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Revised January 2013
MOUNT VERNON CITY SCHOOL DISTRICT Judith Johnson, Interim Superintendent of Schools
Timothy Costello, Assistant Superintendent of Business Hasna Muhammad, Ed.D., Assistant Superintendent of Human Resources
Gertrude Karabas, Assistant Superintendent for Innovation, Restructuring and
Grants Management
SECONDARY COURSE CATALOG
2012 – 2013
“Children of Promise”
Revised January 2013 - 2 -
Mount Vernon City School District
Board of Education
Frances Wynn
President
Gerald Whiteside
Vice President
Board Trustees
Brenda Crump
Delia M. Farquharson
Elias Steven Gootzeit
Rosemarie M. Jarosz
Leonard Sarver
Marc Stuckey
Michelle Walker
Revised January 2013 - 3 -
Dear Secondary School Students and Parents,
On behalf of the Mount Vernon City School District Board of Trustees
and administration, we are proud to present this 2012-2013 Secondary
Course Catalog for your perusal. This document has been prepared to
assist students and parents in making informed decisions concerning
programs and course choices during their secondary years. To assist in
the decision-making process, we have assembled information that
includes graduation requirements and descriptions of available courses.
Our guidance counselors are available to assist students and parents in
their decision-making about class schedules, course selections, college
and career choices.
We believe that all students deserve a quality education that includes a
solid foundation of required coursework, but also recognize that students
have individual needs. We strive to provide a comprehensive secondary
school experience for every child of promise.
To this end, I am confident that you will make informed and wise
decisions for your 2012-2013 school year. I wish you the greatest
success as we continue to work together to ensure your child's progress
and promise.
Sincerely,
Director of Curriculum and Instruction
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TABLE OF CONTENTS
GENERAL INFORMATION Page
Philosophy …………………………………………………………………..5
Glossary of Terms …………………………………………………………………..6
Graduation Requirements …………………………………………………………………12
Course Availability …………………………………………………………………15
Secondary Schedule …………………………………………………………………15
Course Selection Contacts …………………………………………………………………15
Adding / Dropping a Course …………………………………………………………………16
Grade Level Classifications …………………………………………………………………16
Graduation Candidate Eligibility …………………………………………………………………17
Gradable and Non-Gradable Courses …………………………………………………………………17
Sample Schedules by Grade ..……………………………………………………………..…18
Grades 9-12 Worksheets .………………………………………………………………..24
COURSE DESCRIPTIONS Page
Art .………………………………………………………………..27
Career and Technical Education (CTE) .………………………………………………………………..30
English .………………………………………………………………..36
English as a Second Language (ESL) ……..…………………………………………………………...40
Foreign Languages .………………………………………………………………..45
Home and Careers .………………………………………………………………..49
Life Skills Program .………………………………………………………………..51
Instructional Support Program .……………………………………………………….………..54
Mathematics .………………………………………………………………..55
Music .………………………………………………………………..60
Physical Education and Health .………………………………………………………………..61
ROTC …………………………………………………………………68
Science …………………………………………………………………71
Social Studies …………………………………………………………………75
Technology ...………………………………………………………………79
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PHILOSOPHY OF THE MOUNT VERNON CITY SCHOOL DISTRICT
It is the philosophy of the Mount Vernon City School District that all students are encouraged to
consider the most rigorous selection of courses. The MVCSD administration, subject area
supervisors, and school counselors oversee the course selection. In the event your child is not
placed in the level of course he/she considered, please contact the appropriate supervisor for an
appointment
Our slogan for the year is Our Children of Promise. It is our goal to do all in our power to
ensure that all children achieve at their highest levels. This goal must be more than just a phrase.
It must be a clear path of action that is planned, published and implemented.
The New York State Education Department has determined that all children in the state of New
York can do better. Based on this determination, our benchmarks have been raised significantly.
Children that were acknowledged a year ago for high achievement are now being told that their
achievement is no longer good enough. Our schools are expected to meet even more rigorous
expectations than those that we have reached in the past. We do not shirk from this
responsibility, though daunting, we welcome it because the end result will be children who are
more prepared to become productive citizens in a community of promise.
Department of Curriculum & Instruction
Angela Addesso, Administrator for the Arts and Career Technical Education (K-12)
Ahunna M. Akoma, Ed.D., Administrator for Assessment and Accountability(K-12)
Satish Jagnandan, Administrator for Math and Science (K-12)
Department of Special Education
Joyce Corpas, Interim Director of Special Education
Dara Joseph, Supervisor
Michele Fret, Supervisor
Lorraine Monroe, Supervisor
Garvin Romane, Supervisor
Teresa Scott, Supervisor
Kim Smith, Ed.D., Supervisor
Department of Pupil Personnel
Waveline Bennett-Conroy, Ed.D., Director of Pupil Personnel Services
Department of Technology
Joseph McGrath, Administrator for Technology (K-12)
Department of Guidance Tara Richards, Director of Guidance
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GLOSSARY OF TERMS
TERM DEFINITION
ACT The ACT® test assesses high school students’ general educational development and their
ability to complete college-level work. The multiple-choice tests cover four skill areas:
English, mathematics, reading, and science. The Writing Test, which is optional, measures
skill in planning and writing a short essay.
AIS
Academic intervention services help students who are struggling to achieve the learning
standards in English language arts and mathematics in grades K-12 and social studies and
science in grades 4-12. These additional general education services include:
Extra instructional time to help students achieve the learning standards in the subject
areas requiring AIS, and support services to help students overcome barriers that are
affecting their ability to learn, such as attendance problems, family- related issues,
discipline problems and health-related issues. Support services could include school
guidance and counseling services to improve attendance and coordination of services
provided by other agencies.
AP
Advanced Placement (AP) exams give high school students the opportunity to earn college-
level credit while in high school. Courses are taught by specially trained teachers and help
raise the academic awareness of all high school students
AYP Adequate Yearly Progress – The federal No Child Left Behind (NCLB) Act requires that
states develop and report on measures of student proficiency in 1) English language arts
(ELA), in 2) mathematics, and on 3) a third indicator. In New York State in 2009–10, the
third indicator is science at the elementary/middle level, and graduation rate at the secondary
level. Schools or districts that meet predefined goals on these measures are making Adequate
Yearly Progress (AYP). For more information about accountability in New York State, visit:
http://www.emsc.nysed.gov/irts/accountability/
BIP Behavior Intervention Plan applies the observations made in the Functional Behavior
Assessment (FBA) through an individual plan to reduce or extinguish the student’s
inappropriate behavior(s) and increase age appropriate behaviors. Commissioner Regulations,
Part 200 and 201 require implementation of the BIP under specific circumstances.
Cohort A group of students who all entered 9th
grade for the first time in the same year
Counseling
Advice or help given by someone qualified to give such advice. Usually provided for students
to assist with improving their social skills.
CPSE Committee on Preschool Special Education responsible for evaluating children ages 3-5 and
determining the eligibility of these children to receive special education services
Credit
A unit of measure towards meeting the requirements for High School Graduation. Courses
are typically either ½ or 1 credit each. Students who are taking a course will qualify for the
credit attempted based on successfully passing that course. Partial credits are not awarded for
partial completion of a course.
CSE
Committee on Special Education responsible for evaluating school-age children, determining
the eligibility and recommend special education services for eligible students.
CTE Career and Technical Education is committed to providing high-quality CTE opportunities for
all students. CTE studies are organized in New York in the following content areas:
Agricultural education
Business & Marketing education
Family & Consumer Sciences education
Health Occupations education
Technology education
Trade, Technical & Industrial education
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TERM DEFINITION
ELL English Language Learner – A student who is not proficient enough in the English language
to succeed in the school’s regular instructional programs and who qualifies for extra help.
(Formerly referred to as Limited English Proficient/LEP.)
ESL English as a Second Language – Classes or support programs for students whose native
language is not English.
SWD Exempt
from LOTE
A Student With a Disability (SWD) which adversely affects the ability to learn a language
can be exempt from the Language Other Than English (LOTE) requirement for graduation.
The CSE makes the determination, but does not prevent a SWD from participating in a
language course. For students seeking to go on to college, courses in LOTE are often required
for admission.
FBA Functional Behavioral Assessment is the process of gathering and analyzing information
about the student’s behavior and accompanying circumstances in order to determine the
purpose or intent of actions and then to identify positive interventions to reduce/eliminate the
undesirable behavior.
Graduation
Requirements
The general education and diploma requirement regulations referred to as Part 100
Regulations of the Commissioner of Education, require that every public school student in
New York State be provided an opportunity to receive instruction in order to achieve the New
York State Learning Standards. Schools and parents are encouraged to collaborate to ensure
that all students graduate from high school ready for work, higher education, and citizenship.
In order to earn a high school diploma, a student must have a minimum of 22 specific high
school credits and pass 5 identified Regents Examinations.
Honor GPA Grade point average used to calculate the GPA that is used for the honor roll. Honor GPA
averages the grade points for all of the counting classes. Not all courses count towards the
honor GPA.
Honor Roll
A list of names of student worthy of honor because they have met the specific requirements
during a specified marking period
ICT Integrated, Co-Teaching is the practice of two teachers (special education and general
education) educating children with special needs in general education classrooms in their
neighborhood schools.
IEP Individualized Education Program is a written education plan for preschool and school aged
students in need of special education services developed by a team of professionals and the
student’s parents. It is reviewed and updated annually and describes how the child is
progressing, the student’s learning needs, and services that are required.
IEP Diploma An IEP diploma may be awarded to a student with the most significant disabilities at the end
of the school year in which a student turns age 21 or at any time after a student has attended
school or has received a substantially equivalent education elsewhere for at least 12 years,
excluding Kindergarten. The IEP diploma is awarded in recognition of a student’s successful
achievement of individual educational goals based on the appropriate level of learning
standards as specified in the student’s IEP. While earning an IEP diploma may be an
important milestone for a student, it is a diploma that is often not accepted by employers,
military, higher education, business/trade schools or apprenticeship programs because it is not
based on successful completion of required courses and achievement on State exams.
IPR
IPRs-Interim Progress Reports are reports send home with teacher comments based on
student progress for a period approximately halfway through the marking period.
LEP A student who is not proficient enough in the English language to succeed in the school’s
regular instructional programs and who qualifies for extra help. (Formerly referred to as
Limited English Proficient/LEP.)
Life Skills An upgraded special education program for special needs students. The program provides
modified instruction and daily living skill development.
LOTE Language Other Than English – is a set of instructional courses and programs aimed to enable
students to use a language other than English for communication. Students taking foreign
languages courses to develop cross-cultural skills and understandings in languages other than
English.
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TERM DEFINITION
LRE
The placement of an individual student with a disability in the Least Restrictive Environment
provides the special education needed by the student to the maximum extent appropriate to
the needs of the student with other students who do not have disabilities and be as close as
possible to the student’s home. http://www.emsc.nysed.gov/specialed/lawsregs/part200.htm
Marking Period
A period lasting 8-10 weeks during which a student’s academic progress is measured and
reported in the form of a report card. There are four report cards each year.
NCLB The NO CHILD LEFT BEHIND (NCLB) ACT of 2001 is a federal law to improve education
for all children. It holds schools responsible for results, gives parents greater choices, and
promotes teaching methods that work. More information is at NCLB at
http://www2.ed.gov/nclb/landing.jhtml
NYSAA The New York State Alternate Assessment (NYSAA) is a part of the New York State Testing
Program. It is a datafolio-style assessments in which students with severe cognitive
disabilities demonstrate their performance toward achieving the New York State learning
standards. Eligibility for participation in NYSAA is determined by the CSE.
NYSESLAT The NYSESLAT is NY State English as Second Language Achievement Test, which is
designed to measure the English language proficiency of students who have been identified as
Limited English proficient (LEP).
OT
Occupational Therapy is therapy or treatment provided by an occupational therapist that helps
an individual develop physical skills that will aid in daily living, focuses on the use of hands
and fingers, eye-hand coordination of movement.
PT
Physical Therapy is treatment of physical disabilities given by a trained physical therapist
(under doctor’s orders) to help improve the use of bones, muscles, joints, and nerves.
Post-Secondary
Goals
All students 15+ years old must participate in post-secondary planning and coordinated
activities in preparation for post-high school experiences; college, training, military, etc.
Pre-requisite As the term suggests, a pre-requisite is the term used as a precondition or requirement before
taking a certain course. For example, a student couldn’t just sign up for Accounting 4. A
requirement, or pre-requisite, would be that a student takes Accounting 1, 2 and 3 before
Accounting 4.
Procedural
Safeguards
(Due process)
Action that protects a person’s rights. In special education this applies to action taken to
protect the educational rights of students with disabilities and the rights of the students’
parents.
PSAT/NMSQT The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) is a
program cosponsored by the College Board and National Merit Scholarship Corporation
(NMSC). It’s a standardized test that provides firsthand practice for the SAT®. It also gives
you a chance to enter NMSC scholarship programs and gain access to college and career
planning tools. The PSAT/NMSQT measures: Critical reading, Math problem-solving, and
Writing skills. This exam is taken by all sophomores and juniors as part of the district’s Early
Participation Program – a program designed to help students in the college admissions
process.
Rank A mark of academic achievement based on transcript GPAs for grades 9-11 for active 12th
graders in the current graduating cohort who entered the district in 9th
grade.
RCT Regents Competency Tests (RCTs) are achievement tests designed to assess basic proficiency
in the areas of reading, writing, mathematics, science, and social studies. In the past, schools
awarded local high school diplomas to students who passed all six RCTs as well as the
required coursework. The Department, in accordance with a timetable that was adopted by the
Board of Regents, has phased out the eligibility of general education students in public
schools to take these tests. Students are instead required to pass the Regents Examinations in
order to receive a high school diploma. However, the RCTs continue to be available for
students with disabilities who first enter grade 9 prior to the 2010-11 school year as part of a
safety net for such students. To earn a high school diploma, students with disabilities must
take each Regents Examination ordinarily required for graduation at least once. If
unsuccessful on one or more of the required Regents Examinations, students with disabilities
may be granted a local high school diploma on the basis of passing the corresponding RCT(s).
Revised January 2013 - 9 -
TERM DEFINITION
REGENTS Regents Examinations are achievement tests that are aligned with New York State’s Learning
Standards. Regents Examinations provide schools with a basis for evaluating the quality of
instruction and learning that have taken place. They are used by school personnel to identify
major learning goals, offering both teachers and students a guide to important understandings,
skills, and concepts. The examinations also provide students, parents, counselors,
administrators, college admissions officers, and employers with objective and easily
understood achievement information for use in making sound educational and vocational
decisions. Passing scores on the Regents Examinations in English, mathematics, science, and
social studies satisfy the State testing requirements for a high school diploma.
Related Services
Developmental, corrective and other support services that a student with disabilities requires
benefiting from special education; examples include audiology, speech/language, physical
and occupational therapy, counselors, hearing services, transportation and medical services.
Resource Room
Program
A special education program for the student who qualifies for either a general education class
or special class placement but needs some special instruction in an individualized or small
group setting for a portion of the day. The Resource Room teacher works closely with the
general education classroom teacher. Students can be tested in the Resource Room.
Safety Net Safety Net allows students with disabilities who do not pass a Regents exam required for their
class; to meet the requirements for a local diploma by passing the RCT or the equivalent in
that subject. The student must take the required Regents exam but may take the RCT before
or after the Regents exam.
RTI In Response to Intervention (commonly abbreviated RTI or RtI) is a method of academic
intervention used to provide early, effective assistance to children who are having difficulty
learning. Response to intervention was also designed to function as one part of a data-based
process of identifying learning disabilities. This method can be used at the group and
individual level.
SAT The SAT and SAT Subject Tests are a suite of tools designed to assess a student’s academic
readiness for college. The SAT and SAT Subject Tests keep pace with what colleges are
looking for today, measuring the skills required for success in the 21st century.
Semester A measure of time. There are two semesters in the school year; fall and spring.
SES Low-income families can enroll their child in Supplemental Educational Services if their
child attends a Title I school that has been designated by the state to be in need of
improvement for more than one year. SES refers to free extra academic help, such as tutoring
or remedial help, that is provided to students in subjects such as reading, language arts, and
math. SES can be provided before or after school, on weekends, or in the summer. More info
at: http://www2.ed.gov/nclb/choice/help/ses/description.html
Special Class A special education setting that has a smaller teacher-student ratio for a student with a
disability (SWD) that follows the general education curriculum with modifications and
accommodations. Class sizes (teacher-student ratio) vary according to student’s abilities and
needs.
Speech/Language
Services
Planned program to improve and correct speech and/or language articulation delays and/or
severe receptive expressive communication delays.
Standard Learning Standards are defined as the knowledge, skills, and understandings that individuals
can and do habitually demonstrate over time as a result of skilled instruction and experience.
In 1996, the New York State Regents approved 28 learning standards in seven content areas.
Strength Based
Assessment
A method to assess a student with a disability’s measurable postsecondary goals intended to
acknowledge the student’s needs preferences and interests for post-high school experience.
SWD
Student With a Disability describes a student who has been determined by the CSE to be
eligible for special education services or treatment in order to progress academically.
Title 1 Title I is the original name of the funding method that has since become No Child Left
Behind. It is the rules and regulations that allow schools with significant students receiving
free/reduced lunch (the measure by which the federal government determines poverty level
for a school) get extra monies to pay for such things as extra literacy educators, specialized
literacy programs, and other supplemental literacy and math supplies.
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TERM DEFINITION
Title III The Title III Program is a United States federal grant program to improve education for
English language learners.
Title IX The Title IX program states that no person in the United States shall, on the basis of sex, be
excluded from participation in, be denied the benefits of, or be subjected to discrimination
under any education program or activity receiving Federal financial assistance.
Transcript A record of student courses, grades and standardized test history usually used to apply to post
secondary experiences.
Transcript GPA Grade Point Average used to calculate the GPA that is used for the High School transcript.
Credits earned are factored in the transcript GPA. Not all courses count towards transcript
GPA.
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WHY CONTINUE YOUR EDUCATION?
Whether you are uncertain about going to college or you just need some reassurance you’re on the right track,
here are a few reasons to continue your education:
Every bit of education you get after high school increases the chances you’ll earn good pay. Most
college graduates earn more money during their working years than people who stop their education at
high school.
The more education you get the more likely it is you will always have a job. According to one
estimate, by the year 2028 there will be 19 million more jobs for educated workers than there are
qualified people to fill them.
Continuing education after high school is much more important for your generation than it was for
your parents’ generation. Today most good jobs require more than a high school diploma. Businesses
want to hire people who know how to think and solve problems.
Education beyond high school gives you a lot of other benefits, including meeting new people, taking
part in new opportunities to explore your interests, and experiencing success.
AVERAGE YEARLY INCOME BY EDUCATIONAL ATTAINMENT
Professional degree $119,009
Doctoral degree $92,863
Master’s degree $67,898
Bachelor’s degree $54,689
Associate’s degree $37,990
Some college $31,421
High school graduate $29,448
High school dropout $19,915
Source: U.S. Census Bureau, 2005 data
Revised January 2013 - 12 -
GRADUATION REQUIREMENTS FOR THE CLASSES OF
2009, 2010, 2011, 2012 AND AFTER
The New York State Board of Regents is phasing out the Local diploma and increasing testing standards on
Regents examinations for general education students. Beginning with the Class of 2009 (Cohort 2005), the
number of Regents exams that a student must pass with a score of 65 or higher increases. Beginning with the
Class of 2012 (Cohort 2008), there will no longer be a Local diploma available for general education students.
In order to earn a Regents diploma, all students are required to pass the following Regents examinations:
English
One Regents math examination (Integrated Algebra or Geometry or Algebra 2 & Trigonometry)
Living Environment or Earth Science or Chemistry or Physics
Global Studies
U.S. History
Students who complete Checkpoint A of the syllabus and two units of study in a single language other than
English no later than the end of Grade 8 must pass the second language proficiency examination in order to
earn one unit of credit toward the high school diploma. Refer to the General Education & Diploma
Requirements Chart on page 11.
For students entering 9th
grade in 2005, the Class of 2009 (Cohort 2005): General education students must have at least two scores at 65 or above on the five required Regents exams
and all scores at 55 or above.
For students entering 9th
grade in 2006, the Class of 2010 (Cohort 2006): General education students must have at least three scores at 65 or above on the five required Regents
exams and all scores at 55 or above.
For students entering 9th
grade in 2007, the Class of 2011 (Cohort 2007): General education students must have at least four scores at 65 or above on the five required Regents
exams and all scores at 55 or above.
For students entering 9th
grade in 2008 or after: General education students must pass all five required Regents exams at a score of 65 or above. There is no
longer a Local diploma available.
The requirements to earn a Regents Diploma or a Regents Diploma with Advanced Designation are the
same for general education students and for students with disabilities. All students must earn 22 credits
in order to graduate with any diploma.
STUDENTS WITH DISABILITIES The Local diploma will continue to be available for students with disabilities. These students will still have the
low – pass option (Safety Net) of scoring between 55-64 on the required Regents examinations. Students with
disabilities who fail Regents examinations will have the opportunity to take Regents Competency Tests (RCT).
This is to inform you that the Board of Regents has approved for permanent adoption the amendment of
section 100.5 of the Regulations of the Commissioner of Education relating to diploma requirements for
students with disabilities. The amended regulations extend the existing RCT safety net for an additional year to
make it available to all students with disabilities entering grade 9 prior to September 2011 (i.e., students with
disabilities entering grade 9 in the 2010-11 school year). The RCTs are available to these students until they
graduate or until the end of the school year in which they turn 21. These regulations became permanently
effective on January 7, 2010.
Revised January 2013 - 13 -
GENERAL EDUCATION & DIPLOMA REQUIREMENTS
COMMENCEMENT LEVEL (GRADES 9 – 12)
JANUARY 2010 Office of Elementary, Middle Secondary and Continuing Education
New York State Education Department
Albany, NY 12234
www.nysed.gov NOTES FOR DIPLOMA REQUIREMENTS
(Section 100.5) of NYCRR)
School districts may establish requirements in addition to those outlined.
(a) Four credits required, including 1 unit in American History and ½ unit each in Participation in Government and Economics.
(b) Students may meet the learning standards in technology either in a course in technology education or through an integrated course combining technology
with mathematics and/or science. A commencement-level course in technology education may be used as the third unit of credit in science or mathematics, but
not both.
IThe Arts are defined as dance, music, theatre, and visual arts.
(d) Students with a disability may be excused from the requirement for one unit of credit in LOTE if so indicated in the Individualized Education Program (IEP).
Students must receive LOTE instruction no later than the beginning of Grade 8 and complete 2 units of study by the end of grade 9.
(e) To earn the advanced designation, the student must complete one of the following: two additional units in a language other than English (3 LOTE credits
total); career and technical education (5 credit CTE sequence); or the Arts (5 credit sequence). Students with disabilities who are exempt from the LOTE
requirements as indicated on the IPE may earn the advanced designation as long as the required number of credits to graduate are met.
(f) Sequence courses and/or electives may include LOTE, CTE and the Arts.
(g) Students must pass two commencement level Regents Examinations in mathematics through on of the following combinations: Mathematics A and
Mathematics B; or, Mathematics A and Algebra 2/Trigonometry.
(h) Students must pass one of four combinations of commencement level Regents Examinations in mathematics: For the two examination combination,
Mathematics A and Mathematics B, or Mathematics A and Algebra 2/Trigonometry; For the three examination combination, Mathematics A, Geometry, and
Algebra 2/Trigonometry, or Integrated Algebra, Geometry and Algebra 2/Trigonometry.
(i) Students must pass three commencement level Regents Examinations in mathematics through one of the following combinations: Mathematics A, Geometry,
and Algebra 2/Trigonometry or Integrated Algebra, Geometry, and Algebra 2/Trigonometry.
(j) A total of two Regents Examinations in science, with at least one in life science and at least one in physical science.
(k) Students who complete Checkpoint A of the syllabus and two units of study in a single language other than English no later than the end of Grade 8 must
pass the second language proficiency examination in order to earn one unit of credit toward the high school diploma.
(l) If so indicated in the IEP, students with a disability may be excused from completing the additional LOTE units and the corresponding Regents
Comprehensive Examination. Students completing a sequence of not less than 5 units of credit in CTE or the Arts are not required to complete the additional two
units of LOTE or to pass the Regents Comprehensive Examination in that language to earn a Regents Diploma with Advanced Designation.
(m) Students who successfully appeal two Regents Examination scores within three points of the 65 passing score and who meet the other requirements of the
appeals process specified in CR 100.5(d)(7) will earn a local diploma.
(n) For students with disabilities who first enter grade 9 in September 2005 and thereafter, a score by the student of 55-64 may be considered as a passing score
on any Regents Examination required for graduation with a local diploma.
(o) Students with disabilities who fail one or more Regents Examinations and who pass the corresponding Regents Competency Test (RCT) will receive a local
diploma.
Revised January 2013 - 14 -
Additional Resources
Board of Regents
http://www.regents.nysed.gov/
Curriculum, Instruction and Instructional Technology Team
http://www.emsc.nysed.gov/ciai/
New York State Education Department
http://www.nysed.gov
Office of Bilingual Education and Foreign Language Studies
http://www.emsc.nysed.gov/biling/
Office of Curriculum and Instructional Support
http://www.emsc.nysed.gov/cis/
Office of Elementary, Middle, Secondary and Continuing Education
http://www.emsc.nysed.gov/
Office of Vocational and Educational Services for Individuals with Disabilities
http://www.vesid.nysed.gov/
Part 100 of the Regulations of the Commissioner of Education
http://www.emsc.nysed.gov/part100/opener.html
Virtual Learning System (VLS)
http://www.nysvls.org
This document presents highlights of high school diploma requirements.
Please see Section 100.5 of the Commissioner’s Regulations for complete information including alternatives for fulfilling the diploma
requirements:
http://www.emsc.nysed.gov/part100/opener.html
Questions on specific topics can be directed to the Curriculum, Instruction and Instructional Technology email address at:
Revised January 2013 - 15 -
COURSE AVAILABILITY
In the event of insufficient enrollment, staffing considerations, and fiscal restraints, the Board of
Education reserves the right to cancel a course. Courses within the same discipline, but on different
levels, may be combined because of low enrollment.
SECONDARY SCHEDULE
The Mount Vernon City School District middle school schedule consists of eight forty-two minute
periods.
Thornton High School and Mount Vernon High School schedules consist of eight forty-five minute
periods. All ninth, tenth and eleventh grade students must enroll in a minimum of six academic
courses plus physical education. Twelfth grade students are required to enroll in five academic
courses plus physical education.
Nelson Mandela High School instructional schedule consists of four seventy-seven minute periods.
Note: A ninth period may be offered to students eligible for Academic Intervention Support,
CTE Programs, Electives, ESL, etc. for Thornton and Mount Vernon High Schools
only.
COURSE SELECTION CONTACTS
The MVCSD administration, subject area supervisors and school counselors oversee the course
selection. Please contact the appropriate guidance counselor should you identify any
discrepancies in your child’s schedule.
SCHOOL GUIDANCE COUNSELOR PHONE EMAIL
AB Davis MS Nikia Jones 665-5136 [email protected]
AB Davis MS Takisha Sales 665-5135 [email protected]
AB Davis MS Dara Smalls 665-5137 [email protected]
Longfellow MS Patricia Griffin 665-5821 [email protected]
Longfellow MS Donna Smith 665-5822 [email protected]
Mount Vernon HS John Cucurullo 665-6205 [email protected]
Mount Vernon HS Shari DiPaola 665-5327 [email protected]
Mount Vernon HS Anthony Giannelli 665-5296 [email protected]
Mount Vernon HS Lolita Greene 665-2490 [email protected]
Mount Vernon HS Tara Richards 665-6205 [email protected]
Mount Vernon HS Peggy Williams 665-5254 [email protected]
Thornton HS Yesenia Avenaut 358-2769 [email protected]
Thornton HS Angella Bidonne 358-2768 [email protected]
Thornton HS Eunice Marte 358-2770 [email protected]
Mandela HS Andrea Albano 665-5161 [email protected]
Revised January 2013 - 16 -
ADDING/DROPPING A COURSE
Once the school term has begun, it is imperative that students are in class engaged in the
learning process. Therefore, students are encouraged to give careful consideration before they
register for a class.
Effective September 2009, students have the first seven (7) school days of any course in
which to attempt to drop or add courses to their schedule. Schedule changes after the
seven day deadline will only be made with approval from the Administrator of the Guidance
Department. Student initiated schedule changes will be restricted to those related to improper
academic placement or previous course failures that result in the student not meeting the
prerequisite for graduation.
After the drop/add deadline has passed, it may be necessary for the Guidance Office to make a
schedule change including, but not limited to, the following reasons: academic misplacement,
change in IEP, teacher recommendation, a technical error in the scheduling process, a change
in the master schedule or adjustment for balancing classes.
GRADE LEVEL CLASSIFICATIONS (SOPHOMORE, JUNIOR, SENIOR)
All Freshmen, Sophomores, Juniors are required to be enrolled in seven (7) instructional periods
each semester. All Seniors are required to be enrolled in a minimum of five (5) instructional
periods each semester.
Sophomore
At least 5.5 credits
A minimum of 4.5 core credit classes (English I, Integrated Algebra ®, Living Environment
®, U.S. History & Government ® and Physical Fitness 9).
Must have passed at least 1 Regents (Integrated Algebra ® or Living Environment ® or U.S.
History & Government ®).
Junior
At least 11.0 credits,
A minimum of 9.0 core credit classes (English I, English II, Integrated Algebra ®, Geometry
®, Living Environment ®, Earth Science ®, U.S. History & Government ®, Global History
I, Physical Education 9 and Fitness for Life 1).
Must have passed at least 2 Regents (Integrated Algebra ® or Living Environment ® and
U.S. History & Government ®) or 2 Regents Competency Tests – RCT (Math or Science and
U.S. History).
Senior
At least 16.0 credits
A minimum of 14 core credit classes: (English I, English II, English III, Integrated Algebra
®, Geometry ®, Living Environment ®, Earth Science ®, U.S. History & Government ®,
Global History I, Global History II ®, Physical Fitness 9, Fitness for Life 1, Fitness for Life
2, Foreign Language, Art / Music and Health).
Must have passed at least 4 Regents (Integrated Algebra ®, Living Environment ®,
Comprehensive English ® and U.S. History & Government ®) or 4 Regents Competency
Tests – RCTs (Math, Science, U.S. History, Global History).
Revised January 2013 - 17 -
GRADUATION CANDIDATE ELIGIBILITY
As a district requirement, beginning with the 2008 cohort (class of 2012) a student must earn at
least 22.0 credits and meet all NYS graduation requirements: English (4.0 credits), Math (3.0
credits), Social Studies (4.0 credits), Science (3.0 credits), Physical Education (2.0 credits),
Health (0.5 credits), Foreign Language (1.0 credit), Arts (1.0 credit) and Electives (3.5 credits) to
graduate.
Note: Advanced Placement courses cannot be taken until student fulfills the NYS Regents requirement in
the specific discipline (Math, Science, English, Social Studies, Foreign Language). Please review
department guidelines for Advanced Placement courses.
GRADABLE AND NON-GRADABLE COURSES
All courses count towards transcript GPA unless otherwise noted
LIST OF COURSES THAT DO NOT COUNT TOWARDS GPA TRANSCRIPT
AIS Math 7
AIS Math 8
AIS English 7
AIS English 8
Revised January 2013 - 18 -
SAMPLE SCHEDULES BY GRADE
Grade 7
Marking Period 1 & 2 Period Marking Period 3 & 4
Math 7 1 Math 7
Science 7 2 Science 7
English 7 3 English 7
U.S. History 7 4 U.S. History 7
Lunch 5 Lunch
Spanish 7 or Spanish 1 or AIS 6 Spanish 7 or Spanish 1 or AIS
Home & Careers 7 or Art 7 or Tech 7 7 Art 7 or Home & Careers 7 or Tech 7
Physical Education 7 or Health 7 8 Health 7 or Physical Education 7
Note:
All 7th
graders must take the English and Mathematics Assessments.
Grade 8
Marking Period 1 & 2 Period Marking Period 3 & 4
Math 8 or Integrated Algebra ® 1 Math 8 or Integrated Algebra ®
Science 8 or Living Environment ® 2 Science 8 or Living Environment ®
English 8 3 English 8
U.S. History 8 or US Hist and Gov’t ® 4 U.S. History 8 or US Hist and Gov’t ®
Spanish 8 or Spanish 2 # 5 Spanish 8 or Spanish 2 #
Lunch 6 Lunch
Music Appreciation 8 or Tech 8 7 Tech 8 or Music Appreciation 8 Physical Education 8 and Home & Careers 8 8 Physical Education 8 and Home & Careers 8
Note:
All 8th
graders must take the NYS English, Mathematics and Science Assessments.
# denotes that students will take the Language Proficiency Exam in Spanish after two years
of Spanish.
® denotes Regents Course (Student will sit for the Regents in June.)
High School credit will be granted to middle school students who pass their Regents exam
AND pass the course leading to that exam.
Revised January 2013 - 19 -
Freshman Year – Grade 9
Marking Period 1 and 2 Period Marking Period 3 and 4
Integrated Algebra ® 1 Integrated Algebra ® [1.0]
Living Environment ® 2 Living Environment ® [1.0]
Living Environment Lab ® /
Physical Fitness 9
3 Living Environment Lab ® /
Physical Fitness 9 [0.5]
Lunch 4 Lunch
English 1 5 English 1 [1.0]
Global History I 6 Global History I [1.0]
Spanish I 7 Spanish I [1.0]
Art or Music or Academy Elective 8 Art or Music or Academy Elective
Note:
[ ] denotes credit value of course
® denotes Regents Course (Student will sit for the Regents in June, and/or August.)
A ninth period may be offered to students eligible for Academic Intervention Support (A.I.S),
CTE Programs, Electives, ESL, etc.
All Freshmen are required to be enrolled in at least seven (7) instructional periods each marking
period.
Sophomore Year – Grade 10
A Sophomore must have at least 5.5 credits, with a minimum of 4.5 core credit classes (English I,
Integrated Algebra ®, Living Environment ®, Global History 2 ®, Physical Fitness 9).
A Sophomore must have passed at least 1 Regents (Integrated Algebra ® or Living
Environment ® or U.S. History & Government ®).
Marking Period 1 and 2 Period Marking Period 3 and 4
Geometry ® 1 Geometry ® [1.0]
Earth Science ® 2 Earth Science ® [1.0]
Earth Science Lab ® /
Physical Education 10
3 Earth Science Lab ® /
Physical Education 10 [0.5]
English 2 4 English 2 [1.0]
Lunch 5 Lunch
Global History 2 ® 6 Global History 2 ® [1.0]
Spanish II 7 Spanish II [1.0]
Health [0.5] or Academy Elective [0.5] 8 Academy Elective or Health [0.5]
Note:
[ ] denotes credit value of course
® denotes Regents Course (Student will sit for the Regents in June, and/or August.)
A ninth period will be offered to students eligible for course failure (concurrent course
registration in Social Studies and English and repeat of course in Math and Science), Academic
Intervention Support (A.I.S), CTE Programs and Electives.
All Sophomores are required to be enrolled in at least seven (7) instructional periods each marking
period.
Revised January 2013 - 20 -
Junior Year – Grade 11
A Junior must have at least 11.0 credits, with a minimum of 9.0 core credit classes (English I,
English II, Integrated Algebra ®, Geometry ®, Living Environment ®, Earth Science ®, U.S.
History & Government ®, Global History I, Physical Education 9, Fitness for Life 1).
A Junior must have passed at least 2 Regents (Integrated Algebra ® or Living Environment
® and U.S. History & Government ®) or at least 2 Regents Competency Tests – RCT
(Math or Science and U.S. History).
Marking Period 1 and 2 Period Marking Period 3 and 4
Algebra 2 and Trigonometry ® 1 Algebra 2 and Trigonometry ® [1.0]
Chemistry ® 2 Chemistry ® [1.0]
Chemistry Lab ® /
PE – Lifetime Recreation
3 Chemistry Lab ® /
PE – Lifetime Recreation [0.5]
English 3 ® 4 English 3 ® [1.0]
Global History II ® 5 Global History II ® [1.0]
Lunch 6 Lunch
Spanish III ® 7 Spanish III ® [1.0]
Elective 8 Elective
Note:
[ ] denotes credit value of course
A ninth period may be offered to students eligible for credit recovery (concurrent course
registration in Social Studies and English and repeat of course in Math and Science),
Academic Intervention Support (A.I.S), CTE Programs and Electives.
All Juniors are required to be enrolled in a minimum of at least six (6) instructional periods
each marking period.
Revised January 2013 - 21 -
Senior Year – Grade 12
A Senior must have at least 16.0 credits and with a minimum of 14 core credit classes: (English
I, English II, English III, Integrated Algebra ®, Geometry ®, Living Environment ®, Earth
Science ®, U.S. History & Government ®, Global History I, Global History II ®, Physical
Fitness 9, Fitness for Life 1, Fitness for Life 2, Foreign Language, Art / Music, Health).
A Senior must pass at least 4 Regents (Integrated Algebra ®, Living Environment ®,
Comprehensive English ®, U.S. History & Government ®) or at least 4 Regents
Competency Tests – RCT (Math, Science, U.S. History, Global).
Marking Period 1 and 2 Period Marking Period 3 and 4
PreCalculus 1 PreCalculus [1.0]
Physics ® 2 Physics ® [1.0]
Physics Lab ® /
PE – Fitness For Life
3 Physics Lab ® /
PE – Fitness For Life [0.5]
English 4 4 English 4 [1.0]
Participation in Government [0.5] 5 Economics [0.5]
Elective 6 Elective
Lunch 7 Lunch
Elective 8 Elective
Note:
[ ] denotes credit value of course
A ninth period may be offered to students eligible for credit recovery (concurrent course
registration in Social Studies and English and repeat of course in Math and Science),
Academic Intervention Support (A.I.S), CTE Programs and Electives.
A senior must register for at least five (5) instructional periods each marking period.
A Senior may have at least 22.0 credits and must have completed all NYS pre-requisites –
English (4.0 credits), Math (3.0 credits), Social Studies (4.0 credits), Science (3.0 credits),
Physical Education (2.0 credits), Health (0.5 credit), Foreign Language (1.0 credit), Arts (1.0
credit), Electives (3.5 credits) – to graduate from Mount Vernon City School District.
Revised January 2013 - 22 -
NELSON MANDELA COMMUNITY HIGH SCHOOL
SAMPLE SCHEDULES BY GRADE
Sophomore Year – Grade 10
Semester 1 Period Semester 2
English 2 ® [1.0] 1 Integrated Algebra ® [1.0]
Ecology [1.0] 2 Living Environment ® [1.0]
Physical Education 10 [0.5]
and
Integrated Office Application [0.5]
3 Spanish I [1.0]
Lunch Lunch
Global Studies I [1.0] 4 Global Studies II ® [1.0]
Elective or Credit Recovery 5 Elective or Credit Recovery
Note:
[ ] denotes credit value of course
® denotes Regents Course (Student will sit for the Regents in January, June, and/or August.)
For scheduling purposes semester courses can be interchanged (i.e. – English 2 can be offered
in Semester 1 or Semester 2).
Junior Year – Grade 11
Semester 1 Period Semester 2
Geometry ® [1.0] 1 Spanish II [1.0]
English 3 ® [1.0] 2 Earth Science ®
Physical Education 11 [0.5]
and
Library Media Research [0.5]
3 SAT English [0.5]
and
SAT Math [0.5]
Lunch Lunch
US History and Government ® [1.0] 4 Government & Economics [1.0]
Credit Recovery 5 Credit Recovery
Note:
[ ] denotes credit value of course
For scheduling purposes semester courses can be interchanged (i.e. – English 3 can be offered
in Semester 1 or Semester 2.)
® denotes Regents Course (Student will sit for the Regents in January, June, and/or August.)
All Juniors are required to be enrolled in at least four (4) instructional periods each semester.
Revised January 2013 - 23 -
Senior Year – Grade 12
Semester 1 Period Semester 2
Chemistry ® 1 Elective
English 4 [1.0] 2 Algebra 2 and Trigonometry [1.0]
Lunch Lunch
Physical Education 12 [0.5]
and
Elective
3 Elective
or
Credit Recovery
Introduction to Law [0.5]
and
African/American Studies [0.5]
4 Spanish III ® [1.0]
Elective or Credit Recovery 5 Elective or Credit Recovery
Note:
[ ] denotes credit value of course
For scheduling purposes semester courses can be interchanged (i.e. – English 4 can be offered
in Semester 1 or Semester 2).
® denotes Regents Course (Student will sit for the Regents in January, June, and/or August.)
A fifth period may be offered to students eligible for Credit Recovery and Electives.
All Seniors are required to be enrolled in at least four (4) instructional periods each semester.
Revised January 2013 - 24 -
Student’s Name: ______________________________________
Mount Vernon City School District
Grades 9-12 Worksheet
Use this sheet as a guideline in planning your four-year program.
Subjects Required
Credits
Important
Information
9th
Grade
10th
Grade
11th
Grade
12th
Grade
English 4.0 + Regents in English
Language Arts
Social Studies 4.0 + Regents in Global
History
+ Regents in US
History and
Government
Mathematics 3.0 + Regents in
Integrated Algebra or
Geometry or Algebra
2 & Trigonometry
Science 3.0 + Regents in Living
Environment or Earth
Science or Chemistry
or Physics
Physical
Education
2.0 State Required Course
(4 years)
Health 0.5 State Required Course
Languages
other than
English
(LOTE)
1.0 + Regents in Spanish,
Italian or French
(Advanced Regents
Diploma)
The Arts
(Art / Music)
1.0
Electives 3.5
Diploma
Requirements
22
Minimum
Revised January 2013 - 25 -
Mount Vernon City School District Graduation Requirements Chart
Name: __________________________________ ID: __________________________
Cohort: __________________________________ Counselor: ___________________
English
(4.0 Credits)
1. English 1
2. English 2
3. English 3
4. English 4 ®
Social Studies
(4.0 Credits)
1. US History ®
2. Global I
3. Global II ® 3.5. Economics 4. Participation
Gov’t
Math
(3.0 Credits)
1. Int. Alg ®
2. Geometry ®
3. Alg 2 & Trig ®
Science
(3.0 Credits)
1. Living Envir.
®
2. Earth Sci ® 3. Chemistry ®
Language
(1.0 Credit)
(Adv. Reg.
only)
Physical
Educ.
(2.0 Credits)
1. PE 9
2. CF 1 3. CF 2 4. CF 3
Art / Music
(1.0 Credit)
Health
(0.5 Credit)
Electives (Regents Dip.
3.5)
(Adv. Reg.
Dip.1.5
additional)
Regents
Diploma
(5 Regents)
1. Math ®
2. Science ®
3. US History ®
4. Global ® 5. English ®
Advanced
Regents
Diploma
(9 Regents)
6. 2nd
Math ® 7. 3rd
Math ® 8. 2nd
Science ® 9. Language ®
RCT
Exams
Reading
Writing US
Hist.
Global Math Science
Revised January 2013 - 26 -
ADDITIONAL COURSES TAKEN
1.
2. 3. 4. 5.
6.
7. 8. 9. 10.
CREDITS EARNED
9th
Grade 10th
Grade 11th
Grade 12th
Grade Total
Must be > 22
Credits
DIPLOMA
IEP Diploma Local Diploma (SE) Regents Diploma Advanced Reg. Dip.
GPA / RANK
GPA Rank
Revised January 2013 - 27 -
ART
ART FLOWCHART
ART 7
ART 8
STUDIO IN ART I
ADVANCE 9TH GRADE
STUDIO IN ART I
STUDIO IN
ART II
STUDIO IN
ART III
AP STUDIO IN
ART 2-D
ART
APPRECIATION
Revised January 2013 - 28 -
ART DEPARTMENT COURSES
COURSE COURSE DESCRIPTION PREREQUISITE
ART 7 Art 7 class utilizes an academic based
teaching method that introduces and
develops aesthetic appreciation and
foundational artistic skill. Students study
basic design theory, art history, use a
variety of medium through studio
projects, and work on individual and
group projects.
Art 6
ART 8 Art 8 is an introductory level course on
foundations of drawing, painting, and
design. This program includes academic
study and applied studio projects. Areas
of study will include elements of art,
principles of design, contour and gesture
drawing, proportion and perspective,
positive and negative space, 3-D shading
and ceramics.
Art 7
ART
APPRECIATION
0.5 Credit
Art Appreciation is an introductory course
for students desiring to meet the art
requirement in the visual arts. This course
focuses on two-dimensional art with
emphasis on the basic elements and
principles of art, drawing, perspective,
calligraphy, color theory and aspects of
Art History.
None
ADVANCE
9TH
GRADE
1 credit
Advanced 9th Grade Studio in Art I
focuses on two-dimensional art with
emphasis on the basic elements and
principles of art, drawing, perspective,
calligraphy, color theory and aspects of
Art History as they relate to the art
curriculum.
Must earn a grade of 90-100 in Art 8;
Art Teacher Recommendation
STUDIO IN ART I
1 credit
Studio in Art I focuses on two-
dimensional art with emphasis on the
basic elements of art and principles of
design through creative activities in
drawing, painting, perspective,
calligraphy, color theory and aspects of
Art History as they relate to the art
curriculum and core academic curriculum
connections.
Art 8
Revised January 2013 - 29 -
COURSE COURSE DESCRIPTION PREREQUISITE
STUDIO IN ART II
1 credit
Studio in Art II is designed to explore
new and mixed media drawings and
paintings, working from observation as
well as imagination. Studies of
composition, color theory, art history and
contemporary art will be included.
9th Grade Advanced Studio In Art I;
Art Teacher Recommendation
Studio IN Art III
1 credit
Studio in Art III is designed for students
who have completed Studio in Art I and II
and who wish to continue pursuing these
disciplines on a higher level with more
individualized projects. Students will
experience intensive work in at least four
creative areas, including a variety of
mediums of art expression – advanced
drawing and painting, color theory, design
principles, portfolio preparation and
aspects of Art History – as it relates to the
art curriculum and core curriculum
connections..
Studio In Art II;
Art Teacher Recommendation
AP STUDIO IN ART
2-D
1 credit
AP Studio Art is not based on a written
examination; instead, students submit
portfolios for evaluation at the end of the
school year. The AP Program offers two
portfolios. Each of the portfolios asks the
student to demonstrate a depth of
investigation and process of discovery
through the concentration section
(Section II). In the breadth section
(Section III), the student is asked to
demonstrate a serious grounding in visual
principles and material techniques. The
quality section (Section I) permits the
student to select the works that best
exhibit a synthesis of form, technique, and
content.
Studio In Art III;
Art Teacher Recommendation
Revised January 2013 - 30 -
CAREER AND TECHNICAL EDUCATION
FLOWCHARTS
AUTOMOTIVE
TECHNOLOGY 1
AUTOMOTIVE
TECHNOLOGY 2
AUTOMOTIVE
TECHNOLOGY 3
COSMETOLOGY 1
COSMETOLOGY 2
COSMETOLOGY 3
7020X0
COSMETOLOGY 4
7021X0
INTRODUCTION TO
TELEVISION
PRODUCTION 1
TELEVISION
PRODUCTION 2
TELEVISION
PRODUCTION 3
TELEVISION
PRODUCTION 1
INTRODUCTION TO WORD PROCESSING
WEB DESIGN 1
INTERNATIONAL
BUSINESS
INTEGRATED
OFFICE
APPLICATIONS
WEB DESIGN 2
CAREER & FINANCIAL MANAGEMENT
ACCOUNTING 1
ACCOUNTING 2
COLLEGE
ACCOUNTING
BUSINESS LAW
WORKING
CITIZEN
(BASIC OCC ED)
7067067X07X0
ENTREPRENEURSHIP
DIGITAL PHOTOGRAPHY
DIGITAL IMAGING
INTRO TO PHOTOGRAPHY
GRAPHIC
ARTS
PRODUCTION
Revised January 2013 - 31 -
CAREER AND TECHNICAL EDUCATION
COURSE COURSE DESCRIPTION PREREQUISITE
ACCOUNTING 1
1 credit
Gain elective credit while you learn how to balance
a checkbook and gain valuable skills for the future.
Accounting is an asset for any student pursuing a
career in business. Learn the language of business.
Accounting may be used as a Math unit when taken
after passing a Math Regents exam.
GPA of 2.0 or better
ACCOUNTING 2
1 credit
Students’ participate in calculating stockholder’s
equity, inventory transactions, and asset
depreciations. Tax calculations for a sole
proprietorship, partnership, and corporations are
prepared for entry into specific journals, balanced
sheets, and income statements.
Accounting 1
COLLEGE
ACCOUNTING
1 credit
Application of accounting procedures to a single
proprietorship including organization of ledgers,
accounts, journals, financial statements,
management of cash and inventories.
Accounting 1 and GPA
of 3.5 or better
AUTOMOTIVE
TECHNOLOGY 1
1 credit
Automotive Technology 1 (Service Repair
Specialist) is an introductory course in automotive
occupations. Students will be introduced to the
skills of the mechanic through exposure to the
following systems: brakes, exhaust, steering, and
suspension. Students will learn engine parts and the
proper use and care of tools.
None
AUTOMOTIVE
TECHNOLOGY 2
1 credit
In Automotive Technology 2 (Underhood
Specialist), students will receive concentrated
instruction in complete engine rebuilding. They will
learn to use microcomputers and torque wrenches.
They will also be exposed to fuel injection, starting,
charging, electronic ignition, and power train
systems.
Automotive
Technology 1
AUTOMOTIVE
TECHNOLOGY 3
1 credit
Automotive Technology 3 (Undercar Specialist) is
an advanced course in current internal combustion
engines. Theory, problem solving, and repair of
auto engines, electrical and fuel systems will be
taught.
Automotive
Technology 2
BUSINESS LAW
1 credit
The course covers the principles of law relating to
business transactions. It is designed so that students
will be able to master legal terminology and
develop a respect and understanding of their rights
and obligations in everyday situations. It provides
practice in solving case problems. This is an
excellent course for business majors and students
planning to study business administration in
college. The course may be used as a fifth unit in
social studies when taken after passing the
American History Regents exam.
GPA of 2.0 or better
Revised January 2013 - 32 -
COURSE COURSE DESCRIPTION PREREQUISITE
CAREER AND
FINANCIAL
MANAGEMENT
0.5 credit
Learn to plan and prepare your career journey: self-
assessment, career exploration, development of job-
search skills, and implementation of an effective job-
search campaign. You will organize a “real” job-
search campaign in your training area. You will be
required to submit a portfolio that includes a resume,
a cover letter, an application form, a list of interview
questions and answers, and a follow-up letter. Career
exploration will include a written report and an oral
presentation of the career of your choice.
None
COSMETOLOGY 1
1 credit
The course the first year of a three-year
sequence includes basic skills in the following
areas: shampooing, hair rinses, scalp and hair
treatments, wiggery, haircutting, hair analysis, hair
styling, preparation and physical procedures in
permanent waving, facials, make-up and skin care,
depilatories, temporary hair straightening and
curling, manicuring, pedicuring, artificial nail
attachment, leadership, first aid, safety, sanitation,
and sterilization. Students are required to purchase
and wear a white uniform and white shoes. Because
of the 1,000-hour state requirement for the sequence,
students must have a good attendance record in this
class. The course may be used for health credit.
None
COSMETOLOGY 2
1 credit
The course continues preparation for the trade.
Creative hair styling, advanced hair coloring
(tipping, frosting, etc.), permanent waving, hair
straightening, cutting, styling, advanced hair cutting
with razor and scissors, nail repairs, and preparation
for the practical and written examination for the
New York State Cosmetology License are included.
To qualify for the NYS examination, students must
complete 1,000 classroom hours during the
sequence. Students are required to purchase and
wear a uniform jacket. Completion of state mandated
requirements and successful completion of New
York State practical and written cosmetology
licensing exam will result in students receiving their
New York State Cosmetology license. The course
may be used for health credit.
Cosmetology 1
COSMETOLOGY 3
1 credit
This course completes the New York State licensing
requirements for the 1,000 hours of instruction
needed to sit for the Cosmetology License exam.
Students will receive extensive instruction and
supervision in the practical skills needed to
successfully pass the “hands-on” segment of the
exam.
Cosmetology 2
Revised January 2013 - 33 -
COURSE COURSE DESCRIPTION PREREQUISITE
COSMETOLOGY 4
1 credit
Students will continue extensive instruction and
supervision in the practical skills for the exam
segment requirements. Internships, Job Shadowing,
Business plan development opportunities will be
made available to students until they meet the 1,000
hour requirement to take the NYS Cosmetology
License Exam.
Cosmetology 3
DIGITAL IMAGING
1 credit
This is an introductory course in design and imaging
techniques. You will learn the basic tools and
techniques of Photoshop to make composites, create
artwork, retouch photographs, and scan and
manipulate images.
None
DIGITAL
PHOTOGRAPHY
1 credit
The concepts of digital cameras ad how they
compare to conventional cameras are shown.
Darkroom skills, photo restoration, photo
manipulation, photo composition, Photoshop skills,
digital image capture, storage devices, lighting,
portraiture, camera formats, and camera lenses are
taught.
None
ENTREPRENEURSHIP
1 credit
This course emphasizes the organization and
management of a business as well as various
marketing principles and profit motives. Students
will explore the characteristics, experience, and
skills needed to be a successful business owner. All
Students will create and present a business plan.
None
GRAPHIC ARTS
1 credit
The course offers a “hands-on” learning experience.
Course content includes black and white, color and
digital photography, desktop publishing methods,
word processing software applications, digital copy
methods, and offset printing techniques.
Basic Art or Studio
Art
INTEGRATED
OFFICE
APPLICATIONS
1 credit
Students will be introduced to the components of
Microsoft Office Suite: word processing,
spreadsheet, database, and presentation applications.
They will learn how the applications work together
to share data to generate different documents.
Introduction to Word
Processing or Word
Processing
INTERNATIONAL
BUSINESS
1 credit
This course is designed to introduce students to the
global business environment. The students will
become aware of the inter-relations of cultural,
political, legal economic and ethical systems. The
students will explore career opportunities in the
global economy.
Intro to Word
Processing Word
Processing /
communication
INTRODUCTION TO
PHOTOGRAPHY
0.5 credit
This is a basic skills course intended to teach the
beginning student the joy and magic of photography.
Each student will learn 35-mm techniques and
methods of photographic presentation. The course
may be used as an art/music 0.5 credit.
None
Revised January 2013 - 34 -
COURSE COURSE DESCRIPTION PREREQUISITE
INTRODUCTION TO
TELEVISION
PRODUCTION 1
0.5 credit
Enter the exciting world of television and video
production. Students will begin to experience all that
goes into creating the finished products you see on
television, videos, and movies. Your creative juices
will be put to good use in this course.
None
INTRODUCTION TO
TELEVISION
PRODUCTION 2
0.5 credit
Enter the exciting world of television and video
production. Students will begin to experience all that
goes into creating the finished products you see on
television, videos, and movies. Your creative juices
will be put to good use in this course.(Fall
Semester/Spring Semester)
None
INTRODUCTION TO
WORD PROCESSING
0.5 credit
This course is designed for students who wish to
develop alphabetic and numeric keyboarding skills.
Students will learn to operate the keyboard by touch. In
addition, they will learn formatting concepts and skills
needed to produce common forms of correspondence,
term papers, and other useful documents.
None
PRINT PRODUCTION
1 credit
In this course, students will learn how to produce
graphic arts products in a work- oriented lab.
Newsletters, letterheads, flyers, posters, booklets are
examples of graphic communications products
routinely produced. The student will use digital
copying, desktop publishing, and offset printing along
with other computerized print media.
None
TELEVISION
PRODUCTION 1
1 credit
Students will acquire a basic understanding of all
equipment in a professional video-production studio.
They will also learn camera work, stage management,
editing, studio set-up, pre-production, and studio
maintenance. Students will participate in video
productions as camera operators, stage managers, and
production assistants. Students will create their own
video project. The course may be used as art/music
unit.
Introduction to TV
Production
TELEVISION
PRODUCTION 2
1 credit
Students will continue to perfect skills learned in
Television Production I. In addition, they will learn
studio management, lighting, and control room
operations. Students will perform most tasks on all
educational and public access video productions. They
will also cablecast finished productions into Mount
Vernon homes. The course may be used as an
art/music unit.
TV Production 1
TELEVISION
PRODUCTION 3
1 credit
Students will continue to hone their skills in Avid
digital editing, audio for video, ENG and EFP camera
operations, studio camera operations, as well as
directing 3-camera studio productions. Additional
areas covered will be studio management, scheduling,
and independent/unsupervised newsgathering
operations.
TV Production 2
Revised January 2013 - 35 -
COURSE COURSE DESCRIPTION PREREQUISITE
WEB DESIGN 1
0.5 credit
Students will develop skills in the research, planning,
design, and development of interactive Web sites.
Students will use Macromedia Fireworks to create
graphics and use Macromedia Dreamweaver to design
and build web projects.
Introduction to
Word Processing or
Word Processing
WEB DESIGN 2
0.5 credit
The students’ Web design and development skills will
be cultivated and enriched. Students will work on
teams to research, plan, design, and build Web sites for
real or fictitious clients. The students’ skills with
Macromedia Fireworks and Dreamweaver will also be
expanded.
Web Design 1
WORKING CITIZEN
(BOE)
1 credit
Students will learn to operate computers, calculators,
and adding machines. They will develop basic filing,
receptionist, collating, telephone, interviewing, and
check writing skills.
Dept. approval
Revised January 2013 - 36 -
ENGLISH
ENGLISH FLOWCHART 2012-13
11th
Grade
7th
Grade
English 8
English 1 H
English 2 H ®
AP English
Language and
Composition
8th
Grade
9th
Grade
10th
Grade
AP English
Literature and
Composition
12th
Grade
English 7
English 8
English 1
English 2
English 7
English 3 ®
English
4
RCA > 80; NYS Reading
Level 3 or 4 and LSI score
RCA > 80 and *TR
RCA > 80 and *TR
RCA > 80 and *TR
African
American
Literature
Creative
Writing
(0.5)
Journalism
(0.5) Public
Speaking
(0.5)
RCA < 79 and NYS
Reading Level 3 & 4
English 1 and
Strategic Reading
NYS Reading
Level 1 or 2
* TR = Teacher Recommendation.
Electives
Creative
Writing African American
Literature
Journalism) Public
Speaking
Revised January 2013 - 37 -
ENGLISH DEPARTMENT COURSES
COURSE
COURSE NUMBER
Regular ESL Integrated Non-
Integrated
ENGLISH 7 1101X0 1101L0 1101I0 1101N0
CREATIVE WRITING CLINIC 7 1102X0 1102L0 1102I0 1102N0
ENGLISH 8 1202X0 1202L0 1202I0 1202N0
CREATIVE WRITING CLINIC 8 1203X0 1203L0 1203I0 1203N0
ENGLISH 1 1303X0 1303L0 1303I0 1303N0
ENGLISH 2 1404X0 1404L0 1404I0 1404N0
ENGLISH 3 1505X0 1505L0 1505I0 1505N0
ENGLISH 4 1606X0 1606L0 1606I0 1606N0
JOURNALISM 1051X1 1051X2
CREATIVE WRITING 1052X1 1052X2
PUBLIC SPEAKING 1053X1 1053X2
AFRICAN AMERICAN LITERATURE 1707X0
SAT ENGLISH 1054X1 1054X2 1054X3
ENGLISH 1H 1303H0
ENGLISH 2H 1404H0
AP ENGLISH LITERATURE AND
COMPOSITION 1901X0
AP ENGLISH LANGUAGE AND
COMPOSITION 1902X0
Revised January 2013 - 38 -
COURSE COURSE DESCRIPTION PREREQUISITE
ENGLISH 7 Enhance students’ skills in questioning,
reasoning, analyzing, and constructing informed
opinions. Students will be exposed to a variety of
literacy genres including short stories, poems,
plays, non-fiction, autobiographies, biographies,
and novels. Included in the curriculum are
grammar, logic, and vocabulary.
Successful completion of
English 6
CREATIVE
WRITING CLINIC 7
A comprehensive writing program based on the
major traits that shape writing effectiveness in
ideas and development, organization, voice, word
choice, sentence fluency, and conventions. The
course aims to expand student vocabulary usage
and refine skills in writing, thus developing
proficient writers.
Successful completion of
English 6
ENGLISH 8 Advanced grammar and logic, literature of
various genres, periods, and cultures; multi-
paragraph essays for a variety of purposes and
audiences, oral presentations and listening skills,
study skills, and research involving
documentation, along with an emphasis on
vocabulary.
Successful completion of
English 7
CREATIVE
WRITING CLINIC 8
Comprehensive writing program based on the
major traits that shape writing effectiveness in
ideas and development, organization, voice, word
choice, sentence fluency and conventions.
Course aims to expand student vocabulary usage
and refine skills in writing.
Successful completion of
English 7
ENGLISH 1
1 credit
English 1 emphasizes analytical reading and
writing of narrative and expository text, literary
analysis, critical thinking skills, and oratory.
Successful completion of
English 8
ENGLISH 1 H
1 credit
English 1H emphasizes analytical reading,
writing of narrative and expository text, literary
analysis, critical thinking skills and
demonstration of rigor and readiness based on the
OLSAT examination and honors criteria.
OLSAT examination, letters
of recommendation, above 80
average for core courses and
state examination data from
English Language Arts State
Examination for grades 6 and
7.
ENGLISH 2 ®
1 credit
English 2 will provide students an opportunity for
a study of literature, that reflects the classical,
medieval, Renaissance, Romantic, Victorian and
Post-Modern Age.
Successful completion of
English 1
ENGLISH 3 ®
1 credit
English 3 is a full-year core study for juniors in
literature with a focus on mastery of advanced
skills in reading, writing, critical thinking and
listening.
Successful completion of
English 2
Revised January 2013 - 39 -
COURSE COURSE DESCRIPTION PREREQUISITE
ENGLISH 4
1 credit
English 4 is a full-year core course for seniors.
The course features a variety of authors and
genres from Europe and America, including such
authors as Alice Walker and Shakespeare.
Successful completion of
English 3
JOURNALISM
1 credit
This elective course is a one-semester specialized
writing class that provides students with the
mechanics of lay-out, paste-up, headline writing,
editorial writing, feature writing, and printing
methods which are especially valuable for
students who plan to work in journalistic media.
Successful completion of
English 3
CREATIVE
WRITING
1 credit
This one semester elective course is designed to
help students develop their individual creativity
and to appreciate that of other writers.
Successful completion of
English 3
PUBLIC SPEAKING
1 credit
This one semester hands-on elective course is
designed to help students develop skills in public
speaking, discussion and debate
Successful completion of
English 3
SAT ENGLISH
1 credit
This elective course is designed to help students
prepare for the SAT exam through critical
reading, reading comprehension, vocabulary
development and teat taking strategies.
Successful completion of
English 3
ENGLISH ELECTIVES
COURSE COURSE DESCRIPTION PREREQUISITE
AP ENGLISH
LITERATURE AND
COMPOSITION
1 credit
Advanced Placement English (Literature and
Composition) is a full-year study of the great
works of literature that students may elect to
take in the junior year.
Successful completion of
English 2
AP ENGLISH
LANGUAGE AND
COMPOSITION
1 credit
The course aims at students becoming skilled
readers of prose written in a variety of periods,
disciplines, and rhetorical contexts and in
becoming skilled writers who compose for a
variety of purposes and substitutes for the
required core senior course. The course includes
writing assignments in a variety of forms—
narrative, exploratory, expository,
argumentative.
Successful completion of
English 2
Revised January 2013 - 40 -
ENGLISH AS A SECOND LANGUAGE (ESL)
ESL (HS)
Advance
ESL Flowcharts
ESL (HS)
Intermediate II
ESL Beginner 7
ESL
Beginner 8
ESL
Intermediate 8
ESL
Advance 8
ESL (HS)
Intermediate I
ESL (HS)
Intermediate II
ESL (HS)
Advance
ESL (HS)
Advance
ESL
Intermediate 7
ESL
Intermediate 8
ESL
Advance 8
ESL (HS)
Advance
ESL
Advance 7
ESL
Advance 8
ESL (HS)
Advance
Revised January 2013 - 41 -
ENGLISH AS A SECOND LANGUAGE (ESL)
ESL
Intermediate II
ESL High School Flowchart
ESL
Intermediate I
ESL
Advance
ESL Beginner II
ESL
Intermediate I
ESL
Intermediate II
ESL
Advance
ESL
Advance
ESL Beginner I
ESL Beginner I
ESL
Advance
Revised January 2013 - 42 -
ENGLISH AS A SECOND LANGUAGE (ESL)
Identification and Exiting Requirements of English Language Learners
According to Part 154 of the Regulations of the Commissioner of Education for the Education of Pupils
with Limited English Proficiency/English Language Learners (LEP/ELLs) are defined as “… Pupils with
limited English proficiency shall mean pupils who by reason of foreign birth or ancestry, speak a
language other than English, and (1) either understand and speak little or no English; or (2) score below a
state designated level of proficiency, on the Language Assessment Battery-Revised (LAB-R) or the New
York State English as a Second Language Achievement test (NYSESLAT)…” (CR Part 154.2) Effective
July 29, 2007.
The goal of every ESL program is to equip English language learners (ELLs) with the skills needed to
succeed in the regular school program. New York State requires that a LEP student be exited out when
the student achieves proficiency level on the New York State English as a Second Language Achievement
Test (NYSESLAT). The NYSESLAT is administered at the end of every school year by a certified ESL
teacher. It is an assessment to ascertain how a student is progressing in English. The NYSESLAT
results determine a student’s ESL placement level for the following school year. When a student scores
Advanced on the NYSESLAT, the student is required to take an ELA course concurrently with ESL
Advance.
The following table is a graphic representation of the instructional components and required units of study
in the language arts for a freestanding English as a Second Language (ESL) program as amended in CR
Part 154, June 29, 2007.
* Required Units (1 Unit = 36 Minutes) of Study- Language Arts Components Middle School Grades Beginning Intermediate Advanced
English as a Second Language 7 & 8 2 ESL
(72 minutes)
2 ESL
(72 minutes)
1 ESL
(36 minutes)
English Language Arts 7 & 8 None None 1 ELA
(36 minutes)
Revised January 2013 - 43 -
Units of Credit Awarded to LEP/ELLs Entering High School in Grades 9 and 10
LEP/ELLs in grades 9 and 10 can be awarded the appropriate number of credits to complete both (4) core credits
required in English language arts, and the three-credit elective sequence in English as a second language. The
following chart outlines how these credits can be awarded.
Required Units (1 Unit = 36 Minutes) of Study- Language Arts Components
Proficiency
Levels
Required Units of Study
for Grades 9-12 (CR Part
154)
Units of Credit
Awarded in English
Language Arts
Units of Credit Awarded in
English as a Second
Language
ESL ELA Core Credits Elective Credits
Beginning 3 (108 min) - 1 2
Intermediate 2 (72 min) - 1 2
Advanced 1 (36 min) 1 2 -
Adapted from: Guidelines for Programs for Limited English Proficient / English Language Learners
English as a Second Language Courses at Middle School Level
COURSE COURSE DESCRIPTION PREREQUISITE
ESL BEGINNER
7
The ESL Beginner 7 course is a 2 period
fundamental course in grammar, listening,
speaking, reading and writing. The course
focuses on development of the English
language.
Students score Beginner on LAB–
R and/or Score Beginner on
NYSESLAT.
LAB-R Beginner Scores: Grade
7= 0-15
ESL
INTERMEDIATE
7
The ESL Intermediate 7 is a 2 period middle
level course for 7th grade students who speak
English with some fluency and who can
communicate in simple everyday situations.
Students score Intermediate on
LAB–R and/or Score Intermediate
on NYSESLAT.
LAB-R Intermediate Scores: Grade
7= 16-31
ESL ADVANCE 7 This ESL Advanced level course is for 7th
grade students who speak English with
fluency and communicate through more
advanced sentence structures.
Students score Advanced on LAB–
R and/or Score Advanced on
NYSESLAT.
LAB-R Advanced Scores: Grade
7= 32-56
ESL BEGINNER
8
The ESL Beginner 8 course is a 2 period
beginner level course designed for 8th grade
students who have successfully completed
ESL Beginner 7, but scored
Beginner again on the NYSESLAT. The ESL
Beginner 8 is a fundamental course.
Students score Beginner on LAB–
R and/or Score Beginner on
NYSESLAT.
LAB-R Beginner Scores: Grade
8= 0-17
ESL
INTERMEDIATE
8
The ESL Intermediate 8 course is a 2 period
middle level course designed for 8th grade
students who have successfully completed
ESL Intermediate 7, but scored Intermediate
again on the NYSESLAT.
Students score Intermediate on
LAB–R and/or Score Intermediate
on NYSESLAT.
LAB-R Intermediate Scores: Grade
8= 18-34
ESL ADVANCE 8 This ESL Advanced level course is for 8th
grade students who speak English with
fluency and communicate through more
advanced sentence structures.
Students score Advanced on LAB–
R and/or Score Advanced on
NYSESLAT.
LAB-R Advanced Scores: Grade
8= 35-59
Revised January 2013 - 44 -
English as a Second Language Courses at High School Level
COURSE COURSE DESCRIPTION PREREQUISITE
ESL BEGINNER
I
1 credit
The ESL Beginner I course is a 3 period
fundamental course in grammar, listening,
speaking, reading and writing. The course
focuses on development of the
English language in its basic form.
Students score Beginner on LAB–
R and/or Score Beginner on
NYSESLAT.
LAB-R Beginner Scores: Grade 9
= 0-11; Grade 10 = 0-14; Grade
11= 0-16; Grade 12 = 0-17
ESL BEGINNER
II
1 credit
The ESL beginner II course is a 3 period
beginner level course designed for students
who have successfully completed ESL
Beginner I, but scores Beginner again on the
NYSESLAT. The ESL Beginner course is a
fundamental course.
Students score Beginner on LAB–
R and/or Score Beginner on
NYSESLAT.
LAB-R Beginner Scores: Grade 9
= 0-11; Grade 10 = 0-14; Grade
11= 0-16; Grade 12 = 0-17
ESL
INTERMEDIATE
I
1 credit
The ESL Intermediate is a 2 period middle
level course for students who speak English
with some fluency and who can
communicate in simple everyday situations.
Students have the opportunity to expand their
social and academic English language skills.
Students score Intermediate on
LAB–R and/or Score Intermediate
on NYSESLAT.
LAB-R Intermediate Scores: Grade
9 = 12-25; Grade 10 = 15-28;
Grade 11 = 17-32; Grade 12 = 18-
33
ESL
INTERMEDIATE
II
1 credit
The ESL Intermediate II course is a 2 period
middle level course designed for students
who have successfully completed ESL
Intermediate I, but scored
Intermediate again on the NYSESLAT.
Students score Intermediate on
LAB–R and/or Score Intermediate
on NYSESLAT.
LAB-R Intermediate Scores: Grade
9 = 12-25; Grade 10 = 15-28;
Grade 11 = 17-32; Grade 12 = 18-
33
ESL ADVANCE I
1 credit
This ESL Advanced level course is for
students who speak English with fluency and
communicate through more advanced
sentence structures. Students continue to
expand their social and academic English
language skills.
Students score Advanced on LAB–
R and/or Score Advanced on
NYSESLAT.
LAB-R Advanced Scores: Grade 9
= 26-51; Grade 10 = 29-53; Grade
11= 33-57; Grade 12 = 34-58
Revised January 2013 - 45 -
FOREIGN LANGUAGES
Spanish III ®
Foreign Languages Flowchart - Spanish
Spanish II ®
Spanish IV
AP Spanish
Literature
Spanish I
AP Spanish
Language
Spanish Native
Language Arts ®
Spanish 7
Spanish 8
Spanish I
Spanish II ®
Spanish III ® 11th
Grade
7th
Grade
8th
Grade
9th
Grade
10th
Grade
12th
Grade
Spanish II ®
Spanish I
Spanish IV AP Spanish
Language
Revised January 2013 - 46 -
FOREIGN LANGUAGES
Foreign Languages Flowchart – French & Italian
Italian II
Italian III ®
AP French
Language
Italian I
French I
French II ®
French III ®
French IV
French 8
French I
French II ®
French III ®
French IV
Revised January 2013 - 47 -
FOREIGN LANGUAGES DEPARTMENT COURSES
COURSE COURSE DESCRIPTION PREREQUISITE
SPANISH 7 Spanish 7 is a fundamental course in Spanish
communication. Listening, speaking, reading,
and writing skills are developed. To achieve
optimum communication at this level, there is
a wide range of culturally authentic
vocabulary and grammar.
Students must score 3 or 4 on NY
State ELA Assessment
SPANISH 8 Spanish 8 offers resources integrated approach
to language learning. Presentation and practice
of functional expressions, vocabulary, and
grammar structures
are interwoven with cultural information, and
language learning tips.
Successful completion of Spanish
7
ADVANCE
SPANISH 7
Advance Spanish 7 is for students with an
excellent command of oral language. A
placement exam is required of all students
before entering the course.
ADVANCE
SPANISH 8
Advance Spanish 8 is for students with an
excellent command of oral language. The focus
of this course will be to improve reading and
writing skills. Basic
vocabulary will be enhanced and expanded.
SPANISH I
1 credit
Spanish is a fundamental course in Spanish
communication. Listening, speaking, reading,
and writing skills are developed.
Grade 7 Spanish I ® candidates
must have a
minimum Pre Language
Proficiency score of 85
Teacher Recommendation
SPANISH II
1 credit
Spanish II offers resources integrated approach
to language learning. Presentation and practice
of functional expressions, vocabulary, and
grammar structures
are interwoven with cultural information and
language learning tips.
Successful completion of Spanish
I or Spanish 7and 8.
SPANISH III
1 credit
Spanish III builds on vocabulary and
grammatical structures introduced in Spanish I
and Spanish II and leads students toward
greater communication ability.
Successful completion of Spanish
II.
Revised January 2013 - 48 -
COURSE COURSE DESCRIPTION PREREQUISITE
SPANISH IV
1 credit
Spanish 4 is designed for students who have
demonstrated an advanced level of
competency in Spanish.
Successful completion of Spanish
III.
SPANISH NATIVE
LANGUAGE ARTS
1 credit
Spanish Native Language Arts is for students
with an excellent command of oral language.
A placement exam is required of all students
before entering the class. This is an
accelerated course culminating with the
Regents exam in June.
Score of 3 or 4 on Native Spanish
Placement Test or successful
completion of Advance 7 &8.
AP SPANISH
LANGUAGE
1 credit
Advanced Placements Spanish seeks to
develop language skills. This course will
emphasize the use of language for active
communication. All students enrolled in the
course are expected to sit for the AP Spanish
Language examination.
Successful completion of Spanish
III or Spanish IV or Native
Spanish Language Arts and
teacher recommendation.
AP SPANISH
LITERATURE
1 credit
All students enrolled in the course are expected
to sit for the AP Spanish Literature examination.
Failure to do so will result in an automatic drop
form the class.
Successful completion of AP
Spanish Language.
FRENCH 8
1 credit
French 8 offers an integrated approach to
language learning.
Successful completion of French
7
FRENCH I
1 credit
French I is a fundamental course in French
communication.
None
FRENCH II
1 credit
French II offers an integrated approach to
language learning.
Successful completion of French I
or French 7 & 8.
FRENCH III
1 credit
French III builds on the vocabulary and
grammatical structures introduced in French 1
& 2 and leads students toward greater
communication ability. Students will take the
NYS Regents Exam at the end of the course.
Successful completion of French
II.
FRENCH IV
1 credit
French IV is for students who have
demonstrated a mastery level of competency
in French.
Successful completion of French
III.
AP FRENCH
LANGUAGE
1 credit
Advanced Placement French seeks to develop
language skills. This course will emphasize
the use of language for active communication.
Successful completion of French
III and Teacher recommendation
ITALIAN I
1 credit
Italian I is a fundamental course in Italian
communication.
The emphasis will be on sequentially
developing listening, speaking, reading, and
writing skills.
None
ITALIAN II
1 credit
Italian II strives toward building greater
communication ability. The topics presented
in Italian I will be revisited and expanded to
provide greater language learning
opportunities.
Successful completion of Italian I.
ITALIAN III
1 credit
Italian III builds on the vocabulary and
grammatical structures introduced in Italian 1
& 2 and leads students toward greater
communication ability.
Successful completion of Italian
II.
Revised January 2013 - 49 -
HOME AND CAREERS
CTE
COURSES
11th
Grade
7th
Grade
Home and
Careers 8
CTE
Courses
8th
Grade
9th
Grade
10th
Grade
CTE
Courses
Home and
Careers 7
12th
Grade
CTE
Courses
CTE
Courses
CTE
Courses
Revised January 2013 - 50 -
HOME AND CAREERS DEPARTMENT COURSES
COURSE COURSE DESCRIPTION PREREQUISITE
Home
and
Careers 7
Course offered to students in Grade 7. This course prepares
students to meet their responsibilities and understand their
opportunities as parents, family members, consumers, home
managers and wage earners. NYSED mandate.
None
Home
and
Careers 8
Course offered to students in Grade 8. This course prepares
students to meet their responsibilities and understand their
opportunities as parents, family members, consumers, home
managers and wage earners. NYSED mandate.
None
Revised January 2013 - 51 -
LIFE SKILLS PROGRAM
The Life Skills Program offers functional academic and prevocational instruction to students
with significant cognitive and physical disabilities. Students are placed in age appropriate classes
where there is a corresponding set of courses for their academic and social skills level. Students
are permitted to participate in general education classes as appropriate. The curriculum is based
on the New York State Learning Standards and Alternate Performance Indicators for Students
with Severe Disabilities. The subject areas are: The Arts, Career Development and Occupational
Studies, English Language Arts, Mathematics, Science and Technology, Physical Education,
including Health and Family and Consumer Science and Social Studies. Moreover the program
focuses on developing those skills needed to successfully transition into adult community
services, post-secondary competitive employment or vocational training. Consumer reading,
mathematics, social skills, and activities of daily living are some of the many skills taught to
students. Students receive career assessments, vocational assessments and transition plans as part
of the transition process. Students receive speech, counseling, occupational therapy and adaptive
physical education as per their Individualized Education Plan (IEP). Students participating in this
program will receive an (IEP) Diploma.
High School Requirements:
Level 1: Ages 14 – 17, reading /mathematics levels from Pre-K – 2
Level 2: Ages 16 – 21, reading/mathematics levels from Pre-K – 2
Level 3: Ages14 – 17, reading/mathematics levels from 2 – 4
Level 4: Ages 16 – 21, reading/mathematics levels from 2 – 4
Revised January 2013 - 52 -
LIFE SKILLS COURSES
COURSE COURSE DESCRIPTION PREREQUISITE
LIFE SKILLS ENGLISH
– GRADE EQUIVALENT
PRE-K-2 (AGE 14-17 /
16-21)
Students develop skills in functional daily reading,
recognizing common signs for direction, information
and danger.
None
LIFE SKILLS ELA –
GRADE EQUIVALENT
PRE-K-2 (AGE 14-17 /
16-21)
Students develop skills in functional daily writing and
signature.
None
LIFE SKILLS MATH –
GRADE EQUIVALENT
PRE-K-2 (AGE 14-17 /
16-21)
Students develop skills in functional mathematics None
LIFE SKILLS SCIENCE
– GRADE EQUIVALENT
PRE-K-2 (AGE 14-17 /
16-21)
Students develop awareness of simple chemical and
physical changes, weather and the living environment
of plants and animals
None
LIFE SKILLS SOCIAL
STUDIES – GRADE
EQUIVALENT PRE-K-2
(AGE 14-17 / 16-21)
Students develop awareness of good citizenship and
historical events
None
LIFE SKILLS HEALTH –
GRADE EQUIVALENT
PRE-K-2 (AGE 14-17 /
16-21)
Students develop awareness of hygiene and personal
safety
None
LIFE SKILLS WORK
STUDY – GRADE
EQUIVALENT PRE-K-2
(AGE 14-17 / 16-21)
Students develop awareness of workplace behaviors
and procedures through simulated working scenarios,
projects, and community service activities
None
LIFE SKILLS
VOCATIONAL WORK –
GRADE EQUIVALENT
PRE-K-2 (AGE 14-17 /
16-21)
Students develop skills in workplace behaviors and
procedures through simulated working scenarios,
projects and community service activities
None
LIFE SKILLS DAILY
LIVING SKILLS –
GRADE EQUIVALENT
PRE-K-2 (AGE 14-17 /
16-21)
Students develop skills of household management,
safety
None
LIFE SKILLS ENGLISH
– GRADE EQUIVALENT
2-4 (AGE 14-17 / 16-21)
Students develop skills in reading and spelling using
high interest, low reading level materials. Skills of
recognizing cause and effect, making inferences,
determining fact from opinion are emphasized.
None
LIFE SKILLS ELA –
GRADE EQUIVALENT
2-4 (AGE 14-17 / 16-21)
NYS ELA Standard 1 Students integrate skills in
speaking and writing, reinforcing correct grammar
and punctuation, following the accepted conventions
of the English language to acquire, interpret, apply
and transmit information.
None
Revised January 2013 - 53 -
COURSE COURSE DESCRIPTION PREREQUISITE
LIFE SKILLS MATH –
GRADE EQUIVALENT
2-4 (AGE 14-17 / 16-21)
Students develop skills in functional mathematics in
the four basic operations, how to work with fractions,
decimals and percents, probabilities and money
operations. They learn simple budgeting and basic
consumer mathematics.
None
LIFE SKILLS SCIENCE
– GRADE EQUIVALENT
2-4 (AGE 14-17 / 16-21)
Students explore the basic principles of Life Science
(plants and animals), Earth Science (living organisms,
weather & soil properties) and Physical Science
(matter and energy).
None
LIFE SKILLS SOCIAL
STUDIES – GRADE
EQUIVALENT 2-4 (AGE
14-17 / 16-21)
Students develop a sense of their place in the world
through study of geography and the people who have
impacted society through history. An awareness of
good citizenship is fostered through Newspapers in
Education.
None
LIFE SKILLS
VOCATIONAL SKILLS
– GRADE EQUIVALENT
2-4 (AGE 14-17 / 16-21)
NYS Standard 1, & 2, Career Development and
Occupational Studies: Students develop skills in
workplace behaviors and procedures through
simulated working scenarios, projects and community
service activities.
None
LIFE SKILLS READING
LAB – GRADE
EQUIVALENT 2-4 (AGE
14-17 / 16-21)
NYS ELA Standard 2: Using American and world
literature, students will expand receptive and
expressive vocabulary skills and develop a better
understanding of the diverse society and cultures
represented by these writings.
None
ADAPTIVE PHYSICAL
EDUCATION –
OVERVIEW
Students are provided with physical education
instruction in small groups on alternate days. Fitness
exercises, team athletics, individualized exercises for
gross motor coordination and visual perceptual
coordination are supervised by a certified special
education adaptive physical education teacher.
None
LIFE SKILLS AUTISTIC
CLASS
Autistic Program is designed for students with a
diagnosis of Autism. The students have a severe
development disorder that affects social behavior,
language and communication skills. The students are
on the extreme low level of the Autistic Spectrum.
Students are nonverbal with echolalia tendencies. The
Autistic Program fosters an environment that provides
appropriate communication and academic skills that
tailors individualized needs. This class has an 8:1:2
class ratio.
None
Revised January 2013 - 54 -
INSTRUCTIONAL SUPPORT PROGRAM
This special education program provides support to students with disabilities, grades 7-8 and 9-12, who
present with anxiety issues, school phobia, medical issues, emotional traumatic issues, and withdraw from
social interactions. The students can have a clinical diagnosis such as depression. Students require
academic, social and management support to develop coping skills. Related services such as counseling,
psychological, speech language, etc. are provided by school based clinical team as indicated on the IEP.
Students in grades 9-12 will participate in transition planning and services in preparation for post-
secondary life. Students will participate in special classes and/or integrated classes with non-disabled
peers per the IEP. Students in grades 9-12 will participate in state testing; Regents, RCT or New York
State Alternate Assessment, with a designation of Regents, Local or IEP diploma. The disability
classification could be ED, LD, OHI, MD, AU, etc. The special class has a 15:1:2 class ratio.
COURSE COURSE DESCRIPTION
INSTRUCTIONAL SUPPORT
PROGRAM (ISP) – ENGLISH
Read and follow written, complex directions and procedures
to solve problems and accomplish tasks. Demonstrate task
awareness by employing flexible strategies. Interpret and
evaluate data, facts, and ideas in informational texts, such as
national newspapers, online and electronic databases, and
websites. Review research data, explicit and/or implicit, and
draw conclusion(s), Develop opinion(s) based on information
and support opinion(s) with relevant information.
INSTRUCTIONAL SUPPORT
PROGRAM (ISP) – READING LAB
Using literature, students will expand receptive and
expressive vocabulary skills and develop a better
understanding of the diverse society and cultures represented
by these writings.
INSTRUCTIONAL SUPPORT
PROGRAM (ISP) – SCIENCE
Investigate the interdependence of living and non-living
things and maintaining the equilibrium (homeostasis) of the
ecosystem. Describe current theories about the origin of the
universe and solar system.
INSTRUCTIONAL SUPPORT
PROGRAM (ISP) – SOCIAL STUDIES
Discuss the importance of elections to the democratic process
in the United States at the federal and state levels. Compare
both the federal and state governmental powers and
responsibilities as described in the United States Constitution.
Recognize different circumstances under which countries
become involved in social, political, economic and
international issues.
INSTRUCTIONAL SUPPORT
PROGRAM (ISP) – MATHEMATICS
Translate words into an algebraic expression. Translate an
algebraic expression into words. Use and interpret quantities
and units correctly in graphs and data displays (function
graphs, data tables, scatter plots, and other visual displays of
quantitative information). Generate graphs and data displays
using technology.
Revised January 2013 - 55 -
MATHEMATICS
The Secondary Mathematics Curriculum provides students with a base foundation in algebra, geometry,
trigonometry, precalculus and calculus. All students will be programmed for 4 years of mathematics.
Algebra 9
11th
Grade
7th
Grade
Math 8
Algebra 10 ®
Geometry ®
Algebra
2
Algebra 2 and
Trigonometry
®
PreCalculus
Integrated
Algebra ®
Geometry ®
Algebra 2 and
Trigonometry ®
PreCalculus
8th
Grade
9th
Grade
10th
Grade
AP
Statistics
AP
Calculus
12th
Grade
Math 7
Integrated
Algebra ®
Geometry ®
Algebra 2 and
Trigonometry
®
Algebra 2
* Math
11 / 12
Passed
Course and
Regents
Failed
Course or
Regents
RCA > 80 and
NYS Math Level
3 or 4
Report Card Average (RCA) < 79 Report Card Average (RCA) > 80 and/or NYS ELA Level 3
or 4 and/or Teacher/Parent recommendation
* Seniors who need 1 math credit (course or
Regents) to graduate.
Reg and
RCA > 80
Geometry
College
Algebra
Reg and RCA
> 80 Reg and RCA
> 80
TR = Teacher Recommendation.
RCA
> 80; TR
Revised January 2013 - 56 -
MATHEMATICS DEPARTMENT COURSES
COURSE COURSE NUMBER
Regular ESL Integrated Non-Integrated
Math 7 2101X0 2101L0 2101I0 2101N0
Math 8 2201X0 2201L0 2201I0 2201N0
Transitional Math 221103
Integrated Algebra ® 2301X0 2301L0 2301I0 2301N0
Geometry 2602X0 2602L0 2602I0 2602N0
Geometry ® 2302X0 2302L0 2302I0 2302N0
Algebra 2 2603X0 2603L0 2603I0 2603N0
Algebra 2 & Trigonometry ® 2303X0 2303L0 2303I0 2303N0
PreCalculus 2304X0 2304L0 2304I0 2304N0
* Math 11-12 2605X0 2605L0 2605I0 2605N0
College Algebra 2604X0 2604L0 2604I0 2604N0
Advanced Placement Calculus (AB) 2901X0
Advanced Placement Statistics 2903X0
Algebra 9 (Mandela) 2300X1 2300X2
Integrated Algebra ® (Mandela) 2301X1 2301X2
Geometry ® (Mandela) 2302X1 2302X2
Algebra 2 & Trigonometry (Mandela) 2308X1 2308X2
Algebra 2 & Trigonometry ® (Mandela) 2303X1 2303X2
Seminar in Math (Mandela) 2305X1 2305X2
SAT MATH 2310X3
* Math 11-12 – Only for seniors who need 1 mathematics credit to graduate.
Revised January 2013 - 57 -
COURSE COURSE DESCRIPTION PREREQUISITE
Math 7 Math 7 introduces students to basic skills such
as interpreting data and statistics, applications
of decimals, algebra – integers, equations,
patterns, and functions, fractions and number
theory, fraction applications, proportions and
percent, geometry and measurement,
probability, coordinate plane graphing.
Math 6
Math 8 Math 8 focuses on drawing conclusions from
statistical data, algebra – integers, variable
expressions, equations, inequalities, coordinate
plane graphing, rational and irrational numbers,
applications of proportions and percent,
geometry and measurement, functions and
polynomials, probability.
Candidates must have a
report card average less than 80
(< 80) in Math 7 and
achieve a level 1 or 2 on the NYS
Grade 7 Math Assessment and
Algebra Readiness score less
than 17.
Integrated
Algebra ®
1 credit
Integrated Algebra ® focuses on linear and
quadratic equations and inequalities, operations
with polynomials and algebraic fractions, right
triangle trigonometry, and probability and
statistics.
Grade 8 Integrated Algebra ®
candidates must have a
report card average of 80-100 in
Math 7 and
achieve a level 3 or 4 on the NYS
Grade 7 Math Assessment and
minimum Algebra Readiness
score of 17.
Grade 9 Integrated Algebra ®
candidates must have a
report card average of 80-100 in
Math 8 and
achieve a level 3 or 4 on the NYS
Grade 8 Math Assessment and
minimum Algebra Readiness
score of 17.
Geometry NR
1 credit
Geometry focuses on congruence and
similarity of triangles, transformations
(rotations, reflections, translations, and glide
reflections), properties of triangles,
quadrilaterals, and circles and coordinate
geometry will be used to establish and verify
geometric relationships.
Candidates must have a
report card average of 65-79 in
Integrated Algebra ®
Geometry ®
1 credit
Geometry ® focuses on congruence and
similarity of triangles, transformations
(rotations, reflections, translations, and glide
reflections), properties of triangles,
quadrilaterals, and circles and coordinate
geometry will be used to establish and verify
geometric relationships.
Candidates must have a
report card average of 80-100 in
Integrated Algebra ®
Revised January 2013 - 58 -
COURSE COURSE DESCRIPTION PREREQUISITE
Algebra 2
1 credit
Algebra 2 includes the study of algebraic,
exponential and logarithmic functions; and the
discrete mathematics topics of matrices,
probability and statistics.
Candidates must have a
report card average of 65-79 in
Integrated Algebra ®
report card average of 65-79 in
Geometry ®
Algebra 2 &
Trigonometry
®
1 credit
Algebra 2 and Trigonometry ® includes the
study of algebraic, exponential, logarithmic,
and trigonometric functions; and the discrete
mathematics topics of matrices, probability and
statistics.
Candidates must have a
report card average of 80-100 in
Integrated Algebra ®
report card average of 80-100 in
Geometry ®
PreCalculus
1 credit
Precalculus integrates statistical and algebraic
concepts, and previews calculus while working
with functions and intuitive notions of limits.
Successful completion (65-100) of
Integrated Algebra ®, Geometry®,
Algebra 2 and Trigonometry ®
courses.
*Math 11-12
1 credit
Math 11-12 focuses on linear and quadratic
equations and inequalities, operations with
polynomials and algebraic fractions, right
triangle trigonometry, and probability and
statistics. In addition, congruence and
similarity of triangles, transformations
(rotations, reflections, translations, and glide
reflections), properties of triangles,
quadrilaterals, and circles and coordinate
geometry will be used to establish and verify
geometric relationships. Only offer to seniors
who need 1 math credit or Regents to graduate.
* Seniors who need one (1)
credit of math to graduate.
Successful completion (65-100)
of Integrated Algebra ® course
Successful completion (65-100)
of Geometry® course
College
Algebra
1 credit
This course is the standard course in college-level
algebra. Topics include basic concepts of algebra;
linear, quadratic, rational, radical, logarithmic,
exponential, and absolute value equations; equations
reducible to quadratic form; linear, polynomial,
rational, and absolute value inequalities, and
complex number system; graphs of linear,
polynomial, exponential, logarithmic, rational, and
absolute value functions; conic sections; inverse
functions; operations and compositions of functions;
systems of equations; sequences and series; and the
binomial theorem.
Successful completion (65-100) of
Algebra 10 ® / Integrated
Algebra ®,
Geometry / Geometry®,
Algebra 2 and Trigonometry /
Algebra 2 Trigonometry ®
courses.
Revised January 2013 - 59 -
MATHEMATICS ELECTIVES
COURSE COURSE DESCRIPTION PREREQUISITE
Transitional
Math
1 credit
Transitional Math is coupled with Math 9 and
focuses on the critical foundations of algebra –
identify, represent and compare fractions and
decimals, operations with fractions and decimals,
operations with integers, analyze properties and
measure with 2-D and 3-D shapes (perimeter,
area, volume, surface area), solve problems with
percent, ratio and proportion, and relate similar
triangles with slope of a line.
Freshman candidates must have a
report card average less than 80
(< 80) in Math 8 and
achieve a level 1 or 2 on the
NYS Grade 8 Math
Assessment and
Algebra Readiness score less
than 17.
SAT MATH
0.5 credit
SAT Math course is designed for students who
are committed to achieving the highest SAT
score possible. Students work through an
immense amount of SAT material, including all
of the real SAT questions that are currently
available. Our goal is to ensure that our students
internalize the methods and techniques so that on
test day they can apply those methods and
techniques effortlessly.
Successful completion (65-100) of
Integrated Algebra ® and
Geometry ® courses.
Advanced
Placement
Calculus (AB)
1 credit
Advanced Placement (AP) Calculus lays the
foundation for a college-level course of Calculus.
The central theme is a combination of theoretical
study and practical applications of the elementary
functions, including trigonometric, polynomial,
exponential, logarithmic, and sequential
functions. The intuitive concept of the limit is
introduced, coupled with the definition of the
derivative and a few associated simple non
rigorous applications. Polar coordinates,
combinatorics, elementary probability,
sequences, series, and the conics are also
included.
Candidates for this course must
have a
report card average of 85-100
in PreCalculus course
Advanced
Placement
Statistics
1 credit
Advanced Placement (AP) Statistics is designed
to study the field of discrete mathematics. It will
explore both descriptive and inferential concepts,
developing the standard testing procedures and
concepts associated with statistical thinking.
Introduction to probability theory, sampling
techniques, and probability distributions will be
introduced. Confidence intervals and hypothesis
testing for sample means and proportions will
complete the inferential topics. Students are
required to take the AP Statisitscs Examination in
April.
Candidates for this course must
have a
report card average of 85-100
in PreCalculus course
report card average of 85-100
in Geometry ® course
report card average of 85-100
in Algebra 2 and Trigonometry
® course
Revised January 2013 - 60 -
M U S I C
MUSIC FLOWCHART
Percussion
Instrument
Band 7 & 8
Beginning Band
Advanced Band
Jazz
Ensemble H
Music Appreciation 9
Music Theory
Music
Appreciation
7
Wind
Instrument
Band 7&8
Musical Theater I
Mixed
Chorus
7 & 8
Musical Theater
/ Drama
7 &8
Musical Theater II
Concert Choir
Advanced Choir
Music
Appreciation
8
Revised January 2013 - 61 -
MUSIC DEPARTMENT COURSES
COURSE COURSE DESCRIPTION PREREQUISITE
MUSIC
APPRECIATION 7
Grade 7 music appreciation classes provide continued
instruction and application in the elements of music,
performance opportunities through singing and playing
instruments, utilization of technology in the classroom, and
an understanding of how music functions in diverse
cultures throughout history.
6th grade General
Music
WIND
INSTRUMENTS
BAND 7&8
Wind Instrument Band is an ensemble that provides
students with learning and performance opportunities on
wind instruments. The primary focus is on the
development, continuation, and expansion of basic skills
begun the previous year that are necessary for effective
instrumental music performance. In addition to large group
ensembles, individual growth and achievement are
encouraged through participation in adjudicated solo and
ensemble contests, honor bands, and private lessons.
6th grade band;
instructor’s permission
MIXED CHORUS
7&8
7&8 middle school chorus is open to all students who have
an interest in singing. In this class, choral literature is
studied in jazz, popular, contemporary and classical fields.
Some study is given to a review of the mechanics of music,
composers, and music appreciation. Emphasis is placed on
correct vocal production, proficiency in music reading, and
performance skills. Participation in after-school rehearsals
and performances is expected. This course is foundational
to high school level chorus.
None
MUSIC
THEATER/DRAM
A 7&8
The purpose of 7&8 musical theater/drama course is to
enable students to develop knowledge and skills in the
elements of theatre arts, with an emphasis on performance
and production. The content includes acting and
characterization, movement, pantomime, vocal production,
dramatic literature and cultural perspective, playwriting,
and audience etiquette. This course is foundational to
Musical Theater 9-10.
None
MUSIC
APPRECIATION 8
Grade 8 music appreciation classes provide continued
instruction and application in the elements of music,
performance opportunities through singing and playing
instruments, utilization of technology in the classroom, and
an understanding of how music functions in diverse
cultures throughout history. This course is foundational to
Music Appreciation 9.
None
Revised January 2013 - 62 -
COURSE COURSE DESCRIPTION PREREQUISITE
PERCUSSION
INSTRUMENT
BAND 7&8
Mixed middle school percussion band is an ensemble that
provides students with learning and performance
opportunities on percussion instruments. The primary focus
is on the development, continuation, and expansion of basic
skills begun the previous year that are necessary for
effective instrumental music performance. In addition to
large group ensembles, individual growth and achievement
are encouraged through participation in adjudicated solo
and ensemble contests, honor bands, and private lessons.
6th grade band;
instructor’s permission
MUSIC
APPRECIATION
1 credit
This course is designed for 9 grade students whose interests
are in current popular music ranging from Broadway, jazz,
rock and classical music forms. Activities will include
listening, discussion, analyzing, video viewing and
individual class projects. Students who elect this course
will gain a wider range of musical appreciation and develop
an understanding of the effects of music on everyday
society.
None
BEGINNING
BAND
1 credit
A full year course open to freshman and beginning
instrumentalists from all grades. Beginning Band provides
students with instruction in the development of technical
skills on wind instrument. Emphasis will be placed on the
development of skills in interpretation of notation and
expressive performance markings, individual and ensemble
performance techniques, and critical listening skills and
aesthetic values. The content should include, but not be
limited to, the following: production of a characteristic tone
on wind and percussion instruments; ensemble performance
techniques, including phrasing, articulation, blend, balance,
and intonation; response to conducting; performance of
band literature from varied historical periods and cultures;
composition, arrangement, and improvisation techniques;
evaluation and application of knowledge of musical form
and history; analysis and evaluation as a performer and a
listener; responsible participation in music activities;
importance of music in everyday life. MARCHING BAND
PARTICIPATION IS A REQUIREMENT OF THIS
COURSE.
8th grade band /
audition
CONCERT CHOIR
1 credit
This course is designed to acquaint the beginning singer
with basic singing techniques and elementary sight singing.
The repertoire of the Concert Choir will include standard
choral literature from Baroque period to present day
composers. Examination will include theory and
performance.
Requirements: Daily practice and school performances, as
well as other performances determined by the choral
director.
Audition, 8th Grade
Choir
Revised January 2013 - 63 -
COURSE COURSE DESCRIPTION PREREQUISITE
MUSICAL
THEATER 1
0.5 credit
Musical Theater is opened to 9 – 10 grade students and includes the
study of the history and development of musical theater. Students
are given the opportunity to perform various repertoires and study
various stage crafts that will culminate in a dramatic presentation.
This course is foundational to Musical Theater II.
None
MUSIC
THEORY
1 credit
In this course, band and chorus students will be taught how music
is constructed and notated. Students will study note names, scales,
key signatures, rhythm and ear training. Students will also be
introduced to triads (tonic, subdominant, dominant and inversions).
Each student will be drilled in musical dictation.
Requirements: Students must learn the rules of music
composition and their applications in the writing of basic four part
chorales. At the culmination of the course, each student will be
more proficient in all aspects of music reading and in basic
composition. He/she will practice and apply these skills on the
piano keyboard. This course is a mandatory foundation class for all
instrumentation and choral music sequences.
Earned 1 Credit in
Music; Teacher
Recommendation
ADVANCED
BAND
1 credit
Advanced Band offered in grades 10 – 12. The advanced band
provides students an opportunity to further studies in instrumental
music. .This course may require extra rehearsals and performances
beyond the school day and on some Saturdays. This course will
satisfy credit towards a music sequence in instrumental band.
MARCHING BAND PARTICIPATION IS A REQUIREMENT
OF THIS COURSE.
Beginning Band;
Teacher
Recommendation
ADVANCED
CHOIR
1 credit
Advanced Choir is designed to utilize the techniques learned in
concert choir. The repertoire of advanced choir will include both
the classical and modern genres.
Requirements: Learn and memorize advanced choral music
outside of the classroom setting; performances at school concerts in
addition to other performances determined by the director. This
course will satisfy credit towards a sequence in vocal music.
Concert Choir;
Teacher
Recommendation
JAZZ
ENSEMBLE
1 credit
This class is open to 11-12th Grade. Jazz Ensemble is to develop
musical independence through knowledge of styles and
performance techniques of varied contemporary and jazz literature.
The content should include the following: production of
characteristic tone; interpretation of jazz rhythms and articulation;
composition, arrangement, and improvisation techniques;
performance of literature from various popular and jazz styles;
application of knowledge of jazz history; analysis and evaluation of
jazz literature and musical performances as a performer and a
listener; responsible participation in music activities; importance of
music in everyday life.
MARCHING BAND PARTICIPATION IS A REQUIREMENT
OF THIS COURSE.
Teacher
Recommendation
Revised January 2013 - 64 -
COURSE COURSE DESCRIPTION PREREQUISITE
MUSICAL
THEATER
II
0.5 credit
Musical Theater is opened to 11-12 grade students who will perform
various repertoires and study various stage crafts that will culminate
in a dramatic presentation. This course is a sequential course to
Musical Theater 1. After taking Musical Theater 1 & II it will satisfy
the HS graduation requirements for one credit of music.
Musical Theater I;
Teacher
Recommendation
Revised January 2013 - 65 -
PHYSICAL EDUCATION
Physical Education Flowchart
12th
Grade
7th
Grade
Physical
Education 8
* Fitness for
Life 2
8th
Grade
9th
Grade
10th
Grade
Physical
Education
11th
Grade
Physical
Education 9
Fitness for
Life 1
*Fitness for
Life 3
*Take one course in
11th
and the other in
12th
Grade
Revised January 2013 - 66 -
HEALTH EDUCATION
Health Education Flowchart
12th
Grade
7th
Grade
Health
8th
Grade
9th
Grade
10th
Grade
11th
Grade
Health 7
Revised January 2013 - 67 -
PHYSICAL EDUCATION AND HEALTH DEPARTMENT COURSES
COURSE COURSE DESCRIPTION PREREQUISITE
PHYSICAL
EDUCATION 7
This course will provide a basic introduction to seventh graders on
the history, skill development and fundamental rules and strategies
of various team sports. Team sports will include; Football, Soccer,
Volleyball, Field Hockey, Softball and European Handball. The
course will also introduce various recreational and physical fitness
activities for the promotion of healthy lifetime leisure skills.
None
PHYSICAL
EDUCATION 8
This course is offered to eighth graders and will focus on further
improving motor skills, incorporating game strategies and
teamwork. Students will be further exposed to an array of leisure
activities and to personal fitness and nutritional concepts through
the use of technology and daily logs.
P.E. 7
PHYSICAL
EDUCATION 9
0.5 Credit
This course offers a variety of team sports where students focus on
cooperative learning and team building skills. Students will also
develop basic motor skills, proper techniques, strategies, rules,
guidelines and exercise principles of team related activities.
None
FITNESS FOR
LIFE 1 0.5 Credit
This course offers an exposure to individual and dual activities such
as but not limited to Dance, Archery, Tennis, Swimming,
Badminton and Strength Training.
None
FITNESS FOR
LIFE 2
0.5 Credit
This course will provide students with an opportunity to learn skills
necessary to participate successfully in recreational activities. The
exposure will provide students with a lifetime leisure sport
experience that will ultimately lead to the enjoyment of a healthy
lifestyle.
None
FITNESS FOR
LIFE 3
0.5 Credit
Lifetime Fitness exposes students to the skills necessary to build a
foundation of knowledge in fitness concepts that will lead to
attaining and sustaining optimal physical condition throughout their
lives. Assessment of fitness levels, creating personal fitness and
nutritional plans, along with learning how to use your community
resources for a lifetime of fitness and healthy living, will be the
focus.
None
HEALTH 7 The middle school health course is targeted for seventh graders and
is offered as a full year course on alternate days. The course is an
introduction to building health awareness and provides students
with the necessary skills to make healthy lifestyle choices. Topics
include; Safety and Injury Prevention, Stress Management,
Nutrition and Fitness, Growth and Development, Tobacco, Alcohol
and other Drugs and Disease Prevention.
None
HEALTH
0.5 Credit
Students are required by the New York State Department of
Education to successfully complete a half credit of health education
at the high school level. The focus of the course is on building
health literacy and providing students with the skill set necessary to
obtain, interpret and implement health knowledge in a way that
enhances their life. The goal of the course is to promote a healthy
lifestyle. Lessons are standards based and students are required to
take a comprehensive midterm and final exam.
None
Revised January 2013 - 68 -
AIR FORCE JUNIOR RESERVE OFFICER TRAINING CORPS (ROTC)
Air Force Junior Reserve Officer Training Corps (AFJROTC) is designed by the United States
Air Force (accreditation by the Commission on International and Trans-Regional Accreditation)
to be a comprehensive four year program consisting of two main instructional areas: Aerospace
Science, and Leadership, which are taught concurrently during all four years. The Objectives of
the program are to educate and train high school students in citizenship; promote community
service; instill responsibility, character, and self-discipline; and provide instruction in air and
space fundamentals.
AIR FORCE JUNIOR RESERVE OFFICER TRAINING CORPS (ROTC)
DEPARTMENT COURSES
COURSE COURSE DESCRIPTION PREREQUISITE
AFJROTC
I
1 credit
Aerospace Science I: Frontiers of Aviation History. The first year
is a history course to acquaint the students with the historical
development of flight and the role the military in history, and study
the development of flight from ancient legends through the Persian
Gulf War and beyond. Leadership Education I: Citizen, Character
& Air Force Tradition. Students are taught the role and mission of
the AFJROTC, and the USAF, the organizational structure, uniform
wear, customs & courtesies, and other military traditions, health and
wellness, fitness, individual self- control, and citizenship.
None
AFJROTC
II
1 credit
Aerospace Science II: The Science of Flight. The second year is a
science course designed to acquaint the student with the aerospace
environment, the human requirements of flight, principles of aircraft
flight, and principles of navigation. The course begins with a
discussion of the atmosphere and weather. After developing an
understanding of the environment, how that environment affects
flight is introduced. Discussions include the forces of lift, drag,
thrust, and weight. Students also learn basic navigation including
map reading, course plotting, and the effects of wind. The portion on
the Human Requirements of Flight is a survey course on human
physiology. Discussed here are the human circulatory system, the
effects of acceleration and deceleration, and protective equipment.
Leadership Education II: Leadership II hours stress
communications skills and cadet corps activities. Much information
is provided on communicating effectively, understanding groups and
teams, preparing for leadership, solving conflicts and problems, and
personal development. Written reports and speeches compliment the
academic materials. Cadet corps activities include holding positions
of greater responsibility in the planning and execution of corps
projects.
None
Revised January 2013 - 69 -
COURSE COURSE DESCRIPTION PREREQUISITE
AFJROTC
III
1 credit
Aerospace Science III: The Exploration of Space and Exploration: An
Introduction to Astronomy. The third year is a science course that includes
Aerospace Science: The Exploration of Space and Explorations: An
Introduction to Astronomy. The Exploration of Space allows the students to
examine our Earth, the Moon and the planets, the latest advances in space
technology, and continuing challenges of space and manned spaceflight.
Leadership Education III: Life Skills and Career Opportunities. The
textbook will be helpful to students deciding which path to take after high
school. Information on how to apply for admission to college or to a
vocational or technical school is included. Information on how to begin the
job search is available to students who decide not to go to college or
vocational school. Available also is information about financial planning and
how to save, invest, and spend money wisely, as well as how not to get
caught in the credit trap. Students are informed about real life issues such as
understanding contracts, leases, wills, warranties, legal notices, and personal
bills. Citizen responsibilities such as registering to vote, jury duty, and draft
registration will be helpful to. For those students who may be moving into an
apartment of their own, information is presented on apartment shopping and
grocery shopping skills. There is information on how to prepare a résumé
and the importance of good interviewing skills. If there are students who are
interested in a career in the military, with the federal government, or an
aerospace career, information is also provided for them.
None
AFJROTC
IV
1 credit
Aerospace Science IV: This course has a list of options: (1) Management of
the Cadet Corps. Students will manage the entire corps during the fourth year.
This hands-on experience affords the students the opportunity to put the theories
of previous leadership courses into practice. All the planning, organizing,
coordinating, directing, controlling, and decision-making will be done by the
cadets. They practice their communication, decision-making, personal-
interaction, managerial, and organizational skills. (2) World Geography:
Building a Global Perspective. The fourth year is a geography course designed
to allow the students to explore and discover the processes that shape the earth,
the relationships between people and environments, and the links between people
and places. Through the study of geography, students will learn to see their world
through many different perspectives. Whether they are looking at global patterns
or the finer details of neighborhood patterns they will develop valuable insights
about the Earth, its people, and the many different kinds of relationships between
them. (3) Aviation Honors Ground School Program: Private Pilot Manual.
This course is the foundation for students interested in receiving a private pilot’s
license. When the course is completed the students should be prepared to take
and pass the Federal Aviation Administration (FAA) written examination. (4)
Policy and Organization. Establishes the foundation for students understanding
the United States Air Force and delves into the purpose of the Department of
Defense and the Air Force. (5) Survival: Survive Return. The basic survival
information found in Air Force Regulation 64-4 Survival Training Instruction
will provide training for the students in skills, knowledge, and attitudes necessary
to successfully perform fundamental tasks needed for survival. Leadership IV:
Principles of Management. Emphasis is placed on allowing the student to see
himself/herself as a manager. There are four building blocks of leadership
considered in this text from the military and civilian perspective. Attention to
these four areas will form a strong foundation for a capability to lead others –
something that can be very valuable to you for the rest of your life. The four
areas are Management Techniques, Management Decisions, Management
Functions, and Managing Self and Others.
None
Revised January 2013 - 70 -
S C I E N C E
The Secondary Science Curriculum provides students with a base foundation in biology, earth science,
chemistry and physics. All students will be programmed for 4 years of science.
Human
Anatomy and
Physiology
11th
Grade
7th
Grade
Science 8
Living
Environment ®
Earth
Science ®
Chemistry
®
Living
Environment ®
Earth
Science ®
Chemistry ®
Physics
®
8th
Grade
9th
Grade
10th
Grade
AP
Chem
Science 7
12th
Grade
AP
Biology
* Ecology
Living
Environment ®
Earth
Science ®
Chemistry ®
Report Card Average (RCA) > 80 and/or NYS ELA
Level 3 or 4 and Teacher/Parent recommendation
Report Card Average (RCA) < 79
Failed Course or
Regents (Reg)
Reg and
RCA > 80
Reg and RCA
> 80
* Seniors who need 1 science credit to
graduate.
AP
Chem
RCA > 80 and
NYS Science
Level 3 or 4
Reg and
RCA > 80
RCA < 79 and NYS
Science Level 1 or 2
Physics ®
Chemistry
Forensics
Reg and RCA > 80
Reg and
RCA > 80
* TR = Teacher Recommendation.
Revised January 2013 - 71 -
SCIENCE DEPARTMENT COURSES
COURSE COURSE NUMBER
Regular ESL Integrated Non-Integrated
Science 7 4101X0 4101L0 4101I0 4101N0
Science 8 4201X0 4201L0 4201I0 4201N0
Human Anatomy and Physiology 4601X0 4601L0 4601I0 4601N0
Living Environment ® 4301X0 4301L0 4301I0 4301N0
Earth Science ® 4302X0 4302L0 4302I0 4302N0
Chemistry ® 4303X0 4303L0 4303I0 4303N0
Chemistry 4603X0 4603L0 4603I0 4603N0
Physics ® 4304X0 4304L0 4304I0 4304N0
*Ecology 4305X0 4305L0 4305I0 4305N0
Forensics 4602X0 4602L0 4602I0 4602N0
Advanced Placement Biology 4901X0
Advanced Placement Chemistry 4902X0
Advanced Placement Environmental Science 4903X0
Human Anatomy and Physiology (Mandela) 4601X1 4601X2
Living Environment ® (Mandela) 4301X1 4301X2
Earth Science ® (Mandela) 4302X1 4302X2
Chemistry ® (Mandela) 4303X1 4303X2
Chemistry (Mandela) 4603X1 4603X2
Physics ® (Mandela) 4304X1 4304X2
*Ecology (Mandela) 4305X1 4305X2
Forensics (Mandela) 4602X1 4602X2
*Ecology - Offered only to seniors.
Revised January 2013 - 72 -
COURSE COURSE DESCRIPTION PREREQUISITE
Science 7 Science 7 introduces students to basic skills and
concerns in Life, Earth, and Physical Science. The
main areas of study in Life Science are: The cell,
the plant kingdom, the animal kingdom, the
human body, simple living things, and ecology.
The areas of study for Earth Science are: The
interaction of the atmosphere, hydrosphere and
lithosphere, as well as volcano and earthquake
patterns, rock cycle, and weather and climate
changes. Physical Science is a study of matter and
its physical and chemical properties. Additional
topics include: motion, work, heat, waves, sound,
light, electricity, and magnetism, as well as the
chemistry of matter.
Science 6
Science 8 Science 8 introduces students to basic skills and
concerns in Life, Earth, and Physical Science.
Earth Science topics of seasonal changes,
interactions of air, water, and land, as well as the
interaction of the atmosphere, hydrosphere, and
lithosphere will be covered. Physical Science is a
study of matter and its physical and chemical
properties. Physical Science topics include:
motion, work, heat, waves, sound, light,
electricity, and magnetism, as well as the
chemistry of matter.
Science 7
Human
Anatomy
and
Physiology
1 credit
Human Anatomy and Physiology introduces
focus investigations will take students to the core
concepts of living environment - Ecology and the
Environment, Cells and Heredity, The Diversity of
Life and Human Body Systems. Science
instruction through active learning, allowing
students to read, write, draw, graph and self-assess
all in one place.
Grade 9 candidates must have a
report card average less than 80
(< 80) in Science 8 and
achieve a level 1 or 2 on the
NYS Intermediate Science
Assessment and
achieve a level 1 or 2 on the
NYS Grade 8 ELA Assessment.
Living
Environment
®
1 credit
The Living Environment ® course is a survey of
life processes, tools of a scientist, biochemistry of
living things and a study of the major organ
systems of animals. Students will also study life
functions of plants, reproduction in plants and
animals, genetics, ecology and evolution.
Grade 8 candidates for this course
must have
report card average of 80-100 in
Science 7 and
achieve a level 3 or 4 on the
NYS ELA Assessment
Grade 9 candidates for this course
must have
report card average of 80-100 in
Science 8 and
achieve a level 3 or 4 on the
NYS ELA Assessment
Revised January 2013 - 73 -
COURSE COURSE DESCRIPTION PREREQUISITE
Earth
Science ®
1 credit
The Earth Science ® is an integrated study of the
Earth's history, composition and structure, its
atmosphere and oceans, its environment in space.
The lab-oriented course revolves around
approximately 65 laboratory and problem solving
activities dealing with the processes of change in the
Earth's surface, motion and measurement of the
Earth, energy of the Earth systems, meteorology, the
rock cycle, and the geologic time line.
Successful completion (65-100) of
Living Environment ® course and
Regents assessment.
Chemistry
1 credit
Chemistry ® course is designed to provide a
modern view of Chemistry suitable for students with
a wide range of skills and abilities. The topics
provide the unifying principles of Chemistry with a
basic understanding of our chemical environment.
Among the topics covered are - Matter & Energy,
Atomic Structure, Bonding, Periodic Table,
Stoichiometry, Kinetics & Equilibrium, Acids &
Bases, Redox & Electrochemistry and Organic &
Nuclear Chemistry.
Candidates for this course must
have
successfully completed (65-
100) of Living Environment ®
course
report card average less than
80 (< 80) in Earth Science ®.
Chemistry ®
1 credit
Chemistry ® course is designed to provide a
modern view of Chemistry suitable for students with
a wide range of skills and abilities. The topics
provide the unifying principles of Chemistry with a
basic understanding of our chemical environment.
Among the topics covered are - Matter & Energy,
Atomic Structure, Bonding, Periodic Table,
Stoichiometry, Kinetics & Equilibrium, Acids &
Bases, Redox & Electrochemistry and Organic &
Nuclear Chemistry.
Candidates for this course must
have
successfully completed (65-
100) of Living Environment ®
course
successfully completed (65-
100) of Integrated Algebra ®
course
report card average more than
79 (>79) in Earth Science ®
course.
Physics ®
1 credit
Physics ® course provides the unifying principles of
physics with a basic understanding of the physical
environment. Among the topics covered are
Kinematics, Gravitation, Momentum and
Conservation, Energy, Light, and Electricity are
included with extended area of study in Motion in a
Plane, Internal Energy, Geometric Optics and
Nuclear Energy.
Successful completion (65-100) of
Living Environment ®, Earth
Science ®, Chemistry® and
Integrated Algebra ® courses.
Ecology
1 credit
Ecology is a course that enables students to develop
an understanding of the natural environment and the
environmental problems the world faces. Students
will investigate the following: Fundamental
Ecological Principles, Human Population Dynamics,
Natural Resources, Energy Sources and Their Use,
Human Interaction with the Environment and
Personal and Civic Responsibility. Ecology is
offered only to seniors.
Seniors who need one (1)
credit of science to graduate.
Successfully completed (65-
100) Living Environment ®
course and Regents
assessment.
Successfully completed (65-
100) Earth Science ® course.
Revised January 2013 - 74 -
SCIENCE ELECTIVES
COURSE COURSE DESCRIPTION PREREQUISITE
Advanced
Placement
Biology
1 credit
Advanced Placement Biology course is an in-
depth study for all major areas of Biology with an
emphasis on molecular mechanics, geared to the
preparation of the student for the Advanced
Placement exam. Fundamental concepts
applicable to both plants and animals are selected.
Cell biology, molecular biology, protein synthesis,
gene splicing, electrophoresis, and
spectrophotometry are some of the topics which
will be covered.
Candidates for this course must have
a
report card average of 80-100 in
Living Environment ® course
report card average of 80-100 in
Chemistry ® course
report card average of 80-100 in
Integrated Algebra ® course
teacher recommendation
Advanced
Placement
Chemistry
1 credit
Advanced Placement Chemistry is designed to
be the equivalent of the general chemistry course
usually taken during the first college year. This is
an academic, quantitative chemistry course.
Chemistry is the study of atoms and molecules
and how they interact according to physical laws.
Such study is applicable to your everyday life and
this will be demonstrated this repeatedly
throughout the year. Topics of study include
structure of matter, states of matter, reactions,
descriptive chemistry, and chemical calculations.
Candidates for this course must
have a
report card average of 80-100
in Chemistry ® course
score of 80-100 on the
Chemistry Regents assessment teacher recommendation
Forensics
1 credit
Forensics is a investigative science and
technology course. Students will learn how to
observe, collect, analyze and evaluate evidence
found at crime scenes. Some of the many topics
covered are fingerprint analysis, hair and fiber
comparison, serology and crime scene analysis.
Successful completion (65-100) of
Living Environment ®, Earth
Science ®, Chemistry® and
Integrated Algebra ® courses.
Revised January 2013 - 75 -
SOCIAL STUDIES
Global History 1
11th
Grade
7th
Grade
US History 8
Global History 2 ®
US History and
Government ®
Participation in
Government (Semester 1 or 2)
8th
Grade
9th
Grade
10th
Grade
US History 7
12th
Grade
Economics (Semester 1 or 2)
US History and
Government ®
AP
Economics
AP World
History 2 ®
AP World
History 1
AP US History ®
Legal
Issues (Semester 1 or 2)
RCA & Reg > 80, NYS Reading Level 3
or 4 and Teacher Recommendation
AP US
Government
and Politics
RCA > 80 and Teacher Recommendation
Intro. To Sociology
(Semester 1 or 2)
Intro. To Psychology
(Semester 1 or 2)
Electives
Reg & RCA > 80 and TR Reg & RCA > 80 and Teacher Recommendation
African American Studies
(Semester 1 or 2)
Report Card Average (RCA) > 80 and/or NYS
ELA Level 3 or 4 and/or Teacher/Parent
recommendation
Revised January 2013 - 76 -
SOCIAL STUDIES DEPARTMENT COURSES
CLASS
COURSE NUMBER
Regular ESL Integrated
Non-
Integrated
U.S. History 7 3101XO 3101LO 3101IO 3101NO
U.S. History 8 3202XO 3202LO 3202IO 3202NO
US History and Government ® 3303XO 3303LO 3303IO 3303NO
Global History 1 3404XO 3404LO 3404IO 3404NO
Global History 2 ® 3505XO 3505LO 3505IO 3505NO
Participation in Government 3606X1 3606X2
Economics 3607X1 3607X2
Legal Issues 3609X1 3609X2
Introduction to Sociology 3801X2
Introduction to Psychology 3800X1
African American Studies 3703X0
AP World History 1 3901XO 3901LO 3901IO 3901NO
AP World History 2 ® 3902XO 3902LO 3902IO 3902NO
AP US History 3903XO 3903LO 3903IO 3903NO
AP Economics 3904XO 3904LO 3904IO 3904NO
AP US Government and Politics 3905XO 3905LO 3905IO 3905NO
US History and Government ®
(Mandela)
3303X1 3303X2
Global History 1 (Mandela) 3404X1
Global History 2 ® (Mandela) 3505X2
Participation in Government (Mandela) 3606X1 3606X2
Economics (Mandela) 3607X1 3607X2
Revised January 2013 - 77 -
COURSE COURSE DESCRIPTION PREREQUISITE
U.S. History 7 Through the use of primary and secondary sources, students will
study the early Native American cultures, exploration and
colonization of the New World, the American Revolution, the
birth of a new nation, early expansion and conflict, and the Civil
War. Students will also examine the Constitution of the United
States and the role of state and local government.
Social Studies 6
U.S. History 8 Students in grade eight continue the study of our nation’s
history with a review of the Civil War and Reconstruction and
with an emphasis on the causes and consequences of the Civil
War. They make connections between the rise of industrializa-
tion and urbanization and contemporary social and economic
conditions. Students will investigate social, economic, and
political problems and opportunities the U.S. faced in the late
20th century and will face in the 21
st century. They will
recognize the change in the ethnic composition of American
society; the movement toward equal rights for racial minorities
and women; and the role of the United States as a major world
power
Successful completion
(65-100) of the US
History 7.
US History
and
Government
®
1 credit
U.S. History and Government, a full-year required core course
in the history of America and its people, and in the development
of its democratic institutions.
Grade 8 candidates for this
course must have
report card average of
85-100 in US History
7
achieve a level 3 or 4
on the NYS Grade 7
ELA Assessment
Global
History 1
1 credit
This course is a study of the nations and regions of the world
and focuses on the State Education Department's recommended
content understandings, concepts and themes and skills. It will
examine prehistory, Ancient Civilizations, Classical
Civilizations, and European History from Greece to the age of
exploration.
None
Global
History 2 ®
1 credit
The second year of Global History is designed to continue to
focus students on the five social studies standards, common
themes that recur across time and place, and four historical eras.
Successful completion
(65-100) of Global
History I.
Participation
in
Government
0.5 credit
This required course is designed to encourage the development
of civic-minded individuals capable of effectively fulfilling
their responsibilities as citizens functioning in a democracy.
US History and
Government; Students
must pass the US
History Regents exam
Economics
0.5 credit
This required course will expose students to the following:
economic systems, micro economics, macro economics, and the
world economy.
Successful completion
(65-100) of the U.S.
History & Government
® course.
Revised January 2013 - 78 -
SOCIAL STUDIES ELECTIVES
COURSE COURSE DESCRIPTION PREREQUISITE
AP World
History 1
1 credit
AP World History 1 presents an approach that allows students
to "do history" by guiding them through the steps a historian
would take in analyzing historical events and evidence
worldwide over a millennium.
Candidates for this course
must have
report card average of
85-100 in US History
and Government ®
Successful completion
(65-100) on US
History and
Government ®
achieve a level 3 or 4
on the NYS Grade 8
ELA Assessment
AP World
History 2
1 credit
AP World History 2 continues the scholarly approach that
allows students to "do history" by guiding them through the
steps a historian would take in analyzing historical events and
evidence worldwide over a millennium.
Candidates for this
course must have
successful completion
(65-100) in AP World
History 1
AP US
History
1 credit
Advanced Placement US History is a college-level elective
course offering students the opportunity to examine an in-depth
examination of the personalities, trends, interpretations, and
controversial issues which have affected, and continue to affect,
the United States during the 21st century
Candidates for this
course must have report
card average of 85-100
in AP World History 2
AP Economics
1 credit
“Advanced Placement Economics” is a college-level course
offering students the opportunity to participate in an in-depth
examination of macro and micro economic theories.
Candidates for this
course must have report
card average of 85-100
in all Social Studies
core courses
AP US
Government
and Politics
1 credit
“Advanced Placement United States Government and Politics”
is a college-level elective course offering students the
opportunity to examine an in-depth examination of the
Constitution, public policies, interpretations, and controversial
issues and case studied which have affected, and continue to
affect, the United States during the 21st century.
Candidates for this course
must have
report card average of
85-100 in US History
and Government ®
Successful completion
(65-100) on US
History and
Government Regents
Successful completion
(65-100) on English
Regents
Revised January 2013 - 79 -
TECHNOLOGY
Computer Technology Flowchart
CTE
Integrated Office
Applications
11th
Grade
7th
Grade
Technology 8
CTE
Courses
8th
Grade
9th
Grade
10th
Grade
CTE
Courses
Technology 7
12th
Grade
CTE
Courses
CTE
Courses
Revised January 2013 - 80 -
TECHNOLOGY DEPARTMENT COURSES
COURSE COURSE DESCRIPTION PREREQUISITE
TECHNOLOGY
7
This class will stress students working together
cooperatively, using information, resources, internet and
computers to organize data and produce information.
Keyboarding and Inspiration Visual Organizer software will
be introduced as well. Semester 1 for Fall Semester.
None
TECHNOLOGY
8
This class will explore Microsoft Office Programs like
Word, Excel, and Power Point to identify students with
technology jargon PC operations, desktop applications like
documents, spreadsheets and presentations.
None