new albany high school new albany, in 47150 phone: 812 … · jamie crick assistant principal ......

New Albany High School

1020 Vincennes Street

New Albany, IN 47150

Phone: 812-542-8506

www.nahs.ws

SAT/CEEB/ACT Code 152-505

Administration

Principal.....................................................................................Dr. Michelle Ginkins

Assistant Principal for Student Development (9-12)……..A-F…………….Nancy Givens

Assistant Principal for Student Development (9-12).........N-Z………………Ryan Apple

Assistant Principal for Staff Development......... .....................................Jamie Crick

Assistant Principal for Student Activities...................................................Don Unruh

Dean of students (G-M)............................................................................John Skomp

Counselors Email Addresses

Natalie McGarvey…………………...A-B…….…….9-12 [email protected]

Justin Campbell............................C-G.………….9-12 [email protected]

Jessie Spainhour….......................H-L...............9-12 [email protected]

Mary Beth Hackman......................M-R..............9-12 [email protected]

Pauletta Stewart……………………..S-Z…………..9-12 [email protected]

Laura McGuirk......................College Bound Seniors [email protected]

Patti Howland………………A-J Special Needs Students [email protected] Chandra Nolan…………….K-Z Special Needs Students [email protected] John Buerger…..International Baccalaureate Diploma [email protected]

Academic Handbook

S p r i n g 2 0 1 8 Accreditation

New Albany High School is accredited by the State Board of Education and AdvancED organization. This certifies to the

State, community, and various colleges and universities that New Albany High School is a quality secondary school, meeting

or exceeding standards set by the Board and the Association.

Mission Statement

New Albany High School is dedicated to developing lifelong learners and responsible citizens.

All information in this booklet is accurate on the date published and subject to change.

2

The Academic Handbook is published an-

nually to help students make educated deci-

sions when choosing courses for the next

school year. Read the information concern-

ing your specific grade level to learn about

requirements. Read the descriptions of the

courses. Talk to your parents, teachers, and

counselor. Use the Four-Year Plan Chart to

help you organize and plan your high school

career. Select courses that you have interest

in exploring.

Table of Contents

Academic advice to NAHS students 6-7

Academic Integrity Policy 4-5

AP Course Information 7

Athletic Eligibility 8

Business Education 38-39

Career Pathways 17-20

Class Standing 8

College Visit Information 8

Computer Programming 32-34

Counselor Remind Messages 65

Diploma Requirements 3

Drop and Add Procedure 8

Dual Credit Opportunities 8-9

Family & Consumer Sciences 42-44

Final Exam Week 9

Four-Year Plan Chart 16

Grading, GPA and Class Rank 10

Graduation Participation 65

Honor Graduates 10

Honor Roll and Scholarship “N” 10

International Baccalaureate Diploma 10-12

IB Course Offerings 56-60

Journalism/Radio-TV 23-24

Language Arts (English) 21-23

Mathematics 30-32

National Honors Society 12

National Test Exam Information 12-14

NJROTC 38

P.E., CIE and Health 55-56

Performing Arts 44-51

Post-Secondary Credit 13

Project Lead the Way 41

Prosser School of Technology 61-64

Report Card Distribution 13

Scholarship Information 13

School Service Classes 60

School to Career Pathways 17-20

Science 34-37

Social Studies 26-30

Special Education and English Language Learners 60

Standardized Testing Schedule 14

Summer School 14

Transfer Gen. Ed. Core Certificate 14-15

Technology Education 40-41

Transcript Seminars 15

Visual Arts 50-55

World Languages 24-26

Requirements for Graduation

In order to be eligible to receive a New Albany

High School diploma, every student must complete

the following:

Class of 2019 -2022

Qualify at or above the Indiana Academic

Standard on the ELA and Math ISTEP+ exams/

ILEARN and complete the ISTEP + Grade 10

Science exam when enrolled in Biology.

and

Successfully complete all Core 40 curriculum

components.

3

42 Credits

No minimum GPA

6 electives

42 Credits

No minimum GPA

4-6 electives

47 Credits

2.7 minimum GPA

C or above in all 47 credits

2-4 electives

47 Credits

2.7 minimum GPA

C or above in all 47 credits

7 electives

English………..…...8 credits English……………...8 credits English……...……...8 credits English……………...8 credits

Math………….…....4 credits (Algebra One required)

Math………………6-8 credits (Algebra Two required)

Must complete one year of math or

physics during junior or senior year.

Math…………...…6-8 credits (Algebra Two required)



Math………………...8 credits (1 year of math above Algebra Two required)



Social Studies……...4 credits (US History, Gov, Econ required)

Social Studies……...6 credits (US History, Gov, Econ and World

History or Geography History of the

World required)



World required)



World required)

Science…………….4 credits (Biology required)

Science…………….6 credits (Biology required,

Chemistry or Physics required)

Science…………….6 credits (Biology required,

Chemistry or Physics required)

Science…………….6 credits (Biology, Chemistry required,

2 more credits from Biology,

Chemistry Earth Space

or Advanced Science)

Physical Educ……2 credits (2 semesters)

Or

(2 years of ROTC = 4 credits)

Physical Education…2 credits (2 semesters)

Or



Or



Or


Health & Wellness...1 credit Health & Wellness...1 credit Health & Wellness...1 credit Health & Wellness...1 credit

Career Information...1 credit Career Information...1 credit Career Information...1 credit Career Information...1 credit

Pers. Fin. Resp…….1 credit Pers. Fin. Resp…….1 credit Pers. Fin. Resp…….1 credit Pers. Fin. Resp…….1 credit

Flex Credits…...…...5 credits Directed Electives…..5 credits Fine Arts World Language Career/Technical

Directed Electives.....5 credits Fine Arts World Language Career/Technical

Fine Arts…...……....2 credits (Art, Band, Choir, Drama, Orchestra,

Music Theory, Music Keyboard, Thea-

tre Tech)

Career Acad Seq…..6 credits Prosser Career Path

Six electives from Business/Art/Tech

Career Technical....6-8 credits Complete 2 of the following:

6 dual credits in Technical Area Internship Industrial Tech work experience State approved certification

World Language.....6-8 credits (6 credits in one language or 4 credits

in two different languages)

Fine Arts………..encouraged

World Language..encouraged

Complete One of the following:

2 AP Courses and Exams IB Courses (4 credits)

6 college dual credits 1 AP Course and Exam + 3 dual

credits 1750 on SAT reading/math/

writing with minimum 530 on each section

26 on ACT must take written portion

DIPLOMA REQUIREMENTS

Class of 2017 and beyond General Diploma

The minimum diploma is for

students who have declared, and

completed the opt-out process, that they are no longer pursuing

a Core 40 diploma. This declara-

tion is made at the end of the sophomore year.

CORE 40 The recommended course of

study by the IDOE. This diploma

is for students who are seeking admission to any of Indiana’s two

or four year colleges and universi-

ties.

CORE 40 TECHNICAL

HONORS An extension of the CORE 40

diploma. A student must com-

plete a career technical program and earn a state-recognized certi-

fication.

CORE 40 ACADEMIC

HONORS The most rigorous diploma of-

fered, is a curriculum of specific

courses, which will prepare stu-dents for the rigor of college

coursework.

International Baccalaureate (IB) Diploma

Requirements are listed on pages 10-12 of

the NAHS Academic Handbook.

4

NAFC Policy Against Discrimination

The New Albany-Floyd County Consolidated School Corporation does not discriminate on the

basis of race, sex, sexual orientation, national origin, religion, or handicap in employment practices or in

the education programs. The school corporation is specifically required not to discriminate on the basis

of sex by Title IX of the Federal Education Amendments of 1972.

The Board of School Trustees is committed to providing, furnishing, and making available

equal, non-segregated and non-discriminatory educational opportunities and facilities for all, regardless

of race, creed, color, national origin, age, sex, disability, limited English proficiency, family status, or

religion. In addition, the public schools of Floyd County will not knowingly lend their services to an

educational, business, industrial, or other organization which practices discrimination on the basis of

race, creed, color, national origin, age, sex, disability, family status, or religion.

Academic Integrity Policy

As members of the New Albany High School community, all teachers, students, administrators,

and parents have the responsibility to work together to ensure the Academic Integrity Policy is followed

and upheld and that the purpose of education is the development of knowledge, skills, and habits—not

just the accumulation of points for a grade.

Policy Goals

In keeping with the school’s role as a center for all types of learning, including the building of

character for life after high school, New Albany High School resolves to teach all students the

meaning and relevance of integrity in their academic and professional careers. The goal of the NAHS

Academic Integrity Policy is to create a school community in which every member is assured that integ-

rity and fairness are the norm, that violations of this norm are not tolerated, and that actions that under-

mine this expectation are handled firmly, consistently, and in a timely manner. In the end, the purpose

of this policy is to create a school where each student can proudly state of each assignment: This work

is my own. I have neither used, nor received, nor given aid unauthorized by a teacher when turning in

completed work.

Definition of Academic Dishonesty

Academic dishonesty (malpractice) is any attempt to gain academic credit or recognition to

which one is not entitled or to assist others to do so. Academic dishonesty includes, but is not limited to:

copying, or allowing the copying of, graded or ungraded work

collaborating with others beyond what the classroom teacher (authorized) allows

gaining unauthorized prior knowledge of assessments or providing such knowledge to others

transmitting or receiving information (i.e. texting, Twitter, Facebook, etc.) related to the content of

graded or ungraded work

misrepresenting situations for academic gain, including as a means to receive additional time to

complete graded or ungraded work

falsifying data or sources in graded or ungraded work

manipulating the system to gain an unfair advantage (i.e. attempting to confuse the Scantron ma-

chine)

altering a grade, whether on an individual assignment or in student records (grade book)

failing to comply with the instructions of the proctor or other member of the school’s staff responsi-

ble for the conduct of the evaluation

impersonating another candidate

stealing examination papers

using an unauthorized calculator during an examination

violating the rules of school-sponsored academic competitions or assignments

5

plagiarism—the stealing or using of others’ words, original ideas, images, or work without crediting

the original source. Examples of plagiarism include, but are not limited to:

using others’ words, phrases, images or work without giving accurate documentation

downloading information from the internet in part or in whole (global plagiarism) and inserting

it into one’s work without giving proper credit to sources

copying the structure and organizational pattern created by another writer

Teachers have the responsibility to

enforce the Academic Integrity Policy by reporting every incident that they believe, based on evi-

dence, represents a violation of the policy

hold themselves to the same standards of integrity that they expect of their students

provide expectations regarding student work in the course syllabus, including what is permissible in

terms of collaboration

give rigorous, relevant, and equitable assignments and assessments

respond sensitively and in a timely manner to student and parent inquiries regarding course content

and expectations

refer students to resources or provide help when asked or when it is apparent that students are strug-

gling in the course

keep accurate records of student performance

use plagiarism detection software when appropriate

Students have the responsibility to

read and understand the Academic Integrity Policy, including their own teachers’ expectations as set

forth in those teachers’ syllabi

clarify with the appropriate teacher any questions they have about whether a particular action is ac-

ceptable, before taking that action

take an active role in their own education—to choose classes at appropriate levels, to seek help

when they need it, and to avoid placing themselves in situations that make unacceptable behavior

tempting

report to a staff member any violations of the Academic Integrity Policy a student observes: stu-

dent’s identity will remain confidential

Administrators have the responsibility to

assist teachers in providing authentic assignments and assessments

make the Academic Integrity Policy available to all students, teachers, and parents

keep accurate, up-to-date records on Academic Integrity Policy violations for the duration of each

student’s high school tenure

enforce the Academic Integrity Policy and apply consequences consistently and in a timely manner

Parents have the responsibility to

familiarize themselves with the Academic Integrity Policy and discuss the policy with their child

familiarize themselves with individual teacher policies/expectations and discuss them with their

child

be actively involved and engaged in what their child is learning, but avoid providing assistance that

would be in conflict with the Academic Integrity Policy

support school consequences for Academic Integrity Policy violations

be sensitive to the pressure students face and adjust expectations accordingly

The New Albany High School Academic Integrity Policy is modeled after the policy at duPont Manual

High School, Louisville, KY and Floyd Central High School, Floyds Knobs, IN.

6

Advice to NAHS Students

In order to provide for a smooth transition from middle school to high school, it is important to

read all the information in The Academic Handbook, seek advice from your parents, teachers and coun-

selors and attend the student orientation program (Be a Better Bulldog).

The New Albany counselors and administrators will be explaining the

various course offerings and programs to assist you in your course se-

lections. The Academic Handbook gives you detailed information on

course descriptions and various other topics that will be important to

you.

FRESHMEN

1. The schedule for freshmen consists of seven courses.

2. Freshmen have six required classes that occupy five of their seven

course slots. The two semester

(two credit) courses are: English, Math, and Science. The one

semester courses are: Career Information and Exploration (CIE),

Health, and Physical Education. The goal of each freshman is to earn 12-14 credits.

3. The remaining two course slots will be filled with 2 elective classes. These are courses that might

meet the requirements for CORE 40, Technical Honors, or Academic Honors Diplomas (as noted in dark

print below the course description).

4. Students should ask their counselors and teachers about the proper level of English, math and science.

5. Scheduling is for both semesters. When selecting a one-semester (one credit) class for the first semes-

ter, the student must select a one-semester (one credit) class for the second semester. You can

find credit information directly beneath the course name.

6. A student who begins a two-semester course will continue the course in the second semester unless

the teacher and counselor recommend that the student not continue because of a marked deficiency in

achievement or aptitude in the course.

7. Changes in schedules in the fall will be made only if an error has been made by those responsible

for scheduling. 9. Be advised to review the page titled Diploma Requirements. That page will explain the different

diploma and graduation requirements.

10. Class schedules and book rental fees will be mailed in early July.

SOPHOMORES

1. The schedule for each sophomore consists of seven courses.

2. Sophomores have three full-year courses and two one-semester courses: (1) English 10, (2) math

(level recommended by teacher from freshman year), (3) laboratory science (level recommended by

freshman science teacher), (4) personal financial responsibility (starting with graduating class of 2020),

and (5) physical education. Physical Education meets for one semester. After scheduling the required

courses, sophomores will have room on their schedules for electives. Some electives require applica-

tions. Be sure to make note of these and fill out the proper paperwork. Every sophomore must have sev-

en courses each semester.

3. A student who starts a one-year course in the fall semester will continue the course in the second

semester unless the teacher and counselor recommend that the student not continue because of marked

deficiency in achievement or aptitude in the course.

4. Scheduling is for both semesters. When selecting a one-semester course or one credit course for the

first semester, students must select another one-semester course for the second semester.

5. Changes in schedules in the fall will be made only if an error has been made by those responsi-

ble for scheduling or if a prerequisite for the course is failed during the second semester of fresh-

man year.

7


JUNIORS

1. The schedule for all juniors consists of seven courses.

2. United States History, U.S. Presidents H, or U. S. History AP meets the required social studies course.

3. All juniors must take a language arts (English) course during both semesters.

4. Enrollment at Prosser counts the same as three electives each semester. Prosser courses meet during

periods 1, 2 and 3 or during periods 5, 6 and 7 (that is morning or afternoon).

5. Juniors who have failed a required course should plan to repeat the course in place of one of their

electives.

6. Juniors must have at least 21 credits at the time of Prom ticket sales, in order to be approved to at-

tend.


ble for scheduling or if a prerequisite for the course is failed during the second semester of the

sophomore year.


SENIORS

1. The schedule for all seniors consists of seven courses.

2. The Social Studies requirement for seniors is U.S. Government for one semester and Economics for

one semester.

3. All seniors must take a language arts (English) course during both semesters.

4. Enrollment at Prosser counts the same as three electives each semester.

5. Only those seniors who have earned 40 credits at the conclusion of the second semester are eligible to

participate in the graduation ceremony. Diplomas will only be granted upon the completion of ALL re-

quirements.

6. Seniors having failed a required class should plan to make-up this class during their senior year.

A minimum of forty-two (42) credits are required for graduation.

7. Seniors must have at least 35 credits at the time of Prom ticket sales, in order to be approved to at-

tend.


ble for scheduling or if a prerequisite for the course is failed during the second semester of the

junior year.

9. To be considered a part of the senior class, a student must have accumulated at least 26 credits by the end of

summer school preceding the senior year.


Advanced Placement Courses

NAHS offers Advanced Placement (AP) courses in several academic areas. These courses are

rigorous college level courses. Some AP courses require summer reading and student response to that

reading. Other AP courses require laboratory activities to be completed outside the normal school day.

Students must be prepared to be creative and organized with their schedules. AP students are expected

to take the AP Exam if they wish for the AP title and grade weighting to be included on their individual

transcript. Most science and math course exams are free, as fees are paid by the IDOE. Other course

exam fees are approximately $87.00. AP courses offered at NAHS are: Art History, Biology, Calculus

AB, Calculus BC, Chemistry II, Computer Science, English Language and Composition, English Litera-

ture, Microeconomics, Environmental Science, Human Geography, Physics I & II, Psychology, Statis-

tics, Studio Art, US Government, US History, French, German, and Spanish.

8

Athletes, Take Note

To be eligible scholastically, athletes must have earned passing grades in at least five (5) full

credit subjects at the end of the semester grading period. These would be courses that award one (1)

credit each semester. Eligibility certification dates are on file in the principal’s office. Questions about

athletic eligibility should be directed to the Assistant Principal/Athletic Director.

Athletes who are interested in continuing their athletic experiences at the college level must reg-

ister with the NCAA Initial Eligibility Resource Center. This should be done at the end of the junior

year or the start of the senior year. A specific GPA in 16 core classes and certain SAT or ACT scores

are required. See your counselor for more details.

Core courses include: English, Algebra, Algebra II, and all higher level math classes; Earth/

Space Science, Biology, Chemistry, and all higher level science classes; world languages, Computer

Science, U.S. History, Government, Economics, and other social studies. See your counselor for a com-

plete list (48 H form) of NAHS core classes.

Class Standing

High school class standing is based upon completion of credits. The following are minimal cred-

it completion requirements for each class standing:

Sophomore ……….10 credits Junior……………..20 credits

Senior......................26 credits (probationary) 30 credits (regular status)

College Visits

Juniors and Seniors are allowed three (3) days for college visits. Each student must complete a

Pre-Arranged Absence Form with his or her counselor prior to the scheduled visit.

Drop and Add Procedure

Schedule change requests must occur within the first ten school days of the semester. If a stu-

dent withdraws from a class before the end of the first nine week period, a “W” is recorded on the per-

manent record regardless of the student’s grades at the time of withdrawal. If a withdrawal comes after

the ninth week of the semester, a “W” and the student’s grade at the time of the withdrawal are recorded;

if a student is failing at the time of the withdrawal, a “WF” is recorded. Students must report to their

counselor and receive permission of a parent/guardian and principal designee to be withdrawn from a

class. Attendance follows the student in the class change. The teacher will be notified of the destination

of the student. The counselor will forward the current progress report from the dropped course.

Dual Credit

New Albany High School offers several opportunities for students to earn college credit while

still enrolled in high school. Students can enroll in advance placement courses that will prepare them to

take the College Board Advanced Placement tests offered at NAHS during the month of May. Other

area colleges and universities have reached an agreement with NAHS and Prosser School of Technology

that will allow students either to earn college credit or to be allowed to skip beginning level courses.

Ivy Tech Dual Credit - NAHS has entered a dual credit agreement with Ivy Tech that provides

the opportunity for students to earn college credit for advanced courses taught by highly qualified high

school teachers credentialed by Ivy Tech Community College. There is no cost to the student. Students

who earn a C– or higher in the course and earn qualifying scores in either the PSAT, SAT, ACT, or Ac-

cuplacer will receive college credit at Ivy Tech Community College. Students will pay a minimal fee for

a transcript from Ivy Tech.

9

NAHS Courses #of Credits Ivy Tech Courses #of Credits Computer Science I 2 SDEV 120- Computing Logic 3

Computer Science II 2 SDEV 140- Introduction to Software Devel 3

Business Law and Ethics 2 BUSN 201—Business Law 3

AP US History (Semester 1) 1 HIST 101- Survey of American History I 3

AP US History (Semester 2) 1 HIST 102- Survey of American History II 3

Spanish III (Semester 1) 1 SPAN 101- Spanish Level I 4

Spanish III (Semester 2) 1 SPAN 102– Spanish Level II 4

Spanish IV (Semester 1) 1 SPAN 201- Spanish Level III 3

Spanish IV (Semester 2) 1 SPAN 202– Spanish Level IV 3

Pre-Calculus (Semester 1) 1 MATH 136- College Algebra 3

Pre-Calculus (Semester 2) 1 MAT 137-Trigonometry with Analytic Geometry 3

Education Professions 2 EDUC 101- Introduction to Teaching 3

Environmental Science AP 2 BIOL 120- Environmental Science 4

Chemistry II AP 2 CHEM 105- General Chemistry 5

Intro Engineering Design 2 PLTW DESN 101 - Intro. To Design Tech. 3

Digital Electronics 2 PLTW EECT 112 - Digital Electronics 3

Principals of Engineering 2 PLTW DESN 104 - Mechanical Graphics 3

Civil Engineering & Arch. 2 PLTW DESN 105 Architectural Design 3

French III (Semester 1) 1 FREN 101 - French Level I 4

French III (Semester 2) 1 FREN 102– French Level II 4

French IV (Semester 1) 1 FREN 201- French Level III 3

French IV (Semester 2) 1 FREN 202– French Level IV 3

Anatomy (Semester 1) 1 APHY 101 - Anatomy & Physiology I 3

Anatomy (Semester 2) 1 APHY 102– Anatomy & Physiology II 3

Finite Math 2 MATH 135 - Finite Mathematics 3

Calculus AP 2 MATH 211– Calculus I 4

English Composition AP 2 ENGL 111 and ENGL 112—English Composition 6

English Literature AP 2 ENGL 206—English Literature 3

Government AP 1 POLS 101-Intro. to American Gov’t & Politics 3

Intro. to Manuf. & Logistics 2 MPRO100, MPRO106-Plant Floor, Safety 6

Advanced College Project (ACP) offer s tr anscr ipt college cr edit to high school senior s

(and some juniors) who enroll in Indiana University courses offered at New Albany High School.

ACP credit through IU is available in AP Biology.

Final Exam Week

A teacher cannot be expected to prepare and administer a final examina-

tion in advance to a single student. The student should expect to be penalized

for an absence on scheduled final exam days, unless the absence is due to per-

sonal illness or a death in the immediate family. Therefore, a student will re-

ceive an “F” for each final exam missed or for any other work not completed

before leaving. Work not completed will be averaged into the semester grade

and the examination “F” will be averaged in the same manner as the grades of all

other students for the semester.

Grading, GPA and Class Rank

1. A student’s rank in class will be determined by the total grade points (TGP),

not GPA, earned in full credit courses in grades nine through twelve. Rankings are calculated at the end

10

of the sophomore year and each semester thereafter.

2. Grade points will be assigned by the following:

Letter Grade AP/IB/DC Honors Regular

A+ 6.0 5.0 4.0

A 6.0 5.0 4.0

A- 5.6 4.6 3.7

B+ 5.0 4.1 3.3

B 4.5 3.8 3.0

B- 4.1 3.4 2.7

C+ 3.5 2.9 2.3

C 3.0 2.5 2.0

C- 2.6 2.1 1.7

D+ 2.0 1.6 1.3

D 1.5 1.3 1.0

D- 1.1 0.9 0.7

3. To earn a 6.0 for an AP or IB course, the AP or IB exam must be taken for the course.

4. All classes that earn less than 1.0 credit will not be used in the calculations to determine the grade

point average or total grade points. A college course taken as a seventh class will receive regular credit

unless the Academic Policy Review Team grants prior approval. The maximum number of classes that

will apply to class rank or grade point average is seven per semester.

Honor Graduates

The “Honor Grads” will be the ten students with the highest total grade points at the end of the

eighth semester. There is no longer a valedictorian or salutatorian. Honor grads, ranks one through ten,

will be announced (alphabetically) at graduation ceremonies. Remember, class rankings are based on

total accumulated grade points, not GPA.

Honor Roll and Scholarship “N”

New Albany High School recognizes achievement in scholarship by the Honor Roll. There are

two Honor Rolls: Distinguished Students - students that have earned all “A’s”; Commended Students -

students that have earned all “A’s” and “B’s”. An Honor Roll is published in the News and Tribune for

the first and third 9-week progress reports and for each semester of the school year. Scholarship “N” is

an academic award, separate from the Honor Roll, given to top academic students. Students can check

with their counselors for specific qualifications.

International Baccalaureate Diploma Programme

In 2013, NAHS officially became an IB World School. IB Diploma schools share a common

philosophy—a commitment to a high quality, challenging, international education that New Albany

High School believes is important for our students. Official course offerings began in the fall of 2013.

The IB diploma Programme is designed as an academically challenging and balanced pro-

gramme of education that prepares students for success at the university level and for life beyond. The

programme is taught over two years (junior and senior) and has gained recognition and respect from the

world’s leading universities. IB Diploma Programme students study six courses at two levels: higher

level or standard level. Students must choose one subject from each of the following groups (groups 1-

5): languages (English and World), social studies, the experimental sciences and mathematics to ensure

a breadth of experiences. The sixth course of study may be an arts subject or the student may choose

11

another from groups 3 or 4. At least three, and not more than four subjects, are taken at the higher level

of study. The remaining subjects are at the standard level.

Any student may enroll in an IB course. IB course grades are weighted the same as AP courses. Such a

student would be responsible for all registration and exam fees in the course(s) that they register for.

In addition to academic requirements, the IB Programme has three additional core requirements

to broaden the educational experience and challenge students to apply their knowledge and understand-

ing. Core requirements are:

The Extended Essay (ES) is a requirement for students to engage in independent research through an in-

depth study of a question relating to one of the subjects they are studying.

Theory of Knowledge (TOK) is a course designed to encourage each student to reflect on the na-

ture of knowledge by critically examining different ways of knowing (perception, emotion, language,

and reason) and different kinds of knowledge (scientific, artistic, mathematical, and historical).

Creativity, Action, Service (CAS) requires that students actively learn from the exper ience of do-

ing real tasks beyond the classroom.

IB students are also required to pass all IB requirements in each IB class, including internal as-

sessments (tests, etc.) and external assessments (tests, performances, portfolios if appropriate, etc.).

Most external assessments are given in May of the senior year at a set time during the school day, proc-

tored, and graded outside of the school by an IB representative somewhere in the world. A diploma stu-

dent must pass classes at a sufficient enough level to earn at least 24 points in order to be awarded an IB

di-Grade 9 English 9 Honors World Language I or

II Biology Honors Algebra II (H) or Ge-

ometry (H) Career Info

Personal Fin. Res. Health/PE I Electives: Music,

Art, or Theatre AP Human Geogra-

phy, Comp. Prog. I

Anatomy

Grade 10 English 10 Honors World Language II or

III Chemistry Honors Algebra II (H) or Pre-

Calculus CC Health/PE II Fine Arts Electives: Music,

Art, or Theatre AP Gov./AP Econ. Or

Gov./Econ. AP Physics I, Anato-

my, Comp. Prog. II

Grade 11 Group 1 IB English Lit. HL-1 Group 2 World Language III or

IV Group 3 IB History of Americas

HL-1 IB Psychology HL -1 Group 4 IB Biology HL-1 IB Environmental Sci.

SL

Sports, Exercise, &

Health SL Group 5 AP Calculus or IB

Mathematics SL Pre-Calculus CC Group 6 Choir, Band, or Or-

chestra AP Art History or AP

Studio Art Advanced Theatre

Grade 12 Group 1 IB English Lit. HL-2 Group 2 IB World Language SL Group 3 IB History of Americas

HL -2 IB Psychology HL – 2 Group 4 IB Biology HL – 2 IB Environmental Sci.

SL

Sports, Exercise, and

Health SL Group 5 IB Mathematics SL

IB Mathematics Studies,

or AP Calculus Group 6 IB Music IB Visual Arts IB Theatre

IB CORE-Theory of Knowledge, Extended Essay,

Creativity/Activity/Service

12

ploma. These requirements are in addition to completing the Extended Essay, the Theory of Knowledge

class, and the CAS requirement. Additional information can be found at www.ibo.org.

There are fees associated with the IB Programme, including a registration fee and course fees

for each course. Some financial assistance may be available from the state or local foundations in the

near future. See your IB Coordinator for additional information.

Listed on the previous page is a sample schedule for a student who chooses to pursue an Interna-

tional Baccalaureate Diploma. The freshmen and sophomore schedule are a recommended course of

study to prepare the student for the rigor of the IB Diploma Programme. Full IB Diploma candidates

must take 3 HL and 3 SL courses. Special permission may be granted from the IB Coordinator to take 4

HL and 2 SL courses.

National Honor Society

The New Albany High School Chapter of the National Honor Society inducts new members in

October and April each year. Membership in the NHS is based upon excellence in four pillars: Scholar-

ship, Leadership, Service and Character. Junior and senior students with a cumulative

GPA of 3.2 or better are eligible for membership. In addition to the academic require-

ment, participation and leadership in school and other activities are required. Each

candidate is responsible for verifying Service and Leadership qualities. The pillars of

Service and Leadership can be demonstrated in multiple ways: semesters of A or A/B

honor roll, semesters of attendance with 1 or few absences, demonstration of school

and community involvement (sports, clubs, activities, service courses, church involve-

ment, community groups, work experience, and volunteer experience). *Note: Activities and events

that are not school sponsored require a sponsor’s name and contact information.

Because of their direct contact with students, faculty members evaluate, on a numerical scale,

the character of those students they have had contact with in class, homeroom, clubs, or extra-curricular

activities. If a faculty member believes that this honor should not be conferred upon any student, that

faculty member submits reasons in writing to the Faculty National Honor Society Selection Committee.

The Faculty Selection Committee considers all data and makes all final recommendations. Numerical

scores for leadership and service are assigned by the committee. The identity of candidates remains

anonymous during this evaluation process. Candidates are notified of the final decision as soon as possi-

ble after the selection procedure is completed.

National Testing Exam Information

ACT and SAT

The ACT (American College Test) and SAT (Scholastic Aptitude Test) are aptitude tests that

serve as one predictor for potential academic success. They are used by colleges, in addition to other

important factors such as high school grades, rank in class, recommendations, and co-

curricular activities, in making admission decisions. Most colleges and universities re-

quire either of the tests before admission. The applicant should learn the particular col-

lege testing requirement early in college exploration. The ACT is a two hour, fifty-five

minute test which is composed of four sections: English, mathematics, reading compre-

hension and science reasoning.

The SAT is a multi-hour multiple-choice test measuring developed verbal and mathematical rea-

soning abilities related to successful academic performance in college. The verbal sections test vocabu-

lary, verbal reasoning, and reading comprehension, and the math sections test ability to solve problems

involving arithmetic, elementary algebra and geometry.

Many NAHS students take one or both of the exams in May or June of their junior year and re-

take the test in November or December of their senior year. Any questions about these tests can be

addressed by your counselor.

http://www.ibo.org

http://www.nhs.us/

13

The PSAT

The Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test, is similar

to the SAT, but much shorter. The test is offered each October at NAHS. All NAHS sophomores are

registered to take the test, though freshmen may also take the test. The State of Indiana pays all fees as-

sociated with PSAT sophomore testing. Fees for juniors were also paid by the State in 2016-17.

The PSAT test is of special interest to junior students. Juniors who take the PSAT/NMSQT can

enter the annual competition for National Merit Scholarships. Only PSAT/NMSQT scores from the jun-

ior year test can qualify for National Merit Scholarships

Post-Secondary Credit

For purposes of class rank, the college classes will substitute for classes taken during the regular

school day. A student will not receive grade points for class rank for more than seven classes during

each semester. College classes will receive un-weighted credit unless weighted status has been granted

by the Academic Policy Review Team prior to the student taking the class. You must have the princi-

pal’s approval before taking college classes for high school credit. Calculus III, Elementary Differential

Equations, Number Theory, and Linear Algebra have received approval as AP weighted classes. Basic

Human Anatomy has received approval as weighted.

Report Card Distribution

A school year at NAHS is made up of two semesters. Student progress reports are issued every

4.5 weeks. A progress report card is distributed at the end of each nine week period. The report card

issued after the second and fourth grading period also lists the semester grade. Credit is issued at the

end of each semester.

Scholarships

Numerous scholarships are available to NAHS graduates. Interested

students should contact their counselor for information concerning availability

of scholarships and applications. Students should read the daily announce-

ments for scholarship information and deadlines. All seniors will receive in-

formation in Senior English classes about local scholarships. Scholarship in-

formation is emailed weekly to seniors and parents of seniors.

School to Career Clusters Students may complete a career path at NAHS focusing on a specific

area of study. All students are encouraged to pursue post-secondary education or a chosen career. The

Indiana College and Career Pathways provide an aligned sequence of secondary and postsecondary

courses leading to an industry-recognized credential, technical certification, or an associate or baccalau-

reate degree at an accredited postsecondary institution for careers that are high wage and/or high demand

in Indiana. Indiana College and Career Pathways information can be accessed at the following website:

http://www.doe.in.gov/achievement/career-education/indiana-college-career-pathways. Indiana College

and Career Pathways include the following areas of study: See pg. 17-20.

Agriculture Architecture & Construction

Arts, AV Tech & Communication Business & Marketing

Education & Training Health Science

Hospitality & Human Services Information Technology

Manufacturing Public Safety

Transportation Career & Technical Education Home

Standardized Testing Schedule

http://www.doe.in.gov/achievement/career-education/indiana-college-career-pathways

14

2018 - 2019

SAT Spring Testing Dates SAT Fall Anticipated Testing Dates

March 10—Registration Deadline February 9 *August 25

*May 5—Registration Deadline April 6 October 6

June 2—Registration Deadline May 3 *November 3

December 1

(* indicates tests that will be given at NAHS)

ACT Spring Testing Dates ACT Fall Testing Dates

April 14—Registration Deadline March 9 September 8

June 9—Registration Deadline May 4 October 27

July 14—Registration Deadline June 15 December 8

Summer School

Summer school classes do not count toward class rank. Classes may be offered during summer

school for retake purposes only. Classes are administered online through the Plato program. Summer

school registration begins in April. Students will not receive individual notification at the start of sum-

mer school. Students may contact their counselor for additional information.

If a student wishes to participate and receive credit in a summer school program other than at

NAHS, the class(es) must be approved by the principal before enrolling. College courses may be taken

for high school credit during the summer under specific conditions. See the principal for approval of

these opportunities.

Dual Credit Requirements Students enrolled in dual credit courses must receive a C number from Mrs. Hackman. Students

must also see Mrs. Hackman about Accuplacer testing to qualify for Dual Credit.

TGEC Technical Certificate Course Offerings

A student wanting to earn a Transfer General Education Core Certificate must take a minimum of 3

hours in each of the following (6) areas of studies. The remaining credit hours can be earned in any of

the Dual Credit listed below.

This certificate will allow students to transfer ALL 30 HOURS TO ANY INDIANA PUBLIC

COLLEGE OR UNIVERSITY (IU, Purdue, Indiana State, Southern Indiana University , Ball

State, Vincennes, Ivy Tech, Indiana State). All 30 hours must be complete for the transfer to oc-

cur

Speaking and Listening

NAHS course IUSE Course Minimum hours

Speech IUSE Public Speaking 3 hours

Written Communication

NAHS course Ivy Tech course Minimum hours

AP English Comp English 111 and 112 6 hours

Humanistic and Artistic Ways of Knowing


15

AP English Lit English 206 3 hours

French III (sem. 1) Fren 101 4 hours

French III (sem. 2) Fren 102 4 hours

French IV (sem. 1) Fren 201 3 hours

French IV (sem. 2) Fren 202 3 hours

Spanish III (sem. 1) Span 101 4 hours

Spanish III (sem. 2) Span 102 4 hours

Spanish IV (sem. 1) Span 201 3 hours

Spanish IV (sem. 2) Span 202 3 hours

Quantitative Reasoning


Finite Math Math 135 Finite Math 3 hours

Pre Calculus/Trig (sem. 1) Math 136 College Algebra 3 hours

Pre Calculus/Trig (sem. 2) Math 137 Trigonometry 3 hours

Calculus AP – AB Math 211 Calculus 4 hours

Scientific ways of knowledge


Chemistry II Chem 101 5 hours

Biology AP Bio 105 Biology I ACP 5 hours

Social and Behavioral Ways of Knowing


AP US History (sem. 1) Hist 101 Survey of America I 3 hours

AP US History (sem. 2) Hist 101 Survey of America II 3 hours

AP Government POL 101 Intro to American Gov 3 hours

Transcript and Credit Checks

A minimum of one time per semester, students will have time to analyze their transcripts and

ask questions about their past academic performance and how it impacts their current academic options.

Counselors are available for help during this time period.

Every class and every year are important

It is important to make wise decisions as you prepare for your life’s work. The opportunities at

New Albany High School are considerable. You must plan carefully to take advantage of the courses

available to you. You and your parents should review and discuss the opportunities that are available

and then make decisions that will best prepare you for the opportunities that await you. The Academic

Handbook does not contain information about the many activities and organizations that are consid-

ered co-curricular. You are encouraged to become involved in this part of school life at New Albany.

The time to start planning is now!

16

Ninth Grade Tenth Grade Eleventh Grade Twelfth Grade

Plan Your Four Years Carefully

Semester Two

1. English: 1. English:

2. Math: 2. Math:

3. Science: 3. Science:

4. Career Info 4. PE I

5. 5. Health

6. 6.

7. 7.

Semester Two


2. Math: 2. Math:


4. PE II 4. Pers. Fin. Resp.

5. 5.

6. 6.

7. 7.

Semester One Semester Two


2. Math: 2. Math:


4. US History 4. US History

5. 5.

6. 6.

7. 7.

Semester One Semester Two


2. Econ or Gov’t 2. Econ or Gov’t

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

17

Path: Life Sciences & Engineering

18

Eight credits are required to complete this career path.

Development

Core Courses:Credits Electives 2 Credits Required

1 2

1 1

1 2

2 1

2

Core Courses:Credits Electives 2 Credits Required 2 1 2 1

2 1

2 1


Psychology 1 Adv. Child Dev. 1

Sociology 1 Child Development 1

Interpersonal Relationship 1 Nutrition & Wellness 1

Adult Roles and Res 1

Biology II 2

Adv. Sci.:Human 2

Core Courses:Credits Choose any Two

1 2

1 1

1 1

2 1

1 1

1 1

Electives: Minimum of eight credits required


2 2

2 2

2 2

2 2

2 2

1 2

19

This career path is designed for students who are interested in all forms of communication and the many career opportunities that are common to

Electives 8 Credits Required

2 2

2 2

2 2

2

Core Courses: Electives: Four Cr. Required

2 Comm. Systems 2

Comm. Processes I 1 Mass Media 2

Communication Systems 1 Speech 2

Journalism I 2 2

2

Core Courses: Electives: Two Cr. Required

2 1

2 1

2 2

1

1


2 1

2 1

2 1

1

1

2

1

Digital App & Response 1

2

2 2

2

2

Electives 8 Credits Required

2 1

1 2

1 1

2 2


2 1

1 1

2 2

Career Path: Life Sciences & Engineering Possible Occupations: Anesthesiology, Bioengineering, Cardiology,

Dentistry, Food Science, Geriatrics, Nursing, Nutrition & Wellness,

Oncology, Ophthalmology, Orthopedics, Pediatrics, Pharmacology,

Physical Therapy, Physician, Podiatry, Sports Medicine, Surgeon, Toxi-

cology, Veterinary Medicine, Environmental Science, Polymer Science,

Energy & Bio-Fuels

Core Courses: CR Suggested Electives Cr

2 2

2 2

2 2

2 2

2 8

20

Cluster 10: Agriculture

Career Path: 10A Agriculture: Concentration Horticulture & Landscape Management

This career path is designed for students interested in pursuing a career in horticulture science or landscape

management. The focus of this career path will include business management and agriculture courses,

as well as, extensive laboratory activities to prepare students for agriculture and agribusiness related careers

(i.e. Arboriculture, Irrigation engineering, Nursey and Greenhouse production, Landscape architect).

A minimum of 12 credits are required to complete this career path.

Core Classes Credits Electives: Minimum of 2 credits required

Principles of Business 2 Marketing Principles 2

Intro to Accounting 2 Business Law and ethics 2

Horticulture Science 6 Chemistry II AP 2

Or Environmental Science AP 2

Landscape management 6

Career Path: 10B Agriculture: Concentration Food Science

This career path is designed for students interested in pursuing a career in the agriculture field of Food Science

(i.e. food technologist, nutritional therapist, Product/Process development scientists, Regulatory affairs officer,

and scientific Laboratory technician. The focus of this career path includes life science and horticulture science

courses to provide students an understanding of the science of how food is grown, distributed and utilized in the

food industry. A minimum of 14 credits are required to complete this career path.

Core Classes Credits Electives: Minimum of 2 credits required

Nutrition Wellness 2 Advance Science Anatomy 2

Chemistry or ICP 2 Advance Science Chem. II AP 2

Advanced Nutrition Wellness 2 Advance Science Zoology 2

Horticulture 6

21

LANGUAGE ARTS

English 9 (10130)

2 credits Grade 9 Through the integrated study of literature, composition, and oral communication, English 9 students fur-

ther develop their use of language as a tool for learning and thinking and as a source of pleasure. Stu-

dents practice identifying, analyzing, and composing with different elements, structures, and genres of

written language. Core 40, AHD, THD

English 9 (H) (10150)

2 credits Grade 9 Although English 9 (H) has the same basic goals as English 9, students are expected to perform at signif-

icantly higher levels in reading, writing, and thinking. Assignments are more challenging.

Core 40, AHD, THD

English 10 (10230)

2 credits Grade 10 English 10 reinforces and continues to make full use of many of the activities and skills of English 9.

Beyond these, English 10 adds the following emphasis: (1) increased focus on self-conscious choices of

reading comprehension and writing strategies; and (2) additional opportunities to respond critically, re-

flectively, and creatively to literature from many world cultures. Core 40, AHD, THD

English 10 (H) (10250)

2 credits Grade 10 Although English 10 (H) has the same basic goals as English 10, students are expected to perform at

significantly higher levels in reading, writing, and thinking. Assignments are more challenging.

Core 40, AHD, THD

English 11 (10330)

2 credits Grade 11 Through the integrated study of literature, composition, and oral communication, English 11 students

further develop their use of language as a tool for learning and thinking and as a source of pleasure. In

English 11, students move from predominately analyzing and using the elements of written language to

making judgments based on those analyses. English 11 also incorporates a survey of American Litera-

ture from different periods. Core 40, AHD, THD

English 11 (AP Language and Composition) (10490)

2 credits Grade 11 English Language and Composition is designed to prepare students to earn college credit or advanced

placement through the College Board Entrance Examination given in the spring of the year. The Ad-

vanced Placement course on Language and Composition investigates how rhetoric opens up lines of in-

quiry into the mind of the writer, into the writer’s choices, and into the consequences both of the choices

made and those not made. The focus of this course is not, therefore, on how to write, but on the effect on

the reader or listener of the choices made by the writer, that is, whether “rhetoric,” has effectively oc-

curred. The grading scale is more demanding. Summer work is required. Core 40, AHD, THD

English 12 (10430)

2 credits Grade 12 English 12 continues to refine students’ ability to learn and communicate about language and literature.

22

Students will read and respond critically, reflectively, and imaginatively to major works from British

and world literature, using appropriate reading skills and strategies. Core 40, AHD, THD

English 12 (AP Literature and Composition) (10380)

2 credits Grade 12 English Literature and Composition is designed to prepare students to earn college credit or advanced

placement through the College Board Entrance Examination given in the spring of the year. English Lit-

erature and Composition, engages students in the careful reading and critical analysis of imaginative

literature. Through the close reading of selected texts, students deepen their understanding of the ways

writers use language to provide both meaning and pleasure for their readers. As they read, students con-

sider a work’s structure, style and themes, as well as such smaller-scale elements as the use of figurative

language, imagery, symbolism and tone. Students in an AP English Literature and Composition course

read actively. The works taught in the course require careful, deliberative reading. The approach to ana-

lyzing and interpreting the material involves students in learning how to make careful observations of

textual detail, establish connections among their observations, and draw from those connections a series

of inferences leading to an interpretive conclusion about the meaning and value of a piece of writing.

Summer work is required. Core 40, AHD, THD Note* - In order to earn dual credit for English 12

— AP Literature and Composition, a student must have earned dual credit for English 11—AP

Language and Composition.

Themes in Literature 1048 Grade Level: 12

Themes in Literature is a study of universal themes, such as the journey of the hero, the trials of youth,

the search for identity, and other themes appropriate to the level and interests of students. The course

may be limited to a few important related themes. Students examine representative works in various

genres by authors of diverse eras and nationalities and the way themes may be treated differently in the

works because of the cultural context. Students analyze how themes illuminate humanity's struggle to

understand the human condition.

Credits: 1 credit per semester; Must be taken with Advanced Composition to fulfill Grade 12 English

Requirements.

Fulfills an English/Language Arts requirement for all diplomas

Advanced Composition 1098 Grade Level: 12 Advanced Composition – don’t let the word Advanced scare you, is a study and application of the rhe-

torical writing strategies of exposition and persuasion. Students write expository critiques of nonfiction

selections, literary criticism of fiction selections, persuasive compositions, and research reports in addi-

tion to other appropriate writing tasks which could include resumes and reports incorporating visual in-

formation in the form of graphs and tables.

Credits: 1 credit per semester; Must be taken with Themes in Literature to fulfill Grade 12 English

Requirements.

Fulfills an English/Language Arts requirement for all diplomas

IB English A Literature HL

2 credits (First Year-Grade 11) (91040)

2 credits (Second Year-Grade 12) (91045) English A Literature Higher Level, International Baccalaureate is a pre-university literature course in the student's

native or best language and is based on the curriculum published by the International Baccalaureate Organization.

Language A1 promotes an appreciation of literature and knowledge of the student's own culture, along with that of

other societies, and develops the student's powers of expression, both in oral and written communication. The

23

course emphasizes the skills involved in writing and speaking in a variety of styles and situa-

tions and offers the student the opportunity to read 11-15 works grouped by genres. Works are

chosen from a broad list of prescribed authors and works representing different literary periods,

genres, and regions in the target language, as well as literature in translation.

Public Speaking (10790) 1 credit Grades 10, 11, 12 Theory and practice of public speaking, training in thought processes necessary to organize speech con-

tent, analysis of components of effective delivery and language. Class will only be offered during one

period in the Spring semester. Required component for Transfer General Education Core Certificate.

Core 40, AHD, THD

MASS MEDIA Journalism (13500)

2 credits Grades 9, 10, 11, 12 This course includes the process involved in: (1) news gathering, (2) reporting and writing journalism

stories, (3) the legal and social responsibilities involved in newspaper publications, and (4) the ethics of

accurate and fair reporting. This course includes reading of models of excellent journalistic techniques

and evaluates and analyzes journalistic writing through discussions and critiques. AHD, THD

Student Publications: Newspaper Print Version I (13510), II (13520), III (13530)

Newspaper Web Version I (13515), II (13525), III (13535)

2 credits Grades 10, 11, 12 The staff in this class is chosen by the faculty adviser through an applica-

tion. Sophomores, juniors, and seniors are eligible for this class. The

students form the staff of the school newspaper, The Blotter. The course

provides the study of and practice in gathering and analyzing information,

interviewing, and note taking for the purpose of: (1) writing, (2) editing, and

(3) publishing. The course includes instruction and practice in effective

journalistic writing forms and techniques as well as layout, design, and ty-

pography. Desktop publishing technology is used to produce the paper. Stu-

dent photographers produce work, using digital technology. Some after

school sessions are required. Meeting deadlines and selling advertisements

are part of student evaluation. Students in the Web Version class, will make up the staff responsible for

the content of “The Blotter’s (school newspaper) website. Prerequisites: Journalism and/or Media Arts I

& II (Photography) AHD, THD

Student Publications: Yearbook I (13550), II (13560), III (13570)

2 credits Grades 10, 11, 12 The staff is chosen by the faculty adviser through an application. Journalism and keyboarding skills are

desired, but the adviser’s permission is also a basis for admission. Sophomores, juniors, and seniors are

eligible for the class. The course offers practical training in publishing the school yearbook, the Vista.

The course includes instruction and practice in effective journalistic writing forms and techniques as

well as layout, design, and typography. Students, plan, publish, market, and distribute the yearbook.

Desktop publishing gives students hands-on computer experience. Some after school sessions are re-

quired. Meeting deadlines and selling advertising are part of student evaluation. Prerequisites: Journal-

ism and/or Media Arts I & II (Photography) AHD, THD

24

Radio/Television Broadcasting/Telecommunications I (14710), II (14720), III (14730), IV (14740)

2 credits Grades 10, 11, 12 The WNAS staff is chosen by an audition and application. Radio and Television broadcast programming

and production is a one, two, or three-year course designed to produce programming for WNAS FM ra-

dio and WNAS cable channel television. Students will be a part of the staff that operates the 2850 watt

FM radio station, the cable TV channel assigned to New Albany High School and the web site , which

carries our radio audio signal worldwide. AHD, THD

WORLD LAN-

GUAGES It is strongly recommended that any student receiving a D

in any world language course should either choose a new

language or repeat that course before moving to the next

level.

French I (15521) German I (15531) Latin I (15541)

Spanish I (15561) 2 credits Grades 8, 9, 10, 11, 12 Students wishing to enroll in any level I language must have earned a C or better in both their English

and mathematics classes during the previous school year. Students will learn to apply effective

strategies for language learning and show a willingness to experience various aspects of the cultures.

Students will respond to oral directions and commands in the classroom, understand and use appropriate

forms of address, and be able to tell about daily routines and events, ask and answer simple questions,

and participate in brief guided conversations related to their needs and interests. Students will compre-

hend written directions and information, read short narrative texts on simple topics, write familiar words

and phrases in appropriate contexts, and respond in writing to various stimuli. Core 40, AHD, THD

French II (15522) German II (15532) Latin II (15542) Spanish II (15562) 2 credits Grades 9, 10, 11, 12 At Level II students will be able to participate in classroom activities by using the target language, as

well as participate in brief conversations on daily activities, personal interests, and other familiar topics.

Students will answer questions in the new language. Students will be able to read simple texts of several

paragraphs to understand the main idea and the facts. Students will continue to improve their skill of

reading aloud with appropriate pronunciation and intonation. Students will learn to write in response to

given situations. Students will be able to identify major geographical features, and become familiar with

different aspects of the culture. Core 40, AHD, THD

French II H (15527) German II H (15537) Latin II H (15547) Spanish II H (15567)

2 credits Grades 9, 10, 11

Level II Honors is a class for those students intending to continue on to level 3 language courses

and should be considered an introduction to the rigor required for dual credit, AP and IB level

language courses. Material will be presented at a faster pace, and higher level thinking skills will

be expected. Students who successfully complete level II honors will be prepared for level III of

the language. At Level II honors, students will be able to participate in all classroom activities in the

25

target language, as well as par ticipate in conversations, wr itings and readings on daily activities,

personal interests, and other more advanced topics. Students will be able to identify major geographical

features, and become familiar with different aspects of the culture. Core 40, AHD, THD

French III (15523) German III (15533) Latin III (15543) Spanish III (15563)

2 credits Grades 10, 11, 12 Level III provides instruction enabling students to initiate and participate in discussions in the target lan-

guage on many different cultural topics. The Level III student will take notes in the target language.

There will be opportunities to read for comprehension from a variety of authentic materials. Level III

students will be able to paraphrase in writing and speech, as well as to write summaries and brief com-

positions in the target language. Students may earn dual credit in Spanish III and French III from Ivy

Tech. Students may earn dual credit in Latin III from Ball State. Core 40, AHD, THD

French IV H (15524) German IV H (15534) Latin IV H (15544) Spanish IV H (15564) 2 credits Grade 11, 12 Level IV world language courses will enable students to be willing to participate in conversations with

native and advanced non-native speakers, either in their community or in the school. Students will be

able to respond to factual and interpretive questions, interact in social situations, and express opinions

and make judgments. Students will be able to give presentations on cultural topics. Students will be able

to read for comprehension from a variety of longer authentic materials. Students will be able to write

well-organized compositions on a given topic. Additionally, students will be aware of major literary,

musical, and artistic periods and genres of at least one of the cultures in which the language is spoken.

Students will also be able to adjust speech appropriate to the situation and audience. Students will re-

ceive preparation that will enable them to successfully place at the appropriate level on their college

placement tests. Students may earn dual credit in Spanish IV and French IV from Ivy Tech.

Core 40, AHD, THD

AP French (15529) AP German (15539) AP Spanish (15569)

2 credits Grade 12

AP World Language and Culture courses emphasize communication (understanding and being under-

stood by others) by applying interpersonal, interpretive, and presentational skills in real-life situations.

This includes vocabulary usage, language control, communication strategies, and cultural awareness.

The AP World Language and Culture courses strive not to overemphasize grammatical accuracy at the

expense of communication. To best facilitate the study of language and culture, the course is taught al-

most exclusively in foreign language. The AP World Language and Culture courses engage students in

an exploration of culture in both contemporary and historical contexts. The courses develop students’

awareness and appreciation of cultural products (e.g., tools, books, music , laws, conventions, institu-

tions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and

assumptions). Prerequisites: Same Foreign Language years I-IV. Core 40, AHD, THD

Language for Heritage Speakers I (15574)

2 credits Grades 9, 10, 11, 12

Language for Heritage Speakers I is a course designed for heritage speakers of world languages who

have demonstrated some degree of oral proficiency. The purpose of this course is to enable Heritage

Language Learners to increase proficiency and bi-literacy in their native language by providing opportu-

nities to improve reading and listening comprehension, as well as writing and grammar skills. Special

attention will be given to grammar and vocabulary of the standard language, as well as to the importance

of biculturalism and bilingualism in the United States today. This course is not designed for ELL at lev-

els 1 or 2. Enrollment of students will be based on placement tests, writing samples, or teacher recom-

26

mendation. Course curriculum is dependent upon the population of students enrolled in the course. Placement of students and development of the course curriculum is dependent upon the population of

students enrolled in this course. Core 40, AHD

LANGUAGE FOR HERITAGE SPEAKERS II (15575)

2 credits Grades 10,11,12

Language for Heritage Speakers II builds upon Language for Heritage Speakers I, and is a course de-

signed for heritage speakers of world languages who have demonstrated some degree of oral proficien-

cy. The purpose of this course is to enable Heritage Language Learners to increase proficiency and bi-

literacy in their native language by providing opportunities to improve reading and listening comprehen-

sion, as well as writing and grammar skills. Special attention will be given to grammar and vocabulary

of the standard language, as well as to the importance of biculturalism and bilingualism in the United

States today. Placement of students and development of the course curriculum is dependent upon the

population of students enrolled in this course. After completing this course, students may enroll in an AP

Language and Culture course in order to complete AHD requirements. Prerequisite: Language for Herit-

age Speakers I. Core 40, AHD

IB World Language B

Spanish SL (91566) French SL (91522) German SL (91533)

2 credits World Language B Standard Level, International Baccalaureate is a world language course for students with two

to five years previous experience in learning the target language and prepares students to be successful on the In-

ternational Baccalaureate exam for the target language. It is based on the curriculum published by the International

Baccalaureate Organization. This course prepares students to use the target language appropriately in a range of

situations and contexts and for a variety of purposes, and also focuses on language acquisition and development in

the four primary language skills of listening, speaking, reading, and writing. Language skills are developed through

the study and use of a range of written and spoken material, which extends from everyday oral exchanges to liter-

ary texts related to the target cultures. The course is further designed to promote an awareness of, and sensitivity

to, the cultures related to the language studied.

IB Latin SL (91544)

2 credits Classical Language Standard Level, International Baccalaureate is a language course for the study of Latin or

Classical Greek and introduces students to the language, literature, and culture of ancient Greece or Rome. It is

based on the curriculum published by the International Baccalaureate Organization. The course promotes the ac-

quisition of language skills as the foundation of the course and provides students the opportunity to study surviving

texts in the original language, as well as additional texts in translation. Additionally, the course develops in stu-

dents an appreciation of the cultural achievements of ancient Greek or Roman society.

SOCIAL STUDIES World History/Civilization (20570) 2 credits Grades 9, 10, 11, 12 A two-semester course designed to give an understanding of the chronological development of civiliza-

tion from the earliest time to the present. This course examines the prehistoric human beings and the

ancient civilizations, as they were scattered over the world. The second semester traces the rise and fall

of these groups, their new ideas, technological skills, social, economic and political developments up to

today. Core 40, AHD, THD

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Geography and History of the World (20670) 2 credits Grades 9, 10, 11, 12 Geography and History of the World is designed to enable students to use geographical tools, skills and

historical concepts to deepen their understanding of major global themes including the origin and spread

of world religions, exploration, conquest, imperialism, urbanization, and innovations and revolutions.

Geographical and historical skills include forming research questions, acquiring information by investi-

gating a variety of primary and secondary sources, organizing information by creating graphic represen-

tations, analyzing information to determine and explain patterns and trends, planning for the future, and

documenting and presenting findings orally or in writing. The historical geography concepts used to

explore the global themes include change over time, origin, diffusion, physical systems, cultural land-

scapes, spatial distributions/patterns, and spatial interaction/relationships. Students use the knowledge,

tools, and skills obtained from this course in order to analyze, evaluate, and make predictions about ma-

jor global developments. This course is designed to nurture perceptive and responsible citizenship, to

encourage and support the development of critical thinking skills and lifelong learning, and to help pre-

pare students for the 21st Century. Core 40, AHD, THD

Citizenship and Civics (20320) 1 credit Grades 9, 10, 11, 12 Citizenship and Civics is an overview of citizenship roles and

responsibilities designed to help students become independent

and conscientious citizens. This course deals with political

trends and behavior which citizens consider to be relevant to

the most pressing issues of the day. The course provides stu-

dents experiences that will develop attitudes of citizenship

within a democratic society. Topics include: (1) the policy-

making process, (2) public participation in policymaking, (3)

citizenship rights and responsibilities in a changing society, and (4) the relationship between modern

society and government. Study of local government will be a component of this course. Core 40, AHD,

THD

U.S. History (20330)

2 credits Grade 11 United States History is a two-semester course emphasizing national development in the late nineteenth

and twentieth century. The course will begin with a review of significant events and movements in the

early development of the nation. After this brief review the course should give major emphasis to the

interaction of historical events and geographic, social, and economic influences on national develop-

ment. Core 40, AHD, THD

U.S. Presidents (H) (20335) 2 credits Grade 11 A two-semester honors course of U.S. History as seen through the office of the president and the people

who have occupied that office. Discussion of each president will include his background, events of his

administration and his effect on U.S. History. Students completing this course will acquire a basic

knowledge of U.S. History and government. Second semester will be an in-depth study of American

history from 1921 to the present. This is a weighted course and it fulfills the U.S. History requirement

for juniors. Core 40, AHD, THD

U.S. History AP (20331) 2 credits Grade 11 This two-semester course is designed for qualified students who wish to complete studies in high school

U.S. History equivalent to a college introductory course in United States History. Students must take the

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AP test to receive AP credit. Dual college credit is available in conjunction with Ivy Tech. Core 40,

AHD, THD

U.S. Government (20415)

1 credit Grade 12 A one-semester course which is required for a high school diploma. Local, state, and national govern-

ments are studied to help prepare the high school senior for well-informed and intelligent participation in

governmental processes as a citizen. Core 40, AHD, THD

U.S. Government & Politics (AP) (20416) 1 credit Grade 12 AP Unites States Government and Politics introduces students to key political ideas, institutions, poli-

cies, interactions, roles, and behaviors that characterize the political culture of the United States. The

course examines politically significant concepts and themes, through which students learn to apply disci-

plinary reasoning, assess causes and consequences or political events, and interpret data to develop evi-

dence-based arguments. Topics include: (1) constitutional underpinnings, (2) political beliefs, (3) polit-

ical parties, interest groups, and mass media, (4) institutions of national government, (5) public policy,

and (6) civil rights and civil liberties. Core 40, AHD, THD

U.S. Government/Economics/TV (20425) 2 credits Grade 12 This is a two-semester course which deals with current local, state and national issues as well as how the

economy impacts the United States in a practical way. Video taping for WNAS and many after-school

activities are required. Students who are interested must complete an application with the instructor.

This course will satisfy the senior government and economics course requirements.

Core 40, AHD, THD

Current Problems, Issues and Events (20435) 1 credit Grades 10, 11, 12 A one-semester course exploring some of the major issues facing society today. The issues studied are

political, sociological and economical, with emphasis on current, everyday problems faced by both teen-

age and adult societies. Core 40, AHD, THD

Sociology (20465)

1 credit Grades 11, 12 A one-semester in-depth social science course which studies group interaction and how this interaction

contributes to the development of a highly sophisticated society. Core 40, AHD, THD

Indiana Studies (20671)

1 Credit Grades 9, 10, 11, 12

Indiana Studies is an integrated course that compares and contrasts state and national developments in

the areas of politics, economics, history, and culture. The course uses Indiana history as a basis for un-

derstanding current policies, practices, and state legislative procedures. It also includes the study of state

and national constitutions from a historical perspective and as a current foundation of government. Ex-

amination of individual leaders and their roles in a democratic society will be included and student will

examine the participation of citizens in the political process. Selections from Indiana arts and literature

may also be analyzed for insights into historical events and cultural expressions. Core 40, AHD, THD

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Ethnic Studies (20672)

1 Credit Grades 9, 10, 11, 12

Ethnic Studies provides opportunities to broaden students’ perspectives concerning lifestyles and cultur-

al patterns of ethnic groups in the United States. This course will either focus on a particular ethnic

group or groups, or use a comparative approach to the study of patterns of cultural development, immi-

gration, and assimilation, as well as the contributions of specific ethnic or cultural groups. The course

may also include analysis of the political impact of ethnic diversity in the United States. Core 40, AHD,

THD

Economics (20445)

1 credit Grade 12 A one-semester course, Economics is a senior social studies requirement for gradu-

ation. Economics is the study of how societies solve the problem of scarcity. Em-

phasis will be placed on the roles played by consumers, producers, workers, savers,

and taxpayers in a market economy. Core 40, AHD, THD

Microeconomics AP (20447)

1 credit Grade 12

A one-semester course intended for qualified students who wish to complete studies in a high school

course equivalent to a one-semester college introductory course in Economics. Students must take the

AP test to receive AP credit. Core 40, AHD, THD

Human Geography AP (20675)

2 credits Grades 9-12

The purpose of the AP Human Geography course is to introduce students to the systematic study of pat-

terns and processes that have shaped human understanding use, and alteration of Earth’s surface. Stu-

dents employ spatial concepts and landscape analysis to examine human social organization and its envi-

ronmental consequences. Students also learn about the methods and tools geographers use in their sci-

ence and practice. Core 40, AHD, THD elective Social Studies course. Does not fulfill World His-

tory/Geography-History of the World Graduation Requirement.

World History AP (20870)

2 credits Grades 9-12 The purpose of AP World History is for students to investigate significant events, individuals, developments, and

processes in six historical periods from approximately 8000 B.C.E to the present. Students develop and use the

same skill, practices, and methods employed by historians: analyzing primary and secondary sources; developing

historical arguments; making historical comparisons; and utilizing reasoning about contextualization, causation,

and continuity and change over time.

Core 40, AHD, THD

Psychology AP (20465)

2 credits Grades 11, 12

A two-semester course, designed to introduce students to the systematic and scientific study of the be-

havior and mental processes. Topics include: (1) history and approaches, (2) research methods, (3) bio-

logical bases of behavior, (4) sensation and perception, (5) states of consciousness, (6) learning, (7) cog-

nition, (8) motivation and emotion, (9) developmental psychology, (10) personality, (11) testing and in-

dividual differences, (12) abnormal psychology, (13) treatment of psychological disorders, and (14) so-

cial psychology. Core 40, AHD, THD

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IB Psychology HL


2 credits (Second Year-Grade 12) (93050) Students in Psychology Higher Level, International Baccalaureate study the biological, cognitive, learning, and

humanistic perspectives of psychology and must study two of the following: comparative psychology, cultural psy-

chology, dysfunctional behavior, health psychology, lifespan psychology, psychodynamic psychology, or social

psychology. All aspects of research in the field, including ethics, qualitative and quantitative research, and experi-

mental study are included. Students are also required to design and implement three experimental studies.

IB History of Americas HL


2 credits (Second Year-Grade 12) (92035) History Higher Level, International Baccalaureate promotes the understanding of the nature and diversity of histo-

ry and its methods and interpretations. It is based on the curriculum published by the International Baccalaureate

Organization. Students develop an international awareness and understanding and the ability to use and communi-

cate historical knowledge. The course includes one prescribed subject from a choice of three and two 20 th century

world history topics from a choice of six. Regional options include Africa, the Americas, East and South East Asia

and Oceania, Europe, and South Asia and the Middle East.

IB Theory of Knowledge (91050)

2 credits Theory of Knowledge, International Baccalaureate is unique to the International Baccalaureate Organization and

is an interdisciplinary requirement intended to stimulate critical reflection on the knowledge and experience gained

inside and outside the classroom. It is based on the curriculum published by the International Baccalaureate Organ-

ization. The 100-hour course challenges students to question the bases of knowledge, to see the consilience be-

tween the academic disciplines, to be aware of subjective and ideological biases, and to develop the ability to ana-

lyze evidence that is expressed in rational argument. It is a key element in encouraging appreciation of other cul-

tural perspectives. This course is a two semester course with the first semester in the spring of junior year and the

second semester in the fall of senior year.

IB Environmental Systems and Societies SL (94680)

2 credits Environmental Systems Standard Level, International Baccalaureate provides students with a coherent perspective

on the environment that is essentially scientific and enables them to adopt an informed and responsible stance on

the wide range of environmental issues they will inevitably come to face. It is based on the curriculum published

by the International Baccalaureate Organization. The core of Environmental Systems is five broad topics: systems

and models, the ecosystem, global cycles and physical systems, human population and carrying capacity, and ana-

lyzing ecosystems. Students are required to complete one of the following options: analyzing ecosystems, impacts

of resource exploitation, conservation and biodiversity, and pollution management.

MATHEMATICS All students should have a calculator for their mathematics classes. Graphing cal-

culators will be used in classes from Algebra II to Calculus AP. Students are encouraged to buy the cal-

culator required for the highest level of mathematics they expect to study. The TI-84+ is the recom-

mended graphing calculator. TI-83+, TI-85, TI-86, and TI-89 are also acceptable although some stu-

dents may experience more difficulty using the TI 85/86 calculators. The TI-92 calculator cannot be

used on any assessments in class.

The mathematics classes are listed in order of progression. A student who has received credit in any

given course CANNOT choose a course that occurs earlier in the progression. Students receiving a D in

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any math course, may want to repeat that course before moving to the next level. Only students with a

parental waiver will be allowed to take the next course out of sequence.

Algebra I (31540) Grades 10, 11, 12 (31150) Grade 9

2 credits

Algebra I provides a formal development of the algebraic skills and concepts essential for all students.

Topics include properties of real numbers, the concept of function, solution sets, basic operations with

polynomials, solving inequalities, quadratic equations, radical equations, and systems, use of exponents,

and algebraic ratios. A scientific calculator is required.

Core 40, AHD, THD

Algebra Lab (31545) Grades 9,10, 11, 12

2 credits

Algebra Lab is a mathematics support course for Algebra I. The course provides students with additional time to

build the foundations necessary for high school math courses, while concurrently having access to rigorous, grade-

level appropriate courses. The five critical areas of Algebra Lab align with the critical areas of Algebra I: Rela-

tionships between Quantities and Reasoning with Equations; Linear and Exponential Relationships; Descriptive

Statistics; Expressions and Equations; and Quadratic Functions and Modeling. However, whereas Algebra I con-

tains exclusively grade-level content, Algebra Lab combines standards from high school courses with foundational

standards from the middle grades. Algebra Lab is designed as a support course for Algebra I. As such, a student

taking Algebra Lab must also be enrolled in Algebra I during the same academic year. Core 40, AHD, THD

Geometry (32151) Grade 9 (32530) Grades 10-12 Geometry (H) (32150) Grade 9 2 credits Geometry provides students with experiences that deepen the understanding of shapes and their proper-

ties. Deductive and inductive reasoning as well as investigative strategies in drawing conclusions are

stressed. Properties and relationships of geometric figures include the study of: angles, lines, planes,

congruent and similar triangles, trigonometric ratios, polygons, and circles and spatial drawings. An un-

derstanding of proof and logic is developed. A scientific calculator is required. Prerequisite: Algebra I.

Core 40, AHD, THD

Algebra II (31550) Grades 10, 11, 12 2 credits Algebra II is a course that expands on the topics of Algebra I and provides further development of the

concept of functions. The expanded topics of the course include: theorems and algorithms of algebra,

polynomials and polynomial functions, rational exponents, the properties and graphs of parabolas, prob-

ability, sequences, series, function inverses, and direct and inverse variation. A graphing calculator is

required. Prerequisite: Algebra I and Geometry. Core 40, AHD, THD

Algebra II (H) (31560) Grades 10, 11, 12 Algebra II (H) (31551) Grade 9 2 credits

This is an honors section of the Algebra II class. It will be taught at a faster pace, and/or include more

challenging material than a regular course. A graphing calculator is required. Prerequisite: Algebra I

and Geometry. Core 40, AHD, THD

Pre-Calculus/Trigonometry (33830) 2 credits Grades 10, 11, 12 Pre-calculus blends the concepts and skills of statistics, trigonometric relationships and a deeper under-

standing of functions including the following types: polynomial, exponential, logarithmic, circular, and

trigonometric. Realistic applications are stressed. A graphing calculator is required. Prerequisite: Alge-

bra I, Geometry, and Algebra II. Core 40, AHD, THD

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Finite Mathematics (H) (34452) 2 credits Grades 11, 12 Finite Mathematics is a class for students planning to major in business, management, economics, or the

social sciences. Topics included in this course are networks, counting techniques, matrices, recursion,

graph theory, logic, set theory, linear programming, and game theory. A graphing calculator is required.

Prerequisite: Algebra II. Core 40, AHD, THD

AP Statistics (34454) 2 credits Grades 10, 11, 12

This two-semester course is an introduction to the major concepts and tools of statistics. It is designed to

be equivalent to a one-semester, introductory, non-calculus based, college course in statistics, which is

required by many college majors. Topics include data exploration, sampling, planning and conducting a

study, using probability and simulation, estimating population parameters, and testing hypotheses. An

emphasis of the class will be preparation for the AP Statistics exam, which is required to receive the

weighted grade points. A graphing calculator is required. Prerequisite: Algebra II. Core 40, AHD, THD

AP Calculus (AB) (35493) 2 credits Grades 11, 12 Calculus deals with the elements of integral and differential calculus as well as considerable analytical

geometry. Topics include limits, continuity, derivatives, definite integrals, and techniques of integration

involving rational, trigonometric, logarithmic, and exponential functions. This course also includes ap-

plications such as finding instantaneous velocities, acceleration, and areas under irregular curves. The

emphasis of this course is to prepare students for the AP Calculus exam and therefore moves at a rapid

pace. All students must take the AP Exam to receive the AP weighted grade points. The exam fee for

this course is paid by the State of Indiana. Students may have the opportunity to also register to receive

Calculus - M215 credit from Indiana University Southeast. A graphing calculator is required. Prerequi-

site: Pre-Calculus. Core 40, AHD, THD Note* - In order to earn dual credit for Calculus AB, a

student must have earned dual credit for Pre-Calculus/Trigonometry.

AP Calculus (BC) (35495) 2 credits Grade 12 AP Calculus (BC) extends the content learned in Calculus (AB). The course starts with a review of Cal-

culus (AB) then proceeds to different types of equations and introduces the topics of sequences, series,

vectors, polar and parametric equations, and more. Applications in physics, economics, and computing

are studied. The emphasis of this course is to prepare students for the AP Calculus (BC) exam, but

moves at a slower pace than Calculus (AB) because of time spent reviewing Calculus (AB). All stu-

dents must take the AP exam to receive the AP weighted grade points. The exam fee for this course is

paid by the State of Indiana. A graphing calculator is required. Prerequisite: AP Calculus (AB). Core

40, AHD, THD. Math Studies IB SL

2 credits

Math Studies Standard Level, International Baccalaureate includes seven core topics: Numbers and Algebra; De-

scriptive Statistics; Logic, Sets, and Probability; Statistical Applications; Geometry and Trigonometry; Mathemati-

cal Models; and Introduction to Differential Calculus. It is based on the curriculum published by the International

Baccalaureate Organization. This hybrid course is designed for students who do not anticipate a need for mathe-

matics in their future studies. It will also prepare students who wish to take the Math Studies IB exam in the

Spring. As part of the course students will need to use a graphing calculator on a regular basis. During the course,

students will also be required to complete a project (internal assessment) based on their own research which will

include a written evaluation of no more than 2000 words. Students with a grade of “C” or lower in Algebra II will

33

encounter difficulty in this course.

Prerequisite: Algebra II

IB Mathematics SL (93540)

2 credits Mathematics Standard Level, International Baccalaureate includes seven core topics: algebra, functions and equa-

tions, circular functions and trigonometry, matrices, vectors, statistics and probability, and calculus. It is based on

the curriculum published by the International Baccalaureate Organization. Prerequisite Pre-Calculus or AP Calcu-

lus.

COMPUTER PROGRAMMING Computer Programming

Introduction to Computer Programming (36530)

1 credit Grade 9, 10, 11, 12

This one-semester course introduces students to computer programming in QBASIC,

Visual Basic, HTML, and Scratch. In addition to programming, students will be intro-

duced to many other topics including the history of computers, computer hardware,

web design, and the Internet. This course is intended for students who have little com-

puter experience but want to be exposed to many of its capabilities.

Computer Science I (36540)


This is a two-semester course that uses Python and Java. Python will be used to cover topics such as

basic programming statements, I/O procedures, data types, basic data structures, and the program devel-

opment cycle. The majority of the class will focus on creating video games in Java using Greenfoot.

This course is a College Dual Credit course and receives weighted grade credit. Prerequisite: Grade of A

or B in Algebra I or grade of A or B in Introduction to Computer Programming.

Computer Science II (H) (36550)


This is a two-semester course that uses Java and C# to cover topics such as algorithms, flowcharts, basic

control structures, variables, collections, methods, and object-oriented design. The first quarter will fo-

cus on programming logic using Java. The class will then concentrate on programming Xbox games us-

ing C#. Students will also be introduced to database management within their games. This course is a

College Dual Credit course and receives dual credit through Ivy Tech if Computer Science I is

taken. Prerequisite: Grade of A or B in Computer Science I or grade of A or B in Algebra II.

Note: Computer Science II will be offered in the fall of 2017 and every other year thereafter alter-

nating with AP Computer Science.

AP Computer Science A (36890)


This two-semester course teaches students to program in Java. Java provides an effective vehicle for

problem solving with emphasis on good programming style using an object-oriented approach. In addi-

tion to a more in depth study of topics covered in Computer Science I and II, students learn about inter-

faces, aggregation, encapsulation, and inheritance. Students will take the AP Exam in the spring semes-

ter. This course receives weighted grade credit. Prerequisites: Grade of A or B in Computer Science I or

grade of A or B in Algebra II.

Note: AP Computer Science A will be offered in the fall of 2018 and every year thereafter alternat-

34

ing with Computer Science II.

Web Page Design I (36885)

1 credit Grade 9, 10, 11, 12

Web Page Design I is a one-semester, introductory course in designing web pages. Students will devel-

op their own web sites using HTML, CSS and Dreamweaver. Students will also be introduced to Pho-

toshop and Flash. This course is a College Dual Credit course and receives weighted grade credit. Pre-

requisite: Grade of A or B in any of the following courses: Algebra I, Introduction to Computer

Programming, or Computer Science I.

Web Page Design II (36886)

1 credit Grades 9, 10, 11, 12

Web Page Design II is a one-semester course. Students will create and maintain the NAHS web site.

Students will also be responsible for incorporating web pages from NAHS sanctioned clubs, teams, and

organizations.

Enrollment is by application. Prerequisite: Web Page Design I.

SCIENCE Integrated Chemistry-Physics

2 credits (41540) Grade 9 (41541) Grades 10-12

Integrated Chemistry-Physics is a course focused on the following core topics: motion and energy of

macroscopic objects; chemical, electrical, mechanical and nuclear energy; properties of matter; transport

of energy; magnetism; energy production and its relationship to the environment and economy. Instruc-

tion will focus on developing student understanding that scientific knowledge is gained from observation

of natural phenomena and experimentation by designing and conducting investigations guided by theory

and by evaluating and communicating the results of those investigations according to accepted proce-

dures. Core 40, AHD, THD

Biology I (42230) Grades 10, 11, 12 Biology I (42231) Grade 9

2 credits

Biology I provides, through regular laboratory investigations, a study of the structures and functions of

living organisms and their interactions with their environment. At a mini-

mum, this study explores the functions and processes of cells, tissues, organs,

and systems within various species of living organisms and the roles and in-

terdependencies of organisms within populations, communities, ecosystems,

and the biosphere. Students have opportunities to: (1) gain an understanding

of the history of the development of biological knowledge, (2) explore the

uses of biology in various careers, and (3) cope with biological questions and

problems related to personal needs and social issues. Core 40, AHD, THD

Biology I (H) (42241)

2 credits Grade 9

Biology I H provides, through regular laboratory investigations, a study of

the structures and functions of living organisms and their interactions with their environment. At a mini-

mum, this study explores the functions and processes of cells, tissues, organs, and systems within vari-

ous species of living organisms and the roles and interdependencies of organisms within populations,

35

communities, ecosystems, and the biosphere. Students have opportunities to: (1) gain an understanding

of the history of the development of biological knowledge, (2) explore the uses of biology in various

careers, and (3) cope with biological questions and problems related to personal needs and social issues.

This course differs from Biology I in that related topics will be covered in greater depth, and a greater

emphasis will be placed on the molecular aspect of biology and applying those concepts. Students will

be expected to do supplemental research and writing on topics related to the course of study. This course

is recommended for students who are attracted to accelerated courses and plan to major in a life science

related course at the university level. Core 40, AHD, THD

Advanced Science Zoology (H) (42840)


This is an extensive two-semester course dealing with the biology of animals. This course is recom-

mended for students with a strong interest in animal biology. Students with a letter grade lower than a

“B” in first year biology should not take this course. Dissection is a course requirement. The course top-

ics include: evolution and classification of animals, behavior and ecology of animals, invertebrate and

vertebrate animals, and comparative study of animal systems. Prerequisite: Biology I with a grade of B

or better. Core 40, AHD, THD

Advanced Science Human Anatomy & Physiology (H) (42860)


This course provides an in-depth investigation of Human Anatomy and Physiology. This course will

focus on the structural and functional aspects of the twelve body systems in humans. Also, clinical and

health related topics will be explored in relation to the twelve systems. This course is highly recom-

mended for students interested in medicine, dentistry, nursing, allied health, and human biology. Stu-

dents will be expected to do supplemental reading and research. Dissection is a course requirement.

Students may qualify to earn Dual Credit from Ivy Tech. Prerequisite: Biology I with a grade of “B” or

better and Chemistry I. Core 40, AHD, THD

Biology II Biological Mechanisms AP/ACP (42890)


Biological Mechanisms is an advanced laboratory, field, and literature investigations-based course. Stu-

dents enrolled in Biological Mechanisms examine in greater depth the structures, functions and process-

es of living organisms. Students also analyze and describe the relationship of Earth’s living organisms

to each other and how diverse levels of organization meet problems in maintaining and propagating life.

In this course, students refine their scientific inquiry skills as they collaboratively and independently

apply their knowledge of the unifying themes of biology to biological questions and problems related to

personal and community issues in the life sciences. This class is highly recommended for students ori-

ented toward medicine, dentistry, allied health fields or the natural sciences. This course is a college

course and requires additional time outside of class. Prerequisite: Biology I and Chemistry I with a

grade of “B” or better. Core 40, AHD, THD

Earth and Space Science (43530)


Earth and Space Science provides a study of the Earth’s lithosphere, atmosphere, hydrosphere, and its

celestial environment. This course emphasizes the study of energy at work in forming and modifying

earth materials, landforms, and continents through geological time. Students have opportunities to gain

an understanding of the history of the development of the Earth and space sciences, to explore the uses

of knowledge of the Earth and its environment in various careers, and to cope with problems related to

personal needs and social issues. Core 40, AHD, THD

36

Astronomy (40877) *Fall Semester Only

1 credit Grades 11,12

Astronomy is a one-semester course dedicated to studying the major aspects of the universe. Topics

include: the celestial sphere, constellations, deep space objects, galaxies, the history of astronomy, earth

and moon relationships, light & optics, telescope basics, planetary astronomy, rocket science, minor ob-

jects of the solar system, dark energy & dark manner, and the processes found in stars. Core 40, AHD,

THD

Meteorology (40876) *Spring Semester Only

1 credit Grades 11,12

This one-semester course will deal with the aspects of weather and climate. Topics include: atmosphere

layers, clouds, precipitation, thunderstorms, tornadoes, wind, forecasting weather, solar energy, hurri-

canes, lightning, flooding and climate.

Core 40, AHD, THD

Environmental Science AP (42990)


The goal of this course is to provide students with the scientific principles, concepts and methodologies

required to understand the interrelationships of the natural world, to identify and analyze environmental

problems both natural and human-made, to evaluate the relative risks associated with these problems and

to examine alternative solutions for resolving and/or preventing them. Environmental Science is inter-

disciplinary; it embraces a wide variety of topics from different areas of study. Students may qualify to

earn Dual Credit from Ivy Tech Core 40, AHD, THD

Chemistry I (44740)


Chemistry I allows students to synthesize useful models of the structure of matter and the mechanisms

of its interactions through laboratory investigations of matter and its chemical reactions. Students have

opportunities to: (1) gain an understanding of the history of chemistry, (2) explore the uses of chemistry

in various careers, (3) cope with chemical questions and problems related to personal needs and social

issues, and (4) learn and practice laboratory safety.

Corequisite: Algebra II, or have earned at least a “C” in Algebra II. Core

40, AHD, THD

Chemistry I (H) (44730)


Chemistry I H allows students to synthesize useful models of the structure of

matter and the mechanisms of its interactions through laboratory investigations

of matter and its chemical reactions. Students have opportunities to: (1) gain

an understanding of the history of chemistry, (2) explore the uses of chemistry in various careers, (3)

cope with chemical questions and problems related to personal needs and social issues, and (4) learn and

practice laboratory safety. This course is recommended for students who have taken Algebra II and

earned at least a “B” grade, and any student who is taking or has taken Pre-calculus and earned

at least a “C” grade. This course is also recommended for students going into engineering or the

physical sciences at the university level. Core 40, AHD, THD

Chemistry II AP (44890)


Chemistry, Advanced Placement is a course that provides students with the content established by the

College Board. Topics include: (1) structure of matter - atomic theory and structure, chemical bonding,

37

molecular models, nuclear chemistry; (2) states of matter - gases, liquids and solids, solutions; (3) reac-

tions - reaction types, stoichiometry, equilibrium, kinetics and thermodynamics. This is a college prep

course. This course is highly recommended for students interested in engineering, medicine, or the

physical sciences at the university level. Students will take the AP exam in the spring semester with the

fee paid by the state of Indiana. Students may earn dual credit from Ivy Tech. Prerequisite: Chemistry

I (H) is strongly recommended, Algebra II with a “B” grade or better, or Pre-calculus with a “C”

grade or better. Additional lab work is required after school and/or on Saturday. Core 40, AHD,

THD

Physics (45830)


Physics aids students in synthesizing the fundamental concepts and principles

concerning matter and energy through the laboratory study of mechanics, wave

motion, light, electricity, magnetism, electromagnetism,. Students have oppor-

tunities to: (1) acquire an awareness of the history of physics and its role in the

birth of technology, (2) explore the uses of its models, theories, and laws in vari-

ous careers, and (3) cope with physics questions and problems related to personal needs and social is-

sues. This course is recommended for students interested in engineering, medicine or the physical sci-

ences at the university level. Corequisite:Algebra II. Core 40, AHD, THD

Physics I AP (45891)


This course is Algebra-Based and equivalent to a first semester college course. The course covers New-

tonian mechanics (including rotational dynamics and angular momentum); work, energy, and power;

mechanical waves and sound as well as an introduction to electric circuits. Pre- or Co-requisite: Pre-

Calculus. Core 40, AHD, THD

Physics II AP (45895)


This course is Algebra-Based and equivalent to a second semester college course. The course covers

fluid mechanics; thermodynamics; electricity and magnetism; optics; atomic and nuclear physics. Pre-

requisites: Physics or Physics I AP. Core 40, AHD, THD

IB Biology HL


2 credits (Second Year-Grade 12) (94275) Biology Higher Level, International Baccalaureate focuses on six core topics: cells, the chemistry of life, genetics,

ecology, evolution, and human health and physiology. It is based on the curriculum published by the International

Baccalaureate Organization. Students must complete additional study in eight topics: nucleic acids and proteins,

cell respiration and photosynthesis, human reproduction, defense against infectious disease, nerves, muscles and

movement, excretion, and plant science. Optional course topics for students include diet and human nutrition,

physiology of exercise, neurobiology and behavior, applied plant and animal science, and ecology and conserva-

tion.

IB Environmental Systems and Societies SL (94680)






38



IB Sports, Exercise, and Health SL (98632)

2 credits The IB DP course in sports, exercise and health science standard level (SL) involves the study of the science that

underpins physical performance. The course incorporates the traditional disciplines of anatomy and physiology,

biomechanics, psychology and nutrition. Students cover a range of topics and carry out practical (experimental)

investigations in both laboratory and field settings. This provides an opportunity to acquire the knowledge and un-

derstanding necessary to apply scientific principles and critically analyse human performance. Where relevant, the

course will address issues of international dimensions and ethics by considering sport, exercise and health relative

to the individual in a global context.

Pre-requisite Anatomy recommended.

NJROTC

Naval Junior Reserve Officers’ Training Corps (NJROTC) is available to freshmen, sophomore, junior, and senior

students (male and female). Items of interest concerning the program are:

Uniforms and supplies provided by the Navy.

Educational field trips to naval stations and other military installations. Leadership Academy for one week

at the Naval Training Center, Great Lakes, Illinois, and short cruises aboard Navy ships for periods of up to

one week provide cadets with a look at the “real world” Navy.

There is absolutely no obligation to join the military if you participate in this program.

The total NJROTC program is four years. Students who complete three years of the program are expected

to have gained practical experience equal to that of a Seaman in the Navy.

Specific benefits to NJROTC Naval Science cadets are:

Qualifications to enlist in any military service at higher pay rates and a head start toward future promotions

and pay raises.

College level naval science credit through the Navy Reserve Officers’ Training Corps (NJROTC).

College bound cadets are eligible for scholarships and service academy appointments .

Note: All NJROTC courses are two-semesters in length and the Navy pays for all costs.

NJROTC I & II (46510), III & IV (46520), V & VI (46530), VII & VIII (46540)


This course covers basic Naval orientation, Naval history, seamanship, military drill, basic navigation,

oceanography and naval customs. Due to the physical training requirements of the NJROTC program,

all cadets are required to complete and maintain on file a current Indiana High School Athletic Associa-

tion (IHSAA) sports physical.

BUSINESS EDUCATION Introduction to Entrepreneurship (59670)


This course is a two-semester introductory business course presenting the

fundamentals of business practices. Students will create a business, develop a plan and present their idea

as if they were presenting on the TV Show “Shark Tank.” Students develop an understanding of the

relationships between business and society and how it relates to their roles as consumer, employee, and

citizen. Each student will create a product, service or idea of his/her choice. Junior Achievement and

other guest speakers will help to make this an enjoyable and worthwhile student experience. This core

39

course also acquaints students with communications, technology, management, marketing, law, econom-

ics, entrepreneurship, and business careers to provide students with skills to run their own business.

Core 40

Business Law and Ethics (50815)

2 credits Grades 11, 12 This course is a two-semester business course that provides the basic foundation of our legal system.

The course will cover criminal and civil law, personal rights and obligations, torts, laws for minors, con-

tractual agreements, and business rights and obligations. Activities will include a mock trial each se-

mester, guest speakers, case studies and participation in Teen Court. In Teen Court, students participate

as prosecutor, defense, bailiff, court clerk, and jurors. This class will benefit every teenager, by gaining

a better understanding of the background and benefits of our court system. Dual college credit is availa-

ble in conjunction with Ivy Tech. Core 40

Principals of Business Management (50835)

1 credit Grades 11, 12 This one-semester course is focused specifically on the management and entrepreneurship viewpoint.

Business Management stresses the opportunities and challenges of managing a business in the free enter-

prise system. This course provides students with the opportunity to demonstrate competencies by de-

scribing and applying management functions, principles, and processes that contribute to the achieve-

ment of organizational goals. Students will gain experience in building decision-making skills, employee

motivation, evaluation, teamwork, and the basic functions of business management. Core 40

Principals of Marketing (50838)

1 credit Grade 10, 11, 12 This one semester course will provide a basic introduction to marketing in the global economy. The

course will explore marketing practices and principles at both the retail and industrial level. Students

will identify their interests and aptitudes in different marketing career choices. Core 40

Banking and Investment Capstone (BFC I) (50850), (BFC II) (50860)

2 credits Grades 11, 12 This is a two-semester course that meets fourth period. Students are responsible for all operations of the

student bank called the Bulldog Financial Center. Students develop entry-level banking skills and expe-

rience running a business. Enrollment is by application only. Core 40

Accounting I (51830)

2 credits Grades 10, 11, 12 Accounting I is a beginning level business finance course that introduces principles and procedures for

proprietorships, partnerships, and corporations using double entry accounting with emphasis on account-

ing principles as they relate to both manual and automated financial systems. This course will involve

analyzing and recording business transactions and preparing, analyzing, and interpreting financial re-

ports as a basis for decision-making. Core 40

Personal Financial Responsibility (52565)

1 credit Grades 10 (grad. class of 2020), 11, 12 Personal Finance is a business course that focuses on personal financial planning using the Dave Ram-

sey high school curriculum. The content includes saving, investment options, wealth building, dangers

of debt, budgeting and consumer awareness. This course prepares students for the financial responsibili-

ties they will encounter after completing high school. This course is a requirement for all students start-

40

ing with the class of 2020. Core 40

TECHNOLOGY EDUCATION Construction Systems/Processes I (61536) & (61538)

2 credits Grades 9, 10, 11, 12 This two-semester course explores the materials and processes used in construction. Students will learn

to perform activities that relate specifically to the construction industry, including the safe use of hand

and power tools. In addition, students will learn about applied math, blueprint reading, construction

business, and careers in construction. Students will work in small groups to solve problems common in

the construction industry. Core 40

Construction Processes II (61539)

1 credit Grades 10, 11, 12 This one-semester course is for students who have excelled in previous construction classes. Special

projects will be assigned to meet various school needs. Prerequisites: Construction Systems/Process I.

Core 40

Introduction to Manufacturing and Logistics – Conexus (65080)

2 Credits Grades 10, 11, 12

Introduction to Advanced Manufacturing and Logistics is a course that specializes in how people use

modern manufacturing systems with an introduction to advanced manufacturing and logistics and their

relationship to society, individuals, and the environment. Students apply the skills and knowledge of

using modern manufacturing processes to obtain resources and change them into industrial materials,

industrial products and consumer products. Students investigate the properties of engineered materials

such as: metallics; polymers; ceramics; and composites. Students study six major types of material pro-

cesses: casting and molding; forming; separating; conditioning; finishing; and assembling. After gaining

a working knowledge of these materials, students are introduced to advanced manufacturing, logistics,

and business principles that are utilized in today’s advanced manufacturing

industry. Students gain a basic understanding of tooling, electrical skills, oper-

ation skills, inventory principles, MSDS’s, chart and graph reading and MSSC

concepts. Students have the opportunity to develop the characteristics employ-

ers seek as well as skills that will help them in future endeavors. Core 40,

AHD, THD

Manufacturing Systems/Processes I (60555) & (61515) 2 credits Grades 9, 10, 11, 12 This is an exploratory two-semester course that examines manufacturing systems used in industry and

the study of the properties of industrial materials and the processes used to convert those materials to

finished products. This course will contain lab activities centered around small, take-home products

made from wood, plastic and metals. Core 40

Manufacturing Processes II (61517) 1 credit Grades 10, 11, 12 This course will build on concepts learned in previous manufacturing classes. Student activities will

include mass production projects in wood, metal, and plastics.

Prerequisites: Manufacturing Systems/Processes I. Core 40

41

PROJECT LEAD THE

WAY Introduction to Engineering Design – Project Lead The Way


An introductory engineering course that is appropriate for students who are interested in design and en-

gineering. Students will employ math, engineering, and scientific concepts in the solution of engineering

design problems. In addition, students will be using a 3D solid modeling design software package to

help them design solutions to solve proposed problems. The course covers the following: The Role of

an Engineer; the Design Process; Product Design; Product Analysis and Improvement; and Designing as

an Engineer. IED is the first of two foundation courses in the Project Lead The Way engineering pro-

gram. This is a two semester dual credit course. To receive dual credit, the ECA must be at least a 4.0.

Prerequisite: Algebra I with a grade of C or better. Core 40, AHD, THD

Principles of Engineering – Project Lead The Way


Principles Of Engineering is a high school level survey course of engineering. The course exposes stu-

dents to some of the major concepts that they will encounter in a post-secondary engineering course of

study. Students have an opportunity to investigate engineering while developing problem-solving skills

and applying their knowledge of research and design to create solutions to various challenges. POE is

the second of two foundation courses in the Project Lead The Way engineering program. This a dual

credit course only if taken after IED. Prerequisite: Geometry with a grade of C or better. Core 40, AHD,

THD Note* - In order to earn dual credit for Principles of Engineering, a student must have

earned dual credit for Introduction to Engineering Design. To receive dual credit, the ECA must

be at least a 4.0.

Digital Electronics – Project Lead The Way


Digital Electronics is the study of electronic circuits that are used to process and control digital signals.

Through this course students will be exposed to the design process of combinational and sequential logic

design, teamwork, communication methods, engineering standards, and technical documentation. Stu-

dents will analyze, design and build digital electronic circuits. This is a course that is appropriate for

10th or 11th grade students interested in electronics. DE is a two semester dual credit course. To receive

dual credit, the ECA must be at least a 4.0. Prerequisite: Algebra I with a grade of C or better. Core

40, AHD, THD

Civil Engineering and Architecture – Project Lead The Way

2 credits Grades 10, 11, 12 Civil Engineering and Architecture is the study of the design and construction of residential and com-

mercial building projects. The course includes an introduction to many of the varied factors involved in

building design and construction industry including: building components and systems, structural de-

sign, storm water management, site design, utilities and services, cost estimation, energy efficiency, and

careers. Students will use industry standard 3D architectural modeling software to facilitate site and

building design and technical documentation. CEA is a two semester dual credit course. To receive dual

credit, the ECA must be at least a 4.0. Prerequisite: Algebra I with a grade of C or better. Core 40,

AHD, THD

42

FAMILY AND CONSUMER SCIENCES

Interpersonal Relationships (73825) 1 credit Grades 11, 12 Interpersonal relationships addresses attitudes and behaviors all students need to participate in positive,

caring and respectful relationships. Topics include components of healthy relationships, roles and re-

sponsibilities in relationships; functions and expectations of relationships; factors that impact relation-

ships (e.g., power, conflicting interests, peer pressure, life events); establishing and maintaining relation-

ships; building self-esteem and self-image through healthy relationships; communications styles; tech-

niques for effective communication, preventing and managing stress and conflict; addressing violence

and abuse; and related resources, services and agencies. Core 40, AHD, THD

Introduction to Culinary Arts (73840) 1 credit Grades 10, 11, 12 This course incorporates a project based approach that will build and develop basic culinary arts

knowledge and skills. Topics include culinary skills in the food service industry, safety and sanitation,

storage and recycling processes in the industry; impacts of science and technology on the industry, cus-

tomer relations and career investigation. Laboratory experiences that emphasize successful planning and

preparing quality food products. Labs will also integrate a variety of professional cooking standards:

knife skill, mise en place, as well as a variety of industry-accepted cooking and food preparation meth-

ods. Students will be prepared continue their studies to obtain state-approved food handler certification.

Students enrolled in this course will be required to work one shift during the NAHS Hall of Fame Ban-

quet, held annually on a Sunday in the month of September. Core 40, AHD, THD (Course satis-

fies requirements for Hospitality and Human Services Career Clus-

ter)

Nutrition and Wellness (70715) 1 credit Grades 10, 11, 12 Nutrition and Wellness enables students to realize the components and

lifelong benefits of sound nutrition and wellness practices and empow-

ers them to apply these principles in their everyday lives. Students will

be able to assess individual wellness, analyze food and nutrition infor-

mation, describe the nutrients and explain their food sources and func-

tions, compare food label information, analyze food fads and fallacies,

and extreme procedures for weight management. Laboratory experiences that emphasize both nutrition

and wellness practices are required components of this course. Core 40, AHD, THD (Course satisfies

requirements for Health Services Career Cluster)

Advanced Nutrition and Wellness II (Ethnic Foods) (70717)

1 credit Grades 11, 12 Students will study the diets and food customs of different cultures and will examine nutrition and well-

ness issues. Laboratory experiences will allow students to prepare dishes that are representative of the

different cultures studied. Students are expected to volunteer for soup kitchen, concession stand, etc..

Students will raise money through fundraising to provide multiple cultural catering experiences. Prereq-

uisite for juniors: Nutrition and Wellness. Seniors only: No Prerequisite. Core 40, AHD, THD

43

Advanced Nutrition and Wellness (70725) 1 credit Grades 10, 11, 12 Advanced Nutrition and Foods is a sequential course that addresses more complex concepts in nutrition

and foods. Students will determine impacts of technology on food choices, research the major nutrients,

analyze daily dietary requirements to meet individual needs across the lifespan, differentiate among vari-

ous nutrition guidelines for different age groups and dietary needs for children, teens, athletes, pregnant

women, and the elderly, and predict outcomes to nutrition challenge related to eating disorder and fad

diets. Laboratory experiences that emphasize both nutrition and wellness practices are required compo-

nents of this course.

Prerequisite: Nutrition and Wellness. Core 40, AHD, THD (Course satisfies requirements for Ed-

ucation and Training and Hospitality and Health Services Career Cluster)

Child Development and Parenting (73725) 1 credit Grades 10, 11, 12 Child Development and Parenting addresses the knowledge, skills, attitudes, and behaviors associated

with supporting and promoting optimal growth and development of infants and children. Topics include

consideration of the roles, responsibilities and challenges of parenthood; human sexuality; adolescent

pregnancy; prenatal development; preparation for birth; the birth process; meeting the physical, social,

emotional, intellectual, moral, and cultural growth and development needs of infants and children; im-

pacts of heredity, environment, and family and societal crisis on development of the child; meeting chil-

dren’s needs for food, clothing, shelter, and care giving; caring for children with special needs; parental

resources, services, and agencies; and career awareness. As a part of this course, students will be re-

quired to take home a “RealCare” baby or complete an approved alternate assignment. Core 40, AHD,

THD (Course satisfies requirements for Education and Training Career Cluster)

Advanced Child Development (73425) 1 credit Grades 10, 11, 12 Advanced Child Development is a sequential course that addresses more complex issues of child devel-

opment and early childhood education. Topics include positive parenting and nurturing across ages and

stages; practices that promote long-term well-being of children and their families; developmentally ap-

propriate guidance and intervention strategies with individuals and groups of children; accessing, evalu-

ating and utilizing information, including brain/learning research and other research results. The

“RealCare” baby program is not a requirement for this course. Core 40, AHD, THD (Course satisfies

requirements for Education and Training Career Cluster)

Housing and Interiors (73835) 1 credit Grades 10, 11, 12 Housing and Interiors addresses selecting and planning living environments to meet the needs and wants

of individuals and families throughout the family life cycle. Topics include elements and principles of

design related to interiors, housing and architecture; blueprinting and floor planning skills; creating

functional, safe, and aesthetic spaces; historical aspects and contemporary trends in housing, interiors,

furniture, and appliances; exploration of housing-related careers. Core 40, AHD, THD

Education Professions (Cadet Teaching) (20810) 4 credits Grades 12 Education Professions is a dual credit (with Ivy Tech) course that provides a general introduction to the

field of teaching. This two semester course prepares students for employment in education and related

careers and provides the foundation for study in higher education that leads to teaching and other educa-

tion related careers. Students will explore educational careers, teaching preparation and professional

expectations as well as requirements for teacher certification. Intensive field experience in a classroom

44

setting (elementary or middle school in the New Albany area) is a component. Students must be willing

to walk to Hazelwood MS or provide their own transportation. Prerequisite: Geometry with a grade of C

or better. Core 40, AHD, THD (Course satisfies requirements for Education and Training Career

Cluster)

PERFORMING ARTS Beginning Chorus (Girls Chorus) I & II (80110), Intermediate Chorus III & IV (80120), V &VI

(80130), VII & VIII (80140)

2 credits Grades 9, 10, 11, 12 Camerata Singers is an entry level treble choir (soprano-alto voices) open to young women in grades 9-

12 who enjoy singing. No prior experience in music is necessary.

Students will learn the fundamentals of singing and music reading

and will have opportunities for solo singing. The choir performs 2-4

times each semester. Repertoire will include music for women’s voic-

es as well as music for mixed voices that will be sung with other New

Albany choirs. The goal of this class is the exemplary performance of

quality choral literature; therefore after-school rehearsals and perfor-

mances are considered to be a part of the class experience and are

required. Students without previous choir experience need to audition

for placement. Singers who wish to be considered for admission to A

Cappella Singers will audition during semester 2 for admission to the

advanced choir the following year. Many upper-classmen continue to sing in this ensemble all 4 years

because they enjoy the all-female choir experience.

Students are reminded that the fourth consecutive year of participation in any combination of choirs will

count as two honors credits.

Beginning Men’s Chorus I-II (80110) Intermediate Men’s Chorus III-IV (80120) V-VI (80130)

VII-VIII (80140)


Men’s Ensemble is an entry level men’s chorus (tenor -bass voices) open to men in grades 9-12 who

enjoy singing. No prior experience in music is necessary. Students will learn the fundamentals of singing

and music reading and will have opportunities for solo singing. The choir performs 2-4 times each se-

mester. Repertoire will include music for women’s voices as well as music for mixed voices that will be

sung with other New Albany choirs. The goal of this class is the exemplary performance of quality cho-

ral literature; therefore after-school rehearsals and performances are considered to be a part of the class

experience and are required. Students without previous choir experience need to audition for placement.

Singers who wish to be considered for admission will audition during semester 2 for admission to the

advanced choir the following year. Many upper-classmen continue to sing in this ensemble all 4 years

because they enjoy the all-male choir experience. Students are reminded that the fourth consecutive year

of participation in any combination of choirs will count as two honors credits.

Advanced Chorus (Mixed Chorus) I & II (80510), III & IV (80520), V & VI (80530) 2 credits Grades 10, 11, 12

The A Cappella Choir is an advanced mixed chorus open to 10-12 graders. It is made up of the most ad-

vanced students in vocal music. Audition and permission from the instructor is required for all members.

Emphasis is placed on the ability to sight-read in addition to being able to sing in tune. Instruction em-

phasizes advanced choral techniques which require accurate intonation, tone production, diction, and

interpretation Theory concepts are taught through performance repertoire. Experiences include primarily

45

a cappella singing and opportunities for solo and ensemble preparation. Students should have prior en-

semble experience. The goal of this class is the exemplary performance of quality choral literature,

therefore after-school rehearsals and performances are considered to be a part of the class experience

and are required. Choir members are required to participate in approximately 2-4 performances outside

of the school day per semester. The fourth consecutive year of participation in any combination of choirs

will count as two honors credits.

IB Music SL (98260) 2 Credits

Music Standard Level, International Baccalaureate promotes a greater awareness and understanding of the power

and variety of musical experiences for students who have a general interest in music, and also for students who

intend to continue their formal study of music at university or conservatoire level. The course is based on the cur-

riculum published by the International Baccalaureate Organization. It exposes students to a broad spectrum of mu-

sic, ranging from classical and modern western traditions to the music of other regions and cultures. The course

balances the creative and practical aspects of music with the theoretical or academic. Students study musical per-

ception and analysis, enabling them to undertake studies of a wide range of musical genres and styles. Students

also participate in the creation of music through compositions or performance. There are three compulsory parts:

solo performance option for the student who has a background in musical per formance, including musical

perception and analysis; and vocal or instrumental solo performance—one or more r ecitals; group performance

option for students with a general interest in music, or for those without pr ior exper ience, par ticular ly members of ensembles, including musical perception and analysis and group performance—two or more public

performances; and a composition option for the student who has a background in musi-

cal composition, including musical perception and analysis and composition—two

contrasting compositions. Musical perception and analysis is a part of the syllabus

common to all course options and consists of three elements: study of prescribed

works; study of musical genres and styles; and musical investigation. Prerequisite 3

years of Band, Orchestra or Choir.

Beginning Concert Band I & II (81420) 2 credits Grades 9, 10, 11, 12 Beginning Concert Band is for students who do not currently play an instru-

ment but would like to be involved in band or would like to learn a new instru-

ment and is based on the Indiana Academic Standards for High School Instrumental Music. Ensemble

and solo activities are designed to develop elements of musicianship including tone production, tech-

nical skills, intonation, music reading skills, listening skills, analyzing music, studying historically sig-

nificant styles of literature, and integration of other applicable disciplines. Students develop the ability to

understand and convey the composer's intent in performance of music. A limited number of public per-

formances may serve as a culmination of daily rehearsal and musical goals. Students are required to par-

ticipate in performance opportunities outside of the school day that support and extend learning in the

classroom. Core 40, AHD, THD for Beginning Concert Band I & II

Intermediate Concert Band I & II (81310), III & IV (81330), V & VI (81340) 2 credits Grades 9, 10, 11, 12 Intermediate Concert Band is for students who took band in middle school or have successfully taken

Beginning Concert Band and is based on the Indiana Academic Standards for High School Instru-

mental Music. Ensemble and solo activities are designed to further develop elements of musicianship

including tone production, technical skills, intonation, music reading skills, listening skills, analyzing

music, studying historically significant styles of literature, and integration of other applicable disci-

plines. Students develop the ability to understand and convey the composer's intent in performance of

music. A limited number of public performances may serve as a culmination of daily rehearsal and mu-

sical goals. Students are required to participate in performance opportunities outside of the school day

that support and extend learning in the classroom. Admission through approval of Director only.

46

Core 40, AHD, THD for Intermediate Concert Band I & II

Jazz Ensemble I & II (81350), III & IV (81360), V & VI (81370), VII & VIII (81380) 2 credits Grades 9, 10, 11, 12 Jazz Band is based on the Indiana Academic Standards for High School Instrumental Music. Students

taking this course develop musicianship and specific performance skills through group and individual

settings for the study and performance of varied styles of instrumental jazz. Students must have partici-

pated in band in middle school and/or need approval from the Director to enroll in this class. Instruc-

tion includes the study of the history, formative, and stylistic elements of jazz. Students develop their

creative skills through improvisation, composition, arranging, performing, listening, and analyzing. A

limited amount of time outside of the school day may be scheduled for rehearsals and performances. In

addition, a limited number of public performances may serve as a culmination of daily rehearsal and

musical goals. Students must participate in performance opportunities outside of the school day that sup-

port and extend the learning in the classroom. Student participants must also be receiving instruction in

another band or orchestra class offering at the discretion of the director. Core 40, AHD, THD for Jazz

Ensemble I & II

Advanced Concert Band I & II (81430), III & IV (81440), V & VI (81450), VII & VIII (81460) 2 credits Grades 9, 10, 11, 12 Advanced Concert Band is for students who have been through Intermediate Concert Band and/or are

admitted by the Director and is based on the Indiana Academic Standards for High School Instru-

mental Music. Ensemble and solo activities are designed to further develop elements of musicianship

including tone production, technical skills, intonation, music reading skills, listening skills, analyzing

music, studying historically significant styles of literature, and integration of other applicable disci-

plines. Students develop the ability to understand and convey the composer's intent in performance of

music. A limited number of public performances may serve as a culmination of daily rehearsal and mu-

sical goals. Students are required to participate in performance opportunities outside of the school day

that support and extend learning in the classroom. Admission through approval of Director only. Core

40, AHD, THD for Advanced Concert Band I & II

Beginning Orchestra I & II (82510), III & IV (82520), V & VI (82530), VII & VIII (82540) 2 credits Grades 9, 10, 11, 12

Prerequisite - Recommendation of Middle School Director and/or interview/audition with the instruc-

tor. Baroque Strings is offered to entering 9th grade orchestra students as a continuation for students

with previous orchestral experience. Emphasis is placed on the advancement of instrumental technique

with further development of musical reading and comprehension skills. All students enrolled are ex-

pected to own/rent an instrument for home use and cello/bass students may use a school instrument for

daily rehearsals. Periodic rehearsals and performances will be required outside of the school day.

Core 40, AHD, THD for Beginning Orchestra I & II

Intermediate Orchestra I & II (82520), III & IV (82530) 2 credits Grades 9, 10, 11, 12 Prerequisite - Baroque strings for one year and/or interview/audition with the instructor Concert Or-

chestra is offered to 10th-12th grade orchestra students as an extension of Baroque Strings. In this course,

students will continue the advanced development of instrumental technique and musicality with a greater

variety and challenge of musical performance. All students enrolled are expected to own/rent an instru-

ment for home use and cello/bass students may use a school instrument for daily rehearsals. Periodic

rehearsals and performances will be required outside of the school day.

Core 40, AHD, THD for Intermediate Orchestra I & II

47

Advanced Orchestra I & II (82540), III & IV (82550), V & VI

((82560)

2 credits Grades 9, 10, 11, 12 Prerequisite – Admission by Audition Only Chamber Orchestra

offered experienced 9th-12th grade students the opportunity to study

advanced orchestral literature. The Chamber Orchestra experience

acquaints students with standard symphonic repertoire and aims to

prepare students for college/adult level ensembles. All students en-

rolled are expected to own/rent an instrument for home use and cello/

bass students may use a school instrument for daily rehearsals. Peri-

odic rehearsals and performances will be required outside of the

school day. Core 40, AHD, THD for Advanced Orchestra I & II

Piano and Electronic Keyboard I (80410), II (80411)

1 credit Grades 9, 10, 11, 12

Piano Lab is designed for students who have little or no background in keyboard playing. Stu-

dents develop music proficiency and musicianship. Basic skills including proper posture and hand posi-

tion, fingering and articulation, music reading, and music fundamentals will all be covered in this

course. Students work at their own keyboard station with earphones, progressing at their own individual

pace. This course is a prerequisite for music theory students who do not have formal training in

reading music. In Piano and Electronic Keyboard II, a more advanced reper toire will be intro-

duced and the playing of duets will also be included. The course will conclude with a formal piano re-

cital outside of the regular school day. Core 40, AHD, THD

Applied Music: Handbell Ensemble I & II (80615), III & IV (80635), V & VI (80655), VII & VIII

(80675) 2 credits Grades 9, 10, 11, 12

Handbell Ensemble: no audition is required, however the ensemble is limited to highly motivated

students who are interested in par ticipating in this unique instrumental group. The goal of this

class is to explore instrumental music as a handbell ringer, performing a variety of musical repertoire to

refine students’ abilities in performing, creating and responding to music. Prior handbell experience is

not required, however students must be willing to learn to read musical notation and be prepared to per-

form at a high level. Small group and private coaching will develop and refine performance skills. Stu-

dents must participate in a limited number of mandatory performances outside of the normal school day

that support and extend the learning in the classroom, including the annual Holiday Spectacular in De-

cember.

Instrumental Ensemble: Percussion Ensemble I & II (80715), III & IV(80725), V & VI ( 80735)


Percussion Ensemble: students taking this course are provided with a balanced comprehensive

study of music by focusing on the three major areas of percussion: Mallets, timpani and battery. Ad-

mission is by permission of the director. Students must demonstrate a high level of technical mastery

and will perform repertoire of the highest caliber. The course content will include playing music for all

band concerts with the addition of specialized percussion ensemble repertoire. Students must participate

in a limited number of mandatory performances outside of the normal school day that support and ex-

tend the learning in the classroom.

Music Theory and Composition (Honors) (82615)


These courses will be taught simultaneously and they are designed to appeal to the serious music student

who desires advanced musical training. All students who are considering majoring in music during col-

48

lege are strongly encouraged to take one of these courses before graduating. Students must KNOW

HOW TO READ MUSIC before enrolling in this class. All students who have NO music reading expe-

rience are required to take the Piano Lab course before enrolling in Music Theory. Students develop a

high level of musical literacy through harmonic analysis, ear training, ad-

vanced notation, and composition. Students will briefly explore the major

musical style periods, understanding both Western and Non-Western mu-

sic history and culture. Students Core 40, AHD, THD

Introduction to Theatre Arts I & II (12510)

2 Semesters, 2 Credits Grades 9-12 This course is designed to be the first step that introduces students to the

basic elements of theatre. Students will read and analyze plays, create

scripts and theatre pieces while developing acting skills through basic ex-

ercises, improvisation and pantomime. Students will also examine the

roles that all aspects of theatre including technical, design, directing, and

movement play in producing a performance. Students are required to see

the fall and spring main stage musical as part of the class grade, and are encouraged to actively partici-

pate in the extra-curricular program. This course is a prerequisite to all upper level performance courses.

Core 40, AHD, THD

Advanced Theatre Arts I & II (12950)

2 Semesters, 2 Credits Grades 10-12 Prerequisite: Introduction to Theatre Arts or by teacher approval only. Advanced theatre is the second level

of advanced performance courses and places an emphasis on scene and play performance. Students partici-

pating will concentrate on character development, analysis, monologues, scene study, and performing in

a season play that is part of the class curriculum. This class may require after school rehearsals. Students

are required to see the fall and spring main stage musical as part of the class grade, and are encouraged

to actively participate in the extra-curricular program. Core 40, AHD, THD

IB Theatre Arts SL (91250)

2 credits Theatre Arts Standard Level, International Baccalaureate aims to help students understand the nature of the thea-

tre by making it as well as by studying it, and to understand the forms it takes in other cultures. It is based on the

curriculum published by the International Baccalaureate Organization. Students are expected to demonstrate the

following knowledge and skills: a knowledge of the major developments and techniques in the theatrical history of

more than one culture; an ability to interpret and illuminate play scripts and other theatrical texts analytically and

imaginatively; an understanding of the art of the stage and of the essential nature of criticism in the theatre, particu-

larly self-criticism; an ability to perform before an audience, and to demonstrate an understanding of, and some

skill in, acting techniques; sufficient technical skill to produce satisfactory work in at least one of the theatrical arts

or crafts; an understanding of the processes of theatrical production; and an ability to research imaginatively, selec-

tively and with persistence. All students must study five compulsory components: performance skills; world thea-

tre studies; practical play analysis; theatre production; and an individual project. Prerequisite 2 years of Advanced

Theatre.

Advanced Acting I & II (12530)

2 Semesters, 2 Credits Grades 11-12 Prerequisite: Adv. Theatre Arts or by teacher approval only. Advanced acting is the third level of

advanced performance courses and places an emphasis on scene and play performance. Students partici-

pating will concentrate on character development, analysis, monologues, scene study, and performing in

a season play that is part of the class curriculum. This class may require after school rehearsals. Students

are required to see the fall and spring main stage musical as part of the class grade, and are encouraged

to actively participate in the extra-curricular program. Core 40, AHD, THD

49

Advanced Acting III & IV (12535)

2 Semesters, 2 Credits Grade 12

Prerequisite: Advanced Acting I & II or by teacher approval only. Advanced Acting III & IV is

the fourth level of advanced performance courses and focuses on the study of different acting methodol-

ogies. Students will partake in discourse and interpretation of drama and will perform in a season play

that is part of the class curriculum. This class may require afterschool rehearsals. Students are required

to see the fall and spring main stage musical as part of the class grade, and are encouraged to actively

participate in the extra-curricular program. Core 40, AHD, THD

Stage Management (12931)

1st Semester, 1 Credit Grades 11-12

Theatre management (12932)

2nd Semester, 1 Credit Grade 11-12

Prerequisites: Technical Theatre I&II/Advanced Technical Theatre or by teacher permission.

These advanced level technical courses are for students who are interested in stage management and pur-

suing theatre arts or arts administration careers. Students will learn the basic of stage management re-

sponsibilities during play production and will be required to be a

stage manager or assistant stage manager for at least one show during

our production season. All technical theatre courses require students

to participate in the extra-curricular program as well as participate in

building sessions on Saturdays outside of normal school hours. There

is a good deal of extra-curricular commitment that is a part of the

class grade. Core 40

Technical Theatre I & II (12910)

2 Semesters, 2 Credits Grades 9-12

Advanced Technical Theatre I & II (12920)


Theatre Production I & II (12930)


Students enrolled in technical theatre courses will actively engage in the process of designing, building,

managing, and implementing the technical aspects of producing our fall and spring main stage musicals

and shows produced in the classroom, studio theatre. Students will explore design, careers in technical

theatre, and work with local professionals. All courses require students to participate in the extra-

curricular program as well as participate in building sessions on Saturdays outside of normal school

hours. There is a good deal of extra-curricular commitment that is a part of the class grade. Each tech

course is a prerequisite to the next level. Teacher permission required for Advanced Technical Theatre

and Theatre Production. Core 40

Musical Theatre (12725)


Dance Performance (12726)

2nd Semester, 1 Credit Grades 10-12

Prerequisite: Introduction to Theatre I & II

First semester Musical Theatre concentrates on developing basic skills in the three disciplines of musi-

cal theatre: acting, voice, and dance. Students will study musical theatre history, participate in group and

individual performances, and perform in the annual Christmas Mini Musical tour. Second semester

Dance Performance will incorporate creative movement into the scope of musical theatre performance

50

and encourage students to take leadership roles in staging, coaching, and choreographing pieces in class.

Students are required to see the fall and spring main stage musical as part of the class grade, and are en-

couraged to actively participate in the extra-curricular program.

Dance History Appreciation (12727)


Dance Choreography (12728)

2nd Semester, 1 Credit Grades 11-12

Prerequisite: Musical Theatre/Dance Performance.

Dance History and Appreciation develops students knowledge and appreciation of our multi-styled

movement history in musical theatre. Students will study a variety of genres of dance including ballet,

tap, jazz, modern, and theatrical styles within the musical production context.

Dance Choreography is the second semester extension and will incorporate students’ original choreog-

raphy, movement, and staging into class performances and projects. This class may require after school

rehearsals and performances.

Directing (12755)

1st Semester, 1 Credit Grade 12

Fine Arts Connections (12730)

2nd Semester Grade 12

Prerequisite: Dance History Appreciation/Dance Choreography or by teacher approval only. The

Directing course is designed to be an extension of the Musical Theatre curriculum and gives students the

opportunity to study how to analyze a script/musical libretto in order to stage scenes and songs. Students

will work collaboratively with peers during performances and classroom study.

Fine Arts Connections provides students the opportunity to integrate skills in drama and musical theatre

across the fine arts curriculum and create an original musical/drama composition. This course may re-

quire after school rehearsals and performances.

Careers in Educational Theatre (12756)

“Theatre Apprenticeship”

1st or 2nd Semester Grade 12

A very limited number of advanced, senior level students may participate in this course with applica-

tion and teacher approval. Participants will work as apprentices and assume directorial duties as well

as work collaboratively with educational mentors to underclass intro to theatre stu-

dents. Activities are designed for those students considering a future in theatre arts or

educational theatre.

VISUAL ARTS

Introduction to Two Dimensional Art/Three Dimensional Art (75130) 2 credits Grades 9, 10, 11, 12 This course is recommended as a prerequisite for all visual art classes. This year long class is

based on the Indiana Academic Standards for Visual Art. Students in this course build on the se-

quential learning experiences of Introduction to Two-Dimensional Art that encompass art history, art criticism, aesthetics,

and production. A portfolio and sketchbook will be required. Students explore historical and cultural background and

connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create two-

dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover op-

portunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art

museums, galleries, studios, and community resources. Core 40, AHD, THD

51

Ceramics I & II (75510) 2 credits Grades 10, 11, 12 Students with allergies or asthma should be aware of possible health complications with materials used in this

class. Ceramics is a course based upon the Indiana Academic Standards for Visual Art. Students in ceramics engage in

sequential learning experiences that encompass art history, art criticism, aesthetics, and production that lead to creation

of portfolio quality works. Students create works of art in clay utilizing the processes of hand building, glaze tech-

niques, and the firing processes. They reflect upon and refine their work, explore cultural and historical connections,

analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disci-

plines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways

to utilize the resources of art museums, galleries, and studios, and identify art-related careers. Students will be required

to keep a sketchbook. Core 40, AHD, THD

Ceramics III & IV (75520) 2 credits Grade 11, 12 This course is an extension of Ceramics I & II. Students will be expected to create advanced level pieces building upon

their existing knowledge and skills. Emphasis will be placed on increasing technical skills, learning advanced surface

treatments, and developing individual artistic expression. Students should be self-motivated. Prerequisite: Ceramics

I, II, with a recommended grade of B or better. Teacher Recommendation Re-

quired. Core 40

Sculpture I (75540) 1 credit One Semester Course Grades 11, 12 Students should have basic drawing skills. Students create realistic and abstract sculp-

tures utilizing subtractive and additive processes of carving, modeling, construction,

and assembling. Materials used may include plaster, wood, wire, wax, paper, and

found objects. The elements of art and principles of design will be reinforced through

critiquing artwork by both verbal and written presentations. Students will study cultur-

al and historical connections to sculpture, explore careers related to sculpting, and find

correlations to other disciplines. Students will be responsible for sketchbook entries and implementation of planning.

Core 40, AHD, THD

Sculpture II (75550) 1 credit One Semester Course Grades 11, 12 This studio course explores traditional and contemporary sculpture materials and processes. Sculpture II emphasizes

the analytical observation and construction of art through various sculpting methods. Students learn in-depth hand

modeling techniques and linear proportional methods, including but not limited to subtractive, additive, carving, mold-

ing, modeling, assemblage and construction. Goals include acquiring technical skills, understanding the physical and

expressive possibilities of diverse materials, and learning safe, appropriate use of tools and materials. The elements and

principals will be reinforced as well as the exploration of careers relating to sculpture and the correlation to other disci-

plines. Recommended: Sculpture I with a B or better. Core 40, AHD, THD

Fiber Arts I (75560)

1 credit One Semester Course Grades 10, 11, 12

Students create fiber art works utilizing processes such as embroidery, stitchery, basketry, surface de-

sign, and dying. Emphasis will be placed on exploring materials, creative design, craftsmanship and

aesthetics. Students will use the Elements of Art and Principles of Design to critique artwork by both

verbal and written presentations. Students will study cultural and historical connections to fiber art.

Students will be responsible for completing reading, writing, and research assignments. Core 40, AHD,

THD

52

Fiber Arts II (75565)

1 credit One Semester Course Grades 10, 11, 12

Students will utilize the processes of weaving, quilting, batik, felting, and soft sculpture in addition to

the processed learned in Fiber Arts I to design in-depth fiber art projects. Emphasis will be placed on

design concepts, technique, criticism, and aesthetics. Students will be responsible for completing read-

ing, writing, and research assignments. Portfolio quality work is expected. Prerequisite: successful com-

pletion of the preceding level of Fiber Arts with a recommended grade of B or better. Core 40

Drawing I & II (76510)

2 credits Grades 10, 11, 12 (Grade 9 by Portfolio review and Teacher Recommendation)

This course is recommended as a prerequisite to all visual art classes. Students create drawings utilizing processes such

as contour, value, gesture, negative space, and perspective drawing. Media used will include pencils, pastels, ink, graph-

ite. Students will use the Elements of Art and Principles of Design to create complete drawings. Emphasis will be draw-

ing from observation. Critiques of drawings will be by verbal and written presentation. Art history writing as-

signments will also be connected to the art-making process. Students will be responsible for sketchbook entries and im-

plementation of planning. Core 40, AHD, THD

Drawing III & IV (76520) 2 credits Grades 11, 12 This course builds upon Drawing I & II. Students create drawings within a variety of subjects (life drawing, still life, out-

door scenes, portraits, figures, and fantasy), and will be exploring a variety of media. Art and design elements will contin-

ue to be emphasized while students begin to develop their own style. Critiques of drawings will be by verbal and written

presentation. Art movements and artists will be researched, along with careers in art. Students will be expected to partici-

pate in contests and art shows. Students will be responsible for sketchbook entries and implementation of project plan-

ning. Prerequisite: Drawing I & II, with a recommended grade of B or better. Core 40

Drawing V & VI (76530)

2 credits Grade 12 This senior course builds upon Drawing III & IV and is intended for students who plan to major in art in college. This

class will emphasize portfolio development and college admission. The human form, still life, landscape, and abstraction

will be explored in a variety of media. Critiques of drawings will be by verbal and written presentation. Students will

explore careers in art, and visit galleries and museums to study favorite artists in depth.

Students will be expected to participate in contests and art shows. Students will partici-

pate in a senior art show during second semester. Students will be responsible for sketch-

book entries and implementation of planning. Prerequisite: Drawing III & IV, with a

recommended grade of B or better. Core 40

Painting I (76540)

1 credit One Semester Course Grades 10, 11, 12 Students should have basic drawing skills. Students will learn the basics of water-

color, tempera, and acrylic painting. Students will use the elements of art and principles

of design to create realistic and abstract paintings. Subject matter will include still life,

portraits, human figure, landscape, and design. Critiques of paintings will be by verbal and written presentation. Histori-

cal connections to painting will be explored. Prereq: Intro 2D/3D, Drawing I/II. With a recommended grade of B or

better. Core 40, AHD, THD

Painting II (76550) 1 credit One Semester Course Grades 10, 11, 12

53

Students should have basic drawing skills. Students will continue to use watercolor, tempera, and acrylic paint

to explore elements and principles of art. Subject matter will include more in-depth assignments on still life, portraits,

human figure, landscape, and design. Critiques of paintings will be by verbal and written presentation. Historical con-

nections to painting will be explored. Prerequisite: Painting I, with a recommended grade of B or better. Core 40,

AHD, THD

Media Arts (Photography) I & II (77725)

2 credits Grades 10, 11, 12 Students study the history of photography and media and how still and moving pictures affected the documentation of historic events.

Students will create and use pinhole cameras, and learn to develop photographic black and white paper. Students will learn Elements

of Art and Principles of Design and their application in this medium. Students will learn the mechanics of film and digital cameras.

Students will learn black and white film developing and enlarging. Students will also explore digital photography/media by utilizing

Adobe Photoshop to edit and manipulate images. Students will learn to present work in a professional manner. A digital camera is

recommended. Core 40, AHD for Media Arts I

Media Arts (Photography ) III & IV (77735)

2 credits Grades 11, 12 This class is for students who wish to explore a career in photography or media. Students will pursue themes that are of interest to

them, and present film/digital media in a creative and professional manner. Students will participate in critiques of their work. Students

will research and do presentations about photographers/filmmakers and careers in media arts. Students will explore creative photog-

raphy and present photographs as a portfolio. Students will create a portfolio that should show progression and growth through the

course. The business of photography will be introduced and students will create business cards and professional digital portfolios. A

digital camera is required. Students will be encouraged to visit galleries and museums. Prerequisite: Media Arts I & II, with a recom-

mended grade of B or better. Core 40

Media Arts (Photography) V & VI (77745)

2 credits Grade 12 Admission to this course is by teacher approval. This class is for students who wish to explore a career in photography or media.

Students will pursue themes that are of interest to them, and present film/digital media as a portfolio. Students should be self-

motivated and able to work independently. Students will maintain the darkroom, and learn advanced techniques. Students will assist

Media Arts III/IV students with technical aspects of photography to enhance their own learning. Students will participate in critiques of

their work. Students will research and do presentations about photographers and careers in media arts. Students will be encouraged to

visit galleries and museums. Students will explore college and job opportunities. Students are required to have a digital camera.

Prerequisite: MA III & IV. Core 40

Visual Communication I & II (78890)

2 Credits Grades 10, 11, 12

Visual communication is a course based on the Indiana Academic Standards for Visual Arts. Students in visual communication en-

gage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production, and lead to the creation of

portfolio quality works. They create print media utilizing graphic design, typography, illustration, and image creation with digital tools

and computer technology. Students reflect upon and refine their work; explore cultural and historical connections; analyze, interpret,

theorize, and make informed judgements about artwork and the nature of art; relate art to other disciplines and discover opportunities

for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios,

and identify art-related careers. Recommended prerequisite of 2D/3D Art. Core 40, AHD, THD

IB Visual Arts SL (97510)

2 credits Visual Arts Standard Level, International Baccalaureate provides students with the opportunities to make person-

al, sociocultural, and aesthetic experiences meaningful through the production and understanding of art. The

course is based on the curriculum published by the International Baccalaureate Organization. It exemplifies and

encourages an inquiring and integrated approach towards visual arts in their various historical and contemporary

forms and promotes visual and contextual knowledge of art from various cultures. The course enables students to

learn about themselves and others through individual and collaborative engagement with the visual arts. The core

54

elements in common to each course are introduction to art concepts, criticism and analysis, acquisition of studio

technical and media skills, and relation of art to sociocultural and historical contexts. This course is for the spe-

cialist visual arts student with creative and imaginative abilities, who may pursue the visual arts at university or

college level. It consists of two compulsory parts: studio work—the practical exploration and artistic production;

and research workbooks—independent critical research and analysis, visual and written, in more than one culture.

Prerequisite 2 years of advanced art.

AP Art History (78690) 2 credits Grade 11, 12 AP Art History is a two-semester course designed to provide the same benefits to

secondary school students as those provided by an introductory college course in art

history. In the course, students examine, in depth, major forms of artistic expression

from the ancient world to the present and from a variety of cultures. Students learn to

look and analyze works of art within their historical context, and to articulate what

they see or experience in a meaningful way. Writing skills will be important in the

description, analysis, and comparison of these works. Students are expected to take

the AP Art History Exam in May. Although art media and technique will be ex-

plored, this is NOT a studio course. *Summer reading is assigned for this course.

Advanced Placement 2-Dimensional Studio Art (78595) 2 credits Grades 11,12

This is the most advanced 2-D Visual Arts course available. Admission to this course is portfolio re-

view and teacher recommendation. Students will complete a ser ies of open ended assignments

with a minimal amount of formal instruction. Students need to be self-motivated and prepared to re-

search media and techniques. Through practice, application of drawing, design concepts, photography

and informed decision making, students will build a personal body of work that demonstrates a high

level of quality and growth over time in content, technique, and process. This course will require out

of class time as well as full work participation during class. Each student will assemble a portfolio of at

least 24 major assignments to represent his/her work as an artist. Students are expected to formally sub-

mit their portfolios for advanced Placement Studio Art Credit.

Advanced Placement Drawing Studio Art (78590) 2 credits Grade 12

This is the most advanced Drawing course available. Admission to this course is portfolio review and

teacher recommendation. Students will complete a ser ies of open ended assignments with a mini-

mal amount of formal instruction. Students should have completed 4 semesters of drawing prior to this

course. Students need to be self-motivated and prepared to research media and techniques. Through

practice, application of drawing concepts and informed decision making, students will build a personal

body of work that demonstrates a high level of quality and growth over time in content, technique, and

process. This course will require out of class time as well as full work participation during class. Each

student will assemble a portfolio of at least 24 major assignments to represent his/her work as an artist.

Students are expected to formally submit their portfolios for advanced Placement Studio Art Credit.

Prerequisite: 4 semesters of Drawing

Advanced Placement 3-Dimensional Studio Art (78595) 2 credits Grade 12

This is the most advanced 3-D visual arts course available. Admission to this course is portfolio review

and teacher recommendation. Students will complete a ser ies of open ended assignments with a

minimal amount of formal instruction. Students need to be self-motivated and prepared to research me-

dia and techniques. Through practice, application of sculptural concepts and informed decision making,

55

students will build a personal body of work that demonstrates a high level of quality and growth

over time in content, technique, and process. This course will require out of class time as well as

full work participation during class. Each student will assemble a portfolio of at least 20 major as-

signments to represent his/her work as an artist. Students are expected to

formally submit their portfolios for advanced Placement Studio Art

Credit.

PHYSICAL EDUCATION AND

HEALTH Health & Wellness (85125) 1 credit Grade 9 This one-semester course is a study of the physical, mental, and social well being of

the individual. Nutrition, pregnancy, communicable and non-communicable diseases, and substance abuse are

some of the areas of study in the class. This is a required course for graduation. Core 40, AHD, THD

Physical Education I & II Grade 9 (86125) Grade 10 (86225) 1 credit A co-educational physical education class that convenes for one semester, this course satisfies the grades 9 and 10

graduation requirements in physical education. Students will be involved with sports in the fullest sense as they gain

an allegiance to a team using the sport education teaching model. Students will develop leadership, sportsmanship,

cardiovascular wellness, teamwork, assertive communication, conflict resolution skills, decision-making skills, a

respect for authority and self-discipline all the while fulfilling needs in the affective, cognitive, psychomotor and

social domains of learning. Core 40, AHD, THD

Weight Training and Conditioning (Advanced P.E.) (86325) 1 credit Grades 9-12 This high-level physical education course runs for one semester. This class involves rigorous physical training in

the following areas: flexibility, agility, coordination, quickness, speed, muscular strength, muscular endurance, and

cardiovascular endurance. Recommended C or better in PE. Core 40, AHD, THD

Elective Physical Education I & II (Advanced Sport Ed.) (86425) (86525) 1 credit Grades 11, 12 A mastery level physical education class designed specifically for juniors and seniors will utilize the sport education

curriculum and convene for one semester. Juniors and seniors will master the development of a more holistic self

by fully exploring the affective, cognitive, psychomotor and social domains of learning. A more in-depth analysis

of competition, strategy and kinesiology will also be revealed. Prerequisite: Students must have earned an A or B in

any previous physical education class. Core 40, AHD, THD

Career Information and Exploration (20135) 1 Credit Grade 9

This one-semester course, required for all freshmen and a graduation requirement, will prepare stu-

dents for good citizenship in both the school and community. The course will cover topics such as

communication skills, basic study skills, time-management skills, career exploration, life and con-

flict-management, public speaking, personal and social responsibilities, and resume and interview

skills.

56

IB DIPLOMA PROGRAMME Group One—Studies in Language and Literature English A Literature HL


2 credits (Second Year-Grade 12) (91045) English A Literature Higher Level, International Baccalaureate is a pre-university literature course in the student's

native or best language and is based on the curriculum published by the International Baccalaureate Organization.

Language A1 promotes an appreciation of literature and knowledge of the student's own culture, along with that of

other societies, and develops the student's powers of expression, both in oral and written communication. The

course emphasizes the skills involved in writing and speaking in a variety of styles and situations and offers the

student the opportunity to read 11-15 works grouped by genres. Works are chosen from a broad list of prescribed

authors and works representing different literary periods, genres, and regions in the target language, as well as lit-

erature in translation.

Group Two—Language Acquisition World Language B

Spanish SL (91566) French SL (91522) German SL (91533)

2 credits World Language B Standard Level, International Baccalaureate is a world language course for students with two

to five years previous experience in learning the target language and prepares students to be successful on the In-

ternational Baccalaureate exam for the target language. It is based on the curriculum published by the International

Baccalaureate Organization. This course prepares students to use the target language appropriately in a range of

situations and contexts and for a variety of purposes, and also focuses on language acquisition and development in

the four primary language skills of listening, speaking, reading, and writing. Language skills are developed through

the study and use of a range of written and spoken material, which extends from everyday oral exchanges to liter-

ary texts related to the target cultures. The course is further designed to promote an awareness of, and sensitivity

to, the cultures related to the language studied.

Latin SL (91544)

2 credits Classical Language Standard Level, International Baccalaureate is a language course for the study of Latin or

Classical Greek and introduces students to the language, literature, and culture of ancient Greece or Rome. It is

based on the curriculum published by the International Baccalaureate Organization. The course promotes the ac-

quisition of language skills as the foundation of the course and provides students the opportunity to study surviving

texts in the original language, as well as additional texts in translation. Additionally, the course develops in stu-

dents an appreciation of the cultural achievements of ancient Greek or Roman society.

Group Three—Individuals and Societies History of Americas HL


2 credits (Second Year-Grade 12) (92035) History Higher Level, International Baccalaureate promotes the understanding of the nature and diversity of histo-

ry and its methods and interpretations. It is based on the curriculum published by the International Baccalaureate

Organization. Students develop an international awareness and understanding and the ability to use and communi-

cate historical knowledge. The course includes one prescribed subject from a choice of three and two 20 th century

world history topics from a choice of six. Regional options include Africa, the Americas, East and South East Asia

and Oceania, Europe, and South Asia and the Middle East.

Psychology HL


57

2 credits (Second Year-Grade 12) (93050) Students in Psychology Higher Level, International Baccalaureate study the biological, cognitive, learning, and

humanistic perspectives of psychology and must study two of the following: comparative psychology, cultural psy-

chology, dysfunctional behavior, health psychology, lifespan psychology, psychodynamic psychology, or social

psychology. All aspects of research in the field, including ethics, qualitative and quantitative research, and experi-

mental study are included. Students are also required to design and implement three experimental studies.

Group Four—Experimental Sciences Biology HL


2 credits (Second Year-Grade 12) (94275) Biology Higher Level, International Baccalaureate focuses on six core topics: cells, the chemistry of life, genetics,

ecology, evolution, and human health and physiology. It is based on the curriculum published by the International

Baccalaureate Organization. Students must complete additional study in eight topics: nucleic acids and proteins,

cell respiration and photosynthesis, human reproduction, defense against infectious disease, nerves, muscles and

movement, excretion, and plant science. Optional course topics for students include diet and human nutrition,

physiology of exercise, neurobiology and behavior, applied plant and animal science, and ecology and conserva-

tion.

Environmental Systems and Societies SL (94680)








Sports, Exercise, and Health SL (98632)

2 credits The IB DP course in sports, exercise and health science standard level (SL) involves the study of the science that

underpins physical performance. The course incorporates the traditional disciplines of anatomy and physiology,

biomechanics, psychology and nutrition. Students cover a range of topics and carry out practical (experimental)

investigations in both laboratory and field settings. This provides an opportunity to acquire the knowledge and un-

derstanding necessary to apply scientific principles and critically analyse human performance. Where relevant, the

course will address issues of international dimensions and ethics by considering sport, exercise and health relative

to the individual in a global context.

Pre-requisite Anatomy recommended.

Group Five—Mathematics

Math Studies IB SL

2 credits

Math Studies Standard Level, International Baccalaureate includes seven core topics: Numbers and Algebra; De-

scriptive Statistics; Logic, Sets, and Probability; Statistical Applications; Geometry and Trigonometry; Mathemati-

cal Models; and Introduction to Differential Calculus. It is based on the curriculum published by the International

Baccalaureate Organization. This hybrid course is designed for students who do not anticipate a need for mathe-

matics in their future studies. It will also prepare students who wish to take the Math Studies IB exam in the

Spring. As part of the course students will need to use a graphing calculator on a regular basis. During the course,

students will also be required to complete a project (internal assessment) based on their own research which will

include a written evaluation of no more than 2000 words. Students with a grade of “C” or lower in Algebra II will

encounter difficulty in this course.

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Prerequisite: Algebra II Mathematics SL (93540)

2 credits Mathematics Standard Level, International Baccalaureate includes seven core

topics: algebra, functions and equations, circular functions and trigonometry,

matrices, vectors, statistics and probability, and calculus. It is based on the cur-

riculum published by the International Baccalaureate Organization. Prerequisite

Pre-Calculus or AP Calculus.

Group Six—The Arts Theatre Arts SL (91250)

2 credits Theatre Arts Standard Level, International Baccalaureate aims to help students understand the nature of the thea-

tre by making it as well as by studying it, and to understand the forms it takes in other cultures. It is based on the

curriculum published by the International Baccalaureate Organization. Students are expected to demonstrate the

following knowledge and skills: a knowledge of the major developments and techniques in the theatrical history of

more than one culture; an ability to interpret and illuminate play scripts and other theatrical texts analytically and

imaginatively; an understanding of the art of the stage and of the essential nature of criticism in the theatre, particu-

larly self-criticism; an ability to perform before an audience, and to demonstrate an understanding of, and some

skill in, acting techniques; sufficient technical skill to produce satisfactory work in at least one of the theatrical arts

or crafts; an understanding of the processes of theatrical production; and an ability to research imaginatively, selec-

tively and with persistence. All students must study five compulsory components: performance skills; world thea-

tre studies; practical play analysis; theatre production; and an individual project. Prerequisite 2 years of Advanced

Theatre.

Visual Arts SL (97510)

2 credits Visual Arts Standard Level, International Baccalaureate provides students with the opportunities to make person-

al, sociocultural, and aesthetic experiences meaningful through the production and understanding of art. The course

is based on the curriculum published by the International Baccalaureate Organization. It exemplifies and encour-

ages an inquiring and integrated approach towards visual arts in their various historical and contemporary forms

and promotes visual and contextual knowledge of art from various cultures. The course enables students to learn

about themselves and others through individual and collaborative engagement with the visual arts. The core ele-

ments in common to each course are introduction to art concepts, criticism and analysis, acquisition of studio tech-

nical and media skills, and relation of art to sociocultural and historical contexts. This course is for the specialist

visual arts student with creative and imaginative abilities, who may pursue the visual arts at university or college

level. It consists of two compulsory parts: studio work—the practical exploration and artistic production; and re-

search workbooks—independent critical research and analysis, visual and written, in more than one culture. Pre-

requisite 2 years of advanced art.

Music SL (98260) 2 Credits

Music Standard Level, International Baccalaureate promotes a greater awareness and understanding of the power

and variety of musical experiences for students who have a general interest in music, and also for students who

intend to continue their formal study of music at university or conservatoire level. The course is based on the cur-

riculum published by the International Baccalaureate Organization. It exposes students to a broad spectrum of mu-

sic, ranging from classical and modern western traditions to the music of other regions and cultures. The course

balances the creative and practical aspects of music with the theoretical or academic. Students study musical per-

ception and analysis, enabling them to undertake studies of a wide range of musical genres and styles. Students

also participate in the creation of music through compositions or performance. There are three compulsory parts:

solo performance option for the student who has a background in musical per formance, including musical

perception and analysis; and vocal or instrumental solo performance—one or more r ecitals; group performance

option for students with a general interest in music, or for those without pr ior exper ience, par ticular ly

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members of ensembles, including musical perception and analysis and group performance—two or more public

performances; and a composition option for the student who has a background in musical composition, including

musical perception and analysis and composition—two contrasting compositions. Musical perception and anal-

ysis is a par t of the syllabus common to all course options and consists of three elements: study of prescr ibed

works; study of musical genres and styles; and musical investigation. Prerequisite 3 years of Band, Orchestra or

Choir.

Theory of Knowledge (91050)

2 credits Theory of Knowledge, International Baccalaureate is unique to the International Baccalaureate Organization and

is an interdisciplinary requirement intended to stimulate critical reflection on the knowledge and experience gained

inside and outside the classroom. It is based on the curriculum published by the International Baccalaureate Organ-

ization. The 100-hour course challenges students to question the bases of knowledge, to see the consilience be-

tween the academic disciplines, to be aware of subjective and ideological biases, and to develop the ability to ana-

lyze evidence that is expressed in rational argument. It is a key element in encouraging appreciation of other cul-

tural perspectives. This course is a two semester course with the first semester in the spring of junior year and the

second semester in the fall of senior year.

JAG Jobs for America’s Graduates: JAG I (53), JAG II (54)

2 credits Grades 11, 12 The Jobs for America’s Graduates (JAG) course provides students with academic and career counseling

throughout their junior and senior year in High School. The program focuses on college campus tours,

guest speakers, community outreach, and Career exploration. JAG has delivered consistent, compelling

results – helping nearly three-quarters of a million young people stay in school through graduation, pur-

sue postsecondary education and secure quality entry-level jobs leading to career advancement opportu-

nities.

SCHOOL SERVICE CLASSES

Basic Skills (Computer Tech Support) (52546)

This course allows students to use their problem solving skills to explore how iPads work. Students will

learn the functionality of hardware and software on an iPad and other computer devices, as well as sug-

gested best practices in maintenance and safety issues. Through hands-on activities and labs, students

will learn how to troubleshoot hardware and software problems on iPads and other media services. Stu-

dents will maintain a “Help Desk” during the class period in which they will provide technical support

for students who are having problems with their iPads.

Peer Tutoring (20820)

2 credits Grades 10, 11, 12 This is a one or two semester course. The tutor will be under the supervision of the classroom teacher and will tutor in

math, English, science, or other courses. This course does not count in the calculations for determining GPA or TGP

This course may be taken only two semesters for credit. Students must have passed both the Algebra I and English 10

ECA’s.

Office Aide (10010)

No credit Grades 11, 12 This one-semester course is for students who are asked to work in the office or in other approved areas. These students

60

are selected at the beginning of the school year. Do not schedule this.

ENGLISH LANGUAGE LEARNERS English as a New Language I (10021), II (10022), III (10023), IV (10024)

The ELL program at NAHS serves an international community representing languages and cultures from all over

the world. This program is designed to help ENL students successfully meet the challenges of the language barrier

in the high school setting. Level-appropriate instruction for listening, speaking, reading, and writing skills includes

focus on building vocabulary and improving grammar while exploring a wide variety of topics. Assistance with

other courses is provided as needed.

SPECIAL EDUCATION The Special Education facilitator will provide course numbers to eligible students during registration.

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Prosser Career Education Center provides high-quality career and technical education (CTE) programs

for high school students throughout southern Indiana. With an average enrollment of 1,350 students enrolled in 24 different career preparation programs, Prosser is the largest career center in the state of Indiana. Prosser students have opportunity to earn multiple college credits and nationally recognized certifications for successfully completing the CTE program. With proper planning, students can earn the Technical and/or Aca-demic Honor’s diploma.

Junior and senior students will attend Prosser for half of the instructional school day, while the other half of the instructional day will be utilized to complete academic requirements at the home school. Most programs offer two years of career preparation training, but many students will choose to attend for only one year. Students complete Intent-to-Enroll forms in early spring the year before they will attend. Students wanting to attend Prosser need to meet with their home school counselor to ensure the Prosser career pro-gram matches future goals as well as desired diploma type.

For more information about each program, including dual college credit and certification opportuni-ties, go to www.prossercareers.com

Course Offerings *=1 year program

**=1 year program/seniors only

Agriculture Programs

*Horticulture Science (DOE 5132) Horticulture students study the biology and technology involved in the pro-

duction, processing and marketing of horticultural plants and products. Students study plant propagation and

growth, growth media, floriculture, greenhouse management, nursery stock and landscaping. Students will also

participating in a variety of activities, including extensive laboratory work in the exciting world of hydro and

aeroponics. Related Careers: Landscaper, Horticulture Sales, Sports Turf Specialist

*Landscape Management I (DOE 5136) Landscape Management students exper ience an overview of the

many career opportunities in the diverse field of landscape management. Students are introduced to the proce-

dures used in the planning and design of a landscape using current technology practices. This includes the princi-

ples and procedures of landscape construction, the determination of maintenance schedules, communications and

management skills necessary in landscape operations and the care and use of equipment utilized by landscapers.

Related Careers: Landscaper, Horticulture Sales, Sports Turf Specialist

Architecture and Construction Programs

Architectural Drafting and Design I & II (DOE 5640/5652) Drafting students will learn the theory and

skills of architectural drafting and design. Curriculum will focus on all aspects of fundamental drafting, geometric

constructions, orthographic (multi-view) drawings, ANSI standards, and residential design and site work. Stu-

dents will learn to transition from 2D drafting to 3D modeling. This course will utilize the most current computer-

aided design (CAD) and 3D modeling software available. Related Careers: Architect, Engineer, Interior Design-

er

http://www.prossercareers.com

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Construction Trades I & II (DOE 5580/5578) Construction students gain familiarity with all aspects of build-

ing of a single-family residence. Through classroom instruction and laboratory experience, students acquire hands

-on training in estimating, layout, footing and foundation, platform construction, framing, roofing, sidings, insula-

tion, exterior finish, window and door installation, and stair building. Students also learn to construct brick and

block walls; identify and mix mortar; mix and finish concrete. During each school year, students construct one

home in Prosser’s Builders’ Ridge subdivision to be sold on the open real estate market. Related Careers: Frame/

Trim Carpenter, Mason/Bricklayer, Construction Cost Estimator

Heavy Equipment Operator I & II (DOE 5497/5495) Heavy Equipment students are trained to operate and/or

maintain heavy equipment. Students learn how to maneuver and operate heavy equipment on computerized simu-

lators as well as on actual backhoes, skid-steers, excavators and bulldozers. In addition, students learn to operate

rollers, tractors, earthmovers, extended-hoes, graders, dump trucks, and rubber-tired loaders. Curriculum includes

knowledge of safety and preventative maintenance, surveying, road construction, and basic earthwork construc-

tion. Related Careers: Heavy Equipment Operator, Excavation Specialist, Home-site Specialist

Electrical/Industrial Repair & Maintenance (DOE 4830/4832) Electricity students learn basic electrical theo-

ry, residential, commercial and industrial wiring. An in-depth study of the National Electrical Code is a primary

focus as students wire the residential homes in Builders’ Ridge, Prosser’s subdivision. Industrial automation, in-

cluding robotics, programmable logic controllers, and mechatronics provide students with the high-demand train-

ing for industrial maintenance, installation and repair work. Included in the second year of study is motors, rotat-

ing machines, and electrical motor controls and basic aspects of green energy, including photo-voltaics (solar) and

wind turbines. Related Careers: Electrician, Mechatronic Tech and Electrical Engineer.

Heating, Ventilation, Air-Conditioning I & II (DOE 5496/5498) HVAC students learn all aspects of the funda-

mentals of residential and commercial HVAC. Curriculum will focus on the skills and knowledge required for

trouble-shooting, repairing and maintaining heating and air-conditioning units. Additional topics include tool and

meter use, temperature measurement, heat flow, the combustion process, and pipe installation practices. Students

will install the HVAC units and ductwork in the residential homes in Builders’ Ridge, Prosser’s subdivision. Re-

lated Careers: Residential/Commercial Technician, Technical Service & Pipefitter.

Arts/AV Technology & Communications Programs

*Interactive Media (DOE 5232) Interactive media students study the creation of digitally generated or en-

hanced projects using the most current industry based software available. Students will learn to manipulate text,

photos, graphics, animations, sound and video into creative projects. Studies also include professional business

practices, the importance of ethics, communication skills, teamwork and making deadlines. In addition, curricu-

lum explores the role of contemporary marketing and design in the entertainment industry.Related Careers: Audio

& Video Producer, Animator, Photographer.

Business and Marketing Programs Entrepreneurship and New Ventures (DOE 5966) Entrepreneurship students will study cur r iculum that

focuses on the roles and responsibilities of managers as well as opportunities and challenges of ethically managing

a business in the free enterprise system. A special focus will be placed upon the entrepreneurship skills and tools

critical for starting and succeeding in a new business venture. Topics of government and legal restrictions, fran-

chising, sales and revenue forecasting, business accounting, start-up funding, and business plan development will

also be covered. Related Careers: Accountant, Sales Representative, Business Manager/owner.

**Business & Marketing-Work Based Learning (DOE 5260) Seniors only. This class will provide students

an opportunity to learn & apply business theories and concepts implemented in a real work environment. Students

will be employed in either paid or non-paid business positions that connect to their personal and educational inter-

ests. The ratio between work and class is projected to be 80/20. Related Careers: Sales Representative, Business

Manager, Business owner, Human Resources

Health and Human Services

Cosmetology I & II (DOE 5802/5806) Cosmetology students learn curriculum related to bacteriology, anatomy,

63

hygiene, and sanitation, as well as, small business (salon) management, record keeping, and customer relations.

Students’ practical experiences will be conducted in a lab setting as well as in the Prosser School of Cosmetology

full-service salon. Cosmetology students accumulate the required 1500 clinical hours over the two-year period to

be eligible to test for the Indiana Cosmetology License. Related Careers: Cosmetologist, Nail Technician, Make-

up Artist

Culinary Arts and Hospitality/Advanced Culinary Arts (DOE 5440/5346) Culinary Ar ts students will suc-

cessfully complete three the basic disciplines of baking, food and beverage, and culinary. Instruction includes san-

itation and safety requirements for food preparation; maintenance and operation of culinary tools and equipment;

recipe reading and measurement. In addition to classroom instruction, students’ practical experiences will be con-

ducted in a lab setting as well as in the Prosser Café and through participation in Prosser’s Culinary catering ser-

vice. Related Careers: Chef, Caterer, Food Manager

Health Science Education I & II (DOE 5282/5284) Health Science students study the skills common to specific

health-career topics and study medical terminology, basic anatomy/physiology, disease processes, infection con-

trol, and components for wellness and healthy lifestyle. In addition, students study the role of the healthcare work-

er, effective communication skills, and the legal and ethical standards within the health care industry. Second-

year students will be placed in an actual clinical setting where they are prepared for the Certified Nursing Assis-

tant (CNA) certification or work toward a Central Service Technician certificate that focuses on Surgical Instru-

mentation. Students participate in a variety of other experiences such as nursing, lab testing, obstetrics, imaging,

physical therapy, surgery, medical offices or extended care. Related Careers: Nurse, Medical Assistant, X-Ray

Technician

**Introduction to Pharmacy (DOE 5214) Pharmacy students will attend their home school for a full schedule of

classes and attend Prosser’s pharmacy class two days a week from 3:45 p.m. – 6:00 pm until Nov.1st and then one

class a week in addition to 10 internship hours in a pharmacy. Students study an introduction to health care sys-

tems, basic medical and pharmaceutical terminology, body systems, pharmaceutical dispensation, drug conver-

sions, legal and ethical responsibilities, the role of the pharmacist/technician, pharmaceutical industry trends. Stu-

dents who are 18 by November 1st will get preferential enrollment acceptance. Related Careers: Pharmacist, Phar-

macy Technician, Pre-Med

Dental Careers I & II (DOE5203/5204) This program will prepare students for an entry level dental assist-

ing position. Dental Assistants have one of the most diverse & interesting of all positions in a dental office. Cur-

riculum will include instruction in chair-side assisting, equipment/instrument identification, tray set-ups, steriliza-

tion, disease control, histology, tooth morphology, and dental charting. Simulated in-school laboratories and an

internship at an actual dental office are included.

Information Technology Programs

Networking I & II (DOE 5234/4588) Networking students will learn how to assemble and configure computers,

install operating systems and software, and troubleshoot hardware and software problems. Students will also learn

all aspects of network support including the fundamental concepts of local, wide area, and home networks. The

Network Systems curriculum is aligned with Comptia A+, Comptia Network+, and Cisco CCNA. Related Ca-

reers: Information Systems Management, Computer Installation & Maintenance, Computer Systems Analysis

Computer Programming/Databases (DOE 5236/5250) Students will learn computer programming concepts

needed to implement and maintain software applications that people use every day with their computers, mobile

devices and game consoles. Students learn multiple programming languages, providing a broad background. Dis-

cussion will also include databases administration and data maintenance. Students will be introduced to data con-

cepts such as data warehousing, data mining and BIG data. Related Careers: Computer Programmer, Informatics

Specialist, Database Administrator, Web Developer

Public Safety Programs

Criminal Justice I & II (DOE 5822/5824) Criminal Justice students will study the basic fundamentals of law

enforcement and the criminal justice system. The Criminal Justice curriculum is based on the standards and con-

tent provided by official law enforcement academies. Students will learn criminal law, traffic control, and how to

64

conduct effective criminal investigations. Students will also learn personal safety and defense tactics and par-

ticipate in weekly physical training. Related Careers: Police Officer, Probation Officer, Conservation Officer

Fire and Rescue I/ Fire and Rescue II (5820/5826) Fire and Rescue students will focus on all aspects of

Fire Science in the first year curriculum. This will include Firefighter safety and health, fire control and be-

havior, rescue equipment, and hazardous materials. Second year curriculum will include pre-hospital care,

medication identification, and ambulance operations. Students completing the second year curriculum will be

prepared to test for a Basic Emergency Medical Technician (EMT) certification. Related Careers: Firefight-

er, EMT, Paramedic

Manufacturing Programs

Precision Machining I & II (DOE 5782/5784) Precision machine students learn to shape & form metal

using the most current tool & die equipment available. Hands-on training will be on some of the most tech-

nologically advanced equipment found in industry, including CNC (computer numerical control) lathes, CNC

mills, EDM (electrical discharge machining) wire machines, CMM (coordinate measuring machine), CAD/

CAM (computer-aided design/computer-aided machining) computers, robots, lathes, mills, surface grinders,

drill presses, and saws. Related Careers: Machinist, Tool & Die Maker, CNC Programmer

Welding Technology I & II (DOE 5776/5778) Welding Technology students learn to fabr icate and weld

metal, using shielded metal arc, oxy fuel, MIG, TIG, and plasma arc techniques and procedures. In addition,

students study the properties of metals, safety, blueprint reading, electrical principles, welding symbols, and

mechanical drawings. The principles of metallurgy, gases, and material science are integral to this course.

This program includes classroom and lab experiences that lead students to to AWS Certifications. Related

Careers: Pipe Fitter, Iron Worker, Steel Fabricator

Transportation Programs

Aviation Operations I/Aviation Flight I (DOE 5528/5524) Aviation students will receive a broad-based

introduction to the field of aviation. Course activities include: familiarization with aviation technology; a

historic overview of the field of aviation; exploration of the current aviation environment and careers and em-

ployment opportunities in the field. Topics are focused on aircraft manufacturing, airline operations, general

aviation, air-freight, airport management, and government service. 2nd year students will experience actual

flight time arranged so that a full schedule at their homeschool is possible. Related Careers: Pilot, Air-Traffic

Controller, Grounds Crew

Automotive Collision Repair I & II (DOE 5514/5544 Auto Collision students train in many phases of

the collision repair process: cost estimating, frame and body damage analysis, structural and uni-body three-

dimensional measuring, metal straightening, MIG welding, computerized frame diagnosis, computerized col-

or mixing, computerized estimating of repair costs, panel and parts replacement. Students also learn auto-

electrical systems, air-conditioning and air-bag systems. In addition to completing classroom instruction,

students’ practical experiences will be conducted in Prosser’s fully-operational auto collision business. Relat-

ed Careers: Collision Repair Technician, Insurance Estimator/Appraiser, Automotive Refinish Tech

Automotive Services Technology I & II (DOE 5510/5546) Automotive Services Technology students

learn industry theory and experience hands-on instruction in repairing vehicles using the latest diagnostic and

repair equipment in the automotive industry. Topics covered include steering and

suspension braking systems, manual transmissions, differentials, automatic transmissions, air conditioning,

electrical systems and engine performance. In addition to completing classroom instruction, students’ practi-

cal experiences will be conducted in Prosser’s fully-operational automotive services business. Related Ca-

reers: Auto Service Technician, Service Writer, Insurance Adjuster

Diesel Service Technology I & II (DOE 5620/5624) Diesel Service Technology students exper ience all

phases of repair work on diesel engines and heavy equipment. Classroom and lab activities utilize state-of-the

-art diagnostic equipment and tools to repair and troubleshoot all aspects of diesel operation, service and

maintenance. Students also practice with the use of technical manuals, hand and power tools, and testing and

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