introduction - chisd€¦ · introduction the course catalog has been developed to provide...

CEDAR HILL ISD SECONDARY COURSE CATALOG 2018 – 2019 | PAGE 1

INTRODUCTION

The Course Catalog has been developed to provide important information for students and their parents. It will assist you in making wise, informed decisions concerning programs and course choices throughout your high school years. Cedar Hill Independent School District Course Catalog lists the courses that our high school generally makes available to students. However, it should be noted that not all of the courses listed are offered every year. Since it is not economically feasible to schedule classes in which only a few students enroll, the class may not be offered for the current school year. The determining factor as to whether or not a course is offered is based on the number of student requests for specific courses and funding levels for the campus. Please refer to the counseling office at Cedar Hill High School for a list of available course offerings. If a course is listed in the Prerequisite section, students must successfully pass the prerequisite course before enrolling in the identified course. All course offerings are subject to change. Public Notification of Nondiscrimination Statement It is the policy of Cedar Hill ISD not to discriminate on the basis of race, color, national origin, sex or handicap in its vocational programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended. Cedar Hill ISD will take steps to assure that lack of English language skills will not be a barrier to admission and participation in all educational and vocational programs. Cedar Hill ISD will take steps to ensure cost will not prevent access to programs.

At the time this document went to print, the Texas State Board of Education and Texas Education Agency had not made final decisions on all aspects of the New Graduation Plans and the Endorsements. This document will be updated as more information becomes available.


Cedar Hill Independent School District will develop confident students with: character, knowledge and skills to maximize their potential and excel in any endeavor they pursue.

Cedar Hill, The Leading Choice

The Cedar Hill Independent School District will become a premier school district providing innovative opportunities and academic challenges preparing all students for the global marketplace.

CHISD will:

1. Design and implement a rigorous instructional learning system that is data driven, fosters student engagement, and produces college and career-ready students

2. Remain efficient, trustworthy, and transparent in our financial practices and business processes

3. Align the budget process to achieve district goal. 4. Recruit, develop, and retain highly effective and engaging employees in an environment

that embraces diversity 5. Provide a safe, efficient, healthy, and orderly learning environment 6. Foster an environment of respect, cooperation, and open communication with parents

and community partners.

MISSION STATEMENT

MOTTO

VISION

BOARD GOALS


DISTRICT EXECUTIVE LEADERSHIP TEAM Dr. Billy Snow, Superintendent

Dr. Joann Rucker, Assistant Superintendent of Academics Kellie Spencer, Assistant Superintendent of Administration and Operations

Sherra McGaha, Interim Chief Financial Officer

CEDAR HILL ISD BOARD OF TRUSTEES Michael Quildon, President Robert Riggs, Vice President Angela Roberts, Secretary

Dawn Miller, Trustee Doug Heyerdahl, Trustee

Gayle Sims, Trustee Cheryl Wesley, Trustee


Index Page

Page(s) ACADEMIC PLANNING

Graduation Requirements 6 - 7 Graduation Requirement Flowchart 8 - 9 State Assessment Requirement 10 Attendance and Credits 10 - 12 Advanced Academics 12 - 14 Awards and Honors 14 - 15 Schedule Changes 15 - 16 Counseling Services 16 - 17 Alternate Methods for Earning Credit 17 - 18 Grade Classification 18 - 20

NCAA / NO Pass No Play 20 - 21 COURSE DESCRIPTIONS

Career and Technical Education 23 - 37 English/Language Arts 38 - 42 Mathematics 43 - 46 Science 47 - 49 Social Studies 50 - 53 Languages Other Than English 54 - 56 Physical Education/Health 57 Fine Arts 58 - 61 Other Electives 61 - 62

COLLEGE AND CAREER READINESS Naviance 63 PSAT 63 Texas Success Initiative 63 ACT 63 SAT 64 The Armed Forces 64 College Applications 65 Transcript Request 66 Senior Year College Planning 67 - 68 Junior Year College Planning 69 - 70 Sophomore Year College Planning 71

Freshman Year College Planning 72


Academic Planning


House Bill 5 was signed into law in the summer of 2013 and one of its provisions was to change high school graduation plans for all students who enter high school during the 2014-2015 school year and thereafter. The bill provides more flexibility for high school students to pursue either higher education or a career. Generally speaking, House Bill 5 established a single graduation plan, the Foundation High School Program (FHSP). Students will also have the opportunity to build on the FHSP by earning Endorsements, Performance Acknowledgements, and a Distinguished Level of Achievement. Students will need to declare their preferred endorsement area, in writing, by the beginning of their 9th grade year. An endorsement is basically an opportunity for students to select a “major” during their high school career. An endorsement can be earned by taking additional courses in Career and Technical Education (CTE) or by taking additional non-CTE courses specified within the endorsement requirements.

The endorsement areas are:

Arts & Humanities

Business & Industry

Multidisciplinary

Public Service

Science, Technology, Engineering & Math (STEM) NOTE: To earn the STEM endorsement students MUST take Algebra II, Chemistry & Physics in addition to other Foundation + Endorsement Program requirements.

CHISD offers courses to meet endorsements in all areas. There are specific course requirements in the foundation curriculum based on the endorsement selected. A comparison of course requirements by endorsement area may be found later in this guide.

A student may elect to graduate without an endorsement under the high school foundation plan with school administrator approval after the student’s sophomore year. The student and the student’s parent or guardian must be advised by the school counselor of the benefits of graduating with one or more endorsements and the student’s parent or guardian must file written permission with the high school allowing the student to graduate without an endorsement.

It is important to note that the Texas Legislature meets annually and there may be additional clarification from the state and the Texas Education Agency. The information will be incorporated into this guide when available. Therefore, contents in this guide are subject to change according to changes from either entity and the most recent information will be posted in this document or on the CHISD website.

GRADUATION REQUIREMENTS (Class of 2018 and beyond)


Foundation High School Plan (24 credits-CHISD graduation standard {EIF LOCAL}) This option is the minimum graduation plan available and replaces the old Minimum High School Program. However, it is not available until after the completion of the sophomore year. Changing to this graduation plan will require parent and administrator approval in writing. Parents and students need to understand graduating on this plan may not meet college or university entrance requirements.

Foundation + Endorsement Plan (26 credits) This graduation plan replaces the previous Recommended High School Program. Endorsements are described in detail in this course catalog.

This guide includes: core course requirements by endorsement, sample four-year graduation plans, and Cedar Hill ISD course offerings by endorsement. The curriculum requirements for earning an endorsement require a student to meet and exceed the Foundation Plan and successfully complete the following:

The curriculum requirements for one or more endorsement(s) to include a coherent sequence of courses that are content specific to the chosen endorsement. Additional coursework to include:

o Four credits in mathematics o Four credits in approved science courses

Distinguished Level of Achievement Plan (26 credits) The Distinguished Level of Achievement (DLA) replaces the current Distinguished Achievement Plan as the highest graduation plan in the state of Texas for students entering high school in 2014-2015. This is the default graduation plan for Cedar Hill ISD students.

In order to be considered for Top Ten Percent Automatic Admission in Texas Public Universities, graduates MUST earn a Distinguished Level of Achievement diploma.

A student may earn a Distinguished Level of Achievement by successfully completing the curriculum requirements that meet and exceed the Foundation Plan and successfully completing the following:

The curriculum requirements for one or more Endorsement(s) to include a coherent sequence of courses that are content specific to the chosen endorsement. Additional coursework to include:

o Four credits in mathematics, including Algebra II o Four credits in approved science courses o Two additional credits

The primary difference between the Foundation + Endorsement Program and the DLA is the requirement that Algebra II must be one of the four credits in mathematics.

The default plan for all CHISD students beginning with the class of 2018 will be the Distinguished Level of Achievement. More specific information about the graduation plans and the endorsements may be found at: http://tea.texas.gov/Curriculum_and_Instructional_Programs/Graduation_Requirements/

GRADUATION REQUIREMENTS (Class of 2018 and beyond)


GRADUATION REQUIREMENT FLOWCHART (Class of 2018 and beyond)

The default plan for Cedar Hill ISD students is the Distinguished Level of Achievement.

Foundation Plan-24 Credits

4 English Credit 3 Math Credits

3 Science Credits 3 Social Studies Credits

2 Foreign Language Credit (same language) 1 PE Credit

1 Fine Arts Credit 7 Electives

Students must also meet standard on the EOC exams.

Foundation + Endorsement Plan-26 Credits 1 Math Credit in addition to the Foundation Plan

1 Science Credit in addition to the Foundation Plan At least 4 of the 7 electives must be in a coherent sequence & content-specific to an endorsement.

Business &

Industry Adv. Journalism

Debate Arts, AV Tech

Business- Management

Finance Information Tech

Marketing Hospitality

Welding

Public Service

Education and Training

Health Science Law Enforcement

ROTC

STEM

Engineering Math

Science Biotechnology

Arts &

Humanities

Choir Band Art

World Language Social Studies Theater Arts

English

Multi-

Disciplinary

Core Academic

Workforce- Ready

College Ready

Distinguished Level of Achievement-26 Credits 1 Math Credit in addition to the Foundation Plan-Math Sequence MUST include Algebra II

1 Science Credit in addition to the Foundation Plan

At least 4 of the 7 electives must be in a coherent sequence & content-specific to and Endorsement.

Performance Acknowledgements-Additional Recognition for Meeting Certain Criteria

Advanced Coursework College Ready Examination Bilingualism/Bi-Literacy Workforce Readiness Advanced Placement Examination


Subject Area

FOUNDATION with ENDORSEMENT (CHISD default graduation plan)

FOUNDATION PLAN (This plan may only be selected at the

conclusion of the 10th grade year)

English 4 Credits □ English I (State Exam Requirement) □ English II (State Exam Requirement) □ English III □ English IV

4 Credits □ English I (State Exam Requirement) □ English II (State Exam Requirement) □ English III □ English IV

Math 4 Credits □ Algebra I (State Exam Requirement) □ Geometry □ Algebra II (Required for Distinguished Level of Achievement) □ 4rd Math Credit

3 Credits □ Algebra I (State Exam Requirement) □ Geometry □ 3rd Math Credit

Science 4 Credits □ Biology (State Exam Requirement) □ Chemistry or Physics □ 3rd Science Credit □ 4th Science Credit

3 Credits □ Biology (State Exam Requirement) □ Chemistry or Physics □ 3rd Science Credit

Social Studies

3 Credits □ World Geography or World History □ US History □Economics (0.5 credits) □ Government (0.5 credits)

3 Credits □ World Geography or World History □ US History □Economics (0.5 credits) □ Government (0.5 credits)

Fine Arts 1 Credit □ Fine Arts (choir, dance, theater arts, band,

art)

1 Credit □ Fine Arts (choir, dance, theater arts, band,

art)

Foreign Language

2 Credits (of the same language) □ Spanish □ French

2 Credits (of the same language) □ Spanish □ French

Physical Education

1 Credit □ Physical Education

1 Credit □ Physical Education

Electives 7 electives (selected from Endorsement)

7 electives

Total 26 CREDITS 24 CREDITS (CHISD Graduation Standard)

GRADUATION REQUIREMENT FLOWCHART (Class of 2018 and beyond)


Beginning with ninth graders in the 2011–2012 school year, end-of-course (EOC) assessments will be administered for the following courses:

English I Algebra I Biology English II United States History

Satisfactory performance on the applicable assessments will be required for graduation and will also affect the plan under which the student may graduate.

There are three testing windows during the year in which a student may take an EOC assessment, which will occur during the fall, spring, and summer months. Students are required to take the EOC exams each time they are offered until they have pass.

ABSENCES / ATTENDANCE

Regular school attendance is essential for a student to make the most of his or her education—to benefit from teacher-led and school activities, to build each day’s learning on the previous day’s, and learning to grow as an individual. Absences from class may result in serious disruption of a student’s mastery of the instructional materials; therefore, the student and parent should make every effort to avoid unnecessary absences. Two state laws, one dealing with compulsory attendance, the other with attendance for course credit, are of special interest to students and parents. They are discussed below:

Compulsory Attendance – TEC 25.085 State law requires that a student between the ages of six and 18 attend school, as well as any applicable accelerated instruction program, extended year program, or tutorial session, unless the student is otherwise excused from attendance or legally exempt.

A student who voluntarily attends or enrolls after his or her 18th birthday is required to attend each school day. If a student 18 or older has more than five unexcused absences in a semester, the district may revoke the student’s enrollment. The student’s presence on school property thereafter would be unauthorized and may be considered trespassing.

School employees must investigate and report violations of the state compulsory attendance law. A student absent without permission from school, from any class, from required special programs, such as additional special instruction (termed ― accelerated instruction by the state) assigned by a grade placement committee and basic skills for ninth graders; or from required tutorials will be considered in violation of the compulsory attendance law and subject to disciplinary action.

STATE ASSESSMENT REQUIREMENT

ATTENDANCE AND CREDITS


A court of law may also impose penalties against both the student and his or her parents if a school-aged student is deliberately not attending school. A complaint against the parent may be filed in court if the student:

Is absent from school on ten or more days or parts of days within a six-month period in the same school year, or

Is absent on three or more days or parts of days within a four-week period. If the student is over age 18, the student’s parents shall not be subject to penalties because of their child’s violation of state compulsory attendance law. [See FEA(LEGAL) and pages 11-14]

Exemptions to Compulsory Attendance State law allows exemptions to the compulsory attendance requirements for several types of absences if the student makes up all work. These include the following activities and events:

Religious holy days; Required court appearances; Activities related to obtaining United States citizenship; Service as an election clerk; and Documented health-care appointments, including absences for recognized services for

students diagnosed with autism spectrum disorders. A note from the health-care provider must be submitted upon the student’s return to campus.

In addition, a junior or senior student’s absence of up to two days related to visiting a college or university will be considered an exemption, provided the student receives approval from the campus principal, follows the campus procedures to verify such a visit, and makes up any work missed.

Attendance for Credit – TEC 25.092 To receive credit in a class, a student must attend at least 90 percent of the days the class is offered. A student who attends at least 75 percent but fewer than 90 percent of the days the class is offered may receive credit for the class if he or she completes a plan, approved by the principal that allows the student to fulfill the instructional requirements for the class. If a student is involved in a criminal or juvenile court proceeding, the approval of the judge presiding over the case will also be required before the student receives credit for the class. If a student attends less than 75 percent of the days a class is offered or has not completed a plan approved by the principal, then the student will be referred to the attendance review committee to determine whether there are extenuating circumstances for the absences and how the student can regain credit, if appropriate. [See policies at FEC] This equals nine absences per class for the fall semester, and ten absences per class for the spring semester. On the 10th absence for the fall and the 11th absence for the spring, whether excused or unexcused, students will be expected to serve an attendance school for day(s) missed. If no attempt is made to serve these attendance schools, the attendance appeal may be denied. In determining whether there were extenuating circumstances for the absences, the attendance committee will use the following guidelines:

All absences will be considered in determining whether a student has attended the required percentage of days. If makeup work is completed, absences for religious holy days and


documented health-care appointments will be considered days of attendance for this purpose. [See policies at FEC LOCAL.]

A transfer or migrant student begins to accumulate absences only after he or she has enrolled in the district. For a student transferring into the district after school begins, including a migrant student, only those absences after enrollment will be considered.

In reaching a decision about a student’s absences, the committee will attempt to ensure that it is in the best interest of the student.

The committee will consider the acceptability and authenticity of documented reasons for the student’s absences.

The committee will consider whether the absences were for reasons over which the student or the student’s parent could exercise any control.

The committee will consider the extent to which the student has completed all assignments, mastered the essential knowledge and skills, and maintained passing grades in the course or subject.

The student or parent will be given an opportunity to present any information to the committee about the absences and to talk about ways to earn or regain credit.

The student or parent may appeal the committee’s decision to the board of trustees by filing a written request with the superintendent in accordance with policy FNG (LOCAL).

CEDAR HILL COLLEGIATE HIGH SCHOOL Cedar Hill Collegiate High School offers Advanced Placement (AP) courses. For students who are accepted into Collegiate High School are expected to complete 60 college credit hours or obtain their associates degree. The courses available are listed on the CHCHS Crosswalk. Please refer to the CHCHS Crosswalk for more information regarding dual credit courses offerings. CEDAR HILL HIGH SCHOOL Cedar Hill High School offers a variety of, Pre-AP, Advanced Placement (AP), and Dual Credit courses. The school’s counselors provide students and parent’s information regarding academic programs to prepare for higher education and career choices. [For more information, see policies at EIF.] DUAL CREDIT/COLLEGE CREDIT COURSES The dual enrollment program at Cedar Hill ISD is a cooperative effort with the Dallas County Community College District. Students who meet college eligibility criteria may participate in the program. Successful completion of the program will allow students to receive high school credit and college hours for the courses taken. Class sizes must be taken into consideration. Thirty students will be considered as a full class and enrollment will be closed to additional students unless another section can be opened. Students seeking dual credit enrollment should take TSI prior to the semester in which they plan to enroll.

ADVANCED ACADEMICS


ADVANCED PLACEMENT (AP) In order for a student to receive the Advance Placement weight for grade point average purposes the student must take the Advance Placement exam for the course. These guidelines will insure maximum opportunity for success in these courses: General Course Expectations:

Successful completion of each Honors or AP course requires up to six hours’ additional study time per week outside of class on a regular basis.

Students may need to purchase supplemental materials for some of the Honors or AP courses. This requirement will be made known through the course descriptions for the various courses. Financial aid will be available for students with financial need.

For a student whose grade average for the first semester is less than 70, a student-parent-teacher-counselor conference will be held to evaluate the advisability of the student remaining in the class for the second semester.

Guidelines for grading shall be clearly communicated to students and parents. A student shall be permitted to retake a test at teacher discretion.

Students found to have engaged in academic dishonesty shall be subject to grade penalties on assignments or tests and disciplinary penalties in accordance with the Student Code of Conduct. Academic dishonesty includes cheating or copying the work of another student, plagiarism, and unauthorized communication between students during an examination (Board Policy, EIA (LOCAL)).

AP EXAM DATES AP Exams are generally administered towards the end of the Spring semester of each school year (i.e. May). PRE-ADVANCED PLACEMENT COURSES Students who have been nominated for the Gifted and Talented Program and have met the criteria are enrolled in the Advanced Academics Program with other high achieving, highly motivated students. Students in the AA/GT Program are provided a differentiated curriculum that includes depth and complexity beyond the regular curriculum in the four core areas—Reading/English Language Arts, Math, Social Studies, and Science. AA/GT students are clustered in grades K- 12. Nominations for the Gifted and Talented Program may be made at any time by parents, students, teachers, administrators, and community members.

HONORS/AP EXIT PROCESS Students may exit a two-semester Honors/AP course between the 16th and 20th day of the Fall or Spring semester by following the exit process below.


Exiting Process A student desiring to exit an Honors or AP Course between the 16th and 20th day of the Fall or Spring semester must take the following steps:

1. Attend a minimum of five documented tutorial sessions. 2. Participate in a documented student/parent/teacher/counselor intervention meeting. 3. Obtain a “Request to Drop an Advanced Academic Course” form from their Counselor. 4. Complete the form and obtain all required signatures. 5. Submit the completed and signed form to the Counselor between the 16th and 20th day for

consideration by the Dean of Instruction. 6. The Dean of Instruction will decide whether to approve or deny the student’s request.

In all cases, for Honors or AP exit requests, if the request is approved, schedule changes will be subject to course availability. If a student transfers out of a class, the student’s grades will directly transfer to the course into which the student enters (i.e. a 60 in an Honors/AP course becomes a 60 in a non-Honors/AP course).

Students beginning the second semester of a two-semester course are expected to remain in the course throughout the semester.

GIFITED AND TALENTED STUDENTS Students who have been nominated for the Gifted and Talented Program and have met the criteria are enrolled in the Advanced Academics Program with other high achieving, highly motivated students. Students in the AA/GT Program are provided a differentiated curriculum that includes depth and complexity beyond the regular curriculum in the four core areas—Reading/English Language Arts, Math, Social Studies, and Science. AA/GT students are clustered in grades K- 12. Nominations for the Gifted and Talented Program may be made at any time by parents, students, teachers, administrators, and community. ACADEMIC ACHIEVEMENT CLASS RANKING Class ranking shall be used to determine district honors and awards and will not be submitted to colleges unless otherwise addressed in this policy. GRADUATING WITH HONORS

Graduates with a cumulative weighted grade point average of 12.0 or higher shall be designated Summa cum Laude Graduates.

Graduates with a cumulative weighted grade point average of 10.5 -11.99 shall be designated Magna cum Laude Graduates.

Graduates with a cumulative weighted grade point average of 9.0 – 10.49 shall be designated Cum Laude Graduates.

AWARDS AND HONORS


TOP TEN/HIGHEST RANKED STUDENTS Two members of each graduating class shall be honored as valedictorian and salutatorian. The following selection guidelines shall apply:

1. The valedictorian shall be the graduate with the highest GPA who has met all related criteria.

2. The salutatorian shall be the graduate with the second highest GPA who has met all related criteria.

3. A student shall complete the last four consecutive semesters on the campus from which they graduate in the District in order to compete for scholastic honors.

4. Effective August 1, 2016, in case of a tie in weighted grade averages among the top ranking students, the following methods shall be used to determine who shall be recognized: 1) The weighted GPA shall be computed to four decimal places until the tie is broken; 2) if a tie still remains, the student with the highest numerical grade average of all PreAP, AP, Dual Credit, or Concurrent Credit courses taken shall be designated. See Board Policy EIC (Local)

5. Cedar Hill Collegiate High School only ranks for valedictorian or salutatorian unless requested in writing by the student.

A student who completes the high school program requirements in fewer than four years shall be ranked in the class with which he or she actually graduates and shall be eligible for all honors including, but not limited to, valedictorian, salutatorian, and honor graduate. See Board Policy EIC (Local)

Schedule changes that are student/parent requested for H/Pre-AP/AP to Regular must be made within the first two weeks of each semester.

Students’ schedules may be subject to an administrative change under the following conditions:

o Failure of a required course. o Change due to balancing of class sections. o Scheduling error. o Change because of credit earned in summer school. o Change as a result of a student’s being elected to or being assigned by the

administration to an activity within the school. o Change which allows a student to graduate in a particular year. o Change due to inappropriate placement or the failure to meet eligibility criteria.

Grade weights will be based on class placement at the end of the semester.

After school begins, elective class changes are not permitted without administrator approval.

Before a student is permitted to change a course, he/she must submit a written request signed by the parent, guardian, or the adult student. If the administrator approves, the student may change from the course in accordance with the following procedures.

SCHEDULE CHANGES


When an equivalent course exists, grades will be merged and averaged for a student who changes a course before the end of the 6th week of the semester.

A grade of NG shall be recorded on the cumulative record of a student who drops a course after the 7th week of a semester when no equivalent course exists.

The placement of the student who drops a course is left to the discretion of the administrator. REQUESTS FOR SCHEDULE CHANGES ARE NOT AUTOMATICALLY APPROVED.

Note—if a student drops a course after the third week of the nine weeks with a failing grade, UIL Eligibility Rules apply.

The counseling staff may be contacted by calling the campus to make appointments and to discuss records, grades, and academic plans. ACADEMIC COUNSELING Students and their parents are encouraged to talk with a school counselor, teacher, or principal to learn more about course offerings, graduation requirements, and early graduation procedures. Each spring, students will be provided information on anticipated course offerings for the next school year and other information that will help them make the most of academic and vocational opportunities. To plan for the future, each student should work closely with the counselor in order to enroll in the high school courses that best prepare him or her for attendance at a college, university, or training school, or for pursuit of some other type of advanced education. The counselor can also provide information about entrance exams and application deadlines, as well as information about automatic admission to state colleges and universities, financial aid, housing, and scholarships. PERSONAL GRADUATION PLAN A principal of a high school shall designate a school counselor or school administrator to review PGP options with each student entering grade 9 together 28 with that student’s parent or guardian. The PGP options reviewed must include the distinguished level of achievement and endorsements. Before the conclusion of the school year, the student and the student’s parent or guardian must confirm and sign a PGP for the student that identifies a course of study that:

Promotes college and workforce readiness and career placement and advancement; and

Facilitates the student’s transition from secondary to postsecondary education.

The District may not prevent a student and the student’s parent or guardian from confirming a PGP that includes pursuit of a distinguished level of achievement or an endorsement. A student may amend the student’s PGP after the initial confirmation of the plan. If a student amends the student’s PGP, the school must send written notice to the student’s parents regarding the change. [For additional information, see your student’s counselor and policy EIF (LEGAL).]

COUNSELING SERVICES


PERSONAL COUNESLING The school counselor is available to assist students with a wide range of personal concerns, including such areas as social, family, or emotional issues, or substance abuse. The counselor may also make available information about community resources to address these concerns. A student who wishes to meet with the counselor should contact their counselor via email or sign-up in the counselor’s office for an appointment. TRANSFER STUDENTS The district shall not accept credits earned by students in non-accredited schools. To receive credit for the course work from home schooling or unaccredited schools, students must pass Credit by Examination (TAC 75.166) for each course in which they are seeking credit. See the Credit by Examination with Prior Instruction section in this handbook [policy EEJA (local)]. Additional information about this program can be obtained in the school’s counseling office. CREDIT BY EXAM—If a Student Has Taken the Course/Prior Instruction {Board Policy EHDB LOCAL} 1. Students entering CHHS from home school or unaccredited private schools will have the opportunity to take the CBE's (free of charge) for verification of credit purposes into CHISD.

a. An exam must be taken for each core course for which credit is being requested. b. A grade of 70 or above must be made on each semester CBE in order to verity credit. c. One additional retake opportunity will be offered at the student's expense. The district will pay for the first placement CBE in each core subject area. d. Students failing to earn credit through CBE will be required to take and pass the semester(s)/course (s) to earn credit.

2. All CBE documentation will be recorded on the student's official transcript. a. If the exam is passed with a 70 or above, the transcript will use the code "T" to identify the CBE taken, the grade(s) and credit earned. b. The passing grade(s) will be entered into the student's academic history and included in the calculation of the GPA and rank. c. If the exam is failed with a 69 or below, the transcript will use the code "T" to identify the CBE taken and "NG" for the grade(s) will not be included in the calculation of GPA and rank.

3. If a student fails to earn credit for a course during the regular school year and/or summer school one opportunity will be given to take the CBE at the student's expense.

a. If the exam is passed with a 70 or above, the transcript will use the code "T" to identify the CBE taken, the grade(s) and credit earned. b. The passing grade(s) will be entered into the student's academic history and included in the calculation of the GPA and rank.

ALTERNATE METHODS FOR EARNING CREDIT


c. If the exam is failed with a 69 or below. The transcript will use the code "T" to identify the CBE taken, reflects an "NG" for the grade(s), and the grade(s) will not be included in the calculation of the GPA and rank. d. No CBE retakes will be allowed, and the course will need to be repeated and passed to regain credit. e. In order for a credit to count for current year graduation purposes, all CBE's must be ordered by the last day of the 3rd nine weeks.

CREDIT BY EXAM—If a Student Has Not Taken the Course/Without Prior Instruction A student may take an exam to accelerate through a subject for which he/she has no prior instruction. Prior approval from parent and principal are required. A score of 90 is required to pass exams for acceleration. These exams assess student mastery of the essential elements. Students should see their counselors for registration materials for CBE’s. Tests are provided through Texas Tech University or University of Texas at Austin. There is no charge to the student for the first testing opportunity per subject. A Credit by Exam may not be used to gain eligibility for extracurricular activities. The dates on which exams are scheduled during this school year will be determined by the counseling office and posted. [For further information, see EEJB.] In order for a credit to count for current year graduation purposes, all CBE's must be ordered prior to the last day of the 5th week of the 3rd nine weeks. CBE AND TRANSCRIPT:

If the exam is passed with a 90 or above, the transcript will use the code "E" to identify the CBE taken, the grade(s) and credit earned.

The passing grade(s) will be entered into the student's academic history and included in the calculation of the GPA and rank.

If the exam is failed with an 89 or below. The transcript will use the code "E" to identify the CBE taken, reflects an "NG" for the grade(s), and the grade(s) will not be included in the calculation of the GPA and rank.

One CBE retake will be allowed per semester credit course.

In order for a credit to count for current year graduation purposes, all CBE's must be ordered by the last day of the 5th week of the 3rd nine weeks.

CREDIT RECOVERY/ACCELERATION A student will only be allowed to use the virtual, ―Plato Learning‖, program for courses that do not require state testing; unless the student has already received a satisfactory score on the exam. The number of years in high school will determine the number of virtual courses allowed per year (5 courses for students entering year 4, 4 courses for students entering year 3, 3 courses for students entering year 2 and 2 courses for students entering 1st year). If a child fails a course, a meeting with the student, guardian and counselor/dean/assistant principal will be required.


GRADE CLASSIFICATION After the ninth grade, students are classified according to the number of credits earned toward graduation.

Grade Credits Earned Classification

9th 0-5 Freshman

10th 6-11 Sophomore

11th 12-17 Junior

12th 18-26+ Senior

PROMOTION STANDARDS A student entering the 9th grade for the first time must complete the following before attending Cedar Hill High School (10th-12th):

complete a minimum of 2.5 credits by the end of the regular school year

receive a full year of credit in math or reading by the end of summer school

pass at least one EOC in any subject area. If the student does not pass at least one EOC, they must attend mandatory summer school for that content area.

If the student does not complete the required summer school, he/she will not be allowed to attend Cedar Hill High School until the next school year. Students that fail class(es) and score below the minimum requirements for the EOC will be reviewed on a case-by-case basis. GRADING GUIDELINES The grading policy of the Cedar Hill Independent School District is designed to provide consistency throughout the system and to meet requirements specified by the Texas Education Agency. There are four reporting periods, two each semester. Supplementary reporting is accomplished through parent/teacher conferences and/or three-week interim progress reports. In grades 9-12, number grades are used to represent the teacher’s assessment of the student’s achievement. Number grades can be converted to letter grades using the following scale:

A = 90 – 100 C = 70 - 79 B = 80 – 89 F = Below 70

A minimum of two (2) grades (per week) are required, to include two (2) major grades every reporting period. Students are expected to complete all assignments in all classes. Assignments turned in late will not receive full grade value. A system of grade weights is used to determine rank in class. Courses are divided into three categories - Regular, Pre-AP, and AP. Options and Requirements for Providing Assistance to Students Who Have Learning Difficulties and Who Need or May Need Special Education Parents of students with learning difficulties or who may need special education services may request an evaluation for special education at any time. For more information, see Special Programs on page 71 and contact Holly Cunningham, Executive Director of Special Education, 285 Uptown Blvd, Building

GRADE CLASSIFICATION SYSTEM


300, Cedar Hill, TX 75104, 972-291-1581 x4055, 972-291-9739 (fax). NCAA (National Collegiate Athletic Association) Student athletes should be aware that the NCAA does not average semester grades to award credit. Although CHISD Board policy grants credit for a yearly average of 70 or higher, for the NCAA, each semester stands alone. For example, in CHISD a student could make a 65 first semester and 75 second semester and receive credit for a course, but the NCAA would count the 65 as a failing grade. Therefore, student athletes who are hoping to attend Division I or II schools should plan to make up any failing semester grades they have made even if they did receive the credit through averaging. CAUTION: Students and parents should also be aware that the NCAA core GPA is not equivalent to the student’s current high school GPA. Please contact the counseling office for more information. NO PASS, NO PLAY Students must be eligible under no-pass, no-play. Extracurricular activities include public performances, contests, demonstrations, displays and club activities. An activity would be considered extracurricular if:

the activity is competitive;

the activity is held in conjunction with another activity that is considered extracurricular;

the general public is invited;

an admission price is charged.

Exception: If a student is enrolled in a state-approved course in which he or she must demonstrate mastery of the essential knowledge and skills in a public performance, then he or she may participate so long as the activity is not competitive, it is not held in conjunction with another activity that is competitive, and an admission price is not charged. For example, a theatre student may participate in a non-competitive, free presentation of a one-act play in which the public is invited to attend. Basics of No Pass, No Play

Must be passing all courses (except identified advanced classes).

Students lose eligibility for a three-week period, which is defined as 15 class days. Exception: one but only one of the three school weeks may consist of only three or four class days, provided the school have been dismissed for a scheduled holiday period. Two class days does not constitute a school week. Exception: Thanksgiving if schools are on holiday Wednesday, Thursday and Friday.

School week begins at 12:01 a.m. on the first instructional day of the calendar week and ends at the close of instruction on the last instructional day of the calendar week (excluding holidays).

Ineligible students must wait seven (7) calendar days after a three-week evaluation period and the grading period to regain eligibility.

Students may regain eligibility an unlimited number of times throughout the school year. Passing means a minimum grade of 70 on all courses (except identified advanced classes).

Note: Spring break can't be part of the 3-week evaluation process. All students are eligible during spring break.


ADVANCED CLASSES IDENTIFIED FOR NO PASS/EXEMPTION Texas Education Agency/University Interscholastic League Academic Requirements (No Pass, No Play) A student who receives, at the end of any six weeks grading period, a grade below 70 in any academic class (other than an identified advanced class) may not participate in extracurricular activities for at least three school weeks. An ineligible student may practice or rehearse, however. The student regains eligibility when the principal and teachers determine that he or she has:

earned a passing grade (70 or above) in all academic classes and

completed the three school weeks of ineligibility.

All students are eligible during a school holiday of a full calendar week or more. When the bell rings to dismiss students for the December holidays, all students are eligible until classes resume in January. The same is true for the summer recess and spring break provided those breaks consist of at least a full calendar week. The 80th Texas Legislative Session passed SB 1517 in May, 2007 which amends Section 33.081 of the Education Code restricting the courses that are now considered waivable. Senate Bill1517 defines that the exemption only “applies to an advanced placement or international baccalaureate course, or to an honors or dual credit course in the subject areas of English language arts, mathematics, science, social studies, economics, or a language other than English.” COMMUNITY SERVICE REQUIREMENT CEDAR HILL COLLEGIATE HIGH SCHOOL Upon acceptance into the Collegiate High School, students sign a community service contract. CEDAR HILL HIGH SCHOOL Cedar Hill High School students are encouraged to complete 10 hours of community service per year as a graduation requirement. Students with Disabilities Upon the recommendation of the admission, review, and dismissal committee, a student with disabilities may be permitted to graduate under the provisions of his or her individualized education program (IEP). A student who receives special education services and has completed four years of high school, but has not met the requirements of his or her IEP, may participate in graduation ceremonies and receive a certificate of attendance. Even if the student participates in graduation ceremonies to receive the certificate of attendance, he or she may remain enrolled to complete the IEP and earn his or her high school diploma; however, the student will only be allowed to participate in one graduation ceremony.


Course Descriptions


Career and Technical Education Mission & Purpose The mission of Career and Technical Education is to prepare students to succeed in high demand occupations within the 21st century’s competitive global economy and to provide students with the academic skills necessary to continue their education in post-secondary schools. Career and Technical Education can help students explore their potential and establish future career goals. Students can use the Career Programs of Study to choose courses that interest them. Students do not need to take every course listed under each grade level, as there are many options within each program. Career and Technical Education The Cedar Hill ISD CTE department houses advanced CTE courses for students. Career and Technical Education allows students to explore post-secondary and career options at an increased academic level with a relevant, industry-standard learning experience. Many CTE courses offered meet the requirements of the “Advanced Measures” component of the Distinguished Achievement Program and offer articulated college credit. The CTE department allows a student to pursue an interest rather than make a life-long commitment. This allows an opportunity for students to choose courses that truly interest them, providing a meaningful connection to the curriculum and school. Cedar Hill ISD CTE department may have fees associated with them for lab materials, supplies, student organization costs, and industry-standard or professional examinations. However, monetary reasons will not serve as a barrier to students any assistance. CTE Courses and Articulated College Credit The intent of offering articulated college credit is to provide the student with academic and workplace skills that will allow the individual to successfully enter post-secondary education, the job market, or the military. All students, including special populations, and non-traditional populations, have equal access to all of these programs of study. Articulated college credit encourages high skill attainment in both academic and technical areas and utilizes technology in the classroom. Cedar Hill ISD articulates courses with Dallas County Community College through articulation agreements. These courses can provide college credit if the student meets specific criteria.

CAREER AND TECHNICAL EDUCATION


CAREER DEVELOPMENT

Project-Based Research Grade: 11–12 Credit: 1 Prerequisite: None Project-Based Research is a course for students to research a real-world problem. Students are matched with a mentor from the business or professional community to develop an original project on a topic related to career interests. Students use scientific methods of investigation to conduct in-depth research, compile findings, and present their findings to an audience that includes experts in the field. To attain academic success, students must have opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.

ARTS, A/V TECHNOLOGY & COMMUNICATIONS CAREER CLUSTER

Principles of Arts, Audio/Video Technology, and Communications Grade: 9 Credit: 1 Prerequisite: None The goal of this course is for the student understands arts, audio/video technology, and communications systems. 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. Audio/Video Production l Grade: 9–12 Credit: 1 Prerequisite: None 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 products. Audio/Video Production ll/Audio/Video Production ll Lab Grade: 10–12 Credits: 2 Prerequisite: Audio/Video Production l Co-requisite: Audio/Video Production ll Building upon the concepts taught in Audio/Video Production, 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 postproduction products. Through diverse forms of storytelling and production, students will exercise and develop creativity, intellectual curiosity, and critical-thinking, problem-solving, and collaborative skills. This course may be implemented in an audio format or a format with both audio and video. Requiring a lab requisite for the course affords necessary time devoted specifically to the production and post-production process. Graphic Design and Illustration l Grade: 10–12 Credit: 1 Prerequisite: None Within this context, in addition to developing 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 fundamental elements and principles of visual art and design.


Graphic Design and Illustration ll/Graphic Design and Illustration ll Lab Grade: 10–12 Credits: 2 Prerequisite: Graphic Design and Illustration l Co-requisite: Graphic Design and Illustration ll 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. Districts are encouraged to offer this lab in a consecutive block with Graphic Design and Illustration II to allow students sufficient time to master the content of both courses. Practicum in Graphic Design and Illustration Grade: 10–12 Credits: 2 Prerequisites: Graphic Design and Illustration ll and Graphic Design and Illustration ll Lab 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 a technical understanding of the industry with a focus on skill proficiency. Instruction may be delivered through lab-based classroom experiences or career preparation opportunities.

BUSINESS MANAGEMENT & ADMINISTRATION CAREER CLUSTER Principles of Business, Marketing, and Finance Grade: 9–11 Credits: 1 Prerequisite: None In Principles of Business, Marketing, and Finance, students gain knowledge and skills in economies and private enterprise systems, the impact of global business, the 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. Business Law Grade Placement: 11–12 Credits: 1 Prerequisite: None Business Law is designed for students to analyze various aspects of the legal environment, including ethics, the judicial system, contracts, personal property, sales, negotiable instruments, agency and employment, business organization, risk management, and real property. Business Information Management l Grade: 9–12 Credits: 1 Prerequisite: None In Business Information Management I, students implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and make a successful transition to the workforce and postsecondary education. Students apply technical skills to address business applications of emerging technologies, create word processing documents, develop a spreadsheet, formulate a database, and make an electronic presentation using appropriate software.


Business Information Management ll Grade: 10–12 Credits: 1 Prerequisite: Business Information Management l In Business Information Management II, students implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and make a successful transition to the workforce or postsecondary education. Students apply technical skills to address business applications of emerging technologies, create complex word-processing documents, develop sophisticated spreadsheets using charts and graphs, and make an electronic presentation using appropriate multimedia software. Global Business Grade: 10–12 Credits: .5 Prerequisite: None Global Business is designed for students to analyze global trade theories, international monetary systems, trade policies, politics, and laws relating to global business as well as cultural issues, logistics, and international human resource management. Human Resources Management Grade: 11–12 Credits: .5 Prerequisite: None Human Resources Management is designed to familiarize students with the concepts related to human resource management, including legal requirements, recruitment, and employee selection methods, and employee development and evaluation. Students will also become familiar with compensation and benefits programs as well as workplace safety, employee-management relations, and the impact of global events on human resources management. Practicum in Business Management Grade: 11–12 Credits: 2 Prerequisite: None Practicum in Business Management is designed to give students supervised practical application of previously studied knowledge and skills. Practicum experiences occur in a paid or unpaid arrangement and a variety of locations appropriate to the nature and level of experience. Students implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and to make a successful transition to the workforce or postsecondary education. Students apply technical skills to address business applications of emerging technologies. Students develop a foundation in the economic, financial, technological, international, social, and ethical aspects of business to become competent consumers, employees, and entrepreneurs. Students enhance reading, writing, computing, communication, and reasoning skills and apply them to the business environment. Students incorporate a broad base of knowledge that includes the legal, managerial, marketing, financial, ethical, and international dimensions of business to make appropriate business decisions.


EDUCATION and TRAINING CAREER CLUSTER Principles of Education and Training Grade: 9–10 Credit: 1 Prerequisite: None Principles of Education and Training is designed to introduce learners to the various careers available within the Education and Training Career Cluster. Students use self-knowledge as well as educational and career information to analyze various careers within the Education and Training Career Cluster. Students will develop a graduation plan that leads to a specific career choice in the student's interest area. Human Growth and Development Grade: 10–12 Credit: 1 Prerequisite: None Human Growth and Development is an examination of human development across the lifespan with emphasis on research, theoretical perspectives, and common physical, cognitive, emotional, and social developmental milestones. The course covers material that is generally taught in a postsecondary, one-semester introductory course in developmental psychology or human development. Instructional Practices Grade: 11–12 Credits: 2 Prerequisite: None Instructional Practices is a field-based (practicum) internship that provides students with background knowledge of child and adolescent development as well as principles of effective teaching and training practices. Students work under the joint direction and supervision of both a teacher with knowledge of early childhood, middle childhood, and adolescence education and exemplary educators or trainers in direct instructional roles with elementary-, middle school-, and high school-aged students. Students 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, trainers, paraprofessionals, or other educational personnel. Practicum in Education and Training Grade: 12 Credits: 2 Prerequisite: Instructional Practices Practicum in Education and Training is a field-based internship that provides students background knowledge of child and adolescent development principles as well as principles of effective teaching and training practices. Students in the course work under the joint direction and supervision of both a teacher with knowledge of early childhood, middle childhood, and adolescence education and exemplary educators in direct instructional roles with elementary-, middle school-, and high school-aged students. Students learn to plan and direct individualized instruction and group activities, prepare instructional materials, assist with record keeping, make physical arrangements, and complete other responsibilities of classroom teachers, trainers, paraprofessionals, or other educational personnel.


FINANCE CAREER CLUSTER Principles of Business, Marketing, and Finance Grade: 9–11 Credit: 1 Prerequisite: None In Principles of Business, Marketing, and Finance, students gain knowledge and skills in economies and private enterprise systems, the impact of global business, the 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. Accounting I Grade: 10–12 Credit: 1 Prerequisites: None In Accounting I, students will 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 will reflect on this knowledge as they engage in the process of recording, classifying, summarizing, analyzing, and communicating accounting information. Students will formulate and interpret financial information for use in management decision making. Accounting includes such activities as bookkeeping, systems design, analysis, and interpretation of accounting information. Accounting ll Grade: 11–12 Credit: 1 Prerequisites: Accounting I In Accounting II, students will 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 will reflect on this knowledge as they engage in various managerial, financial, and operational accounting activities. Students will formulate, interpret, and communicate financial information for use in management decision making. Students will use equations, graphical representations, accounting tools, spreadsheet software, and accounting systems in real-world situations to maintain, monitor, control, and plan the use of financial resources. Note: This course satisfies a math credit requirement for students on the Foundation High School Program. Financial Mathematics Grade: 10–12 Credit: 1 Prerequisite: Algebra l Financial Mathematics is a course about personal money management. Students will apply critical-thinking skills to analyze personal financial decisions based on current and projected economic factors. Note: This course satisfies a math credit requirement for students on the Foundation High School Program.


HEALTH SCIENCE CAREER CLUSTER Principles of Health Science Grade: 9–10 Credit: 1 Prerequisite: None The Principles of Health Science course is designed to provide an overview of the therapeutic, diagnostic, health informatics, support services, and biotechnology research and development systems of the health care industry. Medical Terminology Grade: 9–12 Credit: 1 Prerequisite: None The Medical Terminology course is designed to introduce students to the structure of medical terms, including prefixes, suffixes, word roots, singular and plural forms, and medical abbreviations. The course allows students to achieve comprehension of medical vocabulary appropriate to medical procedures, human anatomy and physiology, and pathophysiology. Anatomy and Physiology Grade: 10–12 Credit: 1 Prerequisite: Biology and a second science credit The Anatomy and Physiology course is designed for students to conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Anatomy and Physiology will study a variety of topics, including the structure and function of the human body and the interaction of body systems for maintaining homeostasis. Note: This course satisfies a science credit requirement for students on the Foundation High School Program. Pathophysiology Grade: 11–12 Credit: 1 Prerequisites: Biology and Chemistry The Pathophysiology course is designed for students to conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Pathophysiology will study disease processes and how humans are affected. Emphasis is placed on prevention and treatment of disease. Students will differentiate between normal and abnormal physiology. Health Science Theory Grade: 10–12 Credit: 1 Prerequisites: Principles of Health Science & Biology The Health Science Theory course is designed to provide for the development of advanced knowledge and skills related to a wide variety of health careers. Students will employ hands-on experiences for continued knowledge and skill development.


Health Science Theory/Health Science Clinical Grade: 10–12 Credits: 2 Prerequisites: Biology and Principles of Health Science Co-requisite: Health Science Theory The Health Science Clinical course is designed to provide for the development of advanced knowledge and skills related to a wide variety of health careers. Students will employ hands-on experiences for continued knowledge and skill development. Districts are encouraged to offer this course in a consecutive block with Health Science Theory to allow students sufficient time to master the content of both courses.

HOSPITALITY and TOURSIM CAREER CLUSTER Principles of Hospitality and Tourism Grade: 9–12 Credit: 1 Prerequisite: None Principles of Hospitality and Tourism introduces students to an industry that encompasses lodging, travel and tourism, recreation, amusements, attractions, and food/beverage operations. Students learn knowledge and skills focusing on communication, time management, and customer service that meet industry standards. Students will explore the history of the hospitality and tourism industry and examine characteristics needed for success in that industry. Introduction to Culinary Arts Grade: 9–10 Credit: 1 Prerequisite: None Introduction to Culinary Arts will emphasize the principles of planning, organizing, staffing, directing, and controlling the management of a variety of food service operations. The course will provide insight into the operation of a well-run restaurant. Introduction to Culinary Arts will provide insight into food production skills, various levels of industry management, and hospitality skills. This is an entry level course for students interested in pursuing a career in the food service industry. This course is offered as a classroom and laboratory-based course. Culinary Arts Grade: 10–12 Credit: 2 Prerequisite: None Culinary Arts begins with the fundamentals and principles of the art of cooking and the science of baking and includes management and production skills and techniques. Students can pursue a national sanitation certification or other appropriate industry certifications. This course is offered as a laboratory-based course. Advanced Culinary Arts Grade: 10–12 Credits: 2 Prerequisite: Culinary Arts Advanced Culinary Arts will extend content and enhance skills introduced in Culinary Arts by in-depth instruction of industry-driven standards to prepare students for success in higher education, certifications, and/or immediate employment.


Food Science Grade: 11–12 Credit: 1 Prerequisites: Three units of science, including Chemistry and Biology In Food Science students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Food Science is the study of the nature of foods, the causes of deterioration in food products, the principles underlying food processing, and the improvement of foods for the consuming public. Note: This course satisfies a science credit requirement for students on the Foundation High School Program.

INFORMATION TECHNOLOGY CAREER CLUSTER Principles of Information Technology Grade: 9–10 Credit: 1 Prerequisites: None In Principles of Information Technology, students will develop computer literacy skills to adapt to emerging technologies used in the global marketplace. Students will implement personal and interpersonal skills to prepare for a rapidly evolving workplace environment. Students will enhance reading, writing, computing, communication, and reasoning skills and apply them to the information technology environment. Computer Maintenance Grade: 10–12 Credit: 1 Prerequisite: None In Computer Maintenance, students will acquire knowledge of computer maintenance and creating appropriate documentation. Students will analyze the social responsibility of business and industry regarding the significant issues relating to the environment, ethics, health, safety, and diversity in society and in the workplace as related to computer maintenance. Students will apply technical skills to address the IT industry and emerging technologies. Computer Programming l Grade: 10–12 Credit: 1 Prerequisite: None In Computer Programming I, students will acquire knowledge of structured programming techniques and concepts appropriate to developing executable programs and creating appropriate documentation. Students will analyze the social responsibility of business and industry regarding the significant issues relating to the environment, ethics, health, safety, and diversity in society and in the workplace as related to computer programming. Students will apply technical skills to address business applications of emerging technologies. Computer Programming ll Grade: 11–12 Credit: 1 Prerequisite: None In Computer Programming II, students will expand their knowledge and skills in structured programming techniques and concepts by addressing more complex problems and developing comprehensive programming solutions. Students will analyze the social responsibility of business and industry regarding the significant issues relating to environment, ethics, health, safety, and diversity in society and in the workplace as


related to computer programming. Students will apply technical skills to address business applications of emerging technologies. Internetworking Technologies I (Cisco) Grade: 11–12 Credit: 1 Prerequisite: None The Internetworking Technologies I course is normally comprised of the courses called Cisco CCNA R&S: Introduction to Networks (CCNA 1) and Cisco CCNA R&S: Routing and Switching Essentials (CCNA 2). The Introduction to Networks course introduces the concept of networking, using various analogies to help the student understand the movement of packets throughout the Internet, and the protocol standards used. Internetworking Technologies II (Cisco) Grade : 11–12 Credit: 1 Prerequisite: None The Internetworking Technologies II course is normally comprised of the courses called Cisco CCNA R&S: Scaling Networks (CCNA 3) and Cisco CCNA R&S: Connecting Networks (CCNA 4) The CCNA 3 course covers the architecture, components, and operations of routers and switches in larger and more complex networks.

LAW, PUBLIC SAFETY, CORRECTIONS, & SECURITY CAREER CLUSTER Principles of Law, Public Safety, Corrections, and Security Grade: 9–12 Credit: 1 Prerequisite: None Principles of Law, Public Safety, Corrections, and Security introduces students to professions in law enforcement, protective services, corrections, firefighting, and emergency management services. Students will examine the roles and responsibilities of police, courts, corrections, private security, and protective agencies of fire and emergency services. The course provides students with an overview of the skills necessary for careers in law enforcement, fire service, protective services, and corrections. Law Enforcement l Grade: 10–12 Credit: 1 Prerequisite: None Law Enforcement I is an overview of the history, organization, and functions of local, state, and federal law enforcement. Students will understand the role of constitutional law at local, state, and federal levels; the U.S. legal system; criminal law; and law enforcement terminology and the classification and elements of crime. Law Enforcement ll Grade: 10–12 Credit: 1 Prerequisite: None Law Enforcement II provides the knowledge and skills necessary to prepare for a career in law enforcement. Students will understand ethical and legal responsibilities, patrol procedures, first responder roles, telecommunications, emergency equipment operations, and courtroom testimony.


Forensic Science Grade: 11–12 Credit: 1 Prerequisites: Biology and Chemistry Forensic Science is a course that introduces students to the application of science to connect a violation of law to a specific criminal, criminal act, or behavior and victim. Students will learn terminology and procedures related to the search and examination of physical evidence in criminal cases as they are performed in a typical crime laboratory. Using scientific methods, students will collect and analyze evidence such as fingerprints, bodily fluids, hairs, fibers, paint, glass, and cartridge cases. Students will also learn the history and the legal aspects as they relate to each discipline of forensic science. Scientific methods of investigation can be experimental, descriptive, or comparative. The method chosen should be appropriate to the question being asked. Note: This course satisfies a science credit requirement for students on the Foundation High School Program. Court Systems and Practices Grade: 10–12 Credit: 1 Prerequisite: None 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.

MANUFACTURING CAREER CLUSTER Principles of Manufacturing Grade: 9–12 Credit: 1 Prerequisite: None In Principles of Manufacturing, students are introduced to knowledge and skills used in the proper application of principles of manufacturing. The study of manufacturing technology allows students to reinforce, apply, and transfer academic knowledge and skills to a variety of interesting and relevant activities. Students will gain an understanding of what employers require to gain and maintain employment in manufacturing careers. Introduction to Welding Grade: 9–12 Credit: 1 Prerequisite: None Introduction to Welding will introduce welding technology with an emphasis on basic welding laboratory principles and operating procedures. Students will be introduced to the three basic welding processes. Topics include: industrial safety and health practices, hand tool and power machine use, measurement, laboratory operating procedures, welding power sources, welding career potentials, and introduction to welding codes and standards. Introduction to Welding will provide students with the knowledge, skills, and technologies required for employment in welding industries. This course supports integration of academic and technical knowledge and skills. Students will reinforce, apply, and transfer knowledge and skills to a variety of settings and problems. Knowledge about career opportunities, requirements, and expectations and the development of workplace skills will prepare students for future success.


Welding l Grade: 10–12 Credit: 2 Prerequisite: None Welding I provide the knowledge, skills, and technologies required for employment in metal technology systems. Students will develop knowledge and skills related to this system and apply them to personal career development. This course supports integration of academic and technical knowledge and skills. Students will reinforce, apply, and transfer knowledge and skills to a variety of settings and problems. Knowledge about career opportunities, requirements, and expectations and the development of workplace skills prepare students for future success. Welding ll Grade: 11–12 Credit: 2 Prerequisites: Welding l Welding II builds on the knowledge and skills developed in Welding I. Students will develop advanced welding concepts and skills as related to personal and career development. Students will integrate academic and technical knowledge and skills. Students will have opportunities to reinforce, apply, and transfer knowledge and skills to a variety of settings and problems.

MARKETING CAREER CLUSTER Principles of Business, Marketing, and Finance Grade: 9–11 Credits: 1 Prerequisite: None In Principles of Business, Marketing, and Finance, students gain knowledge and skills in economies and private enterprise systems, the impact of global business, the 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. Entrepreneurship Grade: 10–12 Credit: 1 Prerequisite: None Students will learn the principles necessary to begin and operate a business. The primary focus of the course is to help students understand the process of analyzing a business opportunity, preparing a business plan, determining feasibility of an idea using research, and developing a plan to organize and promote the business and its products and services. Practicum in Marketing/Extended Practicum in Marketing Grade: 11–12 Credits: 3 Prerequisite: None Extended Practicum in Marketing is a series of dynamic activities that focus on the customer to generate a profitable exchange. Students will gain knowledge and skills that help them to be proficient in one or more of the marketing functional areas associated with distribution, financing, marketing information management, pricing, product planning, promotion, purchasing, risk management, and selling skills. Students will integrate skills from academic subjects, information technology, interpersonal communication, and management training to make responsible decisions.


SCIENCE, TECHNOLOGY, ENGINEERING & MATHEMATICS CAREER CLUSTER Principles of Applied Engineering Grade: 9–10 Credit: 1 Prerequisite: None Principles of Applied Engineering provides an overview of the various fields of science, technology, engineering, and mathematics and their interrelationships. Students will develop engineering communication skills, which include computer graphics, modeling, and presentations, by using a variety of computer hardware and software applications to complete assignments and projects. Upon completing this course, students will understand the various fields of engineering and will be able to make informed career decisions. Further, students will have worked on a design team to develop a product or system. Students will use multiple software applications to prepare and present course assignments. Principles of Technology Grade: 10–12 Credit: 1 Prerequisites: One credit of high school science and Algebra l In Principles of Technology, students will conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Various systems will be described in terms of space, time, energy, and matter. Students will study a variety of topics that include laws of motion, conservation of energy, momentum, electricity, magnetism, thermodynamics, and characteristics and behavior of waves. Students will apply physics concepts and perform laboratory experimentations for at least 40% of instructional time using safe practices. Note: This course satisfies a science credit requirement for students on the Foundation High School Program. Robotics l Grade: 9–10 Credit: 1 Prerequisite: None In Robotics I, students will transfer academic skills to component designs in a project based environment through implementation of the design process. Students will build prototypes or use simulation software to test their designs. Additionally, students will explore career opportunities, employer expectations, and educational needs in the robotic and automation industry. Robotics ll Grade: 10–12 Credit: 1 Prerequisite: Robotics l In Robotics II, students will explore artificial intelligence and programming in the robotic and automation industry. Through implementation of the design process, students will transfer academic skills to component designs in a project-based environment. Students will build prototypes and use software to test their designs. Note: This course satisfies a math credit requirement for students on the Foundation High School Program.


Engineering Design and Presentation l Grade: 10–12 Credit: 1 Prerequisite: Algebra l Engineering Design and Presentation I is a continuation of knowledge and skills learned in Principles of Applied Engineering. Students enrolled in this course will demonstrate knowledge and skills of the design process as it applies to engineering fields using multiple software applications and tools necessary to produce and present working drawings, solid model renderings, and prototypes. Students will use a variety of computer hardware and software applications to complete assignments and projects. Through implementation of the design process, students will transfer advanced academic skills to component designs. Additionally, students explore career opportunities in engineering, technology, and drafting and what is required to gain and maintain employment in these areas. Engineering Design and Presentation ll Grade: 11–12 Credits: 2 Prerequisites: Algebra l and Geometry Engineering Design and Presentation II is a continuation of knowledge and skills learned in Engineering Design and Presentation I. Students enrolled in this course will demonstrate knowledge and skills of the design process as it applies to engineering fields using multiple software applications and tools necessary to produce and present working drawings, solid model renderings, and prototypes. Students will use a variety of computer hardware and software applications to complete assignments and projects. Through implementation of the design process, students will transfer advanced academic skills to component designs. Emphasis will be placed on using skills from ideation through prototyping. Biotechnology l Grade: 11–12 Credit: 1 Prerequisite: Biology and Chemistry In Biotechnology I, students will apply advanced academic knowledge and skills to the emerging fields of biotechnology such as agricultural, medical, regulatory, and forensics. Students will have the opportunity to use sophisticated laboratory equipment, perform statistical analysis, and practice quality-control techniques. Students will conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Biotechnology I will study a variety of topics that include structures and functions of cells, nucleic acids, proteins, and genetics. Students must meet the 40% laboratory and fieldwork requirement. This course satisfies a high school science graduation requirement. Note: This course satisfies a science credit requirement for students on the Foundation High School Program. Biotechnology ll Grade: 11–12 Credit: 1 Prerequisites: Biotechnology l and Chemistry Biotechnology II has the components of any rigorous scientific or bioengineering program of study from the problem identification, investigation design, data collection, data analysis, and formulation and presentation of the conclusions. This course applies the standard skills mastered in Biotechnology


I and includes assay design. After taking this course, students should be prepared for entry-level lab technician jobs. Students must meet the 40% laboratory and fieldwork requirement. Note: This course satisfies a science credit requirement for students on the Foundation High School Program. Scientific Research and Design Grade: 11–12 Credit: 1 Prerequisite: Biology, Chemistry, Integrated Physics, and Chemistry (IPC), or Physics Scientific Research and Design is a broad-based course designed to allow districts and schools considerable flexibility to develop local curriculum to supplement any program of study or coherent sequence. The course has the components of any rigorous scientific or engineering program of study from the problem identification, investigation design, data collection, data analysis, formulation, and presentation of the conclusions. These components are integrated with the career and technical education emphasis of helping students gain entry-level employment in high-skill, high-wage jobs and/or continue their education. Students must meet the 40% laboratory and fieldwork requirement. This course satisfies a high school science graduation requirement. Note: This course satisfies a science credit requirement for students on the Foundation High School Program.


English I Grade: 8-9 Credit: 1 Prerequisite: None Through a survey of various types of world literature, the student will learn to analyze selected writings through both oral and written methods. The course also focuses on the attainment of grammar and vocabulary skills and places emphasis on literary and expository writing which combines analytical thinking skills and the basics of grammar. (English I SOL may be substituted for this class on all graduation plans only for immigrant students with limited English proficiency.) End of Course (EOC) tested. English I Modified/Applied Grade: 9 Credit: 1 Prerequisite: ARDC Approval and IEP Implementation This course is based on English I TEKS with modifications implemented to meet the needs of the students. Through a survey of various types of world literature, the student will learn to analyze selected writings through both oral and written methods. The course also focuses on the attainment of grammar and vocabulary skills and places emphasis on literary and expository writing which combines analytical thinking skills and the basics of grammar. End of Course (EOC) tested. Critical Reading and Writing I Grade: 10 Credit: 0.5 - 1 Prerequisite: None This course is designed for students who did not pass English I STAAR EOC. Teachers will use student data along with a reading curriculum that focuses on vocabulary, critical reading, and strategies in order to prepare students for the retake of the assessment. English II Grade: 9-10 Credit: 1.0 Prerequisite: English This comprehensive course covers world literature according to literary types--fiction, nonfiction, poetry, drama, integrates literature, composition, and grammar, stresses vocabulary mechanics and usage, and focuses on selected expository and persuasive writings. (English II SOL may be substituted for this class on all graduation plans only for immigrant students with limited English proficiency.) End of Course (EOC) tested. English II Pre-AP Grade: 9-10 Credit: 1 Prerequisite: English I and an 80 or above in previous course sequence English II Pre-AP engages students in learning all the essential knowledge and skills of English II while providing greater depth. This enhanced curriculum continues to build the tools necessary to succeed in AP Language and Literature classes. Independent reading in Pre-AP courses is structured

ENGLISH/LANGUAGE ARTS


to support students’ interaction with a text through the application of close reading analysis with Pre-AP and AP reading strategies, leading to an ability to independently analyze any new text. Students are confronted with increasingly challenging texts, both classic and contemporary, fiction and nonfiction. Students are challenged by complex writing tasks in persuasion and argumentation. End of Course (EOC) tested. English II Modified/Applied Grade: 10 Credit: 1 Prerequisite: ARDC Approval and IEP Implementation This course is based on English II TEKS with modifications implemented to meet the needs of the students. It covers world literature according to literary types--fiction, nonfiction, poetry, drama, integrates literature, composition, and grammar, stresses vocabulary mechanics and usage, and focuses on selected expository and persuasive writings. (English II SOL may be substituted for this class on all graduation plans only for immigrant students with limited English proficiency.) End of Course (EOC) tested. Critical Reading and Writing II Grade: 11 Credit: 0.5 - 1 Prerequisite: None This course is designed for students who did not pass ELAR II STAAR EOC. Teachers will use student data along with a reading curriculum that focuses on vocabulary, critical reading, and strategies in order to prepare students for the retake of the assessment. English III Grade: 10-11 Credit: 1 Prerequisite: English II This course provides a chronological survey of American literature and integrates literature, composition, grammar, and vocabulary through representative readings from historical documents, essays, dramas, short stories and novels of significant American writers. Research skills and literature analysis are stressed. Students write in a variety of modes - personal essays, opinions and editorials, credos, reflective self-evaluation, speeches, dramatic scripts, surveys, literary analysis, and research projects - students expand their skills in communicating well through written language. English III AP Grade: 10-11 Credit: 1 Prerequisite: English II and an 80 or above in previous course sequence The AP English Language and Composition course aligns to an introductory college level rhetoric and writing curriculum, which requires students to develop evidence based analytic and argumentative essays that proceed through several stages or drafts. Students evaluate, synthesize, and cite research to support their arguments. Throughout the course, students develop a personal style by making appropriate grammatical choices. Additionally, students read and analyze the rhetorical elements and their effects in non-fiction texts, including graphic images as forms of text, from many disciplines and historical periods. This prepares students for the Advanced Placement Exam which may earn the student college credit. Summer reading is required. Student must sit for the AP exam to receive the AP weight for the course.


English III Modified/Applied Grade: 11 Credit: 1 Prerequisite: ARDC Approval and IEP Implementation This course is based on English III TEKS with modifications implemented to meet the needs of the students. Students engage in chronological survey of American literature and integrate literature, composition, grammar, and vocabulary through representative readings from historical documents, essays, dramas, short stories and novels of significant American writers. Research skills and literature analysis are stressed. Students write in a variety of modes - personal essays, opinions and editorials, credos, reflective self-evaluation, speeches, dramatic scripts, surveys, literary analysis, and research projects - students expand their skills in communicating well through written language. English IV Grade: 11-12 Credit: 1 Prerequisite: English III This course is a survey of British literature, integrates writing and language concepts and skills and literature and reading concepts and skills. This course includes intensive writing instruction, which focuses on informative and analytical writing. The course provides the critical thinking, reading, and writing skills necessary for college entrance. English IV AP Grade: 11-12 Credit: 1 The AP English Literature and Composition course aligns to an introductory college level literary analysis course. The course engages students in the close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work’s structure, style, and themes, as well as its use of figurative language, imagery, symbolism, and tone. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works. This course prepares students for the Advanced Placement Exam which may earn the student college credit. Summer reading is required. Student must sit for the AP exam to receive the AP weight for the course. English IV Modified/Applied Grade: 12 Credit: 1 Prerequisite: ARDC Approval and IEP Implementation This course is based on the English IV TEKS with modifications implemented to meet the needs of the students. It is a survey of British literature, integrates writing and language concepts and skills and literature and reading concepts and skills. This course includes intensive writing instruction, which focuses on informative and analytical writing. The course provides the critical thinking, reading, and writing skills necessary for college entrance.


Independent Study in English-Year 1 (Fall) Grade: 11-12 Credit: 0.5 (Fall) Prerequisite: English III and Reading TSI Met Intensive study of and practice in writing processes, from invention and researching to drafting, revising, and editing, both individually and collaboratively. Emphasis on effective rhetorical choices, including audience, purpose, arrangement, and style. Focus on writing the academic essay as a vehicle for learning, communicating, and critical analysis. This is a dual credit course: ENGL 1301 - Composition I. Independent Study in English-Year 1 Grade: 11-12 Credit: 0.5 (Spring) Prerequisite: ENGL 1301 Intensive study of and practice in the strategies and techniques for developing research-based expository and persuasive texts. Emphasis on effective and ethical rhetorical inquiry, including primary and secondary research methods; critical reading of verbal, visual, and multimedia texts; systematic evaluation, synthesis, and documentation of information sources; and critical thinking about evidence and conclusions. This is a dual credit course: ENGL 1302 - Composition II. Independent Study in English-Year 2 Grade: 12 Credit: 0.5 (Fall) Prerequisite: ENGL 1301 and ENGL 1302 A survey of the development of British literature from the Anglo-Saxon period to the Eighteenth Century. Students will study works of prose, poetry, drama, and fiction in relation to their historical, linguistic, and cultural contexts. Texts will be selected from a diverse group of authors and traditions. This is a dual credit course: ENGL 2322 British Literature I. Independent Study in English-Year 2 Grade: 12 Credit: 0.5 (Spring) Prerequisite: ENGL 1301 and ENGL 1302 A survey of the development of British literature from the Anglo-Saxon period to the Eighteenth Century. Students will study works of prose, poetry, drama, and fiction in relation to their historical, linguistic, and cultural contexts. Texts will be selected from a diverse group of authors and traditions. This is a dual credit course: ENGL 2327 British Literature I. Journalism Grade: 9-11 Credit: 1 Prerequisite: None Students enrolled in Journalism write in a variety of forms for a variety of audiences and purposes. High school students enrolled in this course are expected to plan, draft, and complete written compositions on a regular basis, carefully examining their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English. In Journalism, students are expected to write in a variety of forms and for a variety of audiences and purposes. Students will become analytical consumers of media and technology to enhance their communication skills. Published work of professional journalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, analyze, write, and produce effective communications. Students enrolled in Journalism will learn journalistic traditions, research self-selected topics, write journalistic texts, and learn the principles of publishing.


Advanced Journalism I-III (Yearbook) Grade: 11-12 Credit: 1 Prerequisite: Journalism I Students enrolled in Advanced Journalism: Yearbook I, II, III/Newspaper I, II, III/Literary Magazine communicate in a variety of forms such as print, digital, or online media for a variety of audiences and purposes. High school students are expected to plan, draft, and complete written and/or visual communications on a regular basis, carefully examining their copy for clarity, engaging language, and the correct use of the conventions and mechanics of written English. In Advanced Journalism: Yearbook I, II, III/Newspaper I, II, III/Literary Magazine, students are expected to become analytical consumers of media and technology to enhance their communication skills. In addition, students will apply journalistic ethics and standards. Published works of professional journalists, technology, and visual and electronic media are used as tools for learning as students create, clarify, analyze, write, and produce effective communications. Students enrolled in Advanced Journalism: Yearbook I, II, III/Newspaper I, II, and III/Literary Magazine will refine and enhance their journalistic skills, research self-selected topics, and plan, organize, and prepare a project(s) in one or more forms of media. Advanced Journalism III is considered as a 4th year English credit. Debate I Grade: 9-11 Credit: 1 Prerequisite: None Debate aims to develop students’ skills and confidence in the areas of public speaking, research, debate, and creative performance through exposure to the competitive events of Speech and Debate. The course will cover logic and argumentation as well as the fundamentals of effective public speaking: preparation, pace, tone, facial and vocal expressiveness, and anxiety management. This course is highly recommended for students who wish to compete with the UIL Speech and Debate team. Debate II Grade: 10-12 Credit: 1 Prerequisite: None Students in this class will be prepared for successful competition in local, statewide, and even national competition. Though students in the class may choose not to compete, they will still participate in in-class debates, performances, and all other activities required of students preparing for competition. Debate III Grade: 10-12 Credit: 1 Prerequisite: None Advanced debate theory and practice will be the focus of the course, refining the student’s skills in analysis, research, organization, synthesis, evaluation and speaking. Depth and breadth of study will be expanded to require the student to carry out individualized assignments, which will enhance and enlarge the opportunities for higher-level thinking and problem solving. Co-curricular involvement in speech activities and contests is an integral requirement of the course. This course can be considered as a 4th year English credit.


Algebra I Grade: 8-9 Credit: 1 Prerequisite: None Algebra 1 is a first year course in the study of algebraic expressions, equations, inequalities, and functions. Some of the topics covered include simplifying expressions, real numbers, solving equations/inequalities, graphing equations/inequalities, writing linear equations/inequalities, absolute value equations/inequalities, systems of equations/inequalities, direct and inverse variation, exponents and exponential functions, polynomials, factoring, quadratic equations, rational expressions/equations, radicals, and connections to geometry. End of Course (EOC) tested. Mathematical Models Grade: 10-11 Credit: 1 Prerequisite: Algebra I Mathematical Models with Applications is designed to build on the knowledge and skills for mathematics in Kindergarten-Grade 8 and Algebra I. This mathematics course provides a path for students to succeed in Algebra II and prepares them for various post-secondary choices. Students learn to apply mathematics through experiences in personal finance, science, engineering, fine arts, and social sciences. Students use algebraic, graphical, and geometric reasoning to recognize patterns and structure, model information, solve problems, and communicate solutions. Students will select from tools such as physical objects; manipulative; technology, including graphing calculators, data collection devices, and computers; and paper and pencil and from methods such as algebraic techniques, geometric reasoning, patterns, and mental math to solve problems. Geometry Grade: 9-11 Credit: 1 Prerequisite: Algebra I Geometry is a course in logic, proof, and measurement. Students will develop their ability to construct formal, logical arguments and proofs in geometric settings and problems. Some of the topics covered include definitions, postulates, and theorems regarding angles, segments and lines, arcs, congruent triangles, similar triangles, special quadrilaterals, parallel lines, circles, coordinate geometry, area and volume formulas, transformations, constructions, and right triangle trigonometry. Algebra II Grade: 9-11 Credit: 1 Prerequisite: Algebra I In Algebra II, students will build on the knowledge and skills for mathematics in Kindergarten-Grade 8 and Algebra I. Students will broaden their knowledge of quadratic functions, exponential functions, and systems of equations. Students will study logarithmic, square root, cubic, cube root, absolute value, rational functions, and their related equations. Students will connect functions to their inverses and associated equations and solutions in both mathematical and real-world situations. In addition, students will extend their knowledge of data analysis and numeric and algebraic methods.

MATHEMATICS


Algebra II Pre-AP Grade: 9-11 Credit: 1 Prerequisite: Algebra I Algebra II Pre-AP engages students in learning all the essential knowledge and skills of Algebra II while providing greater depth. This enhanced curriculum continues to build the tools necessary to succeed in Pre-calculus. Students will broaden their knowledge of quadratic functions, exponential functions, and systems of equations. Students will study logarithmic, square root, cubic, cube root, absolute value, rational functions, and their related equations. Students will connect functions to their inverses and associated equations and solutions in both mathematical and real-world situations. In addition, students will extend their knowledge of data analysis and numeric and algebraic methods. Pre-calculus Grade: 11-12 Credit: 1 Prerequisite: Algebra I, Geometry, and Algebra II Pre-calculus is the preparation for calculus. The course approaches topics from a function point of view, where appropriate, and is designed to strengthen and enhance conceptual understanding and mathematical reasoning used when modeling and solving mathematical and real-world problems. Students systematically work with functions and their multiple representations. The study of Pre-calculus deepens students' mathematical understanding and fluency with algebra and trigonometry and extends their ability to make connections and apply concepts and procedures at higher levels. Students investigate and explore mathematical ideas, develop multiple strategies for analyzing complex situations, and use technology to build understanding, make connections between representations, and provide support in solving problem. Pre-calculus Pre-AP Grade: 11-12 Credit: 1 Prerequisite: Algebra I, Geometry, and Algebra II Pre-Cal Pre-AP engages students in learning all the essential knowledge and skills of Pre-Cal while providing greater depth Pre-calculus is the preparation for calculus. The course approaches topics from a function point of view, where appropriate, and is designed to strengthen and enhance conceptual understanding and mathematical reasoning used when modeling and solving mathematical and real-world problems. Students systematically work with functions and their multiple representations. The study of Pre-calculus deepens students' mathematical understanding and fluency with algebra and trigonometry and extends their ability to make connections and apply concepts and procedures at higher levels. Students investigate and explore mathematical ideas, develop multiple strategies for analyzing complex situations, and use technology to build understanding, make connections between representations, and provide support in solving problem.


Algebraic Reasoning Grade: 10-11 Credit: 1 Prerequisite: Algebra I In Algebraic Reasoning, students will build on the knowledge and skills for mathematics in Kindergarten-Grade 8 and Algebra I, continue with the development of mathematical reasoning related to algebraic understandings and processes, and deepen a foundation for studies in subsequent mathematics courses. Students will broaden their knowledge of functions and relationships, including linear, quadratic, square root, rational, cubic, cube root, exponential, absolute value, and logarithmic functions. Students will study these functions through analysis and application that includes explorations of patterns and structure, number and algebraic methods, and modeling from data using tools that build to workforce and college readiness such as probes, measurement tools, and software tools, including spreadsheets. Financial Mathematics Grade: 11-12 Credit: 1 Prerequisite: Algebra I Financial Mathematics will integrate career and postsecondary education planning into financial decision-making. The mathematical process standards describe ways in which students are expected to engage in the content. The placement of the process standards at the beginning of the knowledge and skills listed for each grade and course is intentional. The process standards weave the other knowledge and skills together so that students may be successful problem solvers and use mathematics efficiently and effectively in daily life. Advanced Quantitative Reasoning Grade: 11-12 Credit: 1 Prerequisite: Geometry and Algebra II In Advanced Quantitative Reasoning, students will develop and apply skills necessary for college, careers, and life. Course content consists primarily of applications of high school mathematics concepts to prepare students to become well educated and highly informed 21st century citizens. Students will develop and apply reasoning, planning, and communication to make decisions and solve problems in applied situations involving numerical reasoning, probability, statistical analysis, finance, mathematical selection, and modeling with algebra, geometry, trigonometry, and discrete mathematics. Statistics Grade: 11-12 Credit: 1 Prerequisite: Algebra 1 In Statistics, students will build on the knowledge and skills for mathematics in Kindergarten-Grade 8 and Algebra I. Students will broaden their knowledge of variability and statistical processes. Students will study sampling and experimentation, categorical and quantitative data, probability and random variables, inference, and bivariate data. Students will connect data and statistical processes to real-world situations. In addition, students will extend their knowledge of data analysis.


AP Calculus AB Grade: 12 Credit: 1 Prerequisite: Pre-calculus This course is the study of elementary functions; limit of a function; derivative; integral and techniques of integration; and applications of calculus to real-world problems in the fields of life science, business and economics, social science, physics, and engineering. Student must sit for the AP exam to receive the AP weight for the course. Independent Study in Math Grade: 11-12 Credit: 0.5 (Fall) Prerequisite: TSI Met This course is an in-depth study and applications of polynomial, rational, radical, exponential and logarithmic functions, and systems of equations using matrices. Additional topics such as sequences, series, probability, and conics may be included. This is a dual credit course: MATH 1314-College Algebra. Independent Study in Math Grade: 11-12 Credit: 0.5 (Spring) Prerequisite: MATH 1314 In depth study and applications of trigonometry including definitions, identities, inverse functions, solutions of equations, graphing, and solving triangles. Additional topics such as vectors, polar coordinates, and parametric equations may be included. This is a dual credit course: MATH 1316-Plane Trigonometry.


Biology Grade: 9-11 Credit: 1 Prerequisite: None In Biology, students conduct laboratory and field 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; and ecosystems and the environment. End of Course (EOC) tested. Chemistry Grade: 10-11 Credit: 1 Prerequisite: one year of high school science and Algebra I In Chemistry, students conduct laboratory and field 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 of matter, use of the Periodic Table, development of atomic theory and chemical bonding, chemical stoichiometry, gas laws, solution chemistry, thermochemistry, and nuclear chemistry. Students will investigate how chemistry is an integral part of our daily lives. Chemistry Pre-AP Grade: 10-11 Credit: 1 Prerequisite: one year of high school science and Algebra I Chemistry Pre-AP engages students in learning all the essential knowledge and skills of Chemistry while providing greater depth. This enhanced curriculum continues to build the tools necessary to succeed in Chemistry AP. In Chemistry, students conduct laboratory and field 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 of matter, use of the Periodic Table, development of atomic theory and chemical bonding, chemical stoichiometry, gas laws, solution chemistry, thermochemistry, and nuclear chemistry. Students will investigate how chemistry is an integral part of our daily lives. Integrated Physics and Chemistry Grade: 10-11 Credit: 1 Prerequisite: None In Integrated Physics and Chemistry, students conduct laboratory and field investigations, use scientific methods during investigation, and make informed decisions using critical thinking and scientific problem solving. This course integrates the disciplines of physics and chemistry in the following topics: force, motion, energy, and matter.

SCIENCE


Physics Grade: 10-12 Credit: 1 Prerequisite: Algebra I In Physics, students conduct laboratory and field 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 laws of motion; changes within physical systems and conservation of energy and momentum; forces; thermodynamics; characteristics and behavior of waves; and atomic, nuclear, and quantum physics. Students who successfully complete Physics will acquire factual knowledge within a conceptual framework, practice experimental design and interpretation, work collaboratively with colleagues, and develop critical thinking skills. Physics Pre-AP Grade: 10-11 Credit: 1 Prerequisite: Algebra I Physics Pre-AP engages students in learning all the essential knowledge and skills of Physics while providing greater depth. This enhanced curriculum continues to build the tools necessary to succeed in Physics AP. In Physics, students conduct laboratory and field 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 laws of motion; changes within physical systems and conservation of energy and momentum; forces; thermodynamics; characteristics and behavior of waves; and atomic, nuclear, and quantum physics. Students who successfully complete Physics will acquire factual knowledge within a conceptual framework, practice experimental design and interpretation, work collaboratively with colleagues, and develop critical thinking skills. Biology I Grade: 11-12 Credit: 0.5 (Fall) Prerequisite: TSI Met Fundamental principles of living organisms will be studied, including physical and chemical properties of life, organization, function, evolutionary adaptation, and classification. Study and examination of the concepts of cytology, reproduction, genetics, and scientific reasoning are included. Laboratory activities will reinforce these concepts. (3 Lec., 3 Lab.). This is a dual credit course: BIOL 1406. Biology II Grade: 11-12 Credit: 0.5 (Spring) Prerequisite: BIOL 1406 An introductory survey of current biological concepts for students majoring in the sciences. The diversity and classification of life will be studied, including animals, plants, protists, fungi, and prokaryotes. Special emphasis will be given to anatomy, physiology, ecology, and evolution of plants and animals. Laboratory activities will reinforce study of these concepts. This is a dual credit course: BIOL 1407.


Biology AP Grade: 11-12 Credit: 1.0 Prerequisite: Biology, Chemistry, and an 80 or above Biology-AP is a course designed to be the equivalent of an introductory college-level course. Biology AP is the study of general biological principles as well as the more specialized biological sciences. Cytology, biochemistry, developmental biology, genetics, ecology, and various aspects of adaptation are integrated within the course. Relationships and applications of concepts within and among the various sciences are explored. Laboratory investigations are an integral part of the course. This course prepares students for the Biology Advanced Placement exam. Chemistry AP Grade: 11-12 Credit: 1 Prerequisite: Biology, Chemistry, and an 80 or above Chemistry-AP is a second year chemistry course designed to be the equivalent of an introductory college-level course. In Chemistry AP, study focuses on matter, its interactions, and energy of matter. Some topics included are thermochemistry, chemical bonding, kinetics, equilibrium, and electrochemistry. Laboratory investigation is an integral part of the course. This course prepares students to take the Chemistry Advanced Placement exam. Physics AP Grade: 11-12 Credit: 1 Prerequisite: Physics, and an 80 or above Physics AP introduces the main principles of physics and emphasizes the development of conceptual understanding and problem solving using algebra and trigonometry. This course provides a foundation in physics for college-bound students interested in life science, pre-medicine, and some applied science courses. Topics covered include kinematics and newton’s laws, waves, fluids and thermodynamics, electromagnetism and modern physics. This course prepares the student to take both the Physics 1 and Physics 2 Advanced Placement exam. Environmental Science AP Grade: 9-11 Credit: 1 Prerequisite: Algebra I, Biology, Chemistry AP Environmental Science (APES) is a lab-based, interdisciplinary science course equivalent to a college level introductory environmental science course. The goal of APES is to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and fabricated, to evaluate the relative risks associated with these problems, and to examine alternative solutions. This course is intended to prepare students to take the APES exam in order to earn college course credit depending on exam score. Students may complete an independent research project.


World History Grade: 10 Credit: 1 Prerequisite: None The purpose of this required one-year course is to provide students with a chronological study of world history. The major emphasis of this course is on the study of significant people, events, and issues from the earliest times to the present. Students will examine historical points of reference, evaluate the causes and effects of economic imperialism, the historic origins of contemporary economic systems, trace the historical development of law, and analyze the impact of major religious and philosophical traditions. Students will analyze the connections between major developments in science and technology and the growth of industrial economies. World History AP Grade: 10 Credit: 1.0 Prerequisite: an 80 or above in previous history course The purpose of the Advanced Placement World History course is to develop greater understanding of world processes and contacts, in interaction with different types of human societies. Building on a short summary of cultural and institutional world history prior to 1000 C.E. (AD), the course focuses primarily on the last 1000 years of global experience. Using a chronological approach, the curriculum uses six major themes as unifying threads, helping students to put what is particular about each time or society into a larger framework. Knowledge of major developments that illustrate or link the six thematic areas and of major civilizations in Asia, sub-Saharan Africa, Europe, and the Americas is expected. This course of study is the equivalent of a college introductory course and is preparation for the required AP World History Exam. United States History Grade: 11 Credit: 1 Prerequisite: None This course is a required one-year study of the United States from 1877 to the present. The time span of the course is divided into units such as the Progressives, Civil Rights, and the Cold War. Within each unit, events are looked at from several perspectives such as geographic, political, economic, social, and international influences. Emphasis is placed on relating the effects of past events to the present. The course is enriched with various activities, which help students learn social studies skills as well as historical content. End of Course (EOC) tested. United States History AP Grade: 11 Credit: 1 Prerequisite: an 80 or above in previous history course This course is the study of the United States from 1492 to the present. The time span of the course is divided into units such as the Progressives, Civil Rights, and the Cold War. Within each unit, events are looked at from several perspectives such as geographic, political, economic, social, and international influences. Emphasis is placed on relating the effects of past events to the present. The course is enriched with various activities, which help students learn social studies skills as well as historical content. This course of study is the equivalent of a college introductory course and is preparation for the required AP US History Exam. End of Course (EOC) tested.

SOCIAL STUDIES


United States History I Grade: 11-12 Credit: 0.5 (Fall) Prerequisite: TSI Met A survey of the social, political, economic, cultural, and intellectual history of the United States from the pre-Columbian era to the Civil War/Reconstruction period. United States History I includes the study of pre-Columbian, colonial, revolutionary, early national, slavery and sectionalism, and the Civil War/Reconstruction eras. Themes that may be addressed in United States History I include: American settlement and diversity, American culture, religion, civil and human rights, technological change, economic change, immigration and migration, and creation of the federal government. End of Course (EOC) tested. This is a dual credit course: HIST 1301 United States History II Grade: 11-12 Credit: 0.5 (Spring) Prerequisite: HIST 1301 A survey of the social, political, economic, cultural, and intellectual history of the United States from the Civil War/Reconstruction era to the present. United States History II examines industrialization, immigration, world wars, the Great Depression, Cold War and post-Cold War eras. Themes that may be addressed in United States History II include: American culture, religion, civil and human rights, technological change, economic change, immigration and migration, urbanization and suburbanization, the expansion of the federal government, and the study of U.S. foreign policy. End of Course (EOC) tested. This is a dual credit course: HIST 1302 Government Grade: 11-12 Credit: 0.5 Prerequisite: None The primary objective of this required one-semester course is to prepare the student for decision-making within the framework of the American political system. The course begins with an overview of basic concepts found in all political systems, the philosophical background that led to our constitutional development, and the basic concepts found in the Constitution. The executive, legislative, and judicial branches of the federal government, including current issues of interest such as foreign affairs, will be studied. In addition, students study the fields of civil rights and liberties, political parties and suffrage, the Texas Constitution, and state and local government. Government AP Grade: 11-12 Credit: 0.5 Prerequisite: None The United States Government Advanced Placement course is designed to provide students with an analytical perspective on government and politics in the United States. This course involves both the study of general concepts used to interpret U.S. politics and the analysis of specific case studies. Students will also engage in an in-depth study of the various institutions, groups, beliefs and ideas that constitute the U.S. political system. Students are guided to use specific information critically to evaluate general propositions about government and politics, as well as to present basic data relevant to government and politics in sustained written arguments. This course of study is the equivalent of a college introductory course and is preparation for the required AP US Government Exam.


Government Grade: 11-12 Credit: 0.5 (Fall) Prerequisite: TSI Met Introductory survey of the discipline of political science focusing on the scope, and methods of the field, and the substantive topics in the discipline including the theoretical foundations of politics, political interaction, political institutions and how political systems function. This is a dual credit course: GOVT 2304. Economics Grade: 11-12 Credit: 0.5 Prerequisite: None This one-semester required course deals with the way that individuals and societies, particularly our society, have chosen to use scarce resources for the production of alternative goods. Students will learn how these scarce resources are distributed among the various peoples and groups in society. The course emphasizes the economic principles upon which the free enterprise system is based. Students will study the role government plays in this system and compare the American economic system to other types of economic systems. Students will also receive practical information in the field of personal finance. Macroeconomics Grade: 11-12 Credit: 0.5 (Spring) Prerequisite: None An introduction to principles of macroeconomics is presented. Economic principles are studied within the historical framework of classical, Keynesian, monetarist and alternative models. Emphasis is given to national income determination, money and banking, and the role of monetary and fiscal policy in economic stabilization and growth. Other topics include international trade and finance. This is a dual credit course: ECON 2301 Sociology Grade: 11-12 Credit: 0.5 Prerequisite: None Description: Sociology is designed for students who are interested in enhancing their understanding of themselves and the society in which they live. The course deals with typical situations, which people meet, in their daily lives. Institutions, which are found in all societies, are studied, and emphasis is placed on the relationships people have within them. Study is also made of societal problems, including such topics as growing up, divorce, current events, etc. This course should be taken with Psychology. Psychology Grade: 11-12 Credit: 0.5 Prerequisite: None Description: This course will explore historical and contemporary theories and research about grief and death issues. The course will examine death and grief from psychological, sociological, biological and cultural perspectives. It will include topics such as the understanding of death across the lifespan, legal definitions of death, advance directives, religious and cultural death rituals, and grief trajectory research. This course should be taken with Sociology. Psychology AP Grade: 11-12 Credit: 0.5 Prerequisite: None Description: Surveys the major principles of psychology. Introduces the history of psychology, human development, personality, abnormal behavior, social psychology, feelings and emotions,


research methodologies, experimental psychology, psychophysiology, learning and memory, altered states of awareness, sleep and dreams, and industrial and organizational psychology. This course of study is the equivalent of a college introductory course and is preparation for the required AP Psychology Exam. This course should be taken with Advanced Social Studies. Advanced Social Studies Grade: 11-12 Credit: 0.5 Prerequisite: None Description: In Social Studies Advanced Studies, an elective course, students conduct in-depth research, prepare a product of professional quality, and present their findings to appropriate audiences. Students, working independently or in collaboration with a mentor, investigate a problem, issue, or concern; research the topic using a variety of technologies; and present a product of professional quality to an appropriate audience. This course should be taken with Psychology AP.


Spanish I Grade: 9-11 Credit: 1.0 Prerequisite: None What’s Next? Spanish II Description: Spanish 1 will provide the student with a general introduction to the Spanish language: sound system, pronunciation, functional vocabulary related to everyday life, cultural information and basic grammatical structures. Emphasis will be on the acquisition of four skills: listening, speaking, reading and limited writing. There are two main objectives to the course. Foremost is to give the students the ability to carry on a simple conversation. The second is to provide the students with instruction that teaches a basic understanding of Spanish culture, vocabulary, and grammatical concepts. Spanish II Grade: 10-12 Credit: 1.0 Prerequisite: Spanish I Description: Spanish 2 builds on the foundation of Spanish 1. Students learn to communicate in everyday situations, such as in schools, restaurants, stores, hotels, doctor's offices, banks, airports, and at sporting events. They learn key grammatical principles including reflexive verbs, direct and indirect object pronouns, and preterit and imperfect tenses. Spanish III Pre-AP Grade: 10-12 Credit: 1.0 Prerequisite: Spanish II Description: This course builds upon knowledge gained in Spanish 1 & 2. The course is a continuation and recycling of knowledge acquired in Spanish 1 and Spanish 2, as well as an introduction to new vocabulary, structures and expressions. Students will be expected to expand their vocabulary range to include more sophisticated terms, use advanced language expressions, verb tenses and grammatical concepts such as the pluperfect and the subjunctive mood. Students will view Spanish language films and read selected Spanish literature. Spanish IV AP Grade: 11-12 Credit: 1.0 Prerequisite: Spanish III Description: Spanish IV aims at developing and improving student's oral and written communication through the continued study of the language, literature and culture of Spain, Latin America and Hispanic communities in the United States. It also seeks to improve students' ability to read and appreciate literary and non-literary texts in Spanish, deepening this way students' awareness and understanding of the cultural diversity of the Spanish-speaking world. The course is organized by themes based on contemporary social, political and cultural issues of Spanish-speaking societies such as: cultural identity, the changing roles of women and family, economic development and its effects on cultural heritage and environment.

LANGUAGES OTHER THAN ENGLISH


Spanish III A Grade: 11-12 Credit: 0.5 (Fall) Prerequisite: TSI met Description: This is the first semester of academic transfer Spanish. This course is an introductory course intended for students with little or no knowledge of the language. Its aim is to present essential vocabulary and grammar, and to develop the pronunciation, listening, reading, and writing skills necessary for basic communication and comprehension. Customs and cultural insights are also presented. This course is cross-listed as SPAN 1311, which is also used in Study Abroad programs. This is a dual credit course: SPAN 1411 Spanish III B Grade: 11-12 Credit: 0.5 (Spring) Prerequisite: SPAN 1411 Description: This is the second semester of academic transfer Spanish. This course continues the oral practice, reading, writing, grammar and cultural studies begun in SPAN 1411. Students are expected to acquire a substantial amount of vocabulary and begin to deal with idiomatic language and more advanced syntax. This course is cross-listed as SPAN 1312, which is used only in Study Abroad programs. This is a dual credit course: SPAN 1412. Spanish IV A Grade: 11-12 Credit: 0.5 (Fall) Prerequisite: SPAN 1412 Description: This course is designed to further develop students' overall language proficiency and cultural knowledge through more advanced reading, listening, speaking and writing exercises. Grammatical concepts are reviewed and expanded. This is a dual credit course: SPAN 2311 Spanish IV B Grade: 11-12 Credit: 0.5 (Spring) Prerequisite: SPAN 2311 Description: This course is a continuation of SPAN 2311. The stress is on reading, composition, grammatical complexities, and intense oral practice, with continued studies of the culture. This is a dual credit course: SPAN 2312. French I Grade: 9-11 Credit: 1.0 Prerequisite: None What’s Next? French II Description: This course introduces the students to basic vocabulary and fundamental sentence structures in the present and past. Pronunciation, grammar, and everyday vocabulary are stressed as indispensable tools for comprehension and expression.


French II Grade: 10-12 Credit: 1.0 Prerequisite: French I Description: This course completes the basics of the language and includes simplified readings highlighting French customs, culture, and everyday life. French III Pre-AP Grade: 10-12 Credit: 1.0 Prerequisite: French II Description: This course reviews French grammar emphasizing idiomatic construction and expressions. Oral discussion and conversation are based on selected readings from contemporary French literature. French IV Pre-AP Grade: 11-12 Credit: 1.0 Prerequisite: French III Description: This course continues the review of functional French grammar with emphasis upon idiomatic construction and expressions. Oral discussion and conversation are based on selected readings from contemporary French literature.


Health Grade: 9-10 Credit: 0.5 Prerequisite: None Description: In health education, students acquire the health information and skills necessary to become healthy adults and learn about behaviors in which they should and should not participate. To achieve that goal, students will understand the following: students should first seek guidance in the area of health from their parents; personal behaviors can increase or reduce health risks throughout the lifespan; health is influenced by a variety of factors; students can recognize and utilize health information and products; and personal/interpersonal skills are needed to promote individual, family, and community health. Foundation of Personal Fitness Grade: 9-12 Credit: 1.0 Prerequisite: None Description: Foundations of Personal Fitness represents a new approach in physical education and the concept of personal fitness. The basic purpose of this course is to motivate students to strive for lifetime personal fitness with an emphasis on the health-related components of physical fitness. The knowledge and skills taught in this course include teaching students about the process of becoming fit as well as achieving some degree of fitness within the class. The concept of wellness, or striving to reach optimal levels of health, is the corner-stone of this course and is exemplified by one of the course objectives-students designing their own personal fitness program Adventure/Outdoor Grade: 10-12 Credit: 1.0 Prerequisite: Foundation of Personal Fitness Description: Students enrolled in adventure outdoor education are expected to develop competency in outdoor education activities that provide opportunities for enjoyment and challenge. Emphasis is placed upon student selection of activities that also promote a respect for the environment and that can be enjoyed for a lifetime. Individual/Team Sports Grade: 10-12 Credit: 1.0 Prerequisite: Foundations of Personal Fitness Description: Students in Individual Sports are expected to participate in a wide range of individual sports that can be pursued for a lifetime. The continued development of health-related fitness and the selection of individual sport activities that are enjoyable is a major objective of this course. Community Based Instruction PE Grade: 10-12 Credit: 1.0 Prerequisite: ARDC and IEP implementation Description: Adapted Physical Education may be offered to students with gross motor delays or other disability-related difficulties that make them unable to participate productively in a regular physical education class. An Adapted Physical Education class will usually be taught by someone with a background in physical therapy who can adjust the activities, so that they will be appropriate, safe, and therapeutic for each individual student.

PHYSICAL EDUCATION/HEALTH


Longhorn Chorale 1-4 Grade: 10-12 Credit: 1.0 Prerequisite: Administrator Recommendation, Class Sequence and Auditions Description: This course is designed to develop and refine music reading skills and to encourage artistic expression through choral singing. Rehearsals focus on choral techniques through proper vocal production. Theory and sight-reading techniques are also emphasized with continued development of the knowledge and skills in musicianship and performance. Students will sing literature from the Renaissance to popular and show choir music. This enables the students to gain an appreciation for different vocal styles, composers, form, periods, and cultures. Choir classes are ability-based and placement is determined by various performance criteria developed by the choral staff and may include an audition. A student with no prior experience may enroll in the program and will be place in the appropriate group by the director. Attendance at after-school rehearsals and performances is a requirement for the performing choirs. Students will participate in three to four concerts per year, solo and ensemble contest, UIL concert and sight-reading contest, and a music festival.

Choraliers 1-4 Grade: 10-12 Credit: 1.0 Prerequisite: Administrator Recommendation, Class Sequence, and Auditions Description: The Vocal Ensemble Curriculum provides a program of studies that prepares students to enter college, conservatory and career programs in vocal music performance. Studies are geared toward the acquisition of artistic and academic skills necessary for success in the real world of the professional artist.

Music Theory Prerequisite: Course Sequence, Passing score on TSI The main objective of the Music Theory Course is for students to develop aural, sight singing, written, composition, and analytical skills in music. This course covers material typically taught at the college freshman level with emphasis placed on basic pitch and rhythmic notation or scale structures, pitch intervals, chord structure and movement, part writing, ear training, harmonization, and music composition. Theater Arts I Grade: 9-12 Credit: 1.0 Prerequisite: None Description: This is a course in the fundamentals of theatre production designed to acquaint the student with pantomime, improvisation, and the rudiments of acting, as well as the technical aspects of theatre such as sets, props, costumes, and makeup. Theater Arts II Grade: 10-12 Credit: 1.0 Prerequisite: Theater I Description: This is a course in the fundamentals of theatre production designed to acquaint the student with pantomime, improvisation, and the rudiments of acting, as well as the technical aspects of theatre such as sets, props, costumes, and makeup.

FINE ARTS


Technical Theater Arts I-IV Grade: 10-12 Credit: 1.0 Prerequisite: Administrator Recommendation, Class Sequence and Auditions. Description: These courses include further development and application of skills and basic theories of design in color, drawing, lighting, costuming, props, and interpretation in stage design. Theater Production I-IV Grade: 10-12 Credit: 1.0 Prerequisite: Administrator Recommendation, Class Sequence and Auditions Description: The purpose of these courses is to continue to study the theatre in relation to the total theatrical process and to apply good acting techniques to actual productions. Topics and activities included will be design and construction of scenery including lighting, costume design, production of sound effects, and actual production of dramatic events. Musical Theater I Prerequisite: Course Sequence, Audition Description: Students present songs and scenes in class and learn techniques for both speaking and singing in character. Musical theater history and legends of the Broadway stage are also discussed. Art Advanced Placement Art History Prerequisite: Supplies Required, 11th and 12th only Description: Students will explore and examine the concepts of creativity, originality, self-expression, style, and aesthetics. Students will identify art elements and design principles, applying them to the studies of ancient and modern civilizations. Preparation for the College Board examination is integrated throughout the course for the AP candidates. Applied Voice and Movement I-II Prerequisite: Administrator Recommendation, Class Sequence and Auditions Description: Study of processes of vocal and physical performance, and recognition of controllable elements in speech and the body. Symphonic/Marching Band I-IV (1 credit) Prerequisite: Audition and teacher recommendation Description: Band is a rigorous, full year course concentrating on the continued development of fundamental wind and percussion skills. The rehearsal and performance schedules are demanding, including outside-of-school practices, football games, pep rallies, contests, sectionals, and concerts. Participating in fall marching band allows students to waive 1⁄2 credit of the required P.E. credits. Additional expenses for supplies will be incurred. Students enrolling in any band course are required to participate in marching band. Special exceptions to this may only be considered in extenuating health related circumstances and must be discussed directly with the program director and campus principal or their designee for consideration. A balanced focus on both individual and ensemble development occurs throughout both semesters. Students may earn a P.E. substitution credit for the first semester of symphonic band 1 and 2.


Instrumental Wind Ensemble Band I-IV (1 credit) Prerequisite: Audition and teacher recommendation Description: Instrumental ensemble is a full year course that serves as the double block for band courses. The concentration of this course is a continuation of the curricular development happening in the band program. Exceptions to the Instrumental Ensemble course expectation must be discussed with the band director and campus principal or designee. Jazz Band I-IV (1 credit) Prerequisite: Audition and teacher recommendation Description: Jazz Band will include a small ensemble to study and perform jazz and popular music. Pre-Drill Grade: 9-11 Credits: 1.0 Prerequisite: None Description: Students in pre-drill will earn physical education credit for this yearlong course. This course prepares the student to audition for Drill Team. Students will work on flexibility, muscular strength and endurance and technical skills training through precision and stylized dance. This course involves both anaerobic and aerobic activity. The students are required to wear appropriate dance attire and dance shoes. Students will perform in the Spring Dance Concert. Students may earn a P.E. substitution credit for this course.

Drill Team II-IV Grade: 10-12 Credit: 1.0 Prerequisite: Audition Tryouts by Judges Description: To enroll in this class, the student must have been selected a member of the team during spring try-outs. Students will earn fine arts credit for this year long class. During the fall semester students will work on flexibility, anaerobic and aerobic activity, muscular strength and endurance, and technical skills training through precision dance in preparation for football halftime performances, pep rallies and special performances. During the spring semester, students will focus on dance as an art, exploring movement in various forms of dance and preparing for competition and show performances. Many practice hours in addition to the school day are required for membership. (Students will incur some expenses for uniforms, supplies, etc.).

Dance I Grade: 9-12 Credit: 1.0 Prerequisite: None Description: Dance students will learn fundamental skills in these dance techniques: ballet, modern, jazz, tap, folk, character, and ethnic. In addition, course objectives will emphasize (1) creative expression through movement; (2) awareness of space, time, and energy in dance technique and improvisational studies; (3) development of self-confidence through the use of the body as an expressive instrument; and (4) appreciation of dance as an art form.

Dance II-IV Grade: 10-12 Credit: 1.0 Prerequisite: Dance I, Audition Tryouts by Judges Description: Instructional priorities of the high school dance program include development of dance techniques learned in Dance I, creative expression, improvisation, and appreciation of dance as an art form. Qualities of movement are also explored. These include swinging, percussion, suspension,


sustained, collapsing, and vibrancy. Kinesthetic awareness and movement memory is emphasized as well. Dance techniques explored may include ballet, modern, jazz, tap, folk, character, and ethnic. As students’ progress from Dance II to IV more advanced techniques and skills are acquired. Placement of students in Dance II-IV is determined by various criteria including a tryout.

Other Electives Plato/Virtual Lab Grade: 9-12 Credit: 0.0 Prerequisite: Counselor Recommendation Description: Plato is a standards-based online learning program grounded in a tradition of solid research, sound pedagogy, and applied innovation. It is founded in rigorous, relevant curriculum that challenges your students with a 21st century approach - engaging them with interactive, media-rich content. Students will earn credit for the courses the student completes in Plato. Student Aide Grade: 12 Credit: 0.5 (local) Prerequisite: Administrator and Counselor Recommendation Description: Students will provide assistance to office staff, administrators or provide library support. Student Leadership (1 credit) Prerequisite: Administrator Recommendation Description: through a series of lectures, guided interaction, and group exercises, students will explore the principles of relational leadership and learn to develop individual and group leadership skills to affect their lives and their communities. Content areas include decision-making, goal setting, effective communication, servant leadership, organization and time management skills, and concrete strategies to implement change.

ROTC I (1 credit) Prerequisites: Teacher recommendation Students are eligible to enter the AFJROTC Program at any time while in the ninth through twelfth grades. All AFJROTC courses include elements of Aerospace Science, Leadership Education, Drill Proficiency, and Physical Fitness. The ROTC curriculum changes each year (not by course number) and all students, regardless of the course code study the same curriculum. The Aerospace Science Curriculum includes Survival, the Exploration of Space, Aviation History, the Science of Flight, and Global Awareness. The Leadership Education Curriculum includes Citizenship and Air Force Traditions, Communication Awareness, Life Skills, and the Principles of Management. The Drill portion of the course includes the application and proper wear of the military uniform, military customs/courtesies and marching, as well as personal grooming and hygiene. The Physical Fitness element of the course involves participation in the Presidential Fitness Program and team building activities.

OTHER ELECTIVES


ROTC II-IV (1 credit) Prerequisites: Teacher recommendation Students are eligible to enter the AFJROTC Program at any time while in the ninth through twelfth grades. All AFJROTC courses include elements of Aerospace Science, Leadership Education, Drill Proficiency, and Physical Fitness. The ROTC curriculum changes each year (not by course number) and all students, regardless of the course code study the same curriculum. The Aerospace Science Curriculum includes Survival, the Exploration of Space, Aviation History, the Science of Flight, and Global Awareness. The Leadership Education Curriculum includes Citizenship and Air Force Traditions, Communication Awareness, Life Skills, and the Principles of Management. The Drill portion of the course includes the application and proper wear of the military uniform, military customs/courtesies and marching, as well as personal grooming and hygiene. The Physical Fitness element of the course involves participation in the Presidential Fitness Program and team building activities.


Naviance A web-based tool, Naviance, is used by students, parents, and Cedar Hill ISD staff to assist students with college and career readiness. Naviance provides college and career search and exploration; resume building tips; and information on the college admission process. Through the Naviance Family Connection, students may request letters of recommendation, and access scholarship information.

CHHS Naviance Log-in Information Username: Student ID# Password: birthdate, without the leading zero. For example, if the birthdate is 05/07/1990 the password will be 5071990.

College Entrance Exams

A student planning to go to college needs to begin as early as possible to become familiar with college entrance requirements and to include as many units of English, mathematics, science, social studies, and foreign language as possible. College entrance requirements and scholarship criteria vary and some do not accept credits in some courses. Most colleges and universities also require one of two major entrance exams: The American College Testing Program (ACT) and/or the Scholastic Aptitude Test (SAT). PSAT/NMSQT To help students in their college preparation, the Preliminary Scholastic Aptitude/National Merit Scholarship Qualifying Test (PSAT/NMSQT) is given early in the junior year. The PSAT portion of this test can be of assistance to students when planning for college. The NMSQT portion is the only way students can compete for National Merit Scholarships or for scholarships given by many companies and associations. Texas Success Initiative The TSI Assessment is a program designed to help your institution determine if you are ready for collegelevel course work in the general areas of reading, writing and mathematics. This program also will help determine what type of course or intervention will best meet your needs to help you become better prepared for college level course work if you are not ready. If you are an incoming college student in Texas, you are required to take the TSI Assessment — unless you are already exempt (read below) — to determine your readiness for college-level work. Based on how you perform, you may either be enrolled in a college-level course that matches your skill level or be placed in the appropriate developmental course or intervention to improve your skills and prepare you for success in college-level courses. Visit http://www.tsi.com/ for more information. ACT The ACT® test is the nation’s most popular college entrance exam accepted and valued by all universities and colleges in the United States. The ACT is based on what students learn in high school and provides personalized information about their strengths for educat ion and career planning. Find everything you need to know about registration, test prep, scores and more.

COLLEGE AND CAREER READINESS


SAT The SAT is an entrance exam used by most colleges and universities to make admissions decisions. The goal is to provide colleges with one common data point that can be used to compare all applicants. That said, it is just one factor in the admissions decision. Schools also consider your high school GPA, academic transcript, letters of recommendation, extracurricular activities, interviews, and personal essays. The weight placed on SAT scores in admissions varies from school to school. The SAT exam is offered nationally every year in August, October, November, December, March, May and June.

The Armed Forces The Military trains young men and women so that they can protect the interests of our country. The U.S. military offers qualified high school graduates a good salary and free job training. It also provides discipline and structure, as well as opportunities for career advancement and travel. The military is the nation’s single largest employer, and it offers training in over 2,000 job specialties, 75% of which have civilian counterparts. The four major branches of the military are the Army, Navy, Air Force and Marines. There are also military opportunities in the Coast Guard, National Guard and Reserves. ROTC programs are available for those students who want to attend college before they enter the military, and the four military academics provide excellent educational opportunities for those students who qualify. To enlist, a student must earn a minimum score on the ASVAB (Armed Services Vocational Aptitude Battery), pass a physical exam, and as a general rule, be a high school graduate. Through the delayed entry program, high school students can be sworn in during their senior year and then enter the military right after they graduate. This enables students who want to receive training in a particular career field to have an opening in that field held form them. A great deal of information is available for those considering the military as an option. Guidance offices have brochures, and there is a wealth of information on the Internet, (e.g. www.armedforcescareers.com). Students can also learn about a specific branch of the military by calling the following numbers and/or visiting the following Websites:

ARMY 1-800-USA-ARMY www.goarmy.com NAVY 1-800-USA-NAVY www.navy.com AIR FORCE 1-800-423-USAF www.airforce.com MARINES 1-800-MARINES www.marines.com

The best way to learn about the military is to talk to a local recruiter. Our local recruiter’s office is located at:

707 North US Hwy 67, Suite 110A

Cedar Hill, TX 75104 972-293-7652 (Army) 972-293-7035 (Navy)

817-239-6550 (Air Force) 972-567-2152 (Marines)

http://www.goarmy.com/

http://www.navy.com/

http://www.airforce.com/

http://www.marines.com/


College Applications

Apply Texas Apply Texas was created through a collaborative effort between the Texas Higher Education Coordinating Board and the colleges and universities represented on the site. The goal of the project is to offer a centralized means for both Texas and non-Texas students to apply to the many outstanding postsecondary institutions available in Texas. On Apply Texas you can accomplish a multitude of tasks including:

Apply for admission to any Texas public university, as well as to participating community and private colleges.

Apply for undergraduate, international and graduate admissions. Copy a submitted application to another institution. Submit your application essays online. Apply for scholarships from participating universities, Search for and view both general and university specific information.

Please be sure to read through all of the informational pages on the Apply Texas website. Visit applytexas.org for more information and begin apply for college in Texas:

Common Application With more than 600 Member colleges and only one application, The Common Application is comprised of a rich and diverse membership – colleges that are public, private, large, small, secular, and religious. No other college application system matches the diversity of institutions accessible through The Common Application.

How does The Common Application work? Colleges request a large amount of information from applicants, and we simplify the process by collecting much of that information all in one place. This prevents students from repeating the details of their background, education, activities, and testing over and over again, for every school on their list. It also enables students to stay on top of deadlines and manage school-specific tasks – without leaving our system. For more information about the application itself, visit our commonapp.org. Fee Waiver: Criteria for Identifying Eligible Students

The student is a member of a family receiving public assistance.

The student is a resident in a federally subsidized public housing project.

The student is a resident in a foster home.

The student is an enrollee in a program for the economically disadvantaged, such a Federal Free or Reduced Lunch Program, Upward Bound/TRIO after-school programs, and other youth outreach agencies.


TO REQUEST TRANSCRIPTS SENT TO COLLEGES (Current students)

Submit your college application Go to the Cedar Hill High School Website Select Counseling Department Select Naviance

Once you are in Naviance:

Select the colleges Tab Select colleges I'm applying to Select +add to this list Select lookup (you can add colleges by name or by state)

After the colleges have been added:

Check the box I have submitted my application Check the box request transcript Scroll to bottom of the page Select Add Colleges

The request(s) will be sent to the registrar. Please allow 3 to 5 business days for request(s) to be processed.

SENDING TEST SCORES

Colleges require that ACT and SAT scores come directly from ACT and College Board. It is good practice to send score reports when registering for the test(s). Students receive four free score reports with each registration. Sending score reports after the test has been taken cost $12 each.

IF YOU NEED AN OFFICIAL COPY OF A TRANSCRIPT FOR A REASON OTHER THAN SENDING TO A COLLEGE:

Follow the above steps to login to Naviance. Select the colleges tab. On the bottom left, under resources, select transcripts. Under transcripts select request transcript for scholarships or athletics. On the next page, use the drop down menu next to reason and select personal. Under Recipient type in the name of the student. Scroll to the bottom of the page and select Add Transcript Requests. The request will process in 3 to 5 days.

TRANSCRIPT REQUEST


A pass will be sent to the student to pick up the transcript from the receptionist

Want to know if you’re on track in the college application process? This checklist shows you what you should be doing, and when. FALL

□ Narrow your list of colleges to between five and 10. Meet with a counselor about your college choices and, if you’ve not yet done so, download college applications and financial aid forms. Plan to visit as many of these colleges as possible.

□ Create a master list or calendar that includes: o Tests you’ll take and their fees, dates, and registration deadlines o College application due dates o Required financial aid application forms and their deadlines (aid applications may be

due before college applications) o Other materials you’ll need (recommendations, transcripts, etc.) o Your high school’s application processing deadlines.

□ Ask a counselor to help you request a fee waiver if you can’t afford application or test fees. □ Take the SAT® one more time: Many seniors retake the SAT in the fall. Additional course work

since your last test could help you boost your performance. Plus, you already know what to expect on test day.

□ Be sure to have your SAT scores sent to the colleges to which you are applying. □ Complete the Free Application for Federal Student Aid (FAFSA): To apply for most financial

aid, you’ll need to complete the FAFSA. Oct. 1 is the first day you can file the FAFSA. □ Prepare early decision/early action or rolling admission applications as soon as possible. Nov.

1–15: Colleges may require test scores and applications between these dates for early decision admission.

□ Ask a counselor or teacher for recommendations if you need them. Give each teacher or counselor an outline of your academic record and your extracurricular activities. For each recommendation, provide a stamped, addressed envelope and any college forms required.

□ Write first drafts and ask teachers and others to read them if you’re submitting essays. If you’re applying for early decision, finish the essays for that application now.

□ Complete at least one college application by Thanksgiving. SPRING

□ Keep active in school. If you are waitlisted, the college will want to know what you have accomplished between the time you applied and the time you learned of its decision.

□ Visit your final college before accepting. You should receive acceptance letters and financial aid offers by mid-April. Notify your counselor of your choice. If you have questions about housing offers, talk to your counselor or call the college.

□ Inform every college of your acceptance or rejection of the offer of admission and/or financial aid by May 1. Colleges cannot require your deposit or your commitment to attend before May 1. Talk to your counselor or adviser if you have questions.

□ Send your deposit to one college only.

SENIOR YEAR COLLEGE PLANNING


□ Waitlisted by a college? If you intend to enroll if you are accepted, tell the admission director your intent and ask how to strengthen your application. Need financial aid? Ask whether funds will be available if you’re accepted.

□ Work with a counselor to resolve any admission or financial aid problems. □ Review your financial aid awards: Not all financial aid awards are the same, so it’s important

to choose the aid package that’s best for you and your family. Be sure to note what you have to do to continue receiving financial aid from year to year, and how your aid might change in future years.


Junior year marks a turning point. This is because for most students and families, it’s when college planning activities kick into high gear. Here are some things you can do this year to stay on track for college FALL

□ Start with you: Make lists of your abilities, social/cultural preferences, and personal qualities. List things you may want to study and do in college.

□ Learn about colleges. Look at their websites and find colleges at bigfuture.collegeboard.org/college-search. Talk to friends, family members, teachers, and recent grads of your school now in college.

□ List the college features that interest you. Resource check: Visit the counseling office and meet the counselors there. Is there a college night for students and families? When will college representatives visit your school? (Put the dates in your calendar.)

□ Examine catalogs and guides. At school, speak to your counselor about taking the PSAT/NMSQT®, which is given in October. If you plan to ask for testing accommodations (because of a disability), be sure the College Board has approved your eligibility. Make a file to manage your college search, testing, and application data. If appropriate (for example, if you’re interested in drama, music, art, sports, etc.), start to gather material for a portfolio.

WINTER □ Sign up to take the SAT® in the spring. You can register online or through your school. SAT

fee waivers are available to eligible students. To prepare for the SAT, you can access free, personalized SAT practice tools at satpractice.org, including thousands of interactive questions, video lessons, practice tests, and more.

□ Begin a search for financial aid sources. National sources include the College Board’s Scholarship Search and electronic sources. Don’t overlook local and state aid sources. (Ask a counselor for help or check your public library.) With your family, make an appointment with your counselor to discuss ways to improve your college preparation and selection processes.

SPRING □ Develop a list of 15 or 20 colleges that are of interest to you. You can find many colleges at

which you’ll be happy and get a great education. The college search is about exploring who you are and what you want and then finding colleges that will meet your goals.

□ Stay open to all the possibilities — don’t limit your search. To find the best college for you, you should apply to colleges of varying selectivity. Selective colleges admit a portion of students who apply. Some colleges are highly selective while others are less selective. Make sure to apply to public, private, in-state, and out-of-state schools so that you have plenty of options from which to choose.

□ Take the SAT. The test is typically offered in March, May, and June. Make sure you start preparing for the test several months in advance using the tools available at satpractice.org. And remember, if you’re not happy with your scores when you get them, you might want to test again in the fall. Many students take the test a second time as seniors, and they usually do better.

JUNIOR YEAR COLLEGE PLANNING


□ Start to gather documents for financial aid: Be sure to keep a copy of your tax returns handy. You’ll use these to complete the Free Application for Federal Student Aid (FAFSA), which opens on Oct. 1.

SUMMER □ Get your FSA ID: Before you can fill out your FAFSA, you need to get a username and password

(also known as an FSA ID). □ Find a full-time or part-time job, or participate in a summer camp or summer college program. □ Visit colleges. When planning your campus visits, make sure to allow time to explore each

college. While you’re there, talk to as many people as possible. These can include college admission staff, professors, and students. Take campus tours and, at colleges you’re serious about, make appointments to have interviews with admission counselors.

□ Create a résumé — a record of your academic accomplishments, extracurricular activities, and work experiences since you started high school. Download applications. Go to the website of each college’s admission office and either complete the application online or request a paper application from colleges to which you’ll apply.

□ Check application dates — large universities may have early dates or rolling admission. □ Visit some local colleges — large, small, public, and private. A visit to a college campus can

help you decide if that college is right for you. Make a plan ahead of time to get the most from your visit. Check out the campus checklist at bigfuture.collegeboard.org/find-colleges/ campus-visit-guide/campus-visit-checklist. Attend college fairs, too. Scan local newspapers to see which civic, cultural, and service organizations in your area award financial aid to graduating seniors. Start a file.


□ Meet with your high school counselor — again. Be sure to meet with your school counselor to ensure that your course schedule is challenging enough to prepare you for college. Check into any prerequisites for advanced-level junior and senior-year courses.

□ Take the PSAT/NMSQT® or PSAT™ 10. Depending on your school, you might have the opportunity to take the PSAT/NMSQT in October or the PSAT 10 in February or March. It provides valuable feedback on your college readiness and a free, personalized plan to help you start getting ready for the SAT — and for college. Ask if the PSAT/NMSQT is offered to 10th-graders. Although this test is usually given in the 11th grade, it is also often offered in the 10th grade. That’s because it provides valuable feedback through the Student Score Report. You can then work on any of your academic weaknesses while there is still plenty of time to make improvements.

□ Are you interested in attending a U.S. military academy? If so, you should request a pre-candidate questionnaire.

□ Along with your family, do some research about how to obtain financial aid. Many students use financial aid to cover college costs. Find out what financial aid is, where it comes from, and how you can apply for it. Read the U.S. Department of Education’s Funding Your Education (about federal aid programs).

□ Attend college and career fairs. The fairs often take place in the fall at your school or in your area.

□ Participate in school activities or volunteer efforts. Extracurricular activities can help you develop time management skills and enrich your high school experience.

□ Talk to your counselor about your plans for life after high school. He or she can help you plan your schedule, search for colleges, and navigate the financial aid process. The more your counselor knows about you, the more he or she can help you along the way.

□ Tour college campuses. If possible, take advantage of vacation or other family travel time to visit colleges and see what they’re like. Even if you have no interest in attending the college you are visiting, it will help you learn what to look for in a college.

SOPHMORE COLLEGE PLANNING


□ Find out how financial aid can help you afford college. You might be surprised by how affordable a college education can be.

□ Learn the basics of college costs. Besides tuition, what expenses do college students have to cover?

□ Get an idea of what college might really cost you. Check out 9 Things You Need to Know About Net Price to learn why you may not have to pay the full published price of a college. Then pick a college you’re interested in and go to College Search to find its profile. Click the Calculate Your Net Price button to see that college’s estimated net price for you — the cost of attending a college minus grants and scholarships you might receive. Save the data you enter, when possible, so you can have recomputed the net price as college gets closer.

□ Talk to your family about ways to pay for college. Discuss the options and share ideas about how your family might pay for it.

□ Save money for college. Bank part of your birthday money, your allowance or your earnings from chores or an after-school job for future college expenses. Even a small amount can be a big help when you’re buying textbooks and school supplies later on.

□ Challenge yourself inside the classroom. Good grades not only expand your college opportunities but also can help you pay for college. Some grants and scholarships — money you don’t have to pay back — are awarded based on academic performance.

□ Get involved in activities you like. Your activities outside the classroom — like playing sports, volunteering and participating in clubs — can lead to scholarships that will help you afford college.

FRESHMAN COLLEGE PLANNING

https://bigfuture.collegeboard.org/pay-for-college/paying-your-share/9-things-you-need-to-know-about-net-price

https://bigfuture.collegeboard.org/pay-for-college/paying-your-share/9-things-you-need-to-know-about-net-price

https://bigfuture.collegeboard.org/college-search

introduction - chisd€¦ · introduction the course catalog has been developed to provide...

Documents