birdville independent school district€¦ · was completed and designed by michelle doporto. 1....

B I R D V I L L E I N D E P E N D E N T S C H O O L D I S T R I C T

22001100--22001111

A Catalog of High School Courses Educational Planning for Life

A Catalog of High School Courses 2010-2011 Educational Planning for Life

Table of Contents

BISD Mission,Vision and Beliefs........................................................................................................................................................ 1 Board of Trustees and Central Administration .................................................................................................................................. 2 Profile of a Graduate ........................................................................................................................................................................ 3 Superintendent’s Letter to Parents and Students ............................................................................................................................. 4 Planning Your High School Program ................................................................................................................................................ 5 SBOE Recommended Graduation Requirements ............................................................................................................................ 6 Minimum Graduation Requirements ................................................................................................................................................. 7 SBOE Recommended Graduation Requirements DAP .................................................................................................................... 9 Request for Student to Graduate on the Minimum Graduation Plan .............................................................................................. 10 DAP Distinguished Achievement Program ..................................................................................................................................... 11 School Board of Education (SBOE) ................................................................................................................................................ 12 Choose Your Career Pathway ........................................................................................................................................................ 14 Achieve Texas Career Clusters ...................................................................................................................................................... 15 Arts and Communication Art .................................................................................................................................................................................... 16 Communication/Journalism ............................................................................................................................................. 18 Communication/Public Relations .................................................................................................................................... 20 Communication/Radio, Film, Television & Multimedia .................................................................................................... 22 Graphic Arts and Printing ................................................................................................................................................ 24 Instrumental Music .......................................................................................................................................................... 26 Theatre Arts/Dance ......................................................................................................................................................... 28 Vocal Music ..................................................................................................................................................................... 30 Business and Marketing Finance ........................................................................................................................................................................... 32 Business Management & Administration ........................................................................................................................ 34

Marketing ........................................................................................................................................................................ 38 Health and Medicine ....................................................................................................................................................................... 40 Science, Engineering and Technology

Agricultural Food & Natural Resources ........................................................................................................................... 42 Transportation, Distribution & Logistics ........................................................................................................................... 44

Science, Technology, Engineering, Mathematics & Information Technology ................................................................. 46 Manufacturing & Architecture and Construction .............................................................................................................. 48

Science and Engineering ................................................................................................................................................ 50 Social, Personal and Public Service Education & Training ....................................................................................................................................................... 52 Hospitality & Tourism; Human Services Law, Public Safety, Corrections & Security...................................................... 54 Human Services .............................................................................................................................................................. 56 Admission ....................................................................................................................................................................................... 58 Classification Credits ...................................................................................................................................................................... 58 Programs Designed for Academically Talented Students Gifted/Talented Program ................................................................................................................................................. 58

Pre-Advanced Placement/Advanced Placement Programs ............................................................................................ 58 Dual College Enrollment ................................................................................................................................................. 59 Credit by Examination (Without Prior Instruction) ........................................................................................................... 61 Distinguished Achievement Program .............................................................................................................................. 61 Career and Technology Education Program ................................................................................................................................... 62 Comprehensive Special Education ................................................................................................................................................. 63 Campus and Off-Campus Based Online Instruction: e-Learning .................................................................................................... 63 Course Descriptions English Language Arts ................................................................................................................................................... 65 Mathematics .................................................................................................................................................................... 68 Science ........................................................................................................................................................................... 70 Social Studies and Economics ........................................................................................................................................ 73

Physical Education .......................................................................................................................................................... 75

Junior Reserve Officers’ Training Corps ........................................................................................................................... 75 Interscholastic Competitive Sports .................................................................................................................................... 76 Health Education ............................................................................................................................................................... 77 Languages Other Than English ........................................................................................................................................ 77 Fine Arts ............................................................................................................................................................................ 80 Theatre Arts ...................................................................................................................................................................... 82

Career and Technology Education Program Arts and Communication .................................................................................................................................................. 84 Business Marketing ........................................................................................................................................................... 85 Health and Medicine ......................................................................................................................................................... 88 Science, Engineering & Technology ................................................................................................................................. 89 Social, Personal & Public Services ................................................................................................................................... 93 Activity Electives ............................................................................................................................................................... 96 Local Credit Electives ........................................................................................................................................................ 97 Special Education ............................................................................................................................................................. 97 Language Arts ................................................................................................................................................................... 97 Mathematics ...................................................................................................................................................................... 97 Science ............................................................................................................................................................................. 98 Physical Education ............................................................................................................................................................ 98 Health Education ............................................................................................................................................................... 98 Technology ........................................................................................................................................................................ 99 Career & Technology Education ....................................................................................................................................... 99 Electives ............................................................................................................................................................................ 99 Expectations for Participation Pre-Advanced Placement Advanced Placement English Program ........................................................................................................................... 100 Advanced Placement Mathematics Program .................................................................................................................. 101 Advanced Placement Science Program .......................................................................................................................... 104 Advanced Placement Social Studies Program ................................................................................................................ 105 Advanced Placement Art Program .................................................................................................................................. 106 Prescribed Sequences Mathematics Grades 9-12 ............................................................................................................................................... 107 Science ........................................................................................................................................................................... 108 Educational Planning for Life: Finding the Right Key for Unlocking Your Future ............................................................................ 109 Career Planning .............................................................................................................................................................................. 110 Helpful Hints for Career Planning ................................................................................................................................................... 111 Planning Ahead to College Admission through Special Programs in Texas ................................................................................... 112 Seeking Scholarships and Financial Aid for College ...................................................................................................................... 113 College Timeline Checklist .............................................................................................................................................................. 116 Helpful Hints for a Visit to a College Campus ................................................................................................................................. 119 Tests for College-Bound Students .................................................................................................................................................... 12 College Admission Tests ................................................................................................................................................................ 123 College Credit and Placement Tests .............................................................................................................................................. 124 Glossary of Terms for College-Bound Students ............................................................................................................................. 124 College Admissions Questions and Answers ................................................................................................................................. 126 Technical or Business School ......................................................................................................................................................... 129 Military Service ................................................................................................................................................................................ 129 Four Year Graduation Plan (Blank Copy) ....................................................................................................................................... 130 Sample Four-Year Graduation Plans .............................................................................................................................................. 131 SBOE Recommended High School Program (Fine Arts Student and Athlete) ............................................................... 132 SBOE Recommended High School Program (Fine Arts Student) .................................................................................. 133 Accounting & Banking, Audio/Video Production ............................................................................................................. 134 Automotive Technician .................................................................................................................................................... 135 Computer Maintenance Technician ................................................................................................................................ 135 Cosmetology ................................................................................................................................................................... 135 Construction Technology ................................................................................................................................................ 136 Culinary Arts .................................................................................................................................................................... 136 Clinical Rotations, Pharmacy Tech, EMT or WBL ........................................................................................................... 136 Education and Training ................................................................................................................................................... 137 Law, Public Safety, Corrections & Security ..................................................................................................................... 137 Project Lead the Way (PLTW) ........................................................................................................................................ 137 ROTC .............................................................................................................................................................................. 138

Travel and Tourism ....................................................................................................................................................... 138 Tech Prep Plans Agricultural Science Technology ................................................................................................................................... 139 Automotive Service Technology .................................................................................................................................... 139 Business Education/Information Technology ................................................................................................................ 139 Business Education/Office Administration .................................................................................................................... 139 Education & Training ..................................................................................................................................................... 140 Health Science Technology Education ......................................................................................................................... 140 Hospitality/Culin ary Arts ................................................................................................................................................ 140 Information Technology IT – Application and Web Development ................................................................................. 140 Information Technology IT – Network Technology ........................................................................................................ 140 Information Technology IT – Personal Computer Support ............................................................................................ 141 Marketing Education ..................................................................................................................................................... 141 Radio and Television Broadcasting ............................................................................................................................... 141 Method of Marking Grades ........................................................................................................................................................... 142 Grade Average and Rank in Class ............................................................................................................................................... 143 Standards for Membership in the National Honor Society ............................................................................................................ 146 Diplomas/Certificates .................................................................................................................................................................... 148 Number of Classes Required and Conditions for Dropping a Class ............................................................................................. 148 Retrieving Credit for Prior Instruction ............................................................................................................................................ 148


Our Mission:

We engage and encourage students and staff every day through meaningful work in a safe and caring environment.

Vision

All students succeed in a future they create.

Beliefs

- Every student is uniquely capable and deserves to learn each day.

- Meaningful work engages students in profound learning.

- Personal commitment to quality from everyone in the learning organization creates student and staff success.

- Trusting relationships in a safe and caring environment are vital to an innovative learning organization.

- Student success requires community support and engagement.

- Quality public schools build and preserve a healthy democratic society.

Students and Parents, The information presented in this booklet can be extremely valuable to secondary middle and high school students and their parents. Charting a course through high school and beyond is of critical importance to the individual and should be attended to with utmost care. Thus, it is important to keep this material for future reference. Be aware that because this material is published early in the preceding school year, some changes in procedure, policy or course offerings may be required. Students and parents will receive updated information if that occurs.

Revisions to the handbook and cover of Educational Planning for Life: Choose Your Career Pathway was completed and designed by Michelle DoPorto.

1

BIRDVILLE INDEPENDENT SCHOOL DISTRICT 6125 East Belknap Street Haltom City, Texas 76117

(817) 547-5700 www.birdville.k12.tx.us

BOARD OF TRUSTEES

Dolores Webb President

Joe Tolbert

Vice President

Wanda Strong Trustee

Ralph Kunkel

Trustee

Richard Davis

Secretary

Brad Greene Trustee

Cary Hancock

Trustee

CENTRAL ADMINSTRATION

Stephen F. Waddell, Ed.D. Superintendent

Lane Ledbetter, Ed.D. Associate Superintendent for Curriculum and Instruction

Quentin Burnett, Ph.D. Associate Superintendent for Finance

Jay C. Thompson, Ph.D. Associate Superintendent for Staff and Student Services

Julie Wallace

Executive Director for Technology Information Management Systems

ASSURANCE OF NONDISCRIMINATION No student shall be denied the right to participate in any school program, education service, or activity because of the student’s race, religion, sex, national origin or disability. The district has designated Dr. Jay Thompson to coordinate its efforts to comply with the nondiscrimination requirements of Title IX of the Education Amendments of 1972 as amended, and Section 504 of the Rehabilitation Act of 1973 dealing with rights of students with disabilities. All complaints shall be handled through established channels and procedures beginning with the building principal, followed by appeal to the Administrative Assistant for Community, Parent, and Student Concerns and finallythe Board of Trustees. The Birdville Independent School District does not discriminate on the basis of a disability by denying access to the benefits of District services, programs, or activities. To request information about the applicability of Title II of the Americans with Disabilities Act (ADA), interested persons should contact John Hughes at (817) 547-5844.

2

PP RR OO FF II LL EE

OO FF AA GG RR AA DD UU AA TT EE

ACADEMIC ACHIEVEMENT

Possess a rigorous and extensive foundation in core academic areas: math, science, language arts and social studies

Show proficiency on state and national assessments as well as applicable industry licensures and certifications

Display mastery of technology in personal, scholastic and career settings Demonstrate confidence in expression and understanding of a language other than English Participate in and appreciate the literary, visual and performing arts

STRENGTH OF CHARACTER

Exhibit honesty, integrity and trustworthiness Accept responsibility for personal actions Possess self-discipline and motivation Show perseverance and resilience in the face of adversity

EFFECTIVE PROBLEM SOLVING SKILLS

Utilize comprehension, analysis and creativity in decision making Demonstrate logic, critical thinking and deductive reasoning to solve problems and draw

conclusions

COMMUNICATION SKILLS Write clearly and effectively for different audiences and purposes Express ideas and thoughts verbally in various situations Collaborate effectively with others through attentive and critical listening and appropriate

response Contribute to team effort through communication of ideas and actions

PERSONAL INDEPENDENCE

Embrace a healthy lifestyle and sense of self-worth Practice personal financial responsibility Utilize effective time management and organizational skills Make wise career decisions based on self-knowledge, educational and occupational exploration

and career planning Participate in extracurricular activities for a well-rounded perspective

CITIZENSHIP

Embrace the importance of community service and civic responsibility Evaluate decisions based on ethical principles and respect for authority and the law Exercise tolerance and respect of global diversity and divergent points of view Understand world issues and current events

3

Birdville Independent School District 6125 East Belknap Haltom City, Texas 76117-4296 817-547-5700 Fax 817-838-7261 www.birdville.k12.tx.us

January 2010 Dear Parents and Students: The high school years may be the most exciting and important ones students spendin school. For the first time students have real choices to make about what to study,and the choices they make as freshmen and sophomores—as well as during theirjunior and senior years—could affect the direction of the rest of their lives. Theworld outside our high schools is constantly changing, with new and expandedopportunities in all fields of study and work. The one constant in this rapid changeis the demand that students and workers be able to think, problem solve, andperform at higher levels. The course offerings of our high schools have beendeveloped with those changes and opportunities in mind. The District adopted a Graduate Profile that reflected its understanding of theneed for our schools to prepare students for this rapidly changing world. Byapproving the State Board of Education Recommended High School Program asthe standard graduation plan, the Board demonstrated its commitment to highacademic standards—and to ensuring that Birdville’s graduates are prepared tomeet the challenges of their futures. This publication provides information to assist our students as they make criticallyimportant decisions in planning their high school program, as well as post-graduation careers. To support a successful transition from high school to highereducation or work, the guide actually links the selection of courses with possiblecareer pathways a student may pursue following graduation. Families are encouraged to use this guide to design a course of study that will leadto a successful future. Our society needs capable, self-motivated, life-long learnersfor the 21st Century. The Birdville ISD high school programs play an important rolein the educational process that prepares for that future and I hope that all studentswill reap many benefits from their studies. Students, decisions you make in developing a high school program are critical.Choose wisely! Your future will certainly be impacted by your choices, and I urgeyou to "stretch" yourselves with challenging courses that will stimulate and inspireyou. Talk with your counselor, teachers, principal and/or other administratorsabout your program. All are interested in helping you make the choices that willbe best for you. Dedicated to student success and learning,

Stephen F. Waddell, Ed.D Superintendent

4

Planning Your High School Program

Planning a four-year high school program is a serious undertaking. Although many of your courses will be determined by the graduation plan you select, you will still have many other choices to make during your years of school. The courses you select should be guided largely by your plans for the future. Will you continue your education in college or in a trade or vocational school? Do you want to learn a career skill in order to enter the full-time work force immediately after school? Are you interested in a technical field? Are you thinking of entering a profession that requires many years of specialized education? The answers to these questions are extremely important for making decisions about your course selections for all four years in high school. Those answers should

also be guided by your interests and abilities. Some students are sure of their future plans from the day they enter high school; others are not. It is also common for young people to change their minds about which career to choose. For this reason, it is important for you to plan as challenging a program as you can; if your career plans should change, then it will not be as difficult to move into another program. While it may sometimes seem tempting to schedule a less demanding combination of courses, choosing courses that meet your needs or interests and prepare you for success is the best way to prepare for your future. Especially in recent years, colleges and universities, as well as employers, have reported that many students come to them unprepared for the challenging skills required. We urge that you not let this criticism apply to you. Birdville offers you many ways to prepare for a productive adult life--to make certain that you can control your future. The district's high schools provide a wide range of programs that prepare students for post-high school experiences: college, business school, technical school, military service, fine arts participation, full-time employment and other areas. The programs offered allow a student to choose the high school program best for him/her, whether that program is the traditional college preparatory, tech-prep or career preparatory program. Outlined on the following pages are the graduation requirements for each of the state's possible graduation programs (State Board of Education Recommended High School Program, Minimum High School Program and Distinguished Achievement Program). When reviewing specific course requirements, it is important to note in which year you entered grade nine since the State Board of Education has made several changes in course requirements during recent years. Presented on the following pages are the possible graduation programs for students. Immediately following the presentation of possible graduation plans is an important section of this educational planning guide: Career Pathways to Assist You in Preparing a Personalized Education Plan. This section of the guide explains future career options in terms of interest areas and suggests courses and activities that will help you arrive at your goal in life. Next are descriptions of all courses offered, with accompanying information about prerequisites and grade level placement. Following that section are practical suggestions for planning your high school course of studies, considerations for career planning, a checklist for a college planning timeline and information about other post-high school options. We strongly urge you to give the attention to planning for high school that its importance deserves and we encourage you to keep this guide and use the college timeline planning section to keep you on track for preparing for your future beyond high school. By planning wisely and following through on preparation, you can create the future that is most appropriate for you.

5

SSBBOOEE RReeccoommmmeennddeedd GGrraadduuaattiioonn RReeqquuiirreemmeennttss for Students Entering Grade Nine in 2007-2008 and later

Subject Area SBOE Recommended Program and

Distinguished Achievement Program (DAP) (Additional requirements for DAP following)

English Language

Arts

4 units English I or English I for Speakers of Other Languages

English II or English II for Speakers of Other Languages

English III or AP English Language and Composition

English IV or AP English Literature and Composition or dual enrollment in college English courses

Mathematics

4 units

Algebra I Pre-Calculus AP Statistics

Geometry Mathematical Models with Applications AP Computer Science

Algebra II (taken prior to Algebra II and may AP Calculus

Advanced Mathematical Decision Making NOT count towards DAP)

Science

4 units Integrated Physics and Chemistry (IPC); IPC will be phased out in BISD and will not count towards DAP graduation. Biology, Pre-AP Biology, and/or AP Biology; Biology is required for students entering Grade 9 in 2007 and later. Chemistry, Pre-AP Chemistry, and/or AP Chemistry, Physics, Pre-AP Physics, and/or AP Physics

Social Studies and

Economics

4 units World Geography (1.0 unit) World History (1.0 unit) American History (1.0 unit) U.S. Government (0.5 unit) Economics (0.5 unit)

Languages Other Than

English

2 units for SBOE/3 units for DAP (must be of the same language) French, German, Latin, Mandarin Chinese, Spanish, Spanish for Native Speakers (for students who already read and write Spanish), or American Sign Language

Health 0.5 unit – 1.0 unit Health Education (0.5 unit)

Physical Education

1.0 units Physical Education (or approved substitute)

Technology Applications

1 unit From the following: AP Computer Science I, Graphic Design & Illustration,

Digital Graphics and Animation, Desktop Publishing, Computer Programming, Web Technology,

Principles of Information Technology, Business Information Management I and II, Principles of Manufacturing,

Digital and Interactive Media, and other courses with Counselor approval.

Fine Arts 1 unit From any state-approved fine arts course in art, dance, music, theatre arts, or Floral Design offered at

Richland High School.

Speech 0.5 unit Communication Applications or Professional Communication

Electives

4.0 units for SBOE/3.0 units for DAP Students may choose electives from the following:

(1) The list of courses approved by SBOE for Grades 9-12 as specified in §74.1 relating to the Essential Knowledge and (2) State-approved innovative courses. (3) Junior Reserve Officer Training Corps (JROTC) (1-4 units)

Total 26 units

RReevviisseedd 22//2266//22001100

6

MMiinniimmuumm GGrraadduuaattiioonn RReeqquuiirreemmeennttss for Students Entering Grade Nine in 2007-2008 thru 2009-2010

Subject Area Minimum High School Program

English Language Arts

4 units English I or English I for Speakers of Other Languages English II or English II for Speakers of Other Languages English III English IV or dual enrollment in college English courses or one of the following: Research/Technical Writing, Creative/Imaginative Writing, Journalism, or Business English

Mathematics

3 units Algebra I Geometry Mathematical Models with Applications (taken prior to Algebra II) Algebra II or Advanced Mathematics and Decision Making

Science

3 units Students entering grade 9 in 2007-08 and later must take: Biology and Integrated Physics and Chemistry (IPC) or Biology, Chemistry and Physics Those students taking Biology and Integrated Physics and Chemistry (IPC) may take any other state-approved science course.

Social Studies and

Economics



English

Not required

Health 0.5 unit Health Education (0.5 unit)

Physical Education

1.0 unit Physical Education (or approved substitute)


1.0 unit From the following: AP Computer Science I, Graphic Design & Illustration,


Principles of Information Technology, Business Information Management I and II, Principles of Manufacturing, Digital and Interactive Media, and other courses with Counselor approval.

Fine Arts 0 unit

Speech 0.5 unit Communication Applications or Professional Communication

Electives 7.0 units Students may choose electives from the list of SBOE approved courses. Two (2) of these credits may be from local credit electives.

Total 24 units

RReevviisseedd 22//2266//22001100

7

MMiinniimmuumm GGrraadduuaattiioonn RReeqquuiirreemmeennttss

for Students Entering Grade Nine in 2010-2011 or Later

Subject Area Minimum High School Program

English Language

Arts

4 units English I or English I for Speakers of Other Languages English II or English II for Speakers of Other Languages English III English IV or dual enrollment in college English courses or one of the following: Research/Technical Writing, Creative/Imaginative Writing, Journalism, or Business English

Mathematics

3 units Algebra I Geometry Mathematical Models with Applications (taken prior to Algebra II) Algebra II or Advanced Mathematics and Decision Making, or

Science

3 units Biology and Integrated Physics and Chemistry (IPC) or Biology, Chemistry and Physics The third unit of science for those students not taking Biology, Chemistry and Physics may be any other state-approved science course.

Social Studies and

Economics



English

Not required


Physical Education

1.0 units Physical Education (or approved substitute)


1.0 unit From any of the following: From any of the following: AP Computer Science I or II, Desktop Publishing, Graphic Design & Illustration, Animation, Computer Programming, Web Technology, Principles of Information Technology, Business Information Management I and II, Technology Systems, Digital and Interactive Media

Fine Arts 1.0 unit From any state-approved fine arts course in art, dance, music, theatre arts, or Floral Design offered at Richland High School.

Speech 0.5 unit Communication Applications or Professional Communications

Electives 6.0 units Students may choose electives from the list of SBOE approved courses. Two (2) of these credits may be from local credit electives.

Total 24 units

Revised 2/11/2010

8

SSBBOOEE RReeccoommmmeennddeedd GGrraadduuaattiioonn RReeqquuiirreemmeennttss for Students Entering Grade Nine in 2010-2011 or Later

Subject Area SBOE Recommended Program and Distinguished Achievement Program (DAP) (see for additional requirements for DAP)

English Language

Arts

4 units English I or English I for Speakers of Other Languages English II or English II for Speakers of Other Languages English III or AP English Language and Composition English IV or AP English Literature and Composition or dual enrollment in college English courses

Mathematics

4 units Algebra I Pre-Calculus AP Statistics Geometry Mathematical Model with Applications AP Computer Science Algebra II (taken prior to Algebra II AP Calculus Advanced Mathematical Decision Making and may NOT count towards DAP)

Science

4 units Integrated Physics and Chemistry (IPC); IPC will be phased out in BISD Biology, Pre-AP Biology, and/or AP Biology; Biology is required for students entering Grade 9 in 2007 and later. Chemistry, Pre-AP Chemistry and/or AP Chemistry, Physics, Pre-AP Physics, and/or AP Physics (Note: Students on the Recommended Plan are encouraged to take Biology, Chemistry and Physics, and a capstone science course, such as an AP science course.)

Social Studies and

Economics



English

2 units for SBOE/3 units for DAP (must be of the same language) French, German, Latin, Mandarin Chinese, Spanish, Spanish for Native Speakers (for students who already read and write Spanish) or American Sign Language


Physical Education

1.0 unit Physical Education (or approved substitute)

Technology Applications*

1 unit From the following: AP Computer Science I, Graphic Design & Illustration,


Principles of Information Technology, Business Information Management I and II, Principles of Manufacturing, Digital and Interactive Media, and other courses with Counselor approval.

Fine Arts 1.0 unit From any state-approved fine arts course in art, dance, music, theatre arts, or Floral Design offered at Richland HS

Speech 0.5 unit Communication Applications or Professional Communications

Electives

4.0 units for SBOE/3.0 units for DAP Students may choose electives from the following:

(1) The list of courses approved by SBOE for Grades 9-12 as specified in §74.1 relating to the Essential Knowledge and Skills. (2) State-approved innovative courses. (3) Junior Reserve Officer Training Corps (JROTC) (1-4 units)

Total 26 units *Pending School Board Approval RReevviisseedd 22//2266//22001100

9


RReeqquueesstt ffoorr SSttuuddeenntt ttoo GGrraadduuaattee oonn tthhee MMiinniimmuumm GGrraadduuaattiioonn PPllaann From: ____________________________________ ______________________________________________ Parent Name Campus Re: ____________________________________ _____________________________________________ Student Name Student ID # or Social Security Number

I understand the following: 1. The State Board Of Education Recommended Plan is the graduation plan set forth by the State of Texas and

recommended for all students in the Birdville Independent School District.

2. To be recognized as a Texas Scholar at graduation, the student must complete the SBOE Recommended High School Program or Distinguished Achievement Plan.

3. Most four-year colleges require that a student graduate under the SBOE Recommended High School Program to be considered for admissions. Many competitive universities require students to graduate under the most rigorous academic plan available in the district.

4. The Texas Grant Program is a grant given to those that qualify financially and have graduated under the SBOE Recommended High School Program or Distinguished Achievement Plan.

The BISD Board of Trustees allows dismissal from the SBOE Recommended High School Plan due to ARD committee decision or lack of academic success. One of the following three conditions must apply: The student has a demonstrated lack of success in the subjects required for the recommended plan. The student would not be able to complete the recommended plan in four-years of high school. An Annual Review and Dismissal committee decides that the recommended plan is not in the best interest of the

student. The student meets this condition and for these reasons: _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ I give permission for my child to drop the SBOE Recommended Plan.

__________________________________________________________________ ________________________ Parent Signature Date __________________________________________________________________ ________________________ Principal Signature Date

10

Distinguished Achievement Program

Purpose

An extension of the SBOE Recommended High School Program, the Distinguished Achievement Program recognizes those students who demonstrate stellar academic performance and exceptional scholarship.

Requirements Students must complete all course requirements listed under the State Board of Education Recommended High School Program as outlined on page 3 and receive any combination of four of the following advanced measures. Examples of combinations of four advanced measures are provided on page 8.

Test Data: A score of three or above on an Advanced Placement examination of The College Board A score on the PSAT that qualifies a student for recognition as a Commended Scholar or higher, as

part of the National Hispanic Scholar Program, as part of the National Achievement Scholarship Program, or as part of the National Achievement Scholarship Program for Outstanding Negro Students as recognized by The College Board, of the National Merit Scholarship Corporation. Note: The PSAT score may count as only one advanced measure regardless of the number of honors received by the student.

College Courses: A grade of 3.0 or higher on courses that count for college credit (college academic courses and tech-

prep articulated and Advanced Technical Courses (ATC).

Original Research/Project Judged by a panel of professionals in the field that is the focus of the project or Conducted under the direction of mentor(s) and reported to an appropriate audience and Related to the required curriculum set forth in 19 TAC §74.1 (relating to Essential Knowledge and

Skills); May not be used for more than two of the four advanced measures (See page 58 for the description

of the district program for this measure.)

Note: All advanced measures must focus on demonstrated student performance at the college or professional

level. Student performance on advanced measures must be assessed through an external review process.

11

Examples of the Distinguished Achievement Program

Example 1: Student completed course requirements and four AP exams with grades of three or higher Example 2: Student completed course requirements, one AP exam with a grade of three or higher, two

college courses with a 3.0 GPA and a one-year mentorship program conducting a school- approved research product Example 3: Student completed course requirements, a two-year science project reviewed by hospital

board, one college science course with a 3.0 GPA and National Merit Scholar Example 4: Student completed course requirements, two AP exams with scores of three or better, two

college courses as part of Tech-Prep Program and received a 3.0 GPA Source: Texas Education Agency

SSttaattee BBooaarrdd ooff EEdduuccaattiioonn ((SSBBOOEE))

RECOMMENDED PROGRAM REQUIRED FOR HIGHEST RANKING STUDENTS

The State Board of Education Recommended High School Program has been adopted by the Birdville Board of Trustees and Texas Education Agency as the standard graduation plan for any student planning to continue formal study beyond high school at the college/university level or in a vocational/technical institute. Additionally, students are encouraged to pursue the Distinguished Achievement Program and those students who do complete these requirements will receive special recognition. A student must complete the requirements of the State Board of Education Recommended High School Program in order to be designated valedictorian or salutatorian or to be ranked among the top ten graduates.

12

ADDITIONAL INFORMATION FOR MINIMUM, SBOE RECOMMENDED, AND DAP

GRADUATION PLANS EXIT LEVEL TESTING REQUIREMENT In addition to successfully completing all course requirements, students must master the appropriate statewide assessment. For students entering grade nine in 2001-2002 or later, a statewide assessment program has been implemented. It requires that students pass all sections of the Texas Assessment of Knowledge and Skills (TAKS) in English language arts, mathematics, science and social studies. The first opportunity to take the exit level of this new assessment will be during grade eleven, and retest opportunities will be available during the twelfth grade as well as during the summer following the eleventh grade. In order to participate in graduation ceremonies, students who have completed all graduation course requirements but have not passed all sections of the appropriate statewide exit level assessment MUST participate in all assigned remediation and retesting activities. TEXAS HIGHER EDUCATION ASSESSMENT (THEA) REQUIREMENT FOR STUDENTS ENROLLING IN PUBLIC COLLEGES AND UNIVERSITIES IN TEXAS Students must have taken the Texas Higher Education Assessment (THEA) Test before enrolling in any college-level classes at a Texas public community or technical college or university unless they are exempted. Students may be exempted based on TAKS, SAT or ACT scores. Check with the institution student plans to attend for exemption information.

13

(Students may earn 2 units of state credits in Physical Education toward graduation.)

15

(Students may earn 2 units of state credits in Physical Education toward graduation.)

Arts, Audio Visual Technology & Communication : Art

Do you like to draw, paint or visually depict what you see or imagine? Do you especially enjoy working with your hands? Do most people think of you as being creative? Do you often see things in a different way from other people? Do you like to communicate ideas visually? If the answer to most of these questions is “yes,” the art pathway may be appropriate for you to pursue.

College Majors: Architectural Engineering Architectural Engineering

Technology Architecture Art Art Therapy Classics Commercial Art

Illustration Fashion Design Fashion Merchandising Fiber, Textile and

Weaving Arts Film Making/ Cinematography Film/Cinema Studies Fine/Studio Arts Graphic Design Humanities Industrial Design Interior Design Painting Printmaking Recreation Textile Sciences and Engineering Visual Arts

Description: The Art pathway includes careers involved in working with your hands and artistic abilities to create new things or to become an original thinker to use what you know to create new art as an integral part of our society.

Career Opportunities by Educational Level:

High School Diploma/ On-the-Job Training Apprentice Background Artist Drafting Technician Lab Technician Layout Artist Merchandise Display Worker Photographer/Camera Operator Retail Salesperson Sculptor Sign Maker Stage Hand Visual Artist

InterLink targeted occupations for high demand employment opportunities for 2009-2013

Junior/Technical/ Community College

or Apprenticeship Advertising Designer Animator

Art Historian Book Designer

Commercial Artist Costume Designer

Craftsperson Dark Room Assistant

Drafting Technician Fashion Designer

Fashion Illustrator Fiber Artist

Furniture Designer Graphic Artist

Graphic Designer Interior Designer

Jewelry Designer Landscape Artist

Layout Artist Packaging Designer

Photographer Police/Court Artist

Set Painter Special Effects Artist

(Movies) Technical Illustrator

Toy Designer 16

Related High School Courses(In addition to the required courses)

The following courses will support your interest in this career path.

●Emphasis for selection of electives should correlate to chosen educational field.

Art I-IV Advanced Placement Art Radio Broadcasting Animation Professional Communications Theatre Arts Digital and Interactive Media Theatre Production PrecalculusTechnical Theatre Calculus Advanced Journalism: Yearbook Physics Photojournalism Communication Applications Graphic Design & Illustration Advanced Graphic Design & Illustration Fashion Design Audio Video Production Advanced Audio Video Production

“Advanced Placement Art has improved and developed my observational and interpretational skills that allow me to view things from a well rounded perspective. The creative growth I have experienced is vital to my future and career, which sets me one step ahead.”

Tami Galia Graduate, RHS, AP Art IV

“Art is the world around you; you can paint your universe.”

Michael Empkey Graduate, AP Art, RHS

Arts, Audio Visual Technology & Communication : Art

Bachelor's Degree/ Master's Degree/ Doctorate Animator Architect Art Therapist Automobile Designer Conservator/ Restorer Fashion Designer Film Maker Fine Arts Teacher Graphic Designer Industrial Designer Interior Designer Jewelry Designer Magazine Editor Museum Curator/Education Director Owner/Manager for Art Gallery Painter, Potter, Sculptor Photographer Set Designer

Related Activities

Community Activities Art Supply Store Employee Craft Store Employee Displayer for Libraries or Day Care Centers Graphic Design Company Employee Museum Volunteer Poster Designer or Displayer for Stores Set Builder and Painter in Community Theater

School Activities Art Club Decorator for Homecoming and Other Events Design Classroom Bulletin Boards FCCLA –Family Career & Community Leaders of America School-sponsored Public Art Project Set Builder for School Productions Student Art Shows

17

Do you enjoy writing or speaking, especially about informative topics? Do you like to organize ideas or information in logical arrangements? Do you enjoy working with technology and creating multimedia productions? Can you research? Can you work with indefinite deadlines? If your response to these questions is positive, then this may be the ideal pathway for you.

College Majors: Advertising Broadcast Journalism Classics Commercial Art

Illustration

Communication Creative Writing English Film Making/

Cinematography

Film/Cinema Studies Fine/Studio Arts Humanities Journalism Mass Communications Political Science Public Relations

Description: Careers in this pathway are involved with informing others through writing, reporting and other means of information dissemination.


High School Diploma/ On-the-Job Training Advertising Intern Author Circulation Assistant Editor’s Assistant Graphic Arts Assistant Newspaper Intern Public Relations Intern Radio Intern TV News Intern Junior/Technical/ Community College Author Illustrator Layout Designer Photojournalist Printer Proofreader Technical Writer or Apprenticeship

Bachelor’s Degree/ Master’s Degree/

Doctorate Advertising Designer

*Advertising Director/Manager

Advertising Salesperson Author

Book Publisher Columnist

Consumer Relations Specialist Copy Editor

Editor Editorial Writer Feature Writer

Graphic Designer Journalism Teacher

Layout Editor Magazine Editor Magazine Writer

Multimedia Specialist Newspaper Editor

Newspaper Reporter Newspaper/Yearbook Sponsor

Public Relations Practitioner Press Agent

Promotions Coordinator *Public Relations Officer for

Business, Government, or School

Publicist Publisher

Sports Reporter/Writer Speech Writer

Technical Writer TV Reporter

“Journalism has helped me learn about design, computer applications and production. There are few careers which would not be enriched by my experience.”

Joe Davis, Student, HHS

“Debate has allowed me to develop my critical thinking skills. Additionally it has dramatically improved my SAT scores, and given me the talent needed to compete in the fast-paced environment of today that requires extemporaneous speaking skills.” Graduate, HHS

* InterLink targeted occupations for high demand employment opportunities for 2009-2014.

Arts, Audio Visual Technology & Communication:

Communication/Journalism

18

Related Activities Community Activities Author Cable TV Writer Campaigner Law Office Intern Library Volunteer Newsletter Editor Newspaper Intern Promotions Coordinator Publicity Chairperson Tutor Writer

School Activities Academic Decathlon Team Career & Technology Education Leadership Organizations Communications Activities Debate Team Essay Contests Literary Magazine Newspaper Staff Peer Tutor Photo Contests School Campaigns Student Government UIL Journalism Competition UIL Ready Writing Competition UIL Speech Contests Yearbook Staff

Recommended High School Courses(In addition to the required courses)


●Emphasis for selection of electives should correlate to

chosen educational field.

Advanced Journalism: Literary Magazine Advanced Journalism: Newspaper

Advanced Journalism: YearbookGraphic Design & Illustration

Animation Debate

Desktop Publishing Digital & Interactive Media

Journalism Languages Other Than English

Audio Video Production Advanced Audio Video Production

Peer Assistance Leadership Photojournalism

Psychology Professional Communications Communication Applications

Sociology

“Latin has not only been a great language to study; it has helped me in my writing, history, and reading.”

Lindsay Grubish Graduate, RHS

Arts, Audio Visual Technology & Communication :

Communication/Journalism

19

Do you enjoy working with other people? Are you creative? Are you good at influencing other people? Do you enjoy writing and/or speaking persuasively? Do you especially like to communicate ideas? Can you visualize easily? If you answered “yes” to most of these questions, this pathway may be a good choice for you.

College Majors:

• Advertising • Broadcast Journalism • Communication • Creative Writing • General Business • Humanities • International Business • Journalism • Marketing • Mass Communications • Technical and Business Writing

Description: This pathway includes careers involved with creatively influencing others through writing, public speaking, and/or promotional work. Especially important is the ability to work with others.


High School Diploma/ On-the-Job Training Advertising Agent Intern Broadcast Intern Corporate Intern Host/Hostess Newspaper Intern Public Relations Intern Receptionist Junior/Technical/ Community College or Apprenticeship Airline Attendant Broadcast Advertiser Newspaper Advertiser Public Relations Advertiser Public Relations Officer Publication Officer


Doctorate *Advertising Manager

Broadcast Media Advertiser Consumer Relations Specialist

Corporate Public Relations Specialist

Fund Raiser *Human Resource Manager

Lobbyist *Marketing Manager

Multimedia Specialist Non-profit Public Relations

Specialist Political Campaign Press Agent

Print Advertiser *Public Relations Manager

*Public Relations Officer for Business, Government or

School Resource Developer Survey Conductor

*Teacher

*InterLink targeted occupations for high demand employment opportunities for 2009-2014.

“Psychology is a great class to learn about everyone around you, as well as yourself.”

Rachel Wood Graduate, HHS


Communication/Public Relations

20

Related Activities Community Activities Apprenticeship /Shadowing Church Newsletter Community Speech Contests Government Office Intern Law Office Intern Library Volunteer Newspaper Intern Office Newsletter Radio/TV Station Intern Tutor

School Activities Academic Decathlon Team Working on newsletter of any club

or organization Debate Team Drama Essay Contest Career & Technology Education Leadership Organizations Latin Club Literary Magazine Staff Newspaper Staff Poetry Contest Spanish Club Student Government UIL Journalism Contests UIL Language Arts Contests

(Writing, Spelling) UIL Speech/Debate Contests Yearbook Staff


The following courses will support your interest in this career

path.

Emphasis for selection of electives should correlate to chosen educational field.

Journalism

Advanced Journalism: Newspaper Advanced Journalism: Yearbook

Photojournalism Oral Interpretation

Debate Languages Other Than English

Psychology Sociology

Peer Assistance Leadership Advertising and Sales Promotion

Business Information Management Business Management

Audio Video Production Advanced Audio Video Production

Desktop Publishing Animation

Digital and Interactive Media Graphic Design and Illustration

Principles of Business Marketing and Finance Principles of Information Technology


Communication/Public Relations

21


Do you enjoy working with other people? Do other people think of you as being creative? Are you good at writing and/or speaking? Do you enjoy working with technology, especially in creating multimedia productions? Do you especially like to communicate ideas? If you answered “yes” to most of these questions, then this pathway may be the one for you.

College Majors: • Art • Broadcast Journalism • Business Administration • Classics • Commercial Art and

Illustration • Communication • Creative Writing • Dance • Dance Therapy • Drama • Drama and Dance

Education • Film Making/

Cinematography • Film/Cinema Studies • Fine/Studio Arts • Humanities • Interior Design • Journalism • Mass Communications • Merchandising • Music • Music Education • Music History • Music Performance • Music Theory and

Composition • Speech • Textile Sciences and Engineering

Description: Careers in this pathway involve communication with the public through various forms of media.


On-the-Job Training

Actor/Extra Cable Company Installer Electrical Assistant Grip Motion Picture Projectionist Production Assistant Researcher Rigging Assistant Sound Technician Stunt Performer Voice-over Specialist Wardrobe Assistant

Junior/Technical/

Community College or Apprenticeship Audio Technician Audiovisual Coordinator Commercial Writer Editorial Writer Film Editor

Newscaster

Photographer Program Coordinator


Doctorate *Advertising Manager

Broadcast Engineer Broadcast Media Advertiser

Casting Agent Commercial Production Director

Director of Photography Effects Director/Manager

Media/Marketing Agent Multimedia Specialist

News Editor Producer

*Program Manager Radio/TV Engineer

Screenwriter Set Designer


Communication/Radio, Film, Television & Multimedia

22

Related Activities Community Activities Community Theatre Intern at Newspaper or

Television Station Job Shadowing Producer/Church Newsletter Volunteer at Video Production

Studio

School Activities Career and Technology Education Leadership Organizations School Newspaper School Yearbook Student Government Technical Crew Member for Theatre Productions Theatre Arts Organizations

Related High School Courses: (In addition to the required courses)

The following courses will support your interest in this

career path.


Theatre Arts

Technical Theatre Theatre Production

Art Music TheoryChoral Music

Journalism Advanced Journalism: Newspaper

Advanced Journalism: Yearbook Photojournalism

Oral Interpretation Animation

Digital and Interactive Media Dance

Business Information Management Interior Design

Audio Video Production Graphic Design & Illustration

Radio Broadcasting

“Dance class gives you a time to express yourself in something other than writing and voice. The body has a voice of its own and dance teaches you different ways to use that voice.”

Lauren Jessup HHS Graduate

“Multimedia is the best computer class ever; you get to do awesome, creative projects and have fun doing it.”

Camille Thompson HHS Graduate


Communication/Radio, Film, Television & Multimedia

23

Do you enjoy working with other people or in a group? Do you enjoy representing your friends, school, organization or community? Are you both creative and analytical? Do you like to communicate ideas? Are you imaginative, innovative and original? If so, graphic arts and printing may be the career pathway for you.

College Majors: • Advertising • Commercial Art and

Illustration • Communication • Computer Animation • Computer Graphics • Computer Science • Fine/Studio Arts • Graphic Design • Humanities • Industrial Design • Interior Design • Journalism • Mass Communications • Painting • Photography • Printmaking • Visual Arts

Description: Careers in this pathway incorporate the visual arts with the purpose of producing, marketing or selling a product or service.


High School Diploma/ On-the-Job Training Desktop Publisher Graphic Artist

Image Converter

Photographer Press Operator Printing Supply Sales Multimedia Artist* Multimedia Animators*

Jnior/Technical/ Community College or Apprenticeship Animator Binder/Finisher

Computer Artist

Image Assembler Image Converter Image Transferer Layout Designer Press Operator Technical Writer


Doctorate Advertising

Agent/Director Art Director

Broker Commercial Artist

Form Converter Graphic Designer

Illustrator Landscape Architect

Multimedia Specialist

Print Shop Owner Public Relations Officer *Store Manager/Owner

*Teacher *Multimedia Artist

*Multimedia Animators

InterLink targeted occupations for high demand employment opportunities for 2009-2014.

“Multimedia is a phenomenal class that has taught me a lot. This class not only taught me new software but also increased my knowledge of others, which becomes imperative when programs change from version to version. It also taught me teamwork as well as organization that is required for a professional presentation. Not only did it expose me to the technology of today, but it also introduced the technology to others that have previewed my work. The exposure of other professionals in the fields of multimedia technology gave each of us in the class an edge on design and an overall way of thinking.”

Chris McCallum, RHS Graduate


Graphic Arts and Printing

24

Related Activities Community Activities Cooperative Education Job Shadowing Newspaper Intern Part-time Employment Radio/TV Intern Special Graphics Projects School Activities Academic Decathlon Art Shows Career & Technology Education Leadership Organizations Debate Team Essay Contests Newspaper Staff Student Contests Student Government Trade Shows U.I.L. Academic Contests (Speech/Debate, Journalism, Writing, Spelling) Yearbook Staff

Related High School Courses The following courses will support your interest in this career path.


Journalism Media Technology Audio Video Production Advanced Journalism: Yearbook Digital and Interactive Media Advanced Journalism: Engineering Design & Newspaper Presentation Photojournalism Business Information Computer-Aided Drafting Management Interior Design Marketing Dynamics Fashion Design Principles of EngineeringArt Introduction to Engineering Desktop Publishing Design Animation


Graphic Arts and Printing

25

Do you enjoy playing a musical instrument or composing or arranging music? Do you spend much of your free time playing a musical instrument? Do you enjoy communicating your ideas or feelings through music? If the answer to these questions is “yes,” the Instrumental Music career pathway may be best for you!

College Majors: • Electronic Music • Fine/Studio Arts • Humanities • Music • Music Business • Music Education • Music History • Music Performance • Music Theory and Composition • Music Therapy • Musicology

Arts, Audio Visual Technology & Communication: Instrumental Music


Description: Careers in this Instrumental Music pathway include being a professional musician, conductor, music teacher, performer, composer or instrument repairman; becoming a church organist or accompanist or working in other music-related businesses.


High School Diploma/ On-the-Job Training Composer or Arranger for Local Groups Conductor of a Church or Community Ensemble Local Music Store Employee Instrumental Musician Manager of a Local Group Pianist/Organist for Local Church Recording Technician Musical Instrument Repairman


or Apprenticeship Arranger/Orchestrator

Booking Agent Composer

Composer or Arranger for Films or TV

Copyist Director of Studio or

Technical GroupInstrumental Musician

Music Store Owner Performing Artist Manager

Piano Tuner, Organ Builder, or Technician

Radio/DJ/MTV Recording Engineer

“Road Man” for Music Store Studio Musician

Studio Owner Symphony Orchestra Manager

World Tour Groups Manager

“Band provides a nurturing, enriching, family-like atmosphere where students learn from their directors and peers while striving to attain ultimate success in various areas of healthy competition. Experiences in band serve as a great catalyst to success in all areas of life through teaching students lessons that are pivotal in the maturation process.”

Chequan Lewis, Graduate

26

Bachelor's Degree/ Master's Degree/ Doctorate

Instrument Line Designer and Builder Major Symphony Orchestra Conductor Minister of Music Music Librarian Music Store Owner Music Supervisor Music Theory or Composition Teacher Music Therapist Newspaper Critic Performance Hall Manager Performer in Military Bands Performer/Producer of Electronic Music Private Instrumental Teacher Radio/TV Production Recording Artist Soloist with Orchestra Studio Owner *University or Public School Teacher of Music

Related Activities Community Activities Community Band/Orchestra Member Local Concerts Promoter Part-time Director at Church Part-time Employee at Music Store Part-time Employee at Radio Station Rock or Country Band Member Theatre "Pit" Orchestra Member

School Activities Entering UIL Solo/Ensemble Contests Music Technician for Slide Show Presentations School Band Instrument/Equipment Manager School Clubs Related to Instrumental Music School Recording Technician School Talent Show Participant School Television/ Radio Station



path.


Band

Stage Band Instrumental Ensemble

Music Theory Dance

Communication Applications

Arts, Audio Visual Technology & Communication: Instrumental Music

27

Are you interested in acting, singing and dancing? Are you interested in set construction, painting, or working with lights and sound? Do you like performing or working "behind the scenes” for a production? Do you enjoy the creative process and working with other people? If you answered "yes" to most of these questions, this may be the pathway for you.

College Majors: • Art • Broadcast Journalism • Business Administration • Classics • Commercial Art and Illustration • Communications • Costume Design • Creative Writing • Dance • Dance Therapy • Drama • Drama and Dance

Education • Film Making/ Cinematography • Film/Cinema Studies • Film/Studio Arts • Humanities • Interior Design • Journalism • Lighting Design • Mass Communications • Music • Music Education • Music History • Music Performance • Music Theory and Composition • Musical Theatre • Set Design • Speech • Textile Sciences and Engineering

Description: Careers in this pathway include being a professional actor, director, dancer, arts manager, technician with sound and lights, or public school/college level teacher.


High School Diploma/ On-the-Job Training Children’s Theatre Production Director Community Theatre Dancer Costume Designer for Local Theatre Productions Local Acting Career Public Speaker Sound Technician Special Effects Worker Theatre Ticket Salesperson

Junior/Technical/ Community College or Apprenticeship Agent Community or Repertory Theatre Director Community Theatre Dancer Community Theatre Manager Community Theatre Teacher Designer for University or University Fashion School/ Department

Designer/Lighting Technician for Community or Repertory

Theatre Movie Theatre Publicity

Manager Public Relations Producer

Recording Apprentice Set Designer for Community

Plays “Voice-overs” for Commercials

Bachelor’s Degree/

Master’s Degree/Doctorate Broadway Stage/Music Video

Performer Commercial Advertiser

Dance Teacher, Studio or Public Education

Designer for Stage/Screen Music Video Recording Artist

Professional Actor Professional Dance

Choreographer Professional Director

Professional Designer Professional Set Designer

Professional Speaker Special Effects/TV Performer

*Theatre Teacher “The dance classes at Richland High offer a lot of things to an individual. The classes teach you to be disciplined, have self-control, work with others, and work independently. Along with the class you gain flexibility, balance, and coordination. I have had a lot of fun working with my instructors.”

Katrina Moore, Graduate, RHS


Theatre Arts/Dance

*Interlink targeted occupations for high demand employment opportunities for 2009-2014.

28

Related Activities Community Activities Benefit Performances for Community Agencies Children’s Theatre Workshops Church Choir Member Church Drama Director Community Theatre Actor Community Theatre Production Crew Creative Dramatics/Day Care Centers Dance/Acting Lessons Six Flags Productions Sound Engineer with Church/ Community Choirs

School Activities Academic Decathlon Arts Talent Scholarships Career & Technology Education Leadership Organizations Choir Solo/Ensemble Contests Interdisciplinary Projects with English, History and Fine Arts Classes Talent Shows Technical Work for Assemblies, Shows and Building Rentals Theatre Productions Thespian Convention UIL One-Act Play School Musicals Sound Track Designer/ Developer for School Productions



path.


Theatre Arts

Technical Theatre Theatre Production

Art Choral Music

Dance Aerobic Activities (Color Guard)

Communication Applications Professional Communications

Journalism Advanced Journalism: Newspaper

Advanced Journalism: Yearbook Audio Video Production

Animation Fashion Design Interior Design

Digital and Interactive Media “Haltom’s theatre program has helped me to open up to other people. Acting has given me a unique opportunity to work with my imagination, which is an experience that will stay with me forever.”

Jodi Andrews

Graduate, HHS

“Even if you don’t think you know anything about theatre or don’t want to pursue it as a career, I still highly recommend joining the Theatre Department. There is a place for anyone here; we’re one big family, always welcoming more new people.”

Ashley Brandenburg, President of Drama Club, RHS Graduate


Theatre Arts/Dance

29

Do you like performing in front of an audience? Do you enjoy being creative through singing? Upon graduation, do you want to become a professional musician/teacher or work in a music-related field such as production, recording, booking agent, or newspaper critic? Are you interested in exploring the academic side of music (theory, composition, history and musicology)? If you answered “yes” to most of these questions, you should consider this career pathway.

College Majors: • Church Music • Fine/Studio Arts • Humanities • Music • Music and Medicine • Music Education • Music Performance • Music Theory and Composition • Music Therapy • Musical Theatre • Musicology

Description: Careers in this pathway are involved in performing, teaching and recording-related areas. They include theme park productions, Broadway-style theatrical productions, local school and church productions, public school/college level teaching and professional performance.

Career Opportunities by Educational Level: On-the-Job Training/

High School Diploma Back-up Recording Vocalist Director of Church Choir or Children’s Chorus Local Groups Recording Technician Minor Roles in Operas Opera Chorus Member Singer in Local Bank/Group Writer or Composer for Local Groups Junior/Technical/ Community College or Apprenticeship Arranger Back-up Recording Vocalist Composer Conductor of Local Chorus Copyist Director of Professional Chorus Minister of Music Minor Roles in Operas Music Librarian Performing Artist Manager

Radio/Television Recording Artist

Sound Technician in Studio “Voice-overs” for

Commercials


Doctorate Booking Agent

Career Roles in Opera/ Broadway Musical Theatre

Conductor Major Roles in Opera

Military Choruses Music Therapist

Newspaper Critic Performance Hall Manager

Performance Tour Organizer Private Vocal Instructor Professional Conductor

Professional Mixer Radio/TV Production

Recording Artist *University or Public School

Teacher



Vocal Music

30

Related Activities

Community Activities

Church Choir Member Community Theatre Productions

Local/Area/State Competitions

Community Concerts Local Music Performance

Group Mentoring Part-time Director at Church Six Flags Productions Technical Helper for Local

Productions

School Activities

Concert Tours, Both U.S. and Abroad

Music Enrichment Lessons Record School Performances

School Musical Theatre Productions

School Talent Shows Shadowing/Apprenticeship Show Choir Productions Student Solo/Ensemble Accompanist UIL/Extra-Curricular Performances and

Competitions



path.


Choral Music

Vocal Ensemble Theatre Arts

Technical Theatre AP Music Theory

“Choir has been the most incredible reward the past four years. It has increased my self-esteem and encouraged my dedication to schoolwork. I’ve learned that the choices you make in life dictate the life you lead.”

Dana McClain, Graduate, HHS

“Choir has made me grow as a person. I have a deeper appreciation and comprehension of music. I have learned to work well with others and to become a part of a team. I know my experiences in choir will help me be a good listener and work well with others in the future.”

Tiffany Pierce, Graduate, HHS


Vocal Music

31

Are you good with money? Do you like to work with numbers or ideas? Are you interested in personal money management? Are you good at mathematics? Do you pay attention to sequence and detail? Do you enjoy seeing an end product? This may be the career path for you!

College Majors: • Finance • Accounting • Economics • Public Administration • Insurance & Risk Management • Business • International Business • Public Finance • Banking & Financial

Support Services • Actuarial Science • International Finance • Business Administration Finance • Business Economics • Mathematical Statistics • Operations Management • Sales Operations

Description: Careers in Accounting and Finance are involved in the application of financial and accounting procedures. This includes analyzing, interpreting and synthesizing managerial problems using accounting information.


High School Diploma/ On-the-Job Training Account Clerk Administrative Assistant Auctioneer Audio Assistant Bank Teller Bookkeeper Cashier Collection Worker Court Clerk Customer Service Representative Entrepreneur Insurance Agent *Retail Sales Manager Junior/Technical/ Community College or Apprenticeship *Accountant/Auditor *Accountant Technician *Benefits Manager Buyer, Wholesale & Retail Claims Adjuster *Computer Programmer *Computer Support Technician *Computer Systems Analyst Cost Estimator Credit Analyst *Credit Manager Insurance Claims Representative *Insurance Manager *Inventory/Warehousing Logistics Specialist Stockbroker

Loan Specialist

Tax Preparer Financial Analyst

Bachelor’s Degree/

Master’s Degree/

Doctorate *Accountant & Auditor

Account Executive Actuary

*Bank Manager Budget Analyst

*Business Manager *CPA

Chief Executive Officer Chief Financial Officer

City Manager *Computer Systems Analyst

Controller Director of Finance

Educational Administrator Entrepreneur

*Financial Manager *General Manager

Information Technology Specialist

Insurance Underwriter Public Administration

Purchasing Agent Real Estate Appraiser

Securities Analyst Stockbroker

Trust Officer Underwriter


Business and Marketing: Finance

32

anking




Accounting I

Accounting II Principles of Business Marketing and Finance Business Information Management Business Law Entrepreneurship Marketing Dynamics Practicum Marketing Dynamics Computer Programming Practicum in Business Management

Banking and Financial Systems

Pre-calculus CalculusStatistics

Mathematical Models with Applications

Research and Technical Writing Debate

Languages Other Than English

Related Activities

Community Activities

Part-Time Employment Community Service Volunteers

Officer for Community Clubs and Organizations

School Activities

Academic Competition Career and Technology

Education Leadership Organizations

National Honor Society Science Fairs

Student Government Club Officer

“Accounting helps me understand how math is used in the business world. It also helps in securing a good job. It gives you an advantage over others.”

Wendy Justice, Student, SLC

Business and Marketing: Finance

33

Do you enjoy being a leader, organizing people, planning activities for others and talking with people? Do you enjoy carrying through with an idea and seeing an end product? Are you interested in a fast-paced job leading to management? If the answer to these questions is "yes," this may be the career path for you!

College Majors: • Business Management • Real Estate • Economics • Public Administration • Hotel/Motel Management • Business • International Business • Institutional Management • Office Management • Support Services • Parks & Recreation

Management

• Petroleum Land Management

• Air Traffic Control • Court Reporting • Human Resources Management • Management of

Information Systems • City/Urban/Community/

Regional Planning

• Computer Programming • Computer & Information Science • Business/Marketing Management • Sales Operations

Management • Data Processing • Mass Communications • Finance • Accounting • Public Relations • Sales Operations

Description:

Careers in Business Management and Administration are involved in managing, promoting and organizing the functions of business, human resources and industry.


High School Diploma/ On-the-Job Training *Administrative Assistant Bank Teller Bookkeeper Cashier Collection Worker Computer Operator Court Clerk Data Entry Clerk Entrepreneur Insurance Agent Office Assistant Postal Clerk *Retail Sales Manager Stock Clerk


or Apprenticeship *Administrative Service

Supervisor *Benefits Manager

Business Representative Clerical Supervisor Computer Operator

*Computer Programmer Court Reporter

*Credit Manager *Information Technology

Support Specialist Insurance Claims

Representative *Insurance Manager

Legal Assistant/Paralegal Management Support

Medical Secretary Stenographer

Technical Writer

“Administrative Procedures has really helped me to get hands-on experience and have the opportunity to receive on-the-job training and improve my job skills.”

Jessica Altamos Graduate, HHS

“Business Computer Information Systems II has really helped me decide what I want to do with my life after high school. It has given me the chance to work in an office environment and not just some fast food restaurant.”

Christina Fowler Graduate, HHS

Business and Marketing: Business Management & Administration

34

Bachelor’s Degree/ Master’s Degree/ Doctorate *Business Manager *Comptroller Educational Administrator *Financial Manager *Accountant *CPA *City Manager Court Reporter *General Manager *Public Administrator Purchasing Agent Stockbroker *Personnel Manager *Computer Programmer *Manager, General Function *Systems Analyst *Information Technology Specialist *Credit Manager *Benefits Manager Employment Interviewer *Facilities Manager *Information Technology Support Manager *Insurance Manager Legal Assistant/Paralegal *Management Consultant *Personnel/Training/Labor Relations *Real Estate Manager Technical Writer Public Relations Specialist *Production Manager




Accounting+

Banking and Financial Systems

Business Information Management+

Business Management Principles of Business, Marketing and Finance Practicum in Business Management Business Law Entrepreneurship

Marketing Dynamics+Principles of Business, Marketing

and FinancePrecalculus

CalculusStatistics

Debate Advanced Journalism: Yearbook Production

Languages Other Than English Theatre Arts

Psychology/Sociology+

+Tech Prep Opportunities to receive college credit for high school courses.

Related Activities Community Activities Part-time Employment Community Service Volunteers Public Library Volunteer Officer for Community Club or Organization Red Cross Volunteer

School Activities Academic Competition

Academic Decathlon Career and Technology

Education Leadership Organizations

National Honor Society Science Fairs

Student Government Club Officer

Junior Achievement School Newspaper

Yearbook Assistant *InterLink targeted occupations for high demand employment opportunities for 2009-2014.


35


Do you enjoy working with computers and technology? Do you enjoy carrying through with an idea and seeing a project through to the end? Do you like working with technical information and data? Do you enjoy learning new software and technology? If the answer to these questions is “yes,” this may be the career path for you!

College Majors: • Accounting • Actuarial Science • Advertising • Business • Business Administration • Computer Engineering • Computer & Information Science • Computer Programming • Court Reporting • Computer Typography and Composition • Data Processing • Human Resources Management • Information Systems and Sciences • Insurance and Risk Management • International Business • International Finance • Management • Management of Information Systems • Mass Communications • Mathematical Statistics • Multi/Interdisciplinary Studies • Operations Management • Public Relations • Technical & Business Writing

Description: Careers in Computer Information Systems are involved in computer operations specifically dealing with spreadsheet manipulation, high-level business application software, database management and word processing.


High School Diploma/ On-the-Job Training Administrative Assistant Assistant Analyst Automation/Robotics

Technician Computer Operator Data Entry Clerk Desktop Publisher Fiber Optics Technician Information Assistant Technical Support Analyst Word Processor


or Apprenticeship Application Specialist

Application System Analyst

Computer Graphics Artist *Computer Programmer

*Computer Support Technician *Computer Systems Analyst

Database Administrator Information Technology Support

Systems Specialist *Inventory Warehousing/Logistics

Specialist Local Area Network Representative

*Management Project Director *Network Systems Technician

Office Automation Specialist Records Management Analyst

Semiconductor Technician/ Operator

*Systems Programmer Wireless Telecommunications

Technician

“Business Computer Information Systems and Business Professionals of America have helped me a great deal with work and school. Both have given me leadership skills and the desire to succeed professionally and personally.”

Rebecca Mermis, Graduate, HHS


36

Bachelor’s Degree/ Master’s Degree/ Doctorate *Actuary Court Reporter Educational Administrator *Applications Programmer Budget Analyst *CPA *Information Systems Administrator *Information Systems Analyst *General Manager *Public Administrator Purchasing Agent Stockbroker Underwriter *Manager, Computer

Operations *Semiconductor Technician/ Operator *Systems Analyst *Information Technology Specialist *Computer Programmer Technical Writer Underwriter *Software Programmer *Telecommunications Manager *Director of Administrative Services *Financial Manager


The following courses will support your interests in this career path.


chosen educational field.

Accounting+ Business Information Management+ Computer Science Principles of Business, Marketing and Finance Entrepreneurship Business Law Marketing Dynamics+ Practicum in Marketing Dynamics+ Computer Programming Principles of Information Technology Business Management CISCO Internetworking I and II+

Web Technologies Audio Video Production+

Algebra II Precalculus and Calculus

Statistics Mathematical Models with

Applications Debate

Animation Digital and Interactive Media

+ Tech Prep Opportunities to receive college credit for high school courses.

Related Activities

Community Activities Part-time Employment Community Service Volunteers Public Library Volunteer Officer for Community Club or Organization

School Activities Academic

Competitions Career and

Technology Education

Leadership Organizations

National Honor Society

Science Fairs Student Government

Club Officer Elections Assistant

Junior Achievement School Newspaper

Yearbook Assistant


37

Business and Marketing: Marketing

Do you enjoy being a leader, organizing people, planning activities and talking with people? Do you enjoy selling an idea or product? Do you like to work with numbers or ideas? Do you like to make new ideas work? Do you often show initiative? If you answered “yes” to these questions, this may be the career path for you!

College Majors: • Advertising • Broadcast Journalism • Business Management • Business/Marketing Management • City/Urban/Community/ Regional Planning • Community Organization and Service • Economics • Hotel/Motel Management • International Business • Human Resources Management • Management of Information Systems • Marketing • Mass Communications • Operations Management • Public Administration • Public Relations • Real Estate • Sales Operations Management • Sales Operations • Small Business Administration

Description: Careers in Marketing and General Business are involved in marketing, merchandising and managing of enterprises involved in marketing activities.

Career Opportunities by Educational Level: High School Diploma/

On-the-Job Training Auto Parts Sales and Service Bank Teller Cashier Collection Worker Entrepreneur Hotel/Motel

Manager/Assistant New Accounts

Representative Insurance Agent Reservations Agent Retail Sales Supervisor Shipping and Receiving

Clerk Stock Clerk Stock Merchandiser


or Apprenticeship Administrative Service

Assistant Business Representative

Caterer Fashion Merchandiser/

Coordinator *Financial Manager

Insurance Claims Representative

Insurance Manager Loan Officer

*Management Support Purchasing Agent Real Estate Sales

Sales Representative Travel Agent

Sales Supervisor Stockbroker


“One of the most challenging and rewarding projects I have completed this year involved learning how to write a financial business plan in order to open my own business. Marketing Education has helped me focus on my future and has enabled me to apply the valuable skills to my life, both personally and professionally.” Josh Gowins Graduate, BHS 2009

38

Bachelor’s Degree/ Master’s Degree/ Doctorate *Business Manager/Buyer *Advertising Manager *General Manager *Public Administrator Purchasing Agent Stockbroker *Personnel Manager Promotions Manager *Manager, General Business *Credit Manager *City Manager Insurance Broker *Product Manager *Insurance Manager *Marketing Manager Marketing Research Analyst Real Estate Appraiser *Personnel/Training/Labor Relations Manager *Property and Real Estate Manager *Hotel/Motel Manager *Public Relations Manager *Production Manager International Banking Officer *Marketing Director Senior Loan Officer *Financial Manager



●Emphasis for selection of electives should correlate to chosen

educational field.

Accounting+ Advertising and Sales Promotion Business Information

Management+ Business Law Business Management Entrepreneurship Principles of Business, Marketing and Finance Entrepreneurship Fashion Merchandising Sports & Entertainment Marketing Dynamics+ Practicum in Marketing Dynamics+ Audio Video Production+ Radio Broadcasting

Languages Other Than English Algebra II

Precalculus Calculus


Digital and Interactive Media Art

JROTC Theatre Arts

Cheerleading Sports

Advanced Journalism: Yearbook Photojournalism

Speech/Debate Psychology/Sociology+


Related Activities

Community Activities Part-time Employment Community Service Volunteer Public Library Volunteer Red Cross Volunteer YMCA/YWCA Volunteer

Business and Marketing: Marketing

School Activities Academic Competition Academic Decathlon Career and Technology Education Leadership Organizations National Honor Society Science Fairs Student Government Club Officer Junior Achievement School Newspaper Yearbook Assistant Theatre Arts

39

Do you like to care for people or animals that are sick or help them stay well? Are you interested in diseases and how the body works? Can you pay attention to detail? If something puzzles you, do you seek more information? Do you consider yourself a problem solver? Are you conscientious and dependable? If you answered “yes,” this may be the career path for you.

College Majors: • Adapted Physical Education • Bioengineering • Biological Technology • Biomedical Engineering • Biophysics • Dance Therapy • Dentistry & Pre-Dentistry • Diagnostic Medical Stenography • Dietetics/Human Nutrition • Environmental Health • Foods and Nutrition Science • Gerontology • Health Services Administration • Institutional Food Administration • Laser and Optical Technology • Medical Laboratory Assistant/ Technician • Medicine & Pre-Medicine • Molecular Biology • Music Therapy • Nursing (Registered Nurse) • Occupational Therapy • Optician/Optometry • Pharmacy & Pre-Pharmacy • Pharmacology, Human and Animal • Physical Therapy • Podiatry • Recreation • Speech Therapy • Sports Medicine • Veterinary & Pre-Veterinary Medicine

Description: Careers in this pathway are involved in providing medical research, medical care and emergency services for people and animals.

Career Opportunities by Educational Level:Diploma/

High School Diploma/ On-the-Job Training Ambulance Attendant/Driver Animal Caretaker Dental Assistant Dental Laboratory Technician Dialysis Technician Electroencephalographic Technician Electrocardiograph Technician Emergency Medical Technician *Home Health Aide Medical Assistant *Nurse Aide/Orderly Veterinary Laboratory Technician Ultrasound Technologist

Junior/Technical/ Community College or Apprenticeship *Biomedical Engineering Technician Cardiac Technician (EKG) Clinical Laboratory Technologist Dental Assistant Dental Laboratory Technician

Diagnostic Image Specialist

Electrocardiograph Technician *Emergency Medical Technician

Electroencephalographic Technician *Home Health Aide Industrial Hygienist *Medical Assistant

Medical Coding Specialist Medical Laboratory Technician

*Medical Lab Technologist *Medical Record Technician

Nuclear Medicine Technologist *Nurse, LPN

*Nurse, Licensed Vocational *Nurse, Registered

*Occupational Therapist *Occupational Therapy Assistant

Optician *Pharmacy Technician

*Physical Therapy Assistant *Radiological Technician

*Radiographer Recreational Therapist Respiratory Therapist Surgical Technologist

Ultrasound Technologist Veterinary Laboratory Technician

“Clinical Rotation has changed my life by allowing me to learn something new everyday and has made me excited to become a healthcare professional.

Shayla Cox Graduate, HHS

“Clinical Rotation has opened my eyes to the many options I have to choose from and has helped me realize that whether you have “M.D.” or “R.N.” at the end of your name, we are all here for the same reason, to help people.”

Kristin Flewelling

Graduate, HHS

Health Science

40

Related Activities

Community Activities School Activities Part-time Employment Health Occupations Student Community Service Volunteer Association Hospice Volunteer Academic Competition Blood Drive Volunteer Career and Technology Red Cross Volunteer Education Leadership YMCA/YWCA Volunteer Organizations Candy Striper National Honor Society Baby Sitting Science Fairs Student Government Club Officer School Newspaper

Bachelor’s Degree/ Master’s Degree/ Doctorate Activities Therapist Anesthesiologist Biomedical Engineer *Biotechnology Research Technician Chiropractor Clinical Laboratory

Technologist Dentist Dietitian and Nutritionist *Health Administrator Laboratory Analyst/ Environmental Nuclear Medicine

Technologist Nurse Anesthetist *Nurse, Registered Occupational Therapist Optometrist Orthotist and Prosthetist *Pharmacist *Physical Therapist Physician/Surgeon Physician’s Assistant Podiatrist Psychiatrist *Radiologic Technologist *Respiratory Care

Technicians (Certified) Recreational Therapist Speech Pathology/

Audiologist *Surgical Technologist Veterinarian




AP Biology Anatomy and Physiology Environmental Systems AP Chemistry◦ Physics AP Physics Principles of Health Science Clinical Rotation+ Medical Microbiology Medical Terminology Counseling and Mental Health

Pharmacy Technician Emergency Medical Technician

Pathophysiology Sociology+

Psychology+ Peer Assistance and Leadership

Food Science+ Principles of Human Services

Child Development Business Information Management+

○Tech Prep Opportunities to receive college credit for high school courses.

* InterLink targeted occupations for high demand employment opportunities for 2009-2014

Health Science

41

Science, Engineering and Technology: Agricultural Food & Natural Resources

Are you interested in wildlife, animals, parks or forestry? Are you curious about the physical world and concerned about the environment? Are you interested in horticulture? Do you like physical activity? Do you like to observe, learn, investigate or solve problems? If you answered “yes” to most of these questions, this may be the career path for you!

College Majors: • Agricultural Business and Management • Agricultural Economics • Agricultural Engineering • Agricultural Education • Agricultural/Food Products Processing • Agricultural Journalism • Agronomy • Biological Technology • Biophysics • Botany • Breeding and Genetics • Dairy Science • Ecology • Entomology • Environmental Science • Equestrian/Equine Studies • Farm and Ranch Management • Fisheries Science • Forest Products Technology • Forestry Sciences • Food Science and Technology Horticulture • Horticulture/Ornamental • Landscape Architecture • Natural Resources Management • Oceanography • Poultry Science • Wildlife and Wild Lands Management

Description: Careers in this pathway involve producing, conserving, regulating and insuring that the basic raw materials used for food, shelter and comfort are the best products available for the consumer’s use.

Career Opportunities by Educational Level: High School Diploma/ On-the-Job Training Farm Worker Forestry Worker Nursery Worker Florist Gardener and Grounds Keeper Farm Equipment Mechanic Farmer/Farm Manager Fisher/Hunter/Trapper Lumber Production Worker Florist Sales Clerk Greenhouse Keeper Landscape Maintenance Worker Nursery Salesperson Nursery Worker

Junior/Technical/ Community College or Apprenticeship Arborist Floral Designer Florist Interior Plantscaper Irrigation Technician Landscape Contractor Pest Management Technician Farm Equipment Mechanic Forestry Worker Farmer/Farm Manager Lumber Production Worker Hazardous Material Specialist Safety/Sanitation Technician Poultry Hatchery Supervisor

Agriculture Consumer Information Specialist

Agriculture Technician Technical Sales Representative

Quality Control Technician Food Processing Technician Crop Protection/Production

Specialist


Doctorate Botanical Gardens Manager

Botanist Agricultural Engineer

Biological Scientist Farmer/Farm Manager

Turf Manager Vegetable Producer

Forester and Conservation Scientist Ranch Manager

Public Relations Specialist Horticulturist

Nursery/Orchard Manager Plant Breeder

Biomedical Engineer Agricultural Scientist

Cooperative Extension Service Fish and Game Warden

Landscape Architect Seed Specialist

Hazardous Material Coordinator Aquaculturist

Agriscience Teacher Plant Geneticist


42

Science, Engineering and Technology: Agricultural Food & Natural Resources

Related High School Courses (In addition to the required courses)


●Emphasis for selection of electives should correlate to chosen educational field. Agriculture Mechanics and Web Technologies Metal Technologies Digital and Interactive Media Principles and Elements of Floral Design Introduction to Engineering Design Horticulture Science Languages Other Than English Landscape Design and Turf Management AP Biology Wildlife, Fisheries and Ecology Management Chemistry Practicum in Agriculture AP Chemistry Principles of Manufacturing Physics Principles of Business, Marketing and Finance AP Physics Business Information Management Geology, Meteorology, Oceanography Entrepreneurship Sociology & Psychology Advertising and Sales Promotion Pre-calculus & Calculus Business Management Statistics Business Law Mathematical Models with Applications Computer Programming Anatomy and Physiology

Related ActivitiesCommunity Activities

4-H Club Part-time Employment

Community Service Volunteer Officer for Community Clubs

and Organizations

School Activities

Academic Competition

Career and Technology Education

Leadership Organizations National Honor Society

“In Horticulture I have learned how important plants are for the production of food and for the environment. I now know how to grow and take care of plants.”

Earnest Robinson,Graduate, RHS

43

Do you like to work with your hands? Do you like to work with people and things? Do you like to manage and schedule people and activities? Are you curious about how things work? Do you like to repair or make things? Do you enjoy working on cars, trucks, airplanes, engines or machines? Can you see a problem through to its solution? If you answered “yes” to most of these questions, this may be the career path for you! Description:

Careers in Transportation, Distribution & Logistics are involved in the movement of people and goods from one place to another by air, land or sea.


High School Diploma/ On-the-Job Training Airport Ground Crew Ambulance Attendant/Driver Bus Driver Dispatcher Flight Attendant Fork Lift Operator Heavy Equipment Operator Highway Maintenance Worker Inspector/Grader/Tester Longshore Worker/Stevedore Merchant Marine and Deckhand Numerical Control Machine Tool Operator Railroad Transportation Worker Reservation Agent *Supervisor, General Taxi Driver and Chauffeur *Truck Driver, Heavy Welder & Cutter Junior/Technical/ Community College or Apprenticeship Airplane Pilot Air Traffic Controller Aircraft Mechanic Automotive Technician Diesel Bus/Truck Technician Flight Attendant Industrial Traffic Manager

Science, Engineering and Technology: Transportation, Distribution & Logistics

College Majors: • Aeronautics • Aerospace Engineering • Air Traffic Control • Automotive Technology • Aviation and Airway Science • City/Urban/Community/ Region Planning • Civil Engineering • Environmental Sciences • Industrial Engineering • Machine Tool/Shop

Operations • Marketing • Mechanical Engineering • Merchant Marine Science • Metallurgy • Mining & Mineral Engineering • Travel and Tourism Management


*Inventory/Warehousing/Logistics Specialist Military Mechanic

*Operating Engineer (Heavy Equipment)

Production Coordinator Reservation Agent

Scheduler Travel Agent

Bachelor’s Degree/Master’s Degree/

Doctorate Aerospace Engineer

Air & Marine Navigator Airplane Pilot

Air Traffic Controller Mechanical Engineer

Industrial Engineer Industrial Traffic Manager

Inventor *Inventory/Warehousing/

Logistics Specialist Marine Engineer & Architect

Military Pilot Production Coordinator

Ship Captain Travel Agent

“I have had three technology classes and would have taken

more if there were more hours in a day . . . I am pursuing a career

as an automotive technician first, and later a mechanical

engineer. I have made plans on how to achieve my dream of some day getting my degree

from Texas A &M.”

David Worley, Graduate, HHS

44

,

Science, Engineering and Technology: Transportation, Distribution & Logistics



career path.

•Emphasis for selection of electives should correlate to chosen educational field.

Aircraft Mechanics Energy, Power & Transportation Systems Principles of Transportation, Distribution and Logistics Automotive Technology Advanced Automotive Technology Practicum in Transportation, Distribution and Logistics Principles of Business, Marketing and Finance Business Management Business Information Management


Principles of Manufacturing Computer Programming

Accounting Business Law

Travel and Tourism

“Cars have fascinated me my whole life. Ever since I was a little kid I have loved cars. Career and Technology has greatly helped me to get closer to achieving my goals in life. Before I enrolled in Auto Tech, I had absolutely no idea how anything worked in a car. I have been in Auto Tech for three years, and each year I have doubled my knowledge from what I learned the year before. The good thing about my class is we actually work on real problems, real cars, and with real customers. It is actually like we are young technicians working in the field. Automotive Technology has definitely trained me and prepared me to move on to the Ford ASSET Program to fulfill my dream of becoming an automotive technician.” Alex Patino Graduate, HHS 2009

Related Activities

Community Activities Part-time Employment Community Service Volunteer Explorer Public Library Volunteer Red Cross Volunteer YMCA/YWCA Volunteer Civil Air Patrol

School Activities Academic Competition Career and Technology Education Leadership Organizations National Honor Society Science Fairs Student Government Club Officer Yearbook Assistant

45

Do you especially enjoy working with technology? Do most people think of you as being analytical? Do you like figuring out what makes things work? Do you enjoy learning new software and technology? If you answered these questions affirmatively, this pathway may be best for you.

Science, Engineering and Technology: Science, Technology, Engineering,

Mathematics & Information Technology

College Majors: • Computer Engineering • Computer Science • Electrical Engineering

Description: Careers in this pathway are involved in the analyzing, testing, studying, discovering and/or applying of scientific principles, theories or methods as they relate to computers and electronics.


High School Diploma/ On-the-Job Training Assembler/Solderer Computer Data Entry Clerk Construction Worker/ Technician Drafting Trainee Drafting Technician Machine Operator Mechanic Assistant Junior/Technical/ Community College or Apprenticeship

Computer Operator

*Computer Programmer *Computer Support Technician *Computer Systems Analyst Designer *Drafter (CAD) *Electrical Engineering Technician/Technologist *Information Technology Support Specialist Lab Technician Machinist Mechanical Technician *Network Systems Technician *Semiconductor Technician/ Operator *Spreadsheet Application Programmer

Service/Repair Technician System Operator


Doctorate Application Programmer

Buyer of Computer Hardware and/or Software

*Computer Engineer *Computer Information

Systems Management *Computer Systems Analyst

*Computer Systems Software Engineer

*Data Base Programmer *Electrical Engineer

*Electronic Engineer Management Trainee

Manufacturer’s Representative *Natural Science Engineer

Network Administrator *Semiconductor Technician/

Operator *System Administrator

System Analyst System Engineer


“The technological world is growing so rapidly that five years from now the appearance of the

applications used in business will venture far beyond our current

expectations. Completing a business computer information systems course provided me with the

opportunity to recognize the ever growing need for computer literacy

as well as the ability to excel in multiple software programs.”

Brandon Jackson, Valedictorian, RHS

46

Related Activities Community Activities Computer Science Tutoring Internships Job Shadowing Part-time Job in Relevant Occupations Volunteer Community Organizations Volunteer Work in Business/ Industry

School Activities Academic Decathlon Computer Club State or Regional Computer Programming Contests Robotics Competition UIL Academic Competition in Computer Science Career & Technology Education Leadership Organizations

Science, Engineering and Technology: Science, Technology, Engineering,

Mathematics & Information Technology

Related High School Courses:(In addition to required courses)


career path.


Computer Science Communication Application

Professional Communications Digital and Interactive Media

Computer Programming Computer Maintenance

Computer Technician CISCO Internetworking I and II

Web Technologies Engineering Design and Presentation

Principles of Technology (Science credit) Introduction to Engineering Design (PLTW)

Principles of Engineering (PLTW) Digital Electronics (PLTW)

Computer Integrated Manufacturing (PLTW) Aerospace Engineering (PLTW)

PLTW-Project Lead the Way Pre-Engineering Program

“My involvement in Business Computer Information Systems has helped me evaluate my career interest.

Learning how to keyboard and use Excel, Word, and Publisher has helped me understand that computers

are essential no matter what career you choose.”

Doreen Kagaju Graduate, HHS

47

Do you like to work with your hands? Do you like to work with people and things? Do you enjoy problem solving and creative thinking? Are you curious about how things work? Do you like to repair or make things? Can you apply mathematics and science concepts? If the answer to most of these questions is “yes,” this may be the career path for you.

Description Careers in Manufacturing, Industrial Production and Construction are involved in the design and assembly of products as well as planning, designing, building and repairing structures.

Career Opportunities by Educational Level:High School Diploma/ On-the-Job Training Bindery Worker Brickmason/Stonemason *Carpenter Carpet Installer Chemical Equipment Operator Construction & Building Inspector Construction Laborer Cost Estimator Drafter Drywall/Lath Installer Electromechanical Assembler *Heavy Equipment Operator Highway Maintenance Worker Inspector/Grader/Tester *Maintenance Repairers, General Utility Metal/Plastics Machine Operator Numerical Control Machine Tool Operator *Operating Engineer (Heavy Equipment) Packer/Packager Painter & Paperhanger Photo Laboratory Worker

Science, Engineering and Technology: Manufacturing & Architecture and Construction

College Majors: • Aerospace Engineering • Architecture • Architectural Engineering • Aeronautics • Business & Economics • Chemical Engineering & Technology • Civil Engineering • City/Urban/Community/ Regional Planning • Computer Engineering • Ecology • Electrical Engineering • Environmental Sciences • Geology • Geophysics • Industrial Engineering • Machine Tool/Shop

Operations • Meat Processing • Mechanical Engineering • Metallurgy • Mining & Mineral Engineering • Textile Sciences &

Engineering


Plasterer *Plumber & Pipefitter

Roofer Sheet Metal Worker

Solar Energy System Installer Structural Steel Worker

*Supervisor, General Welder & Cutter

Tile Setter/Riveter Welder & Cutter

Junior/Technical/

Community College or Apprenticeship

Brickmason/Stonemason CAD Drafter

*Carpenter Cement Mason

Chemical Equipment Operator Compositor & Typesetter

Cost Estimator Electrician and Electrical

Technician *Heating/AC Technician

Industrial Traffic Manager Inspector/Grader/Tester

Millwright Power Plant Operator

“I think that in today’s world you need to know how to use a computer to get basically any job. Thanks to this class (Computer Applications), I have a better chance of succeeding in the future.”

Derick King, Graduate, RHS

48

Numerical Machine Tool Operator Photoengraver & Lithographer *Plumber & Pipe Fitter Quality Control Technician Structural Steel Worker *Supervisor, Construction Trades Surveyor Tool & Die Maker Welder Bachelor’s Degree/ Master’s Degree/ Doctorate Industrial Traffic Manager Cost Estimator Mining Engineer *Electrical Engineer Computer Engineer Mechanical Engineer Industrial Engineer Aerospace Engineer Inventor Civil Engineer Architect Urban & Regional Planner Graphics Designer Landscape Architect Marine Engineer & Architect Budget Analyst Production Coordinator Purchasing Agent Sales Engineer

Science, Engineering and Technology: Manufacturing, & Architecture and Construction



path.


Principles of Manufacturing Engineering Design and Presentation Principles of Architecture and Construction Architecture Design Advanced Architecture Design Digital Electronics (PLTW) Construction Technology Advanced Construction Technology Practicum in Construction Management Interior Design Computer Programming+ Marketing Dynamics+ Accounting+ Intro Engineering Design (PLTW) Computer Integrated Manufacturing (PLTW) Principles of Technology


Business Information Management+

Business Law Principles of Business, Marketing &

Finance Physics+

Chemistry+ Algebra II

Precalculus CalculusStatistics


Sociology Psychology

Languages Other Than English Photojournalism

Journalism Art

Related Activities Community ActivitiesPart-time Employment Community Service VolunteerExplorer Scouts Civil Air Patrol

School Activities Academic Competition Career and Technology Education Leadership Organizations National Honor Society Science Fairs Student Government Club Officer

49

0 Do you like mathematics and science classes? Do most people see you as analytical? Do you like to figure out what makes things work? Do you like to use your hands to build things or work with materials? Are you interested in a career in the sciences? If the answer to these questions is “yes,” this may be the career pathway for you.

Science, Engineering and Technology: Science and Engineering

College Majors: • Aerospace & Aeronautical Engineering • Architectural Engineering Technology • Astronomy • Astrophysics • Biochemical Engineering • Biochemistry • Bioengineering & Biomedical Engineering • Biological Technology • Biology • Biophysics • Botany • Cell Biology • Ceramic Engineering • Chemical Engineering • Earth and Planetary Sciences • Ecology • Electrical Engineering

Technology • Electrical/Electronics/ Communication Engineering • Engineering Physics • Engineering Science • Entomology • Environmental Engineering • Environmental Science • Fisheries Sciences • Food Science and Technology • Geography • Geology and Geophysics • Industrial Engineering • Marine Biology • Materials/Metallurgical Engineering • Mechanical Engineering • Microbiology • Molecular Biology • Natural Resources Management • Naval Architecture/Marine Engineering • Nuclear Engineering • Nuclear Power Technology

Description Careers in Science and Engineering are involved with the application of scientific principles to solve practical problems and to design, produce and improve products and systems.

Career Opportunities by Educational Level: High School Diploma/ On-the-Job Training *Automation/Robotics Technician Automobile Service Advisor Broadcast Technician Construction Worker Dental Laboratory Technician Energy Conservation and Use Technician Engineering Technician Fish and Game Warden Ophthalmic Lab Technician Radio Operator Surveyor Assistant Water Treatment Technician • Ocean Engineering • Oceanography • Petroleum Engineering • Physical Science • Physical Science Technology • Physics • Polymer/Plastics Engineering • Textile Sciences and Engineering • Wood Science and Paper/Pulp Technology • Zoology

Junior/Technical/ Community College or

Apprenticeship Automation/Robotics

Technician Broadcast Technician

Clinical Laboratory Technologist

*Computer Programmer *Computer Systems Analyst

Dental Laboratory Technician *Electrical Engineering

Technician/Technologist Laser Technician

Nuclear Quality Control Inspector

Radio Operator Science Technician

Surveyor


50

Science, Engineering and Technology: Science and Engineering

Bachelor's Degree/ Master's Degree/ Doctorate Aerospace Engineer Agricultural Engineer Agricultural Scientist Alternative Fuels Specialist Architect Biological Scientist Biomedical Engineer Chemical Engineer Chemist Civil Engineer Clinical Laboratory Technologist *Computer Engineer *Computer Programmer *Electrical/Electronics Engineer Engineer Fish and Game Warden Geographer Geologist/Geophysicist Industrial Engineer Inventory Marine Engineer and Architect Marine Biologist Mathematician Mechanical Engineer Metallurgical/Materials Engineer Meteorologist Mining Engineer Nuclear Engineer Operations Research Analyst Petroleum Engineer Physicist and Astronomer Research Worker Science Technician Statistician *Systems Analyst




educational field.

Precalculus Calculus Physics AP Physics Aquatic Science Environmental Systems Geology, Meteorology, Oceanography AP Biology

AP Chemistry Principles of Technology (Physics)

Computer Programming Introduction to Engineering Design

Principles of Engineering Computer Integrated Manufacturing

Aerospace EngineeringEngineering Design and Presentation

School Activities Academic Decathlon UIL Academic Competition in Science, Mathematics and Computer Science Robotics Competitions Career & Technology Education Leadership Organizations National Honor Society Science Club Mathematics Club Student Government

“My interest and dream in robotics and nanotechnology is a direct result of participation and success in the Career

and Technology Education classes at Haltom High School.”

Grant Hensarling Graduate, HHS

Related Activities

Community Activities Community Service Volunteer Part-time Employment: Drafting, Electronic Repair Job Shadowing Red Cross Volunteer Student Representative on: Chamber of Commerce

Committees City or County Government Committees YMCA Activity Volunteer


51

College Majors: Educational Administration Reading Teacher Education Secondary Education Agricultural Education Sport and Fitness Management Classics Comparative Literature Humanities Library Science Curriculum and Instruction Education (as applies to a specific Major…example: Social Studies) Elementary Education Art Education Drama and Dance Education Early Childhood/Kindergarten Education Mathematics Education Music Education Physical Education Science Education Speech Education Music Child Growth, Care and Development Biblical Studies Multi/Interdisciplinary Studies Religious Education Adapted Physical Education English Education Foreign Language Education Health Education Home Economics Education Business Education Industrial Technology Education Counseling and Guidance Special Education Communication Disorders Sign Language Speech/Language Pathology and

Audiology

Are you friendly, open, outgoing, understanding and cooperative? Do you like to work with people to solve problems? Are you interested in teaching and education? Is it important to you to do something that makes things better for other people? If your answer to these questions is “yes,” this may be the career path for you.

Description: Careers involved in education are concerned with research, administration and teaching. This preparation addresses occupations in the administration of federal, state and private programs for which a background in education is required.


High School Diploma/ On-the-job Training

Library Technical Assistant Teacher Aide

Special Education Aide

Junior/Technical/ Community College or

Apprenticeship Library Technical Assistant

Teacher Aide Science Technician

Recreational Manager *Preschool Teacher

“PAL-TAFE is a wonderful opportunity to work with very talented children. It brings a lot of joy to my day when I can teach kids to learn something they’re having trouble with.”

Dipti Desai, Graduate, RHS

“During my junior year in high school, I was given the opportunity that I will never forget and forever be grateful - the opportunity to experience the life of a teacher first-hand. This opportunity was given to me through the

Ready, Set, Teach course.” Cassandra Panek

Graduate, BHS


Social, Personal and Public Service: Education & Training

52

Bachelor's Degree/ Master's Degree/ Doctorate *Activities Therapist Dietitian and Nutritionist *Speech Pathologist Audiologist *Occupational Therapist Psychologist *Preschool Teacher *Teacher, Elementary *Teacher, Secondary *Special Education Teacher Coach Athletic Director Social Worker Librarian Educational Administrators

Related Activities Community Activities FFA Babysitting Candy Stripers Community Service Volunteers Little League Red Cross Volunteer Part-Time Employment YMCA Activity Volunteer Vacation Bible School

School Activities Academic Competition Academic Decathlon DECA Fine Arts Activity National Honor Society Peer Tutoring/Counseling Science Fairs Speech Contests Student Government Teachers Association of Future Educators Theatre Arts Skills USA




chosen educational field

Principles of Education Languages Other than English and Training Cheerleading Human Growth and Development Art Instructional Practice in Band Education and Training Choir Practicum in Education Dance and Training Theatre ArtsPeer Assistance Leadership/ Cheerleading TAFE AccountingSociology/Psychology Child DevelopmentOral Interpretation/ Principles of Human Services Debate Practicum in Human ServicesPhotojournalism Computer Programming Yearbook Production Principles of Business, Marketing Mathematical Models with &Finance Applications Interior Design Precalculus Audio Video Production Calculus Graphic Design and Illustration Precalculus Digital and Interactive MediaAquatic Science Chemistry Physics Geology, Meteorology, Oceanography


“Since my grandmother is a retired elementary teacher and my mother teaches in a small Christian school, I guess you could say teaching runs in my family. As a student intern in the Ready, Set, Teach class, I have had the

opportunity to teach at four different schools.” Amanda Clark Graduate, BHS

“Becoming a teacher has been a dream of mine for as long as I can

remember . . . The Career and Technology Education program at Richland High School has only reinforced my vision of becoming a teacher.”

Chandra Briggs Graduate , RHS

Social, Personal and Public Service: Education & Training

53

Do you enjoy helping other people? Do you like to work with people to help solve problems? Is it important to you to help others? Do you enjoy working with a variety of people? Do you think that including leisure and recreation as a balance to hard work is important? If the answer to most of these questions is “yes,” you might consider this career pathway.

Social, Personal and Public Service: Hospitality & Tourism; Human Services

Law, Public Safety, Corrections & Security

College Majors: Building/Property Management Business Communication Criminal Justice Fire Protection

Technology Fire Science Hotel/Restaurant Management Law Enforcement Operations Management Parks/Recreation/Leisure Management Physical Education Recreation/Fitness

Operations Management Travel/Tourism

Description Careers included in Personal and Public Services are involved in providing services to protect individuals and their possessions as well as providing personal service and general comfort.


High School Diploma/On-the-Job Training

Animal Caretaker *Correctional Officer

Dispatcher Fire Fighter

Flight Attendant Host/Hostess

Hotel/Motel Maintenance Worker

Jailer Peace Officer

Pest Controller *Police Officer

Private Detective Private Household Worker

Recreation Attendant/Usher Refuse Collector

Shoemaker and Repairer Sports Trainer

Taxi Driver and Chauffeur Telephone Operator

Upholsterer

*JROTC has not only helped me mature since my freshman year; it has also taught me leadership skills and behavior skills, and it has helped me get advanced rank in the Texas Army National Guard…”

Brandon Plotner, Graduate, HHS

“Hospitality Services and American Airlines Travel Academy provides us with business skills needed in the travel industry. Internships at Bass Performance Hall, Courtyard by Marriott in Bedford, and Solana Marriott provide hands on experience, which will help us to increase our knowledge in today’s world. This class has been both fun and a wonderful learning experience.”

Carrie Beam, Graduate, RHS


54

Social, Personal and Public Service: Hospitality & Tourism; Human Services

Law, Public Safety, Corrections & Security

Junior/Technical/ Community College or Apprenticeship Case Worker *Corrections Officer Fire Fighter Flight Crew Member *Food Service and Lodging Manager Funeral Director Juvenile Facility Officer Park Ranger Pilot *Police Officer/ Administrator Probation Officer Recreation Worker Reservation Agent Trainer Travel Agent Upholsterer Bachelor’s Degree/ Master’s Degree/ Doctorate Aerospace Instructor FBI/CIA/DEA Federal Agent Fire Chief *Food Service and Lodging Manager Funeral Director Game Warden Inspector and Compliance Officer Parks/Recreation Director Sports Instructor/Coach Police Chief



path.


Psychology Sociology Communication Application Professional Communications Debate Photojournalism Yearbook Production Environmental Systems Mathematical Models with Applications Languages Other Than English Athletics JROTC Court Systems and Practices Law Enforcement Principles of Law, Public Safety Corrections & Security

Practicum in Law, Public Safety, Corrections & Security

Forensic Science Firefighter

Counseling & Mental Health Cosmetology Culinary Arts

Travel and Tourism Hotel/Restaurant Management

Food Science Practicum in Hospitality &

Tourism Business Information

Management Business Law

Principle and Elements of Floral Design

Related Activities

Community Activities Babysitting Candy Stripers Community Service Volunteers Job Shadowing Little League and Other Sports Programs Part-time Employment Recreation/Sport Activities Red Cross Volunteer Student Representative on: Chamber of Commerce Committees City or County Government Committees

Sunday School Teacher Volunteer Fire Fighter YMCA Activity Volunteer Teen Court Volunteer

School Activities Academic Competitions Academic Decathlon Career & Technology Education Leadership Organizations National Honor Society Peer Tutoring/Counseling Speech Contests Student Government Theatre Arts

“We started a new program in our AP Spanish IV class. We went to an elementary school and taught the kids Spanish. It was fun! Priscilla Garcia, Graduate, HHS

55

Do you have good interpersonal skills? Do you enjoy helping others? Do you enjoy working with a variety of people? Do you believe that it is important for individuals to provide services and support for others? If the answer to these questions is “yes,” then this pathway may be the best avenue for you as you prepare for life beyond high school.

Social, Personal and Public Service: Human Services

College Majors: Art History Art Management Fine/Studio Art Music History Classics Comparative Literature Library Science American Studies Counseling and Guidance Sociology Cultural Studies Religious Education Psychology Urban Studies City/Urban/Community/

Regional Planning Economics Vocational Rehabilitation

Counselor Public Administration Child Growth, Care and

Development Dietetics/Human Nutrition Family/Consumer Resource

Management Family Life and Relations

Studies Community Organization and

Services Social Work Law Pre-Law Studies International Relations Political Science Biblical Studies Religious Education Religious/Sacred Music Religious Studies Theological Studies Multi/Interdisciplinary

Description Careers in Human Services are involved in helping other people with their mental, spiritual, societal, physical or job needs.

High School Diploma/ On-the-Job Training Aerobics Teacher Chauffeur Child Care Aide *Cook, Restaurant Custodial Technician Dining Room Attendant Food Services Worker Home Health Aide Library Worker Mail Carrier Mail Technician Medical Clerk Personal Trainer Postal Clerk Private Household Worker Religious Worker Shampoo Technician

Skin Care Specialist Social Service Aide

Special Education Aide Teacher Aide

Waiter/Waitress Waste Management

Technician


“Learning American Sign Language has opened up so many career opportunities. I’d love to take my interpreter exam so that I can use the language full time in a well-paid career.” Jennifer Fortson, Graduate, RHS

“Preparation for Parenting and Child Development have been very educational, and they help get results.” Crystal Brown, Graduate, HHS

56

Social, Personal and Public Service: Human Services

Junior/Technical/ Community College or Apprenticeship Beautician/Barber Chef Chemical Dependency Worker *Preschool Teacher Decorator Fashion Artist Food Service/Lodging Manager Human Services Worker Job Locator Law Assistant/Clerk Legal Secretary Library Assistant *Licensed Practical Nurse Make-up Artist Paralegal Politician Post Master Religious Worker Tax Preparer Bachelor’s Degree/ Master’s Degree/ Doctorate Archivist and Curator Counselor Court Administrator Economist Human Services Worker Judge Lawyer Licensed Professional Counselor Marriage Counselor Minister/Priest/Rabbi Psychologist Religious Worker Social Scientist Social Worker Sociologist Substance Abuse Counselor Urban and Regional Planner Vocational Rehabilitation Counselor




educational field.

Psychology Counseling & Mental Health Sociology Oral Interpretation Debate Newspaper Production Yearbook Production Peer Assistance Leadership Anatomy and Physiology of Human Systems Art Theatre Arts Languages Other Than English Child Development Principles of Human Services Practicum in Human Services

Related Activities Community Activities Babysitting Candy Stripers Community Service Volunteers Job Shadowing Red Cross Volunteer YMCA Activity Volunteer Teen Court Volunteer

School Activities Academic Competitions

Academic Decathlon Career & Technology Education

Leadership Organizations National Honor Society

Peer Mediation Peer Tutoring/Counseling

Speech Contests Student Government

Theatre Arts

“Taking Mental Health and Psychology classes in high school really prepared me for college. I never thought I’d be so interested in these

classes, but they really motivated me to think about my future.”

Deya Zavala, Graduate, HHS

Lifetime Nutrition and Wellness

Food Science Dollars and Sense

Fashion Design Cosmetology Culinary Arts

Hotel and Restaurant Management Travel and Tourism

Interior Design Business Information

Management Principles of Business, Marketing, & Finance

Accounting

57

ADMISSION

A student enrolling in the district for the first time must be accompanied by parent(s) and must provide satisfactory evidence of required immunizations. To complete admission, the following demographic information is vital: home address; home telephone number; father's/guardian’s name, place of business and work telephone number; mother's/guardian’s name, place of business and work telephone number; and a friend or relative's telephone number in case of emergency.

CLASSIFICATION CREDITS

Students are classified according to the number of credits they have earned. Required classification credits are listed below:

SOPHOMORE (10th) 6 credits JUNIOR (11th) 12 credits SENIOR (12th) 19 credits

Reclassifications are made only at the beginning of each school year with the exception of a student whose reclassification at mid-term enables him/her to graduate at the end of that spring semester. This determination is made by the principal. Students who can graduate will be upgraded to Senior status at the beginning of the year.

PROGRAMS DESIGNED FOR ACADEMICALLY TALENTED STUDENTS

Birdville secondary-level schools provide curriculum offerings for students with special talents and abilities. Counselors in each secondary school aid these students in assessing their strengths and weaknesses and in determining their goals as they select their courses each year.

Gifted/Talented Program Birdville ISD offers programs for gifted/talented students in grades K-12. At the high school level, the gifted/talented students are served primarily through the Pre-Advanced Placement, Advanced Placement and Honors Programs. Dual enrollment college courses are also available to students who have senior status. Additionally, the Distinguished

Achievement Program is designed to meet the needs of gifted/talented students. Information concerning participation in the gifted/talented program may be obtained from the Office of Advanced Academic Services (817) 547-5816.

Pre-Advanced Placement/ Advanced Placement Programs

The district strongly encourages all students to set high academic expectations, guidelines for Pre-Advanced Placement and Advanced Placement courses have been broadened in recent years. Students with an interest in studying at greater depth than is usually required in on-level courses may participate. However, to protect the integrity of the program, students and their parents are provided information about the high expectations of the program and are required to sign statements acknowledging the expectations and committing to work to meet the standards of the courses. Students and parents should expect these courses to be more challenging, take more time, and require a different type of work. Increased reading, sophisticated writing assignments and projects and complex problem solving are components. Students identified as gifted/talented are automatically eligible for admission to Pre-Advanced Placement and Advanced Placement courses in the content areas in which they show high ability or aptitude. Enrollment in these courses should be based on interest as well as ability since the curriculum requires more advanced and intensive work and students will often be expected to begin course work during the summer with summer readings and assignments. Students in Pre-Advanced Placement or Advanced Placement courses may enroll in more advanced courses in English, mathematics, science, social studies, languages other than English and fine arts. They are also encouraged to begin study in appropriate Pre-Advanced Placement courses and languages other than English courses at the middle school level. In addition to the Pre-Advanced Placement courses in grades nine through twelve, some junior and senior level courses are also college level classes that prepare the students for the Advanced Placement Examinations given by the College Board in May of each year. A successful score on an Advanced Placement Examination often gives students college placement and/or credit for the courses taken in high school. Advanced Placement courses offered in the Birdville Schools include Advanced Placement English Language and Composition, English Literature and Composition, Calculus, Statistics, United States History, Government and Political Science, Advanced Placement World History, Macroeconomics, Psychology, Biology, Chemistry, Physics, Environmental Science, Computer Science, Drawing,

58

Two-Dimensional Design Portfolio, Three-Dimensional Design Portfolio, Spanish, French, German, Latin and Music Theory. Students enrolled in AP courses are expected to take the Advanced Placement exams. The Pre-Advanced Placement and Advanced Placement courses offered at the middle and senior high school levels seek to provide all motivated students with opportunities for creative and critical thinking and problem solving. Additionally, the advanced measures that represent the requirements of the Distinguished Achievement Program provide students numerous opportunities to perform at a professional or college level in significant areas. In English, the students enroll in Pre-Advanced Placement courses in grades six through ten and in Advanced Placement courses at the junior and senior levels. Advanced mathematics is an accelerated program that begins at grade six and allows the student to take the full-year course of Algebra I at the middle school level and Geometry, Algebra II, Pre-Calculus and either Advanced Placement Calculus or Statistics in senior high. It is important to note that students who complete Algebra I as a Pre-AP course at grade eight must complete only three additional units of mathematics in grades nine through twelve.

Science-oriented students may begin Pre-Advanced Placement courses in grade six and the senior high curriculum offers Pre-AP courses in Biology, Chemistry and Physics as well as Advanced Placement courses in Biology, Chemistry, Physics and Environmental Science. Students enrolled in the Advanced Placement course are expected to take the AP exam in the spring. Students with a special interest in science may also enroll in Aquatic Science; Geology, Meteorology, Oceanography and Environmental Systems, Anatomy and Physiology of Human Systems and Astronomy.

For students with a strong interest in social studies, the district offers Pre-AP courses beginning in grade seven. Students may then enroll in Pre-AP courses in high school in World Geography, World History and Advanced Placement World History. They may also participate in Advanced Placement courses in United States History, United States Government and Political Science, Macroeconomics and Psychology.

For students with a special interest in languages, levels I-IV of French, Spanish, German, Latin and American Sign Language are offered. Year five of French, German and Spanish is also available. Pre-AP courses in levels II and above are available in French, German and Spanish. The district also offers Advanced Placement courses in other languages for students who are enrolled in the fourth or fifth year

of languages and who have participated in Pre-AP courses. Additionally, the high school curriculum includes advanced courses for those students who have special abilities in the arts, computer science and journalism. Students may participate in AP Art courses and in Music Theory, Pre-AP or select art and honors level of band, choral music and theatre arts. Students especially talented in journalism may enroll in honors courses at advanced levels of either newspaper production or yearbook production. The goal of the Pre-AP/AP program is to challenge and stimulate the students to the highest level of their abilities. Consequently, quality of work rather than quantity of work is emphasized. (See Appendices for specific information on the Pre-AP criteria for the program.)

Dual College Enrollment Another option available to academically talented students is a provision that allows students to be awarded credit toward high school graduation for completing selected college courses. The district has established dual enrollment programs with Texas Wesleyan University and the University of Texas at Arlington and a concurrent enrollment program with Tarrant County College in which students may enroll in college courses taught on the high school or college campus by qualified instructors. Special registration for dual enrollment courses will be conducted at the beginning of each semester at Haltom, Richland and Birdville High Schools. Courses offered include college-level English, Calculus and Government. Textbooks for the courses are provided by the district. It is important that students review course requirements at the college or university they plan to attend before they register for these dual enrollment courses. When developing the dual enrollment agreement, the District selected courses generally accepted at a large number of higher education institutions. However, various universities and colleges have different course requirements in the areas of English, mathematics and social science, and requirements sometimes change--especially within the various degree plans. Students should especially note that the concurrent English courses offered are sophomore-level World Literature courses. When the concurrent enrollment program was established, the District decided to provide students with the opportunity to complete sophomore-level English after having completed the Advanced Placement English Language and Composition Examination and receiving a score high enough to allow students to seek college credit for freshman English composition courses.

59

The district has also developed an agreement with the University of Texas at Arlington to provide dual enrollment classes. High school juniors or seniors who have earned a minimum composite SAT-I score of 1000, PSAT score of 100 (verbal and math combined scores only), or composite ACT score of 21 are eligible to participate. High school students applying for admission to dual credit courses must submit the following: Application for admission and the required

application fee. Official high school transcript indicating junior or

senior standing. Official SAT-I, PSAT or ACT scores (scores posted

on an official high school transcript and mailed directly from the high school are acceptable).

Completed Early Admission Program agreement signed by the high school principal or designee, the student and the student’s parent or guardian.

Upon high school graduation, a final high school transcript showing rank-in-class and graduation date.

Students enrolling in certain dual credit courses must meet university course prerequisites unless prior prerequisite waivers have been obtained. For instance, students enrolling in English 2309 must have completed or been awarded credit for English 1301 and 1302. On an individual basis, waivers of prerequisites may be granted upon agreement by BISD counseling staff and UTA English Department. BISD will record the student’s official grade on the student’s report card each six weeks and the final grade on the student’s Academic Achievement Record.

UTA courses taken for dual credit will be included in the calculation of the grade point average. Weighted credit will be awarded only if equivalent high school courses are identified as receiving weighted credit in BISD policy and publications.

Students may decide after the end of the semester and grades are posted whether they wish for the grade to be counted as pass/fail or averaged into their BISD grade point average if courses are beyond graduation requirements. A grade is considered passing if the grade is 70 or above.

Dual credit courses that are not TEA approved will appear on the high school transcript as a local credit and will be recorded as pass/fail.

Any student who is interested in participating in the dual enrollment program on the University of Texas at Arlington campus should schedule an appointment with his/her counselor. The District has also established a concurrent enrollment agreement with Tarrant County College (TCC) in which students may register for and participate in courses on their high school campus. Senior students who meet enrollment requirements will be able to complete courses that will substitute for high school graduation requirements if enrollment is sufficient. To be eligible for enrollment, students must: meet the college district's admission requirements

for early high school enrollment; submit the early high school enrollment form and

accompanying documents, and submit THEA (Texas Higher Education Assessment)

or alternative assessment tests scores (with a passing test score in the content area most related to the course content as determined by the college district.)

Tarrant County College (TCC) courses will not receive the same weighted credit for grades as the Advanced Placement courses offered in those content areas. Students should schedule an appointment with their counselor since all programs may not be available on a campus.

In the Career and Technology area, senior students desiring a career in Aviation Maintenance may be eligible for dual enrollment in this program at Tarrant County College, Northwest Campus. They must have a B average and must have completed Algebra I, Algebra II and Geometry. They may also be eligible if they have a B average and have passed the English section of THEA (Texas Higher Education Assessment) Test or be exempt. Must have counselor approval. Three (3) high school credits for Aircraft Mechanics courses and twelve (12) college credits may be given at TCC for courses listed: FALL SEMESTER AERM 1310 Ground Operation and Servicing AERM 1314 Basic Electricity SPRING SEMESTER AERM 1303 Shop Practices AERM 1315 Aviation Science The aviation program is a licensing program; therefore, there is a mandatory attendance rule. BISD will purchase tools and books, which will be checked out to students and returned when the students graduate and BISD will pay TCC tuition and fees.

Students who participate in college enrollment for dual credit on one of the must present a copy of

60

the grade report received at the completion of the approved course(s) to their individual counselor. In order for the student to receive credit toward high school graduation for course work completed under any of the programs, he/she must receive a grade of seventy or higher. Students interested in seeking any of the dual college credit options are advised to contact their counselor for guidance on an individual basis.

Credit by Examination (Without Prior Instruction)

Another option available to academically talented students is the provision that allows students enrolled in grades nine through twelve to be awarded credit toward high school graduation through credit by examination for acceleration. Students who wish to obtain credit for any class that counts toward graduation may apply to take the examination for acceleration. The student may not have been previously enrolled in the class. Applications may be obtained from the student's guidance counselor. These applications must be returned to the Office of Advanced Academic Services at Shannon Education Center. Credit is granted to students who attain ninety percent (90%) or above mastery on the examination for acceleration. There is an established testing schedule. Tests will only be administered on the scheduled testing dates. The schedule of deadlines for registration and for administration of credit by examination is determined by the following:

Distinguished Achievement Program The Distinguished Achievement Program is an option available to all or particularly motivated students. The State Board of Education has established this program as the highest academic program for graduates within Texas and recommends its completion by those who are most academically talented. To fulfill the requirements of this program, students must complete all course requirements of the SBOE Recommended High School Program, take three years of the same language other than English and complete a combination of four advanced measures considered representative of, or equal to, college level or professional work. The advanced measures fall within three different categories: (1) test data, (2) college academic and tech-prep articulated college courses and (3) original research/projects. Each area is explained below.

Test Data In Birdville a student may achieve one or more measures in the area of test data by receiving

a score of three or above on an Advanced Placement examination of the College Board program--In order to be counted as an advanced measure for the Distinguished Achievement Program, examinations must be completed by the end of the junior year. Advanced Placement courses which may be completed by the end of the junior year include English Language and Composition, U.S. History, Psychology, Statistics, Biology, Chemistry, Spanish, French, Music Theory, Drawing and Two-Dimensional Design Portfolio. (Advanced Placement examination scores may be used for one or more measures.)

a score on the PSAT that qualifies the student for

recognition as a Commended Scholar or higher in the National Merit Scholarship competition or as a recognized student scholar in one of the NMSQT achievement programs. (The PSAT score may be used as only one measure no matter how many honors the student receives through the NMSQT program.)

College Courses

Students may fulfill one or more advanced measures by maintaining a grade of 3.0 (equivalent to a B or a grade of at least 80) or higher in college academic courses or tech-prep articulated college courses. Refer to the section entitled Dual College Enrollment beginning on page 58 to review the options for you within Birdville for taking actual college courses. Students who are interested in taking tech-prep articulated courses to achieve advanced measures for the Distinguished Achievement Program should discuss with their counselors or teachers of Career and Technology Education which courses include the enriched curriculum that addresses measures in the Distinguished Achievement Program. Also, these courses are identified in the course description section for Career and Technology Education beginning on page 83.

Original Research / Project

The program described below has been approved to fulfill the original research/project component of the Distinguished Achievement Program. Specific information will be shared with interested students who want to consider this option. Junior and senior students who are pursuing the Distinguished Achievement Program may apply to participate in the Independent Research/Mentorship Program to fulfill one or two of the required advanced measures. One unit of credit will be awarded for a successfully completed year-long, in-depth research study of an area of special interest to a student. A student is limited to one project each year in the junior and senior years. The student's work

61

will be supervised by a teacher experienced in research and presentation skills who will help the student narrow his/her field of study and enhance the following skills: time-management, personal and interpersonal communication, interviewing ability, and goal setting. In some content areas, a participating student may also work closely with at least one faculty sponsor from the subject area of special interest. Each student enrolled in the program will conduct in-depth research and prepare a product of professional quality. Each student enrolled, working independently or in collaboration with a mentor either within or outside the school setting, will identify and investigate a problem, issue, or concern; research the topic using a variety of technologies; and present a product of college or professional quality to an appropriate audience including a district evaluation panel whose members have a special interest in the problem studied. The district panel will review the project or product (1) to determine that the work represents college or professional level work and (2) to evaluate its overall quality. Refer to the description of the Independent Research/ Mentorship Studies Program for more specific information about the actual course. View the DAP area for examples of some of the ways students may achieve the four advanced measures needed to fulfill the requirements of this program.

Career and Technology Education Program

Career and Technology Education provides competency-based applied learning that contributes to academic knowledge, higher order thinking skills, problem solving skills, work attitudes, general employability skills, and occupationally-specific skills needed for success in the workplace or in post-secondary education. Various types of programs are offered: laboratory program classes, work-based learning classes, internships and a variety of courses centered on technology. In the laboratory classes, the student learns both technical and practical occupational information in a one-, two-, or three-hour class. In addition the student is enrolled in the required academic classes for his/her grade level. Most of the courses in the laboratory program are available to 10th, 11th and 12th grade students. In the work-based learning, the student learns the technically-related information about specific occupations in a one-hour class. Related job skills are learned three or four hours each day in a job in the

community for which the student receives compensation. The required academic classes for the grade level are also taken by the student. The work-based training program is available to students in the 11th and/or 12th grades who are 16 years of age or older. They must have a social security card. Interested students must complete an application for the program of their choice in the spring prior to the fall term in which they expect to enroll. Final student selection for each program is made by the teacher of that program. Family and Consumer Sciences offers a variety of courses that develop knowledge and skills necessary for independent and family living. Sequential courses in Family and Consumer Sciences offer a comprehensive study of family and consumer science skills. In-depth studies in specific areas of family and consumer sciences may be pursued in the semester-length courses available to juniors and seniors. The major concern of the technology-centered courses is the interaction of people, society and technology. Activities involve situations where students actively learn by being directly involved in the use of computing tools, machines, materials and processes. Technology education offers opportunities for students to engage in learning activities relevant to their future roles as members of an industrial/technical society with an emphasis on the high technology that is utilized in industry. Enrollment in career and technology education programs, accompanied by a careful selection of appropriate core and elective courses, may prepare students for immediate employment upon graduation and/or entry to most technical schools, colleges and universities. Students may earn the Technology Application credit (a course required for graduation) through taking a coherent sequence of Career and Technology Education courses (two or more CTE courses that total 3 or more credits) or by enrolling in a Tech Prep high school plan of study. Students pursuing the technology application option must demonstrate proficiency in technology applications prior to the beginning of Grade 11. Birdville ISD has a Tech-Prep agreement with Tarrant County College in the areas of business, marketing, human services/child development, technology, hospitality services and health science technology. Tech-Prep, or technical preparation, emphasizes rigorous technical training using principles taught in mathematics, science, English and other academic subjects while enrolled in a sequence of career and technology classes. Because Tech-Prep was developed with input and assistance from local business leaders and employers, students can attain a

62

greater understanding of the work place while they are in high school. Students choosing a Tech-Prep program select and follow a six-year sequence of courses leading to an associate in applied science degree in an area consistent with career and educational goals. (See Sample Graduation Plans near the back of the publication). Students who complete a Tech-Prep plan can earn college credit at the community college while they are in high school. Additionally, students who participate in the coherent sequence of courses established for a tech-prep area may use appropriate courses to fulfill college course measures on the Distinguished Achievement Program. After high school graduation, students may be able to start college at an advanced level, saving time and college tuition cost as they pursue their careers and work toward associate degrees.

Comprehensive Special Education

Special Education services are available on the campus of each secondary school in Birdville. Students attend classes in Special Education as designated by the Admission Review Dismissal/Individual Educational Plan (ARD/IEP). Emphasis in these classes is placed upon ensuring student successes in the areas of academics, social skills, pre-vocational and vocational skills through specially designed instruction. The secondary program of a student receiving special education services shall terminate either with graduation or when the student no longer meets the age requirement of eligibility in the Texas Education Code, §29.001 and §29.003. A student receiving special education services who is younger than 22 years of age on September 1 of a scholastic year shall be eligible for services through the end of that scholastic year or until graduation. Graduation constitutes a release from services and is a change in placement. A student may be graduated according to the provisions specified in either subparagraph (A), (B) or (C).

(A) A student receiving special education services may be graduated upon having satisfactorily completed the minimum academic credit requirements for graduation applicable to students in regular education, including satisfactory performance on the exit level assessment instrument.

(B) A student receiving special education services may also be graduated upon the determination

by the ARD committee that the student has completed requirements specified in the IEP, including minimum credit requirements, which have resulted in one of the following:

(1) full-time employment, based on the student's abilities and local employment opportunities, in addition to sufficient self-help skills to enable the student to maintain the employment without direct and ongoing educational support of the local school district; or

(2) demonstrated mastery of specific employability skills and self-help skills which do not require direct ongoing educational support of the local school district; or

(3) access to services which are not within the legal responsibility of public education, or employment or educational options for which the student has been prepared by the academic program.

(C) A student receiving special education services may also be graduated upon the determination by the ARD committee that the student no longer meets age eligibility requirements and has completed the requirements specified in the IEP.

Campus and Off-Campus Based Online Instruction

Birdville-e-Learning provides the opportunity to students who want/need to:

* Fulfill the 4x4 Requirements * Recover Credits for Graduation * Accelerate Their Graduation Campus-Based Online Instruction [CBOI] This program targets students who have shown self-discipline and responsibility, and need the flexibility of taking courses, on their time, wherever access is available to the internet and a computer. The courses are offered for acceleration only. Curriculum and instruction will be delivered online off-campus. Students from other districts are eligible to take these courses. Off-Campus Online Instruction [OCOI] This program provides a curriculum for credit recovery that is completed through a web-based course. Curriculum and instruction will be delivered online off-campus, except for once a week. Students will be required to meet once a week on campus with their teacher for monitoring and assisting, and be required to show acceptable progress in a timely manner throughout the duration of the course. BISD students only. Campus approval only.

63

Educational Planning For Life

Finding the Right Key for Unlocking Your Future

64

Course Descriptions This section of the planning guide contains descriptions of all courses offered in grades nine through twelve in Birdville. Descriptions are divided into content areas and include information about course content, grade placement, prerequisites and credits. Unless otherwise indicated for the specific course description, credit is awarded or denied at the end of each semester. Students are required to achieve a grade of seventy or higher to receive credit in a course. Generally, courses have a value of one-half credit per semester; however, some courses in Career and Technology Education receive a greater number of credits, or units. Some courses may be taken prior to the grade level indicated if offered on local middle school campus for high school credit or on-line.

EEnngglliisshh LLaanngguuaaggee AArrttss

* Only these English courses will count toward the Recommended High School Program. ** May substitute for English IV on the minimum

graduation plan only Note: All Pre-AP and AP ELA courses will have

summer reading requirements *S10000 English I for Speakers of Other Languages – ESL *S10100 English II for Speakers of Other Languages – ESL These courses provide listening, speaking, reading, and writing activities from simple to complex in order to increase the student's language usage and comprehension skills. Each course is only for immigrant students with limited English proficiency. Grade Placement: 9-12 1.0 unit each year Prerequisite: Language Proficiency Assessment Committee Approval Note: Upon completion of English I and II for Speakers of Other Languages, students must enroll in on-level English courses.

*S10300 English I English I offers an integrated approach to a variety of literature (poetry, drama, novels, short stories, and nonfiction) through which students apply language skills orally and in writing. Grade Placement: 9 1.0 unit Prerequisite: None *S10500 Pre-AP English I This Pre-AP course with differentiate processes, content and products to meet the needs of GT students. Grade Placement: 9 1.0 unit Prerequisite: None *S10600 English II This comprehensive course focuses on analyzing selected works of world literature in fiction, nonfiction, poetry and drama. Integrating grammar, composition, and vocabulary skills with rich reading experiences, English II provides opportunities in both oral and written discourse. Grade Placement: 10 1.0 unit Prerequisite: English I or English I for Speakers of Other Languages *S10800 Pre-AP English II Stretching students' reading, writing, listening, speaking, and thinking skills, this in-depth study of world literature emphasizes critical and creative responses to works of fiction, nonfiction, poetry, and drama as it concurrently provides occasions and audiences for all types of expository discourse. Students will be expected to complete an assigned summer reading project prior to beginning the class in August. Grade Placement: 10 1.0 unit Prerequisite: English I or English I for Speakers of Other Languages *S10900 English III Through representative readings from historical documents, essays, dramas, short stories, poetry, and novels, this course provides a survey of American literature that integrates the studies of grammar and vocabulary in meaningful writing experiences that stem from the core readings. A focal point of English III is the research project, a requirement that gives students firsthand experience at synthesizing information from a variety of sources. Grade Placement: 11 1.0 unit Prerequisite: English II or English II for Speakers of Other Languages

65

*S10910 Pre-AP English III A course designed for college-bound students who will either take dual credit English IV or Advanced Placement Literature and Composition. Historical documents, essays, dramas, short stories, poetry and novels provide a survey of American literature that integrates the studies of grammar and vocabulary in meaningful writing experiences. In addition to the American literature, students will be exposed to world literature that will prepare them for college-level studies. Students will be exposed to critical and analytical writing, in addition to longer annotated writings. Grade Placement: 11 1.0 unit Prerequisite: English II or English II for Speakers of Other Languages *S11100 Advanced Placement English Language and Composition This is a college level course, which prepares students to complete the Advanced Placement Language and Composition Examination in May. This course emphasizes the development and the application of extensive critical reading, writing, and thinking skills. Students will read, analyze, synthesize, and evaluate selected examples of American and English prose and poetry, focusing on non-fiction argumentation and stylistic and rhetorical strategies. Requirements include reading American literature from the AP suggested reading list and writing critical, analytical essays. Students will also be expected to complete an assigned summer reading project prior to the beginning of class in August. Students are encouraged to take the Advanced Placement English Language and Composition Examination for advanced college placement and/or credit in May. Achieving a score of 3 or higher on the examination often earns college freshman English credit. Grade Placement: II 1.0 unit Prerequisite: Prerequisite: English II or English II for Speakers of Other Languages *S11200 English IV This integrated study of English/World literature, composition, grammar and vocabulary reinforces the critical reading and writing skills essential for college entrance. The course affords senior students opportunities to connect America's British roots to their contemporary world through various reading, writing, listening, speaking and thinking activities. Grade Placement: 12 1.0 unit Prerequisite: English III *S11400 Advanced Placement Literature and Composition

An intensive study of selected world and British literature, this course encourages honor seniors to make

reading /writing connections that reinforce their analysis, application, and synthesis skills as they explore the human experience. A vast array of oral and written activities prepares the students for success on the Advanced Placement Examination in English Literature and Composition given by the College Board in May for advanced college placement and/or credit. Grade Placement: 12 1.0 unit Prerequisite: English III **S12800 Journalism This course, an introduction to all forms of mass media, emphasizes the type of writing necessary for publishing a school newspaper. The class trains students in advertising and business management of a publication and enhances the student's awareness of his responsibility in learning to meet deadlines. Students also learn public relations skills. The class publishes a newspaper in the spring. Grade Placement: 9-12 0.5 – 1.0 unit **X21200 Business English Students enhance reading, writing, computing, communications, and reasoning skills and apply them to the business environment. Students plan, draft, and complete written compositions on a regular basis and edit their papers for clarity, engaging language, and the correct use of conventions and mechanics of written English. Grade Placement: 12 1.0 Units S12810 Advanced Journalism: Literary Magazine This course continues the work done in Creative and Imaginative Writing and Research and Technical Writing. Students will be actively involved in planning, editing and producing the school magazine. The course includes heavy emphasis on producing content for specific audiences. Grade Placement: 12 1.0 unit Prerequisite: Creative and Imaginative Writing S12900 Advanced Journalism: Yearbook I This course includes the study and application of the elements and processes of developing and producing the school yearbook. Grade Placement: 10-12 1.0 unit Prerequisite: Adviser approval and contract S13000 Advanced Journalism: Yearbook II This course, a continuation of Advanced Journalism: Yearbook I, includes the study of the role of advertising in publication cost, the preparation of ads, and practice in advertising sales. It also is a study of graphics, design, and layout with emphasis on preparation of

66

press-ready materials. This course may provide credit for Desktop Publishing, which is approved for Technology Applications credit. See page 80 for course description and discuss possibility with course adviser. Grade Placement: 11-12 1.0 unit Prerequisite: Adviser approval, contract, and successful completion of Advanced Journalism: Yearbook I S13100 Advanced Journalism: Yearbook III This course, a continuation of Advanced Journalism: Yearbook II, includes the study of advanced publication design, writing, and editing. This course may provide credit in Desktop Publishing, which is approved for Technology Applications credit. See course description on page 80 and discuss possibility with course adviser. Grade Placement: 12 1.0 unit Prerequisite: Adviser approval, contract, and successful completion of Advanced Journalism: Yearbook II S13200 Advanced Journalism: Newspaper I This course includes the study of basic news writing, photography, advertising, and desktop publishing in the preparation of the school paper. Grade Placement: 10-12 1.0 unit Prerequisite: Journalism and/or Adviser approval and contract S13300 Advanced Journalism: Newspaper II This course, a continuation of Advanced Journalism: Newspaper I, includes the study of developing the student newspaper from the initial concept through writing, editing, production, and publication. Students study advanced writing and editing and produce features, editorials, and other types of articles including, but not limited to, critical reviews, columns, and investigative stories. The course also includes producing photo pages and conceiving and developing advertising campaigns. This course may provide credit for Desktop Publishing, which is approved for Technology Applications credit. See page 80 for course description and discuss possibility with course adviser. Grade Placement: 11-12 1.0 unit Prerequisite: Adviser approval, contract, and successful completion of Advanced Journalism: Newspaper I S13400 Advanced Journalism: Newspaper III This course, a continuation of Advanced Journalism: Newspaper II, includes the study of advanced publication design and production including, but not limited to, editing, staff management, computer desktop publishing, advertising layout and design, and photo editing. This course may provide credit for Desktop Publishing, which is approved for Technology Applications credit. See page 80 for course description and discuss possibility with adviser. Grade Placement: 12 1.0 unit

Prerequisite: Adviser approval, contract and successful completion of Advanced Journalism: Newspaper II S13500 Photojournalism This course familiarizes students with photographic composition, use of the camera, and film processing through the opportunity to take pictures and to work on layout problems for the school newspaper and yearbook. Students automatically become members of the school publications photography staff. Students must supply their own 35min single lens reflex camera. Grade Placement: 9-12 0.5-1.0 unit S14900 Advanced Journalism: Newspaper II - Honors S15000 Advanced Journalism: Newspaper III- Honors S15100 Advanced Journalism: Yearbook II - Honors

S13800 Oral Interpretation In Oral Interpretation, students study the oral reading or performance of a literary text as a communication art. Students will select, research, analyze, adapt, interpret, and perform literary texts. Individual or group performances of literature will be presented and evaluated. This course will be especially helpful for students interested in competing in speech tournaments in interpretive events. Grade Placement: 9-12 0.5-1.0 unit Prerequisite: None S14100 Debate I S14200 Debate II S14300 Debate III Debate emphasizes improvement in the skills of research, logical thinking, and persuasive speaking. Two forms of debate are taught -- Lincoln-Douglas debate and cross-examination debate. Topics of current newsworthy significance are explored. Optional tournament participation is offered. Grade Placement: 10-12 0.5-1.0 unit each year S15200 Advanced Journalism: Yearbook III - Honors These courses are limited to serious students of journalism and include rigorous activities in the journalistic areas. Students receiving honors credit must hold an editorial position on the publication staff and demonstrate keyboarding and computer proficiency. The junior and senior levels of these courses may provide credit in Desktop Publishing, which is approved for Technology Applications credit. Grade Placement: 11-12 1.0 unit each year Prerequisite: Approval of adviser or Admission Committee Approval

67

S17400 Reading 1 S17410 Reading 2 S17420 Reading 3 This course is designed for students who are below grade level in reading and require more intensive reading instruction. These classes have a lower student-to-teacher ratio, so that teachers can develop and implement individual reading programs based on student needs. Computer-aided technolgy is utilized to further individualize student learning and track student growth. Grade Placement: 9-12 1.0 unit S18100 Independent Study in English - ESL This course is designed to supplement the basic courses for speakers of other languages and provide additional mastery of fundamental English skills. Grade Placement: 9-12 1.0 unit Prerequisite: Concurrent enrollment in English I for Speakers of Other Languages. S18200 Practical Writing Skills - ESL This is a course designed to reinforce the writing skills of students for whom English is not the first language. Grade Placement: 10-12 0.5-1.0 unit Prerequisite: Concurrent or prior enrollment in English II for Speakers of Other Languages. S18600 Communication Applications (Speech) This course, an overview of communication skills, includes a study of the social and business contexts, elements of communication, interviews, team management skills, professional presentation practices, interpersonal relationships, as well as a basic introduction to informative and persuasive messages. This course is required for all students and will be especially helpful for students who need an overview of communication for the purpose of daily interactions. Grade Placement: 9-12 0.5 unit

X03410 Professional Communications Professional Communications blends written, oral, and graphic communication in a career-based environment. Careers in the global economy require individuals to be creative and have a strong background in computer and technology applications, a strong and solid academic foundation, and a proficiency in professional oral and written communication. Within this context, students will be expected to develop and expand the ability to write, read, edit, speak, listen, apply software applications, manipulate computer graphics, and conduct Internet research. Grade Placement: 12 1.0 Units Site: Birdville Center of Technology and Advanced

Learning

MMaatthheemmaattiiccss

Students are urged to review the prescribed four-year sequences for mathematics following course descriptions. The study of mathematics is more sequential than almost any other subject area studied in high school. Because of the sequential nature of mathematical facts and concepts, it is imperative that students and parents understand the importance of prerequisites. A student should successfully complete each prerequisite before enrolling in a subsequent mathematics course. Note: Students who completed Pre-AP Algebra I in grade eight must complete three additional units of mathematics during grades nine through twelve.

Course Descriptions

S20600 Algebra I Algebra is a course in which students develop algebraic thinking and symbolic reasoning skills. Students will study relationships among quantities, with an emphasis on linear, quadratic, and exponential functions. Students will learn to use a variety of representations (concrete, numerical, algorithmic, and graphical) to represent meaningful mathematical situations. Students will use graphing calculators to facilitate this understanding. Grade Placement: 9 1.0 unit Prerequisite: None S20601 Pre-Advanced Placement Algebra I Students in Pre-AP Algebra I will study the topics studied in Algebra I in more depth and/or at an accelerated pace. Students will learn to use a variety of representations (concrete, numerical, algorithmic, and graphical) to represent meaningful mathematical situations. The graphing calculator will be used extensively in this course. Grade Placement: 9 1.0 unit Prerequisite: None S20800 Algebra II Algebra II extends the development of students’ symbolic reasoning and algebraic thinking skills. An in-depth study of functions, including linear, quadratic, exponential, logarithmic, rational, and radical functions, provides students with a means for analyzing and understanding a broad variety of relationships of quantities in meaningful contexts. Students use

68

analytical geometry to explore the relationship between algebraic and geometric concepts. The graphing calculator is used extensively in this course. Grade Placement: 10-12 1.0 unit Prerequisite: Algebra I S21000 Pre-AP Algebra II Students in Pre-AP Algebra II will study the topics studied in Algebra II in more depth and/or at an accelerated pace. This will allow for a more extensive study of matrices, sequences and series, and probability. The graphing calculator will be used extensively in this course. Grade Placement: 10-12 1.0 unit Prerequisite: Algebra I S21100 Geometry Students develop spatial reasoning and geometric thinking skills in Geometry. Students will analyze geometric figures, both two- and three-dimensional, and their properties. Students will apply concepts of congruence, similarity, and measurement in problem solving. Grade Placement: 10-11 1.0 unit Prerequisite: Algebra I S22200 Pre-AP Precalculus Students in Pre-AP Precalculus will study the topics studied in Precalculus in more depth and/or at an accelerated pace. This will allow for a more extensive study of parametric equations as it relates to motion in a plane and trigonometric graphing. Students will analyze models of real world problem situations and use graphing calculators along with data collection devices. Grade Placement: 11-12 0.5 -1.0 unit Prerequisite: Algebra II S22300 Advanced Placement Calculus AB The topics of study for calculus are functions, graphs and limits, derivatives and their applications, and integrals and their applications. Students will work with functions represented in a variety of ways: graphical, numerical, analytical, or verbal. They will understand the connections between these representations. Because the graphing calculator is used extensively in this course, a calculator will be checked out to each student. Concurrent enrollment at Texas Wesleyan University is also available. Grade Placement: 12 0.5 -1.0 unit Prerequisite: Precalculus

S22400 Advanced Placement Calculus BC The Calculus BC course offers the same content as the Calculus AB course described above as well as additional topics in differential and integral calculus and series. (The Calculus BC topics are typically included in a two-semester sequence at the college level.) (The College Board assigns an AB sub score as well as a BC score to each exam allowing the students to receive 1 or 2 semesters of college credit.) Grade Placement: 12 0.5 -1.0 unit Prerequisite: Precalculus (Pre-AP recommended) S22500 Pre-AP Geometry Students in Pre-AP Geometry will study the topics studied in geometry in more depth and/or at an accelerated pace. This will allow for a more extensive study of the axioms and theorems. Students will further analyze geometric relationships, verify conjectures and justify statements in proofs. Grade Placement: 9-10 1.0 unit Prerequisite: Algebra I S24900 Advanced Placement Statistics This course will introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. It is equivalent to a one-semester, introductory, non-calculus-based college course in statistics. Students will be encouraged to take the College Board Advanced Placement Examination in Statistics in the spring. Grade Placement: 11-12 1.0 unit Prerequisite: Algebra II S25000 Precalculus Precalculus provides students with an opportunity to explore higher-level mathematics and prepare for the rigors of college mathematics. Students use their reasoning skills to extend their understanding of the polynomial and rational functions studies in algebra and explore trigonometric functions. Students describe characteristics and perform transformations on a variety of parent functions. Students solve meaningful problems that involve conic sections, sequences and series, and vector analysis. Because the graphing calculator is a mandaory tool for this course, a calculator will be checked out to each student. Grade Placement: 11-12 0.5 -1.0 unit Prerequisite: Algebra II S25100 Mathematical Models with Applications In Mathematical Models with Applications, students continue to build on the K-8 and Algebra I foundations as they expand their understanding through other mathematical experiences. Students use algebraic, graphical, and geometric reasoning to recognize

69

patterns and structure, to model information, and to solve problems from various disciplines. Students use mathematical methods to model and solve real-life-applied problems involving money, data, chance, patterns, music, design, and science. Students use mathematical models from algebra, geometry, probability and statistics, and connections among these to solve problems from a wide variety of representations (concrete, numerical, algorithmic, graphical), tools, and technology to link modeling techniques and purely mathematical concepts and to solve applied problems. Grade Placement: 11-12 0.5 -1.0 unit Prerequisite: Algebra I. Must be taken prior to

Algebra II. X00300 AP Computer Science The AP Computer Science course is an introductory course in computer science studying the Java programming language. A large part of the course is built around the development of computer programs or parts of programs that correctly solve a given problem. The course also emphasizes the design issues that make programs understandable, adaptable, and, when appropriate, reusable. This class includes the development and analysis of algorithms, the development and use of fundamental data structures, and the study of standard algorithms and typical applications. Grade Placement: 11-12 1.0 unit S25150 Advanced Mathematics and Decision Making (Independent Study in Mathematics) Advanced Mathematical Decision Making (AMDM) is a mathematics course that follows Algebra I, Geometry, and Algebra II. The course emphasizes statistics and financial applications, and it prepares students to use algebra, geometry, trigonometry, and discrete mathematics to model a range of situations and solve problems. It is designed for students planning to pursue non-mathematics majors in college. Grade Placement: 11-12 1.0 unit Prerequisite: Algebra II *X40900 TAKS Mathematics Lab This course will provide remediation for students who have failed the mathematics portion of the TAKS Exit Level Examination. Grade Placement: 11-12 Local credit 0.5 -1.0 unit Prerequisite: Counselor Approval *Note: This course may not be used to fulfill required mathematics credit. It counts as local elective credit only (See note about restrictions on local credits)

SScciieennccee

Course Descriptions Students are urged to review the prescribed sequences of science courses that have been developed to fit the different graduation plans under which students may graduate. This step is especially important for students entering grades nine, ten, and eleven since they must participate in the new state assessment program that requires students to pass an exit level science exam that incorporates content from Biology, Physics and Chemistry. It is especially important that students planning to enter a science-related career seek advice from science teachers and/or counselors and that they check science requirements at colleges and universities they are considering for seeking admission.

Laboratory Requirements All science curriculum is designed to teach scientific methodology with a minimum of 40% of the time spent in laboratory preparation, exploration, experimentation and application. Note: Pre-AP and AP Science courses may have required summer assignments.

S30200 Biology In Biology, students conduct field and laboratory, investigations, use scientific methods during investigations, and make informed decisions using critical-thinking and scientific problem-solving. Students in Biology study a variety of topics that include: structures and functions of cells and viruses; growth and development of organisms; cells, tissues, and organs; nucleic acids and genetics; biological evolution; taxonomy; metabolism and energy transfers in living organisms; living systems; homeostasis; ecosystems; and plants and the environment. Recommended Grade Placement: 9-10 1.0 unit S30700 Chemistry In Chemistry, students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that revolve around societal questions. The context is a community (local, workplace, national or global) and leads students to integrate what

70

they have learned and see how it addresses issues in the real world. Recommended Grade Placement: 10-11 1.0 unit Prerequisite: Biology, Algebra I and completion of or concurrent enrollment in a second year of math S30800 Advanced Placement Chemistry This course is designed to be the equivalent of the general chemistry course usually taken during the first college year. Content adheres to the requirements prescribed by The College Board. Students are expected to take the Advanced Placement Examination in Chemistry for college placement and/or credit near the completion of the course. Grade Placement: 11-12 1.0 unit Prerequisite: Successful completion of Biology, Algebra II, Chemistry or Pre-AP Chemistry S30900 Physics In physics, students conduct field and laboratory investigations, use scientific methods, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: laws of motion; changes within physical systems and conservation of energy and momentum; force; thermodynamics; characteristics and behavior of waves; and quantum physics. This course provides students with a conceptual framework, factual knowledge, and analytical and scientific skills. Recommended Grade Placement: 10-12 1.0 unit Prerequisites: Biology, Algebra I S31000 Aquatic Science In Aquatic Science, students conduct field and laboratory investigations, use scientific methods during investigations and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: components of an aquatic ecosystem; relationships among aquatic habitats and ecosystems; roles of cycles within an aquatic environment; adaptations of aquatic organisms; changes within aquatic environments; geological phenomena and fluid dynamics effects; and origin and use of water in a watershed. Recommended Grade Placement: 10-12 1.0 unit Prerequisite: One year of high school science S31700 Pre-Advanced Placement Biology This course is designed for the highly motivated student and utilizes content and activities that stress higher level thinking skills. It provides an intensified study of the nature of life, the progression of life processes, and the continuity of life. Other units of study will include genetic continuity, comparative life processes, and ecological relationships. Students will develop sophisticated, manipulative laboratory skills.

Recommended Grade Placement: 9-10 1.0 unit S31900 Pre-Advanced Placement Chemistry This course is a faster-paced, more intensive presentation of the theories and concepts studied in Chemistry. Additional emphasis is placed on mathematical relationships and problem solving skills. Pre-AP Chemistry is designed and recommended for students who wish to prepare for AP Chemistry, for those who plan on taking additional advanced science courses in high school and for those who plan to major in science, medicine/veterinary science, math, or engineering in college. Recommended Grade Placement: 10-12 1.0 unit Prerequisites: Biology, Algebra I S32900 Advanced Placement Biology Advanced Placement Biology will include topics regularly covered in college biology and aims to provide students with the conceptual framework, factual knowledge and analytical skills necessary to deal critically with the rapidly changing science of biology. This course is designed to prepare the students to take the AP Biology examination and students will be expected to take the AP Biology exam in May. Recommended Grade Placement: 11-12 1.0 unit Prerequisites: Pre-Advanced Placement Biology or Biology and Chemistry. S33000 Pre-Advanced Placement Physics Pre-Advanced Placement Physics is the study of the subject matter presented in Physics with intensified laboratory and mathematics applications including algebra and trigonometry. This course serves as preparation for Advanced Placement Physics. Students enrolling in Pre-Advanced Placement Physics should have successfully completed Geometry and Algebra II. Grade Placement: 11-12 1.0 unit Prerequisites: Biology, Chemistry, Geometry, Algebra II Recommended Co-requisite: Pre-calculus S33500 Astronomy In Astronomy, students conduct field and laboratory investigations, use scientific mthods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study the following topics: information about the universe; scientific theories of the evolution of the universe; characteristics and the life cycle of stars; exploration of the universe; role of the Sun in our solar system; planets; and the orientation and placement of the Earth. Grade Placement: 11-12 1.0 unit

71

S33600 Integrated Physics and Chemistry In Integrated Physics and Chemistry, students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical-thinking and scientific problem-solving. This course integrates the disciplines of physics and chemistry in the following topics: motion, waves, energy transformations, properties of matter, changes in matter and solution chemistry. IPC is recommended only for students pursing the minimum grade plan. Recommended Grade Placement: 9-10 1.0 unit S33700 Environmental Systems In Environmental Systems, students conduct field and laboratory investigations, use scientific methods during investigations and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: biotic and abiotic factors in habitats; ecosystems and biomes; interrelationships among resources and an environmental system; sources and flow of energy through an environmental system; relationship between carrying capacity and changes in populations and ecosystems; and changes in environments. Recommended Grade Placement: 10-12 1.0 unit Prerequisite: One unit of high school science S33800 Advanced Placement Environmental Science This course is an interdisciplinary experience that embraces a wide variety of topics from different areas of study, such as Meteorology, Hydrology, Geology, Ecology, Physics, Chemistry, History, Agriculture, Mathematics, Statistics, Economics, and Political Science. The APES course is designed to be the equivalent of a one-semester introductory, college-level course in environmental science. The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies that are required for them to understand the interrelationships of the natural world, and prepare them to take the AP Environmental Science exam. Students enrolled in APES will be expected to take the AP Environmental Science exam given in May. Recommended Grade Placement: 11 – 12 1.0 unit Prerequisite: Two years of high school laboratory science (IPC, Biology, Chemistry, or Physics), and one year of high school algebra. S33900 Advanced Placement Physics B Advanced Placement Physics B is a non-calculus physics course designed for science majors in college. Strong emphasis is placed on solving a variety of problems in mechanics, thermal physics, electricity and magnetism, waves, optics, fluids, and atomic and nuclear physics.

Students completing the course will be expected to take the AP examination for Physics B. Recommended Grade Placement: 12 1.0 unit Prerequisites: Pre-calculus and Physics or Pre-AP Physics Co-requisite: Pre-calculus or Calculus S34000 Advanced Placement Physics C This calculus-based course provides an in-depth study for students planning to major in the physical sciences or engineering. Strong emphasis is placed on solving a variety of challenging problems and the subject matter is principally mechanics and electricity and magnetism. Students completing the course will be expected to take the AP Examination for Physics C. Recommended Grade Placement: 12 1.0 unit Prerequisites: Precalculus, Pre-AP Physics, concurrent enrollment in Calculus S34100 Geology, Meteorology, Oceanography In Geology, Meteorology, Oceanography, students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: characteristics and conditions of the Earth; formation and history of the Earth; plate tectonics; origin and composition of minerals and rocks and the rock cycle; processes and products of weathering; natural energy resources; interactions in a watershed; characteristics of oceans; characteristics of the atmosphere; and the role of energy in weather and climate. Recommended Grade Placement: 11-12 1.0 unit Prerequisite: One unit of high school science X02000 Forensic Science This course uses a structured and scientific approach to the investigation of crimes of assault, abuse and neglect, domestic violence, accidental death, homicide, and the psychology of criminal behavior. Students will learn terminology and investigative procedures related to crime scene, questioning, interviewing, criminal behavior characteristics, truth detection, and scientific procedures used to solve crimes. Using scientific methods, students will collect and analyze evidence through case studies and simulated crime scenes such as fingerprint analysis, ballistics, and blood spatter analysis. Students will learn the history, legal aspects, and career options for forensic science. Grade Placement: 11-12 1.0 Unit Site: Birdville Center of Technology and Advanced Learning

72

X05200 Principles of Technology (Physics alternative Course) An applied physics course designed to provide a study in force, work, rate, resistance, energy, power and force transformers as applied to mechanical, fluid, thermal and electrical energy that comprise simple technological devices and equipment. The course reinforces the math applications a student needs to understand and apply the principles studied. This course counts as a science course on all graduation plans as an alternative to physics. Grade Placement: 10-12 1.0 Unit Site: Birdville Center of Technology and Advanced Learning X04901 Anatomy and Physiology/Honors(4th Science) Extends understanding of the structure and function of the human body. Students will explore physiological systems and associated pathologies. Higher order thinking is stressed through assessment and synthesis of the anatomical knowledge combined with exposure to clinical analysis. Principles of physiology will be applied to human health and well being. Grade Placement: 10-12 1.0 Unit Site: Birdville Center of Technology and Advanced Learning Prerequisite: Biology X04900 Anatomy and Physiology/Honors(4th Science) Extends understanding of the structure and function of the human body. Students will explore physiological systems and associated pathologies. Higher order thinking is stressed through assessment and synthesis of the anatomical knowledge combined with exposure to clinical analysis. Principles of physiology will be applies to human health and well being. Grade Placement: 10-12 1.0 Unit Site: BHS, HHS, RHS Prerequisite: Biology X05001 Anatomy and Physiology (4th Science) Anatomy and Physiology not extended to the honors level of instruction. Grade Placement: 10-12 1.0 Unit Site: Birdville Center of Technology and Advanced Learning Prerequisite: Biology X27900/X27901 Medical Microbiology Students conduct laboratory investigations and fieldwork, use scientific methods during investigations and make informed decisions using analytical thinking and problem solving. Students in Medical Microbiology study the relationships of microorganisms to wellness and disease. They develop knowledge and skills related to disease prevention by learning the chain of infection, asepsis, and standard precautions. Pathogenic and nonpathogenic organisms will be identified to assist in the understanding of specific diseases, causative agents and treatments.

Grade Placement: 11-12 0.5 – 1 Unit Site: BHS, HHS, RHS, Birdville Center of Technology

and Advanced Learning Prerequisite: Biology and Chemistry X31810/X31811 Pathophysiology This course allows students to conduct laboratory investigations and fieldwork as they study disease processes and the effect of disease on human systems. Emphasis is placed on prevention and treatment of the diseases. Students will differentiate between normal and abnormal physiology. Grade Placement: 11-12 0.5 – 1 Unit Site: BHS, HHS, RHS, Birdville Center of Technology

and Advanced Learning Prerequisite: Biology and Chemistry or Biology and concurrent enrollment in Chemistry.

Social Studies and Economics

Course Descriptions

Students should enroll in the following sequence of social studies courses: grade nine - World Geography Studies or Pre-AP World Geography Studies, grade ten - World History Studies or Pre-AP World History Studies, AP World History, grade eleven - United States History or AP United States History, grade twelve - Government/ Economics or AP Government/AP Macroeconomics. Note: Pre-AP and AP social studies and economics courses may have a required summer assignment. S40000 World Geography Studies Content for this course provides students the opportunity to study the interaction of people and cultures with their physical environments in the major areas of the world. Grade Placement: 9-12 1.0 unit S40200 Government This course provides an opportunity to explore in more detail the political and governing processes, elements of political theories and governmental structures and functions addressed in the social studies at previous levels. Content includes such topics as the political processes at national, state and local governmental levels; the political heritage; comparative economic systems; and international relations. Emphasis is placed

73

on concepts of the free enterprise system, political participation, leadership, decision-making, political institutions, nature of laws, and the rights and responsibilities of American citizenship. Grade Placement: 12 0.5 unit S40400 United States History Since Reconstruction This course is a history of the United States from Reconstruction following the Civil War through the present. Emphasis is given to America's development as a nation built on free enterprise, a world power among nations, and a democratic society based on government by Constitutional laws. Grade Placement: 11 1.0 unit S40600 Advanced Placement United States History This program is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with problems and materials in American History. Students are prepared for intermediate and advanced college courses by requiring performances equivalent to those of full-year introductory college courses. Pupils assess historical elements, interpret problems and weigh evidence presented in historical scholarship. Students will develop the skills necessary to arrive at conclusions based on informal judgment and to present reasons and evidence clearly and persuasively in essay format. Students will be expected to take the College Board Advanced Placement Examination in U.S. History each May. Grade Placement: 11 1.0 unit Prerequisite: World Geography, World History S40900 World History Studies This is the study of man, his civilization and culture, and his ideas and institutions, from the primitive beginnings to the present time. It traces the political, economic, and social experiences of mankind and applies them to the present. Students gain an awareness of American-Western Civilization and the relationship of Western culture to other great world cultures. With this background, a study of contemporary world affairs becomes an essential element of the course as do the achievements of man in his total cultural setting. Grade Placement: 10 1.0 unit S40950 Advanced Placement World History The purpose of the AP World History course is to develop a greater understanding of the evolution of global processes and contacts in different types of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course highlights the nature of change in global frameworks and their causes and consequences, as well as comparisons

among major societies. It emphasizes relevant factual knowledge, leading interpretive issues, and skills in analyzing types of historical evidence. Periodization, explicitly discussed, forms an organizing principle to address change and continuity throughout the course. Specific themes provide further organization to the course, along with consistent attention to contacts among societies that form the core of world history as a field of study. Students will be expected to take the College Board Advanced Placement Examination in World History each May. Grade Placement: 10 1.0 unit S41100 Psychology This survey course introduces the students to the field of psychology. It is designed to give students a basic history of psychology, theories of learning, self-awareness, the process of thinking, personality, heredity and mental health as well as a study of human growth and development. Grade Placement: 11-12 0.5 unit S41200 Advanced Placement Psychology This course introduces students to the systematic and scientific study of the behavioral 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 sub fields within psychology. They also learn about the methods psychologists use to explore the processes involved in normal and abnormal perceptions, thoughts, feelings and actions. Students in the course will be expected to complete the Advanced Placement Examination in Psychology. Grade Placement: 11-12 0.5 unit S41500 Sociology This course deals with the study of people and their interaction with one another. It involves learning about institutions found in all societies, such as the family and community organizations as well as political and social activities. Broad areas of content include mobility of people, human relationships and factors in society that influence personality. Grade Placement: 11-12 0.5 unit S42000 Advanced Placement Government and

Politics This course presents an in-depth study of American government from the colonial period through the contemporary era. The course requires extensive research in several areas of the governmental processes. Students will be expected to take the College Board Advanced Placement Examination in U.S. Government at the end of the course. Additionally,

74

students may choose to participate in the dual enrollment program with Texas Wesleyan University. Grade Placement: 12 0.5 unit Prerequisite: World Geography, World History, U.S. History since Reconstruction S42100 Pre-AP World History Studies This course is an in-depth study of the concepts presented in World History Studies. Grade Placement: 10 1.0 unit Prerequisite: World Geography S42600 Pre-AP World Geography Studies This course represents an in-depth study of the concepts of World Geography. It provides students the opportunity to pursue focused study of the interaction of people and cultures with their physical environments in the major areas of the world. Grade Placement: 9 1.0 unit S50000 Economics with Emphasis on the Free Enterprise System This course is designed to provide opportunities for students to identify characteristics, benefits and goals of the American free enterprise system. Emphasis is given to the basic principles and theories of production, consumption, and distribution of goods and services. Essential elements of the course include private ownership of property, limited role of government, international economic relations, consumer economics, and personal financial responsibility. Grade Placement: 12 0.5 unit S50400 Advanced Placement Macroeconomics This course gives students a thorough understanding of the principles of economics that apply to an economic system as a whole. In addition, AP Macroeconomics places particular emphasis on the study of national income and price determination and also develops students' familiarity with economic performance measures, economic growth and international economics. AP Macroeconomics includes topics generally covered in college courses. Students will be expected to take the Advanced Placement Examination in Macroeconomics in May of each year. Grade Placement: 12 0.5 unit Prerequisite: World Geography, World History, U.S. History Since Reconstruction

PPhhyyssiiccaall EEdduuccaattiioonn

Requirements for Physical Education Students beginning 9th grade in 2007 to 2009 are required to earn at least one unit of credit in physical education. Also, each semester of ROTC and UIL competition sports will fulfill physical education requirements. Additionally, the fall semester of marching band will substitute for physical education. Finally, the district will award state graduation credit for physical education for private or commercially-sponsored physical activity programs conducted off campus if they are Olympic-type activities. To be eligible for receiving physical education credit, the program shall involve a minimum of 15 documented hours per week of intense training that includes a minimum of five documented hours per week of student participation in physical activities. These activities may include ice skating, gymnastics, ballet, fencing, equestrian sports and swimming. If interested in earning physical education credit through off-campus participation in physical activity programs, a student should seek advice from his/her individual counselor and approval from BISD Athletics Office. Students are required to complete 1.0 units of PE or qualified substitutions. Students may complete up to 4 credits of athletics towards requirements for graduation. S70991 PE Equivalent Athletics 1 S70992 PE Equivalent Athletics 2 S70993 PE Equivalent Athletics 3 S70994 PE Equivalent Athletics 4 Interscholastic Competitive Sports In the sports listed below students may develop individual and team skills that are fundamental to success in their chosen sport. Competition and additional practice times are required outside of school day. Athletes are required to have an athletic physical prior to participating in any sport. Academic subjects are stressed, all participants must be eligible under TEA and UIL rules.

Girl’s Athletic Classes Basketball, Cross Country, Golf, Gymnastics, Soccer, Softball, Swimming/Diving, Tennis, Track, Volleyball, and Wrestling

75

Boy’s Athletic Classes Baseball, Basketball, Cross Country, Football, Golf, Gymnastics, Soccer, Swimming/Diving, Tennis, Track, and Wrestling Grade Placement: 9-12 0.5 -2.0 units Prerequisite: Approval of coach Students may complete up to 4 credits of physical education towards requirements for graduation. Physical education credit opportunities are listed below. S73600 Foundations of Personal Fitness This course is a study of physical fitness to increase understanding of the relationship between physical fitness activities and health issues, consumer issues, safety practices and assessment of individual fitness levels. Activities will help improve and maintain physical fitness levels and a program will be designed to meet individual needs and interests. Grade Placement: 9-11 0.5 unit S74000 Individual Sports S74001 Physical Education I S74002 Physical Education 2 S74003 Physical Education 3 S74004 Physical Education 4 This course is a study of physical fitness to help improve and maintain physical fitness levels and a program will be designed to meet individual needs and interests. Grade Placement: 9-12 1.0 unit

Junior Reserve Officers’ Training

Corps

The JROTC program focuses on the development of better citizens by building skills in leadership, citizenship, life success, geography, and wellness in a structured interactive environment. The program is designed to teach students to maximize their potential for success through learning and self-management, to develop leadership skills, to incorporate principles of mental and physical wellness into behaviors and decisions, to build effective relationships with peers, co-workers, and the community, to apply physical and political geography in building global awareness, to correlate the rights and responsibilities of citizenship with the purposes of the U.S. government, to relate

events in U.S. History to choices and responsibilities Americans have today and to characterize the roles of the military and other national service organizations in building a democracy and maintaining peace in a democratic society. The JROTC program includes voluntary extra-curricular (non-credit) activities, such as the color guard, drill, physical fitness, and rifle teams, field trips and summer camp. Student participation in these activities requires approval by both the parent/guardian and the Senior Army Instructor. Each successfully completed semester of JROTC provides 0.5 unit of state elective credit. Additionally, JROTC may be substituted for the required P.E. X30100 ROTC 1: Introduction to Leadership and Citizenship Development These courses familiarize students with the concept of leadership and discuss rights, responsibilities, privileges and freedoms that underlie good citizenship. These courses begin developing students’ appreciation of teamwork through instruction in drill and ceremonies and the wearing of the JROTC uniform. Grade Placement: 9-12 0.5-1.0 unit Prerequisites: None X30200 ROTC 2: Leadership and Citizenship Development These courses are designed to improve students’ leadership ability and their communications, decision-making and goal setting skills through study and practical leadership experience as cadet non-commissioned officers. These courses provide introductory instruction in American military history with an emphasis on the origin and roles of the U.S. Army. Grade Placement: 10-12 0.5 – 1.0 unit Prerequisites: Successful completition of the first year of the JROTC program and approval of the Senior Army Instructor X30300 ROTC 3: Applied Leadership Development These courses are designed to further enhance students’ leadership ability through study and practical experience as cadet commissioned officers. These courses provide practical experience in applying leadership assessment techniques, communications, service learning and problem solving and continue instruction in military history. Grade Placement: 11-12 0.5 – 1.0 unit Prerequisities: Successful completion of the first 2 years of the JROTC program and approval of the Senior Army Instructor.

76

X30400 ROTC 4: Advanced Leadership Development These courses provide students with advanced leadership and instructional experiences as they serve as senior cadet commanders and staff officers. These courses emphasize effective application of training management, planning management, communications skills, ethical reasoning, office administration and decision-making. These courses require the students to develop the concept for, plan, resourse, manage and lead the completion of a service learning (community service) project and to provide leadership for major competitions and other program activities. Grade Placement: 12 0.5 – 1.0 unit Prerequisities: Successful completion of the first 3 years of the JROTC program and the approval of the Senior Army Instructor.

HHeeaalltthh EEdduuccaattiioonn

S60000 Health I This course, a study of the physical, mental and emotional functions of the body, emphasizes teenage decisions concerning the use of tobacco, alcohol, and drugs. It also includes units on fitness, safety, nutrition, sexuality education and first aid. Grade Placement: 9-12 0.5 unit

LLaanngguuaaggeess OOtthheerr TThhaann EEnngglliisshh

S80000 Other Languages Level I - French This course emphasizes the practical mastery of those skills necessary for understanding, speaking, reading and writing French; develops direct communication in the language through oral/aural techniques and materials; and uses varied activities and materials to create an awareness of French culture. Grade Placement: 9-12 1.0 unit S80100 Other Languages Level II - French This course continues to develop the student's ability to understand, speak, read and write French with emphasis on vocabulary enrichment and continued

activities to increase interest in and appreciation for French culture and heritage. Grade Placement: 9-12 1.0 unit Prerequisite: French I S83500 Pre-AP Other Languages Level II -French This course exceeds the traditional survey course in French by including a more in-depth study of the language, French history, geography, culture and literature and by placing more stress on oral proficiency. Grade Placement: 9-12 1.0 unit Prerequisite: French I S80200 Other Languages Level III - French This course continues the study of French grammar in greater detail with more emphasis on writing the language and developing conversational skills and adds French history and some highlights of French literature. The course is conducted primarily in French. Grade Placement: 10-12 1.0 unit Prerequisite: French II S83600 Pre-AP Other Languages Level III –

French This course exceeds the on-level third year course in French by including a more in-depth study of the language, French history, geography, culture, and literature and by placing more stress on oral proficiency. Grade Placement: 10-12 1.0 unit Prerequisite: French II S83700 AP Other Languages Level IV - French This course, conducted primarily in French, exceeds a regular level fourth year course in French by including more sophisticated readings from French classics and modern French publications as well as advanced writing assignments and broader study of French culture. Grade Placement: 11-12 1.0 unit Prerequisite: French III S80303 AP Other Languages Level V French This course is an in-depth study of French grammar, studying French history and reading the French classics of literature as well as modern French publications. Students will write more advanced criticisms and analyses written in French. Grade Placement: 12 1.0 unit Prerequisite: French IV

77

S80400 Other Languages Level I - German This course enables the student to learn German pronunciation, to acquire a vocabulary sufficient for simple conversations, to practice basic sentence patterns and to become aware of German culture. Grade Placement: 9-12 1.0 unit S80500 Other Languages Level II - German This course continues to emphasize oral comprehension, to improve reading skills, to acquire understanding of basic grammar patterns and to study the cultural patterns and heritage of the German-speaking world. Grade Placement: 9-12 1.0 unit Prerequisite: German I S83800 Pre-AP Other Languages Level II -

German This course exceeds the traditional survey course in German by including a more in-depth study of the language, German history, geography, culture and literature, and by placing even more stress on oral proficiency. Grade Placement: 9-12 1.0 unit Prerequisite: Other Languages Level I - German S80600 Other Languages Level III - German This third year course presents a wider variety of more difficult activities to help the student maintain audiovisual abilities, increase vocabulary, improve writing skills, broaden knowledge of grammar and expand cultural understanding. Grade Placement: 10-12 1.0 unit Prerequisite: German II S83900 Pre-AP Other Languages Level III-German This course exceeds the traditional course in third year German by including a more in-depth study of the language, German history, geography, culture and literature and by placing even more stress on oral proficiency. Grade Placement: 10-12 1.0 unit Prerequisite: German II S84000 AP Other Languages Level IV-German This course, conducted primarily in German, includes readings and translations from German classics and modern German publications and continues to emphasize speaking and grammatical structure. Grade Placement: 11-12 1.0 unit Prerequisite: German III

S80800 Other Languages Level I - Latin This introductory course in the foundation language and mother tongue of Western Europe includes a study of the structure, inflections and terminology of Latin, which provides an awareness of linguistic form and grammatical structure for the understanding and appreciation of the classics. The opportunity for better mastery of the English language and literature, as well as enrichment studies in Roman culture, focuses on the student's development of the ability to read, write, hear and speak simple Latin sentences with comprehension. Grade Placement: 9-12 1.0 unit S80900 Other Languages Level II - Latin This course continues the progressive development and presentation of the essential vocabulary, grammar and syntax skills necessary for reading longer Latin passages with comprehension skills as well as a deeper understanding of the similarities and differences between the Romans and today's world. The student will become familiar with early European history found in the translations of Caesar's Gallic Wars and selections from other authors. Latin roots, prefixes and suffixes; word studies and English derivatives are stressed to develop verbal and linguistic skills. The sequence provides an integration of skills and a spiraling of content throughout the learning process. Grade Placement: 10-12 1.0 unit Prerequisite: Latin I S80910 Pre-AP Other Languages Level II - Latin This course exceeds the traditional survey course in Latin by including a more in-depth study of the language, history, geography, culture and literature, and by placing even more stress on oral proficiency. Grade Placement: 10-12 1.0 unit Prerequisite: Latin I S81000 Other Languages Level III – Latin In the final course of the recommended three-year sequence of language study, the Latin III student continues to develop the skills to read and comprehend slightly adapted and authentic classical passages at an advanced level. These selections may include the prose of Livy, Seutonius and Pliny; the poems of Horace and Ovid; Plautus' drama; and special emphasis on Cicero's orations and letters. Advanced grammatical forms, vocabulary, figures of speech and culture are integrated into the development of reading. The students may prepare for the College Board Latin Achievement Test. Grade Placement: 11-12 0.5 -1.0 unit Prerequisite: Latin II

78

S80920 Pre-AP Other Languages Level III - Latin This course exceeds the traditional course in third year Latin by including a more in-depth study of the language, history, geography, culture and literature and by placing even more stress on oral proficiency. Grade Placement: 10-12 1.0 unit Prerequisite: Latin II S81010 AP Other Languages Level IV - Latin This honors fourth-year course focuses on reading Latin poetry and the individual styles of different poets, such as Horace and Ovid with special emphasis on Vergil's epic poem "The Aeneid." The student gains insights into the special conventions of poetry, as well as continued knowledge and understanding of the Greco-Roman world and mythology. Students may prepare for a variation of the College Board (CB) Latin Advanced Placement (AP) Examination, which may focus on poetry in this Level IV course. Options on the AP test include Vergil and Latin literature. Grade Placement: 12 0.5 -1.0 unit Prerequisite: Latin III S81100 Other Languages Level I - Spanish This introductory course enables the student to learn Spanish pronunciation, to acquire a vocabulary sufficient for simple conversations, to practice basic structure patterns and to become aware of Spanish culture. Grade Placement: 9-12 1.0 unit S81103 Pre-AP Other Languages Level I - Spanish This course exceeds the traditional Spanish class by including a more in-depth study of the language itself (grammatical structures), Spanish and Latin American history, geography, culture and literature. The skills of reading, writing, listening and speaking are stressed in order to achieve the ultimate goal of proficiency in all areas. Grade Placement: 9-12 1.0 unit S81200 Other Languages Level II - Spanish This course continues emphasis in oral comprehension, improvement of reading skills, identification of basic grammar patterns in written/spoken materials and an examination of culture. Grade Placement: 9-12 1.0 unit Prerequisite: Spanish I S82700 Pre-AP Other Languages Level II - Spanish This course exceeds the traditional survey course in Spanish by including a more in-depth study of the language, Spanish and Latin American history,

geography, culture and literature and by placing more stress on oral proficiency. Grade Placement: 9-12 1.0 unit Prerequisite: Spanish I S81300 Other Languages Level III - Spanish This course, conducted mainly in Spanish, develops oral discussions from assigned literary selections and news items in periodicals, reviews formal grammar through paragraph writing and emphasizes the culture of Spain and modern Latin America. Grade Placement: 10-12 1.0 unit Prerequisite: Spanish II S82800 Pre-AP Other Languages Level III-Spanish This course exceeds the traditional survey course in Spanish by including a more in-depth study of the language, Spanish/Mexican/Latin American history, geography, culture and literature and by placing more stress on oral proficiency. Grade Placement: 10-12 1.0 unit Prerequisite: Spanish II S83400 AP Other Languages Level IV -Spanish This course, conducted mainly in Spanish, exceeds a regular level fourth year course in Spanish by including sophisticated reading assignments from Spanish classics and modern Spanish publications and requiring more advanced criticisms and analyses written in Spanish. This course prepares the student to take the AP Spanish Language Exam. Grade Placement: 11-12 1.0 unit Prerequisite: Spanish III 81500 AP Other Languages Level V-Spanish This course continues the curriculum of advanced Spanish. It teaches the total incorporation of Spanish as a primary language and includes the study of Spanish literature. It is conducted totally in Spanish. This course prepares the student to take the AP Spanish Literature Exam. Grade Placement: 12 0.5 -1.0 unit Prerequisite: Spanish IV S84300 Other Languages Level I - Spanish for Students of Hispanic Heritage This course does not require that students come to class already speaking Spanish. It is, however, approached from the point of view of students who may have some Spanish in their background or may be familiar with cultural events like quinceañeras. These students will either move to Spanish II (regular) or Spanish II – Spanish for Native Speakers.

79

S84400 Other Languages Level II - Spanish for Native Speakers S84500 Other Languages Level III - Spanish for

Native Speakers

S84600 AP Other Languages Level IV - Spanish for Native Speakers

These courses, conducted entirely in Spanish, are for students of varying levels of ability as native speakers and are designed to improve their listening, speaking, reading and writing skills. They cover the same essential knowledge and skills as the Spanish courses for English speakers, but also include additional linguistic and cultural elements, as well as teaching methods more appropriate for native speakers of the language. Upper level Other Languages - Spanish for Native Speakers will prepare students to participate in Advanced Placement examinations. Grade Placement: 9-12 1.0 unit each Prerequisite: Screening and oral interview S84800 Other Languages Level I - American

Sign Language This course emphasizes the practical mastery of the skills necessary for communicating through American Sign Language (ASL). It includes an introduction to Deaf Culture and the Deaf Community and basic grammar elements of the language. This course meets the foreign language requirements for high school graduation under the State Board of Education recommended high school program; however, it is important for students to check with potential colleges/universities to be sure that these institutions will accept ASL to satisfy the foreign language entrance requirement. Grade Placement: 9-12 1.0 unit S84900 Other Languages Level II - American

Sign Language This course continues emphasis on the practical mastery of the skills necessary for communicating through American Sign Language (ASL), extending the skills introduced in Level I. It includes Deaf History in America, Deaf Culture, Deaf Literature and advanced grammar elements of the language. Grade Placement: 10-12 1.0 unit Prerequisite: American Sign Language I S85000 Other Languages Level III - American

Sign Language This course continues the development and mastery of skills necessary for communicating through American Sign Language (ASL), extending the skills introduced in Levels I and II. It includes advanced ASL storytelling and literature, advanced ASL grammar and vocabulary,

issues in the Deaf community and an introduction to the interpreting profession. Grade Placement: 11-12 1.0 unit Prerequisite: American Sign Language II S85100 Other Languages Level IV – American

Sign Language This course continues the development and mastery of skills necessary for communicating through American Sign Language (ASL), extending the skills introduced in Levels I, II, and III. It includes Deaf Humor, advanced ASL storytelling and literature, advanced vocabulary and a more in-depth study of the interpreting profession and the process of interpreting. Grade Placement: 12 1.0 unit Prerequisite: American Sign Language III S87050 Mandarin Chinese I Level I Chinese introduce students to the basics of the Chinese language: Pin Yin, writing, speaking of the characters and others aspects of the language. Through this course, the students will acquire a basic vocabulary and some grammar rules for simple conversations. They will also have the opportunity to become aware of the Chinese culture and social life. This course prepares students for the next level of study in Chinese. Grade Placement: 9-12 1.0 unit M87052 Mandarin Chinese II Chinese II as a course will help students to improve their skills acquired through Chinese I. These include a larger vocabulary, more advanced grammar, improved reading and speaking skills. After taking this course, students will have a higher level of understanding of the Chinese language and culture. They should have the ability to handle written and spoken materials at a more advanced level. Grade Placement: 10-12 1.0 unit Prerequisite: Mandarin Chinese I

80

FFiinnee AArrttss

Art Except for instruction in basic processes, students will furnish their own materials in some art courses. S89000 Advanced Placement Art History The AP offering in Art History is designed to provide the same benefits to secondary school students as those provided by an introductory college course in art history: an understanding and knowledge of architecture, sculpture, painting, and other art forms within diverse historical and cultural contexts. It also provides an opportunity for schools to strengthen an area neglected in most curricula. In the course, students examine and critically analyze major forms of artistic expression from the past and the present from a variety of cultures. While visual analysis is the fundamental tool of the art historian, art history also emphasizes understanding works in context, considering such issues as patronage, gender, and the functions and effects of works of art. Many colleges and universities offer advanced placement and/or credit to students who have performed successfully on the AP Art History Exam. Grade Placement: 10-12 1.0 unit S90000 Art I A prerequisite for all other art courses, Art I offers experiences in various art processes, structures, theories and historical developments. Activities include drawing, painting, printmaking, sculpture, mixed media, design and cultural arts. Art I is a one-credit course and a prerequisite for all other art courses. Grade Placement: 9-12 0.5 -1.0 unit S96900 Select Art I This first year of art is for students with advanced skills. This course is similar to regular Art I but places greater emphasis on technical control and media experimentation. Grade Placement: 9 0.5 -1.0 unit Prerequisite: 8th grade Art S98400 Art II - Drawing This second year of art takes a more analytical approach and is based on various aspects of drawing

skills. Multiple approaches to a variety of drawing techniques will be explored. Grade Placement: 10-12 0.5 -1.0 unit Prerequisite: Art I

S98410 Art II - Ceramics This course will focus on the three dimensional aspects of art with detailed instruction on the potter's wheel, hand building and other 3D methods. Multiple sculptural media will be explored. Grade Placement:10-12 0.5 -1.0 unit Prerequisite: Art 1 S98415 Art II – Painting This second year of art takes a more analytical approach and is based on various aspects of painting skills. Multiple approaches to a variety of painting techniques will be explored. Grade Placement: 10-12 0.5 -1.0 unit Prerequisite: Art I S98420 Art II – Sculpture This course will address a basic interpretation of sculptural problems in depth and space. The elements and principles of design will be addressed through additive, subtractive and fabricated processes. A variety of approaches to representation, abstraction and expression may be a part of the student’s portfolio. Grade Placement: 10-12 0.5-1.0 unit Prerequisite: Art I S98500 Select Art II This second year of art is for students with advanced skills and good attendance. This course places greater emphasis on technical control, higher level thinking skills and media experimentation. Grade Placement: 10-12 0.5 -1.0 unit Prerequisite: Art I S98600 Art III – Drawing With drawing as a foundation, advanced art provides an in-depth study of the schools and styles of painting and various associated art processes. Creative activities offer problem-solving techniques that will lead the students to develop their unique styles. Grade Placement:11-12 0.5 -1.0 unit Prerequisite: Art I and Art II Drawing

81

S98610 Art III - Ceramics Multiple approaches to a variety of techniques and media will be explored. This class will emphasize the study of the three dimensional aspects of art. Activities will include the potter's wheel and more advanced throwing techniques. Hand building and other sculptural methods will be explored. Grade Placement: 9-12 0.5 -1.0 unit Prerequisite: Art II - Ceramics S98710 Advanced Placement Two-Dimensional

Design Portfolio (Art III and IV) This AP course is intended for highly motivated students who are seriously interested in the study of art. Students will have an opportunity to develop unique approaches to problem solving and style development. Students will develop a portfolio that demonstrates proficiency in two- dimensional design using a variety of art forms. These may include, but are not limited to, graphic design typography, digital imaging, photography, collage, fabric design, weaving, illustration, painting and printmaking. A variety of approaches to representation, abstraction and expression may be part of the student's portfolio. At the completion of this course, students will be given the opportunity to submit a high quality portfolio to the College Board for evaluation. Grade Placement: 11 or 12 1.0 unit Prerequisite: Art I and II S98720 Advanced Placement Three-

Dimensional Design Portfolio (Art III and IV)

This course will address a broad interpretation of sculptural issues in depth and space. These may include mass, volume, form, plane, light and texture. Such elements and concepts can be articulated through additive, subtractive and/ or fabrication processes. A variety of approaches to representation, abstraction, and expression may be part of the student's portfolio. These might include, among others, traditional sculpture, architectural models, apparel, ceramics, fiber arts, or metalwork. At the completion of this course, students will be given the opportunity to submit a high quality portfolio to the College Board for evaluation. Grade Placement: 11 or 12 1.0 unit Prerequisite: Art I and II S98700 Art IV - Drawing Experiences provide opportunities for the student to explore and develop an individual style in the art processes, developing technical skills and developing critical evaluation of the student's own growth and development. The students select an area to explore in great detail, evaluating artists' concepts and styles. In the process, the students develop their own styles, which reflect their awareness of themselves and their place in the environment. Grade Placement: 12 0.5 -1.0 unit

Prerequisite: Art, I, II and III S98715 Art IV – Ceramics The third year of ceramics will focus on advanced skills using a variety of hand building and wheel-thrown methods. Students will concentrate on multiple sculptural issues involving mass, volume, form, plane, light and texture. Student works will demonstrate advanced glazing, strong craftsmanship and consistent production to build a quality portfolio. Grade Placement:12 0.5 – 1.0 unit Prerequisite: Art III – Ceramics S98800 Advanced Placement Drawing, Level IV This course provides the serious student of art with the opportunity to produce art that reflects knowledge of the elements and the principles of art and their application. Students in the AP course will reflect three major concerns that are constants in the teaching of art: (1) a sense of quality in the student's work; (2) the student's concentration on a particular visual interest or problem; and (3) the student's need for breadth of experience in the formal, technical and expressive means of the artist. Grade Placement: 12 1.0 unit Prerequisite: Art III

TThheeaattrree AArrttss

S90800 Theatre Arts, Level I This course combines the theory and exercise in body control, voice, pantomime, interpretation, characterization and stage action with analysis and study of specific roles, principles of group movement and varied projects in action and group rehearsal. Attendance is required at one fall and one spring production where student is enrolled. This course is a prerequisite for all other theatre courses except Technical Theatre I. Grade Placement: 9-12 0.5 -1.0 unit S90900 Theatre Arts, Level II This course combines the theory and exercises in body control, voice, interpretation, characterization, stage action, and analysis and study of auditioning, scripts, playwriting, film production, Shakespeare and choreography. Attendance is required at one fall and one spring production where student is enrolled. The course also provides opportunities to develop knowledge of basic stagecraft. Grade Placement: 10-12 0.5 -1.0 unit S91000 Theatre Arts, Level III Independent student development will be the focus in this course. Traditional theatre courses focus on the ensemble approach to performance. Students will be expected to develop a higher level of expertise, depth of research and preparation of an independent project

82

in order for students to stand on their own in college and professional situations. Attendance is required at one fall and one spring production where student is enrolled plus one amateur or professional performance. Grade Placement: 11 or 12 1.0 unit S91100 Theatre Arts, Level IV This course is a continuation and an intensification of Theatre Arts III. Activities include a juried recital, research project and attendance at one fall and one spring production where student is enrolled plus two professional performances. The goal is to enable students to function as independent actors, directors or playwrights. Grade Placement: 12 1.0 unit S91200 Technical Theatre, Level I This course deals with an introduction to, and application of, stage craft. Attendance is required at one fall and one spring production where student is enrolled. Class size will not exceed twenty students. Grade Placement: 9-12 1.0 unit Prerequisite: Teacher Approval S98900 Technical Theatre, Level II This course provides an in-depth study of stagecraft with an emphasis on higher level thinking skills as they relate to theatrical lighting, sound and design. Attendance is required at one fall and one spring production where student is enrolled. Class size will not exceed 20 students. Grade Placement: 11-12 1.0 unit Prerequisite: Technical or Crew Theatre I and/or Teacher Approval S98900 Technical Theatre, Level III This class is designed to give the student further opportunity to explore the highly complex world of technical theatre. The course will emphasize continued development in all areas of technical theatre, including but not limited to design, leadership, departmental design, facility management, technical support and production. Production work may require time outside of the school day, sometimes weekends and holidays. Attendance is required at one fall and one spring production where student is enrolled plus one amateur or professional performance. Grade Placement: 11-12 1.0 unit Prerequisite: Technical Theatre I & II or crew and/or Teacher Approval S99000 Technical Theatre, Level IV This course is a continuation and an intensification of Technical Theatre III. Attendance is required at one fall and one spring production where student is enrolled plus two professional theatre productions. Grade Placement: 12 1.0 unit Prerequisite: Technical Theatre I, II and III or set crew and/or Teacher Approval

BBaanndd S91800 Band, Level I S91900 Band, Level II S92000 Band, Level III S92100 Band, Level IV These courses consist of marching, concert playing, sight reading, small ensemble playing and individual instrumental technique. Public performance is an integral part of the band experience. Students in grades nine through twelve will comprise various classes according to achievement levels monitored by periodic auditions. The names of these classes differ with the high school in which they are organized. These groups may participate in UIL competition. Each fall semester of successfully completed marching band will fulfill and substitute for a semester of required P.E. Grade Placement: 9-12 0.5 -4.0 units Prerequisite: Successful completion of eighth grade band and recommendation of the middle school band director. S92600 Jazz Band, Level I S92700 Jazz Band, Level II S92800 Jazz Band, Level III S92900 Jazz Band, Level IV These courses are open only to members of the band who have a desire to play and who are capable of playing modern, popular and/or jazz music. Grade Placement: 9-12 0.5 -4.0 units Prerequisite: Audition S93000 Instrumental Ensemble, Level I S93100 Instrumental Ensemble, Level II S93200 Instrumental Ensemble, Level III S93300 Instrumental Ensemble, Level IV These courses are open only to members of the band who have a desire to play a wide variety of musical selections. Grade Placement: 9-12 0.5 -4.0 units Prerequisite: Audition S74300 Aerobic Activities 1 (Color Guard) S74200 Aerobic Activities 2 (Color Guard) S74400 Aerobic Activities 3 (Color Guard) Membership is determined by audition during the sixth six weeks grade-reporting period. Participation in this course fulfills required credits for Physical Education. This class does not fulfill Fine Arts credit. Activities include preparations and rehearsals for marching band performances, individual performances, festivals, school activities and Winter Guard competitions. Student cost is $100.00 per semester for fees, personal items and travel expenses. Eligibility requirements cited in the Student Handbook and Code of Conduct for cheerleaders, drill team, student council officers, club

83

officers and band officers would also apply to Color Guard members. Grade Placement: 9-12 0.5 -1.5 units Prerequisite: Audition

CChhoorraall MMuussiicc S92200 Choral Music, Level I S92300 Choral Music, Level II S92400 Choral Music, Level III S92500 Choral Music, Level IV These choir classes emphasize choral singing, music theory, listening and performance. 9th, l0th, 11th and 12th grade students will comprise various classes according to achievement levels checked by audition. The classes may be composed of all males or all females, or they may be mixed according to number and distribution of voices available. The names of these groups differ with the high schools in which they are organized. These groups may participate in UIL competition. Grade Placement: 9-12 0.5 -4.0 units Prerequisite: Placement determined by Choral Director S93400 Vocal Ensemble, Level I S93500 Vocal Ensemble, Level II S93600 Vocal Ensemble, Level III S93700 Vocal Ensemble, Level IV These advanced select ensembles perform a wide variety of musical styles including traditional choral music, all- state repertoire, madrigals, show choir, jazz, swing and popular music. Performance is stressed and some time is devoted to choreography. The name of such a group differs with the high school in which it is organized. Grade Placement: 9-12 0.5 -4.0 units Prerequisite: Acceptance by audition, choir director approval and concurrent enrollment in choral music class S98200 Advanced Placement Music Theory This course provides the serious student of music with the opportunity to master basic music theory: terminology /notation, music writing, visual analysis and aural analysis. This course prepares the student for the Advanced Placement Examination in Music Theory. Grade Placement: 11-12 1.0 unit Prerequisite: Proficiency in use of music notation.

DDaannccee S94500 Dance, Level I S94600 Dance, Level II S94700 Dance, Level III S96500 Dance, Level IV In Dance students study four basic strands - perception, creative expression/performance, historical and cultural heritage and critical evaluation - that provide broad,

unifying structures for organizing the knowledge and skills students are expected to acquire. Dance students develop perceptual thinking and moving abilities in daily life that promote understanding of themselves and others and allow them to interact effectively in the community. By mastering movement principles and skills, students develop self-discipline and healthy bodies that move expressively, efficiently and safely through space and time with controlled energy. Enrollment in Dance I and II substitutes for physical education requirements as well as being a fine arts credit. Grade Placement: 9-12 1.0 -4.0 units S94505 Drill Team The drill team is a performing group for various athletic activities. Membership is determined through tryouts. Grade Placement: 9-12 0.5 -2.0 units Prerequisite: Audition

Career and Technology ARTS &

COMMUNICATION

ARTS, AUDIO VISUAL TECHNOLOGY AND COMMUNICATION

All courses are not available every semester. Each campus offers courses based on student interest. X28500 Graphic Design and Illustration Careers in the Arts, Audio/Video Technology, and Communications career cluster require, in addition to creative aptitude, a strong background in computer and technology applications, a strong academic foundation, and a proficiency in oral and written communication. Within this context, students will be expected to develop an understanding of the various and multifaceted career opportunities in this cluster and the knowledge, skills, and educational requirements for those opportunities. Grade Placement: 9-12 1.0 Units

84

X28600 Advanced Graphic Design and Illustration

Careers in graphic design and illustration span all aspects of the advertising and visual communications industries. Within this context, in addition to developing advanced technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an advanced understanding of the industry with a focus on mastery of content knowledge and skills. Grade Placement: 10-12 1.0 Units X28700 Animation Careers in animation span all aspects of motion graphics. Within this context, in addition to developing technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an understanding of the history and techniques of the animation industry. Grade Placement: 10-12 1.0 Units X18700 Fashion Design This laboratory course focuses on careers in the fashion and textile/apparel industries. Students will be exposed to the apparel production process from design concept to finished product. Course content includes apparel construction, care, and maintenance. Grade Placement: 10-12 1.0 Units X03400 Audio Video Production Careers in audio and video technology and film production span all aspects of the audio/video communications industry. Within this context, in addition to developing technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an understanding of the industry with a focus on pre-production, production, and post-production audio and video activities. Grade Placement: 10-12 2.0 Units Site: Birdville Center of Technology and Advanced Learning X03300 Advanced Audio (Video) Production Careers in audio and video technology and film production span all aspects of the audio/video communications industry. Within this context, in addition to developing advanced knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an advanced understanding of the industry with a focus on pre-production, production, and post-production activities. This course may be implemented in an advanced audio format or an advanced format, including both audio and video. Grade Placement: 10-12 2.0 Units Site: Birdville Center of Technology and Advanced Learning

X03350 Practicum Audio (Video) Production This course provides every aspect of running a production facility from the technical side to the business side of the industry. Students will receive “hands-on” experience working with actual real world clients and their video needs. Grade Placement: 11-12 2.0 units Site: Birdville Center of Technology and Advanced Learning X03450 Advanced (Audio) Video Production (Audio Engineering) This course is designed to provide job-specific training for entry level employment for a career as a recording engineer or music producer. Students will be immersed in a world of creating, producing and recording music. They will learn a variety of skills that are essential to working in the music industry such as microphone placement, running the audio board, mixing and producing as well as working with digital software instruments. Students will also learn how make a final mix-down of a track and how to work with MIDI (Musical Instrument Digital Interface) as well as audio dynamics and the physics of sound. Grade Placement: 11-12 2.0 units Site: Birdville Center of Technology and Advanced Learning X03470 Practicum (Audio) Video Production

(Audio Engineering II) Careers in audio and video technology and film production span all aspects of the audio/video communications industry. Within this context, in addition to developing advanced technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an increasing understanding of the industry with a focus on applying pre-production, production, and post-production audio and video activities in a studio environment. This course may be implemented in an advanced audio, video, or animation format. Instruction may be delivered through lab-based classroom experiences or career preparation opportunities. Grade Placement: 12 2.0 units Site: Birdville Center of Technology and Advanced Learning X03455/X03460 Radio Broadcasting Students will learn how to produce and program a radio station in addition to being an ‘on-air’ DJ through the majority of the course. Grade Placement: 9-12 2.0 Units Site: Birdville Center of Technology and Advanced Learning

85

X03410 Professional Communications Professional Communications blends written, oral, and graphic communication in a career-based environment. Careers in the global economy require individuals to be creative and have a strong background in computer and technology applications, a strong and solid academic foundation, and a proficiency in professional oral and written communication. Within this context, students will be expected to develop and expand the ability to write, read, edit, speak, listen, apply software applications, manipulate computer graphics, and conduct Internet research. Grade Placement: 12 1.0 Units Site: Birdville Center of Technology and Advanced Learning

BUSINESS MARKETING

BUSINESS MANAGEMENT AND ADMINISTRATION

All courses are not available every semester. Each campus offers courses based on student interest. *Distinguished Achievement Program advanced measure opportunities may be available for students choosing to pursue an enhanced content coherent sequence in designated Advanced Technical Credit (ATC) Marketing Education courses. See Career and Technology Education teacher and counselor for details. X24700 Principles of Business, Marketing and

Finance In Principles of Business, Marketing, and Finance, 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. Grade Placement: 9-12 1.0 Units X25600 Practicum in Business Management Students implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and make successful transition to the workforce and post secondary education. Students will

apply technical skills through word-processing, spreadsheet, database, and electronic presentation software. Grade Placement: 11-12 3.0 Units X25605 Practicum in Business Management II Students implement personal and interpersonal skills to strengthen individual performance in the workplace and post secondary education. Students will apply complex technical skills through word-processing and spreadsheet, and developing electronic presentations using multimedia software. Grade Placement: 11-12 3.0 Units X26100 Problems and Solutions (Business

Management and Administration) This research activity course allows students to develop advanced technical knowledge and skills in problem solving in the business management and administration industry. Successful completion of this course qualifies as an advanced measure of the Distinguished Achievement Program. Grade Placement: 11-12 1.0 Units X21100 Business Law Students analyze the evolution and development of laws that govern business in our society. Students apply technical skills to address business applications of contemporary legal issues and analyze the social responsibility of business and industry. Grade Placement: 12 1.0 Units **X21200 Business English Students enhance reading, writing, computing, communications, and reasoning skills and apply them to the business environment. Students plan, draft, and complete written compositions on a regular basis and edit their papers for clarity, engaging language, and the correct use of conventions and mechanics of written English. Grade Placement: 12 1.0 Units X21300 Global Business Students develop a foundation in financial, technical, international, social and ethical aspects of business. Students will study the global, competitive nature of business and develop reading, writing, communication and reasoning skills and apply them to the business environment. The skills obtained will assist them in making a successful transition to the workforce or post secondary study. Grade Placement: 10-12 0.5 - 01.0 Units

86

X21400 Virtual Business Students will be able to identify steps needed to locate customers, set fees and develop client contracts. Students will be able to provide administrative, creative, and technical services using advanced technological modes of communication and data delivery. The student builds a functional website that incorporates the essentials of a virtual business. Grade Placement: 10-12 0.5 - 1.0 Units X23600 Touch System Data Entry (Keyboarding) Students apply technical skills to address business applications of emerging technologies. Students enhance reading, writing, computing, communication, and reasoning skills through use of proper keyboarding technique while developing speed and accuracy. Grade Placement: 9-12 0.5 - 1.0 Units X25300 Business Information Management I Students implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and make successful transition to the workforce and post secondary education. Students will apply technical skills through word-processing, spreadsheet, database, and electronic presentation software. Grade Placement: 9-12 1.0 Units X25400 Business Information Management II Students implement personal and interpersonal skills to strengthen individual performance in the workplace and post secondary education. Students will apply complex technical skills through word-processing and spreadsheet, and developing electronic presentations using multimedia software. Grade Placement: 10-12 1.0 Units

FINANCE X24700 Principles of Business, Marketing,

and Finance Students are introduced to knowledge and skills of economics and private enterprise a systems, impact of global business, marketing of goods and services, advertising, and product pricing. Students analyze the sales process and financial management principles. Grade Placement: 9-12 1.0 Units X20600 Accounting I Students investigate the field of accounting, including how it is impacted by industry standards as well as economic, financial, technological, international, social, legal, and ethical factors. Students reflect on this knowledge as they engage in the process of recording, classifying, summarizing, analyzing, and communicating accounting information. Students formulate and interpret financial information for use in management decision making. Grade Placement: 10-12 1.0 Units

X207000 Accounting II Students continue the investigation of the field of accounting, including how it is impacted by industry standards as well as economic, financial, technological, international, social, legal, and ethical factors. Students reflect on this knowledge as they engage in various managerial and cost accounting activities. Students formulate and interpret financial information for use in management decision making. Grade Placement: 11-12 1.0 Units X20620/X25710 Accounting I/ Accounting II/

Banking and Financial Services BLK 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. Grade Placement: 10-12 1.0 Unit Site: Birdville Center of Technology and Advanced Learning

MARKETING X24700 Principles of Business, Marketing, and Finance Students are introduced to knowledge and skills of economics and private enterprise a systems, impact of global business, marketing of goods and services, advertising, and product pricing. Students analyze the sales process and financial management principles. Grade Placement: 9-12 1.0 Unit X24810/X24811 Marketing Dynamics Students will gain knowledge and skills that help them to be proficient in one or more of the marketing functions. Students will integrate skills from academic subjects, information technology, interpersonal communication, and management training to make responsible decisions. Grade Placement: 11-12 3.0 Units Site: BHS, HHS, RHS, Birdville Center of Technology

and Advanced Learning X24910/ X24911 Practicum in Marketing

Dynamics This class is partial classroom instruction and partial community work site application. Students secure a job for the entire school year, which is evaluated by the classroom instructor and their work supervisor. Students are required to work a minimum of 15 hours per week, with 10 of the hours worked Monday-Friday and the job must be in marketing, sales, or retail. Problem solving skills, higher-level thinking, and work application techniques are enhanced through this class format. Enrichment activities include special projects, guest speakers, and field trips. Students get paid for their job and receive classroom credit.

87

Grade Placement: 12 3.0 Units Site: BHS, HHS, RHS, Birdville Center of Technology

and Advanced Learning X24400 Entrepreneurship Focuses on the options for business ownership, steps for starting a business, sources of information and technical assistance, types of business plans, qualities of an entrepreneur, the importance of entrepreneurs, and the advantages and disadvantages of owning one’s own business. Grade Placement: 9-12 1.0 Unit X09150 Fashion Merchandising and

Marketing Fashion Marketing is designed to provide students with knowledge of various business functions in the fashion industry. Students in Fashion Marketing will gain a working knowledge of promotion, textiles, merchandising, mathematics, selling, visual merchandising, and career opportunities. Grade Placement: 9-12 1.0 Unit X24600 Sports and Entertainment Marketing This is a growing industry and employs athletes, musicians, stage crews, advertising agents, promotion agents, event planners, and numerous other related professions. The purpose of this course is to provide students with the fundamental principles and concepts identified with these industries and to develop critical-thinking and decision making skills through the application of marketing principles. This course will feature quest speakers, design of logos for sports teams and entertainment groups (musicians, stars, athletes, etc._ and design of stadiums, organization of sports camps, and field trips to appropriate entertainment facilities. Grade Placement: 11-12 1.0 Unit X24200 Advertising and Sales Promotion Students will discover the goals and objectives of various types of advertising and promotion, identify and analyze advertisements and promotional campaigns, select media and develop advertisements, measure the effectiveness of that media and determine the costs involved, learn the promotional mix as well as the importance of public relations. Grade Placement: 10-12 1.0 Unit X25000 Problems and Solutions - Marketing

Education This research activity course allows students to develop advanced technical knowledge and skills in problem solving in the marketing industry. Successful completion of this course qualifies as an advanced measure of the Distinguished Achievement Program. Grade Placement: 11-12 1.0 Unit

HEALTH AND MEDICINE

All courses are not available every semester. Each campus offers courses based on student interest. *Distinguished Achievement Program advanced measure opportunities may be available for students desiring to pursue an enhanced content coherent sequence in designated Advanced Technical Credit (ATC) Health Science Technology courses. See Career and Technology Education teacher and counselor for details. X26450 Principles of Heath Science The Principles of Health Science provides an overview of the therapeutic, diagnostic, health informatics, support services, biotechnology research and development systems of the health care industry. Grade Placement: 9-11 0.5 - 1.0 Unit X23900 Medical Terminology This course is designed as an introduction to the medical field. Students develop a working knowledge of the language of medicine. By relating terms to body systems, students identify proper use of words in a medical environment. Knowledge of medical terminology enhances the student’s ability to successfully secure employment or pursue advanced education in health care. Grade Placement: 9-12 0.5 Unit Site: BHS, HHS, RHS X26510 Clinical Rotations 1 This program includes development and application, in a classroom and clinical setting, relating to groups of health occupations. Students will observe or train with professional health care personnel at local health care facilities. This observation/training may include such fields as physical therapy, medical and surgical nursing, obstetrics, pediatrics, laboratory, radiology, respiratory therapy, surgery, and dental. This course is offered by the Clinical Rotation method. Grade Placement: 11-12 2.0 Units Site:Birdville Center of Technology and Advanced Learning X26800 Clinical Rotations 2 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. Grade Placement: 11-12 3.0 Units Site:Birdville Center of Technology and Advanced Learning

88

X26700 Practicum in Health Science (Work-Based Learning)

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. Grade Placement: 11-12 3.0 Units Site: Birdville Center of Technology and Advanced Learning X27950 Pharmacy Technician The Practicum in Health Science – Pharmacy Technician 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. Grade Placement: 11-12 2.0 Units Site: Birdville Center of Technology and Advanced Learning X26900 Emergency Medical Technician The Practicum in Health Science – EMT 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. Grade Placement: 11-12 2.0 Units Site: Birdville Center of Technology and Advanced Learning X04901 Anatomy and Physiology/PAP (4th Science) Extends understanding of the structure and function of the human body. Students will explore physiological systems and associated pathologies. Higher order thinking is stressed through assessment and synthesis of the anatomical knowledge combined with exposure to clinical analysis. Principles of physiology will be applied to human health and well being. Grade Placement: 10-12 1.0 Unit Site: Birdville Center of Technology and Advanced Learning Prerequisite: Biology X04900 Anatomy and Physiology (4th Science) Extends understanding of the structure and function of the human body. Students will explore physiological systems and associated pathologies. Higher order thinking is stressed through assessment and synthesis of the anatomical knowledge combined with exposure to clinical analysis. Principles of physiology will be applies to human health and well being. Grade Placement: 10-12 1.0 Unit Prerequisite: Biology X05001 Anatomy and Physiology (4th Science) Anatomy and Physiology not extended to the honors level of instruction. Grade Placement: 10-12 1.0 Unit Site: Birdville Center of Technology and Advanced Learning Prerequisite: Biology

X27900/X27901 Medical Microbiology (4th Science) Students conduct laboratory investigations and fieldwork, use scientific methods during investigations and make informed decisions using analytical thinking and problem solving. Students in Medical Microbiology study the relationships of microorganisms to wellness and disease. They develop knowledge and skills related to disease prevention by learning the chain of infection, asepsis, and standard precautions. Pathogenic and nonpathogenic organisms will be identified to assist in the understanding of specific diseases, causative agents and treatments. Grade Placement: 11-12 0.5 – 1 Unit Site: BHS, HHS, RHS, and Birdville Center of

Technology and Advanced Learning Prerequisite: Biology and Chemistry X31810/X31811 Pathophysiology (4th Science) This course allows students to conduct laboratory investigations and fieldwork as they study disease processes and the effect of disease on human systems. Emphasis is placed on prevention and treatment of the diseases. Students will differentiate between normal and abnormal physiology. Grade Placement: 11-12 0.5 – 1 Unit Site: BHS, HHS, RHS, Birdville Center of Technology

and Advanced Learning Prerequisite: Biology and Chemistry or Biology and concurrent enrollment in Chemistry. X24100 Problems and Solutions – Health Science This research activity course allows students to develop advanced technical knowledge and skills in solving problems in health science. Successful completion of this course qualifies as an advanced measure of the Distinguished Achievement Program. Grade Placement: 11-12 1.0 Unit

SCIENCE, ENGINEERING AND TECHNOLOGY

All courses are not available every semester. Each campus offers courses based on student interest.

AGRICULTURAL FOOD AND NATURAL

RESOURCES

89

X06011 Practicum in Agriculture Provides students with a non-paid internship arrangement between the high school and agriculture industry. It provides juniors and seniors with a professional internship experience. Students recognize the value of effective work ethics and attitudes and develop communications and problem solving skills. This course is for those individuals that have completed Veterinary Medical Application and their state Veterinary Assistant Level I Certification. Students enrolled in this course are eligible to take the State Certification for Veterinary Assist Level II. Grade Placement: 11-12 3.0 Units Site: RHS X06050 Agriculture Mechanics and Metal Technologies Develops proficiency in many welding skills. Students will be expected to use the cutting torch and MIG Welders. Welding in several positions, which include flat, horizontal, and vertical. The course develops an understanding of tool operation, electrical wiring, plumbing, carpentry, and metal working techniques. Grade Placement: 10-12 1.0 Unit Site: RHS X06020 Principles and Elements of Floral Design Exposes students to the basic techniques of floral design. This class is project based with many large and small projects used to evaluate the progress of the student. There are lots of hands on activities to involve the students in techniques required in the floral industry. Grade Placement: 10-12 1.0 Unit Site: RHS X06000/X06008 Horticulture Science I (1 HR)/

Horticulture Science I (2 HR) Focuses on the identification, production and care of plants. The students will study propagation, fertilizing, transplanting, and growing various plants. Students will also investigate the various career pathways within the horticulture industry. Grade Placement: 10-12 1.0-2.0 Unit Site: RHS X06015 Landscape Design and Turf Grass

Management Focuses on plant identification, selection, care, and maintenance as well as planting, planning and developing a basic landscape. This course focuses on both commercial and residential landscaping. Grade Placement: 10-12 1.0 Unit Site: RHS

X06300 Wildlife, Fisheries And Ecology Management Examines the importance of wildlife and outdoor recreation with emphasis on using wildlife and natural resources. Students will also examine the management of game and non-game wildlife species, fish, and aqua crops and their ecological needs. Students are able to obtain their Hunter Safety Certification during this course if they pass their exam. Grade Placement: 9-12 1.0 Unit Site: RHS

ARCHITECTURE AND CONSTRUCTION X04600 Principles of Architecture and

Construction Introduces students to the basic knowledge and skills related to the career opportunities and training in the architecture and construction fields. Grade Placement: 9-12 1.0 Unit X10300 Architectural Design Students gain knowledge and skills specific to those needed to enter a career in architecture and construction or prepare a foundation toward a postsecondary degree in architecture, construction science, drafting, interior design, and landscape architecture. It includes the knowledge of the design, design history, techniques, and tools related to the production of drawings, renderings, and scaled models for commercial or residential architectural purposes. Grade Placement: 10-12 2.0 Units Site: Birdville Center of Technology and Advanced Learning X10400 Advanced Agricultural Design Students gain advanced knowledge and skills specific to those needed to enter a career in architecture and construction or prepare a foundation toward a postsecondary degree in architecture, construction science, drafting, interior design, and landscape architecture. Advanced Architectural design includes the advanced knowledge of the design, design history, techniques, and tools related to the production of drawings, renderings, and scaled models for commercial or residential architectural purposes. Grade Placement: 11-12 2.0 Units Site: Birdville Center of Technology and Advanced Learning X06710 Construction Technology Students gain knowledge and skills specific to those needed to enter the work force as carpenters or building maintenance supervisors or prepare for a postsecondary degree in construction management, architecture, or engineering. Students acquire knowledge and skills in safety, tool usage, building materials, codes, and framing. Grade Placement: 9-12 2.0 Units Site:Birdville Center of Technology and Advanced Learning

90

X06720 Advanced Construction Technology

(Construction II) In Advanced Construction Technology, students gain advanced knowledge and skills specific to those needed to enter the work force as carpenters, building maintenance technicians, or supervisors or prepare for a postsecondary degree in construction management, architecture, or engineering. Students build on the knowledge base from Construction Technology and are introduced to exterior and interior finish out skills. Grade Placement: 10-12 2.0-3.0 Units Site:Birdville Center of Technology and Advanced Learning X06730 Practicum in Construction Management I

(Construction Tech III) Practicum in Construction Management is an occupationally specific course designed to provide classroom technical instruction or on-the-job training experiences. Safety and career opportunities are included in addition to work ethics and job-related study in the classroom. Grade Placement: 11-12 2.0-3.0 Units Site: Birdville Center of Technology and Advanced Learning X16710 Practicum in Construction Management II

(Construction Tech IV) Practicum in Construction Management is an occupationally specific course designed to provide classroom technical instruction or on-the-job training experiences. Safety and career opportunities are included in addition to work ethics and job-related study in the classroom. Grade Placement: 12 2.0-3.0 Units Site: Birdville Center of Technology and Advanced Learning X09200 Interior Design Interior Design is a technical course that addresses psychological, physiological, and sociological needs of individuals by enhancing the environments in which they live and work. Individuals use knowledge and skills related to interior and exterior environments, construction, and furnishings to make wise consumer decisions, increase productivity, and compete in industry. Grade Placement: 10-12 1.0 Unit X09300 Advanced Interior Design Advanced Interior Design is a technical laboratory course that includes the knowledge of the employability characteristics, principles, processes, technologies, communication, tools, equipment, and materials related to interior spatial design. Grade Placement: 11-12 1.0 Unit

INFORMATION TECHNOLOGY

X09900 Principles of Technology Students develop computer literacy skills to adapt to emerging technologies used in the global marketplace. Students implement personal and interpersonal skills to prepare for a rapidly evolving workplace environment. Students enhance reading, writing, computing, communication, and reasoning skills and apply them to the information technology environment. Grade Placement: 9-12 1.0 Unit X28400 Digital and Interactive Media Through the study of digital and interactive media and its application in information technology, students will analyze and assess current and emerging technologies, while designing and creating multimedia projects that address customer needs and resolve a problem. Students implement personal and interpersonal skills to prepare for a rapidly evolving workplace environment. 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. Grade Placement: 10-12 1.0 Unit X25900 Web Technologies Through the study of web technologies and design, students learn to make informed decisions and apply the decisions to the field of information technology. Students implement personal and interpersonal skills to prepare for a rapidly evolving workplace environment. 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. Grade Placement: 10-12 1.0 Unit X07500 Computer Programming This course is designed to emphasize the concepts and skills related to business computer programming. Special emphasis is placed on problem solving skills, programming concepts and languages, programming methodology, skills related to data storage, and an awareness of programming applications for business. This course meets the technology applications course requirement on all high school graduation plans. Grade Placement: 10-12 1.0 Units

91

X25910/25920 Cisco Internetworking I/II BLK This program is designed to develop the skills needed to design, build and maintain small to medium sized networks. In a lab setting that corresponds to the real world, students utilize the building blocks of today’s global information network and design local and wide-area networks. The course focuses on advanced routing and switching, network design and network management. This high-tech learning environment provides the students the knowledge and experience to enter the workforce and/or further their education and training in the computer networking field. Completion of this program prepares students to take the Cisco Certified Networking Associate exam. Grade Placement: 10-12 1.0-2.0 Units Site:Birdville Center of Technology and Advanced Learning X28110 Computer Maintenance First-year instruction is designed to provide job-specific training for entry-level employment in the rapidly expanding computer maintenance field. Instruction includes electricity/electronic theory, computer systems, data-communications, digital electronics, installations, inspections, adjustments and repair and maintenance. Second-year instruction is designed to enhance the job-specific training for entry-level employment. Grade Placement: 11-12 2.0 Units Site: Birdville Center of Technology and Advanced Learning X28200 Computer Technician Students gain knowledge and skills in the area of computer technologies, including advanced knowledge of electrical and electronic theory, computer principles, and components related to the installation, diagnosis, service, and repair of computer-based technology systems. Students will reinforce, apply, and transfer their knowledge and skills to a variety of settings and problems. Proper use of analytical skills and application of information technology concepts and standards are essential to prepare students for success in a technology-driven society. The critical thinking, information technology experience, and product development may be conducted either in a classroom setting with an instructor, with an industry mentor, or both. Grade Placement: 12 2.0 Units Site: Birdville Center of Technology and Advanced Learning

MANUFACTURING X19900 Principles of Manufacturing

(Technology Systems) Provides exploration which addresses the knowledge and skills important in manufacturing technology and related careers in manufacturing. Students study common manufacturing tools, machines, materials and processes in the laboratory. Projects allow students to

explore robotics, quality control, electronics, hydraulics and pneumatics. Grade Placement: 9-12 1.0 unit SCIENCE, TECHNOLOGY, ENGINEERING,

MATHEMATICS X04775 Introduction to Engineering Design (PLTW) Students use a problem solving model to improve existing products and invent new ones. They learn how to apply this model to solve problems in and out of the classroom. Using sophisticated three-dimensional modeling software, students communicate the details of products. Emphasis is placed on analyzing potential solutions and communicating ideas to others. Grade Placement: 9-12 1.0 Unit X04785 Principles of Engineering (PLTW) Students explore the wide variety of careers in engineering and technology. They explore various technology systems and processes. Using activities, projects and problems, students learn firsthand how engineers and technicians use math, science and technology in an engineering problem-solving process to benefit people. Grade Placement: 10-12 1.0 Unit Site: Birdville Center of Technology and Advanced Learning X04795 Digital Electronics (PLTW) Students use computer simulations to learn about the logic of electronics as they design, test and actually construct circuits and devices to control systems. Principles of Engineering & Digital Graphics will be taught in a two period lab format. Grade Placement: 10-12 1.0 Unit Site: Birdville Center of Technology and Advanced Learning X04800 Computer Integrated Manufacturing PLTW) Students take the three-dimension modeling software skills learned in Introduction to Engineering Design to a whole new level. Using a three-dimensional model, students use automation, control systems sensing devices, computer programming, and robotics to efficiently mass produce a product. Trouble shooting is emphasized. Grade Placement: 10-12 1.0 Unit Site: Birdville Center of Technology and Advanced Learning X04810 Aerospace Engineering Through hands-on engineering projects developed with NASA, students learn about aerodynamics, astronautics, space-life sciences, and systems engineering (which includes the study of intelligent vehicles like the Mars rovers Spirit Opportunity). Grade Placement: 10-12 1.0 Unit Site: Birdville Center of Technology and Advanced

Learning

92

X05200 Principles of Technology (Physics alternative Course) An applied physics course designed to provide a study in force, work, rate, resistance, energy, power and force transformers as applied to mechanical, fluid, thermal and electrical energy that comprise simple technological devices and equipment. The course reinforces the math applications a student needs to understand and apply the principles studied. This course counts as a science course on all graduation plans as an alternative to physics. Grade Placement: 10-12 1.0 Unit Site: Birdville Center of Technology and Advanced

Learning TRANSPORTATION, DISTRIBUTION AND

LOGISTICS X19100 Automotive Technology This is a course with job specific training for employment in the automotive technician career field. It includes the use of repair manuals, hands-on service, and the preparation for four of the Automotive Service Excellence (ASE) automotive certifications: Engine Performance, Electrical/Electronic Systems, Suspension/Steering and Brakes. Grade Placement: 10-12 2.0 Units Site: Birdville Center of Technology and Advanced

Learning X19200 Advanced Automotive Technology The focus of this course is to teach the theory of operation of automotive vehicle systems and associated repair practices in a pre-employment laboratory. This course is advanced training and preparation for the Automotive Service Excellence (ASE) Certification in Engine Performance, Electrical/Electronic Systems, Suspension and Steering and Brakes. Grade Placement: 10-12 2.0 Units Site: Birdville Center of Technology and Advanced Learning X19250 Practicum in Transportation,

Distribution and Logistics Practicum is designed to give students supervised practical application of knowledge and skills. Practicum experience occurs in a work place environment appropriate to the nature and level of experience. Students are required to secure and maintain employment. Grade Placement: 12 3.0 Units Site: Birdville Center of Technology and Advanced Learning X19000 Energy, Power and Transportation

Systems Introduces students to the business and industries of the

transportation careers. Student will learn to understand the interaction between various vehicle systems, and the logistics used to move goods and services. Students prepare to meet the expectations of employers in this industry. Grade Placement: 9-12 0.5 Unit Site: Birdville Center of Technology and Advanced Learning X19050 Principles of Transportation,

Distribution and Logistics This course is designed to give students supervised practical application of knowledge and skills. On-hand experience occurs in a work place environment appropriate to the nature and level of experience. Students are required to secure and maintain employment. Grade Placement: 9-12 0.5 Unit Site: Birdville Center of Technology and Advanced Learning X06500 Aircraft Technology Students will take aviation courses at TCC each morning. After high school graduation students continue the program at TCC for three semesters and become licensed Airframe and Power plant (A&P) Mechanics. Students must take THEA before fall registration for TCC and have an 80 overall average. Students must pass the reading section of THEA for admission to this course. Grade Placement: 11-12 3.0 Units Site: TCC Northwest Campus

SOCIAL, PERSONAL AND PUBLIC SERVICES

All courses are not available every semester. Each campus offers courses based on student interest.

EDUCATION AND TRAINING *Distinguished Achievement Program advanced measure opportunities may be available for students desiring to pursue an enhanced content coherent sequence in designated Advanced Technical Credit (ATC) Family and Consumer Sciences courses. See Career and Technology Education teacher and counselor for details.

93

X04150 Instructional Practice in Education and Training

A field-based internship that provides students with background knowledge of child and adolescent development as well as principles of effective teaching practices. Students will work under the joint direction and supervision of a teacher who has expertise in the areas of child development and educational methodology and an exemplary educator who is working in an instruction role in an elementary/middle/high school setting. Students will learn to plan and direct individualized instruction and group activities, prepare instructional materials, develop materials for educational environments, assist with record keeping, and complete other responsibilities of teachers. Grade Placement: 11-12 2.0 Units Site: Birdville Center of Technology and Advanced Learning X04180 Practicum in Education and Training

(2 Credits) This technical laboratory course is designed for all students and provides students opportunities to develop knowledge and skills in preparation to function effectively in the role of parent or care giver. Content stresses parental responsibilities, child guidance techniques, parents as positive role models, parents as their children's first teacher, and parenting practices that promote a child's development, health, safety and well being. Managing family crises, managing multiple roles of family members throughout the life cycle and career preparation are additional topics. Grade Placement: 12 2.0 Units Site: Birdville Center of Technology and Advanced Learning X04190 Practicum in Education and Training

II (3 Credits) This technical laboratory course is designed for all students and provides students opportunities to develop knowledge and skills in preparation to function effectively in the role of parent or care giver. Content stresses parental responsibilities, child guidance techniques, parents as positive role models, parents as their children's first teacher, and parenting practices that promote a child's development, health, safety and well being. Managing family crises, managing multiple roles of family members throughout the life cycle and career preparation are additional topics. Grade Placement: 12 3.0 Units Site: Birdville Center of Technology and Advanced Learning X014400 Principles of Education and Training The content includes a focus on interpersonal skills, decision making, promotion of family strengths and well being, developing positive relationships with peers, child development and care and clothing selection and

maintenance. Other studies address nutrition and dietary practices, food selection and preparation, budgeting and consumer-buying practices and management of family housing needs. Influences of societal and technological changes, career options and the management of multiple family, community and wage earner roles are included. Grade Placement: 9-12 0.5 - 1.0 Unit Site: Birdville Center of Technology and Advanced Learning X04500 Human Growth and Development In this course students develop knowledge and skills in the application, design, production and assessment of products, services and systems. This independent-study course allows students to reinforce, apply and transfer their academic knowledge and skills to a variety of interesting and relevant activities, problems and settings. Students use a systems approach for conducting technological research, design and development activities. The student is expected to develop or improve a product by following a problem-solving strategy; applying critical-thinking strategies to the analysis and evaluation of proposed technological solutions; and applying decision-making techniques to the selection of technological solutions. Grade Placement: 10-12 1.0 Unit Site: Birdville Center of Technology and Advanced Learning

GOVERNMENT AND PUBLIC ADMINISTRATION--JROTC

See section titled: Junior Reserve

Officers’ Training Corps

HOSPITALITY AND TOURISM X03510 Culinary Arts This laboratory-based course begins with the fundamentals and principles of the art of food preparation and includes management and production skills and techniques. Students can pursue a national sanitation certification and other appropriate industry certifications. The knowledge and skills required for careers in the restaurant, food, and beverage industry are practiced as food is prepared for campus based restaurant. Grade Placement: 10-12 2.0 Units Site: Birdville Center of Technology and Advanced Learning X03501 Practicum in Culinary Arts This laboratory-based course is designed to be a continuation of the Culinary Arts program. Students continue to refine their knowledge and skills required for careers in the restaurant, food, and beverage

94

industry. Students can pursue a national sanitation certification and other appropriate industry certifications. Laboratory activities involve food production for a campus based restaurant. Grade Placement: 11-12 2.0 Units Site: Birdville Center of Technology and Advanced Learning X25070/X25080 Hotel/Restaurant Management This course will emphasize the principles of planning, organizing, staffing, directing, and controlling the business management of a variety of hotel establishments and food service operations. Students will gain insight into the operation of a well-run restaurant and hotel. Grade Placement: 10-12 2.0 Units Site: Birdville Center of Technology and Advanced Learning X25050 Travel and Tourism This course provides occupationally specific training designed to develop knowledge and skills for employment in the multifaceted travel and hospitality services industry. Content includes orientation into the Sabre computer system for planning of cruises, air reservations, car rental, hotel accommodations and rail service. Additional content includes sales and marketing, human resources, accounting, security and engineering. Instruction may be delivered through school-based pre-employment laboratory training or through work-based delivery arrangements such as internships or job shadowing. Grade Placement: 10-12 2.0 Units Site: Birdville Center of Technology and Advanced Learning X25060 Practicum in Hospitality and Tourism This course is designed to be a continuation of the Travel and Tourism program and provides specific training to develop knowledge and skills for employment in the multifaceted travel and hospitality services industry. Content includes orientation into the Sabre computer system for planning of cruises, air reservations, car rental, hotel accommodations and rail service. Additional content includes sales and marketing, human resources, accounting, security and engineering. Instruction may be delivered through school-based pre-employment laboratory training or through work-based delivery arrangements such as internships or job shadowing. Grade Placement: 12 2.0 Units Site: Birdville Center of Technology and Advanced Learning X03800 Food Science (Moved from

Human Services) This technical laboratory course addresses food science principles; nutrition and wellness; food technology; world food supply; managing multiple family,

community and wage-earner roles; and career options in nutrition, food science and food technology. Instructional topics include diet-related disorders, diets appropriate to the life cycle and other factors, therapeutic diets, chemical and physical changes that affect food safety and sanitation standards, market research, legal issues and food policies. Laboratory activities utilizing research methods related to current issues in food science, technology and nutrition are included. Grade Placement: 10-12 1.0 Unit Site: Birdville Center of Technology and Advanced Learning

HUMAN SERVICES

X04300 Principles of Human Services This laboratory course will enable students to investigate careers in the human services career cluster, including counseling and mental health, early childhood development, family and community, and personal care services. Each student is expected to complete the knowledge and skills essential for success in high-skill, high-wage, or high-demand human services careers. Grade Placement: 9-12 1.0 Unit X13700 Cosmetology I Provides students with the basic specific classroom training needed to achieve their Texas Cosmetology License. Students will also be able to work on outside clientele for hands-on training. Students will be expected to purchase their beginners training kit during the first week of school. Students will be required to have completed 500 clocked hours before advancing to Cosmetology II. Grade Placement: 11 3.0 Units Site: Birdville Center of Technology and Advanced Learning X2600 Cosmetology II Upon completion of their Senior year and the required 1500 hours total, students will have received classroom training needed to prepare them for their Cosmetologist Exam from the Texas Department of Licensing and Regulations. Students will also be able to work on outside clientele for hands-on training. Grade Placement: 12 3.0 Units Site: Birdville Center of Technology and Advanced Learning X13111 Practicum in Human Services This practicum provides occupationally specific training and focuses on the development of careers in the areas of consumer services, early childhood development and services, counseling nutrition and wellness, hospitality and food services, fashion and interior design, and family and community services. Content is designed to meet the occupational preparation needs and interests

95

of students by placing them in a paid employment setting. Grade Placement: 11-12 3.0 Units Site: Birdville Center of Technology and Advanced Learning X13200 Practicum in Human Services II This practicum provides occupationally specific training and focuses on the development of careers in the areas of consumer services, early childhood development and services, counseling, nutrition and wellness, hospitality and food services, fashion and interior design, and family and community services. Content is designed to meet the occupational preparation needs and interests of students by placing them in a paid employment setting. Grade Placement: 12 3.0 Units Site: Birdville Center of Technology and Advanced Learning X04200 Child Development This course addresses knowledge and skills related to child growth and development from prenatal through school-age children. Students will become equipped with child development knowledge that can be used to promote the well-being and healthy development of children and to investigate careers related to the care and education of children. Grade Placement: 10-12 0.5-1.0 Unit X04250 Interpersonal Studies This course examines how the relationships between individuals and among family members significantly affect the quality of life. Students use knowledge and skills in family studies and human development to enhance personal development, foster quality relationships, promote wellness of family members, manage multiple adult roles, and pursue careers related to counseling and mental health services. Grade Placement: 10-12 0.5-1.0 Unit X03900 Lifetime Nutrition and Wellness This laboratory course allows students to use principles of lifetime wellness and nutrition to help them make informed choices that promote wellness as well as pursue careers related to hospitality, human services, and health sciences. Laboratory experiences will focus on the integration of nutrition and wellness knowledge with basic food preparation and management skills. Grade Placement: 10-12 0.5-1.0 Unit X04350 Dollars and Sense This course focuses on consumer practices and responsibilities, the money management process, decision-making sills, the impact of technology on

financial management, and preparation for human services careers. Grade Placement: 10-12 0.5-1.0 Unit X24000 Counseling and Mental Health This course is an introduction to mental health services, careers, history, agencies and current issues, and the difference between functional and dysfunctional behaviors. Students develop an awareness of the factors that affect mental health by exploring traditional and emerging treatment modalities. Grade Placement: 10-12 1.0 Unit Site: BHS, HHS, RHS, and Birdville Center of Technology and Advanced Learning X04100 Parenting Education School Age Parents I This course addresses the special needs and interests of male and female students who are parents or who are pregnant and will become parents in the near future. Special emphasis is placed on prenatal care and development, postnatal care, child development, infant care, and parenting skills. Grade Placement: 9-12 0.5 - 1.0 Unit X04000 Parenting Education School Age Parents II This course is a continuation of the Parenting Education School Age Parents I course, it addresses the special needs and interests of male and female students who are parents or who are pregnant and will become parents in the near future. Special emphasis is placed on prenatal care and development, postnatal care, child development, infant car, and parenting skills. Grade Placement: 10-12 0.5 - 1.0 Unit X02600 Problems and Solutions This independent study research activity course allows students to develop advanced technical knowledge and skills in problem solving in family and consumer sciences education. Successful completion of this course qualifies as an advanced measure of the Distinguished Achievement Program. Grade Placement: 11-12 1.0 Unit LAW, PUBLIC SAFETY, CORRECTIONS, AND

SECURITY X25100 Court Systems and Practices Court Systems and Practices is an overview of the federal and state court systems. The course identifies the roles of judicial officers and the trial processes from pretrial to sentencing and examines the types and rules of evidence. Emphasis is placed on constitutional laws for criminal procedures such as search and seizure, stop and frisk, and interrogation. Grade Placement: 10-12 1.0 Unit

96

X25200 Principles of Law, Public Safety, Corrections and Security

A study of nature of criminal law, its philosophical and historical development with major definitions and concepts. Instruction will include the classifications of crimes with the elements of crimes and penalties using Texas statutes as illustrations. Grade Placement: 9-12 0.5 - 1.0 Unit X02200 Law Enforcement I This course provides a basic understanding of investigative theory, collection and preservation of evidence, and sources of information. Methods of conducting interviews and interrogations will also be covered. Students will be provided opportunities to discover uses of forensic sciences and preparation for cases and trials. Grade Placement: 10-12 2.0 Units Site: Birdville Center of Technology and Advanced Learning X02300 Law Enforcement II This course includes the ethical and legal responsibilities, operation of police and emergency telecommunication equipment, and courtroom testimony. Grade Placement: 11-12 2.0 Units Site: Birdville Center of Technology and Advanced Learning X02100 Practicum in Law, Public Safety,

Corrections and Security The Practicum is designed to give students supervised 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. Grade Placement: 11-12 2.0 Units Site: Birdville Center of Technology and Advanced Learning X02000 Forensic Science (4th Science) This course uses a structured and scientific approach to the investigation of crimes of assault, abuse and neglect, domestic violence, accidental death, homicide, and the psychology of criminal behavior. Students will learn terminology and investigative procedures related to crime scene, questioning, interviewing, criminal behavior characteristics, truth detection, and scientific procedures used to solve crimes. Using scientific methods, students will collect and analyze evidence through case studies and simulated crime scenes such as fingerprint analysis, ballistics, and blood spatter analysis. Students will learn the history, legal aspects, and career options for forensic science. Grade Placement: 11-12 1.0 Unit Site: Birdville Center of Technology and Advanced Learning

X02400 Firefighter Firefighter I introduces students to firefighter safety and development. Students will analyze Texas Commission on Fire Protection rules and regulations, proper incident reporting and records, proper use of personal protections equipment, and the principles of fire safety. Grade Placement: 10-12 2.0 Units Site: Birdville Center of Technology and Advanced

Learning

AAccttiivviittyy EElleeccttiivveess

X41400 / X41600 Peer Assistance and Leadership

(PAL) I/II PAL courses serve as a peer-mentoring program in which selected students are trained to work as peer facilitators with other students on their campus and at feeder campuses. The courses are intended to provide a field experience for students who are potentially interested in careers in education and/or related helping professions. Participants will be trained in a variety of helping skills, which enable them to assist other students in having a more positive and productive school experience. Positive peer influence will be utilized as a central strategy for addressing such issues as at-risk youth, dropout prevention, substance abuse prevention, teen pregnancy, suicide, absenteeism, low achievement, behavior problems, students with special needs and other areas of concern. Grade Placement: 11-12 0.5 -2.0 units Prerequisite: Student application followed by interview and approval by PAL/Peer Helping Teacher X40501 / X40502 Student Council Leadership This class provides an opportunity for those students who have been elected by their classmates to meet during the day to organize extracurricular activities under the guidance of a faculty sponsor. Grade Placement: 11-12 0.5 -1.0 unit Prerequisite: Election X31001 Academic Decathlon This course provides students the opportunity to learn valuable research and presentation skills as students prepare to compete against other students at local, state, and national levels in areas such as public speaking, essay writing, music, science and many more. This course is weighted. Grade Placement: 9-12 0.5 -1.0 unit

97

LLooccaall CCrreeddiitt EElleeccttiivveess The following courses are offered as local credit courses. Students entering 9th grade in 2007 thru 2009 cannot count local athletic credits toward graduation. Evidence of taking the 3rd and 4th year of the sport will appear on the transcript however. A maximum of two local credits may be counted towards credits to graduate for the Minimum Plan. Students entering 9th grade in 2010 and later will be allowed to count all four years of athletics towards requirements for all graduation plans. All TAKS remedial classes receive local credit only. *X40900 TAKS Mathematics Lab This course will provide remediation for students who have failed the mathematics portion of the TAKS Exit Level Examination. Grade Placement: 11-12 Local credit 0.5 -1.0 unit Prerequisite: Counselor Approval *Note: This course may not be used to fulfill required mathematics credit. It counts as local elective credit only (See note about restrictions on local credits) X40600 Student Assistant Students enrolled in these areas are responsible to the teachers assigned and must report one hour each day. Students will perform primarily clerical duties to expedite the necessary documentation for the classroom, library, and offices. Students serving as assistants will learn skills in office management, production office work, and personnel management. Grade Placement: 10-12 0.5-1.0 unit

SSppeecciiaall EEdduuccaattiioonn Courses offered through the Special Education Department are only available to students who have been placed by an official ARD Committee. Courses available through Special Education include:

LLaanngguuaaggee AArrttss S10400 English I Special Education Grade Placement: 9-10 1.0 unit S10700 English II Special Education Grade Placement: 10-11 1.0 unit S11000 English III Special Education Grade Placement: 11-12 1.0 unit S11300 English IV Special Education Grade Placement: 12 1.0 unit

S14600 Reading I Special Education Grade Placement: 9-12 1.0 unit S17700 Life Communication 1 HRM S17701 Life Communication 2 HRM S17702 Life Communication 3 HRM S17703 Life Communication 4 HRM S17704 Life Communication 5 HRM S17705 Life Communication 6 HRM Grade Placement: 9-12 1.0 unit each S17800 Life Communication 1 SLF S17801 Life Communication 2 SLF S17802 Life Communication 3 SLF S17803 Life Communication 4 SLF S17804 Life Communication 5 SLF S17805 Life Communication 6 SLF Grade Placement: 9-12 1.0 unit each S17900 Communication Applications HRM Grade Placement: 9-12 0.5 unit S18000 Communication Applications SLF Grade Placement: 9-12 0.5 unit

MMaatthheemmaattiiccss S20700 Algebra I Special Education Grade Placement: 9-10 1.0 unit S21200 Geometry Special Education Grade Placement: 10-12 1.0 unit S20900 Algebra II Special Education Grade Placement: 10-12 1.0 unit S24100 Applied Math 1 RES S24200 Applied Math 2 RES S24300 Applied Math 3 RES S24700 Applied Math 4 RES Grade Placement: 9-12 1.0 unit each S25300 Applied Math 1 TRN S25301 Applied Math 2 TRN S25302 Applied Math 3 TRN S25303 Applied Math 4 TRN Grade Placement: 9-12 1.0 unit each S25400 Applied Math 1 HRM S25401 Applied Math 2 HRM S25402 Applied Math 3 HRM S25403 Applied Math 4 HRM S25404 Applied Math 5 HRM S25405 Applied Math 6 HRM Grade Placement: 9-12 1.0 unit each S25500 Applied Math 1 SLF S25501 Applied Math 2 SLF S25502 Applied Math 3 SLF S25503 Applied Math 4 SLF

98

S25504 Applied Math 5 SLF S25505 Applied Math 6 SLF Grade Placement: 9-12 1.0 unit each

Science S34200 Applied Science 1 HRM S34201 Applied Science 2 HRM S34202 Applied Science 3 HRM S34203 Applied Science 4 HRM S34204 Applied Science 5 HRM S34205 Applied Science 6 HRM Grade Placement: 9-12 1.0 unit each S34300 Applied Science 1 SLF S34301 Applied Science 2 SLF S34302 Applied Science 3 SLF S34303 Applied Science 4 SLF S34304 Applied Science 5 SLF S34305 Applied Science 6 SLF Grade Placement: 9-12 1.0 unit each

SSoocciiaall SSttuuddiieess S40100 World Geography Studies RES Grade Placement: 9-12 1.0 unit S41000 World History Studies RES Grade Placement: 10 1.0 unit S40500 U. S. History RES Grade Placement: 9-12 1.0 unit S40300 Government RES Grade Placement: 12 0.5 unit S50100 Economics of the Free Enterprise System RES Grade Placement: 12 0.5 unit S42800 Applied Geography HRM S42900 Applied Geography SLF Grade Placement: 9-12 1.0 unit each S4300 Applied Citizenship 1 HRM S4301 Applied Citizenship 2 HRM S4302 Applied Citizenship 3 HRM(Government) S4303 Applied Citizenship 4 HRM (Economics) S4304 Applied Citizenship 5 HRM S4305 Applied Citizenship 6 HRM Grade Placement: 9-12 1.0 unit each S43100 Applied Citizenship 1 SLF S43101 Applied Citizenship 2 SLF S43102 Applied Citizenship 3 SLF (Government) S43103 Applied Citizenship 4 SLF (Economics) S43104 Applied Citizenship 5 SLF S43105 Applied Citizenship 6 SLF Grade Placement: 9-12 1.0 unit each

PPhhyyssiiccaall EEdduuccaattiioonn S73601 Foundations of Personal Fitness

Special Education S74001 Individual Sports Special Education S74103 Team Sports I Special Education S74104 Team Sports II Special Education Grade Placement: 9-12 0.5 units each

HHeeaalltthh EEdduuccaattiioonn 560300 Life Health HRM 560400 Life Health SLF Grade Placement: 9-12 0.5 unit

TTeecchhnnoollooggyy X27300 Applied Technology 1 HRM X27301 Applied Technology 2 HRM X27302 Applied Technology 3 HRM X27303 Applied Technology 4 HRM X27304 Applied Technology 5 HRM X27305 Applied Technology 6 HRM Grade Placement: 9-12 1.0 unit each X27400 Applied Technology 1 SLF X27401 Applied Technology 2 SLF X27402 Applied Technology 3 SLF X27403 Applied Technology 4 SLF X27404 Applied Technology 5 SLF X27405 Applied Technology 6 SLF Grade Placement: 9-12 1.0 unit each

CCaarreeeerr aanndd TTeecchhnnoollooggyy EEdduuccaattiioonn X15500 Individual and Family Life -SE X15503 Individual and Family Life -T X15505 Individual and Family Life -HRM X15600 Personal and Family Development-SE X15603 Personal and Family Development –T X17l00 Textile and Apparel Design -SE X15200 VAC -Occupational Investigation I X15300 VAC -Occupational Investigation II X15400 Community-Based Vocational Instruction Occupational Investigation X14200 VAC -Co-Op I X14300 VAC -Co-Op II

Electives X43911 Social Skills Grade Placement: 9-12 0.5 -1.0 unit Other courses may be designated as Special Education through an ARD Committee decision.

99

Expectations for Participation

Pre-Advanced Placement/Advanced Placement English Program The English Pre-Advanced Placement/Advanced Placement Program in Birdville ISD is designed to engage highly motivated students in challenging study leading to college-level literature and composition at the eleventh and twelfth grades. Pre-Advanced Placement/Advanced Placement courses offer students a rigorous academic program that facilitates the development of critical reading and writing skills and analytical reasoning. Participation in the Pre-AP/AP program enables students to acquire disciplined study habits that can greatly impact academic success in college. The primary goal of the English Pre-Advanced Placement/Advanced Placement Program is to assist students in becoming scholarly readers and proficient writers who are able to write confidently and effectively in preparation for college as well as in their personal and professional lives. Students participating in the Pre-Advanced Placement/Advanced Placement Program are provided extensive opportunity to become adept at critical analysis. They read and analyze prose, poetry and drama of varied time periods, as well as interdisciplinary works. The close integration of literary study and composition, coupled with an accelerated pace of exposure to formidable text, is what distinguishes the Pre-Advanced Placement/Advanced Placement Program from the on-level English curriculum. Fundamental Skills Developed in Pre-AP/AP Sequence Include the Following: Language, Reading and Thinking Skills Diction Figurative Language Imagery Logical Organization/Structure Point of view/Perspective Selection of Detail Syntax Tone/Attitude Reading Read literary text analytically, seeing relationships between form and content. Read a variety of genres from different historical periods. Read critically, recognizing assumptions and implications and evaluating ideas. Describe how language contributes literally and figuratively to the meaning of the work. Respond actively and imaginatively to a literary work. Identify stylistic features of varied texts. Draw conclusions about the themes of a work based on evidence from the text. Think reflectively about what is read and discussed and find application in life. Value literature as an imaginative representation of truth or reality. Identify purposes and modes of discourse. Explain how the parts of discourse are related to each other and to the whole. Identify the assumptions authors have made about their audiences and periods. Writing Write to discover and clarify theme. Employ a process approach to writing that includes gathering information, formulating ideas and determining

their relationships, drafting and ordering paragraphs, incorporating transitions and revising. Respond to questions that require a timed essay, developing a competent response with each major point

developed fully. Employ a variety of rhetorical structures appropriate for various purposes and audiences (describe, interpret,

explain, persuade). Use conventions of standard English with skill and assurance.

100

Maintain a consistent tone and appeal (emotional, logical or ethical) through precise syntax, phrasing, and diction.

Summarize clearly and accurately the ideas of others. Gather information and ideas, discover patterns and develop a rationale. Select and arrange information and ideas effectively for given purposes and modes of discourse. Collect data from secondary sources and document it accurately. Communicate ideas and experiences to an intellectually sophisticated audience. Shape language in a variety of rhetorical patterns so that sentence structure, diction and figures of speech serve

purpose, model and audience. Explain how one’s choices of language produce intended effects. Write creatively for enjoyment and pleasure. Birdville ISD’s Pre-AP/AP English program includes the following courses: Pre-AP Sixth Grade English Language Arts Pre-AP Seventh Grade English Language Arts Pre-AP Eighth Grade English Language Arts Pre-AP English I Pre-AP English II AP English Language and Composition AP English Literature and Composition This course sequence is intended to develop students’ abilities to engage in critical, creative and flexible thinking, reading and writing. During the junior and senior years, students will have the opportunity to take Advanced Placement tests and concurrent enrollment classes, which may lead to college credit earned on the high school level. Because the English Advanced Placement Program is considered college-level work, it is expected that the students will assume much of the responsibility for the amount of reading and writing they do. It is also expected that the students will already have knowledge of standard English grammar and use grammatical conventions appropriately. In the Pre-AP/AP English program, the emphasis on writing is primarily focused on appropriate and effective use of rhetoric and the development of a mature writing style. Such development and preparation require a serious commitment on the part of students. We believe the benefits for students will be commensurate with this commitment.

Expectations for Participation in Pre-Advanced Placement/Advanced Placement Mathematics Program

Fostering independent, self-motivated learners is the primary goal of a Pre-Advanced Placement Mathematics Program. Independent learners are those students who possess the knowledge, skills and problem solving necessary to support mathematical understanding. If students practice and acquire these skills and habits of mind while accumulating relevant knowledge, they are freed from simply reacting to problems in a rote manner and can begin to develop their own understanding of mathematics. A connection will be made between mathematics and their future options so that their academic and work-related choices are kept as broad as possible. All too often, mathematics students are required to memorize isolated facts rather than explore problems, regurgitate formulas rather than comprehend ideas and perform mathematical procedures rather than understand concepts. They are trained to become proficient with by-hand calculations and manipulations, not to visualize mathematics as a connected whole with multiple representations. This type of education results in dependent learners or students who rely on others for answers due to superficial knowledge, underdeveloped skills and a lack of intellectual curiosity. The Pre-AP program has been designed to address these problems. The skills most important to the development of independent, self-motivated learners in mathematics are learning skills, problem solving skills and analytical skills, as well as a belief in their ability to "do" mathematics. They are the building blocks upon which original understanding is constructed. Pre-AP/AP Mathematics classes can help students understand, practice and master these skills through the creation of a vertically articulated curriculum anchored to the expectations and standards of the Advanced Placement Program.

101

Although helping students acquire these skills is extremely important, their acquisition should not be seen as the endpoint of mathematics instruction. For example, although learning how to prove a theorem is important, it is not just important in its own right. Rather, its importance lies in its power to help students cultivate fundamental mathematical habits of mind. Pre-AP Mathematics classes also help students become independent, self-motivated learners through a sustained commitment to the early introduction to and continual development of crucial mathematical habits of mind. Without these patterns of thought, even a knowledgeable mathematics student with strong learning, problem solving and analytical skills will not be able to comprehend the full range of mathematical understanding. Students enrolled in Pre-AP classes are expected to take statistics or calculus their senior year of high school. Fundamental Skills Developed in Pre-AP/AP Sequence Include the Following:

Learning Skills To develop learning skills, students should have frequent opportunities to practice and improve: reading comprehension critical listening skills group interaction skills active learning techniques task management strategies technological skills research skills Problem Solving Skills To develop problem solving skills, students should have frequent opportunities to: make conjectures and present solutions initiate problems and questions solve problems in more than one way offer different answers to one problem take time to think about a problem give reasons for answers ask complex thinking questions about the mathematical situation

102

Analytical Skills To develop analytical skills, students should have frequent opportunities to: gather, interpret, classify, summarize, synthesize and evaluate the validity of various types of data link facts to concepts form generalizations into mathematical equations predict outcomes compare and contrast draw inferences develop logical arguments make judgments Birdville ISD's Pre-AP/AP Mathematics program includes the following courses: Pre-AP Sixth Grade Mathematics Pre-AP Seventh Grade Mathematics Pre-AP Algebra I Pre-AP Geometry Pre-AP Algebra II Pre-AP Pre-calculus AP Statistics AP/Concurrent Enrollment Calculus AB and BC This course sequence is primarily intended to create powerful thinkers and learners. During the junior and senior years, students are expected to take Advanced Placement tests and concurrent enrollment classes, which may lead to college credit earned on the high school level. Such development and preparation require a serious commitment on the part of students. We believe the benefits for students will be commensurate with this commitment.

103

Expectations for Participation in Pre-Advanced Placement/Advanced Placement Science Program

The Advanced Placement Program (AP) is a collaborative effort between motivated students, dedicated teachers and parents, and committed high schools, colleges, and universities which has enabled millions of students to take college-level courses and exams, and to earn college credit or placement, while still in high school. Courses leading students to success on AP science exams are labeled Pre-AP courses. Each AP science course has a corresponding exam that is administered in May. AP Exams contain multiple-choice questions and a free response section (either essay or problem solving). The AP science exams are a culminating assessment in the AP courses and are thus an integral part of the program. As a result, the Birdville Independent School District has the expectation that students who enroll in an AP course will take the corresponding AP Exam. Because BISD is committed to providing access to AP Exams for all students, the school district will currently pay for every student to take the AP Exam in every AP course in which the student is enrolled. Pre-AP Science The Pre-AP science program currently consists of six courses: Pre-AP Science Grade 6, Pre-AP Science Grade 7, Pre-AP Science Grade 8, Pre-AP Biology, Pre-AP Chemistry and Pre-AP Physics. These courses are designed to provide a solid content background while exposing students to some of the rigors of an AP science course. Pre-AP students are required to go beyond the expectations of an “on-level” course in regards to pacing, depth of content coverage, sophistication of assignments, complexity of laboratory experiences, application of mathematical skills and use of higher-order thinking skills. AP Science The AP courses offered in science are AP Biology, AP Chemistry, AP Environmental Science and AP Physics B (non-calculus-based), and AP Physics C (calculus-based), each considered to be a college-level introductory course. These courses present a significant academic challenge to most students who are required to build upon the experiences gained in their Pre-AP classes and then apply this knowledge and skill to the broader themes that run through each content area. The primary objective of an AP course is to prepare the student to qualify for college credit on the AP examination, and students enrolled in an AP course will be expected to take the AP exam in that course. However, the benefits of successful completion of an AP science course in high school go well beyond the outcome of any single examination, including improved study habits and communication skills, increased facility with laboratory procedures and general success in higher-level science coursework, and increased college readiness in science. Time Commitment Due to the elevated learner expectations of Pre-AP and AP science courses, successful students are required to make a considerable time commitment outside of class for completion of assigned reading, written assignments and occasional research projects. Students may also be expected to schedule time outside of class for laboratory activities, tutorials, and special review sessions in some cases. This commitment to academics should not be taken lightly as the student may spend up to 5 hours per week or more in individual study outside of class. Laboratory Work Laboratory activities are essential to all Pre-AP and AP courses, providing maximum opportunity for students to learn a variety of skills and the principles and concepts of science covered in lecture, reading and discussion. The laboratory is an ideal place to learn the difference between observations and recorded data (i.e. facts) and the ideas, inferences, explanations, models (i.e. theories) that may be used to interpret them. These investigations also encourage higher-order thinking, which may include evaluating and monitoring progress through an investigation, generating ideas and formulating hypotheses. Such development and preparation requires a serious commitment on the part of students. We believe the benefits for students will be commensurate with this commitment.

104

Expectations for Participation in Pre-Advanced Placement/Advanced Placement Social Studies Program

The primary goal of pre-AP and Advanced Placement courses in social studies is to engage students in active, high-level learning, thereby ensuring that every middle and high school student develops the skills, habits of mind, and concepts they need to succeed in college. Conceptually, Pre-AP is based on the following two important premises. The first is the expectation that all students can perform at rigorous academic levels. This expectation is reflected in curriculum and instruction throughout the school such that all students are consistently being challenged to expand their knowledge and skills to the next level.

The second important premise of Pre-AP is the belief that we can prepare every student for higher intellectual engagement by starting the development of skills and acquisition of knowledge as early as possible. Addressed effectively, the middle and high school years can provide a powerful opportunity to help all students acquire the knowledge, concepts, and skills needed to engage in a higher level of learning. The AP Social studies courses are designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in history, government, and economics. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical and economic materials—their relevance to a given interpretive problem, reliability, and importance—and to weigh the evidence and interpretations presented in historical and economic scholarship. An AP social studies course should thus develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format. Fundamental Skills Developed in Pre-AP/AP Sequence Include the Following: Learning Skills To develop learning skills, students should have frequent opportunities to practice and improve:

reading comprehension critical listening skills group interaction skills active learning techniques task management strategies technological skills note-taking skills outlining skills research skills

Writing Skills

To develop writing skills, students should have frequent opportunities to:

create increasingly complex thesis statements construct coherent, well-supported historical arguments in paragraphs and, as soon as possible, in the appropriate essay form produce increasingly sophisticated conclusions that progress beyond summary to analysis improve the coherence within and between paragraphs utilize important social science terminology write to a specific essay prompt

105

Analytical Skills

To develop analytical skills, students should have frequent opportunities to: gather, interpret, classify, summarize, synthesize and evaluate the validity of various types of evidence link facts to concepts and generalizations predict outcomes compare and contrast draw inferences identify the main idea develop logical arguments make judgments recognize perspective, point of view, and/or bias explore conflicting historical interpretations utilize applicable mathematical skills recognize cause and effect relationships understand trends, themes and interactions recognize the importance of change and continuity in shaping human events

Birdville ISD's Pre-AP/AP Social Studies program includes the following courses: Pre- AP Seventh Grade Social Studies Pre-AP Eighth Grade Social Studies Pre-AP World Geography Pre-AP World History AP World History AP U. S. History AP Government & Political Science AP Macroeconomics AP Psychology This course sequence is primarily intended to create powerful thinkers and learners. During the sophomore, junior and senior years, students will have the opportunity to take Advanced Placement tests and concurrent enrollment classes, which may lead to college credit earned on the high school level. Such development and preparation require a serious commitment on the part of students. We believe the benefits for students will be commensurate with this commitment.

Expectations for Participation in

Pre-Advanced Placement/Advanced Placement Art Program The Art Pre-Advanced Placement/Advanced Placement Program in Birdville ISD is designed to engage highly motivated students in challenging study leading to college level study. Course specific expectations are available from individual instructors.

106

Mathematics, Grades 9-12 Prescribed Four- Year Sequences

All students are required to take at least four years of mathematics in grades 9-12. Sequences presented represent the order from grades nine through twelve that are to be followed by students if four years of mathematics are taken. As you make course decisions, remember that national research shows that completing mathematics courses to include at least one course beyond Algebra II more directly affects college completion than any other factor. For students in accelerated Pre-AP/AP mathematics:

Grade 9 Grade 10 Grade 11 Grade 12

Pre-AP Geometry Pre-AP Algebra II

Precalculus, Pre-AP Precalculus, AP Statistics, or AP Computer Science

AP Statistics, AP Computer Science

or AP Calculus

For students with on-level achievement in mathematics:


Algebra I Geometry Algebra II

Precalculus, Advanced Mathematical Decision

Making AP Statistics, or AP Computer Science

For students with deficiencies in mathematics skills:*


Algebra I Geometry Mathematical Models with Applications

Algebra II

*Any student graduating with the SBOE recommended high school program or the distinguished achievement program transcript must have completed mathematics courses through Algebra II.

107

Prescribed Sequences of Science Courses

Sequences presented represent the order from grades 9 through 12 that is prescribed for students following each of the graduation plans if four years of science are taken. Students entering grade 9 in 2007 – 2008 or later must take at least four years of science. These students must pass an exit level examination in science near the end of grade 11, and/or may be required to take an end-of-course exam at the end of each core science course (Biology, Chemistry, and Physics). The SBOE Recommended High School Program and Distinguished Achievement Plan require at least four units of science. Science coursework for these plans should include Biology, Chemistry and Physics. For Pre-AP/AP students seeking the SBOE Recommended High School Program or the Distinguished Achievement Program transcript:


Pre-AP Biology

Pre-AP Chemistry

Pre-AP Physics and AP Biology or AP

Chemistry

AP Chemistry, AP Physics, AP Biology,

AP Environmental Science

Anatomy and Physiology of Human

Systems, Medical Microbiology and Pathophysiology, Environmental Systems,

Astronomy, Aquatic Science,

or Geology, Meteorology,

Oceanography

For on-level students seeking the SBOE Recommended High School Program or the Distinguished Achievement Program transcript:


Biology

Chemistry or Physics

Chemistry or

Physics and

an AP Science

Chemistry, Physics,

Anatomy and Physiology of Human

Systems, Environmental Systems,

Aquatic Science, Astronomy,

Medical Microbiology and Pathophysiology,

Forensic Science, Geology, Meteorology,

Oceanography, or

an AP Science

108

Educational Planning For Life

Career Planning

109

Entering high school will be an important step for you. You will be meeting new students, teachers, principals and other faculty members. Most likely, you also will have to learn about the rules of a new school and find your way around a larger school building. You will take new courses and start new activities. You will find that you will be expected to take more responsibility for your own decisions, school work and actions. An important part of your responsibilities in high school will be to choose and take courses to prepare yourself for the future. Remember: your high school program and your success in it will affect what you may do after you graduate.

Think About Your Future

Perhaps you have already begun to think about what to do after high school. You most likely are considering going to college. You may be wondering about attending another type of school, such as a vocational/technical school. You may be thinking of preparing for a job or for military service. Perhaps you are not sure what you want to do, but it is important that you complete as rigorous a high school program as possible so that many “doors” to the future are open to you upon high school completion.

Many Careers Require Education after High School You do not have to make a final decision now about your plans after high school because you will have many experiences during the next four years that will affect your choices. You may need time to explore many possibilities before deciding what you will do. You will, however, have to choose a high school program of studies. In choosing your program, it is important to remember that almost every career requires a college education or further vocational/ technical training after high school--and that our state has established the State Board of Education Recommended High School Program as the standard graduation program.

Who Can Help You Choose Your Program of Studies? PLAN serves as the second level to the ACT assessment for 10th graders. This assessment helps students build a solid foundation for future academic career success. It is a comprehensive guidance resource that helps students measure their current academic development, explore career/training options and make plans for the remaining years of high school and post-graduation years. PLAN can help all students-those who are planning for a post-secondary education as well as those who are likely to enter the workforce directly after high school. As a “pre-ACT” test, PLAN is a powerful predictor of success on the ACT. At the same time, BISD recognizes the importance of administering the PLAN to all students, as it focuses attention on both

career preparation and improving academic achievement. PLAN is administered in the fall at no charge to the students or parents. This assessment supports the goals of the BISD Graduate Profile. Your parents may be among your best advisers in choosing a high school program of studies. They understand your personality and abilities. They know your interests, likes, dislikes and strengths. They also can tell you about things they have learned from their own education and work, which can help you in making decisions. After you and your parents have read this section of the book, talk with them. Discuss with them your thoughts and concerns about high school and your future. Other people, who know you well, such as your relatives and friends, can also help you. Consider getting their ideas. Your school counselor can assist you to better understand yourself, your goals, high school programs and careers. Be sure to meet with your counselor for help in deciding which direction to take in high school.

Career Planning . . .

110

You can get ideas from your teachers about high school programs that might be best for you. They know the work you have done in their subjects and will be able to make suggestions about your program of studies. Talk with your principal, too. The advice of your teachers and principal can be very useful to you in making your choices.

There may be some careers that seem interesting to you. If there are, talk with people in those careers to get information for planning your program of studies. They can tell you about their work and the kind of education needed for it. You may want to use this information in choosing the program and courses you will take.

Most importantly, remember that you will be leaving high school at a time in which information and technology are rapidly changing. Thus, you should take as challenging a program as possible to be prepared for continued formal education and for life.

All high schools in Birdville offer some career programs that are a combination of classroom courses and work experience. If you plan to participate in one of the work-based learning career programs, the following steps will help you to present yourself to prospective employers in a professional way. These steps can also be helpful if you simply plan to work part-time during high school. Select several career areas Locate sources of job information in these areas Take a personal inventory Make a job-skill inventory Match job skills required with your abilities and interests Plan your school program to prepare you for your chosen career (A student, parent, guidance counselor conference is encouraged.) Check the career and technology education program offerings at your school and at the Career Center Practice filling out applications for employment, writing letters of application and preparing a resume Make an appointment for an interview Prepare yourself for the interview: (a) read information on job interview techniques; (b) check your appearance; (c) find out all you can about the business or industry involved Select at least three people who know your qualifications and ask permission to use them as references (Do not use relatives.) Report for the interview on time

Helpful Hints for Career Planning

111

Planning Ahead to College Admission Through Special Programs in Texas

In recent years the state of Texas has developed new programs to assist students in gaining admission to universities within Texas. Brief descriptions about them are presented below and you may obtain more information about them in your school's counseling office.

Admission of Top 10% to Texas Public Colleges/Universities As a result of legislation enacted during a recent session of the Texas legislature, all Texas public colleges and universities are required to admit students if they meet the following criteria:

have a grade point average that places them in the top ten percent of their high school graduating class apply no later than two years after graduation from a Texas high school and submit a completed application before the expiration of any filing deadline established by the college.

Students should be aware that colleges and universities may also require an essay, letters of recommendation, admission and placement tests such as the SAT or ACT and an official high school transcript.

Toward Excellence, Access and Success (TEXAS) Grant Program The legislature has initiated the Toward Excellence, Access, and Success (TEXAS) program to provide a grant of money to enable well-prepared, eligible students to attend public and private nonprofit institutions of higher education in Texas. To compete for the award, a student must:

be a Texas resident, have completed the SBOE Recommended High School Program or the Distinguished Achievement Program, have financial need, have applied for any available financial aid or assistance, enroll at least 3/4 time in an undergraduate degree or certificate program

and have not been convicted of a felony or a crime involving a controlled substance.

This is a competitive program, so it is important to have a strong high school record when applying. Award amounts depend on the number of hours taken by the student and the type of institution the student attends. In general, it is an amount equal to the student's tuition and required fees. Students who continue in college and who meet program academic standards can receive awards for up to 150 semester credit hours or for six years, whichever occurs first. Deadlines for applying for this grant vary at different institutions and students may gain information for applying at a specific institution by contacting that school's financial aid office.

Planning Ahead to College Admission through Special Programs in Texas

112

Scholarship Program for Early High School Graduation

House Bill 1479, passed by the 74th Texas Legislature in 1995, for graduates on/after 9/1/2003, program provides *:

1. an exemption of up to $2,000* from the payment of tuition and mandatory

fee charges for courses taken by eligible students at Texas public or (if matched) private colleges or universities; and/or

2. up to $1,000* to students who graduated having completed 15 to 30 college hours

Qualifications for Scholarship Program:

have written approval from their parent or parents to participate in the accelerated program, completed the requirements for graduation from a public high school in no more than 36, 41 or 46 consecutive

months, have attended high school only in Texas, are bona fide Texas residents, and if attending an independent institution, have a commitment from the independent institution to provide a

matching tuition scholarship. To qualify a student for this scholarship program, a school official must send to the Coordinating Board a completed form and certification letter on high school letterhead attesting to all the requirements listed above. This certification form should be submitted as soon as the student has graduated to ensure that the Coordinating Board will have accurate balances available for participating students. If you are interested in seeking early graduation, schedule a planning session with your counselor.

With the costs of completing higher education continuously increasing, most students will need to consider seeking scholarships or some other form of financial aid and choices made on first entering high school can affect a student's likelihood of gaining needed assistance. To have the highest probability for gaining the financial assistance that may be needed, you should:

select and pursue a rigorous program of courses that will prepare you well for seeking a degree area of interest to you,

make good grades and maintain good attendance, participate in extracurricular and volunteer activities and

take the appropriate college entrance exam(s).

Seeking Scholarships and Financial Aid for College

113

By following these guidelines, you increase your possibility for gaining some type of financial aid. There are generally four major types of financial aid available to students. They are:

Scholarships - awards based on merit (either academic or some area of talent)

Grants - awards based on financial need which do not need to be repaid

Loans - funds which are loaned through a bank, a college or a lending institution with interest rates that are usually reasonable

Work-Study Program - jobs that allow students to earn money toward their education, which are coordinated through the college's financial aid office.

It would be a good idea to begin early in your high school career to think about schools you might want to attend after graduation from high school and to get some knowledge about potential expenses. Then you may begin gaining as much information about financial assistance as possible. Website addresses for resources that can help you in your search for financial aid or scholarships are listed on the next page.

The Financial Aid Information Page: http://www.finaid.org This site is sponsored by the National Association of Student Financial Aid Administrators and is an excellent resource for information on all types of financial aid. Students can also subscribe to a free FinAid Newsletter that will provide tips and advice.

Department of Education, Student Financial Assistance Information: http://www.ed.gov/ This homepage links you to some of the major publications on student financial aid. On the homepage, click on Visit the U.S. Department of Education website and then click on Parents and Families and scroll down to find the section on helping my child prepare and pay for college.

College Board Online: http://www.collegeboard.com This site makes available to you College Board's database on over 3,000 sources of scholarships, internships, contests and loans. Currently, you enter this section of the website by clicking on the Paying for College button at the top of the homepage.

ACT: http://www.act.org/path/parent/resource This homepage provides numerous links for students and parents in developing college and career planning and seeking financial aid.

Sallie Mae's Online Scholarship Service: http://www.Salliemae.com This site offers an extensive planning/paying for college section that includes a section entitled Wired Scholar in which a student may build an individualized planning folder.

The Coordinating Board of Higher Education for Texas: http://www.thecb.state.tx.us This homepage provides links to an array of information on financial aid. College for Texans: http://www.collegefortexans.com This website that is actually a project of the Texas Higher Education Coordinating Board provides a wealth of information about paying for college and is available in English or Spanish.

Adventures in Education: http://www.aei.org This website is an excellent resource for college and career planning information and includes help regarding seeking student loans and scholarships as well as providing COLLEGEBOUND, an online newsletter for students preparing for higher education. FastWeb: http://www.fastweb.com This site provides students two search avenues: a free scholarship search and a free college search, and it is recommended by more than 18,000 guidance counselors and financial aid officers.

114

TexasMentor: http://www.texasmentor.org TexasMentor is a service provided free of charge to help students and their families plan and prepare for college, with special help for seeking financial aid. Mapping Your Future: http://www.mappingyourfuture.org This website is sponsored by a group of guaranty agencies who participate in the Federal Education Loan Program and provides immense help for middle and high school students in planing for the future. Texas Tomorrow Fund: http://www.texastomorrowfunds.org This website provides information about the two special college savings program approved by the Texas legislature: Texas Guaranteed Tuition Plan and Tomorrow’s College Investment Plan. Go Center: http://www.careercruising.com This website provides access to applying for college, registration for SAT and/or ACT, and financial aid. This is an excellent source to complete personal career interests and job sources.

Most of these sites also provide excellent checklists to guide you in planning for careers and for college enrollment and success as well as giving guidance in seeking financial aid for continuing education. Check them out!

115

The following guidelines list only a few of the things to do at each grade level as you prepare for college. For more complete information, consult your guidance counselor.

Grade 8 □□ Consult your counselor for the most appropriate level

of courses for meeting college requirements. Remember that the state has established the Recommended High School Program as the standard graduation plan for any student planning to continue formal education after high school and encourages students to pursue the Distinguished Achievement Program.

□□ Additionally, The College Board webpage

(www.collegeboard.com/planning) includes a special section for pre-high school students. You might especially want to check out the section entitled “Getting ready for college.” It includes free college prep software that helps you to approach high school with a focus on your future.

Grade 9 - Freshman Year □□ Plan your high school program of studies with your

school counselor. Take the most rigorous classes available to improve college admission possibilities.

□□ Make sure that your program of studies includes at

least two or three years of a language other than English.

□□ Become familiar with college entrance requirements.

Also, start thinking about colleges that you might want to attend. One website that can be especially useful in helping you search for colleges that might meet your needs is http://www.collegeispossible.org. Then, use website addresses, toll-free telephone numbers, or mailing addresses to get information about all colleges of interest to you and plan your high school program of studies accordingly.

□□ Talk to adults in a variety of professions to determine

what they like and dislike about their jobs and what kind of education is needed for each job.

Sample postcard to send to colleges requesting information (Also check the institution’s web site.) □□ Begin researching your career choices and the

educational requirements of each. □□ Develop good study habits. □□ Participate in a variety of extracurricular activities. □□ Inventory your test-taking abilities and read materials

on the PSAT, SAT and ACT. Check the web sites for PSAT/SAT (www.collegeboard.com) and for ACT (www.act.org) for practice tests.

□□ If you take the PSAT, be sure to use the PSAT Report

Plus to identify skill areas in reading, writing and mathematics on which you need to focus for improvement. The skills on the report are those which you have the best chance of strengthening.

□□ Consider taking a PSAT/SAT preparation course. □□ Read a wide range of books as a supplement to

school assignments. SAT/ACT performance is always higher for regular readers.

Grade 10 - Sophomore Year August □□ Keep in mind that competitive colleges are more

impressed by respectable grades in challenging courses than by outstanding grades in easy ones.

□□ Check credits to make sure you are on schedule for

graduation requirements.

College Timeline Checklist

Please send me the following information: □ Catalog □ Application for Admission □ Financial Aid Information Name Mailing Address________________________________ City______________ State________ Zip________ Name of High School____________________________ Graduation Date________________________________ Fields of Interest________________________________

116

□□ Check with your guidance counselor or consult college websites to make sure your courses meet college entrance requirements.

September □□ Register to take the PSAT if you have taken or are

currently enrolled in geometry. Use the specialized preparation program provided on the College Board website.

□□ Review for the PSAT. Study the PSAT/NMSQT Student

Bulletin, computer software and printed aids for study. October □□ Take the PSAT. On the test form, check the box which

will put you on the mailing list for college information. December/January

□□ Study your PSAT Score Report Plus. It gives you personalized skills feedback and suggestions for improvement. Use this information to focus your preparation for SAT. Compare items missed with the correct responses and analyze why those responses are correct.

Throughout The Year □□ Continue taking appropriate courses. Research shows

that full participation in academically challenging courses is the best preparation for college entrance examinations and for success in college.

□□ Maintain good grades and read, read, read. Research

shows that reading is a critical skill that can make an impact on your learning for years to come.

□□ Gather and review information about colleges. □□ Take advantage of opportunities to visit colleges and

talk to students. □□ Investigate costs of various college programs. □□ Continue to review career choices. The ACT website

(www.act.org) has an excellent planning guide in the Explore Careers section for students to help you with this important process.

Grade 11 - Junior Year August □□ Get off to a good start this semester. Your junior year

grades are very important.

□□ If necessary, check with your counselor to make sure

your courses meet college-entrance requirements. Take as many academic courses as possible.

□□ Check credits to make sure you are on schedule for

graduation requirements. □□ If possible, narrow your career interests to one or two

fields. September □□ Register to take the PSAT. □□ SStart thinking even more seriously about what sort of

college you'd like to attend. Use resources listed in this guide to find the school that's right for you. "Finding the Right College," on The College Board website is an excellent guide to help you get started in this process.

□□ Ask your guidance counselor about your options for

paying for college. Continue using the Internet resources provided in this guide as well as resources in your counseling office to understand qualifications you need in order to obtain funds you won't have to repay.

□□ Register for the SAT preparation class (if available) if

taking the test in December. Also use College Board resources to prepare.

□□ Review for the PSAT. Study the PSAT/NMSQT Student

Bulletin and old tests. Use computer software, web pages and printed aids. Consider participating in a preparation program. The district offers several support activities and your counselor can provide specific information.

October

□□ Take the PSAT for National Merit Scholar recognition. On the test form, check the box that will put you on the mailing list for college information.

October/November

□□ Collect information and write to or contact the colleges that interest you. Request information and an application for admission. Be sure to ask about special admission requirements, financial aid and deadlines.

December

□□ Study college information. □□ Collect information on scholarships and financial aid

programs. □□ Consult your counselor about Early Admission to

college if you qualify.

117

January/February

□□ Register for SAT preparation class (if available) if taking test in May or June, and use College Board online resources for preparation.

□□ If you plan to apply for an ROTC scholarship or

admission to a service academy, write for application packets. Check with your counselor for information on doing this.

□□ Sign up for and take the PSAT/SAT Test Preparation

Course (if available) before taking the SAT. Use resources online at the College Board website as well as printed aids to prepare for the SAT. Be sure that you understand the tips about using your time effectively during this timed test.

□□ Check registration deadlines for the SAT, ACT, and

Achievement Tests on pages 118. March/April □□ Plan your program of study for senior year with your

counselor. Learn about opportunities to earn college credit for advanced placement (College Board Ad-vanced Placement Testing). Take as many academic courses as possible. Register for college entrance tests (SAT, ACT, ACH*). *May not be taken on the same date as SAT

□□ If applicable, register for Advanced Placement

Examination(s). List colleges that you wish to receive the scores.

May/June

□□ Take Advanced Placement Examination(s) as previously decided.

□□ Participate in district's SAT/ACT preparation program. □□ Take SAT or ACT. □□ Take Achievement Test(s). □□ Continue to develop strong study habits. □□ Explore opportunities for dual- enrollment credit. Summer (Before Senior Year)

□□ Select the top five to ten colleges you feel best meet

your needs. Try to pare your list to five or six by August. Make sure to include a "sure bet," two or three "good prospects," and a "dream school."

□□ Plan college visits and make arrangements for an

interview if required. (Try to see college campuses while classes are in session and students are on campus.)

□□ Keep a record of the advantages and disadvantages

of each college. □□ Request catalogs, applications, financial aid informa-

tion and specific information about your proposed major area of study.

□□ In August begin thinking about personal statements for

college admission essays. Reflect on interesting experiences you have had. Think about how you might explain how you are different than average students.

Keep this goal in mind!

118

Sample Letters for College Inquiries:

Pick a paragraph (or a combination of paragraphs) that meets your needs:

Paragraph A --"Information Request" Letter Paragraph B --"Campus Visit" Letter Paragraph C --"Financial Aid" Letter Street Address City, State, Zip Date Office of Admissions Name of College Street Address City, State, Zip Code To Whom It May Concern: I am a student at __________________High School and will graduate in____________, 20___.

Please send me an application for admission and information about your college--a general information bulletin, college costs and program descriptions. I am considering _______ as my major. (A)

I am interested in visiting your campus, taking a campus tour, and meeting with an Admissions Counselor. Since I am

considering ________ as my major, I would also like to meet with someone from that department, if possible. Please advise me of a date and time that would be convenient. (B)

My parents and I would like to investigate college costs and possible sources of financial aid. Please send us information about what it costs, how and when to

apply for financial aid, and what forms are necessary. (C)

For your information, I plan to enroll in college the ________ term, 20___.

Thank you.

Sincerely, Name Note: For many colleges, you can now accomplish these tasks using the Internet.

A campus visit is highly recommended. Before you visit the campus, consider some of the options below. Develop a list of questions and plan specific activities in order to accomplish your goals.

Schedule an interview in the Admissions Office.

Inquire about admission requirements (tests, high school grades, etc.).

Discuss your chances for success.

Learn about the college environment.

Determine the placement record for graduates in your field of study.

Talk with faculty members.

Investigate your academic program.

Consider attending a class - witness class size, teaching style and academic atmosphere.

Check the student residence halls and dining facilities.

Ask about financial aid opportunities (deadlines, forms required, etc.).

Obtain a school calendar and fee schedule.

Take a campus tour.

Identify career planning services for undergraduates.

Visit the library.

Ask about the amount and kind of study necessary for success.

Investigate transportation options.

Find out how students use their out-of-classroom time.

Helpful Hints for a Visit to a College Campus (Compiled by the American College Testing Program)

119

Become aware of student activities (clubs, organizations, intramurals, etc.).

Inquire about campus life in terms of dating and social activities.

Grade 12 Senior Year The repeated references to dates of the various SAT and ACT tests are not meant to imply that you should take them every time they are listed. You should determine which dates are the most appropriate for you, keeping in mind application deadlines. If you need assistance in this decision, be sure to check with your guidance counselor.

August

□□ Check your credits. Be sure you have all of the required courses and credits for graduation. Make any adjustments needed in your schedule to meet the requirements of the particular course of study you have selected or the particular college(s) you wish to attend.

September

□□ Meet with your guidance counselor to review your records. Match these with the entrance requirements of the colleges you are considering. Submit to the counselor a list of your activities and awards. Update this list throughout the fall.

□□ Register for the SAT preparation class (if available) and take the SAT test in December if you have not already taken it.

□□ Request application materials from schools of your choice if you have not already done this. If you are planning to attend a Texas public university or college, all have a common application, which is available in your counseling office. Most colleges and universities now have provisions for online applications as well.

□□ Begin thinking more seriously about your financial needs. Calculate your Estimated Family Contribution (ESF) and judge whether you will need a scholarship, grant, loan or work/study program. You can find assistance at the website addresses in this guide for completing this step.

□□ Get an early start on applying for scholarships and grants. You can apply throughout the year, but it is wise to start now.

□□ Check college catalogs and websites for applications for admissions, housing, financial aid, required entrance exam (SAT or ACT) and deadlines for financial aid form (FAFSA).

□□ If you are a candidate for early decision, file your application in time to meet that deadline. Also be sure to check the LAST acceptable test date for an early decision candidate.

□□ Register to take the appropriate test (ACT or SAT).

□□ Begin to talk with teachers and other people who you know well and whom you will ask to write a recommendation for you.

□□ Prepare a resume to assist any person from whom you will request a letter of recommendation.

□□ Schedule college tours. Check the school calendar for dates when you are not in school other than holidays. Use these. Call or write ahead for an appointment.

□□ Meet with college representatives when they visit your high school.

□□ Maintain good grades.

October □□ Make more college visits.

□□ Distribute application and recommendation forms to guidance counselors and teachers for completion of their sections. (Teachers and counselors are asked to write numerous recommendations--always allow at least two weeks for them to complete recommendations.)

□□ Arrange sending of transcript and recommendations to colleges. Provide a stamped, addressed envelope if needed.

□□ Begin to fill out application forms. Many colleges require essay responses. Allow yourself ample time to do a good job. Request that an English teacher check your essay for grammar, spelling, punctuation, style, etc. (Again, allow sufficient time for the teacher to check and make suggestions.)

□□ Meet application deadlines for early decision (usually November 1), housing, scholarships or financial aid.

□□ Take/retake the SAT or ACT if necessary.

□□ Find out the achievement test (ACH) requirements of your college choices. If required, register to take achievement tests on a date when you will NOT be taking the SAT. YOU ARE NOT PERMITTED TO TAKE THE SAT AND ACH ON THE SAME DATE.

□□ Attend College Night program with your parents.

November

□□ Continue to study hard because your first semester senior year grades are very important.

□□ Research the quality of the departments at the schools you like the most. Ask questions of current students when you visit the schools. If interested in a pre-professional program, check on the placement record for the universities.

□□ Complete college applications for admissions. Follow up on letters of recommendation. Request transcripts as needed. Copy ALL forms before you mail them. Mail to meet deadlines.

120

□□ Take/retake SAT or ACH if necessary.

□□ Check with counselor for College Day program.

December

□□ Look back over your timeline to be sure you have completed each step in the college admissions process.

□□ Your application(s) should be mailed before January 1. (Get it over before exams.)

□□ Request that SAT or ACT scores be sent to all colleges to which you have applied. If you did not list them when you registered for the tests, fill out the special form for additional college scores. These forms are available in the guidance office.

□□ Expect notification of early decision acceptance or deferral by December 15. If you are not accepted, file your other applications IMMEDIATELY .

□□ Ask your parents to begin gathering their financial information.

□□ Take the achievement tests (ACH) that are required by the colleges of your choice. (You signed up for these in October.)

January

□□ File your FAFSA as soon as possible after January 1. (Estimate the required tax information if your tax forms are still incomplete. It is best if your family completes tax returns by the end of the month.) Pay attention to the deadline since some states require an earlier deadline than others. Keep a photocopy for your records.

□□ Research for scholarships and loans.

□□ Check with your guidance counselor to make sure that any mid-year reports are completed and returned to colleges which request them.

1

February □□ Keep your grades up - finish strong. Remember that

you will be accepted to college "PENDING THE SUCCESSFUL COMPLETION OF YOUR 12TH GRADE COURSE WORK.”

□□ Check deadline dates for financial aid/ scholarship grants. Many forms are due March 1.

March

□□ Wait!

April

□□ Look for acceptance notices. April 15 is the most popular date for colleges to notify students. Let your guidance counselor know what has happened.

□□ Carefully choose your college and write the college a letter of acceptance, which the college should receive before May 1.

□□ Write other colleges to decline their acceptance (also before May 1).

□□ If you are wait-listed and wish to be kept in consideration, be sure to advise the college.

□□ If all colleges send rejections, don't panic! There are several alternatives. See your counselor immediately to explore other possibilities.

□□ Finalize plans for housing, financial aid and/or scholarships.

□□ Make any deposit required by the institution you plan to attend. May 1 is the generally accepted nationwide deadline for deposits for fall term.

□□ If applicable, register for Advanced Placement Examination(s). List college(s) you wish to receive your scores.

121

May

□□ Make final choice of college or university if you have not already done so. Complete all details concerning college admissions.

□□ Notify your guidance counselor of your final college choice and whether you have been awarded any scholarships (academic, athletic, artistic, dramatic, or musical, NOT FINANCIAL AID).

□□ Request that a final transcript be sent to your college choice.

□□ Take Advanced Placement Examination(s) as previously decided.

HAVE A HAPPY GRADUATION

July/Summer Before College Freshman Year

□□ When you receive your Advanced Placement Examination grades, if you have not already requested that the scores be sent to the college that you will be attending, request College Entrance Examination Board to do so.

□□ Participate in the orientation program of the college you will attend. This may have occurred in the spring or may take place just prior to the fall term.

□□ Provide copy of any THEA exemptions to Testing Center on college campus.

□□ Check on opportunities to pre-register for fall term classes. Learn about campus resources and facilities.

122

PSAT/NMSQT (Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test) The PSAT /NMSQT, a short form of the Scholastic Aptitude Test (SAT), measures critical reading, mathematical and writing reasoning abilities. It serves four purposes: allows students to compare their academic abilities with other college-bound students at their specific grade level, familiarizes students with the SAT, shows the student areas on which he/she may need to concentrate additional preparation before taking the SAT,

and allows college-bound juniors to compete for National Merit Scholarships. The test is offered only in October and should be taken by all juniors and sophomores. Freshman, especially those taking Pre-AP courses, are encouraged to take the test for practice. To make the best possible use of PSAT/NMSQT results, review the Score Report Plus to determine how you performed on each type of question. Noting the kinds of mistakes made and using the personalized information in the new report can help you identify your areas of weakness and assist you in focusing your future SAT preparation.

Different colleges require different admission tests. To find out which tests are required, you should check the catalogs or websites of any colleges to which you plan to apply. Most colleges require the scores of the Scholastic Aptitude Test (SAT) or the American College Testing Program (ACT) or will accept either. Application forms for the tests are available in the guidance offices of the senior high schools or online. It is your responsibility to have your scores sent directly to the colleges of your choice from the testing agency. School ID Numbers are as follows: Richland High School # 442558, Haltom High School #442510 and Birdville High School # 445137.

SAT (Scholastic Aptitude Test) Many two and four-year colleges require SAT scores as part of their admissions requirement. The SAT covers three parts: Critical Reading, Mathematics and a Test of Standard Written English. The Critical Reading and Mathematics scores are reported in a range of 200-800 with 500 being the median score. The admission score varies among the colleges. If you plan to attend college, you are encouraged to take the test at the end of the junior year or early in the senior year. If you are applying to a military academy, you must take the SAT in your junior year. The SAT is given seven times a year at a number of test centers in the Metroplex. Visit www.collegeboard.com

ACT (American College Testing Program) Some colleges require ACT scores as part of their admissions requirement. The ACT assessment covers four subject areas: English, Mathematics, Social Studies, and Natural Science. The scores are reported for each subject area plus a composite score. The composite score ranges from 1-36 with 18 being average. The admission score varies among the colleges. The ACT is offered six times a year. It is recommended that students take the test near the end of the junior year or early in the senior year. Visit www.act.org

College Admission Tests

Tests for College-Bound Students

123

ACH (Achievement Tests) The more selective colleges usually require the scores of two or more College Board Achievement Tests as part of the admissions process. These tests are one-hour multiple-choice tests that measure the student's knowledge of a particular subject and his/her ability to apply that knowledge. The Achievement Tests are used by some colleges for placement. These tests are offered in several subject areas. You should take the appropriate test at the completion of the course. Any student considering taking the achievement tests should schedule a planning session with the counselor.

AP (Advanced Placement) Examinations Advanced Placement Examinations are based upon college-level courses taught in high school. They may enable the student to receive college credit, advanced placement or both. Scores are reported on a five-point scale with five being the highest score. A score of three or better is acceptable for advanced placement and college credit by most colleges. By exempting several freshman-level courses in this way, a student may realize substantial savings in college costs. AP teachers and counselors will advise students about the Advanced Placement courses and AP examinations. Students enrolled in an AP course will be expected to take the AP exam in that course.

CLEP (College Level Examination Program) CLEP provides an opportunity for individuals who have acquired certain knowledge outside the traditional classroom to earn college credit examination. The scores range from 200-800. Some colleges give credit for scores above 500, enabling students to skip certain courses. Before participating in the program, you should check the policy of the prospective college regarding the granting of CLEP credit and consult your high school counselor. THEA (Texas High Education Assessment) THEA tests college level profiency in reading, writing, and mathematics through algebra 2. Exemptions for this test exist through Exit Level TAKS, SAT and ACT. Consult college counselor for exemption information.

Admission Testing: The two major testing programs that are utilized for admission purposes are (1) the SAT (Scholastic Aptitude Test), and (2) the ACT (American College Testing Program). You should consult the individual college catalog to determine which test the college or university requires. It is your responsibility to have your scores sent directly from the testing agency to the college(s) of your choice. Advanced Placement: College-level courses taught as a part of the high school curriculum are called Advanced Placement courses. Once you complete an Advanced Placement course, you may elect to take the AP exam. Depending on your score, you may be awarded college credit and/or assignment to an advanced course at the institution you choose to attend. Award Letter: This is a letter sent from an institution’s financial aid office to you, stating the kinds and amounts of financial aid you are eligible for. You are expected to sign and return the form if you are accepting the offer of financial aid. College Application: A college application is required by every college. It can be as simple as requiring only your name, address, telephone number, and the term you desire admittance or as complex as one that requires detailed information such as references, letters of recommendation, an autobiographical sketch and/ or a creative essay response. Public colleges, universities and many private schools in Texas utilize a common application system. Visit www.applytexas.org (See glossary explanation.) If not submitted electronically, applications should be typed or printed in dark ink, never completed in pencil. You should consult your guidance counselor for the procedure for mailing transcripts with your applications. College Catalog: The college catalog is a vital source of information for you. It describes the college's physical plant, campus, admission policies, costs, programs of studies and individual courses. Much information previously available only in college catalogs is now available on college web sites.

College Credit and Placement Tests

Glossary of Terms for College-Bound Students

124

College Visitation: Most colleges and universities encourage applicants and their parents to visit the campus. These visitation days are often scheduled on a weekend or during breaks so that students will not have to miss school. Students desiring to visit a college or university should contact the office of admissions for details. Check with your high school attendance office for absence and/or semester test exemptions for college visits.

College Work-Study Program: This is a government-supported financial-aid program coordinated through financial-aid offices whereby an eligible student (based on need) may work part time while attending class at least half time, generally in college-related jobs. Common Application for Freshman Admission to Texas Public Universities: All public universities in Texas now participate in a common application process, and you can obtain a bulletin containing information about the application process in your school's counseling office. The bulletin identifies the following for all public universities within Texas: website addresses, mailing addresses, telephone numbers, application fee amounts, information about sections of the application that must be completed as required by each university, payment options, and the actual application. You may submit your application either on paper or electronically at www.applytexas.org. Cooperative Work-Study Education: This is a program in which the student alternates between full-time college study and full-time paid employment related to the area of study. Under this plan, the bachelor's degree often requires five years to complete. Dual Enrollment: Students who qualify for dual enrollment may elect to take some high school courses and some college courses during their senior year. Concurrent credit will be awarded for credit earned in these courses. Dual enrollment students must request that the college or university at which they were jointly enrolled forward a transcript to the college or university they plan to attend after graduation if it is different from one in which they are jointly enrolled. Early Admission Decision: Early Decision is available for some colleges. Generally the date is November 1. Check your college website for additional information. Early decision is helpful for first college selection and admission deposits maybe required. Expected Family Contribution: The Expected Family Contribution is the amount of money your family may reasonably be expected to contribute toward your education beyond high school. It is one of the terms used in the calculation to determine possible financial aid. Federal & Direct Stafford Loans: Stafford Loans are the federal government's major type of loan. Many schools participate in the William D. Ford Direct Loan Programs (Direct Loans). Under this program, the funds come directly from the federal government. If a college or university does not yet participate in Direct Loans, the funds for Stafford Loans come from a bank, credit union, or other lender that participates in the Federal Family Education Loan (FFEL) Program. Financial Aid Office: Each institution of higher education has a staff to counsel you on financial aid to help determine your financial needs and eligibility for financial aid--and to develop a financial aid package for you. Free Application for Federal Student Aid (FAFSA): The FAFSA is a required form used in the financial aid process. The form is used to collect information about the student's total family income, assets and expenses and to assess the family's potential contribution toward college expenses. You can complete a FAFSA form and apply electronically from your home computer or from a computer at a central location such as the high school library using FAFSA on the Web (www.fafsa.ed.gov). If you prefer to submit a paper application, check with your counselor for a paper-copy FAFSA. Grade Point Average (GPA): A student's GPA on the transcript is the average of all grades except grades from correspondence courses and credit by exam are calculated in the GPA. The GPA is computed by totaling the number of grade points earned in each course based on the following scale: A=4, B=3, C=2, D=1, F=0, and then dividing the sum by the total number of courses attempted. Grant: Grants are gift awards made on the basis of financial need, which do not require repayment. Grants are available from the federal government, state agencies and educational institutions. Guaranteed Student Loans (GSL): The Guaranteed Student Loan Program enables students to borrow from eligible lenders at a low interest rate to meet education expenses. The federal government will pay interest on the loan while the student is in school.

125

Housing Deposit: Housing deposits are paid to reserve a room in a college or university dormitory. This fee is usually paid after acceptance to a college or university. Deadlines for housing deposits are usually strict. Students should respond promptly to requests for housing deposits.

Open Door Admissions: An Open Door Admissions Policy means that the college or university does not have a specific entrance requirement other than graduation from high school or its equivalent. Pell Grant: A Pell Grant is financial aid awarded by the federal government on the basis of need, designed to provide the basis of an aid package for post secondary education. The grant may be used toward tuition, room and board, books or other educational costs and requires no repayment. Parent Loans (Plus): Federally-insured PLUS loans are available to parents through both the FFEL program and Direct Loans. Parents who do not have a bad credit history can borrow a PLUS Loan to pay the educational expenses of a child who is a dependent student enrolled at least half time in an eligible program at an eligible school. Rank-in-Class: Students are officially ranked twice: (1) at the completion of eleventh grade and (2) at the end of the fifth six weeks of the twelfth grade based on their weighted average. Most colleges will require that you identify your rank in class. Students are ranked twice a year – end of the first and second semesters with exception of senior year when ranked after 5th week of 6 weeks as well. Recommendations: Many colleges and universities require that students submit letters of recommendation with their application. These recommendations should include reference to the student's distinctive qualifications and academic ability. Students who request others to complete letters of recommendation for them should allow sufficient time (a minimum of two weeks) for the individuals to complete them. Otherwise, the counselor or teacher may not be able to complete the request. Reserve Officers Training Corps (ROTC): Air Force, Army, Navy and Marine programs, available on certain college campuses, combine military education with baccalaureate degree study. ROTC provides financial support for those students who commit themselves to future service in the Armed Forces. Scholarships: These are gifts of financial assistance awarded on the basis of academic ability or talent in some area. Financial need is sometimes considered. Transcript: A transcript is a copy of a student's high school record. This document usually includes a copy of standardized test scores. It must be mailed directly to the college admissions office from the high school. Students must make the request through the counseling office for a transcript to be mailed. Transcript (Final): A final transcript is a copy of the student's record that includes the grades earned since the initial application and transcript were submitted. It also identifies the student as having graduated. The student must inform the guidance office where and if a final transcript is to be sent.

College Admissions Questions and Answers

How difficult is it to be accepted into a college or university? Almost anyone who graduates from high school can meet the admission requirements of a number of two- year colleges or four-year colleges and universities. Some of these institutions have open-door admission policies. You should not give up on a college education because of weak grades, for study beyond high school will virtually be a requirement for the job force for your generation. What questions should I ask about a school? As you begin to consider specific colleges or career schools, there are some basic questions you should ask to guide your decisions.

□□ Does the school offer the courses and type of program I am interested in? □□ Do I meet the admission requirements? □□ Does the school offer a quality education at a reasonable cost? □□ Does the school offer services I need and activities I'm interested in? □□ Does the school have the environment and setting in which I am most comfortable?

126

How early should I apply for admission to the colleges and universities of my choice? The time to apply for admission will depend upon the application deadline of the colleges. Some colleges have winter application deadlines, but a larger number of institutions will accept applications as late as mid-summer. It would be wise to consult your high school guidance counselor and/or the college catalog about specific admissions policies of the institution in which you are interested. Can I learn all I need to know about schools from their respective catalogs and web sites? College and university catalogs and web sites contain important and useful information concerning the schools. You can compare the specific course offerings listed by each college for your proposed major field of study. However, your decision to attend a particular school should be based on more than information obtained by reading a catalog or reviewing a web site. Campus visitation, including interviews with college officials, discussion with students on campus and classroom visitations in your interest area, should play a part in reaching your final decision as to which institution to attend. All college and university catalogs and web pages are similar; all college and university campuses are not. When I am being considered for admission, does the Admission Director look only at my ACT or SAT scores? In considering admission applications, most admission directors are interested in reviewing high school courses taken, level of course (i.e., standard, advanced, honors, or AP), grade point average (GPA), ACT or SAT scores and counselor or teacher recommendations. Individual schools have varying criteria for admission. You should check with your high school counselor and the college catalog for information on specific schools. However, recent studies show that courses taken are the most important criterion at most colleges and universities. What should I do if I need financial help in order to attend the college of my choice? Contact the Director of Financial Aid at the institution of your choice. This person can tell you what scholarships and other forms of assistance are available. Consult your high school counselor, who has information on local, state and national financial aid programs. Also, review information in this guide that explains sources of financial aid and provides excellent Internet resources. What are these scholarship search services that contact me? During the last several years many private scholarship services have emerged to provide lists of "sources" of financial assistance for which you may apply. Some of these services send students letters implying that the school or district recommends their services; however, you should be aware that neither Birdville ISD nor your campus endorses any private scholarship services. The scholarship search service from whom you receive a letter has instead obtained your name and address information as part of a public information request. With the widespread availability of information about financial aid provided through your counseling office, obtainable from colleges in which you are interested, or available on the Internet, you should have access to any information necessary for learning about possibilities for financial assistance for continuing your education. Thus, you should not need to pay anyone for gathering information about resources for financial aid or scholarships. Additionally, information is provided in this guide. Is it appropriate to apply to more than one college? It would be an excellent idea to apply to all the institutions which you are seriously considering in case you are not accepted by your first choice. In fact, if possible, you may want to apply to several colleges, including one or two that might be a "reach," some that are probably very good fits for your academic record, and one "sure" admission. Although you apply to a school and are accepted, you are not obligated to attend that school. Do all colleges require an application fee? Most colleges require that a fee, usually between $25.00 and $50.00, accompany an application for admission. In cases of financial need, this application fee is sometimes waived. (See your counselor.) Can all students qualify for admission to college immediately upon graduation? Yes, many students can qualify for admission to college immediately upon graduation through the community college transfer program, which consists of attending a community college for freshman and sophomore years and then transferring to a state university for the junior and senior years. Are my high school grades important in being accepted into college? High school grades are extremely important to most colleges. Your grades, more than any other single factor if you have taken rigorous courses, best predict your probable success in college. Colleges, however, do not consider only your grades in their admission process. The College Board scores, the kind of courses taken, the level of the courses (standard, advanced, honors, or AP), recommendations from your counselors, teachers, and principal and your extracurricular record are all important factors in the college admission process. In recent years, the quality of courses taken has ranked as the most important factor for college admissions.

127

If I have been accepted by a college or university by December of my senior year, can't I "ease up" during the last semester? In recent years, many senior students have developed the practice of not continuing to approach their coursework with the same seriousness they displayed in earlier years and during the first semester. This practice has become so prevalent that a study was completed by the U.S. Department of Education. The report from that study shows that serious consequences result from that practice. As a result of the "wasted" last semester or senior year, students develop habits that prove disastrous when they get to college. The report shows that one-third to one-half the students are not prepared for college work. Will my ACT or SAT scores and report tell me which college will accept me? Not necessarily--You will need to check the college catalogs and web sites because most colleges consider other factors before granting admission to a student. What courses should I take before taking the SAT or ACT? You should definitely take Algebra I, Geometry and Algebra II and on-grade level or above English (grammar and usage, composition and literature). In addition, science and social studies courses are important because most of the reading comprehension questions deal with these subject areas. You should note that research by both ACT and College Board in recent years shows that students who take Calculus score higher than any other students. Also, enrollment in Physics and Chemistry as well as multiple years of other spoken languages greatly increase your likelihood of achieving a high score. When should I take the SAT or ACT? You should take the SAT or ACT at the end of your junior year or the beginning of your senior year. It is recommended that testing be completed by December of the senior year. Register for SAT at www.collegeboard.com and/or for ACT at www.act.org. If I am interested in attending a Service Academy of the United States, how do I pursue a nomination? If you are interested in gaining admission to one of the Service Academies of the United States (Air Force, Merchant Marine, Military Academy at West Point or Naval), contact your school counselor as early as your junior year in high school. What is THEA? When is it taken? The Texas Higher Education Assessment (THEA) provides information about the reading, mathematics and writing skills of each student entering a Texas public college or university. You must take the THEA test before entering college unless your scores on TAKS [2200 in Math and English with 300 on essay], ACT or SAT exempt you. On the ACT you must achieve a composite score of 23 with a minimum of 19 on both English and math. On the SAT you must achieve a combined verbal and math score of 1070 with a minimum of 500 on both the verbal and math tests. What do I need to be eligible to participate in National Collegiate Athletic Association (NCAA) Division I athletics at college? Proposition 48 requires that a freshman student entering a NCAA Division I institution must complete a core curriculum of at least fourteen academic courses and receive an established minimum combined score on the SAT verbal and math sections or an established minimum sum of scores on the ACT in order to be eligible to participate in intercollegiate athletics during the first year of attendance. See the section below for more information. Register at www.ncaaclearinghouse.net .

128

Students desiring to pursue post-high school education at a technical or business school will want to contact several such schools, acquire details of admission and courses of study and visit some of the classrooms and laboratories. Almost anyone who graduates from high school or completes the requirements for a GED can meet the admission requirements for a technical school. Many of these schools have open-door admission policies. Post-high school training is an option for you even if your grades are weak.

Technical or Business School Checklist:

√ Make a list of the schools that offer the occupational program of interest. These schools vary considerably in quality of programs and costs of attendance; therefore, information should be acquired from counselors and employers about the success of graduates from these schools. Also, you should request information about the job placement success of program graduates

√ To obtain specific admission policies, consult your guidance counselor for information about technical schools that offer the program in which you are interested.

√ Check the school's catalog to make sure you have met all entrance requirements.

√ Write or visit the school to obtain the necessary application forms.

√ Complete application forms correctly. Enclose a check to cover the application fee (if required).

√ Make check payable to the institution. Include a stamped, addressed envelope.

√ If at all possible, visit the selected school. Visit the specific training area and talk with the instructor.

Students who are interested in entering a branch of the military services will want to contact one or more recruiting officers in order to determine the enlistment program that best meets personal interests. A variety of programs is available through each branch of military service. Military Service Checklist:

√ Make an appointment with the local recruiter of EACH branch of service to obtain current information on programs and entrance requirements.

√ Before deciding on the branch of service that is best for you, talk with relatives, friends and others who have served or are currently serving in a branch of the Armed Forces to determine what military life is like in each branch of service.

√ If you are considering entry into the military service, take the Armed Services Vocational Assessment Battery (ASVAB) during high school.

√ Contact a recruiter of the branch of service of your choice.

√ Be screened by the recruiter for mental, moral and physical ability prior to acceptance.

Military Service

Technical or Business School

129

Available Class Periods Grade Level 1 2 3 4 5 6 7

9

10

11

12

Four-Year Graduation Plan

Fill in the four-year graduation plan you intend to pursue. Consult graduation plan options beginning on page 3.

130

4 Year Plans

Following are sample four-year plans for the different graduation programs. The Recommended High School Program could change based on decisions of the State Board of Education. This plan was developed with the latest information released to us. (Note: A sample for the Distinguished Achievement Program cannot be shown since its requirements include criteria other than coursework, shown at the front of this book.) Plans are presented in chart form with suggested courses for each grade level. Because students who plan to remain in fine arts or athletics throughout high school and students who pursue the various Tech-Prep programs must select all courses even more carefully than other students, specifically designed plans for those interests are included among the samples. All samples are displayed in alphabetical order. As you develop or refine your four-year plan, you are encouraged to do the following:

1) Review each of the plans and select carefully the program that matches your plans following high school graduation, remembering to aim high and

2) Use the blank grid following the samples to fill in the program you plan to pursue or to keep track of your progress if you are already a high school student.

In the past, some of our students have chosen to pay for and take correspondence or on-line courses for one or more of the following: PE, Health, Communication Applications, BCIS (tech app credit). Currently, BISD students can use up to 2 credits of correspondence courses toward graduation credits. This is something that would be facilitated by the high school counselor. Some requirements are pending state and school board approval.

Sample Four-Year Graduation Plans

131

BIRDVILLE INDEPENDENT SCHOOL DISTRICT

EDUCATIONAL PLANNING FOR LIFE

ART

1 2 3 4 5 6 79th

English I Math World

Geography Science

*Health/ Communication

Applications

*Elective or Physical

Education ART

10th

English II Math World History Science *Languages Other Than

English I

*0.5 credit PE

ART

0.5 elective

11th

English III Math U.S. History Science *Languages Other Than English II

*Technology Applications

ART

12th English IV

Math Government/Economics

Science *Elective *Elective ART

ATHLETICS

1 2 3 4 5 6 7

9th English I

Math

World

Geography

Science


Applications

Athletics


10th English II

Math

World History

Science

*Languages Other Than

English I

Athletics

*Fine Arts

11th English III

Math

U.S. History

Science

*Languages Other Than English II

Athletics

*Elective

12th English IV Math

Government/ Economics

Science *Elective Athletics *Elective

BAND

1 2 3 4 5 6 7

9th English I Math World

Geography Science


Applications *Elective **Band

10th English II Math World History Science *Languages Other Than

English I

*Elective

**Band

11th English

III Math U.S. History Science


*Elective **Band

12th English

IV Math

Government/ Economics

Science Technology Applications

*Elective **Band

**Fall marching band waives .5 credit of PE. If a student marches 2-3 years, he/she will have fulfilled the entire PE requirement.

132

CHOIR

1 2 3 4 5 6 7


Geography Science


Applications

*Physical Education

Choir


English I

*.5 credit PE *.5 elective

Choir

11th English III Math U.S. History Science *Languages Other Than English II

*Elective Choir

12th English

IV Math

Government/Economics

Science *Technology Applications

*Elective Choir

DANCE

1 2 3 4 5 6 7

9th English I Math

World Geography

Science *Health/

Communication Applications


Dance

10th English II Math World History Science


English I

*Elective

Dance

11th English III Math U.S. History Science


*Elective Dance

12th English IV Math

Government/Economics

Science *Elective *Elective

Dance

THEATRE

1 2 3 4 5 6 7


Geography Science


Applications

*Elective or Physical

Education

Theatre

10th English II Math World History

Science *Languages Other Than

English I

*.5 credit PE

Theatre

.5 elective



Theatre

12th English IV Math Government/Economics

Science *Elective *Elective

Theatre

*Designated courses may be completed at any grade level.

133

Four-Year Graduation Plans The four-year graduation plan below includes the graduation requirements for the State Board of Education Recommended High School Program for students entering the ninth grade in 2007 – 2008. Students wishing to concentrate on a chosen career cluster may want to use the plan as a guide, and choose electives related to their career interest. Students with various interests may enroll in as many of the Career and Technology Education electives as their schedule will provide. Courses designated with “*” indicates the student may have an option of what year they enroll in the course. Students may earn the Technology Applications credit through taking a coherent sequence of Career and Technology Education courses (two or more Career and Technology courses that total three or more credits) or by enrolling in a Tech Prep high school plan of study. Student pursuing the technology application option must demonstrate proficiency in technology applications prior to the beginning of Grade Eleven. The Distinguished Achievement Program recognizes those students who demonstrate stellar performance and exceptional scholarship. Students must complete a third year of foreign language and meet four advanced measures. Career and Technology Advanced Technical Courses and Tech Prep Articulated Courses may be counted as measures on the Distinguished Achievement Program. Students are strongly encouraged to communicate with their school counselor for guidance developing and reviewing their four-year graduation plan.

ACCOUNTING & BANKING

AUDIO/VIDEO PRODUCTION

1 2 3 4 5 6 7


Geography Science


English I


*Health

*Speech

10th English II Math World History Science *Languages Other Than English II

*Fine Arts *Prin of Bus,

Marketing and Finance

11th English III Math U.S. History Science *Elective #Accounting 1 (1 credit) and Banking & Financial Services

(1 credit)

12th English IV Math Government

Science *Elective

Accounting 2 (1 credit) and

Banking (1 credit) Economics

1 2 3 4 5 6 7

9th English

I

Math World

Geography Science


English I


(Graphic Des & Illust or Dig & Interact Media

Recommended)

*Health

*Speech

10th English

II Math World History Science


*Fine Arts

(Tech Theater) Recommended

*Elective

11th English

III

Math U.S. History Science *Elective

#Audio/Video Production

(2 Credits)

12th English

IV

Math

Government Science

*Elective Advanced Audio/Video Production

(2 Credits) Economics

134

AUTOMOTIVE TECHNICIAN

COMPUTER MAINTENANCE TECHNICIAN

1 2 3 4 5 6 7

9th English I

Math World

Geography Science

*Health *Technology

Applications *Elective

*Speech

10th English II

Math

World History


English I *Fine Arts

*Elective

11th English III

Math U.S. History Science


#Computer Maintenance (2 Credits)


Science *Elective

Computer Technician


COSMETOLOGY 1 2 3 4 5 6 7


Geography Science *Health

*Languages Other

Than English I


*Speech


Science *Fine Arts *Languages

Other Than English II

*Elective

11th English III Math U.S. History Science #Cosmetology I

(3 Credits)


Science Cosmetology II


1 2 3 4 5 6 7


Geography Science


English I


*Health

*Speech

10th English II Math World History Science *Languages Other Than English II

*Fine Arts

Energy, Power &

Trans Sys Prin of

Trans, Dist & Logistics

11th English III Math U.S. History Science *Elective

#Automotive Technology

(2 Credits)


Science *Elective

Advanced Automotive

Technology (2 Credits) Economics

135

CONSTRUCTION TECHNOLOGY

1 2 3 4 5 6 7


Geography Science

*Health *Fine Arts

Prin of Arch & Const

*Speech

10th English II

Math

World History

Science *Languages Other

Than English I #Construction Technology

(2 Credits)

11th English III



Advanced Construction Technology (2 Credits)



Practicum in Construction Management


CULINARY ARTS 1 2 3 4 5 6 7

9th English I

Math

World Geography


English I

*Lifetime Nutrition and

Wellness

*Health

*Speech


Science *Languages Other Than English II

*Fine Arts *Food Science

Technology

11th English



#Culinary Arts (2 Credits)

12th English

IV

Math

Government Science

*Elective

Practicum in Culinary Arts (2 Credits) Economics

CLINICAL ROTATIONS, PHARMACY TECH, EMT OR WBL

1 2 3 4 5 6 7


Geography Science

*Health & Speech or

Princ of Health Science

*Fine Arts *Technology Applications

10th English II

Math

World History


English I

Medical Terminology

*Elective Counseling & Mental Health

11th English III



#Clinical Rotations 1 (2 Credits)

12th

English IV

Math

Government Science

(Anatomy & Physiology of

Human Systems Recommended)

*Elective

Practicum in Health Science (WBL), Clinical Rotations 2,

EMT, or Pharmacy Technician (2 Credits) Economics

136

EDUCATION AND TRAINING 1 2 3 4 5 6 7

9th

English I

Math World

Geography Science

*Health

*Prin of Educ & Training

*Fine Arts

*Speech

10th English

II

Math World History Science *Languages Other Than

English I

Human Growth & Develop


(BIM or Dig & Interact Media

Recommended)

11th English

III

Math U.S. History Science *Languages Other Than English II

#Instruct Practice in Educ & Train (2 Credits)

12th English

IV

Math

Government Science

*Elective

Practicum in Educ & Train (2 Credits) Economics

LAW, PUBLIC SAFETY, CORRECTIONS & SECURITY 1 2 3 4 5 6 7

9th English

I Math

World Geography

Science *Health *Technology Applications

Prin of Law, Safe, Corr &

Security *Speech

10th English

II Math World History Science


English I

*Fine Arts

Court Sys & Practices

11th English



#Law Enforcement (2 Credits)

12th English

IV Math

Government Science Forensics

(Recommended)

*Elective

Criminal Justice Internship or Firefighter (2 Credits) Economics

PROJECT LEAD THE WAY (PLTW)

1 2 3 4 5 6 7


Geography Science

*Health

*Fine Arts *Intro to

Engineering Design *Speech

10th English II

Math

World History


English I


*Prin of Engineering

11th English III



Digital Electronics (1 credit) & Computer Integrated

Manufacturing (1 credit)

12th

English IV

Math

Government Science

*Elective

Aerospace Engineering (1 credit) &

PLTW Course (1 credit) Economics

137

ROTC

1 2 3 4 5 6 7


Geography Science *Health *Fine Arts

ROTC *Speech


English I *Elective ROTC


*Elective ROTC



*Elective ROTC Economics

TRAVEL AND TOURISM 1 2 3 4 5 6 7

9th English

I Math

World Geography

Science *Health

*Fine Arts *Technology Applications

*Speech

10th English

II Math

World History

Science *Languages Other

Than English I *Prin of Human

Services *Elective

11th English



#Travel and Tourism Management

(2 Credits)

12th English

IV

Math

Government Science *Elective

Pract in Hospitality & Tourism or Pract in Hotel/Restaurant Management


#Two and three credit CTE courses are a waiver for the 1.5 required credits of Physical Education for students entering 9th grade 2007-2009 only. *Designated courses may be completed at any grade level.

138

Tech Prep, or technical preparation, is a form of Advanced Placement credit that emphasizes training in a specific career concentration while in high school. Tech Prep is a program of study in partnership with the Birdville Independent School District and Tarrant County College. By taking the correct sequence of courses, Birdville students can start working on their Associate of Applied Science (AAS) Degree while in high school and earn college credit. Consult with your Career and Technology instructor and/or your counselor to start taking Tech Prep courses. The Birdville ISD offers Tech Prep plans in the following technical areas:

Agricultural Science Technology

Automotive Service Technology (Pending TCC Approval)

Business Education/Information Technology 1 Technology applications course (must be business related) 1 2 Accounting or any business elective 1 3 Business Information Management I or II 1

Minimum Business Education Credits Required 3 *80 or above must be earned in all tech prep high school courses to be eligible for tech prep credit. *A minimum of 3 business education courses is required to receive tech prep credit.

Business Education/Office Administration 1 Technology Applications course (must be business related) 1 2 Accounting or any business elective 1 3 Practicum in Business Management (with a business training station) 3

Minimum Business Education Credits Required 5 *80 or above must be earned in all tech prep high school courses to be eligible for tech prep credit. *A minimum of 3 business education courses is required to receive tech prep credit.

1 Any technology Applications course (must be business related) 1 2 Economics 1 3 Agricultural Science and Technology 1 4 Horticultural Science 1 5 Biology or Chemistry 1

Minimum Credits Required 4 *80 or above must be earned in all courses of Agricultural Science Tech Prep Plan

1 Business Information Management 1 2 Complete Technology Applications 1 3 Automotive Technology I & Advanced Automotive Technology 2 4 Complete the Automotive Service Excellence Certification in Brakes and Suspension Steering (must provide ASE certification)

Minimum Credits Required 3-4 *80 or above must be earned in all tech prep courses

Tech Prep Plans

139

Education & Training

1 Business Information Management, or Technology Applications course (must be business related) 1 2 Principles of Education and Training(preferred), Psychology or Sociology 1/2 3 Human Growth and Development 1/2 4 Instructional Practice in Education and Training (preferred), or Three (3) credits of training station for the full year (with a child care concentration)

2

Minimum Credits Required 4 *80 or above must be earned in all tech prep high school courses

*Health Science Technology Education * Additional criteria is required for Tech Prep credit and acceptance into the TCC Health Science Technology program.

Hospitality/Culinary Arts

Information Technology IT – Application and Web Development

1 Any Technology Applications course 1 2 Any Business-related Technology Applications course 1 3 Business Computer Programming I and II (Two semesters of same course required) 1

Minimum Credits Required 3 *80 or above must be earned in all courses of Information Technology Tech Prep Plan

Information Technology IT – Network Technology

1 Any Technology Applications course 1 2 CCNA I (Semester 1) 1/2 3 CCNA II (Semester 2) 1/2

Minimum Credits Required 2 *80 or above must be earned in all courses of Information Technology Network Tech Prep Plan

1 Technology Applications course 1 2 AP Biology, AP Chemistry or Anatomy and Physiology 1 3 Principles of Health Science, Clinical Rotations and/or Medical Terminology

2

4 Principles of Health Science, Clinical Rotations, Psychology or Sociology

1

Minimum Credits Required 5 *80 or above must be earned in all tech prep high school courses to be eligible for tech prep credit. *A minimum of 5 tech prep courses is required to receive tech prep credit.

1 Business Information Management I or any business related technology application course 1 2 Food Science or Psychology or Sociology 1

3 Culinary Arts 2 Minimum Credits Required 4

*80 or above must be earned in all tech prep high school courses to be eligible for tech prep credit. *A minimum of 4 tech prep courses is required to receive tech prep credit.

140

Information Technology IT – Personal Computer Support

1 Any Technology Applications course 1 2 Any Technology Applications course 1 3 Computer Maintenance Technician I 1

Minimum Credits Required 2 ½ or 3 *80 or above must be earned in all courses of Information Technology Personal Computer Support Tech Prep Plan

Marketing Education

Radio and Television Broadcasting 1 Technology Applications course 1 2 Audio Video Production ½ or 1 3 Advanced Audio Video Production 1 4 Practicum Audio Video Production 1 5 Create Demo Reel that demonstrates student’s abilities in these areas; scripting, audio, lighting, camera work, graphics and non-linear editing

Minimum Credits Required 3 ½ -4 *80 or above must be earned in all tech prep courses

1 Business Information Management 1 2 Marketing Dynamics, Practicum in Marketing Dynamics, or other marketing courses 1

Minimum Credits Required 2 *80 or above must be earned in all business/marketing high school courses to be eligible for tech prep credit. *A minimum of 2 business/marketing courses is required to receive tech prep credit.

141

Teachers will report grades numerically in electronic grade books, on report cards and on the cumulative folders. Teachers will evaluate student academic performance, grades 6-12, according to the group (level) placement of the student. Upon early indication of a student's unsatisfactory performance, the parents should be notified of the student's deficiency.

Report cards will be issued to parents each six weeks. Semester grades will be computed as follows:

Multiply each six weeks' grade by two (2)

Add the semester final, and

Divide by seven (7). (Students may be eligible for semester examination exemptions as described in the student handbook.) Students in grades 9-12 will receive credits and grade points by semester average. Each semester of work completed satisfactorily will count 1/2 unit except in career and technology education work-based learning programs in which a greater credit is granted and in extended Algebra 1-4 (see description for guidelines). These units will be recorded on report cards, permanent record cards and cumulative folders by semester. Each semester of work failed (below 70) in a required course must be repeated. An adequate number of grades must be taken to evaluate the student fairly. A semester exam will be administered as part of each semester grade. All secondary schools will administer a written semester examination in every course offered in the curriculum except as provided by the exemption policy at the high school level. A student's mark in academic areas will not be altered because of his behavior. Behavior will be marked under Citizenship on the grade report form. The following symbols will be used to mark citizenship: E = Excellent S = Satisfactory N = Needs Improvement U = Unsatisfactory The secondary student's citizenship or conduct grade will be based on the following:

a. acceptance of responsibility f. care of property b. courtesy of speech and manners g. good use of time c. dependability h. following directions d. respect for the rights of others i. observation of rules of behavior e. promptness

Method of Marking Grades

142

Students will be officially ranked at the end of the fifth (5th) six weeks of the senior year. Semester grades for grade levels nine through twelve will be computed in determining class rank. Although students may earn high school credits in middle school, grades received in those courses will not be included in averaging for ranking purposes.

All students in grades nine (9) through twelve (12) will be included in computing the grade average and rank in class except for Foreign Exchange students.

Courses receiving two (2) or three (3) credits per year will be included two (2) or three (3) times respectively in the semester average. For students coming from within the United States, numerical grades will be recorded exactly as they appear on the transcript and alphabetical grades will be given the numerical equivalent according to the grade scale of the sending school. If no grade scale is provided by the sending school, then the following conversion scale will be used:

A+ 98 B+ 88 C+ 78 D+ 68 F 50 A 95 B 85 C 75 D 65 A- 92 B- 82 C- 72 D- 62

Additionally, for students coming from state accredited schools within the United States, if a grade of 60- 69 is indicated as passing, credit will be given. If alphanumeric grade(s) that are presented can be verified by official, then BISD will accept the numeric grade. Averaging Grades for Determining Rank in Class

Courses in all content areas shall be included in the averaging of grades for determination of honor graduate students, including valedictorian and salutatorian, and rank in class. However, specified courses in the content areas of English, mathematics, science and social studies shall be weighted according to the scales provided in the next section on weighted courses. Weighted Courses

For determination of grade point average (GPA), rank in class and honor graduate status (including valedictorian and salutatorian), the semester grade for each course specified in the core curriculum areas will be multiplied by the following weighting standards:

Course Type Multiplier Advanced Placement Core and LOTE Courses 1.15 Pre-AP Core and LOTE Courses 1.10 Advanced Course 1.05 Regular 1.00

The weighted grades, however, will not be shown on the academic achievement record (transcript) or report card; nor will they be used to establish eligibility in extra-curricular activities. Any courses titled as Advanced Placement will receive weighting of 1.15 - Grades 9-12 Any courses titled as Pre-Advanced Placement or Honors will receive weighting of 1.10 - Grades 9-12 Course Receiving Advanced Weighting (1.05) - Grades 9-12 Precalculus Academic Decathlon

Grade Average and Rank in Class

143

Grades Received through Correspondence, Credit by Examination or Alternative Education Instruction

For student entering grade 9 in 2009-2010 and thereafter, grades earned in correspondence or virtual learning courses and on credit by examination for acceleration or credit by examination (with prior instruction) shall be included in the computation of grade average, class rank, and honor graduate status.

For students who entered grade 9 in 2008-2009 or before and received grades through correspondence, credit by examination for acceleration, credit by examination (with prior instruction), or alternative education instruction shall not be included with those used for the computation of the weighted numerical grade average used to determine class rank and honor graduate status. Grades Received from Dual Credit Enrollment in College

Grades received as a result of enrollment in college in approved courses for dual credit shall be weighted as determined by the status of the equivalent high school course. Course Audit Procedure

Audit procedures will end with seniors 2011. Qualifying students may audit elective courses. Students may audit an extracurricular or elective class only when all of the following apply:

their weighted cumulative grade average exceeds 100 and a grade of 100 in the course would lower their weighted grade average;

the course to be audited is in excess of the required minimum of five classes at grade twelve; and

the course is not required to complete a required graduation plan or to waive a physical education requirement.

A student must request a course audit through his/her counselor and must complete all assignments and comply with all academic and behavioral requirements of the instructor. Any student who does not comply will be withdrawn from the course and the activity (if applicable).

It should be clearly understood that a class audit carries no credit; however, six weeks and semester grades will be reported for appraisal and extracurricular purposes. The student's transcript will reflect that the course was audited.

Students planning to audit a class under this policy must complete and return a course audit form to their individual counselor at the time of registration. Students will not be allowed to change an audited course to a course receiving credit prior to first grading period. Additionally, students may not request that a course be changed to audited status after instruction has begun. Grade Point Averages for College Reporting Only

When requested by a college or a university, the following 4.0 scale will be assigned to the weighted numerical semester grades for determining a grade point average:

90-100 4.0 80 -89 3.0 70- 79 2.0 Below 70 0.0

144

birdville independent school district€¦ · was completed and designed by michelle doporto. 1....

Documents