) o Chemistry o Communication Applications o Economics
o English 1-2 (recovery only) o English 3-4 o Geometry o Health o IPC o Math Models o PE
o Physics o Pre-Calculus o Spanish 1-3 o US Government o US History (recovery only) o World Geography o World History
Credit by Exam for Acceleration (EA) Exam for acceleration allows students who have not had formal instruction but have already mastered content and skills in a particular course to advance by scoring an 80% or higher for credit. Students may not take an Exam for Acceleration for credit of a class that has a state-required STAAR EOC exam (Algebra 1, Biology, English 1, English 2 & US History). These tests are developed by the University of Texas K-16 Education Center or Texas Tech University Independent School District. To be eligible, performance and test records must indicate a high probability for success. Students should contact the counselor for additional information including test dates, registration and fees. Students and parents should submit exam for acceleration results to their campus prior to the first school day of the academic year if the student desires the exam results to impact the student’s schedule for that academic year. While students may take exams for acceleration at any time, campuses are not required to change student schedules during the semester to accommodate exam results. A student may not attempt more than two times to receive credit for a particular subject on the basis of an examination for credit in that subject. If students choose to test outside of the district testing windows (4 times a year), they may, after obtaining counselor approval, contact the University of Texas K-16 Education Center or Texas Tech University Independent School District and pay the fees to have the test administered at their convenience. Student athletes need to check with the NCAA Eligibility Center concerning their policy for accepting or rejecting CBE’s, correspondence courses, Odyssey Ware courses at www.eligibilitycenter.org Requires signed request form from student’s high school counselor. Credit by Exam for Credit Recovery (CBE) Students may use credit by examination to demonstrate mastery in any subject to earn credit in any academic course as available at the secondary level. Such examinations shall assess the student’s mastery of the essential knowledge and skills. The student must score at least 70% on the exam to receive credit for the course or subject. A fee shall be charged for this examination; however, the fee may be waived for economically disadvantaged students in accordance with board policy. These tests are developed by the University of Texas K-16 Education Center or Texas Tech University Independent School District. Students may be authorized to take a Credit by Exam if the student is enrolling in the District from a non-accredited school, if the student has failed a subject or course. As a student will not be eligible to take a Credit by Exam for credit recovery until the student has completed the course and received a grade that is below the passing standard, Graduating seniors will not be authorized to take a Credit by Exam for credit recovery for a course they are currently enrolled in for the Spring semester of their senior year. These seniors will need to consult with their counselor regarding other options for credit recovery. Students assume the cost for these examinations. Student athletes need to check with the NCAA Eligibility Center concerning their policy for accepting or rejecting CBE’s, correspondence courses, Odyssey Ware courses at http://www.eligibilitycenter.org Requires signed request form from student’s high school counselor. For more information on both Exam for Acceleration (EA) and Credit by Exam (CBE), please visit:
District Website: http://www.ltisdschools.org/acceleration UT K-16 Website: http://highschool.utexas.edu/
TTUISD Website: https://www.depts.ttu.edu/ttuisd/ Students may take a Credit by Exam to recover credit or gain credit through acceleration. For Credit by Exam to be used for the purpose of credit recovery, a student must have recorded a failing grade on his/her transcript for the semester of the exam to be taken. To recover credit a student must score a 70% or higher on the exam. Students who are challenging a course for Acceleration need to score an 80% or higher.
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The following courses are currently offered via Credit by Exam: o Algebra 1 (recovery only) o Algebra 2 o Art 1 o Biology (recovery only) o Chemistry o Communication Applications o Economics o English 1-2 (recovery only)
o English 3-4 o French 1, 2 o Geometry o Health o IPC o Math Models o Physical Education o Physics
o Pre-Calculus o Spanish 1-3 o US Government o US History (recovery only) o World Geography o World History
Credit Recovery LTHS uses an online self-paced computer program for credit recovery primarily for Juniors and Seniors. Students work
on the computer during the school day as a scheduled class or outside the school day (including summer school) to
regain credits for courses in which they have already taken but failed. There is an application process to be in the CAVS
Academy – Cavalier Alternative Version of Study that includes prior a minimum grade and attendance requirements.
Students must apply and be approved by the Administrator to be in the credit recovery class period. See your counselor
for more information on credit recovery eligibility. Student athletes need to check with the NCAA Eligibility Center
concerning their policy for accepting or rejecting CBE’s, correspondence courses, Odyssey Ware courses, etc. at
http://www.eligibilitycenter.org Odyssey Ware is available in the following courses:
o Algebra 1, 2 o Biology o BIM (BCIS) o Chemistry o Communication Applications o Economics
o English 1-4 o Geometry o Health o IPC o Physics o Pre-Calculus
o US Government o US History o World Geography o World History
Dual Credit and Co-enrollment Courses – ACC Early College Start Lake Travis High School juniors and seniors may enroll in college courses to accumulate college hours and/or satisfy high school graduation requirements. If the college course does not satisfy high school graduation requirements, it is referred to as co-enrollment. If the course does satisfy high school graduation requirements, it is dual credit. Students must obtain counselor, principal and parent approval before enrolling in a college course. Dual credit and co-enrollment courses may be used to meet the Advanced Measures on the Distinguished Achievement Program if the grade is a B or better. A grade of C or higher is required to receive high school credit in a dual credit course; a grade of B or higher is required to earn an Advanced Measure on the Distinguished Achievement Program in any academic college course, dual credit or co-enrollment course. More information regarding AP courses listed on p. 21. Students must be accepted for admission by Austin Community College and obtain an ECS co-enrollment form from his/her high school counselor for each semester they wish to enroll.
Enrolling in an Austin Community College (ACC) Course
Lake Travis High School students may enroll for two courses per semester. ACC courses taken on
the LTHS campus are currently tuition waived for high school students. A tuition fee per course is
assessed if taken at an ACC campus or through distance learning (online). ACC tuition/fees may
change at any time according to ACC regulations. To enroll in a course, students must be a junior and
demonstrate college readiness in reading, writing and math. See counselor for required readiness for
ACC classes. Potential students must also satisfy college course skills prerequisites.
TSI – Texas Success Initiative Assessment
The Texas Success Initiative (TSI) assessment is a three-part computer-based knowledge
assessment covering Reading, Mathematics and Writing. Texas law requires all entering college
students to be assessed for college readiness in these subjects, unless the student qualifies for an
exemption. Registration information is available in the counseling office. Students can be exempt if
they meet one of the following standards:
SAT - 1070 combined critical reading and math score with a minimum score of 500 or higher on each math and critical reading sections.
ACT - 23 composite, with 19 or higher math and English
PSAT/NMSQT - 107 combined score with a minimum of 50 on critical reading and/or mathematics to the courses to be attempted.
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Eligibility Requirements for Extra-Curricular Activities Lake Travis High School competes in a number of academic and athletic extra-curricular activities to provide enrichment opportunities for students. To participate, students must maintain academic eligibility. To do so, students must maintain a grade of 70% or higher in all academic subjects other than UIL exempt or locally exempt advanced courses.
The UIL exempt and locally exempt advanced courses recognized by LTHS in all Pre-AP, AP and Advanced Honors courses, as well as, selected Honors courses shall be approved by the school board each year. Students should check with their coach/director or counselor for a list of selected locally exempt Honors courses. Foreign Exchange Students Lake Travis High School has a limit of 5 spots per school year for foreign exchange students, and fills the allotted spots on a first-come-first-serve basis through an approved foreign exchange student agency with the appropriate, approved documentation. The foreign exchange student’s paperwork will be reviewed by the Associate Principal of Curriculum. Once approved, the student and their host family (who must live in Lake Travis ISD), will contact the Registrar’s office to complete enrollment at LTHS. Foreign exchange students may only attend the school for one school-year as a guest student and will not graduate from Lake Travis High School. Gifted and Talented (GT) Program Identified GT students are served through group and individualized instruction in the classroom as well as through special programs. These special programs include extensions of the classroom, programming, accelerated pacing, enrichment activities, specially designed courses, Pre-AP and AP classes, dual credit coursework, grouping with GT peers, and exams for acceleration. All students who have previously been identified gifted by Lake Travis ISD are admitted into the program. Teachers, parents, or students may nominate students for the program. Nominated students will have the option to participate in assessment to determine eligibility for the program according to district guidelines. In order for students to remain active in the GT Program, they must participate in Honors, Pre-AP, AP or Dual Credit Coursework. Students who do not participate in any of these courses will receive a letter noting that they are choosing to “furlough” those requirements for a year. If a student furloughs for more than one year, they are considered inactive and may be exited from the program. GT Graduation Recognition A student identified as Gifted and Talented is eligible to receive special GT recognition if FOUR of the following criteria are met during his/her high school career. This recognition occurs at the Honors Ceremony and in the Graduation Program. Student must complete the required criteria and submit the appropriate form to his/her counselor by May 1st of his/her senior year.
A student may satisfy THREE of the criteria for GT graduation recognition by taking AP classes, and making a final, unweighted grade of 80 or higher and/or passing the AP exam with at least a score of 3.
The fourth MUST be satisfied with one of the following: (students may not repeat any of these as part of their 4 criteria, i.e., two 2
nd place finishes at the regional level = 1 criteria)
o Completion of an advanced GT independent study, either through the ISM course or as an independent study outside of school hours. (Please see Appendix C for guidelines.)
o National Merit Scholar - Commended, National Hispanic, or National Achievement recognition or higher. o Publication in an approved nationally or state recognized journal or magazine (can be print article,
photo, or art publication). No Internet publication will be accepted. o Regional placement (1
st – 6
th) in U.I.L., school-based competition in academic, arts, athletics, band,
cheer, choir, dance, forensics (speech & debate), orchestra, theater or VASE Seniors who are in year one of a GT furlough and meet the above criteria will be eligible for recognition. Seniors who are in year two of a GT furlough are considered inactive and will not qualify for the GT recognition. Grade Level Classification
Freshman: Must have been promoted from the 8th grade. Sophomore: Must have earned 6 credits and completed one year of high school. Junior: Must have earned 12 credits and completed two years of high school. Senior: Must have earned 18 credits and completed three years of high school.
(Exception for students who have filed an Early Graduation Plan) This classification is based on the number of credits at the beginning of each year. Credit for correspondence, dual credit and credit by exam is not awarded until the final grade is recorded in the registrar’s office.
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Grading and Averaging Grade Scale: A: 90 – 100 B: 80 – 89 C: 70 – 79 F: Below 70
Students earn credits in 0.5 increments and need a 70% or higher to earn each 0.5 credit.
Semester Calculation: The average of both nine weeks will equal eighty percent (80%) of the semester grade plus the semester exam grade which will equal twenty percent (20%) of the semester grade.
Semester Averaging: A student who fails one semester of a two-semester course can earn credit for a full year if the overall average is a 70% or higher. Semester averaging is only allowed between semesters in a single school year and not over multiple years. Grading and Turnitin.com To support academic integrity, encourage students to produce original work, and discourage plagiarism, LTHS uses Turnitin.com in grading. Completed work may be submitted through this web site, according to the instructor’s directions. Work turned in to the teacher directly will be screened with the site as part of the grading process. For further information, visit: http://turnitin.com/static/index.html Grade Point Average (GPA) A student’s cumulative GPA begins at the end of the first semester of the freshman year and is recalculated at the end of each semester.
For a student who entered grade 9 prior to the fall of 2015, calculation of the student’s GPA shall include grades earned
in all courses except the following courses, whether earned in the District or transferred:
Credits earned through traditional correspondence or distance learning courses, including Texas Virtual School Network (TxVSN) courses, or other distance learning technology courses;
Credits earned through credit by examination, for either recovery or acceleration;
Credit recovery courses;
Dual credit courses;
Designated courses, including driver’s education, physical education or physical education substitutes, or any local credit course;
Courses for which the student has previously received credit;
Pass/fail courses, whether earned in the District or transferred; and
High school courses taken in middle school.
For a student who enters grade 9 in the 2015-2016 school year or in any subsequent school year, calculation of the
student’s GPA shall include grades earned in all courses except the following courses, whether earned in the District or transferred:
Credits earned through traditional correspondence or distance learning courses, including Texas Virtual School Network (TxVSN) courses, or other distance learning technology courses;
Credits earned through credit by examination, for either recovery or acceleration;
Credit recovery courses taken through an online program;
Dual credit courses and co-enrollment courses;
Local credit courses;
Credits earned for physical education through District-approved private or commercially sponsored physical activities (PE waivers);
Summer school courses taken for original credit without prior instruction;
Courses for which the student has previously received credit;
Pass/fail courses; and
High school courses taken in middle school. For a student who entered grade 9 prior to the fall of 2015, additional points shall be added to the student’s final course grade for the purpose of class ranking as follows: All Pre-Advanced Placement (AP), Pre-International Baccalaureate (IB), and honors courses taken in high school:
90–100 10 points 80–89 8 points 70–79 6 points
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All AP, IB, and advanced honors courses taken in high school: 90–100 15 points
80–89 12 points 70–79 9 points
For a student who enters grade 9 in the 2015-2016 school year or in any subsequent school year, weights shall be assigned to the student’s semester grades for the calculation of a weighted numerical grade average in accordance with the following scale:
Category Weight
Un-weighted multiplied by 1.0
Weighted, Pre-Advanced Placement (Pre-AP) & Honors multiplied by 1.1
Weighted, AP & Advanced Honors multiplied by 1.2
A student who enters grade 9 in the 2015-2016 school year or in any subsequent school year, shall be required to take a minimum of four un-weighted credits during high school. These four un-weighted credits shall be used in the calculations of class rank and of the top ten percent. A student shall complete three of the four required un-weighted credits prior to the beginning of his or her senior year. Un-weighted courses shall provide a challenging curriculum based on the Texas Essential Knowledge and Skills (TEKS).
Pre-AP & Honors courses extend and enrich the TEKS. They shall be academically rigorous courses that provide the skills and strategies students need to succeed in future AP courses. AP courses provide a college-level curriculum and are nationally recognized for their advanced level of curriculum. Students may earn college credit for these courses. Advanced Honors courses are courses that exceed offered AP courses or follow in the course sequence after offered AP courses. Weighted PreAP and Honors Courses: Algebra 1 PreAP Algebra 2 PreAP Anatomy & Physiology Honors Biology PreAP Chemistry PreAP Chinese 3 PreAP Civil Engineering & Arch. Honors Debate 1, 2, 3 & 4 Honors Digital Electronics Honors Discovery GT Honors Engin. Design & Develop. Honors
English 1 PreAP English 2 PreAP English 2 PreAP GT Film Production Practicum Honors French 3 PreAP Geometry PreAP Humanities Honors ISM Honors Latin 3 PreAP Med Microbio & Imm Honors (0.5) Model United Nations Honors
Music Theory PreAP Oral Interp 1, 2, 3 & 4 Honors Pathophysiology Honors (0.5) Pract. in Health Sci 1 & 2 Honors Pre-Calculus PreAP Principles of Engineering Honors Robotics & Automation Honors Shakespeare: English 4 Honors Spanish 3 PreAP
Weighted AP and Advanced Honors Courses: Art History AP Art Design AP Art 2D/3D Portfolio AP Biology AP Calculus AB AP Calculus BC AP Chemistry AP Chinese Language AP Comparative Govt AP (0.5) Computer Science AP Computer Science Principles AP Computer Science 3 Adv Honors
English 3 AP English 4 AP English 4 AP GT Environmental Science AP European History AP French 4 AP French 5 Adv Honors Government AP (0.5) Human Geography AP Latin 4 AP Latin 5 Adv Honors Macroeconomics AP (0.5)
Microeconomics AP (0.5) Multivariable Calc Adv Honors Music Theory AP Physics 1 AP Physics 2 AP Physics C AP Psychology AP Spanish 4 Language AP Spanish 5 Literature AP Statistics AP US History AP World History AP
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Un-Weighted Core Courses: Algebra 1 Algebra 2 Algebra 3 AQR Aquatic Science Biology Calculus Chemistry College Prep Algebra 2 College Prep Algebra 3 College Prep English 4
Economics (0.5) English 1 English 2 English 3 English 4 Environmental Studies ESOL 1 & 2 Extended Algebra 1 & 2 Extended Geometry Forensics Geometry
Government (0.5) IPC Math Models Physics Pre-Calculus Sheltered English 1, 2 & 3 Statistics US History World Geography World History
Un-Weighted Non-Core Courses: Accounting Advanced Animal Science Advanced Quantitative Reasoning Advanced Theatre Prod 2, 3 & 4 Advertising & Sales Promotion Ag Mech & Metal/Welding 1 Agricultural Power Systems Applied Music Architectural Design Art 1 Art 2, 3 & 4 Ceramics & Sculpture Art 2, 3 & 4 Drawing & Painting ASL 1, 2 & 3 Athletic Trainer 1, 2, 3 & 4 Band 1, 2, 3, & 4 Banking and Financial Services BIM Business Law (0.5) Career Prep Cavalette Dance Team 1, 2, 3 & 4 Cheerleading 1, 2, 3 & 4 Chinese 1, 2 Color Guard 1, 2, 3, & 4 Counseling & Mental Health Creative Writing (0.5) Creative Writing Workshop Dance 1, 2, 3 & 4 Dance & Media Communications Digital Photography 1 & 2 DIM Entrepreneurship Fashion Marketing (0.5) Film 1, 2 & 3 Film History (0.5) Financial Math French 1 & 2 Global Business (0.5) Graphic Design Health (0.5)
Health Science Horticulture Science (0.5) Interior Design (0.5) Introduction to Computer Science Introduction to Engineering Design Jazz Ensemble Journalism (0.5) Landscape Design (0.5) Latin 1 & 2 Livestock Production Medical Terminology (0.5) Men’s Baseball 1, 2, 3 & 4 Men’s Basketball 1, 2, 3 & 4 Men’s Cross Country 1, 2, 3 & 4 Men’s Football 1, 2, 3 & 4 Men’s Golf 1, 2, 3 & 4 Men’s Soccer 1, 2, 3 & 4 Men’s Swimming 1, 2, 3 & 4 Men’s Tennis 1, 2, 3 & 4 Men’s Track 1, 2, 3 & 4 Men’s Wrestling 1, 2, 3 & 4 Money Matters (0.5) Music & Media Communications Mythology Newspaper 1, 2 & 3 Non-Varsity Choir Orchestra Chamber 1, 2, 3 & 4 Orchestra Concert 1, 2, 3 & 4 Orchestra Symphony 1, 2, 3 & 4 PALS 1 & 2 PE—Advanced Weight Training PE—Foundations of Pers Fitness PE—Individual & Team Sports PE—Outdoor Adventures Princ & Elements of Floral Design Princ of Agric., Food & Nat. Res. Princ of Bus, Fin. & Mktg (0.5) Princ of Health Science (0.5)
Professional Com. (Speech, 0.5) Psychology (0.5) Reading Improvement 1 & 2 Red Rubies Dance Team 1, 2, 3 Retailing & E-tailing (0.5) SAT Prep (0.5) School Store Screenwriting Show Choir Sociology (0.5) Spanish 1, 2 & 3 Spanish for Sp. Speakers 1 & 2 Spanish for Sp. Speakers 3 & 4 Sports & Entertainment Marketing Sports Medicine Technical Theatre 1, 2, 3 & 4 Teen Impact 1 & 2 Theatre 1, 2, 3 & 4 Theatre & Media Communications Theatre Production 1, 2, 3 & 4 Varsity Choir Varsity Mixed Choir Veterinary Medical Applications Web Technologies Welding 2 & 3 Wildlife, Fisheries & Ecology Women’s Basketball 1,2,3&4 Women’s Cross Country 1,2,3&4 Women’s Golf 1, 2, 3 & 4 Women’s Soccer 1, 2, 3 & 4 Women’s Softball 1, 2, 3 & 4 Women’s Swimming 1, 2, 3 & 4 Women’s Tennis 1, 2, 3 & 4 Women’s Track 1, 2, 3 & 4 Women’s Volleyball 1, 2, 3 & 4 Women’s Wrestling 1, 2, 3 & 4 Yearbook 1, 2 & 3
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Local Credits Competition Cheerleading Independent Study Office Aide Structured Learning (other courses as determined by administration)
No Credits Audit Off Campus 18+
High School Courses Taken in Middle School LTISD offers courses for high school credit in middle school. Students who take these courses must show satisfactory completion of the prerequisite and Texas Essential Knowledge and Skills as well as state and district requirements. Credit will be reflected on the student’s high school transcript; grades for these courses will not be averaged in the high school GPA. Students who complete Algebra 1 and/or Geometry in middle school should plan to continue with higher-level mathematics courses in grades 9-12. Students who successfully complete another language in the 8th grade may use this unit to satisfy one credit of the “Other Languages” requirement. Institutes of Study In building our academic program, six Institutes of Study were created to provide students a wide-range of academic offerings. Although students will not have to limit their choices to one institute, the depth of each area of focus will provide students with a solid foundation for post-secondary study.
Institute of Advanced Science & Medicine Institute of Veterinary & Agricultural Science Institute of Business, Finance & Marketing
Institute of Math, Engineering & Architecture Institute of Humanities, Technology & Communications Institute of Fine Arts
NCAA The National Collegiate Athletic Association (NCAA) is an organization that determines if a high school athlete qualifies to receive scholarship monies from Division I or Division II colleges or universities. No university may award a scholarship to a student without the approval of the high school student’s high school transcript by the NCAA. Students who are interested in competing at the university level are encouraged to be well informed of the requirements for NCAA approval. Students should register with the NCAA at the Student Eligibility Center (http://web1.ncaa.org/ECWR2/NCAA_EMS/NCAA.jsp) during their junior year in high school and order an official transcript from LTHS to be sent to the NCAA Clearinghouse. Final approval by NCAA for a scholarship will be made upon the receipt by the NCAA of a final Graduated Transcript sent by LTHS the month after a student is graduated for LTHS. The NCAA requires specific courses and grades as well as corresponding ACT or SAT test scores for approval. Please see your counselor for details. Student athletes should check with the NCAA Eligibility Center concerning their policy for accepting or rejecting summer school, CBE’s, correspondence courses, Odyssey Ware courses, etc. at http://www.eligibilitycenter.org Physical Education Information (Substitutions, Waivers)
PE Substitutions Students may substitute certain physical activities for PE credit: Fall Semester Marching Band, Cheerleading, Fall Semester Drill Team, or Athletics. PE Waiver Forms Students involved in off-campus athletic programs may request PE credit through a PE waiver. Students must complete a PE equivalency waiver application with an attached letter from the supervising agency verifying the time and level of participation. Applications are due to the counseling office prior to the start of the semester in which the waiver is being requested. See Appendix B for forms and more information. Letters of participation/credit form from the supervising agency are to be delivered to the counseling office at the end of each semester to receive 0.5 credit.
Category 1: A waiver request considered under this category must be approved by the Lake Travis ISD Board of Trustees and submitted to the Texas Education Agency for final approval. Under this category, student must attend a private or commercially sponsored physical activity program that leads to Olympic level participation and/or competition. These programs typically involve a minimum of 15 hours per week of highly intensive, professionally supervised training. The training facility, instructors and the activities involved in the program must be certified by the Superintendent or his designee to be of exceptional quality. Students participating at this level may receive a maximum of one-half credit per semester and no more than four credits toward state high school graduation requirements. Students qualifying and participating at this level may be dismissed from school one period per day for such participation.
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Category 2: A waiver in this category must be approved by the Lake Travis ISD Board of Trustees but does not require approval from the Texas Education Agency. Student must attend private or commercially sponsored physical activity programs as certified by the Superintendent or his designee to be of high quality, with well-supervised, appropriately trained instructors. The program must consist of a minimum of five hours per week of highly intensive, professionally supervised training. Students participating at this level may receive a maximum of one-half credit per semester and no more than four credits toward state high school graduation requirements. Students participating at this level may not be dismissed from any part of the regular school day.
Schedule Change Policy Each year, students are registered individually and given ample opportunities to make scheduling choices and changes. In an effort to ensure that school begins smoothly and progresses with minimal classroom disruption, we will follow the schedule change policy outlined below and make changes when adequate space is available in the class.
1. Students are allowed to make schedule changes during designated time periods prior to each semester.
2. All students must attend their assigned classes the first full week of the semester. They are given the opportunity to make course or level changes during the second week of the semester, assuming adequate space is available and the change does not negatively impact another course. This is the ONLY time during the semester that students will be able to drop an AP course altogether.
3. Students enrolled in Pre-AP or AP courses may be granted a level change at the end of the 4th week of the fall semester, at the end of the 1st quarter fall grading period, or during the 1st two weeks of the spring semester. NOTE: The grade a student has earned in an AP or Pre-AP course(s) at the time the course is dropped from his/her schedule will follow the student to the regular course.
4. Teachers cannot be selected or changed at any time. Students are randomly assigned teachers through the computer generated scheduling process.
5. Once a schedule change is made, the change will be in effect for at least the duration of the semester. Section 504 Services Section 504 of the Rehabilitation Act of 1973 prohibits discrimination and assures that students with disabilities have educational opportunities and benefits equal to those provided to non-disabled students. Eligible students are regarded as having a physical or mental impairment which substantially limits one or more major life activities, including learning, self-care, walking, seeing, hearing, speaking, breathing, working, and performing manual tasks. Special Education Services The Lake Travis Independent School District provides a continuum of specially designed instructional supports and services for students with disabilities eligible for Special Education services. A full range of academic supports for grades 9-12 are available at Lake Travis High School and can be accessed through either the general program of instruction or through special education instruction and related services, as determined by the admission, review, and dismissal (ARD) committee. The Individualized Education Plan (IEP) identifies the critical skills needed for academic and post-graduation success. Should you have any questions concerning special education services, please call the counselor or campus Licensed Specialist in School Psychology (LSSP). State Assessment All students must fulfill the state assessment requirements for graduation that are required by the state. Beginning with students entering 9th grade for the first time in 2011-12, the graduation requirements are under the STAAR Assessment Program. For any student who began 9th grade prior to 2011, they will continue with the requirements under the TAKS Assessment Program and will need to pass the Exit-Level TAKS in ELA, Math, Science and Social Studies. STAAR (State of Texas Assessment of Academic Readiness) Beginning in the spring on 2012, all freshmen who entered high school for the first time in 2011-12 and after will be assessed through the STAAR test. These End of Course (EOC) assessments replace the TAKS assessment system which has been in place since 2003. Students must receive a passing score on the following EOC Assessments:
English I
English II
Algebra I
Biology
U.S. History
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Summer School Lake Travis High School offers a limited number of courses during the summer for both credit recovery and original credit without prior instruction. Please see the Lake Travis High School website for further details regarding course offerings, costs and times/dates. Student athletes need to check with the NCAA Eligibility Center concerning their policy for accepting or rejecting summer school, CBE’s, correspondence courses, Odyssey Ware, etc. courses at http://www.eligibilitycenter.org
TSI – Texas Success Initiative TSI or Texas Success Initiative is a college readiness standard that must be met by each student who will attend a Texas public college or university. Students who have not met the TSI standard prior to college admission may be required to take developmental math, reading or writing classes and pay college tuition dollars for these non-college classes. Lake Travis ISD would like every LTHS senior who graduates to have met these standards prior to graduation. TSI can be met through scores on SAT and ACT and also by meeting score standards on the TSI test. Seniors should contact his or her alpha counselor for additional information. See page 14 for score standards.
Transfer Credit Policy Course Credit from an Accredited State, National, or International School LTHS grants course credit from any accredited educational institution providing that (1) the course credit is recorded on an official transcript of that educational institution, (2) the course is a recognized credit course in the State of Texas, and (3) the course meets the State of Texas TEKS for the specific course.
For those courses meeting the above three criteria, LTHS uses a numerical grade as shown on the educational institution’s official transcript for calculating GPA and class rank except for grades from non-American educational institutions. In addition, LTHS shall award honor points for the purpose of GPA and class rank for any grade that meets the above three criteria if the educational institution’s official transcript designates the course as honors, Pre-AP, AP, IB, or accelerated. Honors points will only be awarded for courses that are offered at LTHS at the accelerated level.
If the educational institution grades on the IB grade scale, Lake Travis High School shall assign the following percent range:
IB Grade % Range Description 7 96-100 Excellent 6 90-95 Very Good 5 80-89 Good 4 70-79 Satisfactory 3 60-69 Mediocre 2 50-59 Poor 1 50 Very Poor
If the educational institution does not provide a numerical grade, LTHS shall assign the following numerical grades for letter grades: Letter Grade Conversion Table
A+ 98 A 95 A- 92 B+ 88 B 85 B- 82 C+ 78 C 75 C- 72 D+ 68 D 65 D- 62 F 50
Transfer credit will not be awarded for any grade that is a “D” unless credit is reflected on the transcript of the educational institution that assigned the grade. In those cases, LTHS will honor that credit. Credit will not be awarded any courses receiving an “F”. Any “P” pass shall not be granted grade points; however, credit shall be granted for any course receiving a “P” and meeting the above three criteria as stated in the first paragraph. Course credit earned through credit recovery will receive a “P.”
Retest Policy Students in a regular class, as opposed to a more rigorous, advanced Honors, Pre-AP, or AP class, will have the option of arranging with their teacher to retake an exam that was failed given the following conditions.
If required, the student must have completed the appropriate test review for the test.
The student must attend a tutorial or prepare for the retest as outlined by the teacher.
The student must take the retest at the agreed upon time.
The retest grade is for a maximum final grade of 70. The retest policy does not apply to midterms and final exams.
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Want College Credit? Earning college credit in high school can be not only empowering but also financially sound. LTHS offers several avenues to earn college credit including AP Exams, Articulated Courses and Dual Credit Coursework. Each program has different guidelines and regulations regarding enrollment and credit transferring, but as you’ll see below, a student can complete their high school career and be well on his/her way to a college degree even before he/she graduates.
AP Courses & Exams Students take AP Examinations in May after completing challenging AP courses. Most of the nation’s colleges and universities award credit, advanced placement, or both based on successful performance on the AP exams. Credit can range from 3 - 10+ college hours per course for a score of 3, 4, or 5 on the AP Exam. LTHS currently offers the following AP courses: Art Design Art History Art Portfolio Biology Calculus AB Calculus BC Chemistry Chinese Comparative Govt & Politics Computer Science Computer Science Principles
English Language English Literature Environmental Science European History French Human Geography Latin Macroeconomics Microeconomics Music Theory Physics 1
Physics 2 Physics C Psychology Spanish Language Spanish Literature Statistics US Government US History World History
www.austincc.edu Dual Credit Courses Outside of the School Day Juniors and seniors may enroll in college courses to accumulate college credit and/or satisfy high school graduation requirements. Students taking dual credit courses are enrolled with the college for the course and are thereby subject to the policies and procedures of the sponsoring institution of higher education. Dual credit courses with a grade of B or better may be used to meet Advanced Measures on the Distinguished Achievement Program. All dual credit course work must be pre-approved. Please see the counseling office for more details.
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Dual Credit/Co-Enrollment Courses during the School Day Lake Travis High School Juniors and Seniors who meet TSI (see p. 14)eligibility criteria and are admitted to ACC may take Dual Credit classwork on the Lake Travis High School campus. Although these courses are taught on the LTHS campus, Dual Credit courses are taught by ACC faculty and grades are earned and posted to an ACC transcript. Grades are then transferred from ACC to LTHS and posted to an LTHS transcript. A student must earn a grade of C (70) or better to earn high school credit and a grade of B (80) or better is necessary to earn credit for an advanced measure. Courses are taught during the regular school day and are blocked in a series of two classes to accommodate the A Day / B Day schedule thus students may not drop from a single class. All curriculum, grading standards, textbooks, and costs are determined by Austin Community College. Both obtaining textbooks and the cost of the textbook will be the responsibility of the student. All courses are contingent on meeting ACC minimum enrollment requirements and availability of ACC faculty. Please refer to the ACC link on the LTHS Counseling webpage for further details on the application process for ACC Dual Credit classes.
* ENGL 1301 & 1302 offered with the Green book curriculum for sections offered on a high school campus
ONLY. If ENGL is taken at an ACC Campus or distance learning, students must complete ENGL 1301, 1302, &
2327 to receive credit for English III.
**It is Lake Travis High School policy that students must have completed US History prior to his/her junior year
or be concurrently enrolled in US History in order to participate in the Junior Year ACC Dual Credit Block.
* ENGL 1301 &1302 offered with the Yellow book curriculum for HS ENGL section ONLY. If ENGL is taken at an
ACC Campus or distance learning, students must complete ENGL 1301, 1302, and 2322 to receive credit for
English IV.
Classification
Fall Semester Spring Semester
ACC Course
Number Course Title
ACC Course
Number Course Title
**Junior Year
2016-17
*ENGL 1301 English Composition I (Green
book with American Literature) *ENGL 1302
English Composition II (Green
book with American Literature)
GOVT 2305 US Government ECON 2301 Macroeconomics OR
TBD Fine Arts credit TBD
Classification
Fall Semester Spring Semester
ACC Course
Number Course Title
ACC Course
Number Course Title
Senior Year
2016-17
(1st
year in
dual-credit)
*ENGL 1301 English Composition I (Yellow
book with British Literature) *ENGL 1302
English Composition II (Yellow
book with British Literature)
ECON 2301 Macroeconomics GOVT 2305 US Government OR
TBD Fine Arts credit TBD
Classification
Fall Semester Spring Semester
ACC Course
Number Course Title
ACC Course
Number Course Title
Senior Year
2016-17 (took
dual credit in
2015-16)
ENGL 2322 English British Literature I HIST 1301 US History I
GOVT 2306 Texas Government TBD Fine Arts credit TBD
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Articulated Courses Students who take designated Articulated courses can receive college credit and earn advanced measures to meet graduation requirements. In order to receive college credit, at the minimum, students must earn a B or higher, sign up in CATEMA, and complete one course at ACC. Some courses have additional requirements. Once students earn credit in their first ACC course, the college credit for the equivalent courses will appear on their ACC transcript at no cost. Many of these credits may be transferable. This credit is awarded after the student graduates and sends ACC a final high school transcript. The chart below outlines the courses offered and credit earned:
LTHS Course LTHS
Credit Post-Secondary / College Course Credit
Accounting 1 1.0 ACNT 1403 Introduction to Accounting I (ACC) 4.0
Ag Facilities Design & Fabrication 1.0 WLDG 1428 Intro to Shielded Metal Arc Welding (ACC)
4.0
AP Computer Science 1.0 ITSE 2321 Object-Oriented Programming (ACC) 3.0
Architectural Design 1.0 DFTG 2419 Intermediate Computer-Aided Drafting (ACC)
4.0
Civil Engineering and Architecture 1.0
Engineering course credit available at Texas A&M Kingsville*** Transcripted Engineering credit available at UT Tyler*** (fee applies)
varies
Business Information Management (BIM) 1.0 ITSC 1309 Integrated Software Applications (ACC) 3.0
Digital Interactive Media (DIM) 1.0 ARTC 1302 Digital Imaging (ACC) 3.0
Digital Electronics 1.0
CETT 1425 Digital Fundamentals (ACC) EE 2320 Digital Logic (Texas State) Engineering course credit available at Texas A&M Kingsville*** Transcripted Engineering credit available at UT Tyler*** (fee applies)
4.0 3.0 varies
Entrepreneurship 1.0 BUSG 2309 Small Business Management (ACC) 3.0
Fashion Marketing 0.5 FSHD 1302 Introduction to Fashion (ACC) 3.0
Film Production 1 1.0 RTVB 1305 Intro to Television Technology (ACC) 3.0
Global Business 0.5 IBUS 1305 International Business and Trade (ACC) 3.0
Introduction to Engineering Design 1.0
ENGR 1413 Engineering Design Graphics (Texas State) Engineering course credit available at Texas A&M Kingsville*** Transcripted Engineering credit available at UT Tyler*** (fee applies)
varies
Medical Terminology 0.5 HPRS 1206 Medical Terminology (ACC) 2.0
Principles of Engineering 1.0
ENGR 1201 Introduction to Engineering (ACC) Engineering course credit available at Texas A&M Kingsville*** Transcripted Engineering credit available at UT Tyler*** (fee applies)
2.0 varies varies
Retailing & E-tailing 0.5 MRKG 1302 Principles of Retailing (ACC) 3.0
Web Technologies 1.0 ITSE 1301 Web Design Tools AND ITSE 1311 Beginning Web Page Programming (ACC)
3.0 3.0
* In order for these courses to count as an advanced measure, students in articulated courses must earn a grade of 3.0 or higher,. ** The above list is based on past articulation agreements between Lake Travis ISD and Post-Secondary Institutions and are subject to change. ***Credit contingent on completing multiple PLTW courses and minimum score on PLTW EOC exams. See counselor for details.
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Endorsement Coherent Sequences Within the Institutes of Study at LTHS, students on the Foundations graduation plan have the opportunity to earn endorsements toward graduation based on their course sequencing. Students may earn more than one endorsement. A student must complete the Foundation High School Program (22 credits), one additional math credit, one additional science credit, and two additional elective credits while completing the specific requirements of the selected endorsement. There are many coherent sequences that lead to an endorsement, please consult your counselor.
STEM Endorsement
Business & Industry Endorsement
Public Services Endorsement
Arts & Humanities Endorsement
Multidisciplinary Studies Endorsement
LTHS Institutes of Study:
Math, Engineering & Architecture
LTHS Institutes of Study:
Veterinary & Agricultural Sciences,
Business, Finance & Marketing, Humanities, Tech & Communications,
Math, Engineering & Architecture
LTHS Institutes of Study:
Advanced Science & Medicine
LTHS Institutes of Study:
Fine Arts,
Humanities, Tech & Communications
LTHS Institutes of Study:
Veterinary & Agricultural Sciences,
Business, Finance & Marketing, Humanities, Tech & Communications,
Fine Arts Math, Engineering & Architecture
Students may earn a STEM endorsement by selecting and completing the requirements from among these 5 options.
Note: Algebra II, Chemistry, and Physics are required for the STEM endorsement regardless of the option the student selects from below. Option 1: Computer Science Students take 3 computer science courses. Option 2: CTE Students earn four (4) CTE credits by taking at least two (2) courses in the same cluster that lead to a final course in the STEM cluster. At least one (1) of the courses must be an advanced CTE course (3
rd year or
higher course in a sequence). Option 3: Math Students take Algebra I, Geometry, and Algebra II AND two (2) math courses for which Algebra II is a prerequisite. Option 4: Science Students take Chemistry and Physics, AND two (2) advanced science courses. Option 5: Combination Students take Algebra II, Chemistry, and Physics AND three (3) additional credits from no more than 2 of the options listed above.
Students may earn a Business & Industry endorsement by selecting and completing the requirements from among these 3 options. Option 1: CTE Students earn four (4) credits by taking at least two (2) courses in the same cluster in one of the following areas
Agriculture, Food, and Natural Resources
Architecture and Construction
Arts, Audio/Video Technology, and Communication
Business Management and Administration
Finance
Information Technology
Marketing with at least one (1) advanced (3
rd year or higher
course in the sequence). Option 2: English Students take four (4) English elective credits that include three levels in one for the following areas
Advanced Journalism: Newspaper or Yearbook
Debate or Oral Interpretation
Option 3: Combination Students take a coherent sequence of four credits from any of the options listed above.
Students may earn a Public Services endorsement by selecting and completing the requirements from among this option. Option 1: CTE Students earn four (4) credits by taking at least two (2) courses in the same career cluster in one of the following areas
Health Science With a least one (1) advanced (3
rd year or
higher course in the sequence).
Students may earn an Arts & Humanities endorsement by selecting and completing the requirements from among these 4 options. Option 1: Social Studies Students take five (5) social studies courses for 5 credits. Option 2: Foreign Language Students take four (4) levels of the same foreign language.
OR
Students take two (2) levels of one foreign language AND two (2) levels of a different foreign language for a total of 4 students. Option 3: Fine Arts Students take a coherent sequence of four (4) courses in the same fine arts area for 4 credits.
OR Students take two (2) courses in one fine arts area AND two (2) courses in a different fine arts area for a total of 4 credits. Option 4: English Students take four (4) elective English credits.
Students may earn a Multidisciplinary Studies endorsement by selecting and completing the requirements from among these 3 options. Option 1: Four by Four (4 X 4) Students take four (4) courses in each of the four core content areas.
Four (4) English credits including English IV
Four (4) math credit
Four (4) science credits including biology and chemistry and/or physics
Four (4) social studies credits
Option 2: AP or Dual Students take four (4) Advanced Placement (AP) courses for four (4) credits in English, math, science, social studies, foreign language, or fine arts.
OR Students take four (4) Dual credit courses for four (4) credits in English, math, science, social studies, foreign language, or fine arts. Option 3: CTE Students take four advanced courses for four (4) credits that prepare them to enter the workforce or postsecondary education without remediation from within one endorsement area or among endorsement areas not in a coherent sequence.
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Lake Travis High School English Course Sequence
ENGLISH LANGUAGE ARTS
English II or
EOC Test Required
English I English I Pre-AP or EOC Test Required
English III or
AP English Language and Composition
English IV or
AP English Literature and Composition or
English 4 Honors: Shakespeare Selected Plays
English II Pre-AP
English I or English I Pre-AP
EOC Test Required
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Course Credit Course Credit English 1 1.0 English 3 1.0
English 1 Pre-AP 1.0 English 3 AP 1.0
ESOL 1 2.0 Sheltered English 3 1.0
Sheltered English 1 1.0
English 4 1.0
English 2 1.0 English 4 AP 1.0
English 2 Pre-AP 1.0 English 4 AP GT 1.0
English 2 Pre-AP GT 1.0 English 4 Honors: Shakespeare Selected Plays
1.0
ESOL 2 2.0
Sheltered English 2 1.0
ENGLISH 1 Credit: 1 Grade: 9 Length: 36 wks
English 1 reflects the use of the writing process to produce compositions reflecting various purposes, modes, and audiences as well as appropriate vocabulary, syntax, and usage. Reading and writing skills are developed through the study of various genres including: short story, novel, drama, and poetry. SAT vocabulary is incorporated, as are the reading and writing skills required for success on the state-mandated STAAR test. STAAR End of Course Exam required for Graduation. ENGLISH 1 PRE-AP Credit: 1 Grade: 9 Length: 36 wks
This challenging course includes an intensive study of the core language arts components. Literary study includes close reading and analysis of texts for literary devices and meaning, leading to a greater understanding of why and how an author impacts his or her audience. In writing, students learn to apply what they have unearthed through their literary study; therefore, writing is mostly analytical in nature with an emphasis on structure, especially of the paragraph. Grammar receives much focus, and it is taught through sentence diagramming, writing and the study of literature. Vocabulary study is cumulative and SAT-based. STAAR End of Course Exam required for Graduation. NOTE: Students will be tested over the pre-course reading at the beginning of this course.
ENGLISH 1 for SPEAKERS OF OTHER LANGUAGES (ESOL 1 with Research/Technical Writing) Credit: 2 Grade: 9-12 Length: 36 wks Prerequisite: LPAC Placement
ESOL 1 is the first part of an intensive English program designed to provide beginning vocabulary and communication skills to non-English speaking or limited English speaking students. Students learn basic English grammar and structures and utilize this new
PRE-AP and AP ENGLISH and SAT PREP Pre-course Required “Summer” Reading
English 1 Pre-AP: To Kill a Mockingbird, Harper Lee ISBN# 0-446-31078-6
English 2 Pre-AP: The Sun Also Rises, Ernest Hemingway ISBN# 9-78-068480071-4 or 9-78-074329733-2
See Appendix A for Pre-course Reading Annotations Expectations
English 3 AP: Into the Wild, Jon Krakauer ISBN # 0-385-48680-4; Fahrenheit 451, Ray Bradbury ISBN# 0-34-534296-8
See Appendix A for Pre-course Reading Assignments
English 4 AP: Beowulf, Seamus Heaney ISBN# 9-78-039332097-8; The Best Poems of the English Language, ISBN# 9-
78-006054042-5 See Appendix A for Pre-course Reading Assignments
NOTE: Students will be tested over the pre-course reading at the beginning of this course. English 2 PAP students
should annotate their books as annotations will be checked the first day of school.
On the Reading We Do and Why
In each grade and rigor level of English, teachers select a wide range of texts that present a variety of philosophies, cultures,
and viewpoints. The goal, in addition to honing close reading and writing skills as mandated by the state of Texas in the Texas
Essential Knowledge and Skills (TEKS), is to offer students appropriate intellectual challenge. Texts are carefully vetted by
English teachers to prepare students for the difficulty and rigor of university-level and career texts; as a result, reading
selections are drawn from college preparatory works. Because the inherent aim of writers and their works is to offer social
commentary about the human condition, some of the selected texts have the potential to offend if not properly considered
within their historical and cultural contexts and for the writer’s thematic purposes. Additionally, texts are selected to examine
controversial matters in a responsible and safe environment that encourages the development of critical thinking and the
power of discernment, which will hopefully lead to students engaging their world in a wise and empathetic manner. Please
refer to course syllabi and/or teacher websites for a list of texts and the rationales for their inclusion in the curriculum.
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knowledge when they practice reading, writing, listening, and speaking. ESOL 1 students are introduced to adapted forms of English literature that meet their level(s) of language acquisition. STAAR End of Course Exam required for Graduation. NOTE: This course is double blocked and meets every day.
SHELTERED ENGLISH 1 Credit: 1 Grade: 9 Length: 36 wks Prerequisite: LPAC Placement
Sheltered instruction is a pedagogical approach with the goals of providing English language learners (ELLs) with meaningful and comprehensible input while developing their academic language. It allows ELLs to transition towards higher academic achievement and English fluency by learning the same content as their English speaking peers through materials and instruction that are adapted to accommodate their language levels. Students will work on critical reading and thinking skills by reading and analyzing a range of texts and genres to include both fiction and non-fiction. Using second language learning instructional techniques, students will develop strategies to tackle the different stages of the writing process. This course will also help prepare ELLs for the state STAAR End of Course exam. STAAR End of Course Exam required for Graduation. ENGLISH 2 Credit: 1 Grade: 10 Length: 36 wks Prerequisite: English 1
English 2 focuses on continued development of critical reading, thinking and writing skills through a variety of texts. Writing emphasizes incorporating grammatical structures to strengthen writing in the areas of persuasion and literary analysis. Students also learn research skills, SAT vocabulary, persuasive techniques, and skills related to the state-mandated STAAR test. STAAR End of Course Exam required for Graduation. ENGLISH 2 PRE-AP Credit: 1 Grade: 10 Length: 36 wks Prerequisite: English 1
English 2 Pre-AP consists of an advanced study of literature and writing including the essentials of grammar, usage, and mechanics and is designed to prepare the student for English 3 AP. The literature study will include a sampling of world literature and incorporate works suggested by the College Board in preparation for the AP English exams. Emphasis will be placed upon literary analysis through the development of reading and thinking skills. Students will write process, as well as timed essays, including analytical, persuasive, expository, and literary response modes. The vocabulary program is SAT intensive. STAAR End of Course Exam required for Graduation. NOTE: Students will be tested over the pre-course required reading at the beginning of this course.
ENGLISH 2 PRE-AP GT Credit: 1 Grade: 10 Length: 36 wks Prerequisite: English 1 and GT Classification
English 2 Pre-AP GT consists of an advanced study of literature and writing including the essentials of grammar, usage, and mechanics, and is designed to prepare students for English 3 AP. The literature study will include a sampling of world literature and incorporate works suggested by the College Board in preparation for the AP English exams. Emphasis will be placed upon literary analysis through the development of reading and thinking skills. Students will write process, as well as timed essays, including analytical, persuasive, expository, and literary response modes. The GT course is a slight variation of the English 2 Pre-AP course, and utilizes the gifted and talented students’ skill sets. Occasionally, lessons, assignments, and projects will be differentiated, however, because this is, principally, an English 2 Pre-AP course, which attempts to prepare students for the English 3 AP course, most of the assignments and lessons will be consistent with those assigned and taught in the English 2 Pre-AP class. One of the primary benefits of this course is that GT students are in a single class, and often class discussions will go “beyond the text” and critical thinking will hit new, more in-depth levels as they challenge one another. STAAR End of Course Exam required for Graduation. NOTE: Students will be tested over the pre-course required reading at the beginning of this course.
ENGLISH 2 for SPEAKERS OF OTHER LANGUAGES (ESOL 2 with Practical Writing Skills) Credit: 2 Grade: 9-12 Length: 36 wks Prerequisite: LPAC Placement
ESOL 2 is the second part of an intensive English program designed to further develop students’ competence in English. Students will gain a deeper understanding of English grammar while they continue to refine and increase their receptive and expressive skills. Emphasis is placed on developing fluency and accuracy in reading and writing. Students read a variety of texts from multiple genres, as well as learn literary forms and terms. In addition, students are expected to plan, draft, and complete written compositions on a regular basis. STAAR End of Course Exam required for Graduation. NOTE: This course is double blocked and meets every day.
SHELTERED ENGLISH 2 Credit: 1 Grade: 10 Length: 36 wks Prerequisite: LPAC Placement
Sheltered instruction is a pedagogical approach with the goals of providing English language learners (ELLs) with meaningful and comprehensible input while developing their academic language. It allows ELLs to transition towards higher academic achievement
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and English fluency by learning the same content as their English speaking peers through materials and instruction that are adapted to accommodate their language levels. Sheltered English II covers a wide variety of texts and genres, to include short stories, novels, nonfiction articles and poetry, with an emphasis on multicultural literature. Students will gain a better understanding of English grammar and build upon their existing vocabulary. They will continue to develop their critical reading and writing skills through the study of short answer questions and the essay. This course will also continue to prepare ELLs for the state STAAR End of Course exam. STAAR End of Course Exam required for Graduation. ENGLISH 3 Credit: 1 Grade: 11 Length: 36 wks Prerequisite: English 2
English 3 is a survey of American literature, covering several philosophical time periods from Puritanism to contemporary literature. Process writing with an emphasis on literature-based analytical writing will be emphasized, as will critical reading and thinking skills. A research paper will be required. The vocabulary program is SAT intensive. ENGLISH 3 AP (English Language and Composition) Credit: 1 Grade: 11 Length: 36 wks Prerequisite: English 2
This course is, primarily, a study in rhetoric—how a writer or speaker uses a variety of elements of language to advance his or her purpose; create intended tones; and appeal logically, emotionally, and personally to his or her audience. For this reason, we will mostly be concerned with the study of non-fiction texts. We will, however, also study a handful of fictional works, but they will be considered in light of the authors’ rhetorical purposes. As part of becoming skilled readers of literary works written in a variety of periods, genres, and rhetorical contexts, students will become acquainted with the historical, moral, social, and philosophical forces that have impacted selected works of fiction and non-fiction, while they analyze the interactions among a writer’s purpose, subject, and audience expectation. This course will aid students in becoming skilled writers who compose for a variety of purposes and who develop a personal style as they write in a variety of modes for various audiences through both process (requiring multiple drafts) and timed writing assignments. Analysis of visual media such as paintings, photographs, films, advertisements, and cartoons will accompany the students’ study of rhetoric. In addition, students will synthesize materials from primary and secondary sources and write documented argument essays, citing sources using Modern Language Association (MLA) format. NOTE: See Appendix A of the course catalog for Pre-course Reading Assignments. Students will be held accountable for the pre-course required reading at the beginning of this course and will be expected to take the AP exam in the spring. SHELTERED ENGLISH 3 Credit: 1 Grade: 11 Length: 36 wks Prerequisite: LPAC Placement
Sheltered instruction is a pedagogical approach with the goals of providing English language learners (ELLs) with meaningful and comprehensible input while developing their academic language. It allows ELLs to transition towards higher academic achievement and English fluency by learning the same content as their English speaking peers through materials and instruction that are adapted to accommodate their language levels. Sheltered English III covers the major periods of American literature from the Puritan era to contemporary times. Instructional techniques and language learning strategies based on second language acquisition theories and models are utilized to acquaint students with the historical, moral, social, and philosophical forces that have impacted significant literary works. Students will improve critical reading and thinking skills through literary analysis. They will also further develop their ability to tackle every stage of the writing process through assigned sentence, paragraph, short answer, and formal essay projects. ENGLISH 4 Credit: 1 Grade: 12 Length: 36 wks Prerequisite: English 3
English 4 cultivates the critical thinking, reading, writing, and oral skills required for students’ post-graduation endeavors. The course encourages students to become more reflective and to further develop their collaborative and independent study skills, their written and oral discourse, and their exploration and understanding of philosophical ideas. Students should also gain a familiarity with British Literature as a body of work by examining how cultural influences have influenced the work of British authors. COLLEGE PREPARATORY ENGLISH 4 Credit: 1 Grade: 12 Length: 36 wks Prerequisite: English 3
Recommendation from current English teacher
Recommendation from school counselor
Failure to meet satisfactory performance on the English 1 and/or English 2 (STAAR EOC) Exam or TSI
English 4 cultivates the critical thinking, reading, writing, and oral skills required for students’ post-graduation endeavors. The course encourages students to become more reflective and to further develop their collaborative and independent study skills, their written and oral discourse, and their exploration and understanding of philosophical ideas. Students should also gain a familiarity with British Literature as a body of work by examining how cultural influences have influenced the work of British authors. This course is designed to prepare students for successful completion of the TSI exam.
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ENGLISH 4 AP (English Literature and Composition) Credit: 1 Grade: 12 Length: 36 wks Prerequisite: English 3
English Literature and Composition engages students in the close reading and critical analysis of literature. Students examine author’s purpose in addition to a work’s elements and figurative language. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to affect readers. Literary selections are largely pulled from British canon and are selected to enhance understanding of the progression of ideology and cultural development through British time periods, broadening the students understanding of their own culture and the world as a whole. Reading material may be of a mature and/or sophisticated nature. Students will write and revise extensively about the literature they read. Workload ebbs and flows depending on the natural demands of the work under current study. All students are required to complete a senior research process and essay writing assignment which will be counted as mid-term and final exam grades (no exemptions apply). Course syllabus is College Board audited and approved. NOTE: See Appendix A of the course catalog for Pre-course Reading Assignments. Students will be held accountable for the pre-course required reading at the beginning of this course and will be expected to take the AP exam in the spring.
ENGLISH 4 AP (English Literature and Composition) GT Credit: 1 Grade: 12 Length: 36 wks Prerequisite: English 3
This course is a slight variation of the English 4 AP course (see above for course description). The GT section of English 4 AP utilizes
the gifted and talented students’ skill sets, offering opportunities for in-depth investigation of language and ideas. These investigations
occur primarily in the form of robust in-class discussions, a collective swapping of ideas and analyses. Occasionally, lessons,
assignments, and projects are differentiated; however, because this is, principally, an English 4 AP course, which must follow the
curriculum approved by the College Board, most the assignments and lessons will be consistent with those assigned and taught in
the English 4 AP class.
NOTE: See Appendix A of the course catalog for Pre-course Reading Assignments. Students will be held accountable for
the pre-course required reading at the beginning of this course and will be expected to take the AP exam in the spring.
ENGLISH 4: SHAKESPEARE SELECTED PLAYS HONORS Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: English 3 or concurrently enrolled in AP English III
In this course, students will read 8 major plays of Shakespeare representative of comedies, tragedies, and histories. Students will
read them in chronological order, to see the Bard's development as poet-dramatist. The approach will involve a combination of lecture
and discussion, performance and viewing. Students will explore the importance of Renaissance England — at court, in religion, and
class structures — in Shakespeare’s time. The class will also pay close attention to form: characterization, style, and dramaturgy. The
class will involve reading the plays aloud “in character” and a significant amount of writing.
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Lake Travis High School Math Course Sequence
Students may move between the regular and accelerated course sequences. Please consult your student’s math teacher and counselor for more information. Lake Travis ISD expects student enrollment in a math course each year of high school.
MATHEMATICS
*EOC Test Required
**Math Models does not satisfy the admission requirement of most 4-year universities.
^AP Statistics may be taken alone or concurrently with other math classes any time after regular or Pre-AP Algebra II.
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Course Credit 4th
Year Course Options Credit
Algebra 1 1.0 Algebra 3 1.0
Algebra 1 Pre-AP 1.0 Advanced Quantitative Reasoning 1.0
Extended Algebra 1 2.0 Pre-Calculus 1.0
Pre-Calculus Pre-AP 1.0
Geometry 1.0 Statistics 1.0
Geometry Pre-AP 1.0 Statistics AP 1.0
Extended Geometry 2.0
Calculus 1.0
Math Models with Applications* 1.0 Calculus AB AP 1.0
Calculus BC AP (Includes AB) 2.0
Algebra 2 1.0
Algebra 2 Pre-AP 1.0 Multivariable Calculus (Adv Honors) 1.0
Extended Algebra 2 1.0
*Math Models will not count on the Distinguished or LT Scholar graduation plan and must be taken prior to Algebra 2.
It is REQUIRED that EACH student have a graphing utility, equivalent to a TI-83, TI-83+, TI-84, TI-84+ or a TI-89
calculator, for ALL math courses. A limited number of TI-83 calculators are available for check out from the library.
ALGEBRA 1 Credit: 1 Grade: 9-12 Length: 36 wks
The focus of Algebra 1 is on problem solving and practical applications of algebraic principles in a variety of real-world situations. This course will include the study of the real number system, algebraic representation, solutions and evaluation of problem situations, graphing to interpret linear relations, functions and inequalities, quadratic equations, systems of equations, polynomials, sequences, and exponential functions. STAAR End of Course Exam required for Graduation. ALGEBRA 1 PRE-AP Credit: 1 Grade: 9-12 Length: 36 wks
The focus of Algebra 1 is on problem solving and practical application algebraic principles in a variety of real- world situations. This course will include the study of the real number system, algebraic representation, solutions and evaluation of problem situations, graphing to interpret linear relations, functions and inequalities, quadratic equations, systems of equations, polynomials, sequences, and exponential functions. It is differentiated from the core curriculum in algebra 1 through pacing, project-based learning experiences, and a greater emphasis on foundations for future Pre-AP and AP mathematics classes. Algebra 1 Pre-AP is more rigorous and covers topics with more depth than regular Algebra 1 and it is recommended for a student to have earned an 85+ average in 8th grade math to take this course. STAAR End of Course Exam required for Graduation. EXTENDED ALGEBRA 1 Credit: 2 Grade: 9-12 Length: 36 wks Prerequisite: Two or more of the following
Recommendation from current math teacher
Recommendation from school counselor
Failure on math portion of the 8th
Grade STAAR test
This Algebra 1 course will meet every day for 90 minutes and will focus on mastery of Algebra 1 concepts. This course will include the study of the real number system, algebraic representation, solutions and evaluation of problem situations, graphing to interpret linear relations, functions and inequalities, quadratic equations, polynomials and exponential functions. STAAR End of Course Exam required for Graduation. NOTE: This course is double blocked – meets every day – and may be mandated for any student who fails the math portion of the 8
th Grade STAAR test. Students will earn credit for Algebra 1 and an elective math credit.
GEOMETRY Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Algebra 1
This course emphasizes the connection between Geometry and Algebra, strengthens the student’s ability to formulate and analyze problems, and stresses connections among the various approaches within geometry: synthetic, coordinate, and transformational. Topics include axiomatic systems, lines, angles, triangles, circles, other polygons, solid geometry, measurement and probability. GEOMETRY PRE-AP Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Algebra 1
This course emphasizes the connection between Geometry and Algebra, strengthens the student’s ability to formulate and analyze problems, and stresses connections among the various approaches within geometry: synthetic, coordinate, and transformational. Topics include axiomatic systems, lines, angles, triangles, circles, other polygons, solid geometry, measurement and probability. It is
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differentiated from the core curriculum in geometry through pacing, a greater emphasis on formal proof, and enrichment activities. It is recommended that a student had an 85+ average in Algebra 1 to take this course. EXTENDED GEOMETRY Credit: 2 Grade: 10-12 Length: 36 wks Prerequisite: Algebra 1 and Two or more of the following
* Recommendation from current math teacher
* Recommendation from school counselor
* Failure to meet satisfactory performance on the Algebra 1 End-of-Course (STAAR EOC) Exam
This Geometry course will meet every day for 90 minutes and will focus on mastery of Geometry concepts. This course emphasizes the connection between Geometry and Algebra, strengthens the student’s ability to formulate and analyze problems, and stresses connections among the various approaches within geometry: synthetic, coordinate, and transformational. Topics include axiomatic systems, lines, angles, triangles, circles, other polygons, solid geometry, measurement and probability. Note: This course is double blocked meets every day- and may be mandated for any student who fails to meet satisfactory performance on the Algebra 1 End-of-Course (STAAR EOC) Exam. Students will earn credit for Geometry and a local math credit. MATH MODELS WITH APPLICATIONS Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: Algebra 1 and Teacher Recommendation
This course will instruct students in using algebraic, graphical, and geometric reasoning to recognize patterns and structure, to model information, and to solve problems from various disciplines. Students use a variety of representations (concrete, pictorial, numerical, symbolic, graphical, and verbal), tools and technology to link modeling techniques and purely mathematical concepts. NOTE: This course only counts as a year of math on the Recommended Graduation Plan or the Foundation Plan with Endorsement and must be taken prior to Algebra 2. It will NOT count as a 4th year of math credit toward the Distinguished or LT Scholar graduation plan.
ALGEBRA 2 Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: Geometry
This course focuses on the concepts of functions and relations, with emphasis on linear, quadratic, cubic, exponential, logarithmic, radical, and rational functions. The student will apply algebraic concepts to a variety of real-world situations that can be modeled mathematically. EXTENDED ALGEBRA 2 Credit: 2 Grade: 10-12 Length: 36 wks Prerequisite: Geometry and Two or more of the following
* Recommendation from current math teacher
* Recommendation from school counselor
* Failure to meet satisfactory performance on the Algebra 1 (STAAR EOC) Exam or TSI
This Algebra 2 course will meet every day and will focus on mastery of Algebra 2 concepts. This course focuses on the concepts of functions and relations, with emphasis on linear, quadratic, cubic, exponential, logarithmic, radical, and rational functions. The student will apply algebraic concepts to a variety of real-world situations that can be modeled mathematically. Note: This course is double blocked – meets every day- and may be mandated for any student who fails to meet satisfactory performance on the Algebra 1 (STAAR EOC) Exam. Students will earn credit for Algebra 2 and a local math credit.
COLLEGE PREPARATORY ALGEBRA 2 Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: Geometry and Two or more of the following
* Recommendation from current math teacher
* Recommendation from school counselor
* Failure to meet satisfactory performance on the Algebra 1 (STAAR EOC) Exam or TSI
This course focuses on the concepts of functions and relations, with emphasis on linear, quadratic, cubic, exponential, logarithmic, radical, and rational functions. The student will apply algebraic concepts to a variety of real-world situations that can be modeled mathematically. This course is designed to prepare students for successful completion of the TSI exam.
ALGEBRA 2 PRE-AP Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Geometry
The honors course of second year algebra will cover the topics of Algebra 2 in greater depth and detail with supplemental material in appropriate areas. This course is recommended for those students who had an 85+ average in Pre-AP Geometry and are planning to take Pre-Calculus Pre-AP and Calculus AP.
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After successful completion of Algebra 1, Geometry, and Algebra 2, a student may select the fourth required credit from any of the following math course offerings. Algebra 2 may serve as the fourth required math only on the Recommended/Foundation Graduation Plans and only if it is preceded by Math Models with Applications. ALGEBRA 3 (Independent Study in Math) Credit: 1 Grade: 12 Length: 36 wks Prerequisite: Algebra 2 (grade 75 or below) or failure to meet satisfactory performance on the Algebra 1STAAR EOC Exam
Algebra 3 develops a student’s capabilities to use Algebraic concepts to solve real-world problems. Students compare and analyze function behaviors and parameter changes using graphing technology. This class is an extension of previously acquired Algebraic skills integrated with advanced Algebraic skills and graphing technology. It also includes many challenging aspects of algebraic problem solving that will serve as a solid foundation for Pre-Calculus or college algebra. Algebra 3 is intended to serve students that made a grade 75 or below in Algebra 2. Students may not take Algebra 3 concurrently with Pre-Calculus or if they have already completed Pre-Calculus. This course is designed to prepare students for successful completion of the TSI exam.
COLLEGE PREPARATORY ALGEBRA 3 (Independent Study in Math) Credit: 1 Grade: 12 Length: 36 wks Prerequisite: Algebra 2 (grade 79 or below) and Two or more of the following
* Recommendation from current math teacher
* Recommendation from school counselor
* Failure to meet satisfactory performance on the Algebra 1 (STAAR EOC) Exam or TSI
Algebra 3 develops a student’s capabilities to use Algebraic concepts to solve real-world problems. Students compare and analyze function behaviors and parameter changes using graphing technology. This class is an extension of previously acquired Algebraic skills integrated with advanced Algebraic skills and graphing technology. It also includes many challenging aspects of algebraic problem solving that will serve as a solid foundation for Pre-Calculus or college algebra. Algebra 3 is intended to serve students that made a grade 79 or below in Algebra 2. Students may not take Algebra 3 concurrently with Pre-Calculus or if they have already completed Pre-Calculus. This course is designed to prepare students for successful completion of the TSI exam.
ADVANCED QUANTITATIVE REASONING (AQR) Credit: 1 Grade: 11-12 Length: 36wks Prerequisite: Algebra 2
Advanced Quantitative Reasoning is a good fit for students pursuing a non-mathematics-intensive major in business, social sciences, or the arts at the postsecondary level. Topics include statistics, financial applications, and the use of models from discrete mathematics, algebra, geometry, and trigonometry to solve complex problems in a range of engaging contexts. Course activities and instruction will focus on exploration-based student learning in cooperative groups and project presentation skills. PRE-CALCULUS Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Algebra 2
This course extends the study of algebraic functions and their graphs including polynomials, rational, exponential, conic, piecewise defined functions and logarithmic functions. Students will also study trigonometric functions and inverses, identities and equations, as well as solve triangles and examine applications of trigonometric functions. In addition, students will examine sequences and series, vectors and parametric equations. PRE-CALCULUS PRE-AP Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: Algebra 2 This course extends the analysis and understanding of functions studied in Algebra 2 and also expands the student’s repertoire of
functions to include polynomial, rational, periodic, piecewise defined functions, conic and trigonometric functions. Students will also study trigonometric functions and inverses, identities and equations, as well as solve triangles and examine applications of trigonometric functions. Additional topics studied include sequences and series, vectors, parametric equation, polar coordinates and limits. Pre-Calculus Pre-AP is more rigorous and covers topics with more depth than regular Pre-Calculus. NOTE: This course is recommended for those students planning to take AP Calculus.
STATISTICS Credit: 1 Grade: 12 Length: 36 wks Prerequisite: Algebra 2
This course will introduce students to four broad conceptual themes of statistics: Exploring Data, Planning a Study, Anticipating Patterns, and Statistical Inference. Students will analyze data in real world applications used in many businesses and scientific studies. Students will determine the appropriateness of methods used to collect data and interpret data to ensure conclusions are valid.
Approved 4th
Year Options in Mathematics
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STATISTICS AP Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Pre-Calculus (Or Algebra 2 with Instructor Approval)
This college level course prepares students for the Statistics AP Advanced Placement exam given in May each year. The course is equivalent to a one semester introductory, non-calculus based college course in statistics. This course will introduce students to four broad conceptual themes: Exploring Data, Planning a Study, Anticipating Patterns, and Statistical Inference. This course is writing intensive, requiring students to write in a variety of modes and styles. CALCULUS (Independent Study in Math) Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Pre-Calculus
This course emphasizes a multi-representational approach to calculus, with concepts, results, and problems being expressed geometrically, numerically, analytically and verbally. Topics covered include functions and limits, derivatives and their applications, integration methods and applications. This course prepares students to take Calculus at the college level. CALCULUS AB AP Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Pre-Calculus
This college-level course prepares students for the Calculus AB Advanced Placement Exam given in May each year. This course emphasizes a multi-representational approach to calculus, with concepts, results, and problems being expressed geometrically, numerically, analytically and verbally. Topics covered include functions and limits, derivatives and their applications, integration methods and applications. CALCULUS BC AP DOUBLE-BLOCKED (Includes Calculus AB AP) Credit: 2 Grade: 11-12 Length: 36 wks Prerequisite: Pre-Calculus
This college-level course prepares students for the Calculus BC Advanced Placement Exam given in May each year. This course emphasizes a multi-representational approach to calculus, with concepts, results, and problems being expressed geometrically, numerically, analytically, and verbally. Topics to be covered include: functions and limits, derivatives and their applications, integration methods and applications, parametric, polar and vector functions, polynomial approximations and series. NOTE: This course is double blocked. Students will gain credit in both Calculus AB and BC AP.
CALCULUS BC AP SINGLE-BLOCKED (Includes Calculus AB AP) Credit: 2 Grade: 11-12 Length: 36 wks Prerequisite: Pre-Calculus
Single-blocked Calculus BC AP is for the most advanced students who wish to take BC Calculus but cannot fit the double-block into their schedule. This class will cover all topics in the Calculus BC class but at an extremely advanced speed where there will be little to no review days before tests and there will be more independent work required outside the school day to complete all needed topics. This college-level course prepares students for the Calculus BC Advanced Placement Exam given in May each year. This course emphasizes a multi-representational approach to calculus, with concepts, results, and problems being expressed geometrically, numerically, analytically, and verbally. Topics to be covered include: functions and limits, derivatives and their applications, integration methods and applications, parametric, polar and vector functions, polynomial approximations and series. MULTIVARIABLE CALCULUS (Advanced Honors) Credit: 1 Grade: 12 Length: 36 wks Prerequisite: Successful Completion of Calculus BC AP
Multivariable or vector calculus studies how to take limits, derivatives, and integrals of multivariable functions. The following topics will be included in the course: Vector?Valued Functions, Functions of Several Variables, Multiple integrations, Vector Analysis and Differential Equations. DIGITAL ELECTRONICS see page 57 COMPUTER SCIENCE AP see page 58
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Lake Travis High School Science Course Sequence
Science
Biology (Regular or Pre-AP)
EOC Required
Chemistry (Regular* w/ Geometry or
Pre-AP* with Alg II)
Integrated Physics
and Chemistry (IPC)
Physics (Regular* w/ Alg II or
AP 1&2* with Pre-Calculus)
Chemistry (Regular* w/ Geometry or
Pre-AP* with Alg II)
AP Biology*, AP Chemistry*,
AP Environmental Science*, AP Physics 1 & 2* (formerly AP Physics B),
AP Physics C*, Anatomy & Physiology*,
Aquatic Science*, Environmental Studies*,
Forensics*, Medical Microbiology & Immunology*,
Pathophysiology*
Physics (Regular* w/ Alg II or
AP 1&2* with Pre-Calculus)
*Pre-requisites Apply
See Course descriptions for details
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All science courses include at least 40% hands-on laboratory/field investigations using appropriate scientific inquiries.
Course Credit 4th
Year Course Options Credit
Biology 1.0 Anatomy & Physiology (Honors) 1.0
Biology Pre-AP 1.0 Aquatic Science 1.0
Biology AP (w/ Scientific Research & Design) 2.0
Integrated Physics & Chemistry (IPC)* 1.0 Chemistry AP (w/ Scientific Research & Design) 2.0
Environmental Science AP (w/ Scientific Research & Design)
1.0 11th
graders, 1.0 or 2.0 12
th graders Chemistry 1.0
Chemistry Pre-AP 1.0 Environmental Systems 1.0
Forensics 1.0
Physics 1.0 Medical Microbiology & Immunology (Honors) 0.5
Physics 1 & 2 AP 1.0 or 2.0
Pathophysiology (Honors) 0.5
Physics 1 & 2 AP GT 1.0 or 2.0
Physics C AP 1.0
*IPC does not count as one of the four required sciences for the Distinguished or LT Scholar graduation program.
Advanced Animal Science 1.0
Principles of Engineering (Honors) 1.0
Science Pre-Course Required “Summer” Reading
Environmental Science AP: Silent Spring, Rachel Carson ISBN #0-618-24906-0 NOTE: Students will be tested over the pre-course reading at the beginning of this course. See Appendix A.
BIOLOGY Credit: 1 Grade: 9 Length: 36 wks
This course describes the fascinating diversity of all living things, and the identifying themes that bring order to this diversity. The Biology course includes the scientific processes of observation and analysis. Critical-thinking strategies are emphasized while exploring concepts related to cells and viruses, metabolism, genetics, living systems, taxonomy, and ecosystems. The student will conduct an individual research project as a requirement of the course. STAAR End of Course Exam required for Graduation.
BIOLOGY PRE-AP Credit: 1 Grade: 9 Length: 36 wks
Biology is the study of living organisms, their origins, how they survive, reproduce, change over time, and interact with each other and their environment. It is designed to guide students in the investigation of all aspects of living organisms and prepare students for the Advanced Placement Biology course. The Pre-AP course places a higher priority on developing critical thinking skills by examining real world problems. Topics are examined in greater depth and include more advanced resource material in addition to the adopted text. Laboratory investigations are more sophisticated and play a more prominent role in the Pre-AP course. Students will also be expected to write formal lab reports over major labs. The student will conduct multiple individual research projects as a requirement of the course. STAAR End of Course Exam required for Graduation. INTEGRATED PHYSICS AND CHEMISTRY (IPC) Credit: 1 Grade: 10 Length: 36 wks Prerequisites: Completion of Biology and Algebra 1
This course is an exploration of natural phenomena related to physics and chemistry. Critical-thinking and scientific problem solving skills are emphasized while exploring concepts related to the properties of matter, chemical reactions, forces, motion, simple machines, heat, electricity, waves, sound, and light. NOTE: This course is excellent preparation for both chemistry and physics as one of the four science credits for students who are graduating on the Recommended Graduation Plan OR Foundation Plan with Endorsement. After completing IPC students on Recommended Graduation Plan must take both Chemistry AND Physics. This course may count as a fourth science on the on the Recommended Graduation Plan but does not count for either Distinguished or the LT Scholar Plan. This course cannot be taken after passing Chemistry or Physics.
CHEMISTRY Credit: 1 Grade: 10-12 Length: 36 wks Prerequisites: Biology; Geometry or concurrent enrollment
Chemistry is an exploration of matter and the changes that it undergoes. Critical-thinking and scientific problem solving skills are developed in the study of the characteristics of matter, chemical reactions, energy transformations, atomic structure, periodicity, gas behavior, bonding, nuclear chemistry, properties of solutions, and acid-base chemistry. An emphasis is placed upon chemical calculations and the mathematical formulation of principles.
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CHEMISTRY PRE-AP Credit: 1 Grade: 10-12 Length: 36 wks Prerequisites: Biology; Algebra 2 or concurrent enrollment
Chemistry Pre-AP is an exploration of matter and the changes that it undergoes. Students will be expected to build their understanding upon earlier topics in a cumulative way and apply their understanding in challenging new situations. Critical thinking and scientific problem-solving skills form the basis for the class. Topics include the characteristics of matter, reactions, energy transformations, atomic theory, periodicity, chemical bonding, gas behavior, solution chemistry, acid-base chemistry, and nuclear chemistry. Appropriate math skills are required for the formulation of chemical principles. The student will conduct an individual week-long laboratory experiment as a requirement of the course. PHYSICS Credit: 1 Grade: 11-12 Length: 36 wks Prerequisites: Biology and Chemistry; Algebra 2 or concurrent enrollment
Physics is an exploration of the laws of motion; changes within physical systems; conservation of energy and momentum; force; characteristics and behavior of sound and light waves; electricity and magnetism. Throughout the course there will be various hands-on projects showing practical use of the theoretical topics covered in class. PHYSICS 1 & 2* AP Credit: 1 or 2* Grade: 11-12 Length: 36 wks Prerequisite: Biology and Chemistry; Pre-Calculus or concurrent enrollment
This course is designed to be the equivalent of a first year physics course at the college level. The course develops the principles of physics emphasizing problem solving using algebra and trigonometry. Content includes kinematics, Newton’s Laws, momentum, energy, forces, light, electricity, magnetism, and modern physics. This course serves as preparation for the Physics 1 & 2 AP Exams given in May. *Students will earn 1.0 credit for Physics 1 AP upon successful completion of this course, a student will earn an additional1.0 credit for Physics 2 AP with a 3 or higher on the Physic 2 AP exam. PHYSICS 1 & 2* AP GT Credit: 1 or 2* Grade: 11-12 Length: 36 wks Prerequisite: Biology and Chemistry; Pre-Calculus or concurrent enrollment and GT Classification
This course is a slight variation of the Physics AP course (see above for course description). The GT section of Physics 1 & 2 AP utilizes the gifted and talented students’ skill sets, offering opportunities for in-depth investigation of physics and ideas. These investigations occur primarily in the form of robust in-class discussions, a collective swapping of ideas and analyses. Occasionally, lessons, assignments, and projects are differentiated; however, because this is, principally, a Physics 1 &2 AP course, which must follow the curriculum approved by the College Board, most the assignments and lessons will be consistent with those assigned and taught in the Physics 1 & 2 AP class.
After successful completion of a biology course, a chemistry course, and a physics course, a student may select the fourth required credit from an of the following science course offerings.
ANATOMY & PHYSIOLOGY (Honors) Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Completion of Biology and Chemistry
This course is designed to be an advanced study of the human body for students with an interest in pursuing a career in a health-related field. Topics include anatomical structures, physiological systems, and body functions. Students will apply the principles of physiology to human health and evaluate the applications and career implications of physiology and anatomy principles. Several field trips are offered. AQUATIC SCIENCE Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Completion of Biology & Chemistry OR completion of Biology, IPC, & concurrent enrollment in Chemistry.
This course is especially well suited for those students interested in pursuing a science related field in college. The course includes in-depth study of aquatic organisms and their interrelationships, water chemistry, marine biology & physical oceanography, geology & paleontology, coral reef & estuarine environment and marine ecosystems & biodiversity. The course offers lots of hands-on lab activities, dissections, selected readings from college level textbooks and publications and college preparatory delivery of the curriculum. Several field trips are offered where students will conduct scientific investigation and field work using modern equipment. Prospective students need to be highly motivated and well organized. BIOLOGY AP (Includes Scientific Research & Design) Credit: 2 (1 Biology AP and 1 Scientific Research & Design) Grade: 11-12 Length: 36 wks Prerequisite: Completion of Algebra 2, Biology, and Chemistry
This course is designed to be the equivalent of a college introductory course for biology majors. The course covers three general areas in considerable depth: molecules and cells; genetics and evolution; organisms and populations. Biological chemistry is
Approved 4th
Year Options in Science
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emphasized in the study of molecules, cells, energy transformations and physiology. This course serves as preparation for the AP Exam given each May.
Scientific Research & Design: This course stresses management skills and the identification and manipulation of the
conditions of investigations. Students will conduct laboratory investigations and fieldwork, use scientific methods, and make informed decisions using critical thinking and problem solving. NOTE: This course is double blocked.
CHEMISTRY AP (Includes Scientific Research & Design) Credit: 2 (1 Chemistry AP and 1 Scientific Research & Design) Grade: 11-12 Length: 36 wks Prerequisite: Completion of Algebra 2 and Chemistry
This course is designed to be the equivalent of a college introductory course for science majors. Chemistry AP focuses on the theoretical aspects of chemical equilibria, chemical kinetics, and thermodynamics, which will be presented in considerable depth. An emphasis is placed upon calculations and the mathematical formulation of chemical principles. This course serves as preparation for the AP exam given each May.
Scientific Research & Design: This course stresses management skills and the identification and manipulation of the
conditions of investigations. Students will conduct laboratory investigations and fieldwork, use scientific methods, and make informed decisions using critical thinking and problem solving. NOTE: This course is double blocked.
ENVIRONMENTAL SYSTEMS Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Completion of Biology and Chemistry OR completion of Biology, IPC, and concurrent enrollment in Chemistry.
In this course, students will conduct field and laboratory investigations and use scientific problem-solving as they study a variety of topics, including biotic and abiotic factors in habitats; ecosystems and biomes; interrelationships among resources and environmental systems; sources and flow of energy through an environmental system; the relationship between carrying capacity and changes in populations and ecosystems; and changes in environments. The course includes a field-based component. ENVIRONMENTAL SCIENCE AP (Single-blocked) Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Completion of Biology and Chemistry; and Algebra II
The course is the equivalent of an introductory course at the college level. It is a rigorous science class stressing scientific principles and analysis with a substantial writing component. The course covers a broad range of topics including: the interdependence of Earth’s systems, human population dynamics, renewable and nonrenewable resources, global changes, the environment and society. The interdisciplinary nature of Environmental Science AP draws on material from the areas of biology, chemistry, earth science, and physics. To meet the challenges of the course, students should have a solid academic record, good critical-thinking ability, and excellent reading skills. Having the capability to articulate their thoughts well in writing is also of prime importance. This course serves as preparation for the AP Exam given in May. NOTE: Students will be tested over the pre-course required reading at the beginning of this course and will be expected to take the AP exam in the spring. See Appendix A. ENVIRONMENTAL SCIENCE AP (Includes Scientific Research & Design—Double-blocked) Credit: 2 (1 Environmental Science AP and 1 Scientific Research & Design) Grade: 12 only Length: 36 wks Prerequisite: Completion of Biology and Chemistry; and Algebra II
The course is the equivalent of an introductory course at the college level. It is a rigorous science class stressing scientific principles and analysis with a substantial writing component. The course covers a broad range of topics including: the interdependence of Earth’s systems, human population dynamics, renewable and nonrenewable resources, global changes, the environment and society. The interdisciplinary nature of Environmental Science AP draws on material from the areas of biology, chemistry, earth science, and physics. To meet the challenges of the course, students should have a solid academic record, good critical-thinking ability, and excellent reading skills. Having the capability to articulate their thoughts well in writing is also of prime importance. This course serves as preparation for the AP Exam given in May. Note: Students will be tested over the pre-course required reading at the beginning of this course and will be expected to take the AP exam in the spring. See Appendix A.
Scientific Research & Design: This course stresses management skills and the identification and manipulation of the
conditions of investigations. Students will conduct laboratory investigations and fieldwork, use scientific methods, and make informed decisions using critical thinking and problem solving.
NOTE: This course is double blocked for Seniors only in the 2016-17 school year. Starting in 2017-18, this course will only be offered single-blocked for 1.0 credit.
FORENSICS Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Completion of Biology and Chemistry OR completion of Biology, IPC, and concurrent enrollment in Chemistry.
This course will explore the history of forensic science, methods of investigating a crime scene, types of evidence, analysis of fingerprints, hair, fibers, drugs, glass, soil and blood. In addition we will study agencies that offer forensic services, typical forensic labs and careers in forensic science. The class will rely heavily on labs, text readings, readings of forensic science journal articles and video. The class is designed around authentic performance assessments with students working in teams to solve crimes using scientific knowledge and reasoning. It involves all areas of science including biology, anatomy, chemistry, physics, earth science and the use of technology with an emphasis in complex reasoning and critical thinking.
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MEDICAL MICROBIOLOGY & IMMUNOLOGY (Honors) Credit: 0.5 Grade: 11-12 Length: 18wks Prerequisite: Completion of Biology and Chemistry. Recommended concurrent enrollment in Anatomy and Physiology. Microbiology is the study of microscopic organisms, such as bacteria, viruses, archaea, fungi and protozoa. Immunology is a branch of biomedical science that covers the study of all aspects of the immune system in all organisms. Immunology is a course that would allow students to delve into the processes of the immune system and acquire an understanding of how diseases interact with the immune system. Current treatments from new pathogens will require a greater in depth understanding of these processes. PATHOPHYSIOLOGY (Honors) Credit: 0.5 Grade: 11-12 Length: 18wks Prerequisite: Completion of Biology and Chemistry. Recommended concurrent enrollment in Anatomy and Physiology. The Pathophysiology course provides an in-depth study of human pathological processes, with an emphasis on interrelationships among organ systems during disease. Topics include the causes and origins of disease, physical signs and symptoms, prognosis, and complications of common diseases and their management. PHYSICS C AP (Mechanics, Electricity and Magnetism) Credit: 1 Grade: 12 Length: 36 wks Prerequisite: Completion of Physics 1 & 2 AP and Calculus or concurrent enrollment
This course is the equivalent of a calculus-based first year physics course at the college level, designed for students planning to major in the physical sciences, math, or engineering. The first term corresponds to a semester college class on classical mechanics. The second term corresponds to a semester college class on electricity and magnetism. The students will use calculus to tackle advanced physics problems. The course serves as preparation for the AP Exam given in May. PRINCIPLES OF ENGINEERING (HONORS) see page 57 ADVANCED ANIMAL SCIENCE see page 60
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Lake Travis High School Social Studies Course Sequence
Social Studies
World Geography OR AP Human Geography
US History OR AP US History EOC Test Required
US Government (1/2 Credit)
OR
AP US Government
(1/2 Credit)
Economics (1/2 Credit)
OR
AP Macro Economics
(1/2 Credit)
OR
AP Micro Economics (1/2 Credit)
AND
World History OR AP World History
OR AP European History
OR Psychology/Sociology OR AP Psychology
OR AP Comparative Government (1/2 credit)
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Course Credit Advanced 4th
Options Credit
World Geography 1.0 Comparative Govt & Politics AP 0.5
Human Geography AP 1.0 European History AP 1.0
Microeconomics AP 0.5
US History 1.0 Psychology AP 1.0
US History AP 1.0 Psychology 0.5
Sociololgy through Film 0.5
US Government 0.5
Economics 0.5
US Government AP 0.5
Macroeconomics AP 0.5
World History 1.0
World History AP 1.0
WORLD GEOGRAPHY Credit: 1 Grade: 9 Length: 36 wks
This course deals with the earth as the world of living things. The course offers an understanding of the way people live in particular places and why they live as they do. World Geography will explore the physical and cultural features of the earth, changing earth resources, people and the land, political boundaries, economic growth and technological change. Current events will be discussed. Geographic concepts will be explored along with a regional study of the United States, Canada, Latin America, Europe, Russia and the Republics, Asia, Africa, Australia and Oceania. HUMAN GEOGRAPHY AP Credit: 1.0 Grade: 9?12 Length: 36 wks
Human Geography AP is an elective course focusing on the human aspects of geography. The course deals with major concerns confronting the world today, such as the study of the migration and diffusion of peoples, population growth, elements of human culture/art, architecture and literature. Additionally it deals with land use, including the growth of cities and mega urban areas of the world, political and economic development and global environmental concerns. It will help students determine possible solutions to some of today’s most pressing issues. This course serves as preparation for the AP Exam given in May. NOTE: This course satisfies the World Geography graduation requirement. Students will be tested over the summer mapping requirements at the start of this course. See Appendix A.
UNITED STATES HISTORY Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: World Geography or Human Geography AP
United States History is the second part of a two-year study of U.S. history that begins in Grade 8. The content spans from 1870s post-Reconstruction to the present. Historical content focuses on the cultural, political, economic, and social events and issues related to expansion, imperialism, industrialization, urbanization, major wars, domestic and foreign policies, and reform movements. Students examine the impact of geographic factors on major events and analyze American society, evaluate the dynamic relationship of the federal government, and analyze efforts to expand the democratic process. Students describe the relationship between the arts and the times during which they were created as well as analyzing the impact of technology innovation of the American labor movement. Critical thinking is used to interpret the past, including points of view and historical context. STAAR End of Course Exam required for Graduation. UNITED STATES HISTORY AP Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: World Geography or Human Geography AP
The US History AP Program is intended for qualified students who complete studies equivalent to a college introductory course in US History. This course is designed to provide students with the analytic skill and factual knowledge necessary to deal critically with the problems and materials in US History. The course, which spans the time between European contact and the present, is a survey of history utilizing a textbook and supplemental reading in the form of documents, essays and books on special themes, providing substantive and thematic coverage. The balance between learning factorial knowledge and critical analysis makes for a demanding class. This course serves as preparation for the AP Exam given in May. STAAR End of Course Exam required for Graduation.
UNITED STATES GOVERNMENT Credit: 0.5 Grade: 11-12 Length: 18 wks Prerequisite: US History
The US Government course is designed to expose students to the foundations, traditions, values, and workings of the American political system. Students will use primary and secondary sources to study the founding ideas of government, federalism, separation of powers within government, political behavior, campaigns and elections, and state government. Current issues are important to connecting to the concepts taught and the development of the course. Students are expected to gain an understanding of how government and politics function, and their roles as citizens and active participants within the system.
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ECONOMICS Credit: 0.5 Grade: 11-12 Length: 18 wks Prerequisite: US History
This course emphasizes the free enterprise system and its benefits. Areas of concentration include the elements of the American free enterprise system, the role of government in the American economic system, the relationship of the American economic system to international economic activity, and consumer economics. The course emphasizes the practical aspects of economic knowledge necessary for a career and an understanding of contemporary economic issues. UNITED STATES GOVERNMENT AP Credit: 0.5 Grade: 11-12 Length: 18 wks Prerequisite: US History
This course is designed to give students a critical perspective on politics and government in the United States. The content area includes constitutional underpinnings of United States democracy, political behavior, political beliefs, interest groups, the three branches of government, civil liberties, and civil rights. The students read primary documents, prepare written reports, and give oral presentations. This course serves as preparation for the AP Exam given in May. MACROECONOMICS AP Credit: 0.5 Grade: 11-12 Length: 18 wks Prerequisite: US History
Macroeconomics AP is a college-level introduction to the study of national economic systems. It includes classical and Keynesian analysis of aggregate supply and demand and other issues in the US economy such as fiscal and monetary policy, international trade, inflation, unemployment, growth, and productivity in the economy as a whole. Students use methods of economic analysis, college-level readings, data analysis, and formal research and writing projects to prepare for the AP exam in May for possible college credit. WORLD HISTORY Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: World Geography or Human Geography AP
This course provides students with an overview of the history of mankind. Students will focus on how the following will impact the course of history: patterns of growth and decline in civilizations as well as cultural, technological, economic, religious, and philosophical changes throughout the course of history, and global interdependence. WORLD HISTORY AP Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: World Geography or Human Geography AP
This course highlights six connected themes including interaction among major societies, change, impact of technology, social structures, cultural and intellectual developments and changes in functions and structures of society. Since this is an AP course it is intended for qualified students and can earn college credit with successful completion of the AP exam in May. The college level textbook suggested by the College Board will be used as well as supplemental readings for the purpose of analysis. Writing will be emphasized in this course.
COMPARATIVE GOVERNMENT AND POLITICS AP Credit: 0.5 Grade: 11-12 Length: 18 wks
AP Comparative Government and Politics introduces students to the rich diversity of political life outside the United States. The course uses a comparative approach to examine the political structures; policies; and the political, economic, and social challenges among six selected countries: Great Britain, Mexico, Russia, Iran, China, and Nigeria. Additionally, students examine how different governments solve similar problems by comparing the effectiveness of approaches to many global issues. EUROPEAN HISTORY AP Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: World History or concurrent enrollment
The study of European history since 1450 introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live. Without this knowledge, we would lack the context for understanding the development of contemporary institutions, the role of continuity and change in present-day society and politics, and the evolution of current forms of artistic expression and intellectual discourse/ In addition to providing a basic narrative of events and movements, the goals of the AP program in European History are to develop (a) an understanding of some of the principal themes in modern European History, (b) an ability to analyze historical evidence and historical interpretation, and (c) an ability to express historical understanding in writing. This course serves as preparation for the AP Exam given in May.
Advanced Options in Social Studies
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MICROECONOMICS AP Credit: 0.5 Grade: 11-12 Length: 18 wks Prerequisite: US History; and Algebra 2 or concurrent enrollment
The purpose of an AP in Microeconomics is to give students a thorough understanding of the principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the larger economic system. It places primary emphasis on the nature and functions of product markets, and includes the study of factor markets and the role of government in promoting greater efficiency and equity in the economy. This course serves as preparation for the AP Exam given in May. PSYCHOLOGY AP (Includes Social Studies Advanced Studies) Credit: 1 Grade: 11-12 Length: 36 wks
The Psychology AP course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists use in their practice. This course serves as preparation for the AP Exam given in May. PSYCHOLOGY Credit: 0.5 Grade: 11-12 Length: 18 wks
Psychology is an elective course designed to have students consider the development of the individual and an exploration of personality. The study of psychology is based on a historical framework and relies on effective collection and analysis of data. Students study topics such as theories of human development, personality, motivation, self-esteem and learning theories. SOCIOLOGY THROUGH FILM Credit: 0.5 Grade: 11-12 Length: 18 wks
Sociology is an elective course designed to have students study dynamics and models of individual and group relationships. This will be done with film to demonstrate the topics of study. Students will study topics such as history and systems of sociology, cultural and social norms, social institutions and mass communication. All of this will be seen first-hand in films!
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Course Credit Course Credit
Spanish 1 1.0 French 1 1.0
Spanish 2 1.0 French 2 1.0
Spanish 3 1.0 French 3 Pre-AP 1.0
Spanish 3 Pre-AP 1.0 French 4 AP 1.0
Spanish 4 AP 1.0 French 5 (Adv Honors) 1.0
Spanish 5 AP 1.0
Spanish for Spanish Speakers 1&2 2.0 American Sign Language 1 1.0
Spanish for Spanish Speakers 4&4 2.0 American Sign Language 2 1.0
American Sign Language 3 1.0
Latin 1 1.0
Latin 2 1.0 Chinese 1 1.0
Latin 3 Pre-AP 1.0 Chinese 2 1.0
Latin 4 AP 1.0 Chinese 3 Pre-AP 1.0
Latin 5 (Adv Honors) 1.0 Chinese 4 AP 1.0
At LTHS, we recommend that you begin your Languages Other Than English no later than your 10
th grade
year. Students will not be allowed to take two years of the same language during the same school year.
SPANISH SPANISH 1 Credit: 1 Grade: 9-12 Length: 36 wks
This course is an introductory course to the Spanish language and its cultures. The skills of listening, speaking, reading and writing, as well as the study of culture, history, and the interrelationships of language are the essential elements taught in this first course of foreign language study. SPANISH 2 Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Spanish 1
This course is a continuation of Spanish 1. The instruction places special emphasis on the understanding of the Spanish language and expansion of the student’s working vocabulary as well as continuing the study of grammar and language production. SPANISH 3 Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: Spanish 2
This course is a continuation of Spanish 1 and 2, focusing on mastery of the academic components and furthering communication skills. It requires previously learned grammatical structures to enhance oral as well as written skills. SPANISH 3 PRE-AP Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: Spanish 2
This course offers a complete presentation of Spanish grammar, as well as cultural readings and literary works. Students continue to acquire language proficiency while reviewing and broadening their lexical and grammatical foundation. This course begins preparation for advanced placement test. SPANISH 4 AP (Spanish Language) Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Spanish 3 Pre-AP
Students will have ample opportunities to continually engage in authentic communicative tasks. This course will feature pair and group language practice activities. Students will learn to express their own views on topics and questions of interest to them. Some literature selections will be introduced and discussed. This course is designed to increase preparation for advanced placement test. SPANISH 5 AP (Spanish Literature) Credit: 1 Grade: 12 Length: 36 wks Prerequisite: Spanish 4 AP
This course covers the equivalent of a third-year college course in advanced Spanish composition and conversation. It stresses oral skills, composition, and grammar. There is an emphasis on the use of Spanish for active communication relating to areas of interest such as the arts, history, current events, sports, literature, and other cultural topics. Students will be expected to read authentic materials such as newspapers, magazines, and specific literary selections.
LANGUAGES OTHER THAN ENGLISH
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SPANISH FOR SPANISH SPEAKERS 1 & 2 Credit: 2 Grade: 9-12 Length: 36 wks Prerequisite: Oral and written language proficiency test to determine level.
These courses will address the unique instructional needs of those students who have different levels of ability as native Spanish speakers. It will include reading and writing strategies to help students with the STAAR, grammar, spelling, cultural features, and vocabulary enrichment. The course will also include some literature selections. This course will allow the student to become more proficient in both oral and written communication skills in Spanish. Much emphasis will be placed on increasing vocabulary and there will be focus on improving reading and writing skills as well. Students will have an introduction to Hispanic literature. The student will be encouraged to grow bilingually in this multicultural world. SPANISH FOR SPANISH SPEAKERS 3 & 4 Credit: 2 Grade: 10-12 Length: 36 wks Prerequisite: Spanish for Spanish Speakers 1 and 2.
This course will have ample opportunities to continually engage in authentic communicative tasks. This course will feature pair and group language practice activities. Students will learn to express their own views on topics and questions of interest to them. Some literature selections will be introduced and discussed. This course is designed to increase preparation for the advanced placement test. NOTE: All students must take the AP Spanish Language exam when it is offered in May.
LATIN LATIN 1 Credit: 1 Grade: 9-12 Length: 36 wks
Latin 1 introduces you to the Latin language and to its culture of origin, ancient Rome. Latin is a classical language and as such, we endeavor to study it rather than speak it: in this course you will begin to comprehend Latin text and you will learn how to translate it into English. (You’ll strengthen your command of English in the process!) The texts themselves draw upon high-interest topics such as mythology and Roman society. This course meets in a multi-leveled classroom and you will benefit from supportive, productive collaboration with more experienced Latinists. LATIN 2 Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Latin 1
In Latin 2, you will hone your translation skills by reading longer, more complex passages. You’ll command a larger vocabulary and you’ll master all of the basic grammatical forms. This increase in content and complexity opens up a brand new portal to the ancient Romans’ culture and mythology as the texts begin to model authentic ancient Latin. This course meets with Latin 3 and you will benefit from supportive, productive collaboration with more experienced Latinists. This course meets in a multi-leveled classroom and you will benefit from supportive, productive collaboration with more experienced Latinists and from supporting those enrolled in Latin 1. LATIN 3 PRE-AP Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Latin 2
In Latin 3, you will comprehend and translate with more fluency: translation is no longer the end goal but a necessary stepping stone to literary analysis. As the year begins, your readings will still be adapted passages, but you’ll take on your first authentic texts this year: poetic meter, figurative language, mythology, history, and Roman culture are studied seamlessly through these texts themselves. Authentic reading selections include excerpts of Ovid’s Metamorphoses and Caesar’s The Gallic Wars. This course meets with Latin 2 and you will benefit from opportunities to mentor and support less experienced Latinists. This course meets in a multi-leveled classroom and you will benefit from opportunities to mentor and support less experienced Latinists. LATIN 4 AP (Latin: Vergil) Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Latin 3 Pre-AP
In Latin 4, you’ll complete your analysis of Caesar’s Gallic War and you’ll marvel at Vergil’s Aeneid against the backdrop of the Augustan Age. You’ll achieve critical appreciation of these timeless pieces of literature through extensive literal translation, literary and metrical analysis, supplemental English readings, and discussion of the pieces’ context in ancient Roman society. This course meets in a multi-leveled classroom and you will benefit from opportunities to mentor and support less experienced Latinists. LATIN 5 (Advanced Honors) Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Latin 4 AP
Students will read and analyze a survey of ancient Latin authors with a continued focus on literal translation, metrical and figurative devices in poetry, historical and cultural context, and influence on later literature. This course meets in a multi-leveled classroom and you will benefit from opportunities to mentor and support less experienced Latinists.
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FRENCH FRENCH 1 Credit: 1 Grade: 9-12 Length: 36 wks
French I is an introductory class stressing basic language skills and acquisition. Students will be immersed in comprehensible language so that the brain has the opportunity to unconsciously acquire, or “pick up”, what it can when it is ready. Students will acquire frequently used words and structures of the language by interacting daily with a competent French speaker (the teacher), and by reading often. FRENCH 2 Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: French 1
This course is a continuation of French 1. The instruction places special emphasis on the understanding of the French language and the expansion of the student’s working vocabulary, as well as continuing the study of grammar and language production. Students will begin a basic study of the course themes in the French Language and Culture curriculum through projects and authentic video. FRENCH 3 PRE-AP Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: French 2
This course offers a complete presentation of French grammar, as well as cultural and authentic readings and literary works by authors around the French-speaking world. Students continue to acquire language proficiency while reviewing and broadening their lexical and grammatical foundation. This course will begin the presentation of the 6 course themes in the AP French Language and Culture curriculum. FRENCH 4 AP (French Language) Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: French 3 Pre-AP
Students should have a good command of French grammar and a high level of competence in listening, reading, speaking and writing. The basis of the AP French Language and Culture course are the three modes of communication (Interpersonal, Interpretive and Presentational). Students will have ample opportunities to continually engage in authentic communicative tasks. The course will be structured around the six course themes in the AP French Language and Culture course curriculum. Students will explore the themes including global challenges, science and technology, contemporary life, personal and public identities, families and communities and beauty and aesthetics. Each of the themes will stress authentic reading and listening practice and help students increase oral and written fluency in the French language. FRENCH 5 (Advanced Honors) Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: French 4 AP
This course covers the equivalent of a 3rd year college course in composition and conversation. There is an emphasis on the use of French for active communication relating to areas of interest such as the arts, history, current events, sports, literature and other cultural topics. The course stresses oral skills, composition and grammar and is designed to increase proficiency level and prepare the student for the French Language Advanced Placement test and college French entrance exams.
AMERICAN SIGN LANGUAGE AMERICAN SIGN LANGUAGE (ASL) 1 Credit: 1 Grade: 9-12 Length: 36 wks
This course covers receptive signing, expressive signing, interactive communication, culture and language. Emphasis will be placed upon the study of skills and concepts that result in the understanding of most routine questions, statements, requests, and the gist of everyday conversations on non-technical and familiar subjects. Concepts that result in knowledge and awareness of the history and culture of deaf people within a range of situations will be taught. AMERICAN SIGN LANGUAGE (ASL) 2 Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: ASL 1
This course is a continuation of ASL 1 and deals with the essential elements of receptive skills, expressive signing, interactive communication, culture and language. Concepts and skills will be developed that will result in generalizations about how a language operates. A majority of class time will be conducted in ASL. This “Voices Off” policy will enable students to be immersed in the language.
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AMERICAN SIGN LANGUAGE (ASL) 3 Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: ASL 2
This course allows the student to increase his/her knowledge and experience of the language and culture of the Deaf people in the United States. It will focus on specific language and cultural behaviors, as well as the grammar of ASL at an advanced level. Both expressive skills (student production of signs), and receptive skills (student understanding of signs) will be the major focus of the course. More emphasis will be placed on students’ expressive skills than in previous courses. ASL 3 will be conducted in sign language. This “Voices Off” policy will enable students to be immersed in the language.
CHINESE (MANDARIN) Note: As a new program at LTHS, depending on enrollment, Chinese at LTHS may be teacher-led or provided online by LTISD. Online/virtual options will require self-discipline, organization, and commitment. CHINESE 1 Credit: 1 Grade: 9-12 Length: 36 wks
This course is an introduction to the Chinese world, its language and its people. The study of Chinese will begin with pinyin, which is the Romanization of characters. The main emphasis is on oral skills while developing reading and writing skills using very basic characters. CHINESE 2 Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Chinese 1
This course will continue to work on developing listening and speaking skills by practicing pronunciation and diaglogues reflecting daily life. There will be more emphasis on reading and writing skills, on expanding the vocabulary and functional expressions, and on continuing the study of the basics of Chinese sentence structure, descriptive complements, adverbial clauses, tenses and comparative sentences. CHINESE 3 PRE-AP Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Chinese 2
This course provides broader vocabulary and deeper grammatical structures through daily life topics. Students will expand their ability to communicate in Chinese and will continue to work toward the mastery of language skills. CHINESE 4: CHINESE LANGUAGE AND CULTURE AP Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Chinese 3
AP Chinese Language and Culture is considered an advanced Chinese language course. This course will challenge students to build up a more complex vocabulary, focus on important linguistic grammar structures and continue to make complex phrases and sentences. The goal of this course is to deepen students’ immersion into the language and culture of the Chinese-speaking world. The course engages students in an exploration of both contemporary and historical Chinese culture. The students will be able to write Chinese sentences and essays, participate in fluent Chinese conversations, and read short Chinese stories with confidence. This course prepares students to demonstrate their level of Chinese proficiency across the three communicative modes: interpersonal, interpretative, and presentational.
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Course Credit Course Credit
Creative Writing 0.5 Office Aide 1.0
Journalism 0.5 Off Campus 0
Creative Writing Workshop 1 1.0 Peer Assistance & Leadership (PAL)
Creative Writing Workshop 2 1.0 PAL 1 1.0
PAL 2 1.0
Discovery, GT (Honors) 1.0 PAL 3 1.0
Film History & Aesthetics 0.5 Reading Improvement 1 & 2 2.0
Film Studies SAT Prep 0.5
Film Production 1 1.0
Film Production 2 1.0 Screenwriting 1.0
Film Production 3 1.0
Film Practicum (Honors) 2.0 Speech & Debate
Professional Communication 0.5
Humanities (Honors) 1.0 Debate 1-4 (Honors) 1.0
Oral Interpretation (Honors) 1.0
ISM (Honors) 1.0
Student Publications
Model United Nations 1 (Honors) 1.0 Newspaper 1-3 1.0
Model United Nations 2-4 (Honors) 1.0 Yearbook 1-3 1.0
Mythology 1.0 Teen Impact 1.0
CREATIVE WRITING (Literary Genres) Credit: 0.5 Grade: 9-12 Length: 18 wks
Creative writing is a class dedicated to the expression and clear communication of ideas. Students should be prepared to produce all types of expressive projects from song lyrics to poetry to nonfiction. Lessons will be derived from many sources, including classic literature, current cinema, pop culture, and music. The class heavily emphasizes group interaction, participation and acceptance. JOURNALISM Credit: 0.5 Grade: 9-12 Length: 18 wks
This course is an introduction to journalism writing, layout, and media study. The course is writing intensive and will include several major projects, including conducting an interview or attending a newsworthy event. NOTE: This course is a prerequisite for Newspaper and Yearbook.
CREATIVE WRITING WORKSHOP I (Advanced Jouralism: Literary Magazine) Credit: 1 Grade: 9-12 Length: 36 wks
In this project-based workshop class, students practice writing in various creative genres including poetry, fiction, creative nonfiction, and drama. Instruction is based on a seminar-style workshop format in which student writing is the primary text. Projects allow space for independent vision and interest while providing writers with experimental techniques to enhance their craft. In addition to producing their own creative projects, students will design, publish, and market our school literary magazine, The Lake Travis Review. Creative Writing Workshop I is a full-year elective course. CREATIVE WRITING WORKSHOP II (Advanced Jouralism: Literary Magazine) Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: Creative Writing Workshop 1
Students who successfully complete Creative Writing Workshop I may take Creative Writer’s Workshop II and continue specializing in their area of writing interest. In this course, students will learn the basics of publishing, compose new creative works, and take leadership roles on the editorial staff of The Lake Travis Review. DISCOVERY GT MAKER SPACE (Gifted and Talented-Honors) Credit: 1 Grade: 9-10 Length: 36 wks Prerequisite: GT Classification
This course will give students the time and space to explore individual gifts and talents as well as develop the skills that will empower them as individuals and as good world citizens. Through short- and long-term projects, interactive student-run lessons, and in-depth discussion, students will use research and experimentation to investigate their individual interests. Projects will be differentiated to meet student needs.
GENERAL ELECTIVES
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FILM HISTORY AND AESTHETICS (Visual Media) Credit: 0.5 Grade: 10-12 Length: 18 wks
This course is focused on the history of cinema and many of its movements over the past 100 years. It will help the student to develop a scholarly, creative and professional approach to film while incorporating creative, practical, intellectual and esthetic values. Study will incorporate specific genres (e.g. Western, gangster, musical, silent, epic, comedy, and social drama).
FILM STUDIES
The Film Institute also includes English Language Arts Electives – Screenwriting and/or History of Film and Aesthetics – as well as the Social Studies Elective – Sociology Through Film. FILM PRODUCTION 1 (Audio Video Production) Credit: 1 Grade: 9-11 Length: 36 wks
Film Production 1 utilizes project based learning to provide students opportunities in all phases of film/video production to include preproduction planning, on-set production, and post-production to include editing and finishing with Adobe Master Collection. Students will produce news-based, documentary, and narrative films/videos. Students will produce news-based, documentary, and narrative videos as well as segments for the LTHS CavCast. No experience is necessary Course supply requirement: Each student will be required to provide their own 16GB (minimum) SD card.
FILM PRODUCTION 2 (Advanced Audio/Video Production) Credit: 2 Grade: 10-12 Length: 36 wks Prerequisite: Film Production 1 and Teacher Approval
Students will explore advanced filmmaking to include all phases of production in documentary and narrative storytelling. Heavy emphasis will be placed on project based assignments related to district events as well as assisting district students and staff in creating multimedia projects utilizing film/video.
• This course centers on the advanced study of film/video production. Students will produce the school CavCast as staff members, as well as, live events (sports, concerts and plays), and commercials for local business/non-profit organizations. Students must be self-motivated, responsible, and able to work under pressure to meet deadlines. NOTE: Students are required to work before and/or after school.
• Students must agree to utilize after school time for video/photo news gathering at school functions and other assignments. Students will learn techniques of new media journalism to include news gathering, editing, writing, photography, audio capture, and web based publishing and management. Students will also be expected to complete one independent project (narrative or documentary) for submission to a film festival.
• Students will assist in the development, planning, and execution of a district-wide multimedia technology fair to be conducting each spring.
• Course supply requirement: Each student will be required to provide their own 16GB (minimum) SD card.
FILM PRODUCTION 3 (Advanced Audio/Video Production) Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Film Production 2 (Advanced Audio/Video Production)
Description: Students will be responsible for the entire production cycle of video projects for clients within the district and the community. Typical projects include producing commercials for local business and/or non-profits, producing live events to include sporting events, fine arts, and community happenings, and helping the district produce content as well as manage the LTTV media channel on the district web site. Note: Students are required to work before and/or after school to meet client needs. Course supply requirement: Each student will be required to provide their own 16GB (minimum) SD card. FILM PRODUCTION PRACTICUM (Practicum in Audio Video Production) (Honors) Credit: 2 Grade: 11-12 Length: 36 wks Prerequisite: Film Production 3 and/or Teacher approval
This is a capstone experience for students participating in a coherent sequence of courses in Arts, A/V Technology and Communications. Practicum experiences are designed to give students supervised practical application appropriate to the level and nature of skills acquired in their chosen sequence. Students will be responsible for the production of video projects for various clients. NOTE: Students are required to work before and/or after school. Course supply requirement: Each student will be required to provide their own 16GB (minimum) SD card. _______________________________________________________________________________________________________________________________________________________________________________________________
HUMANITIES (Honors) Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: English I and Pre-AP/AP experience
Humanities is a fascinating course that encourages out-of-the box thinking as students begin to discover how we, as humans, relate to our world. The course follows a chronological timeline, beginning with prehistory and ending with modern times. Each unit studied focuses on the predominant movements within a culture or time period, first focusing on philosophical and religious teachings within the context of history. This then propels students into a close examination of how resulting attitudes and ideas are expressed in the arts, including literature, art, architecture, and the performing arts.
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ISM - Independent Study Mentorship (Honors) Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Teacher Approval
Students will pick multiple careers they would like to explore and participate in a mentorship experience for each career. They will then narrow the choice down to one possible future job and work to create a capstone project with close participation of the professional in the career they have chosen. Completion of the final project in this course will meet the fourth criteria for GT graduation recognition. GT is not a criterion to participate in this course. Student must provide his/her own transportation to career site(s). Student must meet with mentor on average 2 hours per week and provide weekly activity reports with mentor signature to verify attendance. MODEL UNITED NATIONS (Social Studies Research Methods) (Honors) Credit: 1 Grade: 9-12 Length: 36 wks
Model United Nations is an analysis-level, application-based Honors class in which you can earn a social studies elective credit. You will learn about the United Nations, current events, improve your speaking skills and understand the world around you. This class will take you from basic speaking skills to being able to debate like the UN on global topics. During the year, you will participate in in-depth discussions, conferences and the capstone project is to produce a two day Model United Nations conference. MODEL UNITED NATIONS 2-4 (Social Studies Research Methods) (Honors) Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: Model UN 1 or participation in 3 previous LTHS tournaments
This is the upper level Model UN class for competitive members. Tournament participation is required. This class will focus on improving the base skills they have already acquired through Model UN 1. This class is for students who want to be serious competitors in Model UN. MYTHOLOGY (Cultural and Linguistic Topics – Latin) Credit: 1 Grade: 9-12 Length: 36 wks
In this comprehensive course students read, write, discuss, research, and create projects in order to explore the patterns, messages, and implications of myths. This course examines the crucial centerpiece of the human quest for order, meaning and significance: myth. Beyond the thorough investigation of major mythic traditions (Greek, Roman, Norse, Egyptian), careful attention is devoted to exploring a “reader’s perspective” on myth (critical, “objective,” or sympathetic) and major thematic elements. Students – as a part of this course – draw regular parallels to and applications from the myths of interest. OFFICE AIDE Credit: 1 Grade: 12 Length: 18- 36 wks Prerequisite: Senior
Only students classified as seniors are scheduled to be office aides. Students may have only one office aide period per semester. NOTE: This course is for local credit only.
OFF-CAMPUS Credit: None Grade: 12 Length: 18-36 wks Prerequisite: Senior (18 or more credits)
Seniors may elect to be off-campus one period (must either be 1st/5th or 4th/8th period) each day during their senior year. If a student chooses off-campus, the student may not be on campus during the off-campus period without the permission of a teacher, counselor, administrator, or staff member.
PEER ASSISTANCE AND LEADERSHIP The PAL curriculum and training are designed to meet the standards and ethics for effective peer programs as set by the National Peer Helpers Association. NOTE: PAL I & II is double blocked. Students taking the courses must take PAL I and PAL II consecutively.
PAL I Credit: 1 Grade: 11-12 Length: 18 wks Prerequisite: Application & Selection
The Peer Assistance and Leadership course is a peer-helping program in which students are selected through an application and interview process to be trained as peer facilitators. PAL I training includes team building, leadership skills, communication skills, and decision making. Following the initial training period, students are assigned as mentors to students and community members. PAL II Credit: 1 Grade: 11-12 Length: 18 wks Prerequisite: Completion of PAL I; Application & Selection
PAL II curriculum includes weekly mentoring assignments as well as continuing curriculum enrichment. In addition to communication and leadership skills, students will address such issues as conflict resolution and peer mediation.
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PAL III Credit: 1 Grade 12 Length: 36 weeks Prerequisite: Completion of PAL I & II; Application, Evaluation, & Selection
PAL III curriculum includes weekly training, team building, leadership skills, communication skills, and decision-making skills. PAL III mentors assist in the planning, training, and decision making for the PAL I & PAL II courses. In addition to communication and leadership skills, students will address such issues as conflict resolution, and peer mediation _______________________________________________________________________________________________________________________________________________________________________________________________
READING IMPROVEMENT 1 & 2 Credit: 2 Grade: 9-12 Length: 36 wks Prerequisite: Two or more of the following
A reading level of two grade levels below or more as shown on a standardized reading inventory assessment test.
Failure on reading portion of the STAAR test.
A reading disability as demonstrated by standardized reading assessment testing.
Recommendation from a school counselor/teacher. These courses will address reading deficiencies. The course is designed to provide support for students reading below grade level, students with reading disabilities, and at-risk students needing to pass the STAAR English 1 and/or English 2 exam. This course improves reading skills by use of a multi-sensory approach to increase comprehension and decoding skills. SAT PREP (Reading Application and Study Skills) Credit: 0.5 Grade: 10-11 Length: 18 wks Prerequisite: English I and II or current enrollment in Pre-AP English II second semester The course covers Advanced Reading and Writing techniquesdesigned to engage serious students in score improvement on the SAT college preparatory exam. Students concentrate on critical reading, vocabulary, grammar, usage, and timed essay writing as well as math practice. The challenging material helps prepare students for collegiate level reading and writing. SCREENWRITING (Creative/Imaginative Writing) Credit: 1 Grade: 10-12 Length: 36 wks
This is a writing-intensive course where students will learn the craft of screenwriting through the study of scene writing, character creation, three-act structure, and dramatic conflict. In the first semester students will write scenes and short screenplays. In the second semester, they will outline and create a longer original screenplay. All student writing will be read out loud in class in a workshop setting, and students will learn to critique their classmates’ writing in a positive and constructive manner. Students will also study and analyze the work of master screenwriters through reading screenplays and watching films.
SPEECH & DEBATE
PROFESSIONAL COMMUNICATIONS Credit: 0.5 Grade: 9-12 Length: 18 wks
Professional Communications is designed to teach students how to communicate and participate in the world around them. Students will learn about communication through one-on-one, interpersonal, and group experiences and also actual presentations. Students will learn how to present in front of groups while using different mediums. Students will be required to speak in front of their peers and also to work in groups. NOTE: This course meets the district 0.5 speech credit requirement.
Debate is open to all classifications of students. The second half of both Debate and Oral Interpretation will cover the Professional Communications TEKS and will therefore count as the district 0.5 speech requirement. Entry into the debate
program requires students to meet the honors course criteria, tournament participation on some weekends, and after school rehearsal. Debate is a competitive class concentrating on both foreign and domestic policies of the United States and other countries. Students learn how to articulate their positions on topics through multiple formats of debate. DEBATE 1 (Honors) Credit: 1 Grade: 9-12 Length: 36 wks
Debate 1 consists of the study of argumentation and rhetoric development on diverse political topics through multiple formats of debate. Students are taught how to think and listen critically as well as express those ideas in a constructive and efficient format. Creation of debate cases, speech writing, and practice debates will all be assessed. Debate requires tournament participation as well as extensive student led research. Formats of debate learned include: Policy Debate, Lincoln-Douglas Debate, Public Forum Debate, and Congressional Debate. DEBATE 2-4/Oral Interpretation 2-4 (Honors) Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: Debate 1or Oral Interpretation 1
This is the upper level speech and debate class for competitive varsity members. Tournament participation is required. This class will focus on developing student’s abilities in the events of their choosing. This class is for students who want to be serious competitors on the speech and debate circuit.
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ORAL INTERPRETATION 1 (Honors) Credit: 1 Grade: 9-12 Length: 36 wks
This class is designed to allow students to explore literature, screenplays, and Theatre from a personal experience. Students will learn how to analyze selections from different genres of literature in terms of character development, tone, and mood and will be able to apply that analysis in developing a personal interpretation of the selections. In class performances are required in the following events: humorous interpretation, dramatic interpretation, duet acting, duo interpretation, prose, and poetry. Tournament participation on some weekends is required.
STUDENT PUBLICATIONS NEWSPAPER and YEARBOOK
Newspaper and Yearbook are open to students classified as 10th-12th grade and requires teacher approval. Freshmen students or other students who are considering Newspaper or Yearbook 1 must take the prerequisite Creative Writing and Journalism classes (see English Electives) before taking Newspaper or Yearbook 1. Newspaper and Yearbook courses center on the advanced study of journalism. Students will produce the school newspaper or yearbook as staff members. Students must be self-motivated, responsible, and able to work under pressure to meet deadlines. NOTE: Students are required to work after school.
Students must agree to use breaks and after school time for photo and newsgathering at school functions and other duties. Students will learn techniques of editing, writing, layout and design, advertising, sales, photography, publishing, and management. NEWSPAPER 1-3 Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: Journalism, Teacher Approval
YEARBOOK 1-3 Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: Journalism, Teacher Approval
LITERARY MAGAZINE The student literary magazine, The Lake Travis Review, is a publication of Creative Writing Workshop listed above in this section. _________________________________________________________________________________________________________ TEEN IMPACT (Teen Leadership) Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Application & Selection
This course provides an opportunity to study, practice, and develop group and individual leadership skills through self-discovery, the building of relationships, and outreach to promote a positive climate and culture on their campus and in the community. NOTE: Seniors who take this course for a second year will receive a local credit.
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Business Management & Finance Marketing Business Technology
Principles of Business, Finance & Marketing
Fashion Marketing BIM
Money Matters Retailing & E-tailing DIM
Global Business Sports & Entertainment Marketing Web Technologies
Business Law Advertsing & Sales
Accounting Entrepreneurship
Banking & Financial Services
Financial Math
BUSINESS MANAGEMENT & FINANCE PRINCIPLES OF BUSINESS, FINANCE & MARKETING Credit: 0.5 Grade: 9-12 Length: 18 wks
Principles of Business, Marketing, & Finance is an introduction course where students gain knowledge and skills in economies and private enterprise systems, the impact of global business, marketing of goods and services, advertising and product pricing. Students analyze the sales process and financial management principles. This course allows students to reinforce, apply and transfer academic knowledge and skills to a variety of interesting and relevant activities, problems and settings in business, marketing and finance. *This course will be a 1 credit course beginning in the 2017-2018 school year. MONEY MATTERS Credit: 0.5 Grade: 9-12 Length: 18 wks Prerequisite: Principles of Business, Finance & Marketing
Money Matters gives students the opportunity to investigate global economics with emphasis on the free enterprise system and its impact on consumers and businesses. Students apply critical-thinking skills to analyze financial options based on current and projected economic factors. Students will gain knowledge and skills necessary to set long-term financial goals through investment, tax planning, asset allocation, risk management, retirement planning, and estate planning. This curriculum course covers personal financial literacy. *This course will be a 1 credit course beginning in the 2017-2018 school year. GLOBAL BUSINESS Credit: 0.5 Grade: 10-12 Length: 18 wks Prerequisite: Principles of Business, Finance & Marketing
This course introduces the concepts of the global market and economy, and international trade. It examines operations in a global market, provides an opportunity to study cultural differences and effects of differences on managerial practices and international law, the impact of international trade on the domestic and global economy, and examines planning, organizational structure, finance, marketing, and foreign governmental practices. BUSINESS LAW Credit: 0.5 Grade: 10-12 Length: 18 wks Prerequisite: Principles of Business, Finance & Marketing
Gain an understanding of how the law affects YOU and the businesses you deal with. Introduces law and the origins and necessity of the legal system; providing insight into the evolution and development of laws that govern business in our society. Students will develop an understanding of how organization and operation of the legal system impacts business. *This course will be a 1 credit course beginning in the 2017-2018 school year. ACCOUNTING 1 Credit: 1 Grade: 11-12 Length: 36 wks
Introduces general accounting concepts, principles, and procedures; emphasizes the need for financial records; provides the fundamental equation and its application to accounting procedures, including the basic steps of the accounting cycle, special journals and ledgers, work sheets, adjusting and closing entries, special problems in the purchase and sale of merchandise, notes and interest, depreciation, accruals and prepaid items, payroll records, and personal income taxes. For student with a determined career objective in accounting or any business-related field, this course will provide students with experience for post-secondary level course work. BANKING AND FINANCIAL SERVICES Credit: 1 Grade: 10-12 Length: 18 wks Prerequisite: Principles of Business, Finance & Marketing
Students develop knowledge and skills in the economical, financial, technological, international, social, and ethical aspects of banking to become competent consumers, employees, and entrepreneurs. Students incorporate a broad base of knowledge that includes the operations, sales, and management of banking institutions to gain a complete understanding of how banks function within society.
CAREER & TECHNICAL EDUCATION
INSTITUTE OF BUSINESS, FINANCE & MARKETING
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FINANCIAL MATH Credit: 1 Grade: 11-12 Length: 36 wks
Financial Mathematics is a course about personal money management. Students will apply critical-thinking skills to analyze personal financial decisions based on current and projected economic factors. Student will demonstrate professional employability skills required by business and industry; understand federal taxes, capital gains, analyze estate and inheritance tax, diverse investment portfolio, calculate IRA and 401K savings.
MARKETING FASHION MARKETING Credit: 0.5 Grade: 10-12 Length: 18 wks Prerequisite: Principles of Business, Finance & Marketing
This course provides an exciting look at current trends in the fashion industry. Instruction will focus on fashion designers, textile development, selling, promotion, product life cycles, buying, selling, visual merchandising, brand recognition, and career opportunities. This course may earn community college credit. RETAILING & E-TAILING Credit: 0.5 Grade: 10-12 Length: 18 wks Prerequisite: Principles of Business, Finance & Marketing
This course explores the retail industry from the viewpoint of both the business and the consumer. The students learn how to create dynamic displays, identify and evaluate the hottest trends in retailing. Retailing prepares students for a future as an employee, manager, or entrepreneur in the field of retailing. Students will demonstrate critical-thinking skills using decision-making models, case studies, various technologies and business scenarios. This course may earn community college credit. *2016-2017 will be the final year this course is offered due to changes in state standards. In 2017-18, this course will be replaced with a new course due to changes in the TEKS. SPORTS & ENTERTAINMENT MARKETING Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: Principles of Business, Finance & Marketing
This course introduces the marketing concepts and functions applicable to the sports and entertainment industry. The purpose is to not only introduce students to these fundamental principles and concepts, but to also help them to develop critical thinking and decision-making skills through the application of the marketing principles in these industries. Instruction will include an orientation to the sports entertainment industry, related economics, human relations, and career opportunities. *This course will be a .5 credit course beginning in the 2017-18 school year. ADVERTISING & SALES PROMOTION Credit: 1 Grade: 10-12 Length 36 wks Prerequisite: Principles of Business, Finance & Marketing
Advertising and Sales Promotion is designed as a comprehensive introduction to the principles and practices of advertising. Students will gain knowledge of techniques used in current advertising. Students will create advertising using print, broadcast, and digital media. The course explores the social, ethical and legal issues of advertising, historical influences, strategies, and media decision processes as well as integrated marketing communications. The course provides an overview of how communication tools can be used to reach target audiences and increase consumer knowledge. *This course will be a .5 credit course beginning in the 2017-18 school year. ENTREPRENEURSHIP Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Principles of Business, Finance & Marketing
Students will gain the knowledge and skills needed to become an entrepreneur. Students will learn the principles necessary to begin and operate a business. The primary focus of the course is to help students understand the process of analyzing a business opportunity, preparing a business plan, determining feasibility of an idea using research, and developing a plan to organize and promote the business and its products and services. In addition, students understand the capital required, the return on investment desired, and the potential for profit. This course may earn community college credit.
BUSINESS TECHNOLOGY APPLICATIONS BUSINESS INFORMATION MANAGEMENT (BIM) Credit: 1 Grade: 9-12 Length: 36 wks
Business Information Management I prepares students to apply technology skills to personal and workplace business situations. Students develop mastery in using MS Office applications (Word, Excel, Access, PowerPoint and Publisher). This course is highly recommended for preparing students for career and college entry.
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DIGITAL AND INTERACTIVE MEDIA (DIM) Credit: 1 Grade: 10-12 Length: 36 wks
This course develops proficiencies in designing, importing, and manipulating advanced text, graphics, audio, and video used in presentation management, multimedia productions, publishing systems, and emerging technologies. Students will use Adobe Creative Suite including Photoshop. Course can count for one credit of Technology Applications. WEB TECHNOLOGIES Credit: 1 Grade: 10-12 Length: 36 wks
Through the study of web technologies, students learn to make informed decisions and apply the decisions to the field of information technology. Students will design and develop websites in order to improve access to information. The knowledge and skills acquired and practiced will enable students to successfully perform and interact in a technology-driven society. Students enhance reading, writing, computing, communication, and critical thinking and apply them to the information technology environment. CAREER PREPARATION WORK-BASED LEARNING PROGRAM Credit: 2-3 Grade: 11-12 Length: 36 wks Prerequisite: There is a teacher approval process for this course. Please see the teacher for more details if you would like to register for this class.
Earn school credit and a paycheck for working during the day. In this work program, students implement personal and interpersonal skills to strengthen individual performance in the workplace and in society, and to make a successful transition to the workforce and/or address real-world applications of emerging technologies. *Students must maintain employment throughout the entire school year at an approved jobsite to continue in the work-based learning program. **Students must be 16 years old to enroll in this program. NOTE: Students will meet during the designated class period in the classroom and then be off-campus at their place of employment the rest of the afternoon. Both 11th and 12th grade students may have an additional Off-Campus period on the opposing day for employment purposes.
SCHOOL STORE OPERATIONS (Problems & Solutions) Credit: 1 Grade: 11-12 Length: 36 wks Prerequisites: Principles of Business, Finance & Marketing and at least one other business or marketing class. There is a teacher approval process for this course. Please see the teacher for more details if you would like to register for this class.
School Store Operations is a full year course that students will take while working in the school based enterprise on campus and is a capstone experience for students in business and marketing classes.. Students will facilitate all aspects of the school run business including sales, promotion, inventory, cash management and general operations. This course is designed to learn the basic fundamentals of creating and operating a new business venture through the management of the on-campus school based enterprise. Students are guided through store management from a store owner (instructor) and are asked to supervise first year Marketing students (employees) in several special store sales periods. Students are required to complete assignments from the accompanying text, School Store Operations. Students receive a number grade each grading period based on attendance, assignment completion and store management.
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Engineering ~ PLTW Software Engineering Architecture
Introduction to Engineering Design Intro to Computer Science Introduction to Engineering Design*
Principles of Engineering (Honors) AP Computer Science Principles Architectural Design
Digital Electronics (Honors) AP Computer Science Civil Eng. & Architecture (Honors)*
Civil Eng. & Architecture (Honors) Digital Electronics (Honors)* Interior Design
Engineering Design & Development Advanced Computer Sci (Adv Honors)
Robotics & Automation (Honors)
* Course Description listed with Project Lead the Way ® courses
Project Lead The Way® INTRODUCTION TO ENGINEERING DESIGN Credit: 1 Grade: 9-12 Length: 36 wks
Have you ever wondered how your sunglasses or iPod was designed? If so, then you should consider taking Introduction to Engineering Design. This is a course designed to explore the world of engineering, which will cover units in design, sketching, Computer-Aided Design (CAD) modeling and assembly, geometric relationships, analysis, documentation and presentation. This course may include Engineering Design and Problem Solving including Engineer Your World. PRINCIPLES OF ENGINEERING (Honors) Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: Introduction to Engineering Design and concurrent enrollment in Geometry
Have you ever used coat hangers and duct tape for something other than hanging coats and taping ducts? Then this course is for you! This introductory course in engineering is a “hands on” project oriented course, designed to help students understand the field of engineering technology and its career possibilities. Students will explore technology systems and manufacturing processes to help students learn how engineers and technicians use math, science and technology in an engineering problem solving process to benefit people. The course also addresses concerns about social and political consequences of technological change. DIGITAL ELECTRONICS (Honors) Credit: 1 Grade 11-12 Length 36 wks
How do robots make decisions? How does my calculator work? What does an electrical engineer do? These and many more questions are waiting for you to find the answers in this course. While seeking the answers to the listed questions, you will gain skills in basic electronics, logical thinking, problem solving, and trouble shooting. By gaining a basic understanding of digital electronics in high school, you are getting a head start on your career – no matter what field you may progress in. CIVIL ENGINEERING AND ARCHITECTURE (Honors) Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Introduction to Engineering Design
This course provides an overview of the fields of Civil Engineering and Architecture, while emphasizing the interrelationship and dependence of both fields on each other. Students use state of the art 3-D software to solve real world problems and communicate solutions to hands-on projects and activities. This course covers topics such as: Project Planning, Surveying, Site Development, Building Design, and others. ENGINEERING DESIGN AND DEVELOPMENT (Honors) Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Introduction to Engineering Design and Principles of Engineering plus 1 of the following:
Architectural Design
Civil Engineering and Architecture
Computer Science
Digital Electronics
Robotics & Automation This course is an engineering research course in which students work in teams to research, design and construct a solution to an open-ended engineering problem. Students apply principles developed in the four preceding courses and are guided by a community mentor. They must present progress reports, submit a final written report and defend their solutions to a panel of outside reviewers at the end of the school year.
INSTITUTE OF MATH, ENGINEERING,
ARCHITECTURE & COMPUTER SCIENCE
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SOFTWARE ENGINEERING INTRODUCTION TO COMPUTER SCIENCE Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Algebra 1
Introduction to computer science focuses on foundational computer science concepts and computational practices. The course will include history of computing, computer hardware, computer security, networking, introductory programming practice with SCRATCH, Webpage Development, App Development, Robotics, JavaScript, and Java. Students will learn computational thinking through logical reasoning, problem solving, and creating algorithms. Students will also explore the ethical and social issues in computing and careers in computing. AP COMPUTER SCIENCE PRINCIPLES Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Geometry or Introduction to Computer Science
This course prepares students to take the Computer Science Principles AP examination. It will introduce students to creative aspects of programming, using abstractions and algorithms, working with large data sets, understandings of the Internet and issues of cybersecurity, and impacts of computing that affect different populations. Students will learn computational thinking practices that help them see how computing is relevant to many areas of their everyday lives and create programs in Java to solve real life problems. AP COMPUTER SCIENCE Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: AP Computer Science Principles or Intro to Computer Science
This course prepares students to take the Computer Science A AP examination. Topics include designing and implementing computer solutions to problems, learning well-known algorithms and data structures, and coding fluently in Java. The concepts of inheritance, polymorphism, data abstraction and recursion will be emphasized. ADVANCED COMPUTER SCIENCE (Advanced Honors) Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: AP Computer Science
This is an independent study course used to continue the study of the Java programming language and allow students to choose a topic in computer science they would like to explore on their own! New java topics include Stacks and Queues, Linked Lists, and Trees. Students should be motivated to do research, put their research into practice, and report on their accomplishments each grading period for the individual topic of study. ROBOTICS & AUTOMATION (Honors) Credit: 1 Grade: 11-12 Length: 36 wks
Students enrolled in this course will demonstrate knowledge and skills necessary for the robotic and automation industry. Through implementation of the design process, students will transfer advanced academic skills to component designs in a project-based environment. Students will build prototypes or use simulation software to test their designs. Additionally, students explore career opportunities, employer expectations, and educational needs in the robotic and automation industry.
ARCHITECTURE ARCHITECTURAL DESIGN Credit: 1 Grade: 10-12 Length: 36 wks
This is an intensive introductory course in architecture that assumes no prior study in the field, but rather a great familiarity with it through the experience of occupying places. Through a series of individual studio design projects using sophisticated software, the class introduces students to many important aspects of architecture and encourages personal exploration. INTERIOR DESIGN Credit: 0.5 Grade: 10-12 Length: 18 wks
This course will cover the concepts and skills needed to design interior environments of a home and/or business successfully. Students design rooms using skills in color combinations, furniture styles and arrangement, fabric selection, programming, space planning, project management. Other topics in the course include the impact of technology on interiors, the acquisition of professional services, and career choices. NOTE: This course requires a fee. *This course will be a 1 credit course beginning in
the 2017-18 school year.
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Principles of Agriculture, Food & Natural Resources 1.0 * Required Introductory Course for any Ag Sequence
Horticulture & Landscape Design Veterinary & Animal Science Agricultural Mechanics
Horticulture Science 0.5 Livestock Production 1.0 Ag Mech & Metal Tech/ Welding 1 1.0
Landscape Design 0.5 Veterinary Medical Applications 1.0 Welding 2 1.0
Wildlife, Fisheries, & Ecology Management
1.0 Advanced Animal Science 1.0 Welding 3/Independent Study 1.0
Principles of Floral Design 1.0 Ag Power Systems 1.0
PRINCIPLES OF AGRICULTURE, FOOD, & NATURAL RESOURCES Credit: 1 Grade: 9-12 Length: 36 Weeks
Principles of Agriculture, Food and Natural Resources is a comprehensive course designed to enhance understanding of the agriculture industry. Students will develop technical knowledge and skills related to plant and animal systems, food production, mechanical systems, entrepreneurship, leadership, and environmental sciences. NOTE: Required introductory course for any Ag Science sequence.
HORTICULTURE & LANDSCAPE DESIGN HORTICULTURE SCIENCE Credit: 0.5 Grade: 10-12 Length: 18 wks Prerequisite: Principles of Agriculture, Food, & Natural Resources
Have a green thumb? Interested in working in the outdoors? Introduction to Horticultural Sciences is an exploratory course designed to introduce students to horticulture sciences. Topics of instruction include: plant identification and classification, greenhouse and nursery structures and equipment, plant propagation, and cultural requirements for growing horticultural plants. Also included is related information on landscaping and floral design. *This course will be a 1 credit course beginning in the 2017-18 school year. LANDSCAPE DESIGN Credit: 0.5 Grade: 10-12 Length: 18 wks Prerequisite: Principles of Agriculture, Food, & Natural Resources
Landscape Design & Turf Grass Management is a technical course that prepares students to design, construct, and maintain landscape areas for the beautification of home grounds and other areas of human habituation and recreation. Instruction emphasizes the design process, client interview, site analysis, and landscape design. WILDLIFE, FISHERIES, & ECOLOGY Credit: 1.0 Grade 10-12 Length 18 wks Prerequisite: Principles of Agriculture, Food, & Natural Resources
Need your Hunter Safety Certification or Boater Safety Certificate? This course is designed to examine the importance of wildlife and outdoor recreation by emphasizing the sound management of wildlife and all of our natural resources. In Wildlife & Recreation Management, the student will be able to participate in Texas Parks & Wildlife Department’s education programs in hunter safety, boater safety and angler education. PRINCIPLES & ELEMENTS OF FLORAL DESIGN Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Principles of Agriculture, Food, & Natural Resources
Floral Design and Interior Landscape Development is a specialized course that prepares and familiarizes students with the field of floral design and interior landscape development. The student will design and produce floral arrangements, corsages, boutonnieres, and wreathes utilizing fresh-cut, dried and/or permanent floral materials. NOTE: This course requires a $35 fee as students will keep all floral arrangements. This course fulfills the 1.0 credit Fine Arts requirement.
VETERINARY & ANIMAL SCIENCE LIVESTOCK PRODUCTION Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: Principles of Agriculture, Food, & Natural Resources
Ever thought of a career in veterinary science? Here is where it all starts. In Animal Science, students will study animal anatomy and physiology related to nutrition, reproduction, health, and management of domesticated animals; identify nutritional requirements of ruminant and non-ruminant animals; and discuss animal genetics, reproduction, animal pests and diseases, and traditional and current issues in animal science and livestock production
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VETERINARY MEDICAL APPLICATIONS Credit: 1 Grade: 11-12 Length: 36 Weeks Prerequisite: Livestock Production
Veterinary Medical Applications is a course that is designed to introduce students to a career in Veterinary Science. Such skills include safety and sanitation, terminology, hospital management, and proper handling and restraining techniques. During this course students will obtain the knowledge and skills that are essential in any veterinary setting. This course of study is designed to prepare students for the certification examination through the Texas Veterinary Medical Association (TVMA), which leads to a Certified Veterinary Technician. Level 1 and Level 2 Competencies, set by TVMA will be covered. ADVANCED ANIMAL SCIENCE Credit: 1 Grade: 11-12 Length: 36 Weeks Prerequisite: Livestock Production
Advanced Animal Science prepares students for careers in the field of animal science. Students will spend at least 40% of instructional time conducting field and laboratory investigations using safe and environmentally appropriate and ethical practices within their research and studies of animals. NOTE: This course may count as a fourth science credit on the Recommended or Distinguished Graduation Plan.
AGRICULTURAL MECHANICS AGRICULTURAL MECHANICS & METAL TECHNOLOGIES / WELDING 1 Credit: 1 Grade: 10-12 Length: 36 Weeks Prerequisite: Principles of Agriculture, Food, & Natural Resources
Agricultural Mechanics and Metal Technology is designed to introduce career opportunities in the agricultural power, structural and technical systems. Skills to be developed include an understanding of agricultural mechanics as it relates to safety and skills in tool operations, electrical wiring, plumbing, carpentry, fencing, concrete, and metal working techniques of welding and metal fabrication. WELDING 2 (AGRICULTURAL FACILITIES DESIGN & FABRICATION) Credit: 1 Grade: 11-12 Length: 36 Weeks Prerequisite: Agricultural Mechanics & Metal Technologies
Agricultural Facilities Design & Fabrication builds upon the principals and concepts acquired in Agricultural Mechanics. The course prepares students for careers in mechanized agriculture and technical systems. Instruction will be primarily in the shop laboratory and outdoors where hands-on activities can be practiced. WELDING 3 / INDEPENDENT STUDY (ADVANCED WELDING) Credit: 1 Grade: 12 Length: 36 Weeks Prerequisite: Agricultural Mechanics & Metal Technologies
An advanced class: This is a welding and metal fabrication project oriented class. Student projects are emphasized and encouraged from individual projects to group constructed projects. Advanced Welding emphasizes design, blueprints, material lists, cost analysis, MIG welding, plasma torch, arc welding, and oxy-fuel welding. All emphasis will lead to the design and construction of projects. This course is designed to meet real world problems, deadlines and the construction of large projects for competition and/or shows. AGRICULTURAL POWER SYSTEMS Credit: 1 Grade: 12 Length: 36 wks Prerequisite: Agricultural Mechanics & Metal Technologies
To be prepared for careers in mechanized agricultural systems, students need to attain academic skills and knowledge, to acquire knowledge and skills related to mechanized agricultural systems and the workplace, and to develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings. *This course will be a 2 credit course beginning in the 2017-18 school year.
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Health Science Advanced Sciences Advanced AP Sciences
Medical Terminology 0.5 Anatomy & Physiology (Honors)* 1.0 Physics B AP* 1.0
Principles of Health Science 0.5 Forensics* 1.0 Physics C AP* 1.0
Counseling and Mental Health 1.0 Aquatic Science* 1.0 Biology AP* 2.0
Health Science 1.0 Environmental Studies* 1.0 Chemistry AP* 2.0
Practicum in Health Sci-CNA (H) 2.0 Advanced Animal Science** 1.0 Environmental Science AP* 2.0
Practicum in Health Sci-Pharm (H) 2.0 Medical Microbiology & Immunology*
0.5
Pathophysiology* 0.5 *reference the Science section for descriptions **reference the CTE section for description
MEDICAL TERMINOLOGY Credit: 0.5 Grade: 9-11 Length: 18 Weeks
This course is designed to introduce students to the structure of medical terms, including prefixes, suffixes, word roots, combining forms, and singular and plural forms, plus medical abbreviations and acronyms. The course allows students to achieve comprehension of medical vocabulary appropriate to medical procedures, human anatomy and physiology, and pathophysiology. *This course will be a 1 credit course beginning in the 2017-18 school year. PRINCIPLES OF HEALTH SCIENCE Prerequisite: Medical Terminology Credit: 0.5 Grade: 9-11 Length: 18 wks
This course offers an overview of the health care industry by focusing on the five pathways of health science, basic anatomy and functions of body systems, and infection/disease control. Students will also study issues that affect professionals in the health care industry such as ethical behavior standards, legal responsibilities, and patient rights and choices. This course satisfies the Health Education graduation requirement. This is a required introductory course the Health Science Technology (HST) sequence. Note: This course satisfies the district Health 0.5 credit requirement and will include CPR compression training. *This
course will be a 1 credit course beginning in the 2017-18 school year. HEALTH SCIENCE Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: Medical Terminology, Principles of Health Science, and Biology
The Health Science course is designed to provide for the development of advanced knowledge and skills related to a wide variety of health careers. Students will have hands-on experiences for continued knowledge and skill development, as well as, career preparation learning with the possibility for licensure and certifications opportunities. NOTE: This course requires a $18 fee
COUNSELING AND MENTAL HEALTH Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Principles of Health Science
Students will model the knowledge and skills necessary to pursue a counseling and mental health career through simulated environments. Students are expected to apply knowledge of ethical and legal responsibilities, limitations, and the implications of their actions. Professional integrity in counseling and mental health care is dependent on acceptance of ethical and legal responsibilities. MEDICAL MICROBIOLOGY & IMMUNOLOGY (HONORS) see page 40 PATHOPHYSIOLOGY (HONORS) see page 40 HEALTH SCIENCE PRACTICUM-Certified Nurse Assistant (CNA) (Honors) Credit: 2 Grade: 11-12 Length: 36 wks Prerequisite: Health Science and Chemistry & Teacher Approval Process
The Practicum is designed to give students practical application of previously studied knowledge and skills. Practicum experiences can occur in a variety of locations appropriate to the nature and level of experience with clinical rotations with the possibility for licensure and certifications opportunities. NOTE: This course requires a fee. This course is double-blocked.
HEALTH SCIENCE PRACTICUM-Pharmacy Technician (Honors) Credit: 2 Grade: 12 Length: 36 wks Prerequisite: Health Science and Chemistry & Teacher Approval Process
This course is designed for seniors who have completed all other Health Science courses. The course includes Pharmacy Technician training where students will be able to test after graduation to receive their Pharmacy Technician certification. In addition, students may have opportunities for other certifications and internships in an area of interest in the health care field as available. NOTE: This course may require a fee. This course is double-blocked.
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Visual Arts Credit Fine Arts Credits Fine Arts Extracurricular Programs
Art 1 1.0 Art History AP 1.0 Band
Art 2 1.0 Dance & Media Communications 1.0 Choir
Art 3 1.0 Music 1-2, Applied 1.0 Orchestra
Art 4 1.0 Music & Media Communications 1.0 Theatre
Art Portfolio AP (2D or 3D) 1.0 Music Theory AP 1.0 Dance
Art Design AP 1.0 Theatre & Media Communications 1.0
Digital Photography 1 & 2 1.0
Graphic Design 1.0
VISUAL ARTS In Art 1 – 4 and AP Art, students purchase a $25 art supply kit. The kit contains the brand specific required art supplies for the upcoming school year. The kit listed below will be the property and responsibility of the individual student but will be expected to be utilized in the art room and at home as needed. We have worked hard to find the best deals for specific brands of supplies by ordering in bulk. Our goal was to save parents time and money by putting together this kit so that you were not having to hunt down specific school supplies for art. ART 1 Credit: 1 Grade: 9-12 Length: 36 wks
This course is an introduction to the basic elements and principles of design. It will deal with basic drawing design techniques as well as introducing several different mediums for students to explore. Students will have the opportunity to examine art and artists and engage in various art processes including drawing, painting, printmaking, ceramics, sculpture and sketchbook submissions. Students will learn to use creative problem solving and critical analysis through execution of projects and critique. ART 2 DRAWING & PAINTING Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: Art 1
This course is a continued study of the elements and principles of design and the study of two-dimensional art in the context of projects in drawing and painting. Students will have the opportunity to use various drawing and painting media, including pastels, watercolor, acrylic and pen and ink and continue to use creative problem solving and critical analysis in the execution of projects. ART 2 CERAMICS & SCULPTURE Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: Art 1
This course is a continued study of the elements and principles of design and the study of three-dimensional art in the context of projects in ceramics and sculpture. Students will have the opportunity to explore various sculpture and construction techniques in clay such as relief and free form sculpture, coil slab, and wheel-thrown pottery, tile and mosaic construction as well as glazing, patination and other methods of surface decoration. ART 3 DRAWING & PAINTING ART 3 CERAMICS & SCULPTURE Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Art 2
This course is designed for the serious art student and will concentrate on development of individual style as well as technical proficiency in a variety of media. Emphasis will be on visual organization of elements and principles of design as well as aesthetic and critical judgment. Students will begin to build a portfolio. ART 4 DRAWING & PAINTING ART 4 CERAMICS & SCULPTURE Credit: 1 Grade: 12 Length: 36 wks Prerequisite: Art 3
This course is for the serious art student interested in investigating stylistic and technical directions in his/her work as well as building a portfolio in preparation for college and other post-secondary training in the graphic or fine arts. The course is structured to emulate the way a practicing artist really works. Students have the opportunity to pursue individual interests while working independently. It is structured only in that it provides a time frame and evaluation criteria. ART AP 2D DRAWING AND PAINTING PORTFOLIO, Year 1 ART AP 3D PORTFOLIO, Year 1 Credit: 1 Grade: 11 Length: 36 wks Prerequisites: (All 3 requirements must be met) Successful completion of Art 2 Drawing and Painting, Teacher recommendation from the designated Art 2 Drawing and Painting Teacher, Teacher Approval from the designated AP 2D teacher.
This is a program administered by the College Board to provide highly motivated high school students an opportunity to earn college credit. This course is the first year of the portfolio with a focus on continued skill building and a mixture of breadth and
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concentration portfolio pieces. In the first year of AP Art 2D or 3D Portfolio, students will switch between breadth assignments that build skills and technique as well as explore one specific concept via the concentration section of the portfolio. Students will use a variety of media. Students will develop mastery in concept, composition and execution. Students that sign up for year 1 of Art AP 2D or 3D are committing to a 2 year studio art AP program and a final submission of the AP portfolio their senior year. ART 2D DRAWING AND PAINTING PORTFOLIO, Year 2 Credit: 1 Grade: 12 Length: 36 wks Prerequisite: Successful completion of Art AP 2D Drawing Portfolio, Year 1 and Teacher Approval from the designated AP 2D teacher.
This is a program administered by the College Board to provide highly motivated high school students an opportunity to earn college credit. This course is the second year of the portfolio with a focus on technique, composition and conceptual thought. Students will work on a mixture of breadth and concentration portfolio pieces. In the second year of AP Art 2D Drawing Portfolio, students will continue to investigate the Concentration section of the Portfolio as well as demonstrate successful technique and skill in the Breadth section. Students will use a variety of wet and dry 2D media. Students will develop mastery in concept, composition and execution. Students will be required to submit their AP Portfolio to the College Board at the completion of this 2 year program. ART AP 2D DESIGN PORTFOLIO Credit: 1 Grade: 12 Length: 36 wks Prerequisites: (All 3 requirements must be met) Successful completion of Art 2 Drawing and Painting or Digital Photography or Graphic Design, Teacher Recommendation from either the Art 2 Drawing teacher or the Digital Photography/Graphic Design Teacher and Teacher Approval from the designated AP 2D teacher.
This is a program administered by the College Board to provide highly motivated high school students an opportunity to earn college credit. This is a fast paced, 1 year portfolio class geared towards students wanting to submit Photography, Graphic design or Illustration portfolios. Both sections of the AP studio portfolio will be created during this 1 year program, culminating in a total of 24 high quality artwork submissions. Students will be able to use digital tools as well as wet and dry media in this portfolio. Students will develop mastery in concept, composition and execution. Students will be required to submit their AP Portfolio to the College Board at the completion of this 1 year program. Note: A student may not take both ART 2D Drawing and Painting Portfolio (Year 2) and this course, Art AP 2D Design. A student may only earn 2 total credits in AP Art 2D. ART 3D DESIGN PORTFOLIO Credit: 1 Grade: 12 Length: 36 wks Prerequisite: Teacher Approval
This is a program administered by the College Board to provide highly motivated high school students an opportunity to earn college credit. The course is the second year of the portfolio, unless permission granted from instructor, with a focus on the concentration portion of the portfolio. AP Studio Art: 3D Design, students will create a portfolio of work exploring three dimensional design using ceramics, sculpture and mixed media. Students will develop mastery in concept, composition and execution. Students will focus on the concentration section of the portfolio, exhibiting an in depth exploration of one idea and area of study, techniques and approaches to problem solving in design. Students will submit the portfolio in May of the AP year. All work for the portfolio will be photographed and submitted digitally through the AP Central Website. As a class we will explore the tools and information provided by the College Board throughout the course. DIGITAL PHOTOGRAPHY 1 (ART 2 - PHOTOGRAPHY) Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Art 1
Students in Photography will use their creative design foundation skills to explore digital camera operations, techniques, and applications of acquiring, manipulating and outputting digitized photographic images utilizing the Adobe Photoshop program. NOTE: This course requires a $50 fee
DIGITAL PHOTOGRAPHY 2 (ART 3 – PHOTOGRAPHY) Credit: 1 Grade: 12 Length: 36 wks Prerequisite: Digital Photography 1
Students in Photography II will use their knowledge they acquired in Photography I to further develop their skills to explore digital camera operations, techniques, and applications of acquiring, manipulating and outputting digitized photographic images utilizing the Adobe Photoshop program. A Photography Portfolio will be produced. GRAPHIC DESIGN (Art – Digital Art & Media) Credit: 1 Grade 11-12 Length: 36 weeks Prerequisite: Art 2 or Teacher Recommendation
This course explores the many aspects of Graphic Design from the Illustrator to the Art director. Students will continue the study of the elements and principles of design and develop a digital portfolio of their work. They will be introduced to various drawing, photography and layout computer programs such as Adobe CS6.
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FINE ARTS ART HISTORY AP Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Teacher Approval
This course is designed to offer the same benefits to secondary school students as those provided by an introductory level college course in Art History. Students will gain an understanding of architecture, sculpture, painting, and other art forms with diverse historical and cultural contexts. DANCE AND MEDIA COMMUNICATIONS 1 Credit: 1 Grade: 9-12 Length: 36 wks
Dance and Media Communications I provides rigorous and relevant experiential study of dance history, dance technique, and choreography along with student learning in media literacy and technology applications. Creation and analysis of student performances will be balanced with explorations into contemporary practices in digital media. Students will learn how to integrate traditional movement and choreographic skills with current technology applications to create new media such as animations, digital images, multimedia presentation, digital video, websites, and interactive performances. Furthermore, student work will culminate in a capstone project that investigates an issue relevant to the student and uses dance, choreography, and visual communications to address a problem within the community or effect a change. This project will afford students an opportunity to learn and practice creative research skills, develop a narrative, engage an audience, and connect an online community to their project. MUSIC 1-2, APPLIED Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Teacher Approval
Applied Music courses offer students an opportunity to receive small group or private instruction designed to develop and refine performance skills. A variety of music methods and repertoire is utilized to refine students’ abilities in learning, performing, creating, and responding to music. MUSIC AND MEDIA COMMUNICATIONS 1 Credit: 1 Grade: 9-12 Length: 36 wks
Music and Media Communications I (MMC I) is designed to provide access to rigorous and relevant instruction in music and media-based skills to those students entering high school who may not have an extensive background in music (or possibly little elective music study beyond Grade 5). The class will provide access to instruction in fundamental music skills and knowledge. Students will explore and discover their own connections to music and their musicality using technology and media-based resources for listening, recording, sharing, composing, and making music. Students will analyze the presence of music in contemporary contexts and be introduced to skills and knowledge required for some music-related technical professions and components of media production. MUSIC THEORY AP Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: Must be in band, choir or orchestra
The Music Theory AP course will develop a student’s ability to recognize, understand and describe the basic materials and processes of music that are heard or presented in a score. The student will also be confident to take the Music Theory AP Advanced Placement test at the end of the year. This is a college level course. NOTE: Summer assignment will be required and will be distributed to all students who enroll in the course. See Appendix A. This course requires a $50 fee.
THEATRE AND MEDIA COMMUNICATIONS 1 Credit: 1 Grade: 9-12 Length: 36 wks
Theatre and Media Communications I provides students with a rigorous and relevant experiential study of Theatre along with video and audio design. Creation and analysis of student performances will be balanced with explorations into contemporary practices in digital media. Students will learn how to bridge traditional stagecraft with current technology applications to create new media such as animations, digital images, multimedia presentation, digital video, websites, and interactive performances. Furthermore, student work will culminate in a capstone project that investigates an issue relevant to the student and uses a digital stage to address a problem within the community or to effect a change. This project will afford students an opportunity to learn and practice creative research skills, develop a narrative, engage an audience, and connect an online community to their project?
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BAND Band courses focus on the study of wind instruments, basic and advanced music theory, sight-reading skills, marching, concert, ensemble, and solo skills. Students perform at athletic events, pep rallies, community functions, productions, contests, and travel. Students are required to attend rehearsals before and/or after school. Students will earn 0.5 credit for the PE requirement for the fall semester each of their first two years of participation in marching band. NOTE: This course is double blocked.
BAND 1-4 Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Membership in middle school band or approval of Director
Band courses focus on the study of wind and percussion instruments, basic and advanced music theory, sight-reading, and solo ensemble skills. All band members participate in Cavalier Marching Band and are assigned to an ability grouped concert band. Band members perform in a variety of ensemble settings at concerts, school function, community events, athletic events and competitions. Travel is a regular function of band participation. Students are required to attend selected rehearsals before or after school. NOTE: Students will earn 0.5 credit for PE in the fall semester of the first two years of participation of Marching Band.
COLOR GUARD 1-4 Credit: 1.0 Grade: 9-12 Length: 36 wks Prerequisite: Spring Audition
Color Guard functions as the visual element of the Cavalier Marching Band in the fall semester and as a competition team in the spring semester. Students in this class travel and perform with the LTHS Cavalier Marching Band and as a separate competition team. Students employ a variety of dance and movement techniques as well as equipment in performance. NOTE: Students will earn 0.5 credit for PE in the fall semester of the first two years of participation in Color Guard.
JAZZ ENSEMBLE Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Membership in Cavalier Band or LTHS Orchestra, audition
Jazz Ensemble I is a performance based class that focuses on the various genres of Jazz from Big Band to Contemporary. Students will also learn music theory and musical improvisation. Intermediate to advanced music reading skills are required. Jazz I perform at concerts, contests and community functions.
CHOIR Students perform at community events and functions, productions, contests, and travel. Students are required to attend rehearsals before and/or after school. Choir courses focus on the study of basic and advanced music theory, choral literature, music reading skills, sight-reading skills, choir, ensemble, and solo skills. NON-VARSITY WOMEN’S CHORUS 1-4 Credit: 1 Grade: 9-12 Length: 36 wks
This course is designed for female choral students of a beginning to intermediate level. Students will further their musical ability through sight-singing, written assignments, and performing treble choral repertoire of a beginner to intermediate level. Students will perform 4 evening concerts throughout the school year with other possible community activities. VARSITY WOMEN’S CHORUS 1-4 Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: Audition and Director Approval
This course is designed for female choral students of an advanced level. Students will perform 3 and 4 part advanced women’s choral repertoire. Students will work on musicality and overall presentation of concert pieces by using the techniques of sight-singing and written assignments. Students will be required to perform 4 evening concerts as well as numerous community activities and TMEA and UIL sponsored contests. NON -VARSITY MEN’S CHORUS 1-4 Credit: 1 Grade: 9-12 Length: 36 wks
This course is designed for male choral students of a beginning to intermediate level. Students will further their musical ability through sight-singing, written assignments and performing male choral repertoire of a beginner to intermediate level. Students will perform 4 evening concerts throughout the school year with other possible community activities. VARSITY SHOW CHOIR 1-4 Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Audition and Director Approval
Show Choir is an advanced performing choir for female students who have exceptional ability in vocal music and moderate dance experience. This course emphasizes a combination of singing, dancing, and performing skills. Membership is by audition only.
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VARSITY MIXED CHORUS 1-4 Credit: 1 Grade: 10-12 Length: 36wks Prerequisite: Audition and Director Approval
This course is designed for experienced male and female choral students who are highly motivated. Students will study and perform advanced mixed choral literature while working on vocal technique, ensemble technique, musicianship, and sight-singing skills. Students will participate in group and individual contests throughout the year including TMEA auditions and UIL activities, various community events, and campus concerts. Students are strongly encouraged to participate in the LTISD Private Lesson Program.
ORCHESTRA At least two years of intermediate study with group or individual instruction in violin, cello, viola, or bass is required to take Orchestra 1. Orchestra courses focus on the study of string instruments, basic and advanced music theory, sight-reading skills, concert, ensemble, chamber, and solo skills. Students perform at community events and functions, productions, contests, and travel. Students are required to attend rehearsals before and/or after school. ORCHESTRA 1-4 CHAMBER Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Approval of Director
Students must audition for the director to perform in this group. The Lake Travis Chamber Orchestra is composed of students who have had prior string experience. This course furthers students' knowledge on string instruments with emphasis on technique, music history, theory, and ensemble performing. Creativity and self-expression are nurtured. More advanced music is played than in Concert or Symphony Orchestra. This class offers students opportunities for solo work, improvisation, and explore different genres of music. Students are required to perform at four concerts during the school year. Students are also required to participate in UIL Solo and Ensemble, graduation ceremony, UIL Full and String Orchestra Contest, Region Orchestra and All-State Orchestra, if eligible. ORCHESTRA 1-4 CONCERT Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Approval of Director
Concert Orchestra is composed of students who have had prior string experience. The focus for the Concert Orchestra is on mastering advanced playing skills (e.g. shifting, vibrato, and various bow strokes). Students will become independent readers and improve their musicianship skills in counting, pitch recognition, and sight-reading. All students are taught and tested on fundamentals of basic music theory. The experience of teamwork and following the conductor is also a continuing part of the student's education. Students are required to perform at four concerts during the school year. ORCHESTRA 1-4 SYMPHONY Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Approval of Director
Students must audition for the director to perform in this group. The Lake Travis Symphony Orchestra is composed of students who have had prior string experience. This course furthers students' knowledge on string instruments with emphasis on technique, music history, theory, and ensemble performing. Creativity and self-expression are nurtured. More advanced music is played than in Concert Orchestra. This class offers students opportunities for solo work, improvisation, and exploring different genres of music. Students are required to perform at four concerts during the school year. Students are strongly encouraged to participate in Region Orchestra and All-State Orchestra, if eligible.
THEATRE On Stage… Entry into Theatre art requires students to participate in productions, and requires some after school rehearsal if a student is selected and accepts a position in a production. Materials and selections may be of mature nature THEATRE ARTS 1 Credit: 1 Grade: 9-12 Length: 36 wks
This Theatre course is designed for the beginning actor. The course will introduce the new Theatre student to the exciting world of Theatre. Topics of study will include expressive use of body and voice through drama games and warm-ups, basic acting techniques, script analysis, intro to Theatre history, stage terminology, the production process, technical elements and crew work, as well as beginning performance opportunities. Theatre 1 students will be required to attend school play performances.
THEATRE ARTS 2-4 Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: Theatre Arts 1
Theatre 2-4 is an advanced level course in which the actor will continue to develop acting techniques, interpret theatrical texts, utilize the voice and body expressively, explore technical Theatre, and practice evaluation and reflection. Students will be given the opportunity to be involved in performance pieces in the fall and spring, but will be required to attend very few after school rehearsals. In addition, the course will include accents/dialects, Shakespeare, Theatre History, directing and playwriting. All elements of production work will be incorporated including make-up, props, costumes, sound, lighting, publicity and set design. The course is designed for the acting student interested in serious and challenging production work. Theatre 2 – 4 students will be required to attend school play performances or be involved in them.
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ADVANCED THEATRE PRODUCTION 1, 2, 3 Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: Theatre Arts 2 and Instructor Approval by Audition
This top level course is created for the dedicated and professional acting student. The course will involve production work which include after school hours. The majority of the coursework revolves around numerous performance opportunities. Students are expected to commit time and effort to the success of these productions. Opportunities to explore musical Theatre, One-Acts, Shakespearian plays, student directing, classical selections as well as Children’s Theatre will be provided at this level. Th is course is designed for the focused Theatre student interested in full involvement in the program. Students in this course will be required to audition for all main stage school plays.
THEATRE Behind the Scenes… TECHNICAL THEATRE 1 Credit: 1 Grade: 9-12 Length: 36 Wks
This is an introductory course dealing with various backstage aspects of the Theatre. In addition to classroom learning, this course strives to expose students to "hands-on" experiences in theatrical production. Topics include: Theatrical facilities, tools, scenery construction, stage rigging, lighting, principals of design, production evaluation and technical Theatre career opportunities. Additionally, there are a number of projects that supplement daily lessons. Students are provided an opportunity to participate in after-hours production work. TECHNICAL THEATRE 2 Credit: 1 Grade: 10-12 Length 36 Wks Prerequisite: Technical Theatre 1 and Instructor Approval
Expanding on the concepts taught in Technical Theatre I, this course examines the application of technologies used in live productions. Major foci of this class are sound, lighting, stagecraft, advanced rigging and stage management. To apply the concepts taught, after school involvement in productions and other after school events is required. NOTE: Students are required to work after school.
TECHNICAL THEATRE 3-4 Credit: 1 Grade: 11-12 Length 36 Wks Prerequisite: Technical Theatre 2 and Instructor Approval
Deepening students’ understanding of concepts taught in Technical Theatre 2, this course asks students to make informed choices in the process of creating live productions. This course requires a great deal of motivation as classroom discussions and projects are often student-led. Major areas of study for this class are sound, lighting, stagecraft, rigging, design, and production management. As students move through this two year-sequence, success is measured in the ability to synthesize and adapt knowledge to solve ever larger production problems, typically through increased responsibility for production leadership. To apply the concepts taught, extensive after school involvement in productions and other after school events is required. NOTE: Students are required to work after school. Technical Theatre 3 satisfies the required Technology graduation credit requirement.
DANCE Dance courses focus on the various characteristics and movements of dance techniques. Students will increase their understanding of the four basic strands of dance: Foundations-perception, creative expression-the artistic process, creative expression - performance, historical and cultural relevance, and critical evaluation & response. Dance one will be a prep course for dance 2-4. Students in Dance 2-4 are required to participate in a dance concert in the spring semester and it is optional for Dance 1 students. NOTE: There is a fee associated with this class since dance attire must be worn in each of the dance classes.
DANCE 1 – DANCE AEROBICS (Aerobic Activities) Credit: 1 Grade: 9-12 Length: 36 weeks
This course focuses on students developing an individual fitness program based on competency in aerobic activity, development of motor skills, healthy lifestyles, and social development. . Activities will include dance aerobics, step aerobics, jogging, and power walking. The classroom segment involves notes, tests, computer labs, and group projects concerning the physical well-being of the individual. Students are required to wear tennis shoes, workout pants, a work out top, and sports bra. Students in this class who plan to audition for a LTHS dance team, should let the dance teacher know of these plans. NOTE: There is fee of approximately $33- $57 for this course. Students will earn 1.0 credit for PE for taking Dance Aerobics.
DANCE 2 & 3 Credit: 1 Grade 9-12 Length: 36 weeks Pre-Requisite: Teacher approval only, audition based
This course is designed for intermediate level students. Audition and placement will be decided by dance department staff. Students will learn advanced level physical and academic elements of Ballet, Modern, Jazz, Musical Theatre, Hip Hop, Precision Dance, Cultural Dance, and Performance Studies. Students will perform at the spring concert, and participate in upper-level student choreographic works show. Mandatory dance attire and equipment is required for class, as designated by instructor.
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DANCE 4 Credit: 1 Grade: 9-12 Length: 36 weeks Pre-Requisite: Teacher approval only, audition based
This course is designed for advanced level students only. Audition and placement will be decided by dance department staff. Students will learn advanced level physical and academic elements of Ballet, Modern, Jazz, Tap, Musical Theatre, Hip Hop, Precision Dance, Cultural Dance, and Performance Studies. Students will perform at the spring concert, and participate in upper-level student choreographic works show. Mandatory dance attire and equipment is required for class, as designated by instructor. JV RED RUBY DANCE TEAM 1-4 Credit: 1 Grade: 9-11 Length: 36 weeks Pre-Requisite: Audition
JV Dance Team is designed for students who are interested in auditioning for the LTHS Dance Team, the Cavalettes. Students will be required to attend after school rehearsals, public performances, contests, and travel. Students will learn precision and drill based dance skills that are essential for drill team tryouts held in the spring. Students will perform in school-related/community performances. NOTE: Mandatory dance attire and equipment is required for class, as designated by instructor.
CAVALETTES DANCE TEAM 1-4 Credit: 1 Grade: 10-12 Length: 36 weeks Pre-Requisite: Audition
Dance team requires before and after school rehearsals, public performances, contests, and travel. Performances include: athletic events, pep rallies, community events, productions, and competitions. NOTE: This course is double blocked. Students will earn 0.5 credit for PE in the fall semester of the first two years of participation in Cavalettes. Mandatory expenses incur.
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Course Credit Course Credit
Health 0.5 PE Outdoor Adventures 1.0
Sports Medicine 1.0 PE Weight Training & Conditioning 1.0
Athletic Trainer 1.0 Cheerleading 1.0
PE Foundations of Personal Fitness 1.0 Athletics 1.0
PE Individual & Team Sports 1.0
HEALTH EDUCATION Credit: 0.5 Grade: 9-12 Length: 18 wks
Through the exploration of such topics as the system of the body, nutrition, substance abuse, consumerism, first aid and safety, communicable/chronic disease, and health resources we address these issues. It is within this context that the student practices comprehensive decision making skills toward improved personal public health. Note: This course satisfies the district Health 0.5 credit requirement and will include CPR compression training.
SPORTS MEDICINE Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: None
In this course the students will learn about athletic injuries including the prevention, immediate care, treatment, and rehabilitation of those injuries. This course is designed for students in the student athletic training program, and provides a more in-depth study and application of the components of sports medicine. Individualized and independent assignments will be included in this course. This course will involve outside-of-class time homework. NOTE: This course is for elective credit (not Health or PE credit) and is recommended for students interested in learning more about being in Athletic Training.
ATHLETIC TRAINER 1-4 Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Must be approved by the Athletic Trainer
In this course students will assist the Athletic Trainer in the prevention, rehabilitation and care of athletic injuries. Students will be required to attend events outside of the school day. Also students will be required to cover workouts before school starts in August and during school holidays. Trainer 1 is required to take the Sports Medicine class concurrently.
PE—FOUNDATIONS OF PERSONAL FITNESS Credit: 1 Grade: 9-12 Length: 36 wks
Foundations of Personal Fitness represents a new approach in physical education and the concept of personal fitness. The basic purpose of this course is to motivate students to strive for lifetime personal fitness with an emphasis on the health-related components of physical fitness. The knowledge and skills taught in this course include teaching students about the process of becoming fit as well as achieving some degree of fitness within the class. The concept of wellness, or striving to reach optimal levels of health, is the corner stone of this course and is exemplified by one of the course objectives-students designing their own personal fitness program. PE – INDIVIDUAL & TEAM SPORTS Credit: 1 Grade: 9-12 Length: 36 wks
This course is for the development and maintenance of the human body. Development of skill for the use in lifetime team & individual sports and activities will be conducive for healthful living. Team sports may include but are not limited to: basketball, volleyball, softball, flag football, team handball, kickball, ultimate Frisbee, and recreational activities. Individual sports may include but are not limited to: badminton, tennis, handball, Frisbee, golf, hiking, bowling, and weight training. Students are required to wear clothing appropriate for physical activity. PE – OUTDOOR ADVENTURES Credit: 1 Grade: 9-12 Length: 36 wks
In this course all students will develop competency in outdoor education activities that provide opportunities for enjoyment and challenge. They will select activities that promote a respect for the environment and that can be enjoyed for a lifetime. Some of the anticipated activities that students will participate in include: orienteering, backpacking, rock-climbing, adventure racing, stunt kite flying and various ropes course activities. The students will also understand the various levels of outdoor activities, fitness levels, and environmental hazards. Students are required to wear appropriate clothing for physical activity. PE—WEIGHT TRAINING & CONDITIONING Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Basic knowledge and prior experience / interest in weight lifting and conditioning. Student should understand that this class will be primarily spent learning about and participating in weight lifting and conditioning activities.
The purpose of this class is to provide students with the opportunity to improve personal fitness through weight-lifting and
conditioning. Throughout the course, the major objectives are to develop physical skills, stamina, a healthy body, and interest in a
physical activity that can be done throughout one’s lifetime.
HEALTH, PHYSICAL EDUCATION & ATHLETICS
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CHEER CHEERLEADING 1-4 Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: Spring Audition
Cheerleading includes activities to develop the overall strength and skills in the development of motions, jumps, tumbling, stunt, and dance techniques. Students will participate as sprit leaders at athletic events, pep rallies and community functions. COMPETITION CHEERLEADING 1-4 Credit: 0.5 Grade: 9-12 Length: 18 wks Prerequisite: Spring Audition
This course will provide LTHS cheerleaders the opportunity to take their current skills to a higher level. They will learn a professionally choreographed routine and will participate in several area competitions and the NCA National Championship in Dallas, TX. Membership will require practices after school, on weekends, and holidays. NOTE: Required to be a member of the LTHS Cheerleading Program to qualify for a spring/summer tryout. This is a fall semester course for local credit only.
ATHLETICS
All athletic courses include activities to develop the overall strength, speed, and skill of students. Students must pass a physical examination administered by a medical doctor and must turn a paper copy of that completed physical and medical history form in to the athletic training department to be kept on file. Students must also submit additional required paperwork, signed by a parent or legal guardian and adhere to the guidelines set by the Athletic Director before being allowed to participate in any athletic practice before, during or after school.
Entry into any athletic course is based upon a student’s individual performance ability and upon the approval of the Head Coach and/or Athletic Director. Students are required to purchase specific practice gear as determined by the Head Coach. To obtain more information regarding any Athletic program at LTHS, please contact the Athletic Director’s office at 512.533.6058.
Up to four credits in athletics can count toward graduation.
Double Blocked Courses MEN’S BASEBALL 1-4 Credit: 1 Grade: 9-12 Length: 36 wks MEN’S & WOMEN’S BASKETBALL 1-4 Credit: 1 Grade: 9-12 Length: 36 wks MEN’S & WOMEN’S CROSS COUNTRY 1-4 Credit: 0.5 Grade: 9-12 Length: 18 wks MEN’S FOOTBALL 1-4 Credit: 1 Grade: 9-12 Length: 36 wks MEN’S & WOMEN’S GOLF 1-4 Credit: 1 Grade: 9-12 Length: 36 wks MEN’S & WOMEN’S SOCCER 1-4 Credit: 1 Grade: 9-12 Length: 36 wks
WOMEN’S SOFTBALL 1-4 Credit: 1 Grade: 9-12 Length: 36 wks MEN’S & WOMEN’S SWIMMING 1-4 Credit: 1 Grade: 9-12 Length: 36 wks MEN’S & WOMEN’S VARSITY TENNIS1-4 Credit: 1 Grade: 9-12 Length: 36 wks MEN’S & WOMEN’S TRACK 1-4 Credit: 0.5 Grade: 9-12 Length: 18 wks WOMEN’S VOLLEYBALL 1-4 Credit: 1 Grade: 9-12 Length: 36 wks MEN’S & WOMEN’S WRESTLING 1-4 Credit: 1 Grade: 9-12 Length: 36 wks
STUDENT ATHLETIC TRAINER 1-4 Credit: 1 Grade: 9-12 Length: 36 wks
In this course students will assist the Athletic Trainer in the prevention, rehabilitation and care of athletic injuries. Students will be required to attend events outside of the school day. Also students will be required to cover workouts before school starts in August and during school holidays. Trainer 1 is required to take the Sports Medicine class concurrently.
Single Blocked MEN’S & WOMEN’S VARSITY RED TEAM & JV TENNIS 1-4 Credit: 1 Grade: 9-12 Length: 36 wks
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The Continuum of Special Education Services and Supports Special education personnel meet the individual needs of students through a continuum of educational services and supports which include regular, basic, applied and vocational education classes. Necessary accommodations in the curriculum, teaching methods, testing methods, and other special solutions or arrangements meet the individual learning needs as determined by an ARD Committee and each student’s Individualized Education Program (IEP). Further information about access to these classes can be obtained from the special education department.
As collaborative supports within general education classes are considered to be a service determined by the ARD Committee, they are not listed as courses in this guide.
ENGLISH BASIC ENGLISH I & READING IMPROVEMENT Credit: 2 Grade: 9 Length: 36 wks Prerequisite: ARD placement
This course is designed to enhance students’ understanding of language and literature through the development of study skills, spelling and vocabulary, reading and listening comprehension skills, grammar and usage, and skills required for success on th e state-mandated assessment. Students will be exposed to various genres including: fables, myths, tall tales, and legends. This course provides instruction that is sequential, phonics based, and multisensory. Students will practice skills and learn strategies which will help them compensate for deficits, allowing for better comprehension and academic progress. Note: THIS COURSE IS DOUBLE-BLOCKED.
BASIC ENGLISH II Credit: 1 Grade: 10 Length: 36 wks Prerequisite: ARD placement
This course focuses on the continued development of reading, listening, and thinking skills related to language and literature. Students will learn and practice skills related to punctuation, capitalization, spelling, vocabulary, prefixes, suffixes, roots, using parts of speech, and common English idioms. The class will learn about the structure and content of short stories and practice writing skills. BASIC ENGLISH III Credit: 1 Grade: 11 Length: 36 wks Prerequisite: ARD placement
This course is designed to help students further develop critical reading and writing skills and incorporate skills required for success on the state-mandated exit-level assessment. It will also enhance students’ understanding of language and literature through the study of poetry and nonfiction. Writing skills and concepts covered will include idea development and elaboration , sentence and paragraph structure, grammar skills, and journal writing. Students will continue to practice spelling and punctuation skills and build vocabulary, including understanding and using analogies. BASIC ENGLISH IV Credit: 1 Grade: 12 Length: 36 wks Prerequisite: ARD placement
English 4 is designed to further develop the thinking, reading, writing, and oral skills required for students’ post-graduation ambitions. English 4 encourages students to become more reflective through the study and practice of personal narrative, autobiography, and the study of drama. Students continue to develop expertise in both collaborative and independent study whi le practicing skills related to vocabulary, grammar, spelling, and punctuation. Students have opportunities to work on projects related to their specific post-graduation plans BASIC HUMANITIES AND CREATIVE WRITING Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: English 2 and ARD placement
This course will provide a survey of selected historical and cultural movements and their relationship to literature and fine arts. Students will participate in discussions and assignments to show an understanding, appreciation, and enjoyment of critical and creative achievements throughout history. A variety of media will be used for the course. Student will set and meet goals according to individual goals and objectives. Students will practice the recursive nature of the writing process, as well as apply conventions of usage and mechanics. Students will evaluate their writing and the writing of others through published and unpublished pieces of writing and set their own goals as writers.
MATH Planned for school year 2017-2018
BASIC FINANCIAL MATH Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: ARD placement
This multi-year course will provide students with math skills needed in everyday living. Topics will include earnings (wages, commissions, fringe benefits), taxes (income, Social Security, sales), budgeting (checking accounts, housing, transportation), personal investments, and consumer credit (loans, credit cards).
SPECIAL EDUCATION
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BASIC PRE-ALGEBRA 1 Credit: 1 Grade: 9 Length: 36 wks Prerequisite: ARD placement
This course is an introduction to basic algebraic concepts including problem solving using integers, order of operations, exponential notation, properties and equations. BASIC ALGEBRA 1 Credit: 1 Grade: 10 Length: 36 wks Prerequisite: Basic PreAlgebra and ARD placement
This course is a continuation of the basic algebraic concepts of problem solving using integers, order of operations, exponential notation, properties and equations. Students will be administered the STAAR EOC for Algebra 1 at the conclusion of this course. BASIC GEOMETRY Credit: 1 Grade: 11 Length: 36 wks Prerequisite: ARD placement
The focus of this course is on the fundamentals of geometry with emphasis on problem solving and real life application of geometric concepts. Topics include angle measurement and relationships, triangles and congruence, parallel lines, quadrilaterals, similarity and scale, polygons and area, circles, space figures, and surface area/volume. BASIC MATH MODELS W/APPLICATIONS Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: ARD placement
This course is designed to teach students to use mathematical methods to model and solve real life applied problems. Topics will include personal finance (e.g., earnings, budgets, credit, and banking), probability, taxes, investing, as well as the connections among these topics to solve problems.
SCIENCE BASIC BIOLOGY Credit: 1 Grade: 9 Length: 36 wks Prerequisite: ARD placement
This course primarily covers the study of life. It is designed to expand a student’s knowledge of cells, genetics, and taxonomy of living organisms, ecology, evolution, and health. BASIC INTEGRATED PHYSICS AND CHEMISTRY (IPC) Credit: 1 Grade: 10 Length: 36 wks Prerequisite: ARD placement
This course provides the student with an operational understanding of basic physical science concepts. It includes a general introduction to chemistry and physics.
SOCIAL STUDIES BASIC WORLD GEOGRAPHY Credit: 1 Grade: 9 Length: 36 wks Prerequisite: ARD placement
This course is designed to provide a basic understanding of World Geography. It includes the study of and exposure to basic geographical terms, map skills, physical and cultural geography, and the existence of a global society. It also includes the study of human impact on the environment as well as geographic influences on culture and on global economic and political systems. The class is based on each student’s individual goals and objectives. BASIC U. S. HISTORY Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: ARD placement
This course is designed to provide a basic understanding of U.S. history since Reconstruction. It includes the study of industrialization and urbanization, major wars, domestic and foreign policies, the Great Depression, and the Civil Rights Movement. BASIC U. S. GOVERNMENT Credit: 0.5 Grade: 11-12 Length: 18 wks Prerequisite: ARD placement
This course surveys the American political system beginning with the events leading to the adoption of the Constitution. The major units include constitutional principles, political parties, political participation, and the three branches of government. BASIC ECONOMICS Credit: 0.5 Grade: 11-12 Length: 18 wks Prerequisite: ARD placement
This course is designed to provide a basic understanding of America’s economic system. It includes the study of the fundamental concepts of free enterprise, profit motive, competition, and the role of government in individuals’ lives. Current economic topics, problems, and potential solutions will also be included.
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BASIC WORLD HISTORY Credit: 1 Grade: 12 Length: 36 wks Prerequisite: ARD placement
World History is a study of man’s development from pre-history to the current day. Each unit includes general characteristics of a time period, an analysis of one or two sample cultures, and a study of associated people and events.
ELECTIVES STRUCTURED LEARNING Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: ARD placement
This course is designed to improve study skills and provide support for students in acquiring the necessary skills to school success. Students will learn methods of organization and study strategies. Independent time is allocated to work on homework, projects, and prepare for tests.
Suggested Elective Sequence for 2016-17:
9th
Grade 10th
Grade 11th
Grade 12th
Grade
Basic Health/Social Skills Career Explorations Supervised Employment V.A.C. and/or and/or and/or Occupational Prep School Store School Store
BASIC HEALTH EDUCATION Credit: 0.5 Grade: 9-12 Length: 18 wks Prerequisite: ARD placement
This class is to fulfill the local graduation requirement of a .5 credit of health education. Students will gain a foundation of health knowledge and skills from instruction, research, and cooperative learning activities. Throughout this course students will analyze current health information, the 6 components of health (physical, mental, emotional, environmental, social and spiritual), anatomy and physiology of the human body, healthy vs. unhealthy behaviors related to drugs, tobacco, alcohol, nutrition, exercise and relationships. BASIC SOCIAL SKILLS (may count as Modified Speech credit) Credit: 0.5 Grade: 9-12 Length: 18 wks Prerequisite: ARD placement
Social Skills is designed to give students strategies that will allow them to be successful in the classroom and in their lives after high school or college. Students will be expected to use these strategies in all of their classes each day. Social skills have been defined as "socially acceptable learned behaviors that enable a person to interact with others in ways that elicit positive responses and assist in avoiding negative responses". Effective social skills allow individuals to elicit positive reactions and evaluations from peers as they perform socially approved behaviors. Other topics that will be covered this semester include time management, organization, role play, note taking, and participating in various community volunteer projects. Planned for school year 2017-2018 ADVANCED SOCIAL SKILLS (may count as Modified Speech credit) Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: ARD placement; Previous Social Skills class preferred
This course is designed to empower students to develop healthy and productive social relationships. Students will work on skills such as peer relationships, problem solving, and common etiquette. This course will address learning how to accept criticism, evaluating their strengths and areas for growth, setting self-improvement goals, handling conflict responsibly and showing respect to others. CAREER EXPLORATION AND EMPLOYMENT PREPARATION Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: ARD placement
The Career Exploration and Employment Preparation curriculum focuses on the young adult as an individual preparing for responsibilities related to the workplace. The student will gain self-awareness, career knowledge and exploration, employability skills, leadership, and lifelong learning skills. Career Exploration and Employment Preparations is recommended for 10th through 12th grade students with approval for 9th grade students. Three 12-week sessions will consist of Culinary Arts, Business, and Agriculture. Students will complete and secure the Texas Food Handler Certificate and Junior Master Gardener Certificate. OCCUPATIONAL PREP 1 (may count as Modified Technology Applications credit or Modified Speech credit) Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: ARD placement
This course prepares students to enter the job market through a study of job clusters and employment issues. The course also teaches application and interview processes, identifying barriers to employment, individual attributes that enhance employability, ways to locate available jobs, using community services/resources to aid employment and to maintain a successful job experience.
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OCCUPATIONAL PREP 2 Credit: 1 Grade: 11-12 Length: 36 wks Prerequisite: ARD placement
This course is designed to teach students the important skills required to maintain a job, such as workplace safety, understa nding job responsibilities, time requirement and management, relationships, task commitment, accepting feedback from an authority figure, leaving a job appropriately, organizational skills and performance and evaluation requirements. Job specific skills are introduced in various areas. Students explore a variety of jobs and activities that comprise the responsibilities and routines of daily employment. SUPERVISED EMPLOYMENT Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: ARD placement
To prepare LTISD students for work experiences through training and guidance. This program will prepare youth for work experiences through training and guidance in the community. Supervised Employment will train youth in technical skills, and soft or hard skills needed for specific career pathways or work settings. The program staff will devote significant time to developing and maintaining relationships with local employers. Supervised Employment carefully matches youth to work experience opportunities based on individual interests and skills and provides on-going support to youth and employers throughout the work experience. SCHOOL STORE OPERATIONS Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: ARD Placement
School Store Operations is a full year course that students will take while working in the school based enterprise on campus. Students will facilitate all aspects of the school run business including sales, promotion, inventory, cash management and general operations. This course is designed to learn the basic fundamentals of creating and operating a business through the management of the on-campus school based enterprise. V.A.C. (BASIC VOCATIONAL ADJUSTMENT CLASS) Credit: 1-4 Grade: 11-12 Length: 36 wks Prerequisite: ARD placement
This course provides the student with the opportunity to develop and practice skills needed to acquire and maintain employment. Students receive instruction to develop personal and interpersonal skills required to compete in the workplace. Instruction is provided in the classroom and on the job site with emphasis on maintaining employment and career advancement. Students must maintain a job to continue in this course.
ENGLISH ALTERNATE (APPLIED) COURSES Students enrolled in English Alternate courses will continue to increase and refine their communication skills, addressing reading, writing, and comprehension activities which focus on pre-requisite skills needed to access enrolled grade-level TEKS. APPLIED READING SKILLS Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: ARD placement
This course covers development of sight vocabulary, communication skills, functional reading comprehension, and daily application of reading skills at each student’s instructional level. APPLIED ENGLISH I Credit: 1 Grade: 9 Length: 36 wks Prerequisite: ARD placement
With an emphasis on community based instruction, this course emphasizes sight word vocabulary development through word strategies, writing in a variety of forms, and comprehension of basic information at each student’s instructional level. APPLIED ENGLISH II Credit: 1 Grade: 10 Length: 36 wks Prerequisite: ARD placement
With an emphasis on functional academic skills, this course emphasizes application of vocabulary and written composition to increase student’s ability to follow directions and gain independence at each student’s instructional level. APPLIED ENGLISH III Credit: 1 Grade: 11 Length: 36 wks Prerequisite: ARD placement
With an emphasis on functional academic skills, this course emphasizes generalizations skills related to spoken and written representations of functionally based curriculum at each student’s instructional level.
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APPLIED ENGLISH IV Credit: 1 Grade: 12 Length: 36 wks Prerequisite: ARD placement
With an emphasis on functional academic skills, this course emphasizes problem solving and ability to draw conclusions through the extension of vocabulary and comprehension skills at each student’s instructional level.
MATH ALTERNATE (APPLIED) COURSES Students enrolled in Math Alternate courses will continue to increase and refine basic knowledge and understanding of functional math skills related to number pre-operations, measurement, time and money which focus on pre-requisite skills needed to access enrolled grade-level TEKS.
APPLIED PRE-ALGEBRA 1 Credit: 1 Grade: 9 Length: 36 wks Prerequisite: ARD placement
This course covers the functional academic math skills of money, time, consumer skills, money management, and practical application of basic operations. APPLIED ALGEBRA 1 Credit: 1 Grade: 10 Length: 36 wks Prerequisite: ARD placement
This course covers the functional academic math skills with emphasize on the application of mathematical operations, symbols, problem-solving, and estimation skills. APPLIED GEOMETRY Credit: 1 Grade: 11 Length: 36 wks Prerequisite: ARD placement
This course covers the functional academic math skills with emphasize on the generalization skills of mathematical operations, symbols, problem-solving, and estimation skills. APPLIED MATH MODELS W/APPLICATIONS Credit: 1 Grade: 12 Length: 36 wks Prerequisite: ARD placement
This course covers the functional academic math skills with emphasize on the generalization skills of mathematical operations, symbols, problem-solving, and estimation skills. Topics may include personal finance (e.g., shopping, budgets, and banking), as well as the connections among these topics to solve real-life scenarios.
SCIENCE ALTERNATE (APPLIED) COURSES Students enrolled in Science Alternate courses will continue to increase and refine their basic knowledge and understanding of scientific concepts related to plants, classification, body systems, health, cause and effect, and environmental study, focusing on prerequisite skills needed to access enrolled grade-level TEKS. APPLIED BIOLOGY Credit: 1 Grade: 9 Length: 36 wks Prerequisite: ARD Placement
This course primarily covers the study of life. This course emphasizes the application of scientific concepts related to plants, classification, body systems, health, cause and effect, and environmental study.
APPPLIED INTEGRATED PHYSICS & CHEMISTRY Credit: 1 Grade: 10 Length: 36 wks Prerequisite: ARD Placement
This course is intended to provide the student with an operational understanding of basic physical science concepts. This course emphasizes the generalization of scientific concepts related to scientific thinking, motion, and cause and effect in relation to plants, classification, body systems, health, and environmental study.
SOCIAL STUDIES ALTERNATE Students enrolled in Social Studies Alternate courses will have access to their community physically, culturally, and economically through hands-on activities, as well as exposure to current events and environmental issues which focus pre-requisite skills needed to access enrolled grade-level TEKS. APPLIED WORLD GEOGRAPHY Credit: 1 Grade: 9 Length: 36 wks Prerequisite: ARD Placement
This course covers the functional academic skills with emphasis on the basic knowledge and understanding of functional community activities, current events and environmental issues. This course is designed to provide a basic understanding of World Geography.
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APPLIED US HISTORY Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: ARD Placement
This course covers the functional academic skills with emphasis on the generalization of skills related to functional community activities, current events and environmental issues. This course is designed to provide a basic understanding of U.S. history since Reconstruction. APLIED WORLD HISTORY Credit: 1 Grade: 10-12 Length: 36 wks Prerequisite: ARD Placement
This course covers the functional academic skills with emphasis on the application of functional community activities, current events and environmental issues.
APPLIED GOVERNMENT Credit: 0.5 Grade: 10-12 Length: 18 wks Prerequisite: ARD Placement
This course emphasizes problem-solving and ability to draw conclusions through the exploration of rights, privileges, and responsibilities within school, community, and employment settings.
APPLIED ECONOMICS Credit: 0.5 Grade: 10-12 Length: 18 wks Prerequisite: ARD Placement
This course emphasizes problem-solving and ability to draw conclusions through the application of skills related to general money management, purchasing goods and services, and use of economic resources.
HOME AND COMMUNICATION SKILLS Credit: 1 Grade: 9-12 Length: 36 wks Prerequisite: ARD placement
This course is a functional skill, multi-level course covering independent living skills as designated in each student’s IEP. Some of the topics taught in this class include nutrition, menu planning, grocery shopping, sanitation, basic food prep, cleaning, laundry, safety and hygiene. The student’s instruction focuses on identified needs set forth in the IEP for each student.
L.I.F.E. PROGRAM (BASIC TRANSITION PROGRAM) (Learning Independence for Everyday) Credit: 1 Grade: 12/Grad Length: 18-36 wks Prerequisite: 18+ yrs old
This course is designed to promote individual growth toward independent living goals. As the transition student leaves the system he/she should have a job, a plan for recreation and post-secondary education, a means of transportation (beyond the school bus). The program should be a rehearsal for the exit from school services. Schedules will be flexible and do not follow a traditional school day. Students in the transition program will be working and learning in natural environments. These settings may inc lude job sites in the community or other community education opportunities.
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APPENDIX A Rationale for Pre-course Required “Summer” Reading: In order to address the skills and expectations that comprise AP and SAT assessments, the AP and Pre-AP programs must include both breadth and depth in the study of literature and writing. More works must be read, thus generating a strong literary background that enriches literary, cultural, and philosophical experiences. This requirement determines the pacing of curriculum, which must be accelerated. Thus, pre-course required reading is necessary.
It is to the students’ benefit to utilize the summer in completing some of their reading in order to positively affect pacing of work throughout the school year.
We begin the first day ready for discussion and learning, which again positively affects pacing of work throughout the year.
Students must be strong readers, and pre-course reading encourages students to practice and improve reading skills even during the summer months.
Work Selection:
Instructors select works based upon the scope of each AP or Pre-AP class’s curriculum.
Every work selected offers relevance to some component of study set forth by the state of Texas through the TEKS or found on AP tests. The relevance of a work is dictated by its amenability to teaching writing skills, cultural tolerance, stylistic analysis, or basic literary skills, such as the elements of literature.
Every work offers challenging material, whether in the thinking required to break it down for its central purpose or for its stylistic characteristics.
All of the works combined, when looked at throughout the English AP program curriculum, offer an impressive resume of reading that includes all literary genres and secondary reading levels.
English 2 Pre-AP Summer Reading Annotations Expectations
Annotations are REQUIRED while reading Ernest Hemingway’s The Sun Also Rises
Annotation Directions: Select five passages from the book to annotate heavily. You will be expected not only to
highlight and identify devices, but also to make notes about the significance of those devices. Additionally, you
should make notes about the general content of the passage separate from devices. Passages should be
approximately 2-6 pages and should occur over the course of the whole book (in other words, don't pick your five
passages in the first thirty pages). Select passages that you believe to be significant. Some examples of things that
may make a passage significant are:
o a passage that reveals or illustrates a major theme o a passage that introduces or provides significant insight to a major character o a pivotal or climactic moment in the plot of the book o a character has a major epiphany o a passage that reveals something significant about the setting o a passage that establishes or reveals a major conflict
English III-AP Summer Reading Assignment While you closely read and annotate Fahrenheit 451 and Into the Wild, answer the questions on page 3. Please type up your responses. On the first full day of school, be prepared to submit your assignment to turnitin.com. The Summer Reading Assessment will consist of the following:
1) the TDECDEC summer writing assignment that is due the first full day of class 2) an objective test over both books (multiple choice, quote- and character-matching, true/false, etc.) 3) an annotations check (see pages 4-5 of this packet for annotation expectations)
The requirement for each response: TDECDEC (6-9 sentences)
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Detail and Elaboration
should be factual
information— coming
directly from the text—
that can’t be disputed.
Commentary—should
be more opinion-based
because it features your
personal insight and
analysis; it is arguable.
Or someone else may
notice something
different about the text.
(T)opic Sentence – An opening statement that declares your answer to the question. At its heart, a topic sentence consists of the claim (not merely a simple fact) that you are advancing about the text. And yes, use language from the question in your topic sentence answer.
(D)etail –direct quotes (words, phrases, and quote fragments—not long passages or full sentences) from the text
that serve to prove or support the claim you expressed in your topic sentence. Be sure to select details that strongly support your topic sentence and to cite the page number of the selected detail. *You must use at least two different details from the text for each question.
(E)laboration – Factual information (context)—woven with the selected detail—that
serves to orient your reader. Elaboration largely answers “How?” the writer went about developing his or her ideas. It can take several forms:
The placement of the Detail (What just happened prior to its use? Beginning, middle or end of the chapter?)
The context of the Detail (How is it used in the text? What’s going on in the scene or argument? Who says/asserts/does this? Why is the author/speaker/character saying or doing this? To whom is the author/character addressing?)
The specific device(s) being used by the author in the selected Detail. (In a metaphor, Bradbury compares Captain Beatty to…/Krakauer’s uses imagery to describe…)
Paraphrasing of the Detail into your own words may be necessary if the literal meaning of the Detail is hard to understand by itself.
(C)ommentary – Commentary largely answers “Why?” and “So What?”
Make clear to the reader why the details you chose connect to and support the claim in your Topic Sentence.
Explain why the author included the Detail. (What is Bradbury’s or Krakauer’s purpose in creating/reporting the Detail you selected? What is the intended effect?)
This is your turn to bring something to the table. Try extending the meaning of the Detail by either explaining its larger (i.e., thematic) significance, connecting it to your knowledge/experience of society, history, pop culture, etc., or even by questioning the validity of the writer’s idea.
See the next page for a sample TDECDEC response.
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1Jim Gallien’s recollection of their car ride reveals his conflicted opinion
of McCandless; while he seems concerned about Chris’s naïve understanding
of the unforgiving Alaskan wilderness, he is impressed by the boy’s
intelligence and determination. 2Gallien—recalling that McCandless lacked
basic essentials, such as a compass, snowshoes, anti-mosquito protection, an
ax, heavy-duty boots, or a proper gun—initially finds fault with Chris, and
Krakauer notes that Gallien “wondered” if Chris was “one of those crackpots
from the lower forty-eight who come north to live out ill-considered Jack
London fantasies” 3(Krakauer 4). 4Krakauer’s description of what is likely a
common attitude about those of us from “the lower forty-eight” among
experienced outdoors folk like Gallien, serves to introduce an argument—that
it’s easy to romanticize life in the wilderness and underestimate its dangers.
5However, 6Gallien also notes that Chris, who seemed “well educated” and
who asked Gallien “thoughtful questions about the kind of small game that
live in the country, the kinds of berries he could eat,” was not merely some
inexperienced 7“nutcase” incapable of surviving on his own 8(5). 9Despite
whatever offensiveness Gallien might have felt because of Chris’s naivety, he
is clearly impressed with the boy’s unshakeable grit and excitement about his
plan to hike into the Alaskan bush and live off the land. 10Krakauer likely
chooses to begin his book with Gallien’s conflicted impression of Chris
because he expects his readers to experience this same ambiguity, forcing us
into a deeper examination of Chris McCandless.
4Commentary that offers
insight about the Detail.
3Parenthetical citation
with author’s last name
and page number of
selected detail at the end
of the sentence.
5Transition word of
contrast—signaling a shift
to the second part of my
thesis.
8Notice, the second
parenthetical citation
only needs the page
number
9Commentary that
connects the Detail to my
Topic Sentence and then 10
attempts to explain how
the Detail helps the writer
achieve his larger
purpose.
2 Detail (direct quote)
woven into a sentence
with elaboration
(paraphrased context)
1Topic sentence provides a
claim to defend. Notice
that I’ve promised the
reader I will prove TWO
different ideas.
7“nutcase” is such a
specific word choice, so
it’s quoted
6Start of DEC#2—Details
(direct quotes) woven into
a sentence with
elaboration (paraphrased
context)
Sample TDECDEC response for Into the Wild
Question: How does Jim Gallien’s description of Chris McCandless
in Chapter 1 reveal his conflicted view of the boy?
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TDECDEC Analysis Questions for Fahrenheit 451
1) Captain Beatty explains to Montag that over time the content of films, radio programs, magazines, and books were “…leveled down to a sort of pastepudding norm…” (51). Explain why the content of books and other media has been “leveled down” in the society of the novel. [The detail/quote from the question cannot count as one of your details.]
**I recommend answering the above question only after you’ve read and annotated the entirety of the conversation between Montag and Captain Beatty (pgs. 50-59) at least twice. It’s arguably the key passage of the novel, containing a majority of Bradbury’s ideas. (From a reading comprehension perspective, it’s also one of the most difficult sections.)**
2) After reading Montag’s conversation with Faber (pgs. 76-87), answer the following question: What is a specific example of a TV show, movie, or album that you have seen or heard that, in your opinion, meets Faber’s definition of “quality.”
First, using details from the text, interpret and explain Faber’s definition of “quality.”
Then, include specific details (descriptions, song lyrics, etc.) from the movie, TV show, or album to support your argument that this work meets Faber’s definition of “quality.”
3) After reading (and re-reading ) Granger’s conversations with Montag (from when they meet until the novel’s end), what’s one argument about human behavior you believe Bradbury is advancing through Granger’s ideas and philosophy?
TDECDEC Analysis Questions for Into the Wild
1) In Ch. 4 – What conclusions can we make about Chris’s philosophy and outlook on life based on the decisions and actions Krakauer describes? (In particular, make sure to address the flood at Lake Mead, as well as the excerpts from letters and journal entries that Krakauer includes. So, this will require a TS with two parts. Ex. Based on the decisions and actions Krakauer highlights in Ch, 4, we can conclude that McCandless values _______; additionally/however/in fact, he believes ___________.
2) In Chapter 6, Chris strongly advises Ronald Franz—especially in the letter Chris sends from Carthage, South Dakota—to change the way he is living. Summarize and explain Chris’s philosophy, which he advocates through his encouragement to Franz. As part of your commentary, describe an area of your life or behavior where you presently practice the ideas reflected in Chris’s advice and explain how your personal example reflects Chris’s philosophy. (Or...think about a specific area of your life that you feel would benefit from the philosophy Chris advises Ronald Franz to follow. Or…using examples from your life, explain why you disagree with Chris’s philosophy.)
3) Chapters 14-15 — Through the use of his own story of climbing Alaska’s Devils Thumb, what arguments about Chris McCandless is Krakauer attempting to advance and/or refute? In your analysis, make sure to address Krakauer’s thoughts on what they were both seeking, what they were both naïve about, and why. [Quoted details should come from Ch. 14-15]
4) Chapter 16-18 – Although in his “Author’s Note” Krakauer suggests he desires to “leave it to the reader to form his or her own opinion of Chris McCandless,” based on these final chapters, what opinion of Chris do you believe Krakauer hopes the reader will arrive at by the end of the book? In your commentary, address whether or not Krakauer’s opinion of Chris aligns with your own and explain why or why not. [Quoted details should come from Ch. 16-18]
5) Chapter 16-18– Although in his “Author’s Note” Krakauer suggests he desires to “leave it to the reader to form his or her own opinion of Chris McCandless,” based on these final chapters, what opinion of Chris do you believe Krakauer hopes the reader will arrive at by the end of the book? In your commentary, address whether or not Krakauer’s opinion of Chris aligns with your own and explain why or why not. [Quoted details should come from Ch. 16-18]
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What is annotating and why is it an essential skill to close reading? Annotating is a permanent record of your conversation with the text. Through marking the text and writing notes, it’s a way for you to interact with, talk back to, and join in the conversation with the author and the work he or she created. It’s important that you create an annotating system that works for you. This system might involve various symbols and highlighter colors. However, simply underlining, highlighting, or drawing symbols is not annotating; it’s the notes and comments you make in the margins that create the conversation.
You must have a hard copy of both books, not simply an e-copy. Annotations must be done by hand—in your writing. (No, you can’t use your older brother’s book from two years ago.)
There is no one way to annotate a text. It can involve any of the following:
When vocabulary or terms impede comprehension, you are expected to look up the word and define it (using the definition Bradbury/Krakauer uses.)
Start with comprehension of the literal meaning. Before we can notice anything fancy or deep, we must make sure we understand what is happening or, especially with Into the Wild, the basic argument or claim Krakauer is making. Writing out the main idea or paraphrasing a tricky sentence into your own words is essential for basic comprehension.
Make a note about sentences or word choices that you feel are significant to the author’s purpose/meaning.
Identify moments of conflict (internal or external) for characters (F451) and people (Into the Wild).
Comment on inferences you make about characters (F451) and people (Into the Wild) and how/why they change.
Note details about the setting, time period, culture, world of the story.
Analyze (don’t simply identify) how the author creates meaning through figurative language; in other words, identifying the idea the author is communicating through a metaphor, simile, etc.
Chart your own reading comprehension—marking places that confuse you that you need to reread or further break down.
Since Into the Wild is nonfiction, in particular, you want to focus on the arguments Krakauer is advancing. Also, as you will see in the annotating example on the following page, many of the epigraphs that appear before each chapter are connected to his overall purpose for each chapter and some are quite difficult, so don’t ignore these when annotating.
Since Fahrenheit 451 is fiction, annotating for theme is essential. However, like Krakauer, Bradbury is also engaged in an act of persuasion, so pay attention to how he creates a fictional dystopian world to advance arguments about issues and behaviors in contemporary society.
But doesn’t this slow the reading down? Yes, absolutely! Because annotating forces you to put on the breaks and drive slowly, you are far more likely to notice the scenery and uncover ideas that would not have surfaced otherwise. As students, many of us have mastered the art of surface (or pseudo) reading. Annotating helps thwart our scheme to merely skim and “fake read.”
While you are certainly encouraged to annotate Fahrenheit 451 and Into the Wild in their entirety, we will be
assessing your annotations of the following sections.
Sections in Fahrenheit 451 to annotate closely
Montag’s conversations with Clarisse
Montag’s experience concerning the fire call at 11 North Elm, including his conversation with Mildred afterward
Captain Beatty’s long explanation at Montag’s house about what happened to books
Montag’s initial meeting with Faber at Faber’s house
Montag’s conversations with Granger
Sections in Into the Wild to annotate closely
Chapter 4
Chapter 6
Chapters 11-13
Krakauer’s concluding observations following his climb of the Devils Thumb
Chapters 16-18
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Example of annotations for one page of Fahrenheit 451 and Into the Wild
We imagine you might be feeling a little overwhelmed at this point. That’s okay. It’s normal…and good.
This summer reading assignment will require some significant time and effort from you; however, we feel
pretty confident in saying that the amount of time and effort you put into it will be commensurate with the
amount of pleasure you derive from it. That’s true for this class as a whole.
We look forward to getting to know you next school year. We’re excited that we get to begin our time
together discussing these two fantastic books.
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AP English 4 Summer Reading Assignment 2 Separate WORKS with multiple parts each
Due: First day of school
WORK 1: BEOWULF (ISBN# 9780393320978) – the required edition
You must get the correct edition because not all translations are alike (ISBN listed above; NO borrowed/pre-annotated copies will be accepted). Read and annotate so that you will know the work’s basic elements, leaving you prepared for the second reading where the magic of analysis and reflection happens. Enjoy – it’s a fun read! BEOWULF ASSIGNMENT in two parts: Part 1. ANNOTATIONS: I am BIG on annotations and it is a grade. Turn in book on first day of school fully annotated.
1) Write major plot events at the top of the pages. 2) Annotate/mark important literary devices.
Part 2. DISCUSSION PARAGRAPHS: Write 3 solid paragraphs (including supporting quotes) for the following topics:
1) the characterization and the symbolism of Grendel 2) the characterization and the symbolism of Grendel’s mother 3) the characterization and the symbolism of the dragon
- Write 300 word minimum for each paragraph - List the Word Count following each typed paragraph - Submit to TurnItIn.com on the first day of school for a major grade.
WORK 2: THE BEST POEMS OF THE ENGLISH LANGUAGE (ISBN# 9780060540425) POETRY STUDY ASSIGNMENT: 5 biographies, 5 TP-CASTT's, 5 reflective analysis essays
(TP-CASTT and essay should be over the same poem) YOU WILL BE GRADED BASED ON EFFORT AND FOLLOWING DIRECTIONS. In Bloom’s book, The Best Poems of the English Language, please read the following poets and works (annotations will be checked):
John Donne: “Song,” “The Ecstasy”
John Milton: “Sonnet XVII. When I consider how my light is spent,” “from Paradise Lost, from ‘Book 1’”
John Keats: “On the Sea,” “Bright Star”
Alfred Lord Tennyson: “Tears, Idle Tears,” “Crossing the Bar,”
William Butler Yeats: “The Song of Wandering Aengus,” “The Wild Swans at Coole” PROJECT ORGANIZATION: Please place the following items FOR EACH POET behind its own divider (5 poets = 5 dividers):
1) An original bio of the poet, complete with interesting and pertinent historical and literary facts - similar to one you might find in a literature textbook. It should be an original summation based on any research you may complete. Include quotes and in-text citations, of course. Word count is to be listed on each bio; minimum count = 150 words.
2) TP-CASTT your favorite of the two poems for each poet. TP-CASTT’s must be thorough. Please see the instructions below and the model that follows. 5 poets = 5 TP-CASTTs
3) Write a Reflective Analysis (RA) over the same poem you TPCASTT-ed for each poet. Again, 5 poets = 5 RA’s. These documents must include a word count; minimum count = 500 words.
Reflective Analyses:
a) A reflection, an honest reaction to the work - if I can’t hear your voice in your writing, then it’s not a heartfelt reflection
b) Support the your points with quotes c) A reflective analysis is NOT is a summary – a summary will only receive half credit
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FORMATTING: • TP-CASTT's should be in listing/outline/bullet format (no essays or paragraphs); reflections should be in essay
format (however, they are not formal essays - write about what you want - allow your reaction to the poetry to guide your writing).
• All final work should be typed when submitted. • After you turn in your work, you will be asked to submit your typed and SAVED work to 'TurnItIn.com', so,
please, no funny business. When you submit this document, you must copy and paste all documents into the Tii.com window and submit as a run-on whole.
• You will need a single Works Cited page (MLA style) for your research on the poets' bios. • This assignment is due the first day you return to school in the fall.
ADVICE: Set a reasonable time limit for each step of the process, like 20 minutes for each bio, 30 minutes for annotating each poem, 20-30 minutes for each TP-CASTT, and then 30 minutes for RA writing. The poetry project is meant to:
1) get your toes wet with poetry – get through a little of the initial struggle on your way to becoming comfortable with it, and
2) internalize the TP-CASTT method for future practice and efficiency on the AP test. Poetry is a different animal, and I am well aware that you have had limited experience with it. So, if you are feeling frustrated or insecure about it, that's NORMAL – do not get discouraged. I am not looking for perfection . . . just honest effort.
TPCASTT: An Approach to Poetry Employ the following steps to probe individual poems.
T title Consider the significance of the title. What is your initial reaction to it?
P paraphrase Put the poem into your own words, line by line, stanza by stanza -summarize. In this step resist
the urge to find abstract or symbolic meaning. For a poem more than 10 lines long, please paraphrase by stanza. If there aren’t stanzas, then paraphrase logical movement/flow of ideas (this will usually be every 3 to 5 lines).
C connotation Consider the poem at a deeper, more interpretive level. Identify figurative language, but much
more importantly, consider how individual devices (simile, metaphor, personification, and so on) contribute to overall meaning. Assess the poem for sound devices (rhyme, assonance, consonance, onomatopoeia, alliteration). Are there symbols in the poem?
A attitude Another way to express tone, i. e., the author / speaker attitude toward the subject matter. This
should be identified with two or three adjectives that would describe the quality of the author's voice if he were reading the poem.
S shift Look for strong breaks or movements within or between stanzas.
T title Reconsider the title after full examination of the poem. Is there more significance to it than
before?
T theme Identify the subject of the poem with a thematic concept at first. It should be an abstract word,
like love, innocence, or illusion. Respond to the following question in a single sentence: What does the poem say about the concept? Write a complete statement capturing the poem’s message.
Sample TP-CASTT: “La Belle Dame Sans Merci” I. Title. My original instinct from the title was that the poem would not be a pleasant one. “La belle dame sans merci” means the beautiful woman with no mercy. This translation is clearly a foreboding and unpleasant one. When I saw the title I thought of a beautiful girl showing no mercy for a man’s heart and therefore a tragic poem would be soon to follow.
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II. Paraphrase
A. Stanza 1. What could cause pain to such a knight wandering alone and sickly? The plants have left the shore of the water and no animals remain in this desolate place.
B. Stanza 2. What can pain this knight so that he looks worn and distraught? The squirrel has gathered its winter food and so have the farmers.
C. Stanza 3. I see whiteness on his face and perspiration ever present; on his cheeks, the redness is quickly fading away.
III. Connotation
A. Rhetorical Questions 1. “What can ail thee…?”
This question is meant to get the knight as well as the reader thinking about how the knight may have gotten here. It leads into the sad story of the lonely knight.
B. Contrasted tones. Between stanzas one and two there is a brief change in tone when he describes the lake as “withered” and then describes the squirrel as having a winter stock that’s “full”. This change shows that not all is desolate for the knight and adds a sense that maybe the knight choose to be this way. Not that it was a conscious decision but rather a subconscious one.
C. Metaphor 1. “a lily on thy brow” 2. “on thy cheeks a fading rose”
These images are used to expresses the knight’s condition. He is pale like a lily and barely red on the cheeks. These images show a pathetic looking knight making the sight even more distressing.
D. Symbolism. Keats uses the Knight to symbolize a character of safety and power. By showing that even a great knight can be defeated, he is showing the true power of desire.
E. Rhyme. The rhyme in this poem is fairly standard, except that the first in third lines do not match. The only rhymes are in the second and fourth lines of stanzas which rhyme together. By only having these lines rhyme, Keats has more freedom to adjust the meaning as he wishes.
F. Mythical wording 1. “a faery’s child” 2. “a faery’s song” 3. “elfin grot”
These are all images of either royalty or of fairytales. He uses them to show the mythical life of this night and bring the reader back into perspective, remembering that this is a fairytale but can be applied to real life.
G. Diction 1. “long”, “light”, “wild” 2. “sweet”, “wild”, “strange” 3. “wept”, “sighed”, “wild wild eyes”
All of these words are very defiant and definite. They carry a specific tone with them and are the epitome of contradiction. Keats describes everything using the perfect words. He describes the girl as beautiful but also says she “wept”, “sighed”, and had “wild eyes”. These are all signs that should have worried the knight. Keats really does describe everything perfectly.
IV. Attitude. I think the poem has a very morose and melancholic feeling to it. The author feels the sadness and defeat that the knight suffers and therefore can sense the tragedy surrounding the poem. V. Shift. He shifts from talking about the man to talking about the lady. He describes him as worn down and ill but describes her as gorgeous and irresistible. He also lists things the man did and then talks about what the woman has done. VI. Title. I think the title fits perfectly. I felt that the woman was two-faced in that she was beautiful on the outside but merciless at heart. Keats modeled the poems title after a medieval poem written by Alain Chartier. The poems title is like a summarizing line about the poem, and this one summarizes it perfectly. VII. Theme. Deception: those that are beautiful are often evil, and though they have much to offer, they often leave you empty.
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AP Environmental Science Dear AP Environmental Science Students, We are looking forward to spending next year with you exploring the subject of Environmental Science. We hope you enjoy learning about it as much as we enjoy teaching it. This subject is exciting and very relevant in today’s society. Environmental Science seems to be all over the news right now, but it is definitely not a new field of study. The modern environmental movement began several decades ago. In 1962, Rachel Carson’s book Silent Spring was published and is widely viewed as one of the most significant environmental books ever written. This book inspired the modern environmental movement by informing the American public of the dangers of pesticide use to both the environment and human health. Please read this novel over the summer. We will be incorporating the lessons of this novel throughout the year and you will be expected to have a solid understanding of the material (especially the first six chapters) by the first week of class. The information in this novel was first shared with the general public through a series of articles in The New Yorker (a magazine). Keep this in mind as you read the book – it was not originally published to be read cover to cover. Most of America read a chapter in The New Yorker each week and had time to reflect on the material before the next article was published. You should take time to reflect on the material of each chapter as well. Make good notes, as we will be referring back to this material throughout the school year. Feel free to email us if you have any questions as you read the book. Have a wonderful summer and we will see you in August.
AP Environmental Science Teachers
AP Music Theory Summer Information
Prerequisite of the course is that student is highly recommended to be in an LTHS performing ensemble. If not, and student is a confident musician and music reader, teacher approval is required.
Musical Symbols: (know symbols and definitions)
Treble clef quarter note sharp Bass clef eighth note flat Staff half note natural Measure whole note Barline all corresponding rests Leger line repeat sign
Name the Notes: (Be able to name both treble and bass clef)
Write in the Rhythm: (Use numbers, i.e. 1 & 2 & 3 & 4 &)
To Get Ahead: If you are able to easily do the above exercises, knowing key signatures by memory will give you a definite advantage in the class. It is one of the first things taught and must be memorized to continue in the course.
All information needed to complete the exercises can be found online and practice music theory drills can be found at www.emusictheory.com.
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LTHS AP Human Geography Summer Assignment 150 Essential Locations
What am I doing? Labeling world outline maps with the features listed below in preparation for a map test the first week of school. These are the essential countries and physical features you must know in order to be successful in this class. Each unit we will review these locations, and then we will add more to your knowledge base (cities and less prominent physical and political features). These Essentials will create your foundation and the expectation is that you will learn and know 100% of these on the first day of school! When are the maps due? How will the maps be graded? The First Day of School. Quiz grade – maps are graded based on completion and neatness. How many maps should I make? At least 2 – You will not be able to label everything clearly on one map. It is best to label political (countries) and physical (water, landforms) features on separate maps. When is the first map test? During the first week of school. Your teacher will give you more information on the first day of school, but you should thoroughly study this summer. How do I study? Studying for map tests takes time and preparation. The first step is to find each feature and label blank outline maps. You can use the list below and quiz yourself by labeling a blank map and seeing how much you know. Listed below are links where you can test yourself online. Online Map Quizzes (There are more on my website under Map Quizzes tab.) http://www.sheppardsoftware.com/Geography.htm Blank Outline Maps (You can use any blank maps you would like, and here are some sources.) https://geography.byu.edu/Pages/Resources/outlineMaps.aspx http://www.lib.utexas.edu/maps/map_sites/outline_sites.html What do I need to know/label?
List of 75 Essential Political Features
https://goo.gl/JRkFll
List of 66 Essential Physical Features
https://goo.gl/9aVh5G
7 Continents, Equator and Prime Meridian
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APPENDIX B
Information Packet for High School Off-Campus Physical Education Substitutions 2016-2017 School Year
In order to honor your request for physical education substitution, comply with required curriculum standards, and maintain quality education for the whole child, Lake Travis ISD has provided guidelines and procedures to facilitate the Off-Campus Physical Education process.
The facility providing instruction must submit a letter on business letterhead which outlines: 1. Description of the training program offered, including the level of training provided (Category I or Category II)
2. Description of a typical weekly schedule for training and competition 3. Name, address and phone number of the trainer and training facility 4. Name and phone number of the contact person who will be responsible for completing and sending the attendance and
grade reports to the schools
CATEGORY I: A substitute request considered under this category must be approved by the Lake Travis ISD Board of Trustees and
submitted to the Texas Education Agency for final approval. Under this category, student must attend a private or commercially sponsored physical activity program that leads to Olympic level participation and/or competition. These programs typically involve a minimum of 15 hours per week of highly intense, professionally supervised training. The training facility, instructors and the activities involved in the program must be certified by the Superintendent or his designee to be of exceptional quality.
Students participating at this level may receive a maximum of one-half credit per semester and no more than four credits toward state high school graduation requirements. Students qualifying and participating at this level may be dismissed from school one period per day for such participation.
CATEGORY II: A substitute in this category must be approved by the Lake Travis ISD Board of Trustees but does not require
approval from the Texas Education Agency. Student must attend private or commercially sponsored physical activity programs as certified by the Superintendent or his designee to be of high quality, with well-supervised, appropriately trained instructors. The program must consist of a minimum of five hours per week of highly intense, professionally supervised training.
Students participating at this level may receive a maximum of one-half credit per semester and no more than four credits toward state high school graduation requirements. Students participating at this level may not be dismissed from any part of the regular school day.
Please review the LTISD guidelines below before applying for the program:
Examples of physical activities include but are not limited to: Ice hockey, ice-skating, equestrian training, and gymnastics. An exercise class does NOT qualify as a physical activity to replace P.E.
The physical activity program is conducted by a private or commercially sponsored center, which provides both instruction
and physical application.
Time on task equals no less than 15 hours per week (for Category I) or five hours per week (for Category II) under the direct supervision of a coach or professional trainer. Travel time is NOT included as part of the time on task requirement.
Parents are responsible for providing transportation to and from the physical activity program. Students must be picked up at the BEGINNING of the student’s off period. Those students not picked up will be put in a class.
Only 6 hours of tournament play per week may be included in the 15 hour per week requirement for Category I activities.
Students who work at the location in which they are also receiving credit for physical education may NOT include work hours.
Documentation by nine week period of attendance and assessment of achievement in the substituted activity is to be submitted on the Student Credit Information to the HS counseling department by the due dates noted on the Student Credit Information form.
1. If the grade is not reported by the grade report deadline, the student will not receive P.E. credit for the waiver. 2. If the grade is not reported in a timely manner, the waiver will be denied.
Applicant must resubmit an application each year to the HS counseling department. Packets are available from the counselors. A P.E. waiver only waives a student out of athletics or P.E. Students may not miss any class other than physical education (which includes athletics).
Please note: No more than four physical education credits may be earned through a combination of athletics, Cavalettes, marching band, or cheerleading AND participation in a P.E. substitution.
Included in this information packet: 1. For parents and private/commercial physical activity programs - Information Packet for High School Off-Campus
Physical Education Substitutions 2. For parents to complete and submit by the application deadline – P.E. Equivalency Request Application 3. For private/commercial physical activity programs - Student Credit Information - which must be submitted for
credit by the report due deadline to the HS counseling department.
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2016-2017 Lake Travis ISD High School P.E. Equivalency Request
This application is to be completed by the parent or guardian on a yearly basis.
Student Name: _____________________________________________ phone #: ________________________
Parent / Guardian Name: ___________________________________________email: _________________________
Student / Parent / Guardian Address ______________________________________Zip_________
School :______________________________________Grade ________________Date___________
Waiver request for: Fall ______Spring ______ Both __________
Type of substitute request? *Category 1 _________ **Category 2 _________
*Category 1 Waiver: Students must be participating in a program that leads to Olympic level of participation and/or
competition for a minimum of 15 hours per week of highly intense, professionally supervised training. Student may be
dismissed from school one period per day.
**Category 2 Waiver: Students must be participating in a program that is of high quality, well supervised by appropriately
trained instructors, and consisting of a minimum of 5 hours per school week. Student can receive a PE credit, but may not leave
campus for any portion of the school day.
Description of activity: ______________________________________________________________________________
Agency responsible for activity: _______________________________________________________________________
Number of hours per week student will participate: ________________________________________________________
Signature of owner of agency indicating compliance with guidelines: ___________________________________________
I, the parent, understand that if a grade (pass/fail) is not mailed to the counselor by the trainer/coach, my student may lose the
opportunity to participate in this program: _____yes _____no
I, the parent, understand that I am responsible for transportation to and from the physical activity program and that the school
district is not responsible for any contractual agreements with the trainer or coach: _____yes _____no
This application and the letter from the facility are to be submitted to the campus counselor. Upon review of the submitted
information, approval will be requested from the building principal. The final approval is the decision of Health and Social
Programs Coordinator or his/her designee.
NOTE TO PARENTS:
A letter from the participating agency must be attached to this form documenting the above information.
My signature below signifies that I am agreeing to turn in the required documentation associated with the policies outlined by
the LTISD Equivalency Request. I understand that if the Student Credit Information is not received by the following deadline,
credit will be denied. Deadlines: Fall semester = Dec 16, 2016; Spring semester = June 2, 2017
____________________________________ _______________________________ ___________ ________________
Parent’s Signature Student’s Signature Date Phone Number
……………………………………………………………………………………………………………………
OFFICE USE ONLY OFFICE USE ONLY OFFICE USE ONLY
Letter attached from participating agency: _____yes _____no
Counselor’s signature_______________________ granted/denied __________ Date__________
Principal’s signature_______________________ granted/denied __________ Date__________
HSPC signature____________________________ granted/denied __________ Date__________
HS APPLICATION SUBMISSION DEADLINE: Fall Semester: 8/12/16 Spring Semester: 12/12/16
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HIGH SCHOOL STUDENT CREDIT INFORMATION FOR LAKE TRAVIS ISD
PRIVATE PROGRAM PROVIDING PHYSICAL EDUCATION SUBSTITUTION
2016-2017 School Year
Name of Facility Providing Instruction: _________________________ Activity________________________
Person(s) Providing Instruction: ______________________________________________
Telephone: ________________________
Reporting Period: _____1st Semester Grade
_____2nd
Semester Grade
Due dates for report: High School = Dec 16, 2016; June 2, 2017
Student’s Name Current
Grade
Level
School Counselor Total
Hours
Present
Pass/Fail Category
1 or 2
Participation
Credit
Earned
Mail this report to the student’s school counselor. This is a confidential record which must be mailed by
the private organization to the school. Students may not deliver this information.
Campus addresses:
Lake Travis High School; 3324 RR 620 S; Austin, TX 78738; 533.6114 (counseling office)
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APPENDIX C
Guidelines for Independent Study/GT Recognition
1. Student will select a topic for his or her senior Independent Study.
2. Student will contact a faculty member and gain approval and agreement from that faculty member to supervise the student’s Independent Study. The agreement form will be signed and submitted to the Independent Study Committee by the end of the third week of school.
3. Student will obtain a mentor as an advisor on his/her project. The mentor should be an adult with an expertise in the area of the independent study. This mentor may not be an employee of LTHS and must be approved by the Independent Study Committee.
4. Student will submit a proposal of study to the Independent Study Committee by the end of the 1st grading period
for approval including:
Topic Mentor Information Form (including qualification) Outline of Proposed Study Timeline of Proposed Study Description of Final Product & Presentation
5. The expectation of Independent Study/GT Recognition is for a presentation and final product at a post high
school level. A written report submitted at the time of presentation must include cited research, article reviews, and summation and application of data.
Please see attached rubric for sample expectations.
3324 Ranch Road 620 South Austin, Texas 78738 Telephone (512) 533-6100 Facsimile (512) 533-6101 www.ltisdschools.org
LAKE TRAVIS HIGH SCHOOL
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APPENDIX D
Lake Travis ISD Public Notification of Nondiscrimination in Career and Technical Education Programs The Lake Travis Independent School District offers Career and Technical Education Programs in Agricultural Science, Career Preparation, Computer Technology, Engineering, Architecture, Business, Finance, Marketing and Health Science. Admission to these programs is based on interests and aptitude, age appropriateness, and available class space. The Lake Travis Independent School District operates all educational programs without discrimination on the basis of race, color, religion, sex, national origin, age, disability or any other basis prohibited by law. The District complies with Title VII of the Civil Rights Act of 1964, Title IX of the Educational Amendments of 1972, Americans with Disabilities Act, and Section 504 of the Rehabilitation Act of 1973. Lake Travis Independent School District will take steps to assure that lack of English language skills will not be a barrier to admission and participation in all educational and vocational programs. For information about your rights or grievance procedures, contact Holly Morris-Kuentz, Assistant Superintendent for Human Resource Services, at 3322 Ranch Road 620 South, Austin, TX 78738, (512) 533-6024. Lake Travis ISD Notificación Pública de No Discriminación en Programas de Educación Profesional y Técnica El Distrito Escolar Independiente de Lake Travis ofrece Programas de Educación Profesional y Técnica, en Ciencia Agrícola, Preparación de Carrera, Informática, Ingeniería, Arquitectura, Comercio, Finanza, Mercadería, y Ciencias de la Salud. El ingreso a estos programas se base en interés y aptitud pertenecería a la edad, y espacio disponible en la clase. El Distrito Escolar Independiente de Lake Travis conduce todos los programas educativos sin discriminación por motivos de raza, color, religión, sexo, origen nacional, edad, impedimento o cualquier otro motivo que ley prohíbe. El distrito se conforma con Título VII de Acto de Derechos Civiles de 1964. Título IX de las Enmiendas Educativas de 1972, la ley sobre Estadounidenses Discapacitados, y sección 504 de la ley de Rehabilitación de 1973. El Distrito Escolar Independiente de Lake Travis tomará medidas para asegurar que la falta de aptitudes en hablar inglés no será una barrera a la admisión ni la participación en todos los programas educativos y vocacionales. Para información sobre sus derechos o procedimientos de quejas, favor de comunicarse con Holly Morris-Keuntz, Asistente del Superintendente de Servicios de Recursos Humanos. 3322 Ranch Road 620 South, Austin, TX 78738, (512)533-6024.
