the art work for the - kenmore town of tonawanda … · the art work for the ... 1 academies ......
TRANSCRIPT
KENMORE EAST HIGH SCHOOL
The Art Work for the 2014-2015 Curriculum
Handbook was designed by
Mr. Rick Scaduto
We wish to thank Rick for the wonderful graphic he
designed for the cover.
350 FRIES ROAD
PHONE: 874-8402
FAX: 874-8443
ADMINISTRATION
Mr. Patrick Heyden…..………. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. Principal
Mrs. Christine Koch…………………………………………………………………Assistant Principal
Mr. Joe Greco………………………………………………………………………..Assistant Principal
COUNSELING DEPARTMENT
David Coates: A-Fe
Pamela DiGangi: R-Z
Erica Moses: Fi-Lo
John Vogt: Lu-Q & Mang/Roy
KENMORE-TOWN OF TONAWANDA
UNION FREE SCHOOL DISTRICT
BOARD OF EDUCATION (2013-2014)
Bob Dana . . . . . . . . . . … . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . President
Steven Brooks… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vice-President
Todd Potter……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Trustee
Judy Frank……. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Trustee
Jeffrey Rickan … . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Trustee
DISTRICT OFFICE ADMINISTRATION
Mr. Mark Mondanaro . . . . . . . . . . . . . . . . . … . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …….…Superintendent
Mr. Stephen Bovino . . . . . . . . . . . . . . . . . . . . . . . . . . . ..…... Assistant Superintendent, Human Resources
Mr. Gerald Stuitje……………… ………………………...Assistant Superintendent, Finance; District Clerk
Ms. Robin Zymroz . . . . . . . . . . . . . . …………………………….…................. Director of Student Services
Mr. Alan Erzkus………………………………………………………………..Director of Special Education
Mr. Brett Banker. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …... Supervisor of PE, Recreation and Athletics
Ms. Brenda Chmura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..….Supervisor of Special Education, Elementary
Mr. Frank Spagnolo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … …Supervisor of Special Education, Secondary
Mr. Jeffrey Hatten. . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . … ..... Superintendent of Building and Grounds
Ms. Jennifer Cawley.………………………………................................................Supervisor for Curriculum
Ms. Kim Roll………………………………………………………………………....School Lunch Manager
Mr. Jack Burns……………………………………………………………….....Supervisor of Transportation
TABLE OF CONTENTS SCHOOL COUNSELING CURRICULUM………………………………………………………… 1
ACADEMIES ………………………………………………………………………………………. 3
PATHWAY TO AN IB DIPLOMA……….………………………………………………………… 6
ACADEMIC INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
GRADUATION REQUIREMENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
EXAMINATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Advanced Placement
Regents
Local
FINAL GRADE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
COURSE LEVELS
Advanced Placement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Honors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Regents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
SPECIAL INFORMATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ………. 27
Course Selection Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Minimum Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Drop-Add Policy.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Independent Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Request for a Change of Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Repeating a Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Auditing a Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Early Graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Cancellation of Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Grade Reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Weighted Final Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Grade Point Averages (G.P.A.) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Rank in Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Satisfactory/Unsatisfactory Grades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Class Attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Incomplete as Grade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Plagiarism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Other Programs and Services……….. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Special Education and Special Services. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Library Media Center…. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Career Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Working Papers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
NYS Learning Standards…………………………………………………………………….. 32
Kenmore-Tonawanda District Knowledge, Skills and Abilities . . . . . . . . . . . . . . . . . . . . . . . 33
Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Athletic Eligibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
COURSE DESCRIPTIONS
Art Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Media Arts Academy………………………………………………………………………… 41
English Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
LOTE (Languages Other Than English) Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Mathematics Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Music Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
BOCES/Career Education . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Business/Marketing Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . 71
Family and Consumer Sciences Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Technology Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Physical Education and Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Science Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Social Studies Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Special Education……………………………………………………………………………. 110
Occupational Special Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Other Educational Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
The Kenmore-Town of Tonawanda Union Free School District hereby advises students, parents, employees and the
general public that it offers employment and educational opportunities, including vocational education opportunities,
without regard to sex, race, color, age, national origin, religion or handicap. Grievance procedures are available to
interested persons by contacting the Title IX Coordinator or Section 504 Coordinator through the Office of the
Superintendent, 1500 Colvin Blvd., Kenmore, NY 14223, 874-8400.
Kenmore Tonawanda Union Free School District Comprehensive K-12 School Counseling Plan
School Counseling Curriculum
High School
9th Grade
1. Freshmen Orientation (transition to high school program)
Held in January prior to students entering 9th grade
Summer program in late August run in conjunction with
administration
2. Student Success Skills School counselor led classroom lesson focused on helping students
develop cognitive, social and self-management skills that lead to improved student performance.
3. GPA game– preparation for program planning and four year plan 4. Program Planning
10th Grade 1. Career and Interest Exploration
2. Naviance
A web based Career Planning and College Readiness Program
Use Naviance to create individual profiles that students will
continue to use and build on through graduation from high school.
3. Program Planning and Assessment of Four-Year Plan
4. Promoting College Admissions Night
Student and parent evening program
11th Grade
1. Preliminary Scholastic Aptitude Test (PSAT)
Greater emphasis for 11th grade students to participate
Students will take PSAT test in Fall and receive results in Winter
2. NACAC's Step-by-Step College Readiness Program – (Junior Seminar) A comprehensive program that covers the following topics in detail
Assisting the students in developing a plan for college application
and standardized testing
Helping students assess their career interests and aspirations and
begin researching colleges to pursue those goals
Utilize Naviance for this entire process
Promotion of SAT’s, ACT’s, National College Fair, college visits
3. Program Planning with emphasis on post-secondary plans
12th Grade
1. Senior Seminar Classroom presentations (September)
Individual student meetings (November/December)
Focus on applications, deadlines, financial aid, scholarships,
SAT/ACT, etc.)
2. College Applications Workshop
Students are provided small group assistance to complete college
applications.
CAREER ACADEMIES Academy participants will prepare for a wide variety of career paths as they complete select programs of study. Additionally, successful program completers will benefit from earned college credit and a diploma endorsement verifying the high level of achievement and career preparation. All Academies are New York State Education Department approved Career & Technical Education (CTE) programs (certain approvals may be pending at time of publication.) In addition to receiving a CTE diploma endorsement, CTE program participants benefit from the ability to earn integrated high school credit, meet particular graduation requirements though alternative means, and will participate in a variety of internships or other forms of career exploration. Career & Technical Education program participants have the opportunity to earn mathematics, science, social studies, art, and LOTE (foreign language) credit through Academy courses and program sequences. See separate Academy publications or your guidance counselor for specifics related to graduation requirements. The following Academies are available to all incoming freshman and current high school students that qualify:
Computer Networking & Technology Academy Information Technology Academy Pre-Engineering Academy Virtual Enterprise/Finance Academy
Computer Networking & Technology Academy
Students interested in computer hardware and software, computer networking, and technology in general will benefit from the Computer Networking & Technology Academy. Learning takes place through hands-on instruction in the District’s state-of-the-art Technology labs. Topics covered include Cisco networking, digital electronics, automation, robotics, three-dimensional modeling, and rapid prototyping. Program completers have the opportunity to earn Cisco Computer Networking Associate (CCNA) certification. Computer Networking & Technology Academy participants will enroll in the following courses while completing all graduation requirements: PLTW Introduction to Engineering Design/DDP Networking 1 & 2 Basic Electricity/Electronics PLTW Computer Integrated Manufacturing PLTW Digital Electronics See Technology Education section for course descriptions. Information Technology Academy
Our rapidly evolving world relies heavily on the collection and distribution of digital information. From education to business to the consumer market, our society depends on our ability to access a wide variety of data. The Information Technology Academy will prepare students for future careers in the IT industry. Program completers may choose to continue training with enrollment in two or four-year colleges or may go directly to entry-level careers in a wide variety of fields. The course of study for Information Technology students includes: PLTW Introduction to Engineering Design/DDP Computers and the Internet Networking 1 & 2 Web Design 1 & 2 Computer Fundamentals
Financial Literacy MEDIA ARTS ACADEMY
Imagine a career in digital media, commercial art, graphic design, interactive design, gaming, or the entertainment arts (film, special effects). The Art Department strives to make this vision a reality by preparing students for college and career through the focused sequence of courses in our new Media Arts Academy. The Media Arts Academy features project based learning that develops skills needed in the professions mentioned above. Students will master a wide range of professional caliber applications including: Adobe Photoshop, Adobe Illustrator, Adobe In Design, Adobe Flash and Autodesk Maya. The student will have multiple opportunities to achieve professional certification through the completion of industry standard assessments. Students will also develop expertise critical 21st century skills including: professional communication, project management, maintaining professional standards and collaboration. The mastery of these skills will provide a distinguished status regardless of a student’s chosen profession. Completion of the media arts academy will prepare students for entry-level positions in a variety of fields, or serve as a solid foundation for advanced study at the college level. A significant benefit provided through our Media Arts Academy is the opportunity for students to receive ACA certification. (Adobe Certified Associate). The Media Art Academy is aligned with ACA certification (Adobe Certified Associate)* to provide students with the following advantages:
1. Students will graduate with an advanced level of design and technical skill using industry standard tools and software.
2. Students will gain specific skill sets needed in college and the workforce (not only in the arts, but in a variety of disciplines/careers dependent upon strong communication skills).
3. Students will obtain an industry and academically recognized ACA certification. 4. Students will get a head start by obtaining the tools, skills, and confidence to make their career goals a reality.
*Adobe Certified Associate assessments and certifications will be provided in Adobe Photoshop (in 2014-15) and in Adobe Illustrator, Adobe InDesign, and Autodesk Maya TBA.
Students who are interested in pursuing the Media Art Academy pathway should first enroll in the foundation
course Multimedia Studio in Art or Studio in Art. Upperclassmen should enroll in Advanced Multimedia. Teachers of these courses will connect students to our Media Arts Academy Advisor who will personally guide them through which courses to take and how each course aligns to the ACA assessments*.
The courses below describe the Media Arts Academy required sequence: Multimedia Studio in Art or Studio in Art (ACA Photoshop) Drawing and Painting for Animation Photo 2
Advanced Multimedia (ACA Rich Media) Animation and Illustration (Maya accreditation) Advertising Design (ACA Visual Communication) See the ART Education- Media Arts Academy section for course descriptions. Pre-Engineering Academy
The Pre-Engineering Academy includes the Project Lead the way (PLTW) Pathway to Engineering Program. This program is a hands-on and project-based sequence of study that engages students in a real-world learning environment. Students explore science, technology, engineering, and mathematics (STEMs) in a unique, nontraditional manner that allows students to not only see concepts on paper, but learn through experience and experimentation. Exciting experiences include: automation, robotics, rapid prototyping, three-dimensional modeling, materials testing, electronics, and architectural design. The Pre-Engineering Academy sequence of courses concludes with a capstone design project that allows students the opportunity to work with educators and representatives of industry to design, build, and market a unique invention exhibiting learning that took place in this program. Pre-Engineering Academy participants will complete the following courses with electives while completing all high school graduation requirements: PLTW Introduction to Engineering Design/DDP PLTW Computer Integrated Manufacturing PLTW Principles of Engineering PLTW Digital Electronics PLTW Engineering Design & Development Architecture
See Technology Education section for course descriptions. Virtual Enterprise & Finance Academy
The mission of the Virtual Enterprise & Finance Academy is to provide students with a challenging, student-centered, project-based academic, business/financial and technology program. Students will be exposed to the global business world and will be inspired to become respectful and successful members of a continually evolving financial community. Students will participate in mentoring, job shadowing, community service and paid internships. Students who participate in this career-preparation academy will be developing and learning the skills necessary to be successful in today’s financial world. This program focuses on preparing students for a variety of careers that are (or will) be available to high school and college graduates in the coming years. The Virtual Enterprise & Finance Academy includes the following courses: Computers and the Internet Web Design 1 & 2 Virtual Enterprise Business Law
Financial Literacy Accounting 1 Internship See the Business/Marketing and Computer section for course descriptions.
Academy Requirements
Academy enrollment is open to all incoming high school freshman. Additionally, current high school students may also enroll provided they have the time and opportunity to meet all Academy course requirements. Academy participants must:
Be motivated to pursue career preparation in one of the available programs. Complete all courses in the prescribed program of study. Meet all graduation requirements including earning at least the minimum number of units of credits. Participate in a variety of work-based learning opportunities. Complete an employability profile. Pass an industry standard assessment.
Pre-IB Years IB Years
Department 9 10 11 12
English English 9 AP Language and Composition — Op en to ALL —
Language A Literature SL1 Language A Literature SL2
LOTE Language B1 Language B2 Language B SL1 Language B SL2
Social Studies Global 9 Honors or
Regents
AP European History or
Global 10 Honors or Regents History Route 2 HL1 History Route 2 HL2
Scie
nce
Advanced: 8th
Earth Science Living Environment Chemistry
Biology HL1 or
Environmental Systems and Societies SL1
Biology HL2 or
Environmental Systems and Societies SL2
Grade Level: Option I
Earth Science Living Environment
and Chemistry (optional)
Grade Level: Option II
Living Environment
Chemistry (necessary for Advanced
Distinction Diploma w/o Earth Science)
Mat
h
Advanced Geometry Algebra II/Trig Mathematics (Calc) SL1 Mathematics (Calc) SL2
Grade Level Algebra Geometry Math Studies (Pre-calc) SL1 Math Studies (Pre-calc) SL2
Art
Music
Elective
An Arts Course (Studio Art or Multimedia Studio)
An Arts Course: – (Drawing & Painting is
encouraged) Visual Arts SL1 or HL1 Visual Arts SL2 or HL2
"Music In our Lives" course and/or
Music Theory and
Instrument/voice lessons and/or
Music ensemble
Music Theory and
Instrument/voice lessons and/or
Music ensemble
Music SL1 or HL1
Music SL2 or HL2
Economics SL1 Economics SL2
TOK TOK
Kenmore East IB Admission Policy
Kenmore East strives to keep the International Baccalaureate Diploma Program accessible for all students, but at the same time to ensure that all prospective candidates are prepared for the challenges of the IB.
Incoming 9th graders should be aware of the ‘Path to an IB Diploma’ document on the Kenmore East website. This document will help students plan their schedules in grades 9 and 10 as some IB courses have suggested prerequisites.
All candidates are required to take AP English Language and Composition in grade 10. This course will focus on students’ reading and writing skills to ensure they are prepared to meet the reading and writing demands of their IB courses and assessments.
All sophomores wanting to take the AP Language course may take it. Those coming from a 9 Honors English course will need their English teacher’s recommendation. Those coming from a 9 Regents class will need their English teacher’s recommendation and an admission interview with the DP coordinator. Students are expected to have a strong work ethic and to be able to explain how they have demonstrated elements of the learner profile.
All sophomores heading to IB Diploma Program must take the NYS Comprehensive English Regents Examination in June of their sophomore year. Students not achieving mastery on this exam (a score above 85%) will be admitted into the IB program, but will need to take the exam again.
Students entering the IB Diploma Program must pass all their grade 10 courses. Any course failed during the academic year must be re-taken and passed during the summer before grade 11. In such cases, regardless of the summer school grade, students will be admitted to the IB diploma program with probationary status.
o Students with an average below 75 in grade 10, even if they are passing, also may be admitted on probation.
o Students admitted to the IB Diploma Program on probation will be reviewed at the end of the first two quarters of grade 11, and may be dismissed from the program if they do not show adequate progress or achievement.
o Should a student leave the IB program under such circumstances, his or her schedule will be adjusted for the second semester of grade 11.
All students transferring to Kenmore East and interested in entering the IB Diploma Program should consult the ‘transfers’ section of this document.
All students who enter the IB Diploma Program will register as full diploma candidates, taking six IB courses plus Theory of Knowledge and physical education. They are also responsible for CAS (Creativity, Action, Service) and the IB Extended Essay. Students may also take one non-IB elective or up to two music ensembles during the IB years. Students may have a limited choice of electives based on scheduling issues.
The Kenmore-Tonawanda UFSD will pay the IB registration fee of approximately $150 for each full diploma candidate. Students and their families will pay all IB exam fees (approximately $600 combined for the six subjects) by October 1st of grade 12. Parents are urged to plan carefully for this deadline. Exam fees will be waived for students qualifying for free or reduced lunch.
Students wishing to withdraw from the full IB Diploma Program at the end of grade 11 will be counseled as to the best exit path. If desired, some IB courses may be retained in the student’s schedule in grade 12, pending space availability and scheduling. In such cases, students will be responsible for the IB exam fees for the retained courses and the IB registration fee. The District will pay the registration fee for full diploma students only.
TRANSFER POLICY
Students transferring from other IB World Schools will be handled according to the International Baccalaureate Handbook of Procedures (section A.9.6).
Students transferring from non-IB schools in 11th grade and who desire placement in the Kenmore East IB Diploma Program must do the following:
Submit a list of current 10th grade courses, indicating levels (Regents, honors, AP, etc.)
Sit for a “mock” AP Literature exam in late May or mid-August and score at least at
level 2.
Take the ELA exam in June or August, scoring at least an 85.
NOTE: Students who are on the borderline for any assessment may be admitted to the IB Diploma Program with “probationary” status, to be reviewed at the end of first and second quarter of grade 11.
IB Course Selection Worksheet
Kenmore East
When complete you must have six courses: three higher level courses (HL), three standard level
courses (SL), and one course from each group
IB courses run over both junior and senior years. Your Kenmore East electives will be the only
difference between your junior IB schedule and your senior IB schedule.
Group HL (Select 3) SL (Select 3) Group 1 Language A
Language A: Literature HL (required)
Group 2 Language B
Language B: French SL
Ch
oo
se 1
Language B: German SL
Language B: Spanish SL
Group 3 Individuals and Society
History Route 2 HL (required)
Group 4 Experimental Science
Biology HL Environmental Systems and
Society SL Group 5 Math and Computer Science
Math SL
Math Studies SL
Group 6 The Arts (or second group 3)
Visual Arts HL Visual Arts SL
Music HL Music SL
Economics SL
Theory of Knowledge Compulsory
IB Diploma candidates need to take six IB classes in six different areas;
however, two courses, IB Visual Art and IB Music are available to
students only interested in this part of the IB Program.
IB Course Descriptions
Group One: Studies in Language and Literature Assessment and Weighting
English: Literature HL Internal (30%) External (70%) The IB Diploma Program language A: literature course develops understanding of the techniques involved in literary criticism and promotes the ability to form independent literary judgments. In language A: literature, the formal analysis of texts and wide coverage of a variety of literature—both in the language of the subject and in translated texts from other cultural domains—is combined with a study of the way literary conventions shape responses to texts.
Students completing this course will have a thorough knowledge of a range of texts and an understanding of other cultural perspectives. They will also have developed skills of analysis and the ability to support an argument in clearly expressed writing, sometimes at significant length. This course will enable them to succeed in a wide range of university courses, particularly in literature but also in subjects such as philosophy, law and language.
Texts studied are chosen from the prescribed literature in translation (PLT) list and the prescribed list of authors (PLA) or elsewhere. The PLT list is a wide-ranging list of works in translation, from a variety of languages, allowing teachers to select works in a language different from the language of the examination. The PLA lists authors from the language of the examination. The authors on the list are appropriate for students aged 16 to 19.
The aims of the HL English: Literature course are to:
• encourage a personal appreciation of literature and develop an understanding of the techniques involved in literary criticism
• develop the students’ powers of expression, both in oral and written communication, and provide the opportunity of practicing and developing the skills involved in writing and speaking in
Oral work
• Formal oral commentary and interview (20 minutes) 15%
• Individual oral presentation (10-15 minutes) 15%
Paper 1 Literary commentary and analysis of one unseen text (20%)
Paper 2 Essay on at least two works studied (25%)
Written assignment, reflective statement, and literary essay on one work studied (25%)
a variety of styles and situations
• introduce students to a range of literary works of different periods, genres, styles and contexts
• broaden the students’ perspective through the study of works from other cultures and languages
• introduce students to ways of approaching and studying literature, leading to the development of an understanding and appreciation of the relationships between different works
• develop the ability to engage in close, detailed analysis of written text
• promote in students an enjoyment of, and lifelong interest in, literature.
Group Two: Language Acquisition Assessment and Weighting
French SL German SL Spanish SL Internal (30%) External (70%)
The IB Diploma Program language B course provides students with the opportunity to acquire or develop an additional language and to promote an understanding of other cultures through the study of language. The course allows students to access the target language by studying it as a beginner or as someone with prior experience of the language.
Language B is designed for students who possess a
degree of knowledge and experience in the target
language. Those passing the course at standard
level should be able to follow university courses in
other disciplines in the language B that is studied.
Oral work
Individual oral
presentation
(20%)
Interactive oral
activities (10%)
Paper 1 Text-handling exercises on four written texts (25%)
Paper 2 Written productive skills through one writing exercise (25%)
Written assignment Written exercise and rationale based on intertextual reading (20%)
Group Three: Individuals and Societies Assessment and Weighting
History of the Americas HL Internal (20%) External (80%)
History HL is a 2-year course designed to fit the International Baccalaureate program. Year one of History HL is History of the Americas which combines a study of the history of the United States with a specific focus on key topics in Canadian and Latin American History. Year two requires study of three 20th century topics. Each topic will be considered through a selection of case studies.
The IB Diploma Program higher level history course aims to promote an understanding of history as a discipline, including the nature and diversity of sources, methods and interpretations. Students are encouraged to comprehend the present by reflecting critically on the past. In addition, the course is designed to:
• encourage the systematic and critical study of human experience and behavior; physical, economic and social environments; and the history and development of social and cultural institutions
• develop the capacity to identify, analyze critically and evaluate theories, concepts and arguments about the nature and activities of the individual and society
• enable students to collect, describe and analyze data used in studies of society; test hypotheses; and interpret complex data and source material
• develop an awareness that human attitudes and beliefs are widely diverse and that the study of society requires an appreciation of such diversity
• enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty.
Historical investigation on any area of the syllabus
Paper 1 Short answer/structured questions from one of three prescribed subjects (20%)
Paper 2 Two extended-response questions chosen from five topics (25%)
Paper 3 Three extended response questions (35%)
Group Four: Experimental
Sciences Assessment and Weighting Biology HL Internal (24%) External (76%)
The IB Diploma Program biology higher level course covers the relationship of structure and function at all levels of complexity. Students learn about cell theory, the chemistry of living things, plant science and genetics, among many other topics to further their understanding of and learning about biology.
Throughout this challenging course, students become aware of how scientists work and communicate with each other. Further, students enjoy multiple opportunities for scientific study and creative inquiry within a global context. In addition, the course is designed to:
• provide a body of knowledge, methods and
techniques that characterize science and technology
• enable students to apply and use a body of knowledge, methods and techniques that characterize science and technology
• develop an ability to analyze, evaluate and synthesize scientific information
• engender an awareness of the need for, and the value of, effective collaboration and communication during scientific activities
• develop experimental and investigative scientific skills
• develop and apply the students’ information and communication technology skills in the study of science
• raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology
• develop an appreciation of the possibilities and limitations associated with science and scientists
• encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific
General laboratory work and fieldwork. Computer simulations, data-gathering exercises and data analysis exercises may also be carried out.
Group 4 collaborative, interdisciplinary project
Paper 1 Multiple choice (20%)
Paper 2 Data analysis, short answer and extended response (36%)
Paper 3 Short answer and extended response (20%)
method.
Environmental Systems and Societies SL Internal (24%) External (76%)
The course is designed to promote
understanding of environmental processes
both locally and globally, as well as, provide a
body of knowledge, methodologies, and skills
that can be used in the analysis of
environmental issues. The course is also
designed to develop within the student, an
appreciation for the value and awareness, as
well as, the importance of international
collaboration in resolving environmental
problems and a sensitivity to the inherent
controversies and complexities regarding such
issues.
General laboratory work and fieldwork. Computer simulations, data-gathering exercises and data analysis exercises may also be carried out.
Group 4 collaborative, interdisciplinary project
Paper 1 Multiple choice (20%)
Paper 2 Data analysis, short answer and extended response (36%)
Paper 3 Short answer and extended response (20%)
Group Five: Mathematics and Computer Sciences Assessment and Weighting
Math SL Internal (20%) External (80%)
The IB Diploma Program mathematics standard level course is for students with knowledge of basic mathematical concepts who are able to apply simple mathematical techniques correctly. The course provides students with a sound mathematical background to prepare for future studies in subjects such as chemistry, economics, psychology and business administration. Students will be introduced to important mathematical concepts through the development of mathematical techniques in a way that emphasizes subject comprehension rather than mathematical rigor. Students should, where possible, apply the acquired mathematical knowledge to solve realistic problems. In addition, the course will enable students to:
• appreciate the multicultural and historical
perspectives of all group 5 courses
• enjoy the courses and develop an appreciation of the elegance, power and usefulness of the subjects
• develop logical, critical and creative thinking
• develop an understanding of the principles and nature of the subject
• employ and refine their powers of abstraction and generalization
• develop patience and persistence in problem solving
• appreciate the consequences arising from technological developments
• transfer skills to alternative situations and to future developments
• communicate clearly and confidently in a variety of contexts
• appreciate the multiplicity of cultural and historical perspectives of mathematics, including the international dimension of
Portfolio: Two pieces of work on different areas of the syllabus representing mathematical investigation and mathematical modeling. (20%)
Paper 1 Short- and extended response questions (40%)
Paper 2 Short- and extended response questions (graphic display calculator required) (40%)
mathematics.
Math Studies SL Internal (20%) External (80%)
The IB Diploma Program mathematical studies course, available in standard level only, is for students with varied backgrounds and abilities. The course is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies.
Students taking this course, however, should be already equipped with fundamental skills and a rudimentary knowledge of basic processes. In addition, the course will enable students to:
• develop logical, critical and creative thinking
• develop an understanding of the principles and nature of the subject
• employ and refine their powers of abstraction and generalization
• develop patience and persistence in problem solving
• appreciate the consequences arising from
technological developments
• transfer skills to alternative situations and to future developments
• communicate clearly and confidently in a variety of contexts
• enjoy the courses and develop an appreciation of the elegance, power and usefulness of the subjects
• appreciate the multiplicity of cultural and historical perspectives of mathematics, including the international dimension of mathematics.
Practical Work: An individual piece of work involving the collection of information or the generation of measurements, and the analysis and evaluation of the information or measurements
Paper 1 Fifteen short response questions (40%)
Paper 2 Five extended response questions (40%)
Group Six: The Arts/Electives Assessment and Weighting
Music HL or SL Internal (50%) External (50%)
The IB Diploma Program higher level music course seeks to develop students’ knowledge and potential as musicians, both personally and collaboratively. IB Diploma Program music students are required to study musical perception and actively listen to a wide range of music from different parts of the world, musical cultures and time periods. They also develop aural perception and understanding of music by learning about musical elements, including form and structure, notations, musical terminology, and context. Through the course of study, students become aware of how musicians work and communicate. In addition, the course enables students to:
• enjoy lifelong engagement with the arts
• become informed, reflective and critical practitioners in the arts
• understand the dynamic and changing nature of the arts
• explore and value the diversity of the arts across time, place and cultures
• express ideas with confidence and competence
• develop perceptual and analytical skills
• develop their knowledge and potential as musicians, both personally and collaboratively.
Creating and performing
Creating: three pieces of coursework with recordings and written work (25%)
Solo performing:
A recording selected from pieces presented during one or more public performances (25%)
Listening paper Seven musical perception questions (30%)
Musical links investigation A written media script of 2,000 words or less, investigating the significant musical links between two or more pieces from distinct musical cultures (20%)
Visual Art HL or SL Internal (40%) External (60%)
IB Visual Arts (HL and SL) is a college level studio class that unites basic courses taught in college visual art foundation programs. It encourages awareness of the student’s cultural heritage, experimentation, risk-taking, personal growth, and the development of one concentration area into several more directions. This class explores different techniques and media together, but the most important ingredient is the student. A deep commitment beyond the classroom is needed in order for the student to grow technically, creatively, and aesthetically. Pre-requisite: Studio in Art or Multimedia Studio in Art. It is also strongly recommended that students take Drawing and Painting Sophomore year as preparation for this course.
The student presents selected pages of his or her investigation workbooks that have been produced during the course. This selection is internally assessed by the teacher and externally moderated by the IBO at the end of the course.
Note: The number of required pieces and pages varies with the level of the course (HL or SL)
The student prepares a
selection of his or her
studio work in the form
of an exhibition,
externally assessed by
a visiting examiner
from the IBO after an
interview with the
student about the work
Economics SL Internal (25%) External (75%)
The IB Diploma Program standard level economics course aims to provide students with a core knowledge of economics, encourage students to think critically about economics, promote an awareness and understanding of internationalism in economics and encourage students’ development as independent learners. Alongside the empirical observations of positive economics, students of the subject are asked to formulate normative questions and to recognize their own tendencies for bias.
In addition, the course is designed to:
• encourage the systematic and critical study of human experience and behavior; physical, economic and social environments; and the economics and development of social and cultural institutions
• develop the capacity to identify, analyze critically and evaluate theories, concepts and arguments about the nature and activities of the individual and society
• enable students to collect, describe and analyze data used in studies of society, test hypotheses, and interpret complex data and source material
• promote an appreciation of the way
Portfolio: A portfolio of four commentaries (25%)
Paper 1 Four extended response questions based on all five sections of the syllabus (25%)
Paper 2 A data-response paper on all five sections of the syllabus (50%)
learning is relevant to both the culture in which the student lives and the culture of other societies
• develop an awareness that human attitudes and beliefs are diverse and that the study of society requires an appreciation of such diversity
• enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty.
The Core: Theory Of Knowledge Assessment and Weighting Internal (35%) External (65%)
The interdisciplinary theory of knowledge course is designed to develop a coherent approach to learning that transcends and unifies the academic areas and encourages appreciation of other cultural perspectives.
The theory of knowledge course is in part intended to encourage students to reflect on the huge cultural shifts worldwide around the digital revolution and the information economy. The extent and impact of the changes vary greatly in different parts of the world, but everywhere their implications for knowledge are profound. Theory of knowledge encourages critical thinking about knowledge itself and aims to help young people make sense of what they encounter. Its core content focuses on questions such as the following.
• What counts as knowledge?
• How does it grow?
• What are its limits?
• Who owns knowledge?
• What is the value of knowledge?
What are the implications of having, or not having, knowledge?
Theory of knowledge activities and discussions aim to help students discover and express their views on knowledge issues. The course encourages students to share ideas with others and to listen to and learn from what others think. In this process students’ thinking and their understanding of knowledge as a human construction are shaped, enriched and deepened. Connections may be made between knowledge encountered in different Diploma Program subjects, in creativity, action, service experience or in extended essay research; distinctions between different kinds of knowledge may be clarified.
The aims of the theory of knowledge course are to:
• develop a fascination with the richness of knowledge as a human endeavor,
One 10-minute presentation to the class The theory of knowledge presentation requires students to identify and explore the knowledge issues raised by a substantive real-life situation that is of interest to them. (35%)
Essay (1,200 to 1,600 words) on a prescribed title chosen from a list of 10 titles prescribed by the IB for each examination session. (65%)
and an understanding of the empowerment that follows from reflecting upon it
• develop an awareness of how knowledge is constructed, critically examined, evaluated and renewed, by communities and individuals
• encourage students to reflect on their experiences as learners, in everyday life and in the Diploma Program, and to make connections between academic disciplines and between thoughts, feelings and actions
• encourage an interest in the diversity of ways of thinking and ways of living of individuals and communities, and an awareness of personal and ideological assumptions, including participants’ own
• encourage consideration of the responsibilities originating from the relationship between knowledge, the community and the individual as citizen of the world.
ACADEMIC INFORMATION
COURSE OFFERINGS KEY
In each department, offerings are listed by title, number of credits assigned, appropriate grade levels, number of
meetings per week, ability rating (if it applies), reading/writing/mathematics level (if this applies), and type of final
examination.
COURSE TITLE
Regents titles are used when possible; locally prepared courses use descriptive titles representative of course content.
CREDIT ASSIGNED
1/2, 1, 2 or 3 “units of credit” are given upon successful completion of a course.
GRADE LEVEL
A listing of appropriate grade levels.
NUMBER OF CLASS MEETINGS
Based on a 6 day cycle, most classes meet daily. Exceptions: Every other day classes meet 3 days in each 6 day cycle.
Science laboratory classes meet 1 day in each 6 day cycle. (90 minute classes meet 10 times per week and are
completed at the end of the semester or at the end of the quarter.)
READING/MATH/WRITING LEVEL (used whenever applicable)
H – high ability
A – average ability
L – low ability
X – mixed level, heterogeneous
EXAMINATION
AP – Advanced Placement examination
R – Regents examination
L – Local examination
S – State-prepared examination
PREREQUISITES
Indicated in course descriptions.
EXAMINATIONS
REGENTS EXAMINATIONS
All students enrolled in Regents classes take these tests, which are prepared by the New York State Department of Education.
LOCAL EXAMINATIONS
These tests are locally prepared examinations, which are approved by the Curriculum Learning Specialists in the respective
department. They are used whenever Regents examinations are not offered and reflect the content of the course.
ADVANCED PLACEMENT EXAMINATIONS
These college-level tests are given the second and third week in May to students enrolled in AP classes. We have AP classes for most
students who take these tests. However, other competent students may wish to take AP tests. The school supplies complete
information to all students who wish to take these tests and administers the taking of the tests. Test results generally come back to the
school in late July. Therefore, these tests do not enter into a student’s final class placement average. Depending on the respective
college policy, students may receive college credit for successful completion of an AP course.
All students enrolled in AP courses must take the exam and are responsible for all exam fees.
FINAL GRADE
The final grade for each course, as listed on the progress report and permanent record card, is derived from 80% of the class average
and 20% of the final examination grade. Specifically, in full year courses, the four quarterly grades are averaged. That averaged
grade counts 80% as compared to the 20% weight of the exam. (In half-year courses, the two quarterly grades are averaged and also
count as 80% of the final grade).
The final grade determines whether a student passes or fails a course and therefore also determines whether a student is eligible for
course credit. The minimum passing final grade is 65.
COURSE LEVELS
ADVANCED PLACEMENT COURSES
These college-level courses are prepared by the College Board and culminate with a required National exam given in mid-May. The
expense of the exams is the responsibility of the students’ family. Many colleges give credit to students who achieve high scores on
the AP tests. Complete information on the AP (Advanced Placement) program is available through our counselors. It is
recommended that students have a 90 average in their previous course and/or their teacher’s recommendation to be eligible for AP.
Please consult each department listing for department-specific requirements.
HONORS COURSES
Honors level courses are designed to challenge superior students by providing enrichment through in-depth study. Emphasis is placed
on the quality of achievement. Students in honors level courses will take Regents examinations whenever they are offered in that
subject.
Students who have taken a Regents level course must have an unweighted three quarter average of 92% or higher and a final exam
grade of 88% or higher in order to take an honors level course.
Students who have taken an Honors level course must have an unweighted three quarter average of 90% or higher and a final exam
grade of 88% or higher.
Incoming ninth grade student must have an A or higher each quarter and a final exam grade of A.
REGENTS COURSES
Courses at this level meet the New York State Regents standards. Students who successfully complete these courses are well prepared
to pursue higher education.
CHOOSING A LEVEL
Most students are enrolled in Regents level courses. Assignment to Advanced Placement and Honors courses is based on abilities and
skills evidenced by achievements on previous work.
Evaluation of the work of all students is a continuous process. Due to the differences of abilities, interests and needs within and
among individuals, students may be placed, or accepted, in different levels in different subject areas. Changes in levels will be made
during the summer if prerequisites have not been met. The instructional level of the course is noted on the Student Progress Report
and the student permanent record.
TRANSFER STUDENTS
Students who transfer into Kenmore East during the school year will have their academic transcripts reviewed and evaluated by the
counselor and building principal to determine requirements needed for graduation. Correct placement is contingent upon records from
previous years. Failure to produce records will result in student being placed in 9th
grade.
Transfer students entering Kenmore East in grades 9 and 10 must pass all of the Regents Assessments required for graduation.
What are the assessment requirements for a student who enters Kenmore East High School for the first time in grade 11? To
receive a high school diploma, the student must pass the Regents Comprehensive English Examination, a Regents Examination in
Mathematics, a Regents Examination in U.S. History and Government, and a Regents Examination in Science, or approved
alternatives. The principal may exempt a student from the requirement to pass a Regents Examination in Global History and
Geography which ordinarily would be taken and passed before the date of the student’s entry.
What are the assessment requirements for a student who enters Kenmore East High School for the first time in grade 12? To
receive a high school diploma, the student must pass the Regents Comprehensive Examination in English, a Regents Examination in
Mathematics and a Regents Examination in U.S. History and Government, or approved alternatives. The principal may exempt a
student from the requirement for the Regents Examination in Science and the Regents Examination in Global History and Geography
which ordinarily would be taken and passed before the date of the student’s entry.
Are there any other exemptions that a principal may grant to a transfer student?
Yes. A student transferring between high schools in grade 11 or 12 may be exempt from the second language requirements of three
units of credit in one language for a Regents diploma with advanced designation if the language in which the student began a second
language sequence in grade 9 or 10 is not offered in the school to which the student has transferred. In such cases, the student shall
complete three units of credit in second languages but not necessarily in a single language.
SPECIAL INFORMATION
COURSE SELECTION
COURSE SELECTION PROCESS
Counselors are continuously working with students on planning programs. At the beginning of the second semester parents and
students will be involved in the course selection process.
TIMELINE
January- March: Program Planning is completed through the Guidance Department
March - April: Course requests are sent home.
May: Students may make changes to course requests through their individual
counselors up until May 31. AP and IB students return their confirmation letter to the
Counseling Office.
After May 31, changes to course requests will no longer be honored.
August: Students receive their final schedules in the mail.
MINIMUM SCHEDULE
All students in grades nine (9), ten (10), and eleven (11) must be enrolled in a minimum of 6-1/2 units of study including physical
education. Students in grade 12 must be enrolled in a minimum of 5-1/2 units of study, including physical education.
SCHEDULE CHANGES:
Open Drop/Add-students may make changes to their schedules during a two-day period on an open basis on the first Friday and
Monday of the school year. All changes during this time are subject to space availability guidelines. Students may not drop AP
Courses.
After Open Drop/Add-There will be no schedule changes after the first Monday of school. REQUEST FOR A CHANGE OF TEACHERS
Requests for a specific teacher are not honored.
INDEPENDENT STUDY
With permission of the principal and teacher, and upon the completion of an individualized contract, independent study may be
pursued. Forms must be obtained from your school counselor. Independent study may be used for local credit only up to a maximum
of 2 units.
REPEATING A COURSE
The procedures at Kenmore East are relatively simple for students who must repeat or wish to repeat a course. The situation breaks
down into two categories - those that have failed to gain credit for a course and those who wish to enroll in a class again to raise a
grade.
In general, students who fail a required course, e.g. English, must take the entire course over - in summer school or regular session.
In the event that a student drops a course, he/she will not be eligible to repeat the course in summer school.
When students have passed the course, but wish to raise the grade, the students would simply re-enroll in the course. All students
must be enrolled in a course to take the final exam unless they are in a more advanced class dealing with the same subject matter.
Please note that the permanent school records will show the results of the original test and course grade as well as the results on the
retaken course and test.
CHALLENGING A REGENTS EXAM
Students will be permitted to challenge a Regents exam in January and June providing that a remediation plan is in place that will
prepare the student for the exam he/she is challenging. The student must contact the counselor to begin the process at least 60 days in
advance of the exam.
If the student failed to gain credit for a course:
1. The student must re-enroll in the course.
2. If it is a science course, the student must have satisfactorily completed labs from the previous year and must be currently
enrolled in science lab. 3. A remediation plan must be in place to assist the student in reviewing course topics that are not covered due to the time frame
of the course and the final exam.
4. If the student passes the final exam in January, the 1st and 2
nd quarter class averages will be utilized in a 4/5 quarterly
averages, 1/5 final exam calculation to determine the final grade.
*If it is a passing grade, the student will pass the course
*If it is a failing grade, the student will remain in the class to complete the course.
If the student failed the final exam but gained credit for a course:
1. If the student passes the exam, the higher exam grade will be calculated in the student’s final grade point average.
2. If the student fails the exam, the student may challenge the exam again at a later date with another remediation plan in place.
*Please note that the permanent school records will show the results of the original test and course grade as well as the results on the
retaken course and test
AUDITING A COURSE
Students audit courses only under unusual circumstances. The course is listed on the final report and permanent record card without a
grade.
EARLY GRADUATION
Early graduation may be permitted when the student has completed all academic requirements for graduation and has successfully
participated in physical education for each quarter enrolled at East. It is only recommended for special situations. Counselors develop
programs leading to early graduation with individual students. In such cases, the parent(s) and the principal are advised of the request
and the plans.
CANCELLATION OF COURSES
Any elective program or course may be dropped from our offerings if enrollment figures are insufficient to warrant presenting the
course or if fiscal considerations necessitate our withdrawing the course offering.
ELIGIBILITY FOR GRADUATION
All requirements for graduation must be met by June of the senior year. All students who are eligible to graduate at the end of
summer school are considered seniors in their final full year at East. However, these students may not proceed in our graduation
ceremony in June. Their diplomas will be withheld until all requirements are completed. There will be a graduation for August
graduates. Each student’s graduation requirements are determined by the date of entry into 9th
grade.
GRADING
GRADE REPORTING
Reports to parents are sent out at the end of each ten-week period of study. Special interim reports may be used by teachers during the
course of the year at any time it is deemed advisable. The regular, ten-week reports will be mailed to homes directly from the district
computer center.
GRADING SCALE RANGE HONOR ROLLS 90 -100 -Excellent 92.5 - 100 High Honor Roll
80 - 89 -Above Average 87.5 - 92.49 Honor Roll
70 - 79 - Average 85.0 - 87.49 Level of Distinction
65 - 69 - Below Average 0 - 64 Failing
WEIGHTED FINAL GRADES
In the computation of senior averages, class averages are weighted to reflect the difficulty of the class work. Grades of students in the
more difficult, advanced courses receive extra “weight”. To determine rank in class, final grades are recomputed using a weighted
final average (in courses using numeric grades) derived by multiplying the final course average by a weighting factor as listed below.
A “weighted final grade” is then determined from 4/5 of the weighted class average and 1/5 of the final exam grade. The final exam is
not weighted.
Course Weighting Scale
Code Designation Weighting
AP AP 1.10
IB IB 1.10
H Honors 1.05
R Regents 1.00
RANK AND CLASS AVERAGES OF TRANSFER STUDENTS
Weighting may only take place if the previous school(s) has provided an unweighted grade each marking period as well as a midterm
or final exam grade. Courses determined to be of equal or greater value than a Regents level course as determined by the principal or
his/her designee may be weighted according to the above scale. These decisions will be made on an individual basis for transfer
students. The highest ranking for each course will be equal to the highest level offered at Kenmore East. Note: Weighting of grades
does not appear on report cards.
GRADE POINT AVERAGES (G.P.A.)
The grade point average is the average of the weighted grades in all courses completed prior to the fall semester of the student’s senior
year. (Courses other than one credit will be pro-rated.) Local credit will be allowed for Driver Education courses given by another
New York State certified agency, but the grade will not be used in calculating grade point average. This grade point average is sent
with college applications and also used for determining rank in class.
RANK IN CLASS
The Rank in Class is established by placing students in descending order from highest to lowest according to their Class Placement
Average. Students are placed by percentile and families will be notified by mail of their rank in class. Actual numeric Rank in Class
is not announced publicly but is recorded along with Class Placement Average on individual Permanent Records.
SATISFACTORY/ UNSATISFACTORY GRADES
In Resource Room, CT Study Skills, RCT Remediation, Regents science labs, and Academic Intervention Services (AIS), students are
rated on a satisfactory/unsatisfactory basis.
INCOMPLETE AS GRADE
Students may receive an “incomplete” instead of a grade in any course in the curriculum except for physical education. The use of the
designation “incomplete” is limited to absences due to illnesses or extenuating circumstances and carries a reasonable expectation that
the work can be made up by the end of the next marking period. If the work is not made up by the end of the next marking period,
the “incomplete” will be converted to a failing grade.
ACADEMIC ISSUES
CLASS ATTENDANCE
Punctuality and regular attendance in classes are extremely important. They are important in the instructional process as well as in the
formation of good individual habits.
PLAGIARISM
Plagiarism is the act of using the ideas or writings of another as one’s own or allowing another student to use your ideas as their own.
It is a form of cheating and lying. Plagiarism has been defined in the MLA Handbook for Writers of Research Papers as the “false
assumption of authorship; the wrongful act of taking the product of another person’s mind, and presenting it as one’s own.”
To plagiarize is to pretend that you are the source of someone else’s work without giving credit to that source. Plagiarism could result
in any or all of the following: a grade of zero, withdrawal of student privileges, a parent/ teacher conference, and detention.
OTHER PROGRAMS AND SERVICES
ACADEMIC INTERVENTION SERVICE
Academic intervention services are intended to assist students who are at risk of not achieving the State learning standards in English
language arts, mathematics, social studies and /or science, or who are at risk of not gaining the knowledge and skills needed to meet or
exceed designated performance levels on State assessments.
Ninth and tenth grade students who fail any of the required Regents exams in high school or who are in jeopardy of not having the
skills necessary to pass the exams, will be provided with additional instruction that will prepare them to pass these exams. Incoming
ninth grade students who score below the designated level of achievement on the 8th
grade assessments in mathematics, English
language arts, social studies, or science will also be provided with these services.
Ninth and tenth grade students who are deemed to be in need of academic intervention services will be assigned to an A.C.E.
(Academic Centered Enrichment) team where additional instruction will take place for students requiring remediation to pass Regents
exams. Remedial opportunities and review classes will be provided at the end of the school day for these students as well as eleventh
and twelfth graders.
Parents will be notified in writing that academic intervention services are being provided. The notice will include a summary of the
services; the reason the student needs such services and the consequences of not achieving expected performance levels. Parents will
also be notified in writing when academic intervention services are no longer needed.
ACE TEAM
The ACE Team (Academic Centered Enrichment) consists of a team of five teachers who meet with ninth and tenth grade students,
two days per six day cycle. Students are instructed in small groups on a five week rotation schedule. Students receive academic
support and instruction in Math, English, Social Studies, Science and study skills. Student progress is monitored through
communication with teachers, parents and counselors. ACE students are also instructed in skill areas to assist them in preparing for
required Regents exams.
KENMORE EAST LEARNING CENTER
The Learning Center is a program that offers support and assistance with class work, projects, homework, term papers, test preparation
and a variety of individual learning needs. Students may complete assignments and make up tests in the center. The Learning Center
can also support and assist students in meeting the requirements with the Common Core Standards and NYS Regents requirements
Assistance is also available to help students to develop study, test taking and organizational skills. Opportunities for students to
develop their skills to prepare for Regents exams are also offered. The main focus of the Learning Center is to provide students with
resources that will encourage their academic growth and success through self-directed study, tutorial experiences and small group
work. The program is staffed by a full-time teacher and aide, along with teachers from various subject areas throughout the day.
Tutoring is available through the Kenmore East Peer Tutoring Club. Use of the room for small student study groups and review
groups is encouraged. Students have access to the library and computers through while in the Learning Center. Individual writing
conferences and term paper work can be scheduled as needed.
The Learning Center is a “drop in” program. Students may drop in before or after school along with during lunch or study hall. This
is a program available for all grade and class levels.
SPECIAL EDUCATION AND SPECIAL SERVICES
The Special Education Program is available to students who have been identified as exceptional by members of the Committee on
Special Education. The areas of exceptionality provided for include the autistic, deaf, blind, emotionally disturbed, hard of hearing,
learning disabled, mentally retarded, multiply disabled, orthopedically impaired, other health impaired, speech impaired, traumatic
brain injury, and visually impaired as per NYS Part 200 Regulations.
The Instructional Support Team (IST) at each school includes representatives from administration, instructional personnel, the nurse
(as needed) and members of the Counseling Department. They report to the district Committee on Special Education. This committee
has the responsibility to collect all diagnostic and medical information to determine whether a student will require special education
instruction or special education services.
Special education instruction or services may include special education courses, co-taught Regents classes, resource room support, or
consultant services. Consideration is always given to integration into the regular school program whenever individual abilities allow
for a successful experience.
The cooperation of parents is important for the success of students in these programs. Please contact your child’s counselor if you feel
that your child should be evaluated by the district Committee on Special Education for special education services.
CAREER EDUCATION
The Board of Cooperative Educational Services (BOCES) offers many opportunities to students of our school. There is a complete
listing of these offerings in this handbook. Consult course descriptions - BOCES/Career Education.
There are strict attendance requirements for students enrolled in a B.O.C.E.S. program. In addition, some courses have state-
mandated hours of attendance required for licensing or certification.
SUMMER SCHOOL
The Kenmore-Town of Tonawanda Public Schools may offer a summer session for high school students. Classes in summer school
have been offered to aid students to make up work or take a limited offering of new courses. A schedule of courses will be published
in May.
Courses will only be offered when there is a sufficient need to warrant presenting these courses. The inclusion of summer school is
subject to approval by the Board of Education. The highest final grade for a course will be used to calculate the class average. To
challenge an exam in August, students must register during regular summer school registration.
It is important to note that a percentage of your final grade will become a part of the summer school grade.
Three week review courses may be offered in any course that culminates in a Regents exam if the course is offered in summer school
for students who pass the course yet failed the required Regents exam.
LIBRARY MEDIA CENTER
The Library Media Center consists of the Library, the Computer Lab and the Learning Center. The Library’s resources include
subscription databases, Internet access, books, audiovisuals, and magazines. The online catalog (Destiny) and subscription databases
can be accessed from home.
The Library Media Specialists collaborate with teachers across the curriculum to ensure that standards in all content areas, as well as
information skills, are being met. According to the 2007 Standards for the 21st-
Century Learner, published by the American
Association of School Librarians (AASL), “Learners use skills, resources, and tools to:
1. Inquire, think critically, and gain knowledge.
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
3. Share knowledge and participate ethically and productively as members of our democratic society.
4. Pursue personal and aesthetic growth”.
CAREER CENTER
The function of the Career Center is to collaborate with the counselors in assisting students in making effective career and college
decisions through (1) self evaluation, (2) exploration of occupations and (3) college/vocational training. This information is made
available through computer programs, college catalogs, visits from college admissions representatives, a jobs board, scholarship file,
and other resource materials. The Center takes every opportunity to involve the community through speakers, shadowing, and the
posting of job openings. Students are encouraged to use the Center during their study halls and after school.
WORKING PAPERS
Students who are in need of general working papers for employment must obtain an application from the Attendance Office.
The New York State Child Labor Law states that permission must be obtained from parent and school for a minor 16-17 years of age
who wishes to work past 10:00 p.m. School permission will be granted when the student meets the following criteria:
1. Academics
a) The student must be passing four (4) academic subjects and physical education.
b) If the quarterly average drops 10 points or more, the student will be placed on probation for the succeeding quarter.
c) If there is any further drop in the quarterly average, consent will be denied.
2. Attendance
a) If the student has any instances of illegal absence to include tardiness, truancy, and/or leaving school without permission
during the school day, the student will be placed on probation for the succeeding quarter.
b) If there are any further instances of illegal absence as defined above, consent will be denied.
3. Conduct/Behavior
Consent will be denied to a student with a history of conduct and/or persistent violation of school rules as determined by the building
administrator assigned the responsibility for evaluating the request.
THE NEW YORK STATE LEARNING STANDARDS
Each student will demonstrate the knowledge and skills necessary for:
Maintaining Personal Health and Fitness
Maintaining a Safe and Healthy Environment
Managing Personal and Community Resources
Reading, Writing, Listening, and Speaking for Information and Understanding
Reading, Writing, Listening, and Speaking for Literary Response and Expression
Reading, Writing, Listening, and Speaking for Critical Analysis and Evaluation
Reading, Writing, Listening, and Speaking for Social Interaction
Using a Language Other Than English for Communication
Developing Cross-Cultural Understanding
Using Mathematical Analysis, Scientific Inquiry, and Engineering Design
Managing Information Systems
Understanding and Applying Mathematical Concepts and Principles
Understanding and Applying Scientific Concepts and Principles
Understanding and Applying Technological Concepts and Principles
Understanding and Applying Common Themes across Mathematics, Science and Technology
Interdisciplinary Problem-Solving
Creating, Performing, and Participating in the Arts
Knowing and Using Arts Materials and Resources
Responding to and Analyzing Works of Art
Understanding Cultural Dimensions and Contributions of the Arts
Understanding the History of the United States and New York State
Understanding World History
Understanding the Geography of the World
Understanding Economics
Understanding Civics, Citizenship, and Government
Planning a Career
Applying Academic Learning in the Workplace and Other Settings
Pursuing/Career Options
KTT LEARNING GOALS - Knowledge, Skills & Abilities
Basic Skills & Knowledge
Basic skills and knowledge are required for meaningful learning to take place.
- Individuals will demonstrate the ability to analyze, evaluate, read for understanding and appreciation, write with clarity and purpose,
and compute with accuracy.
Ability to Adapt
The ability to adapt is to adjust to change.
- Individuals will demonstrate a cooperative and positive attitude, a willingness to accept challenges, the flexibility to adjust to change
and the capability to create new options.
Character Development
Character is the definition of a person as an individual.
- Individuals will demonstrate a realistic understanding of personal strengths and weaknesses, self-discipline, empathy, honesty and a
strong sense of personal and civic responsibility.
Teamwork
Communication, collaboration, cooperation and trust form the foundation of a team.
- Individuals will demonstrate the ability to work with others toward a common goal and a willingness to share ideas and resources in
order to achieve success.
Communication
Communication is the ability to express and receive thoughts, facts, ideas and opinions clearly and concisely.
- Individuals will demonstrate the ability to communicate and understand each other’s ideas through written, verbal and artistic
expression.
Technology
The tools of technology extend our capacity to learn.
- Individuals will demonstrate the ability to enhance their learning through the use of a variety of technological concepts and tools.
Problem Solving
Problem solving initially requires recognition, definition and understanding of the problem.
- Individuals will demonstrate the skills needed to generate solutions, evaluate each and determine the best outcome.
Information Management
Information management requires that individuals understand the content and value of a wide variety of resources.
- Individuals will demonstrate the skills needed to access, process, evaluate, communicate and use information.
Lifelong Learning
Lifelong learning is a response to our natural curiosity and wonder.
- Individuals will demonstrate a continuous desire to learn by being open to new ideas and experiences and seeking challenges to
expand upon prior knowledge.
ATHLETICS 2014-2015
ATHLETICS Kenmore East has many opportunities for athletic participation by our students. Our complete program boasts indoor and outdoor
interscholastic competition for boys and girls. In addition, there is a variety of intramural activities.
Baseball Football Swimming
Basketball Golf Tennis
Bowling Gymnastics Track-Winter, Spring
Cross Country Rifle Volleyball
Field Hockey Soccer Wrestling
Ice Hockey Softball
ATHLETIC ELIGIBILITY The following are two provisions of the General By-Laws of the Niagara Frontier High School Athletic League, Inc., that determine
the eligibility of our athletes: (All Kenmore East students must carry a minimum of 5 subjects and physical education although the
league requires 4 subjects.)
A. A student must be a bona fide pupil of the high school which he/she represents; he/she must be carrying at least four subjects
and physical education (5 subjects plus PE in the Kenmore-Town of Tonawanda School District). To participate in approved
Niagara Frontier League Interscholastic Athletics from September through August of the school year, the student must have
passed four units of work and physical education at the end of the last school year (September through August of regular
enrollment).
A student may establish eligibility for the second semester for the remaining winter and spring sports by being enrolled in (5
subjects plus PE in Kenmore-Town of Tonawanda) and by meeting the minimum passing grade in four subjects and physical
education at the end of the first semester.
B. To maintain eligibility for the second semester including the remaining portion of the winter season and the spring sport
season you must have passing grades in four (4) subjects and physical education at the end of the first semester of the school
year.
NOTE: At the end of the 10 week or 30 week marking period, an ineligible student may appeal to the building principal for eligibility
if the student passed four subjects and physical education in the first marking period. The student is responsible for picking up the
necessary form, completing the form, and returning it to the principal promptly. Granting eligibility will be at the discretion of the
building principal and will be determined by the student’s grades, conduct, attendance and attitude.
A R T
2014-2015
We live in a visual world... In order to appreciate the vast diversity of the human experience and to succeed
in the world today an awareness and understanding of visual communication and
expression is becoming increasingly important. Whether you are an art major, have a desire to understand the visual arts, or simply
enjoy creating things, Kenmore East offers you a wide variety of courses designed to stimulate and challenge students’ imaginations,
develop their technical (artistic) skills, and strengthen critical thinking skills by responding to and analyzing works of art.
The emphasis of our curriculum is to enable students to gain a deeper understanding of visual expression and communication through
learning opportunities in art history, art criticism, aesthetic inquiry, and art production. Students will learn to employ a variety of
creative approaches to visual problem solving as they explore a wide range of traditional media including drawing, painting,
photography, ceramics, crafts, as well as new technologies such as video production, multimedia, and computer graphics. Students
will work individually or in collaboration with others during projects, discussions, critiques, and inquiries.
Whether you want to explore art as an interest or are considering art as a major, Studio in Art is the place to start. Studio in Art may
be used to meet the one unit fine art credit required for graduation. These exploratory courses are designed for those students with an
interest in the visual world. A strong technical talent or skill level in art is not the only thing necessary to succeed in these classes.
For those students considering an art major, Studio in Art offers a foundational base for more advanced study in Drawing and
Painting, Advanced Studio in Art, Advertising Design, Studio in Photography and Studio in Ceramic. We recommend the following
sequence for art majors.
Studio in Art
Multimedia Studio in Art
Drawing and Painting
Photography 1 & 2, Ceramics, Sculpture, Illustration & Animation
Advertising Design
Advanced MultiMedia
Advanced Studio in Art
AP Studio in Art
AP Art History
IB Visual Arts
(See below for Media Arts Academy Sequences)
This sequence will enable students to sequentially develop and apply their skills. In Advanced Placement Studio in Art students
develop and refine their portfolio for graduation, College Board credit, and college entrance. We recommend that Advanced
Placement Studio in Art is one of the final courses taken after a student has studied most or all of the other advanced electives.
Our art program will prepare students for graduation as well as life beyond Kenmore East by offering exciting, interesting,
and enriching learning opportunities that reflect the Ken-Ton Knowledge, Skills and Abilities, as well as the New York State Learning
Standards for the Visual Arts.
Standard 1: Students will actively engage in the processes that constitute creation and performance in the arts and
participate in various roles in the arts.
Standard 2: Students will be knowledgeable about and make use of the materials and resources available for participation in
the arts in various roles.
Standard 3: Students will respond critically to a variety of works in the arts, connecting the individual work to other works
and to other aspects of human endeavor and thought.
Standard 4: Students will develop an understanding of the personal and cultural forces that shape artistic communication
and how the arts in turn shape the diverse cultures of part and present society.
Art Course Offerings 2014-2015
Grade Meetings
Course Title Credits Levels per week Examinations
Studio in Art 1 9,10,11,12 5 L
Multimedia Studio in Art 1 9,10,11,12 5 L
Studio in Ceramics 1/2 10,11,12 5 L
Sculpture 1/2 10,11,12 5 L
Drawing & Painting 1 10,11,12 5 L
Advertising Design 1 10,11,12 5 L
Illustration & Animation 1/2 10,11,12 5 L
Studio in Photography 1 1/2 10,11,12 5 L
Studio in Photography 2 1/2 10,11,12 5 L
Advanced Multimedia 1 10,11,12 5 L
Advanced Studio in Art 1 11 5 L
IB Visual Arts 2 11 &12 3/2 IB Final
Assessment AP Studio In Art 1 12 5 AP
AP Art History 1 10,11,12 5 AP
Independent Study 1/2 or 1 12 5 L
MEDIA ARTS ACADEMY
Multimedia Studio in Art 1 9, 10, 11,12 5 L and/or ACA
Photoshop
Certification
Studio in Photography 2 1/2 10,11,12 5 L
Drawing and Painting for Animation 1 10,11,12 5 L
Advanced Multimedia 1 10,11,12 5 L
Animation and Illustration 1 10,11,12 5 L and/or Maya
Accreditation
Advertising Design 1 10,11,12 5 L and/or
ACA Visual
Communication
Certification
Art Curriculum Sequence
A. A 3 Unit visual arts sequence requires Studio in Art or Multimedia Studio in Art and recommends Drawing and Painting with at
least one additional unit of credit in advanced art courses.
B. A 5 Unit Visual arts sequence requires Studio in Art or Multimedia Studio in Art and recommends Drawing and Painting with at
least three additional units of credit in advanced art courses. The 5 Unit sequence in Art can be used as an alternative to the
Foreign Language requirement for graduation.
C. Prerequisites for entering courses are listed in course descriptions.
ART COURSE DESCRIPTIONS 2014-2015
STUDIO IN ART
Grade: 9, 10, 11, 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: First semester
Prerequisites: None
Studio in Art is our introductory art course. This comprehensive foundation course is designed to give students a basic yet
deeper understanding of the key concepts as well as technical skills used in the development and creation of art. Although we
welcome students with talent and advanced skills in art, they are not the only skills necessary to succeed in this course. An interest,
curiosity, and fascination for understanding the visual world will be sufficient
Students will explore a variety of medium, themes, techniques, artists and artwork as well as the elements and principles of
design. A sampling of 2 and 3 dimensional mediums, art, and design will be explored to give students an expansive view of the visual
world. Artwork will be developed using a variety of mediums and exploring many styles, movements, cultures, and trends
throughout art history and contemporary art. Students will develop critical thinking skills by responding to and analyzing works of
art. Traditional, authentic and portfolio assessments will be employed to evaluate student understanding. A portfolio will be
developed which will demonstrate personal progress and showcase students’ best efforts. This course may be used to fulfill the fine
arts requirement for graduation, and is a prerequisite for advanced art courses for art majors.
MULTIMEDIA STUDIO IN ART
Grade: 9, 10, 11, 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full Year (Pending Approval)
Prerequisites: None
Multimedia Studio in Art, our other introductory art course, fulfills the graduation art requirement as Studio in Art but is
designed for students who find it more fascinating and enjoyable to work with computers, explore the internet, and create video and
sound production. Students will explore all of the key concepts of art and design using Adobe Photoshop, Illustrator, Flash Animation,
iMovie, and more. Although connections will be made between 2 and 3 dimensional traditional art forms, exploration of mediums
such as drawing, painting, and sculpture, the primary focus is digitally generated art and design. Moreover, students will explore how
Multimedia is one of the fastest growing career opportunities in our world today. Although we welcome students with talent and
advanced skills in art, they are not the only skills necessary to succeed in this course. This course can also be used as a prerequisite for
advanced art course.
DRAWING AND PAINTING
Grade: 10, 11, 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full Year
Prerequisites: Studio in Art or Multimedia Studio in Art
*Architecture or Engineering students can take this course with Department Chair approval.
We highly recommend that students take Drawing and Painting after Studio in Art or Multimedia Studio in Art and before
other art electives in order to gain the compositional, color, and drawing skills needed to succeed in more advanced courses. It is also
highly recommended for those students considering taking AP art or for college entrance in Art, Design,
Graphic/Communication/Advertising Design, Computer Design, Computer Animation, Multimedia, Film, Video, Architecture, or
Engineering. The skills gained as well as the artwork created can be used for college entrance or AP portfolios. Specifically, there
will be a focus on observational drawing because it is especially important and required for AP and college portfolios. Drawings and
paintings will be developed from idea to finished product exploring a variety of themes and subject matter with an emphasis on the
process of developing your personal style. Students will learn to develop a composition using a variety of art medium including pencil,
charcoal, conte’, colored pencil, pastels, acrylic paint, watercolor, mixed medium, and computer. Technical skills will be explored
including a variety of approaches to developing drawings or paintings, color mixing, and different methods of application.
STUDIO IN CERAMICS
Grade: 10, 11, 12 20 weeks/5 meetings per week - 1/2 unit
Exam: Local Offering: Full Year
Prerequisites: Studio in Art
This studio course emphasizes the traditional hand building methods for work in clay, as well as an introduction to the
Potter’s Wheel. Students will create functional pottery, abstract sculpture and figurative sculpture. A variety of creative painting and
glazing techniques will be introduced. Students will be exposed to artwork from around the world, both Western and Non-Western.
Students will be expected to keep journals, participate in group and written critiques, and present their portfolios to the class. Student
effort will be evaluated using traditional, authentic, and portfolio assessments. Students will also produce a final “art portfolio” that is
designed to document their creative and technical explorations.
SCULPTURE
Grade: 10.11.12 20 weeks/5meetings per week – ½ unit
Exam: Local Offering: ½ Year
Prerequisites: Studio in Art
This course will introduce students to a wide variety of sculptural materials including clay, plaster, wire, wood, cement, papier mache,
clay-mation, and possibly more. Students will explore the ideas and concepts behind building three dimensional artworks of all sizes.
Technical and conceptual skills will be strengthened, no experience necessary, except for a passing grade in Studio In Art.
STUDIO IN PHOTOGRAPHY 1
Grade: 10, 11, 12 20 weeks/5 meetings per week - 1/2 unit
Exam: Local Offering: First semester
Prerequisites: Studio in Art or Multimedia Studio in Art
This is an advanced design course where students will be taught specific technical skills in the medium of 35 mm black and
white photography utilizing the traditional darkroom. Students will examine photographs in a social, cultural and artistic context, and
learn critical thinking skills through the creation of photographs, written tests, oral critiques and oral presentations. Student effort will
be evaluated using traditional, authentic and portfolio assessments.
STUDIO IN PHOTOGRAPHY 2
Grade: 10, 11, 12 20 weeks/5 meetings per week - 1/2 unit
Exam: Local Offering: Second semester
Prerequisites: Studio in Art or Multimedia Studio in Art
The major objective of Studio in Photography 2 is to further develop the creative standards developed from Studio in
Photography I. Students will also develop a portfolio for a final presentation that will illustrate their mastery of the elements of
photography. The entirety of the semester is devoted to exploring digital technologies and their uses in the contemporary photography
world, including the use of digital cameras and Adobe Photoshop. Students will also experiment with alternative processes, which
blend traditional photo processes with current technological processes.
ADVERTISING DESIGN
Grade: 10, 11, 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites*: Studio in Art or Multimedia Studio in Art
*Non-art majors, Business, Yearbook, and Technology majors can take this course with Department Chair approval.
This advanced art elective gives students the opportunity to apply all of the skills and concepts learned in other art and
photography courses to develop their visual problem solving skills in the exciting fields of advertising, communication, and graphic
design. The emphasis of this course is on idea creation and development. Assignments will include both exploratory and real-life
projects. Students will participate in individual and group activities designed to challenge and refine their visual communication
abilities in the print, computer, video or multi-media. Students will incorporate type, illustration, and photography in logos, ads, CD
covers, package designs, and more. A portfolio will be developed for college and professional use. Student efforts will be evaluated
using traditional, authentic, and portfolio assessments. It will be beneficial for students to take Drawing and Painting 1 & 2,
Photography 1, or Illustration & Cartooning before or while taking this course.
ADVANCED MULTI-MEDIA (PHOTOSHOP, ANIMATION, VIDEO, & DESIGN)
Grade: 10, 11, 12 40 weeks/5 meetings per week – 1 unit
Exam: Local Offering: Full Year
Prerequisites: Studio In Art
Pending New York State Department of Education Approval
*Business and Technology majors can take this course with Department Chair approval.
This course introduces multi-media as a vehicle for artistic expression and professional application. Students will acquire a
strong foundation in the digital arts that will prepare them for artistic communication and expression in the 21st century. Students will
be able to learn conceptual and technical skills needed to produce: graphic design, digital photography, computer animation, 3-
dimensional digital rendering, web page design, video.
Students will use computer digital applications including: Adobe Illustrator, Adobe Photoshop, Quark Xpress, I-Movie,
Final Cut Pro, KTP Bryce, Flash, Macromedia Dreamweaver, and more. Students will also study the history of cinema, film and
video. Moreover, students will critically analyze multi-media for its formal, cultural, and aesthetic qualities.
ADVANCED STUDIO IN ART
Grade: 11, 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: Studio in Art/Art Teacher Referral
The advanced art student will be challenged in this course to develop independent thinking skills and an individual voice in
art by exploring a variety of themes and medium. The focus of the course is to develop, refine, and fine tune student portfolios for the
Regents credit graduation requirement according to the N.Y. State learning standards as well as personal, academic and professional
use beyond Kenmore East. Students will learn to organize and present their portfolio. Artwork will be created during long and short
term art projects that will showcase students’ development, strengths, and ability to take risks. Student efforts will be evaluated using
traditional, authentic, and portfolio assessments. This course is recommended for Junior art majors who have taken most of their
advanced art electives and are planning on taking AP Studio as a Senior. Art teacher referral is required.
AP STUDIO IN ART
Grade Level: 12 40 weeks/5 meetings per week – 1 unit
Exam: AP
Prerequisite: Studio in Art, three additional art electives and teacher recommendation
This rigorous elective is for the highly motivated student interested in pursuing art and receiving advanced standing on the
college level. Students will follow the prescribed AP course description provided by the College Board, and will be required to
submit their work for evaluation to the AP Committee (see AP course description).
The Advanced Placement art courses are college level courses that offer students the opportunity to receive advanced
placement and/or college credit. The rigorous pace of Advanced Placement courses demands a major time commitment that includes
work outside of class. Portfolio review, sketchbook/journal review, and teacher recommendation are required. Students will be
expected to produce at least 25 works of art that will be turned into slides for submission to the AP College Board for evaluation.
The three courses of study include: Advanced Placement 2-D Studio, Advanced Placement Drawing Studio, and
Advanced Placement 3-D Sculpture Studio. See Art Instructors for more details.
AP ADVANCED PLACEMENT ART HISTORY
Grade Level: 10-12 40 weeks/5 meetings per week – 1 unit
Exam: AP
Prerequisites: Final Averages in English and Social Studies (10th
and/or 11th
) above 85%, Strengths in reading, writing,
interpretation, and analysis.
This course is designed to provide the same benefits to our students as those provided by an introductory college course in
Art History. Students will gain an understanding and knowledge of architecture, sculpture, drawing and painting, and other art forms
within diverse cultural and historic contexts. In this course, students will examine major forms of artistic expression from the past and
the present, as well as from a variety of cultures. We will learn to look at works critically, intelligently, analytically, and with
sensitivity to their context. An emphasis will be placed on visual literacy and the ability to apply art historical methods to the student’s
visual environment, thus understanding how images can encode a culture’s ideology.
Some guiding questions throughout the year will ask, what is the significance of art throughout history? What roles have the
arts played in various cultures at various times? How do the arts increase our understanding of history? How does art shape and
document a culture?
Grading for this course will based on class discussions, student presentations, written assignments, and unit tests. The
College Board will assess the Final Exam given in May.
IB VISUAL ARTS
Grade: 11 & 12 IB Schedule
Exam: IB Assessment
Prerequisites: Studio in Art or Multimedia Studio in Art.
Recommended: Advanced Art Elective such as Drawing and Painting.
(Note: For more information about IB check the IB Visual Arts description in the IB Group 6 section).
IB Visual Arts is a Group 6 option for the International Baccalaureate Diploma Program. This is a two-year college level
studio class that unites basic courses taught in college visual art foundation programs. It encourages awareness of the
student’s cultural heritage, experimentation, risk-taking, personal growth, and the development of one concentration area
into several more directions. This class explores different techniques and media together, but the most important
ingredient is the student. Gallery visits and some studio time outside of class is needed in order for the student to grow
technically, creatively, and aesthetically.
Pre-requisite: Studio in Art or Multimedia Studio in Art; It is also highly recommended that you take an advanced art
elective such as Drawing and Painting.
INDEPENDENT STUDY
Grade: 12 20 or 40 weeks/5 meetings per week – 1/2 or 1 unit
Exam: Local
Prerequisites: Studio in Art, Multimedia Studio in Art, at least 3 Advanced Art Electives
Two advanced electives, Approval of Department Chair.
A student who has exhausted all the school offerings in his/her area of interest may apply for independent study. Such areas might be
painting, photography, ceramics, advertising design, multimedia, etc. See your guidance counselor.
PRESS START!
Imagine a career in digital media, commercial art, graphic design, interactive design, gaming, or the entertainment
arts (film, special effects). The Art Department strives to make this vision a reality by preparing students for college and
career through the focused sequence of courses in our new Media Arts Academy. The Media Arts Academy features
project based learning that develops skills needed in the professions mentioned above. Students will master a wide range
of professional caliber applications including: Adobe Photoshop, Adobe Illustrator, Adobe In Design, Adobe Flash and
Autodesk Maya. The student will have multiple opportunities to achieve professional certification through the completion
of industry standard assessments. Students will also develop expertise critical 21st century skills including: professional
communication, project management, maintaining professional standards and collaboration. The mastery of these skills
will provide a distinguished status regardless of a student’s chosen profession. Completion of the media arts academy will
prepare students for entry-level positions in a variety of fields, or serve as a solid foundation for advanced study at the
college level.
A significant benefit provided through our Media Arts Academy is the opportunity for students to receive ACA
certification. (Adobe Certified Associate).
The Media Art Academy is aligned with ACA certification (Adobe Certified Associate)* to provide students with the
following advantages:
1. Students will graduate with an advanced level of design and technical skill using industry standard tools and
software.
2. Students will gain specific skill sets needed in college and the workforce (not only in the arts, but in a variety of
disciplines/careers dependent upon strong communication skills).
3. Students will obtain an industry and academically recognized ACA certification.
4. Students will get a head start by obtaining the tools, skills, and confidence to make their career goals a reality.
*Adobe Certified Associate assessments and certifications will be provided in Adobe photoshop (in 2014-15) and in
Adobe Illustrator, Adobe InDesign, and Autodesk Maya TBA.
How do I Start?
Students who are interested in pursuing the Media Art Academy pathway should first enroll in the foundation course
Multimedia Studio in Art or Studio in Art. Upperclassmen should enroll in Advanced Multimedia. Teachers of these
courses will connect students to our Media Arts Academy Advisor who will personally guide them through which courses
to take and how each course aligns to the ACA assessments*.
Academy Sequence
The course list below describes the Media Arts Academy suggested sequence:
Multimedia Studio in Art or Studio in Art (ACA Photoshop)(see description above)
Drawing and Painting for Animation
Photo 2 (see description above)
Advanced Multimedia (ACA Rich Media)
Animation and Illustration (Maya accreditation)
Advertising Design (ACA Visual Communication)
ADVANCED MULTIMEDIA This course introduces digital media as a vehicle for artistic expression and professional application. Students will
acquire an advanced skill base in the digital arts, that will prepare them for artistic communication and expression in the
21st century. Students will be able to learn conceptual and technical skills needed to produce: graphic design, digital
photography, computer animation, 3-dimensional digital modeling and video. Students will use computer digital
applications including: Adobe Illustrator, Adobe Photoshop, Adobe After Effects, iMovie, Flash, Autodesk Mudbox,
Autodesk Maya, and more. The production of film and video, its editing and use of special effects will be a major focus of
this course. Students will have the opportunity to achieve a variety of professional certification through this course.
Prerequisites: None
40 Weeks
1 Unit
Exam: Local, ACA Certification
ADVERTISING DESIGN Advertising/Communication Design is a project-based course designed to develop career, communication, and visual
problem solving skills for use in advertising, communication, and graphic design. Students will learn communication and
collaboration, research and information fluency, digital citizenship, creativity and innovation, as well as technology
operations and concepts. critical thinking and problem solving will be demonstrated in both exploratory and real-life
projects. Students will participate in individual and collaborative activities incorporating type, illustration, and
photography in logos, business cards, advertisements, CD covers, brochures, and more. A portfolio will be developed for
college and professional use. Students will learn Adobe Photoshop, Illustrator and InDesign, with the goal of attaining the
Adobe Print Specialist Certification.
Prerequisites: None
40 Weeks
1 Unit
Exam: Local/ ACA Visual Communication Certification
ANIMATION AND ILLUSTRATION Students will explore fundamental techniques to create illustrations and animation with a focus on 2D and 3D digital
animation. Students will work with the same programs as experts in the field including: Adobe Flash, Adobe Photoshop,
Autodesk Maya, Mudbox, and more. Mudbox enables you to construct 3D digital models and create characters, objects,
cars, and more. Maya allows you to make 3-D animations and CGI
(computer-generated imagery) come to life, just like in the movies! Students will have the opportunity to receive
professional certification in Maya (the industry-based animation software).
Prerequisites: None
40 Weeks
1 Unit
Exam: Local/ Maya Accreditation
DRAWING AND PAINTING FOR ANIMATION This course is designed for digital artists and designers in pursuit of advancing their drawing and painting skills, in both
traditional (pencils, charcoal, paint) and digital (computer generated) media. 3D Animators, game designers, and special
effect artists require a well-developed sense of drawing skill. Students will learn: 3d rendering, lighting, colors, values,
edges, and composition and how it applies to digital art and animation. No matter what your current skill level is, you will
be able to improve in your drawing ability. In this project-based course, students will do observational drawing, painting,
as well as digital drawing and painting using Photoshop. Artwork will be developed from idea to finished product based
on a variety of themes, subject matter, and approaches to visual problem solving. This course is highly recommended for
those students considering: computer animation, art, design, graphic/advertising design, or multimedia at the college level.
Prerequisites: None
40 Weeks
1 Unit
Exam: Local
ENGLISH
Instruction in English is developmental in nature. The courses develop students’ skills in reading, writing, listening, and speaking and
encourage their understanding and appreciation of literature. Each course provides students an opportunity to use language for information and understanding, for literary response and expression, for critical analysis and
evaluation, and for social interaction. All students are expected to demonstrate proficiency with emerging technologies and research.
Public Speaking, Theater, Creative Writing, Creative Writing II, Journalism/School Newspaper, Works of J.R.R. Tolkein
and Yearbook are course offerings the students may take in addition to their regular English class.
English Course Offerings 2014-2015
Course Title Credits
Grade
Levels
Meetings
Per week
Reading
Level Exam
English 9 Regents SC 1 9 5 L/A L
English 9 Regents 1 9 5 A/H L
English 9 Honors 1 9 5 H L
English 10 Regents SC 1 10 5 L/A L
English 10 Regents 1 10 5 A/H L
English 10 Honors 1 10 5 H L
English 10 AP: Language and Composition 1 10 5 H R/AP
English 11 Regents SC 1 11 5 L/A R
English 11 Regents 1 11 5 A/H R
English 11 Honors 1 11 5 A/H R
English 11 AP:Language and Composition 1 11,12 5 A/H R/AP
English 12 Regents SC 1 12 5 L L
English 12 Regents 1 12 5 A/H L
English 12 AP Literature and Composition 1 12 5 H L/AP
Theater 1 – Introduction to Theater Arts 1 9,10,11,12 5 X L
Theater 2 – Presenting Theater Arts 1 10,11,12 5 X L
Theater 3 – Directing and Applied Study 1 11,12 5 X L
Theater 4 – Concentrated Study in the
Theatre Arts 1 12 5 X L
Public Speaking/Communication 1 9,10,11,12 5 X L
Journalism/School Newspaper ½ 9,10,11,12 3/2 X L
Journalism/School Newspaper 1 9,10,11,12 5 X L
Journalism 2/Media ½ 10,11,12 5 X L
Journalism 2/Media 1 10,11,12 5 X L
Advanced Publications/Yearbook ½ 10,11,12 3/2 X L
Advanced Publications/Yearbook 1 10,11,12 5 X L
Creative Writing 1:Your Characters, Your
Studies, Your World ½ 9,10,11,12 3/2 X L
Creative Writing 2:The World Awaits Your
Movie ½ 9,10,11,12 3/2 X L
Creative Writing 2:The World Awaits Your
Movie 1 9,10,11,12 5 X L
The Works Of J. R. R. Tolkien ½ 10,11,12 5 X
Academic Intervention Services 0 9,10,11,12 3/2 X
English Curriculum
The English Department is committed to providing students with the opportunities to develop essential knowledge, skills, and
abilities to become confident and articulate communicators in society. Four units of English are required for graduation. These units
may not include credit from courses in Theater, Public Speaking, Journalism/School Newspaper, Creative Writing, Works of Tolkien,
or Advanced Publications/Yearbook.
Students in the required English courses will demonstrate the ability to analyze, evaluate, read for understanding and appreciation,
and write with clarity and purpose. Students will demonstrate the ability to work with others on class projects and a willingness to
share ideas and resources in order to achieve success. Students will also demonstrate the ability to communicate and understand each
other’s ideas through written and verbal expression. In addition, students in the required English courses will be evaluated in a
number of ways, including traditional, authentic, and portfolio assessments.
The required English courses incorporate the Ken-Ton Knowledge, Skills, and Abilities through which the New York State
Standards are achieved.
COURSE DESCRIPTIONS
ENGLISH 9 REGENTS SC
Grade: 9 40 weeks/5 meetings per week – 1 unit
Exam: Local Offering: Full year
Prerequisites: English 8 Reading Level: Low/Average
English 9 SC is a Regents level course which is offered in a co-taught setting. Intensive
development of writing skills, close reading strategies, and text analysis are emphasized. In addition, students continue to study a
variety of literature, as well as nonfiction texts.
ENGLISH 9 REGENTS
Grade: 9 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: English 8 Reading Level: Average/High
English 9 is a Regents-level course. Intensive development of writing skills, close reading strategies, and text analysis are
emphasized. In addition, students continue to study a variety of literature, as well as non-fiction texts.
ENGLISH 9 HONORS Grade: 9 40 weeks/5 meetings per week – 1 unit
Exam: Local Offering: Full year
Prerequisites: Students must have an A or higher each quarter and an A on the final exam . Students in this class are
required to individually complete an original summer reading assignment.
This course is for students who have achieved at a high level in English 8. It will foster development of advanced reading
and writing skills. In addition, students continue to study a variety of literature, as well as literary non-fiction. In order to promote
literacy, maintain skills and ease student work load during the year, an original summer reading project is a requirement for this
course.
ENGLISH 10 REGENTS SC
Grade: 10 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: English 9 Reading Level: Low/Average
English 10 SE is a Regents-level course which is offering in a co-taught setting. This course continues the development of
basic skills - - - - grammar and usage, spelling, vocabulary, reading and effective library usage. Special emphasis is placed upon
refining writing skills. In addition, the student will have an opportunity to develop oral skills in classroom discussions, interpretation,
and individual reports. The literature includes a variety of genres and authors, as well as literary non-fiction.
ENGLISH 10 REGENTS
Grade: 10 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: English 9 Reading Level: Average/High
English 10 is a Regents-level course which continues the development of basic skills including grammar and usage, spelling,
vocabulary, reading and effective library usage. Special emphasis is placed upon refining writing, close reading, and text analysis
skills. In addition, the student will have an opportunity to develop oral skills in classroom discussions, interpretation, and individual
reports. The literature includes a variety of genres and authors, as well as literary non-fiction.
ENGLISH 10 HONORS
Grade: 10 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: See Honors Criteria page 6 Reading Level: High
Students in this class are required to complete a summer reading assignment.
This course is for college-bound students who have mastered the basics. It will foster the development of advanced reading
and writing skills. The literature includes a variety of genres and authors, as well as literary nonfiction. In order to promote literacy,
maintain skills and ease student work load during the year, a summer reading project is a requirement for this course.
ENGLISH 10 AP: LANGUAGE AND COMPOSITION
Grade 10 Pre-IB 40 weeks/ 5 meetings per week 1-unit
Exam: AP (and Regents) Offering: Full year
Prerequisites: 90 average in previous English course and/or teacher recommendation
Students in this class are required to complete a summer reading assignment.
This course is a prerequisite for the IB program
Reading Level: High
Advanced Placement English Language and Composition is essentially a college freshman English composition course, and it
is a course to prepare students for the writing they will need to do in all of their courses in the IB program – see the IB section of this
handbook. The focus will be on non-fiction writing and rhetoric, although some fictional literature will also be read. The reading in
the course will focus on many essays by a variety of writers both contemporary and classic, and the intensive study of how writers
create meaning, style, and a persuasive argument. Students will then incorporate these techniques into their own writing. Students
will leave the course stronger readers and much better writers. This preparation will be indispensable for the IB program and college.
In order to promote literacy, maintain skills and ease student work load during the year, a summer reading project is a requirement for
this course.
ENGLISH 11 REGENTS SC
Grade: 11 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: English 10 Reading Level: Low/Average
English 11 SC is a Regents level course which is offered in a co-taught setting. This course continues the development of
basic skills - - - - grammar and usage, spelling, vocabulary, reading and effective library usage. Special emphasis is placed upon
refining writing, close reading, and text analysis skills. In addition, the student will have an opportunity to develop oral skills in panel
discussions, interpretation, and individual reports. The literature includes a variety of genres and authors, as well as literary non-
fiction.
ENGLISH 11 REGENTS
Grade: 11 40 weeks/5 meetings per week - 1 unit
Exam: Regents Offering: Full year
Prerequisites: English 10 Reading Level: Average/High
English 11 Regents prepares students for both the Regents Comprehensive Examination in English and also the shift to the
Common Core Exam as directed by New York State. Students will read, analyze, critique and write responses to a variety of written
works including challenging novels, short stories, essays, and a variety of non-fiction materials. Students will develop skills needed
for writing argument essays, text-based responses and various forms of critical analyses of texts.
ENGLISH 11 HONORS
Grade: 11 40 weeks/5 meetings per week - 1 unit
Exam: Regents Offering: Full year
Prerequisites: See Honors Criteria page 6 Reading Level: High
Students in this class are required to complete a summer reading assignment.
English 11 Honors prepares and challenges students for both the Regents Comprehensive Examination in English and also
the shift to the Common Core Exam as directed by New York State. Students will read, analyze, critique and write responses to a
variety of written works including challenging novels, short stories, essays, and a variety of non-fiction materials. Students will
develop and hone skills needed for writing argument essays, text-based responses and various forms of critical analyses of texts.
ENGLISH 11 AP: LANGUAGE AND COMPOSITION
Grade 11 and 12 40 weeks/ 5 meetings per week 1-unit
Exam: AP (and Regents for juniors) Offering: Full year
Prerequisites: 90 average in previous English course and/or teacher recommendation
Students in this class are required to complete a summer reading assignment.
Reading Level: High
Advanced Placement English Language and Composition is essentially a college freshman English composition course. The
focus will be on non-fiction writing and rhetoric, although some fictional literature will also be read. The reading in the course will
focus on many essays by a variety of writers both contemporary and classic, and the intensive study of how writers create meaning,
style, and a persuasive argument. Students will then incorporate these techniques into their own writing. Students will leave the
course stronger readers and much better writers. This preparation will help them in the rest of their high school experience and into
college. In order to promote literacy, maintain skills and ease student work load during the year, a summer reading project is a
requirement for this course.
ENGLISH 12 REGENTS SC
Grade: 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: English 11 Reading Level: Low/Average
English 12 SC is a Regents level course which is offered in a co-taught setting. This course continues the development of
basic skills - - - - grammar and usage, spelling, vocabulary, reading and effective library usage. Special emphasis is placed upon
refining writing skills. In addition, the student will have an opportunity to develop oral skills in classroom discussions, interpretation,
and individual reports. The literature includes a variety of genres and authors. During the year, students will complete the required
English 12 research paper for graduation.
ENGLISH 12 REGENTS
Grade: 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: English 11 Reading Level: Average/High
English 12 is a Regents-level program which offers students an in-depth analysis of literature through the study of thematic
units. The research paper, required of all students, offers opportunities for independent study and teaches students the process of
developing a research paper. In all classes, students continue to refine the skills taught in previous grades and develop skills for
college and career readiness
ENGLISH 12 AP ENGLISH: LITERATURE AND COMPOSITION
Grade: 12 40 weeks/5 meetings per week - 1 unit
Exam: College Board AP and Local Offering: Full year
Prerequisites: 90 average in previous English course and/or teacher recommendation, summer reading project,
meeting with instructor in June of junior year.
Reading Level: High
Advanced Placement English is a cooperative endeavor of the College Board and Kenmore East. It is offered as an
advanced-level course for students who wish to have more intensive and challenging preparation than is possible in Regents-level
English courses. The course prepares students for the AP Exam and continued in-depth study of American, British, and world
literature. A summer reading assignment must be completed before the course begins in September. The first quarter grade will
primarily be based on discussing and evaluating summer reading. Writing is strongly emphasized in this course. In addition, time is
devoted to developing research skills. Students will take the College Board Advanced Placement exam in May
THEATER ELECTIVES
The engagement of students in the theatre arts is realized as a valid supplement to the existing curriculum standards for
English Language Arts. While practicing the basic skills of reading, writing, listening and speaking, theatre students will gain hands-
on experiences rehearsing and performing in small groups. Students will learn to utilize problem-solving techniques when asked to
analyze scripts for classroom presentations and when designing basic sets, costumes, makeup and lights. In addition, students will
gain the tools necessary to become better communicators capable of working interdependently within various future working
environments. All these skills will be applicable to one’s vocation or avocation through lifelong learning.
THEATER 1-Introduction to the Theatre Arts
Grades: 9, 10, 11, 12 40 weeks/ 5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: None Reading Level: Mixed
Theater 1 is an introduction to the theatre arts. The course will review the basic elements of theatrical production:
development of basic skills (imagination, emotional response, memorization, improvisational activities, etc.), basic movement and
stage directions, development of voice, and characterization studies. Students will gain an appreciation for the art of theatre through a
brief exploration into the history of theatre and by the observations and evaluations of contemporary theatre productions (all students
are required to attend Kenmore East’s annual school play and musical.) This course is primarily designed to help students gain poise
and confidence before a group. Each student will be provided with firsthand knowledge and experiences in performing. In addition,
this course will enable students to become better viewers of dramatic productions because they will know how and why theatrical
productions work as they do.
THEATER 2-Practicing Theatre Arts
Grades: 10,11,12 40 weeks/5 meetings per week – 1 unit
Exam: Local Offering: Full year
Prerequisites: Theater 1 or Reading level: Mixed
instructor permission.
Theater 2 is a performance-based course that provides students with experiences performing in front of an audience. As with
Theater 1, this course follows the development of various acting/performing styles. In addition to an in-depth play study of the
Kenmore East fall play, various scenes and short plays will be studied, prepared, directed and performed in and out of class. Students
will be provided the opportunity to create and perform their own original work. Theater 2 students will demonstrate a higher level of
competence as a result of their experiences in Theater 1 and will learn techniques to monitor their own personal success while
receiving constructive criticism from their peers and the instructor. All Theater 2 students are required to attend and critique Kenmore
East’s annual school play and musical.
THEATER 3 – Directing Plays
Grade: 11, 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: Theater 1 and Reading level: Mixed
2 or instructor permission.
Theater 3 is a course on directing theatrical productions. Students who are enrolled in this course will apply their
accumulated knowledge from Theater 1 & 2 and will be provided with the opportunity to produce and direct their own theatrical
productions. This course aims to improve students’ leadership capabilities while focusing on full-class productions. Students will be
provided with greater insight into the tools that a director uses; script analysis, budgeting and theatrical design. The school year will
culminate with the presentation of the directing class’s one-act plays for an audience.
THEATER 4 – Concentrated Study in the Theatre Arts
Grade: 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: Theatre 1, 2 and 3 Reading level: Mixed
Theater 4 provides students the ability to develop a concentrated study in the theatre arts. Students enrolled in Theater 4 will
decide to focus their studies on one specific element of theatrical production: acting, directing, technical design, producing, or applied
studies in theater history. This course will prepare students for the shift into college and/or a working environment. In addition,
students will occasionally be provided the opportunity to view collegiate theatrical productions and audition or submit work for
acceptance into a college drama/speech/communications program.
OTHER ENGLISH ELECTIVES
PUBLIC SPEAKING/COMMUNICATION
Grade: 9, 10, 11 or 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: Grade level Reading Level: Mixed
This course has a multiple purposes – first, to help the student develop the skills of effective communication and secondly, to
improve understanding of the facets of leadership. Students will demonstrate the confidence and competence needed to prepare and
deliver original presentations, to inform, inspire, persuade, and entertain. In addition, students will demonstrate the skills needed to
debate formally, including teamwork, problem solving, and information management. This course is highly recommended for all
students, especially those whose future may be in a field requiring highly developed communication skills - - - - such as education,
law, broadcasting, and sales.
JOURNALISM/SCHOOL NEWSPAPER
Grade: 9, 10, 11, 12 40 weeks/5 meetings per week - 1 unit
Exam: Local or
Prerequisites: None 20 weeks / 5 meetings per week - 1/2 unit
Offering: Full year or ½ year
Reading Level: Mixed
Journalism/School Newspaper is designed for the student who is interested in techniques used in producing material for a
newspaper and who may have an interest in pursuing a college course of study in communications. Students will be exposed to
various aspects of the print media with a strong emphasis on journalistic writing and publication. Students will be expected to learn
desktop publishing and will use the technology available in the computer lab to produce copy, to design layout, and to learn other
aspects of newspaper publication. This class is also for students who have an interest in photography as it relates to the field of
journalism. Involvement with the school newspaper is an important facet of the course. This course will provide excellent
experience for those who may want to go on to college to prepare for a career in news broadcasting, whether for television, radio, or
the internet.
ADVANCED PUBLICATIONS/ YEARBOOK
Grade: 10, 11, 12 40 weeks/5 meetings per week - 1 unit
Exam: Local or
Prerequisites: Instructor Approval 40 weeks/2/3 days a week - 1/2 credit
And separate letter of recommendation from a current teacher or
20 weeks/5 meetings per week-1/2 credit
Offering: Full year
Reading Level: Mixed
Advanced Publications/yearbook is a unique class for those students who want to work in a computer-based design
environment. In this class students will be responsible for designing promotional material in various book formats including our
yearbook. There is a heavy emphasis on layout skills, digital photography, problem-solving techniques, teamwork, desktop
publishing, and creative design. Students are actively challenged in many disciplines ranging from the practical to the creative.
This class requires a commitment beyond the confines of the classroom. In order to complete projects all students will be
required to spend time outside of class on assignments. Students’ work will be subject to staff critiques. Students will work in
individual, small-group, and large-group environments. Each student is required to contribute towards personal and group
objectives in a successful and productive fashion. There is a heavy emphasis on developing skills which will help students
overcome obstacles, meet deadlines and achieve goals. Registration is subject to instructor approval along with a letter of
recommendation from a current teacher; preference will be given to upper classmen.
CREATIVE WRITING 1: YOUR CHARACTERS, YOUR STORIES, YOUR WORLD
Grade: 9, 10, 11, 12 20 weeks every day
Exam: Local 1/2 unit
Prerequisites: None Offering: ½ year
Writing Level: Mixed
This is a self-directed workshop course for students who enjoy and wish to explore the world of writing. Students are
encouraged to experiment with a wide variety of writing styles and genres. Students will research and develop their own writing
topics. Past student writing has included horror, mystery, suspense and love short stories, commercials, infomercials, comedy
magazines, songwriting, plays, poetry, and short novels. In class, students will write, revise, conference with teacher and peers,
discuss writing techniques, study short and full-length films, listen and respond to classmates and read the works of various writers.
The focus of the class is on literary expression and response. Using language to communicate understanding will be an obvious
dimension of this evaluation. A final portfolio is required. Publication in the bi-annual anthology (The S.L.O.B.) is highly
encouraged.
CREATIVE WRITING 2: THE WORLD AWAITS YOUR MOVIE
Grade: 9, 10, 11, 12 40 weeks/5meetings per week-1 unit
Exam: Local or
Prerequisites: None 20 weeks/5meetings per week-1/2 unit
or
40 weeks/every other day-1/2 unit
Offering: Full Year or ½ Year
Writing Level: Mixed
Make your own movie! Creative Writing 2, with an emphasis on writing for media, screenwriting, and commercials, complete
with full length featured film making will expose students to a multiplicity of cinematic knowledge. Students will learn simple and
complex filming techniques and master editing programs with the use Multi-Media lab. Students will write, produce, act, direct and
edit all aspects of the process within self- created groups. Students will study film, learn screenplay formatting and design storyboards
in order to immerse creativity at its highest level. Local Western New York film contests and a Kenmore East spring film festival will
showcase the final products!
ACADEMIC INTERVENTION SERVICES: ENGLISH
Grade: 9, 10, 11, 12 40 weeks/variable
Prerequisite: Student has failed or is Meeting: Each week
or at risk of failing a required Regents
exam in English Language Arts.
Individual remedial instruction is provided in the Learning Center for students who have failed to demonstrate competency in
English Language Arts. This assistance is required by NYS Education Law.
L.O.T.E.
LANGUAGES OTHER THAN ENGLISH
The focus of the foreign language program is to increase students’ ability to communicate in a language other than English and to
develop cross-cultural skills and understanding. In language study, special importance is given to those aspects of culture that are
most closely related to the comprehension and production of language. In addition to communication and cultural awareness, students
will enhance their problem-solving ability, develop creative thinking skills, and acquire individual learning strategies to bridge the
communication gaps which result from differences of language and culture.
Students with an avid interest in foreign languages are encouraged to proceed to the highest level offered, to study more than a single
area, and to develop their curiosity about diverse cultures into a lifelong learning experience.
Second Languages Course Offerings 2014-2015
Course Number Course Title Credits Grade Levels
Meetings
Per Week
Reading
Level Examination
2116 French A 1 9,10,11,12 5 A L
2126 French B1 1 9,10,11,12 5 I L
2136 French B2 1 10,11,12 5 I L
2148 French C1 1 11,12 5 I/H L
2158 French C2 1 12 5 H L
2216 German A 1 9,10,11,12 5 A L
2226 German B1 1 9,10,11,12 5 I L
2236 German B2 1 10,11,12 5 I L
2248 German C1 1 11,12 5 I/H L
2258 German C2 1 12 5 H L
2516 Spanish A 1 9,10,11,12 5 A L
2526 Spanish B1 1 9,10,11,12 5 I L
2536 Spanish B2 1 10,11,12 5 I L
2538 Spanish B2 (H) 1 10,11,12 5 H L
2548 Spanish C1 1 11,12 5 I/H L
2558 Spanish C2 1 12 5 H L
Second Language Curriculum Sequence
A. A major sequence in a second language is any combination of courses in one language totaling four (4) credits.
B. A Regents sequence in a second language is achieved when the Local Regents Examination in the language is passed.
Second Language Flow Chart
French A -->French B1 --> French B2 --> French C1--> French C2
German A --> German B1 --> German B2 --> German C1--> German C2
Spanish B2
Spanish A --> Spanish B1 --> or --> Spanish C1 --> Spanish C2
Spanish B2 (H)
French A and German A are only offered when we have a full class of 24 students. If these criteria are not met, students are
placed in Spanish A.
Course Descriptions
2116 FRENCH A
Grade: 9, 10, 11, 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: None Reading Level: Average
The introductory course to French is intended for the student who has never studied a language, is beginning a new second language,
or has not received a language credit from the middle school. The course includes pronunciation of the language, basic structure
necessary for common conversation, and basic vocabulary including the use of the alphabet. Emphasis is placed on the
comprehension of authentic speech and speaking in an everyday conversational setting. Reading of authentic public announcements
and messages, plus the writing of simple sentences pertaining to personal needs and short messages are used to develop critical
thinking skills. A basic knowledge of culture is introduced. Students will be held accountable through day to day oral and written
performance assessments.
2126 FRENCH B1
Grade: 9, 10, 11, 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: French A Reading Level: Intermediate
Level B1 is an expansion of the basic reading, writing, speaking and listening skills learned in Level A. Students will progress not
only through textbook lessons but also through the frequent use of authentic materials such as advertisements, letters, and videos to
gain cultural as well as language insights. In addition, communication through speaking will be stressed. Using collaboration and
cooperation, students will be encouraged to express and receive thoughts, facts, ideas, and opinions through short conversations.
Students will continue to produce journal entries and letters expanding their writing skills as well.
2136 FRENCH B2
Grade: 10, 11, 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Exam for Regents Credit Offering: Full year
Prerequisites: French B1 Reading Level: Intermediate
Students’ listening comprehension of the media and short conversations with peers on general topics will increase. They will initiate
and sustain conversations in everyday situations. Students are expected to read and comprehend materials written for native speakers
and to write letters and journals. Authentic materials will be used for reading and comprehension exercises, as well as cultural
enrichment. Students will continue to increase their understanding of other cultures and will work cooperatively to produce and
perform oral and written tasks. Assessment will be performance-oriented.
2148 FRENCH C1
Grade: 11, 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: French B2 or permission of teacher Reading Level: Intermediate/High
Level C1 provides students with the opportunity to continue life-long learning through a focus on communication and culture.
Students learn to control with greater ease the concepts they have previously learned. Students are held accountable by speaking only
the foreign language in the classroom. Problem-solving skills are developed through interpretive hands-on individual or group
projects where teamwork is utilized. Students will be introduced to French authors and literature to expand their reading and writing
skills.
SUNY college credit will be offered in conjunction with Erie Community College upon teacher recommendation and fulfillment of
registration requirements.
2158 FRENCH C2 Grade: 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: French C1 or permission of teacher Reading Level: High
Students will work with advanced grammatical concepts, review skills learned in levels A-C1, and increase cultural awareness through
projects and research. There is an emphasis on the skill of speaking and personal expression through creative writing and on preparing
students for college level courses.
SUNY college credit will be offered in conjunction with Erie Community College upon teacher recommendation and fulfillment of
registration requirements.
2216 GERMAN A
Grade: 9, 10, 11, 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: None Reading Level: Average
The introductory course to German is intended for the student who has never studied a language, is beginning a new second language,
or has not received a language credit from the middle school. The course includes pronunciation of the language, basic structure
necessary for common conversation, and basic vocabulary including the use of the alphabet. Emphasis is placed on the
comprehension of authentic speech and speaking in an everyday conversational setting. Reading of authentic public announcements
and messages, plus the writing of simple sentences pertaining to personal needs and short messages are used to develop critical
thinking skills. A basic knowledge of culture is introduced. Students will be held accountable through day to day oral and written
performance assessments.
2226 GERMAN B1
Grade: 9, 10, 11, 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: German A Reading Level: Intermediate
Level B1 is an expansion of the basic reading, writing, speaking and listening skills learned in Level A. Students will progress not
only through textbook lessons but also through the frequent use of authentic materials such as advertisements, letters, and videos to
gain cultural as well as language insights. In addition, communication through speaking will be stressed. Using collaboration and
cooperation, students will be encouraged to express and receive thoughts, facts, ideas, and opinions through short conversations.
Students will continue to produce journal entries and letters expanding their writing skills as well.
2236 GERMAN B2
Grade: 10, 11, 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Exam for Regents Credit Offering: Full year
Prerequisites: German B1 Reading Level: Intermediate
Students’ listening comprehension of the media and television and short conversations with peers on general topics will increase.
They will initiate and sustain conversations in everyday situations. Students are expected to read and comprehend materials written
for native speakers and to produce a variety of writing samples. Authentic materials will be used for reading and comprehension
exercises, as well as cultural enrichment. Students will continue to increase their understanding of other cultures and will work
cooperatively to produce oral and written tasks.
2248 GERMAN C1
Grade: 11, 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: German B2 or permission of teacher Reading Level: Intermediate/High
Level C1 provides students with the opportunity to continue life-long learning through a focus on communication and culture.
Students learn to control with greater ease the concepts they have previously learned. Students are held accountable by speaking only
the foreign language in the classroom. Problem-solving skills are developed through interpretive hands-on individual or group
projects where teamwork is utilized. Students will be introduced to German authors and literature to expand their reading and writing
skills.
SUNY college credit will be offered in conjunction with Niagara County Community College upon teacher recommendation and
fulfillment of registration requirements.
2258 GERMAN C2
Grade: 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: German C1 or permission of teacher Reading Level: High
Students will work with advanced grammatical concepts, review skills learned in levels A-C1, and increase cultural awareness through
a survey of major historic and literary figures. There is an emphasis on the skill of speaking and personal expression through creative
writing and on preparing students for college level courses.
SUNY college credit will be offered in conjunction with Niagara County Community College upon teacher recommendation and
fulfillment of registration requirements.
2516 SPANISH A
Grade: 9, 10, 11, 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: None Reading Level: Average
The introductory course to Spanish is intended for the student who has never studied a language, is beginning a new second language,
or has not received a language credit from the middle school. The course includes pronunciation of the language, basic structure
necessary for common conversation, and basic vocabulary including the use of the alphabet. Emphasis is placed on the
comprehension of authentic speech and speaking in an everyday conversational setting. Reading of authentic public announcements
and messages, plus the writing of simple sentences pertaining to personal needs and short messages are used to develop critical
thinking skills. A basic knowledge of culture is introduced. Students will be held accountable through day to day oral and written
performance assessments.
2526 SPANISH B1
Grade: 9, 10, 11, 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: Spanish A Reading Level: Intermediate
Level B1 is an expansion of the basic reading, writing, speaking and listening skills learned in level A. Students will progress not only
through textbook lessons but also through authentic materials such as advertisements, letters, and videos to gain cultural as well as
language insights. In addition, communication through speaking will be stressed. Using collaboration and cooperation, students will
be encouraged to express and receive thoughts, facts, ideas, and opinions through short conversations. Students will continue to
produce journal entries and letters expanding their writing skills as well.
2536 SPANISH B2
Grade: 10, 11, 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Exam for Regents Credit Offering: Full year
Prerequisites: Spanish B1 Reading Level: Intermediate
Students’ listening comprehension of the media and television and short conversations with peers on general topics will increase.
They will initiate and sustain conversations in everyday situations. Students are expected to read and comprehend materials written
for native speakers and to produce a variety of writing samples. Authentic materials will be used for reading and comprehension
exercises, as well as cultural enrichment. Students will continue to increase their understanding of other cultures and will work
cooperatively to produce and perform oral and written tasks.
SPANISH B2 (H)
Grade: 10, 11, 12 40 weeks/5 meetings per week – 1 unit
Exam: Local Exam for Regents Credit
Prerequisites: Level B1 (R) 95% Average and Teacher Recommendation
Students admitted to this course will continue to refine their basic skills in preparation for the Regents examination. In depth reading
will be done and writing skills will be stressed.
SPANISH C1 Grade: 11, 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: Spanish B2 or permission of teacher Reading Level: Intermediate/High
Level C1 provides students with the opportunity to continue life-long learning through a focus on communication and culture.
Students learn to control with greater ease the concepts they have previously learned. Students are held accountable by speaking only
the foreign language in the classroom. Problem-solving skills are developed through interpretive hands-on individual or group
projects where teamwork is utilized. Students will be introduced to Spanish authors and literature to expand their reading and writing
skills.
SUNY college credit will be offered in conjunction with Erie Community College upon teacher recommendation and fulfillment of
registration requirements.
SPANISH C2
Grade: 12 40 weeks/5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: Spanish C1 or permission of teacher Reading Level: High
Students will work with advanced grammatical concepts, review skills learned in levels A-C1, and increase cultural awareness through
projects and research. There is an emphasis on the skill of speaking and personal expression through creative writing and on preparing
students for college level courses.
SUNY college credit will be offered in conjunction with Erie Community College upon teacher recommendation and fulfillment of
registration requirements.
MATHEMATICS 2014-2015
Course Credit Length(wks) Exam Algebra 1 unit 40 Regents Geometry 1 unit 40 Regents Geometry Honors 1 unit 40 Regents Algebra 2 / Trigonometry 1 unit 40 Regents Algebra 2 / Trig Honors 1 unit 40 Regents Intermediate Algebra 1 unit 40 Local Pre-Calculus 1 unit 40 Local Pre-Calculus Honors 1 unit 40 Local Advanced Algebra 1 unit 40 Local Advanced Algebra 1 1 unit 40 Local Advanced Algebra 2 1 unit 40 Local AP Statistics 1 unit 40 AP AP Calculus 1 unit 40 AP
IB Mathematical Studies SL 2 units 80 IB
IB Mathematics SL 2 units 80 IB
(ECC MT 125 credit option)
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MATHEMATICS REQUIREMENT FOR GRADUATION:
ALL STUDENTS – Entering grade 9 in September 2013.
Regents Diploma – 3 units of Mathematics and passing of one regents examinations (Integrated Algebra, Geometry, Algebra
2/Trigonometry)
Regents Diploma with Advanced Designation – 3 units of Mathematics and passing of 3 regents examinations (Integrated Algebra,
Geometry, Algebra 2/Trigonometry)
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CALCULATOR REQUIREMENT: It is recommended that a student has a TI-83+ or TI-84+ graphing calculator for all
Algebra 2/Trig, Pre-Calculus, AP Calculus, AP Stats classes. These calculators are also used in many of our science courses and at
many colleges. Students are allowed to use them on the Regents Exams. Class sets of these calculators are available for in-class use.
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RECOMMENDATION: Any student considering a 2-year or 4-year program in college should select a full 4-year sequence of
high school mathematics; appropriate to his/her ability.
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ACADEMIC INTERVENTION SERVICES (AIS): Any student who enters 9th
grade and who scored a 1 or 2 on the
eighth grade Regents Mathematics Assessment and/or any student who fails the Math A Regents Assessment will be required to
receive mathematics remediation beyond their regularly scheduled mathematics course.
COURSE TITLES:
Integrated Algebra A Integrated Algebra B
Intermediate Algebra Advanced Algebra 2
Integrated Algebra A SC Integrated Algebra B - SC
Algebra 2/Trigonometry Pre-Calculus
Integrated Algebra Geometry
Algebra 2/Trigonometry H Pre-Calculus H
Integrated Algebra H** Geometry H
AP Statistics
Advanced Algebra I AP Calculus
**Only offered at the Middle School
SELECTING THE APPROPRIATE MATHEMATICS PROGRAM
Kenmore East High School Mathematics Flow Chart
Algebra R(6516) Algebra A(3502)
Geometry R(3526)/H(3528) Algebra B(3506)
Algebra2/Trig R(3536)/H(3538) Advanced Algebra 1(3532) Intermediate Algebra(3133)
Pre-Calculus R(3145)/H(3148) Advanced Algebra 2 Advanced Algebra (3143)
AP Calculus A/B (3260)
AP Statistics (3160) Senior elective or juniors with teacher approval.
Note: The final exam for all one year regents/honors courses is the corresponding regents exam, i.e. Integrated Algebra and Algebra B
will take the Integrated Algebra, Geometry, Algebra 2/Trigonometry. District exams will be given in the Algebra A, Intermediate
Algebra, Advanced Algebra 1, Advanced Algebra 2, Advanced Algebra.
Co-Taught Special Ed/Resource
Algebra CT(3510)/RR(3512) Algebra A CT (3500) Algebra Regents exam in June Local exam in class
Geometry CT (3520)/RR (3522) Algebra B CT (3504) Geometry Regents exam in June RCT Math in January, Algebra Regents
exam in June
Algebra2/Trig CT (3530)/RR (3532) Advanced Algebra 1(3532) Intermediate Algebra CT (3130) Algebra 2/Trig Regents exam in June Local semester exams in class Local semester exams in class
Pre-Calculus (3145) Advanced Algebra 2 Advanced Algebra CT (3140) Local semester exams in class. Algebra 2/Trig Regents exam in January. Local semester exams in class
15:1 Self-Contained
Algebra 1A SC (3514)
Local Final Exam in class
Algebra 1B SC (3524) RCT math in January, Algebra Regents exam in June
Business Math
Offered through the Business Department
Course Descriptions
Note: All of our courses are full year courses with one unit of credit.
INTEGRATED ALGEBRA – A – SC
This course is for ninth grade students who need small group instruction and is offered in a co-taught setting. Students in this course
will take INTEGRATED ALGEBRA B - SC the following year. This two-year sequence will enable students to take the
INTEGRATED ALGEBRA Regents Examination needed for graduation. Topics include basic skills, patterns in data, patterns of
change, linear models, graph models, patterns in space and visualization and exponential models.
EXAMINATION: Local District exam given during the Regents Examination Week in June.
INTEGRATED ALGEBRA
This course is for all ninth graders with the exception of accelerated students. Students will study the first of a three-year sequence that
is aligned with the New York State Core Curriculum and learning standards. Students will learn content in the areas of numbers and
operations, patterns, functions and algebra; geometry and spatial sense; measurements; and data analysis, statistics, and probability.
Students will acquire and use their mathematical knowledge through the processes of problem solving, reasoning and proof,
communication, connections, and multiple representations. Upon successful completion of the course, students will earn one unit of
credit in mathematics. The new regents exam in Integrated Algebra will be taken in June. Students in this course will take Geometry
or Geometry Honors the following year.
EXAMINATION: Regents Integrated (Common Core) Algebra in June.
INTEGRATED ALGEBRA - A
This is the first year of a 2 year program for students that need more time to complete the Integrated Algebra curriculum. A student
that receives a score of 1 or a low 2 on the 8th
grade mathematics examination and/or their Middle School teacher recommendation
will take this course. Students will study the first of a three-year sequence that is aligned with the New York State Core Curriculum
and learning standards. Students will learn content in the areas of numbers and operations; patterns, functions and algebra; geometry
and special sense; measurements and data analysis, statistics, and probability. Students will acquire and use their mathematical
knowledge through the processes of problem solving, reasoning and proof, communication, connections, and multiple representations.
Upon successful completion of the course, students will earn one unit of credit in mathematics. Students in this course will take
INTEGRATED ALGEBRA – B the following year.
EXAMINATION: Local examination in June
INTEGRATED ALGEBRA – B
This is the second year of a 2 year program for students that need more time to complete the Integrated Algebra curriculum.
EXAMINATION: Regents Integrated (Common Core) Algebra in June.
INTEGRATED ALGEBRA – B - SC
This is the second year of a 2 year program for students that need more time to complete the Integrated Algebra curriculum.
EXAMINATION: Regents Integrated (Common Core) Algebra in June.
INTEGRATED ALGEBRA – HONORS (Only offered in the Middle School)
This course is for all ninth graders with the exception of accelerated students. Students will study the
first of a three-year sequence that is aligned with the New York State Core Curriculum and learning
standards. Students will learn content in the areas of numbers and operations, patterns, functions and
algebra; geometry and spatial sense; measurements; and data analysis, statistics, and probability.
Students will acquire and use their mathematical knowledge through the processes of problem solving,
reasoning and proof, communication, connections, and multiple representations. Upon successful
completion of the course, students will earn one unit of credit in mathematics. The new regents exam in
Integrated Algebra will be taken in June. Students in this course will take Geometry or Geometry
Honors the following year.
EXAMINATION: Integrated (Common Core) Algebra in June.
Geometry
This is the second in a three-course integrated sequence of college preparatory mathematics prepared and recommended by the New
York State Education Department. Students will study the second of a three-year sequence that is aligned with the New York State
Core Curriculum and learning standards. The new Common Core Regent exam in Geometry will be taken in June 2015. The course
includes extensions of strands from Integrated Algebra 1, such as graphing linear and quadratic functions and three-dimensional
geometric shapes. New topics include circles, three-dimensional geometry, transformational geometry, logic, geometric constructions
and locus.
A major portion of the course involves Euclidean Geometry and analytic geometry. Mathematical proof is treated in three ways:
symbolic logic, deductive proof (geometry), and coordinate geometry.
EXAMINATION: Regents Geometry (Common Core) exam in June
Geometry H
This is the second in a three-course integrated sequence of college preparatory mathematics prepared and recommended by the New
York State Education Department. Students will study the second of a three-year sequence that is aligned with the New York State
Core Curriculum and learning standards. The new Common Core Regent exam in Geometry will be taken in June 2015. The course
includes extensions of strands from Integrated Algebra 1, such as graphing linear and quadratic functions and three-dimensional
geometric shapes. New topics include circles, three-dimensional geometry, transformational geometry, logic, geometric constructions
and locus.
A major portion of the course involves Euclidean Geometry and analytic geometry. Mathematical proof is treated in three ways:
symbolic logic, deductive proof (geometry), and coordinate geometry.
EXAMINATION: Regents Geometry (Common Core) exam in June
INTERMEDIATE ALGEBRA
Students in this course will continue to build upon topics studied in Algebra and Geometry. This two year sequence will enable
students to take the Algebra 2/Trigonometry exam in their senior year. Topics in this course include: advanced algebra, trigonometry,
and statistics.
EXAMINATION: Local district Exam in June
ALGEBRA 2/TRIGONOMETRY
This is the third in a three-course integrated sequence of college preparatory mathematics prepared and recommended by the New
York State Education Department. Within this course, the number system will be extended to include imaginary and complex
numbers. The families of functions to be studied will include polynomials, absolute value, radical, trigonometric, exponential, and
logarithmic functions. Problem situation involving direct and indirect variation will be solved. Problems resulting in systems of
equations will be solved graphically and algebraically. Algebraic techniques will be developed to facilitate rewriting mathematical
expressions into multiple equivalent forms. Data analysis will be extended to include measures of dispersion and the analysis of
regression that model functions studied throughout this course. Associated correlation coefficients will be determined, using
technology tools and interpreted as a measure of strength of the relationship. Arithmetic and geometric sequences will be expressed in
multiple forms, and arithmetic and geometric series will be evaluated. Binomial experiments will provide a basis for the study of
probability theory and the normal probability distribution will be analyzed and used a a n approximation for these binomial
experiments. Right triangle trigonometry will be expanded to include the investigation of circular functions. Problem situations
requiring the use of trigonometric equations and identities will also be investigated.
Examination: Regents Algebra 2/Trigonometry exam in June
ALGEBRA 2/TRIGONOMETRY H
This honors course will include a study of all the topics listed for Algebra 2/Trigonometry but in greater depth. Many of the thinking
skills required, and problems presented, will be beyond the scope of the average student at this grade level. Additional topics may be
included.
EXAMINATION: Regents Algebra 2/Trigonometry exam in June
ADVANCED ALGEBRA
This course is designed to give the student a foundation in college algebra and to strengthen other math skills for students planning to
take a mathematics course in college. Functions, in general, and their inverses are studied along with the properties, graphs and
transformations of linear, quadratic absolute value, radical rational, logarithmic and exponential functions. Equations of the above
functions as well as linear systems of equations and linear and absolute value inequalities are solved. Related application problems are
incorporated throughout. Students will register for ECC during the 1st semester and upon successful completion of the course they will
receive credit for MT125-College Mathematics.
EXAMINATION: Semester exams in January and June.
ADVANCED ALGEBRA 1
This course is recommended for students who plan on attending college. Topics include transformations of functions,
sequences and series, logarithmic and exponential functions, quadratics, systems of equations, set theory, and financial algebra.
EXAMINATION: Semester exams in January and June.
ADVANCED ALGEBRA 2
This course is recommended for students who plan on attending college. The first semester focuses on trigonometric tipics to
prepare the students for the Algebra 2/Trigonometry Regents Exam in January. The second semester will focus on advanced
topics to prepare students for college math.
EXAMINATION: Regents Algebra 2/Trigonometry exam in January and Semester exams in January and June.
PRE-CALCULUS
The emphasis in this course is on preparing students to study Calculus. All material is covered at a demanding level which will
provide the rigorous background needed for a study of Calculus. Topics include the study of polynomial and rational functions,
modeling, motion with vectors, and extensions of logarithmic and trigonometric functions, as well as an introduction to calculus.
EXAMINATION: Local District exam given during the final exam week in June.
PRE-CALCULUS – HONORS
As with the Math 4 course, this Honors course uses a calculator-based graphing approach and covers the topics in greater depth.
Additional topics of study may include, but are not restricted to, trigonometric functions, sequences, series, and 3-dimensional
geometry.
EXAMINATION: Local District exam given during the final exam week in June.
AP STATISTICS
Advanced Placement Statistics is a full-year course designed to prepare students to take the AP Statistics examination and obtain
college credit. The use of statistics is important and relevant in our society. Nearly as many college students are required to take a
statistics course as are required to take a course in calculus. Students interested in fields such as psychology, business, or
health/medicine should consider enrolling in this course. For success in this college-level course, a high level of motivation and self-
discipline are demanded. Projects are an integral part of the course. Major parts of the curriculum are concerned with exploring data,
planning studies, anticipating patterns, and drawing statistical inferences. A student is expected to have a TI-83+ graphing calculator
to use for this course.
EXAMINATION: AP Examination in May. Also a District final exam grade will be given based on a statistical research project
assigned in class.
Prerequisites: Successful completion of three years of mathematics or a course grade of 90% in Geometry and/or teacher
recommendation.
AP CALCULUS (AB)
Advanced Placement Calculus is a full-year mathematics course, designed to prepare students to take the AP Calculus examination
and obtain college credit. This course covers the theory, techniques and applications of both differential and integral calculus,
emphasizing properties of functions and their graphs. It follows the recommended course outline of The College Board. Most colleges
require a student to take calculus in order to prepare for a career, not only in mathematics and engineering, but also in the sciences, in
psychology, sociology, economics, and business administration. For success in this college level course, a very high level of
achievement, motivation and self-discipline are demanded. A student is expected to have a TI-83+ graphing calculator to use for this
course
EXAMINATION: AP Examination in May. Also a District final exam will be given in late May which will be used to determine
school credit for this course
ACADEMIC INTERVENTION SERVICES: MATH (AIS)
Individual remedial instruction is provided, in addition to a regularly scheduled mathematics course, for students who have failed to
demonstrate competency in Mathematics. This assistance is required by NYS Education Law.
EXAMINATION: None
Music
Music is a cultural keystone, giving us insight into societies that differ from one another in significant ways. Studying music,
we learn an eloquent language of human expression. In addition to providing a means of studying and experiencing the world’s
cultures, music education fosters and enables participation in musical expression. It gives voice to our fundamental needs for beauty
and self-expression.
The Music Department offers a variety of courses of interest not only to music
majors but also to students majoring in other academic areas. Through participation in music
course offerings, students will acquire proficiency in all four areas of the Learning Standards for
Music as set forth by the state of New York. (Please see music curriculum sequence section for a
listing of the Standards). Music Course Offerings 2014-2015
Grade Meetings
Course Title Credits Level per week Exam
Band (Concert) 1 9,10,11,12 5 L
Band (Symphonic Winds) 1 9,10,11,12 5 L
Orchestra 1 9,10,11,12 5 L
Select Choir 1 9,10,11,12 5 L
Chorale 1/2 9,10,11,12 3/2 L
Women’s Choir 1/2 9,10,11,12 3/2 L
Music in Our Lives 1 9,10,11,12 5 L
Theory I ½ 9,10,11,12 3/2 L
AP Music Theory 1 10,11,12 5 AP
Music Curriculum Sequence
Students can take a 3 or 5 Unit Sequence in Music. A three (3) unit major sequence in Music is a combination of two
performing ensemble credits and one unit in Theory or Music in Our Lives. A five (5) unit Major sequence is a combination of at least
two knowledge based music classes (Music in Our Lives, Theory I or AP Theory) and three performing ensemble units. The five unit
Major sequence in Music can be used as an alternative to the Foreign Language requirement for graduation.
Music Standards
Standard 1 Creating/Perform/Participating in the Arts
Students participating in music performance ensembles actively practice and perform a variety of musical genre. This practice
increases their performance ability and competence in vocal and/or instrumental study. As their abilities increase, their creativity
through musical interpretation, solo and ensemble work becomes more individualized. In classroom music, students are actively
involved in applying music theory and composition in various hands-on activities.
Standard 2 Knowing and Using Arts Materials and Resources
Music students have access to music facilities which include music instruments, sound and taping equipment, supplies, lesson books
and methods and resources necessary for learning.
Standard 3 Responding to and Analyzing Works of Art
In preparation for performance, students are encouraged to analyze and dissect the works using all available recordings, CDs, careful
score study, and technical study of the parts and their interrelationship to the works as a whole. This process encourages technical
development needed for various levels of performance. Students are encouraged to attend and observe and analyze in and outside of
school other performing groups.
Standard 4 Understanding the Dimensions and Contributions of the Arts
While studying and performing various musical compositions, students become aware of how music shapes the diverse cultures of
past and present society. Students perform a variety of music from many different cultures, regions and periods. They will learn that
music is truly a universal language that can have a great influence on a student’s entire life.
Music Performance
Students enrolled in major performing groups are required to attend lessons and to participate in school programs,
assemblies, concerts and such special events as are appropriate to their group. Performance students are given the opportunity to
audition for ECMEA and NYSSMA music ratings and to compete for participation in County, Sectional and All-State Music
Festivals.
BAND (CONCERT)
Grade: 9,10,11,12 40 weeks / 5 meetings per week
Exam: Local 1 unit
Prerequisites: Basic performance ability Offering: Full year
and teacher recommendation.
*A special section of concert band exists for students with exceptionally full schedules that allows them to take band every
other day opposite a lab or gym only.
Students will perform contemporary music written by others. They will understand and use basic elements of music in their
performances. Students will engage in individual and group musical and music-related tasks. They will use various resources to
expand their knowledge of listening experiences, performance opportunities, and/or information about music. Students will
participate as both performers and audience members of a variety of genres, forms, and styles of music. To evaluate student
understanding, traditional, authentic, and portfolio assessments will be employed. Students will develop a personal portfolio which
will demonstrate personal progress and showcase their best efforts.
BAND (Symphonic Winds)
Grade:9,10,11,12 40 weeks / 5 meetings per week
Exam: Local 1 unit
Prerequisites: Advanced performance Offering: Full year
ability, audition, teacher recommendation
Students will participate both as performers and audience members in a variety of genres, forms, and styles of music. They
will demonstrate the capacity to listen and comment on music. Students will use concepts based on the structure of the music’s
content and context to relate music to other broad areas of knowledge. They will use concepts from other disciplines to enhance their
understanding of music. Students will develop critical thinking skills by responding to and performing advanced levels of wind
ensemble literature. To evaluate student understanding; traditional, authentic, and portfolio assessments will be employed. Students
will develop a personal portfolio, which will demonstrate personal progress and showcase their best efforts.
ORCHESTRA
Grade: 9,10,11,12 40 weeks/ 5 meetings per week
Exam: Local 1 unit
Prerequisites: Performance ability, Offering: full year
teacher recommendation
This course is designed to provide a Symphonic and String Orchestra experience to instrumental
students at Kenmore East High School. Registration in orchestra is open to all string students. A select number
of woodwind, brass and percussionists from the Symphonic Winds join the strings to form the Kenmore East
Symphony Orchestra. Students will engage in individual and group performance and music-related tasks.
Participation in this class helps to build character and citizenship through group preparation and performance.
Students will participate as both performers and audience members in a variety of genres, forms, and styles of
music. They will demonstrate the capacity to perform, listen to, and comment on music. Students will use
concepts based on the structure of music’s content and context to relate music to other broad areas of
knowledge. They will use concepts from other disciplines to enhance their understanding of music. Students
will develop critical thinking skills by performing and responding to advanced levels of orchestral literature. To
evaluate student understanding, traditional, authentic and portfolio assessments will be employed. Students
registered in orchestra will develop a portfolio, which will demonstrate personal progress and showcase their
best efforts.
SELECT CHOIR
Grade: 9,10,11,12 40 weeks / 5 meetings per week
Exam: Local 1 unit
Prerequisites: Audition, ability Offering: Full year
The Choir is a select, mixed-voice (male and female) singing group whose members are chosen by audition in May of the
previous school year. The Choir performs a great variety of choral literature including pop, classical and Broadway selections in
various programs for the school and community during the year.. After school and evening rehearsals or performances are sometimes
required.
Students use the concepts based on the structure of the music’s content and context to relate music to other broad areas of
knowledge. They will use concepts from other disciplines to enhance their understanding of music. Participation in this class helps to
build character and citizenship through group preparation and performance. All aspects of the state standards are addressed including
participation in performance, knowledge of materials used, and analyzing with understanding of the many styles of music performed.
CHORALE
Grade: 9,10,11,12 40 weeks / 3/2 meetings per week -
Exam: Local 1/2 unit
Prerequisites: Interest Offering: Full year
This chorus is for male and female singers. There will be great concentration on learning proper singing and choral technique.
Performances will feature the group singing a variety of mixed choral literature. After school and evening rehearsals or performances
are sometimes required.
Students will use concepts based on the structure of the music’s content and context to relate music to other broad areas of
knowledge. They will use concepts from other disciplines to enhance their understanding of music. Participation in this class helps to
build character and citizenship through group preparation and performance. All aspects of the state standards are addressed including
participation in performance, knowledge of materials used, and analyzing with understanding of the many styles and cultures of the
music performed.
WOMEN’S CHOIR
Grade: 9, 10,11,12 40 weeks / 3/2 meetings per week
Exam: Local 1/2 unit
Prerequisite: Recommendation Offering: Full year
This chorus is specifically for serious female singers and enrollment is based on teacher recommendation. Rehearsals will
concentrate on vocal strength, range and singing women’s harmonies. There will be great concentration on learning proper singing
and choral technique. Performances will feature the group performing a variety of Women’s choral literature. After school and
evening rehearsals or performances are sometimes required.
Students will use concepts based on the structure of the music’s content and context to relate music to other broad areas of
knowledge. They will use concepts from other disciplines to enhance their understanding of music. Participation in this class helps to
build character and citizenship through group preparation and performance. All aspects of the state standards are addressed including
participation in performance, knowledge of materials used, and analyzing with understanding of the many styles and cultures of the
music performed.
VOICE LAB*
Students enrolled in choral groups may sign up for these group voice lessons during their free periods. Members of voice lab
work together studying vocal technique and pedagogy. All aspects of vocal performance including tone quality, pitch, breathing,
resonance, dynamics, stage presence, etc. will be explored. Students will prepare and perform vocal solos for assessment at an Erie
County or NYSSMA State Evaluation in the Spring.
Music Appreciation & Theory Courses
MUSIC IN OUR LIVES
Grade: 9,10,11,12 40 weeks / 5 meetings per week - 1 unit
Exam: Local Offering: Full year
Prerequisites: None
This is a course in music basics. It is especially recommended for those students anticipating a career in music, but it is also a
highly desirable course for those who want to increase their general knowledge of music or who wish to prepare themselves for
careers where a broad knowledge of many subjects is advantageous . Students with a wide range of musical experience, or with little
music background can complete this course successfully. Course content includes ear training and all aspects of musical notation. In
addition, the course provides instruction in melody writing and basic harmonization as well as listening and music history. Classroom
performance on guitar, piano and sight singing are also included.
This hands-on experience helps students attain state standards for creating, performing and participation while increasing
knowledge of music. Music appreciation activities also aid in analyzing, understanding and responding to various musical styles.
THEORY 1 Grade: 9,10,11,12
40 weeks/ 2-3 meetings per week
Exam: local
1/2 Full Credit
Prerequisites: none
The objective of Music Theory 1 is to provide students with a basic understanding of the rudiments of music. These rudiments
include ear training (melodic, interval, and rhythmic dictation), and music vocabulary (terms used in published music). Practical
application is stressed through the use of keyboard and voice as well as original composition projects.
The following students should take this class:
If you are interested in a career in music
If you plan pursuing a degree in music
If you play guitar but can’t read music
If you want to write your own music
If you plan on taking AP Theory
If you are interested in IB Music
AP MUSIC THEORY
Grade: 10,11,12 40 weeks
Exam: AP 1 Full Credit
Prerequisites: Music Theory I or approval of Instructor.
AP Music Theory is a music knowledge course with an emphasis on aural and written theory. It is intended to prepare students
to take the AP College Board's Music Theory Examination. This course is a continuation of the basic theory introduced in Music In
Our Lives. Students registering should already have a basic knowledge of note reading, scales, and sight singing. Course work
includes harmonic realization, melody and chord writing, improvisation, and theoretical analysis. Practical application is stressed
throughout in sight singing as well and original composition.
BOCES (Career Education)
The Board of Cooperative Education Services (BOCES) offers students many opportunities not available in a comprehensive high
school. Knowledge, skills and abilities gained in these courses will prepare students for entry into occupations or prepare them well
for additional, post secondary education. The Kenton and Harkness career centers serve our students. You may also access the
website at www.erie1boces.org for additional information.
Some of the offerings are very challenging to students of high ability; some of the courses are particularly suited to students who have
had limited success in traditional high school offerings. Students enrolled in a New York State approved Career and Technical
Education program who successfully complete all requirements are eligible to have a technical endorsement affixed to their Regents
Diploma.
Requirements for a technical endorsement include:
Completion of the required units of credit for graduation;
Passing grades on 5 required Regents examinations or approved alternatives;
Completion of a 3-part technical assessment (written, demonstration, project components).
The technical endorsement is imprinted on a seal to be affixed to the Regents Diploma and says:
“Career and Technical Endorsement”.
Students enrolled in BOCES programs spend one-half of the school day at the Kenton, Harkness or Potter Rd. Center and the
remaining time at East. Students attend classes in early morning, mid-day and afternoon sessions. Students may receive college
credits upon successful completion of various programs according to the chart below:
BOCES Curriculum Sequences A major sequence in BOCES programs is achieved when students successfully complete level 1 and 2, or level 1. Introduction to Occupations 1 is
required of all Career Education major sequences.
BOCES Course Offerings 2014-2015
H = Harkness K = Kenton P= Potter
Course Title
Credits
Grade
Level
Meetings
Per Week
Exam-
inations
Auto Collision 1 (K) 2 Yr Program 3.75 11 5 L
Auto Collision 2 (K) 2 Yr Program 3.75 12 5 L
Automotive Custom Painting & Graphics (P) 1 Yr Program 3.75 12 5 L
Auto Technician 1 (K) 2 Yr Program 3.75 11 5 L
Auto Technician 2 (K) 2 Yr Program 3.75 12 5 L
Building Trades 1 (K) 2 Yr Program 3.75 11 5 L
Building Trades 2 (K) 2 Yr Program 3.75 12 5 L
Career Exploration (K) 1 Yr Program ¼ to 3 10 5 L
Certified Personal Trainer 1 (K) 2 Yr Program 3.75 11 5 L
Certified Personal Trainer 2 (K) 2 Yr Program 3.75 12 5 L
Cisco Networking Academy 1(H) 2 Yr Program 3.75 11 5 L
Cisco Networking Academy 2 (H) 2 Yr Program 3.75 12 5 L
Computer Aided Drafting 1 (H) 2 Yr Program 3.75 11 5 L
Computer Aided Drafting 2 (H) 2 Yr Program 3.75 12 5 L
Connections: Health Related Careers 1 Yr Program 4 12 5 L
Cosmetology 1 (K) 2 Yr Program 3.75 11 5 L
Cosmetology 2 (K) 2 Yr Program 3.75 12 5 L
Criminal Justice 1 (K) 2 Yr Program 3.75 11 5 L
Criminal Justice 2 (K) 2 Yr Program 3.75 12 5 L
Culinary Skills 1 (K) 2 Yr Program 3.75 11 5 L
Culinary Skills 2 (K) 2 Yr Program 3.75 12 5 L Dental Laboratory Technology 1 (H) 2 Yr Program 3.75 11 5 L Dental Laboratory Technology 2 (H) 2 Yr Program 3.75 12 5 L
Early Childhood Education 1 (K) 2 Yr Program 3.75 11,12 5 L
Early Childhood Education 2 (K) 2 Yr Program 3.75 11,12 5 L
Electrical Systems 1 (H) 2 Yr Program 3.75 11 5 L
Electrical Systems 2 (H) 2 Yr Program 3.75 12 5 L Electronics and Computer Technology 1 (H) 2 Yr Program 3.75 11 5 L Electronics and Computer Technology 2 (H) 2 Yr Program 3.75 12 5 L
Fashion Design & Merchandising 1 (P) 2 Yr Program 3.75 11 5 L
Fashion Design & Merchandising 2 (P) 2 Yr Program 3.75 12 5 L
Graphic Design 1 (K) 2 Yr Program 3.75 11 5 L
Graphic Design 2 (K) 2 Yr Program 3.75 12 5 L
Health Careers 1 (K) 2 Yr Program 3.75 11,12 5 L
Health Careers 2 (Introduction to Nursing) (K) 1 Yr Program 3.75 12 5 L
Legal Academy (Medaille) 1 Yr Program 4 12 5 L Motor Sports Fabrication 1 (H) 2 Yr Program 3.75 11 5 L Motor Sports Fabrication 2 (H) 2 Yr Program 3.75 12 5 L Pre Engineering Technology - (PLTW) 1 (H) 2 Yr Program 3.75 11 5 L Pre Engineering Technology – (PLTW) 2 (H) 2 Yr Program 3.75 12 5 L
Spa Specialty 1 (H) 2 Yr Program 3.75 11 5 L
Spa Specialty 2 (H) 2 Yr Program 3.75 12 5 L
Television and Sound Production 1 (H) 2 Yr Program 3.75 11 5 L
Television and Sound Production 2 (H) 2 Yr Program 3.75 12 5 L
Theatre Technology (ECC NORTH) 1 Yr Program 3.75 12 5 L
Web Technologies and Game Programming 1 (P) 2 Yr Program 3.75 11,12 5 L
Web Technologies and Game Programming 2 (P) 2 Yr Program 3.75 12 5 L
Welding 1 (K) 2 Yr Program 3.75 11 5 L
Welding 2 (K) 2 Yr Program 3.75 12 5 L
Course Descriptions
Automotive Collision Repair I and II 3.75 credits per year The first 10 weeks of this program will consist of a core introduction to the automotive industry. Students will then specialize in Auto
Collision Repair for the remainder of their two-year program. This program will cover the total process of restoring auto bodies
including: metal straightening, glass and panel replacement, fiberglass repair and all painting preparation and finishing techniques.
Students will also perform repairs on donated vehicles and participate in an internship at a local automotive collision repair facility.
Automotive Custom Painting & Graphics 3.75 credits per year
This program develops skills in specialized airbrush painting and vinyl graphics used in automotive refinishing, sign shops, and the
textile industry. This course can also be taken as a one year senior option.
Automotive Technician Training I and II 3.75 credits per year
The first 10 weeks of this program consist of a core introduction to the automotive technology industry. Students in Auto Technician
Training will develop skills in the function, diagnosis, maintenance and repair of all systems of the automobile. They will use a
variety of hand, power, and diagnostic tools and equipment. The opportunity to perform actual repairs on vehicles is provided.
Building Trades I and II 3.75 credits per year
This program offers instruction in carpentry and associated trade areas. The students will participate in construction modules of
introduction to carpentry, foundation and floor framing, wall framing, ceiling and roof framing, interior/exterior finish, cabinet making
and remodeling with an introduction to masonry, plumbing and electrical systems. Exposure to basic theory, work skills, tools and
equipment, materials and career opportunities in these various fields is provided. Practical experience through a variety of in shop
projects plus internships opportunities with regional contractors and businesses are provided to all students.
Career Exploration
Is a 10th
grade exploratory program designed to provide an opportunity for students to experience a variety of course offerings to help
them make decisions regarding their future educational program.
Certified Personal Trainer 3.75 credits per year
Is a two-year program which includes topics in anatomy, physiology, fitness, aerobic training and techniques in personal training.
Upon completion, students will be prepared to take the American Council on Exercise Certification Examination (ACE).
Cisco Networking Academy I and II 3.75 credits per year
The Cisco Networking Academy program is a complete, four-module program on the principles and practice of designing, building and
maintaining networks capable of supporting national and global organizations in every industry. This program focuses on the skills
needed to design and implement Internet connectivity, Wide Area Networks (WANs) and Local Area Networks (LANs). The Cisco
Networking Academy program is adapted to individual needs of secondary students, and features hands-on, project-based training in
high-demand job skills. The curriculum is well aligned with the National Science Education Standards, The American Association for
the Advancement of Science Project 2061 Benchmarks, and The Dartmouth Engineering Problem-Solving Methodology.
Computer Aided Drafting I and II 3.75 credits per year
This program teaches the student to use the computer as a design tool and as an aid in preparing a technical drawing. Translation of
ideas, sketches, specifications and calculations into complete and accurate drawings using a complete CAD system is emphasized.
These skills in theory and operation of the CAD workstation are then applied in designing and developing drawings in the
architectural, mechanical, electrical, electronic, process piping, civil and structural drafting fields. Students will be able to work
independently or in a team environment as a CAD technician.
Cosmetology I and II 3.75 credits per year
This program prepares students for subsequent employment in the profession of Cosmetology. Licensing is dependent on the
completion of module 9. Instruction will enable students to provide beauty services in all the basic skills and current trends in the
profession. A clinic experience in which outside customers participate in the school beauty salon allows students to practice
hairdressing and customer relations skills. An internship will be required during the second year of the program.
Criminal Justice I and II 3.75 credits per year
The Criminal Justice System is composed of three major parts: law enforcement, the courts, and corrections. This program is
designed to provide students with a basic understanding of the responsibilities and duties in the various kinds of occupations related to
the field of Criminal Justice. Local professionals from agencies, businesses, and municipal governments participate in the program.
The purpose of the program is two fold: first to prepare students for post-secondary education in Criminal Justice or related discipline
and second, to prepare students for entry level work in the Criminal Justice and Security fields.
Culinary Skills I and II 3.75 credits per year
The major emphasis in this program is on quality of preparation and presentation in both small and large quantity cooking. Both
theory and hands-on experience are included in such areas as: menu planning, methods of cookery, table service, food control,
sanitation, and food costing. Advanced instruction includes basic managerial and supervisory techniques. Frequent catering for school
activities and internships provides on-the-job experience. Thus students develop the necessary preparation, service, managerial and
human relations skills for the food service industry.
Dental Laboratory Technology I and II 3.75 credits per year
Dental Laboratory Technology is a complex combination of science, art, and skilled craftsmanship employed in the fabrication of
dental restorations used to restore and replace natural dentition. Dental Lab Technicians are responsible for filling the dentists’
prescriptions in the same way a pharmacists fill prescriptions for doctors. During the two years of study, students will have a complete
comprehension of basic techniques, materials, anatomy and terminology involved in the daily routine of the dental laboratory.
Students are introduced to the techniques and materials used to fabricate dental appliances from the dentist’s specifications on the
laboratory prescription. Students will study and create dental restorations and appliances from five specialties of dental laboratory:
Complete Dentures, Partial Frameworks, Crown and Bridge, Ceramics, and Orthodontics. Students will fabricate an appliance from
the beginning to end that will result in the dentist’s insertion into the patient’s mouth. After graduation from the program students will
be able to be employed in the dental field. As in many of the makeover programs, the final product of the technician’s work is inserted
in the patient’s mouth by the dentist to create an anesthetically pleasing appearance.
Early Childhood Education I and II 3.75 credits per year
This program provides an in-depth study of Early Childhood Care & Education, (birth-9 years), including related managerial skills,
curriculum writing, developmental theory and application. Students will observe, participate in, and develop a variety of activities for
infants, toddlers, preschoolers, and young children. Competence in beginning for job skills will be stressed, and practiced in a variety
of hands on situations both on and off site. Students will be ready to enter the job market as teacher aides or may apply for colleges.
Students will create a professional portfolio, work in an on-site preschool and research a variety of early childhood topics.
Electrical Systems I and II 3.75 credits per year
This course deals with the application of electrical technologies in all phases of the Electrical Industry. It prepares students for the
planning, installation, maintenance and troubleshooting of wiring systems in residential and light industrial settings according to the
standards of the National Electrical Code. Instruction in principles of electricity, reading of blueprints and wiring diagrams, and proper
use of tools and equipment is provided. Basic principles of solid-state electronics are included to enable students to install, repair, and
replace operational systems.
Electronics & Computer Technology I and II 3.75 credits per year
This program provides the knowledge and skills required to pursue a career as a technician or engineer in a wide range of “in-demand”
technical fields including computers, robotics, wireless communications, consumer products, medicine, aviation and others. Students
build computers program robots to operate in work cells and construct analog and digital electronic circuits. They use multimeters,
oscilloscopes and other test equipment to troubleshoot and repair electronic “hardware”. The program prepares students for the
Certified Electronics Technician (CET), Comptia A+ Computer and Mobile Electronics Certified Professional (MECP) examinations.
Fashion Design & Merchandising I and II 3.75 credits per year
Is a two-year program that focuses on the world of fashion design. Students will use state-of-the-art computer software, sewing
machines and serges to create their designs. The curriculum will include the study of fabric, color, fashion, salesmanship, and retail
management.
Graphic Design Technology I and II 3.75 credits per year
In the Graphic Design program, students apply state-of-the-art technology and traditional design principles to meet current industry
standards. The curriculum offers skill development in: graphic fundamentals, typography, digital imaging, web-site design and
multimedia development. Students will have access to Macintosh computers with OSX (operating system) and gain knowledge of
QuarkXpress or Adobe InDesign, Adobe Illustrator and Adobe Photoshop software. Students successfully completing this program
will have the knowledge and hands-on experience needed for entry-level positions within the graphics and printing industries and/or
the opportunity to enroll in post-secondary education programs.
Health Careers I 3.75 credits per year
This program is designed to aid students in deepening their awareness of health care careers. Students learn the importance of health
and wellness promotion as an integral element of any health related career. Health Careers gives the student an opportunity to
examine individual health lifestyle in order to aid in making an informed decision of career choice in health related services. The core
curriculum provides basic skills, knowledge and attitudes common to present and emerging health careers. Units of study in the first
year of this program form the basic foundation for more specialized study in Introduction to Nursing in the second year. Students
must have a complete physical with current immunization on file before clinical labs begin.
Health Careers II (Introduction to Nursing) 3.75 credits per year
This senior course prepares students pursuing a career pathway in nursing. Curriculum includes anatomy and physiology, growth and
development, nutrition, microbiology, and medical terminology. Students apply their new skills in supervised clinical experiences
during the second year. This course can also be taken as a one-year senior option.
Motor Sports Fabrication I and II 3.75 credits per year
Introduces students to various metal and fabrication techniques and machine tool setup and operation procedures. Students will have
the opportunity to design and build custom fabricated go-carts and mini-choppers using machinery, bending and welding skills.
Pre-Engineering Technology (PLTW) I and II 3.75 credits per year
This program prepares individuals to use basic engineering principles and technical skills, and introduces students to the scope, rigor
and discipline of engineering and engineering technology. The program includes instruction in various engineering support functions
including research, design, production, operation and application. Engineering and manufacturing technology provides both theory
and hands-on experience through problem solving techniques in real life situations. Engineering and manufacturing technology meets
the NYS Career and Technical Program Approval requirements for integrated math and science.
Spa Specialty I and II 3.75 credits per year This two-year
program prepares students for New York State licensing as a nail specialist and esthetician. Instruction includes anatomy and
physiology, manicuring and pedicuring, hand and arm massage, application of artificial nails and tips, required safety and health
methods, facial treatments, electricity and machines and the basic skills necessary to perform esthetic skin care. Retailing techniques,
business practices, advanced services and employability skills will be enhanced through clinical and internship experiences.
Television and Sound Production I and II 3.75 credits per year The Television and Sound Production program is a hands-on course where students acquire skills in television, audio, and video
production, interactive media production and authoring, editing, script writing, and graphics. All these skills are built on a foundation
of planning, scripting, directing and producing audio, television and video programs. Students will be introduced to the basic
functions of digital video and sound recording equipment and editing software. They will work on a variety of media projects, both
independently and as part of a group to acquire a basic understanding of Television and Sound Production. Students will utilize
computers along with digital video, audio and digital media editing software to produce a variety of projects for classroom, school and
community dissemination.
Theatre Technology 3.75 credits per year
This one-year program is intended for students interested in developing the creative and technical skills needed to work in the
production of live performances. This hands-on course focuses on all phases of production including set building, special effects,
costuming, lighting, make up and set design.
Web Technologies & Game Programming I and II 3.75 credits per year
This two-year program is for students interested in the exciting worlds of computer gaming and Web design This exciting and
dynamic program will introduce and fine tune students’ skills and abilities by preparing them to create Web pages from scratch using
source code. Programming languages are also an integral part of the program. In learning basic to advanced programming languages,
students will have the skills necessary to create executable user applications.
Welding I and II 3.75 credits per year
Students will acquire knowledge and skills in metal cutting and joining techniques. Instruction is given in methods of measurement,
layout, equipment setup and operation. Students will become familiar with the tools and equipment of the metal fabrication industry
including: blue print reading, oxyacetylene and plasma cutting, brazing, shielded metal arc welding, gas metal arc welding, flux core
arc welding and gas tungsten arc welding of ferrous and non ferrous materials. Essential shop mathematics and English are taught
throughout the course, which align with the NYS learning standards. Instructors are AWS (American Welding Society) certified
welding inspectors and educators, and follow the strict guidelines of the AWS. Students completing the course will have a career
portfolio and the skills needed to acquire at least an entry-level position in the welding and fabrication field.
New Visions Honors Level Programs:
Connections: Health Related Careers 4.0 credits per year
The Connections: Health Related Careers Program gives honors-level high school seniors the opportunity to observe careers in many
allied health areas through a mentor relationship with a practicing professional. This 4 credit program includes “Anatomy, Physiology
and Disease”, “Health Core/Internship”, “English 12” and “Social Studies: Participation in Government & Economics”. Each of these
1 credit courses is integrated into the curriculum. Students spend approximately four hours each day at a designated hospital site
taking course work and observing all aspects of health careers.
Legal Academy 4.0 credits per year
Criminal Justice and the Law is an intensive internship program designed to give college-bound seniors interested in the criminal
justice system the opportunity to explore law-related career pathways through hands-on supervised internship rotations and
nontraditional classroom experiences. This school-business-college partnership allows highly motivated, academically strong high
school seniors the opportunity to expand and apply their knowledge of the law, satisfy high school English and Social Studies
requirements, and earn up to 6 college credits while engaging in on-site, work-based learning activities.
Business/Marketing and Computers The Business/Marketing and Computers Department offers a variety of courses for the student in search of valuable life skills. Whether you are seeking higher education or direct placement in the world of work, we have the courses for you. We are dedicated to continual development of our curriculum in order to stay on top of the ever-changing world of business and computers.
Our department offers classes that can earn students high school credits toward math (Business Math, Accounting) and social studies (Business Law) Other courses of ours will teach you valuable skills while making your résumé look great (Keyboarding, Microsoft Office, Internship, and Web Page Design).
Our goal is for every student to realize their potential while enjoying the courses we offer. We want to help you make the best investment for your future. Take a look at how we can! Advanced Studies Take a look below for courses that have advanced studies credit through various colleges
Third Year Math Business Math may be used as a third year of Mathematics. (upon passing Algebra and Trigonometry) Accounting may be used as a third year of Mathematics. (upon passing Algebra and Trigonometry)
Social Studies Business Law may be used toward Social Studies credit
Regents “Advanced Designation” Diploma A 5-unit sequence in Business/Marketing and Computers Education may be substituted in lieu of the foreign language requirement.
Business/Marketing and Computers Course Offerings 2014-2015
Business Courses for 9th
Grade Course Number Course Name Credits Full Year/
Half-Year
5320 Computers & the Internet (req’d for Academy Students)
1 Full-year
5325 or 5326 Keyboarding/Personal Docs ½ Half-year or EOD
5316 Microsoft Office ½ Half-year or EOD
Business Courses for 10th
Grade Course Number Course Name Credits Full Year/
Half-Year
5352 Accounting 1 (req’d for Academy Students)
1 Full-year
5314 Owning & Advertising Your Own Business– Desktop Publishing
½ Half-year
5004 Financial Literacy (req’d for Academy Students)
1 Full-year
5001 Personal Financial Literacy ½ Half-year
5321 5322
Web Design 1 Web Design 2 (req’d for Academy Students)
½ ½
Half-year Half-year
Business Courses for 11th
Grade Course Number Course Name Credits Full Year/
Half-Year
5352 Accounting 1 (req’d for Academy Students)
1 Full-year
5353 Advanced Accounting (pre-req Accounting 1) 1 Full-year
5362 Business Law (req’d for Academy Students)
1 Full-year
5312 Business Math 1 Full-year
5320 Computers & the Internet (req’d for Academy Students)
1 Full-year
5361 Criminal Justice & Your Rights ½ Half-year
5364 Sports and Entertainment Marketing 1 Full-year
5329 Virtual Enterprise (req’d for Academy Students)
1 Full-year
5300 Work Study/Work Experience (Earn & Learn) 1 ½ Full-year EOD
Business Courses for 12th
Grade Course Number Course Name Credits Full Year/
Half-Year
5352 Accounting 1 (req’d for Academy Students)
1 Full-year
5353 Advanced Accounting (pre-req Accounting 1) 1 Full-year
5362 Business Law 1 Full-year
5312 Business Math 1 Full-year
5318 Computer Fundamentals 1 (pre-req Computers & the Internet) (req’d for Academy Students)
1 Full-year
5304, 5308, 5306, 5309
Internship (req’d for Academy Students)
½ Half-year
5364 Sports and Entertainment Marketing 1 Full-year
5300 General Education Work Experience Program 1 ½ Full-year EOD
**Seniors may enroll in any course offering from previous grades
Courses Offered:
Accounting 1
Grades: Open to grades 9, 10, 11, 12 ***Eligible for transferrable Advanced Studies Credit through ECC***
Required for Virtual Enterprise and Finance Academy students 40 weeks/5 meetings per week - 1 Unit Exam: Local
***Course may be taken as an elective or a 3rd unit of Math***
Accounting is often said to be the “language of business.” Students will learn the skills necessary to recognize and utilize accounting information and analyze financial data. Demand for Accountants is extremely high in today’s job market! This course is a must for students majoring in Accounting, Business Ownership, Finance, Management and/or Marketing. Course is also said to be useful for those who want to study engineering. Students will find themselves a semester ahead of other students who did not take this course in high school! The General Journal, Special Journals, Service & Merchandising Businesses will be explored. Topics may also include:
Checking Accounts & Bank Reconciliations
Payroll Records, Payroll Taxes, Basic Tax Returns & Investments
Accounting Careers , Accounting Ethics & Internal Auditing Procedures
Computer Accounting Software & Spreadsheets
Fieldtrips & Guest Speakers Advanced Accounting
Grades: Open to grades 10, 11, 12 Prerequisite: Accounting 1
40 weeks/5 meetings per week-1 unit Exam: Local
Have a knack for numbers? Did you do well in Accounting or want more preparation for your college business courses in Accounting? Then consider Advanced Accounting! This course is offered as an extension of the Accounting 1 course. Projects/assignments involving more advanced accounting techniques and current events will be explored. Some of the main topics include:
Review of the basic accounting cycle
Payroll Records, Payroll Taxes, Basic Tax Returns & Investments
Accounting for Partnerships & Corporations
Depreciation & Inventory Methods
Uncollectible Accounts & Business Discount Methods
Accounting Careers, Internal Auditing Procedures, Ethics & Scandals
Automated Accounting Systems
Fieldtrips & Guest Speakers Information from the American Institute of Certified Public Accountants and the NYS-Young CPA’s may also be utilized.
Business Law
Grade level: Open to grades 9, 10, 11, 12 40 weeks/5 meetings per week - 1 Unit Required for Virtual Enterprise and Finance Academy students Exam: Local
***May be used as a fifth unit in a five unit Social Studies sequence***
This course is designed to provide a thorough understanding of the basic principles of law that affect the consumer, worker and citizen.
Rights of minors & Minor’s contracts
Basic Legal Rights/criminal law
Law suits/civil law
Contracts in Business
Legal Careers Business Math **Eligible for Transferrable Advanced Studies Credit through ECC**
Grades: Open to grades 9, 10, 11, 12 40 Weeks/5 meetings per week -1 Unit Exam: Local
***Course may be taken as an elective or a 3rd unit of Math***
This course provides practical day-to-day applications involving mathematics. Some of the main topics include:
Basic Math Skills Review
Paychecks & Taxes
Checking & Saving Accounts
Loans, Installment Buying and Credit Cards
Investments and Insurance
Purchases, Sales, Mark-ups & Discounts
Car Loans, Apartment Renting and Mortgages
Financial Statements, Ratios & Charts
Management, Partnerships, Business Costs & Inventory
Current Events, Spreadsheets & Computer Research
Computers and the Internet ***Eligible for transferrable Advanced Studies Credit through ECC***
Grades: Open to grades 9, 10, 11, 12 Required for Virtual Enterprise and Finance Academy students 40 weeks/5 meetings per week - 1 Unit Exam: Local
Expand your knowledge beyond Facebook and playing games on the Internet. Learn how to type faster so that you can type your papers and projects faster.
Learn the new features of Microsoft Office 2010 and how they will benefit you both in high school, college, and the workplace
Explore the every changing world of computer technology and various new technologies hitting the market
Acquire the knowledge necessary to be able to write your papers quickly and in proper format.
Create documents in Microsoft Word, produce spreadsheets with formulas and graphs using Microsoft Excel
Develop databases using Microsoft Access and construct presentations using Microsoft PowerPoint
Computer Fundamentals ***Eligible for transferrable Advanced Studies Credit through Buffalo State College***
Grade: Open to grades 10, 11, 12 Prerequisite: Computers and the Internet
Required for Virtual Enterprise and Finance Academy students 40 Weeks/5 meetings per week - 1 Unit Exam: Local
Gain a more comprehensive understanding of Microsoft Office and pursue Microsoft Office Specialist (MOS) certification.
Students will develop advanced computer skills by creating documents using the advanced functions of Microsoft Word, Excel, Access, and PowerPoint.
Learn how application software impacts society
Throughout the year, time will be spent on taking practice exams to become a Microsoft Office Specialist. Microsoft Certification tests are live, online tests given by Microsoft for a fee comparable to Advanced Placement tests.
Visit http://www.microsoft.com/learning/en/us/certification/mos.aspx for more information on becoming MOS certified.
Financial Literacy (Career & Financial Management) **Eligible for transferrable Advanced Studies Credit through ECC**
Grades: Open to grades 9, 10, 11, 12 Required for Virtual Enterprise and Finance Academy students
20 weeks/5 meetings per week - 1/2 Unit or 40 weeks/5 meetings per week – 1 Unit Exam: Local
Explore what you need to know to succeed in the “real world” after high school
Learn how to manage money you earn, including bank accounts, credit cards, and investments
Where does your paycheck go? Learn about budgeting, taxes, and social security
Do you plan on getting a new car? Do you want to rent an apartment? What type of insurance will you need once you move out?
How does what you buy, what stores you shop at, and how you spend your money affect the economy?
Exploring careers and what you want to do after high school.
Internship - Career Exploration Internship Program—1/2 Credit
Grade Level: 12 Only Required for Virtual Enterprise and Finance Academy students 20 Weeks/2 Meetings per Week + 54 Hours of Work On- Site Experience Credit: ½ Unit
The Career Exploration Internship Program provides accepted students with hands-on experiences linking school and the workplace.
Unpaid Internship in a student-chosen career area
Class meets 2 days a week and student keeps daily journal
Student must provide own transportation to their internship site
Career awareness and research
Job-seeking skills: Resume, cover letter, follow-up letter, interviewing skills
Qualities of successful employment
Workplace safety and health
Keyboarding & Personal Documents *Eligible for transferrable Advanced Studies Credit through ECC* Grades: Open to grades 9, 10, 11, 12 or Grades: 10, 11, 12
40 weeks/ 3/2 meetings per week – ½ Unit 20 weeks/5 meetings per week - ½ Unit Offering: Both semesters or Every Other Day Exam: Local
Do you spend a lot of time typing your assignments and projects for school? Does your lack of typing speed slow you down from completing work? Learn how to type faster so that you can type your papers and projects faster.
Acquire the knowledge necessary to be able to write your papers quickly and in proper format.
Develop a resume and cover letter that can be used for college applications or to apply for jobs now or after graduation
Learn how to format reports
Develop a life-long skill that will benefit you in school and in the workforce
Microsoft Office ***Eligible for transferrable Advanced Studies Credit through ECC***
Grades: Open to grades 9, 10, 11, 12 or Grade: 9, 10, 11, 12 40 weeks/ 3/2 meetings per week – ½ Unit 20 weeks/5 meetings per week - ½ Unit Offering: Both semesters or Every Other Day Exam: Local
Do you think you know computers? Expand your knowledge beyond Facebook and playing games on the Internet.
Learn the new features of Microsoft Office 2010 and how they will benefit you both in college and the workplace
Explore the every changing world of computer technology and various new technologies hitting the market
Create documents in Microsoft Word, produce spreadsheets with formulas and graphs using Microsoft Excel
Develop databases using Microsoft Access and construct presentations using Microsoft PowerPoint
Owning and Advertising Your Own Business-Desktop Publishing Grade: Open to grades 9, 10, 11, 12 20 weeks/5 meetings per week - 1/2 Unit Exam: Local
If you have a creative side or are planning a career as a business owner or in graphic design, this one semester computer course provides a solid introduction to the skills and techniques involved in creating various printed materials for businesses.
Each student will develop their own fictional company and create flyers, brochures, newsletters, and promotional materials using desktop publishing software, scanners, digital cameras, and printers.
Additionally, students will learn to recognize and implement the graphic design and layout principles that are important to effective communication in our information rich society.
The course includes in-depth coverage of desktop publishing terminology, page composition, layout, design, editing functions, and a variety of printing options.
Students will use various iPad apps and learn how to create apps for business use.
Personal Law – Criminal Justice and Your Rights
Grade: Open to grades 9, 10, 11, 12 20 Weeks/5 meetings per week -1/2 Unit Exam: Local
Looking toward a career in law, law enforcement, or as a paralegal? This course is a basic introduction to the law as it applies to the student.
Buying and Insuring your car
Renting an apartment
Buying real estate
Marriage/divorce
Credit cards and other loans
Criminal Law: search & seizure, vandalism, shoplifting, and assault & battery
Civil Law: law suits (torts) minors rights under contracts Sports and Entertainment Marketing
Grade: Open to grades 10, 11, 12 40 weeks/5 meetings per week - 1 Unit Exam: Local
Are you interested in a career in marketing or management? Do you want to own your own business? This course provides an excellent foundation for students who may pursue advanced business studies at a 2 or 4-year College.
Basic Marketing Concepts
Marketing Simulations including product and business development
Exploring Careers In Marketing
Business Organization & Finance.
Forms of Ownership; franchises, partnerships, corporations
Retail Psychology
Television, Radio, Internet & Print advertising
Retail Pricing strategies
Virtual Enterprise
Grades: Open to grades 9, 10, 11, 12 Required for Virtual Enterprise and Finance Academy students
40 weeks/5 meetings per week – 1 Unit Virtual Enterprise offers students the opportunity to experience a simulated business environment and examine all facets of being an employee of a firm.
Learn how to operate your own business.
Create a business plan for your own business and present it to a panel of business professionals/”potential investors.”
Work as employees in departments including Administration, Accounting, Marketing, Sales, and Personnel.
Perform daily activities and contact other Virtual Enterprise firms to conduct business. Web Design I & 2 ***Eligible for transferrable Advanced Studies Credit through Buffalo State College***
Grades: Open to grades 9, 10, 11, 12 Required for Virtual Enterprise and Finance Academy students
20 weeks/5 meetings per week - 1/2 Unit or 40 weeks/5 meetings per week – 1 Unit Exam: Local
Learn how to create dynamic Web Pages:
Learn how to create Web Pages using graphic design techniques to wow your audience
Create Web Design using HTML programming
Use Dreamweaver to design your Web site
Explore the world of Adobe with Fireworks and Flash.
Experience state of the art technology equipment to enhance your designs.
Create cartoons and animations using Flash.
General Education Work Experience Program
Grades: Open to grades 11 & 12 40 weeks/Meets every-other-day— .5 Unit – 2 Units
Exam: Local *Credit depends on hours worked....see below*
Students can work at their part-time jobs and earn high school credit. Jobs are obtained by the students themselves prior to school starting in September. Confirmation from the student’s employer will be required at the start of the course. Course topics include
Learning how to manage money you earn, including bank accounts, credit cards, and investments
Career research, interview skills, and résumé writing
Workplace laws Students must pass the coursework in class in order to receive work credit as follows: 150-299 hours = .5 credit 300-449 hours = 1 credit 450-599 hours = 1.5 credits 600+ hours = 2 credits
Virtual Enterprise & Finance Academy
NYS Career & Technical Education
KENMORE EAST & KENMORE WEST HIGH SCHOOLS
What is the Virtual Enterprise & Finance Academy?
The mission of the Virtual Enterprise & Finance Academy is to provide students with a challenging, student-centered, project-based
academic, business/financial and technology program. Students will be exposed to the global business world and will be inspired to become
respectful and successful members of a continually evolving financial community. Students who participate in this career-preparation
academy will be developing and learning the skills necessary to be successful in today’s financial world. This program focuses on preparing
students for a variety of careers that are (or will) be available to high school and college graduates in the coming years.
Who should be interested in the Virtual Enterprise & Finance Academy?
ALL STUDENTS – male or female, motivated to be successful in post-secondary education and future careers. Students participating in
the Finance Academy may be interested in careers in a variety of areas including:
Finance Accounting
Web Design Marketing
Management Business
Secondary and post-secondary education Military
Benefits of participating in the Virtual Enterprise & Finance Academy:
Emphasis on academic excellence with specialized courses and classroom activities.
An introduction to all facets of the financial services industry and exposure to current technology
Field trips to local area businesses to learn about careers, operations and workplace environment.
Class projects that mirror real world events and tie into the curriculum.
Opportunity to earn college credits while in high school.
Use of computers and cutting edge technology in the classroom to complete projects.
Business partner mentoring, internships, and job shadowing.
Enhanced opportunities for employment after graduation.
What courses are available to Virtual Enterprise & Finance Academy students?
The following courses are available to Virtual Enterprise & Finance Academy participants and any other student interested in exploring the
rapidly-evolving world of Finance and technology:
Required Courses Electives: Financial Literacy Advanced Accounting Virtual Enterprise Personal Law Business Law Work Study Computers & The Internet Accounting I
Web Design 1 & 2
Internship
Business Math Computer Fundamentals Sports & Entertainment Marketing
** See back side for typical Virtual Enterprise and Finance Academy schedule
FAMILY AND CONSUMER SCIENCES
Family and Consumer Sciences focuses on empowering individuals, strengthening families, and
enabling communities. It teaches individuals how to help themselves and their families to
manage resources. Family and Consumer Sciences applies information gained from research in
many disciplines to the practical concerns of individuals and families. It develops, integrates,
and provides practical knowledge about the things of everyday life,
human growth and development; personal behavior; housing and the environment; food and nutrition; and resource
management - that individuals need to contribute to a healthy, productive, and more fulfilling life.
Learning Standards for Family and Consumer Sciences
Learning Standard 1: Personal Health and Fitness
Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical
activity, and maintain personal health.
Learning Standard 2: A Safe and Healthy Environment
Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.
Learning Standard 3: Students will understand and be able to manage their personal and community resources.
Resource Management
Course Title Grade Level
Meetings
Per Week
Examination
Food Nutrition Core 9,10,11,12 5 L
Nutrition/Health/Fitness 9,10,11,12 5 L
Food Prep. And Nutrition 9,10,11,12 5 L
International Foods 9,10,11,12 5 L
Human Development 9,10,11,12 5 L
Parenting 10,11,12 5 L
Child Development 10,11,12 5 L
Independent Living 11,12 5 L
L = Local Exam
Course Descriptions 2014-2015
FOOD/NUTRITION CORE
Grade: 9, 10, 11, 12 5 meetings per week
Exam: Local/State Proficiency 1/2 Unit
Prerequisites: None Offering: both semesters
You will have hands-on experience with basic food preparation, including cooking, shopping, planning and presentation.
You will learn various cooking techniques and will prepare food on a regular basis. You will work in cooperative groups,
using a variety of ingredients to make a wide range of foods. In addition, you will learn about the many career
opportunities available to people with culinary skills.
FOOD PREPARATION/NUTRITION Grade: 9, 10, 11, 12 5 meetings per week
Exam: Local 1/2 Unit
Prerequisites: None Offering: 2nd
Semester
If you already understand the basic elements of nutrition and cooking, this course is for you. You will work with other
students to plan, develop, and prepare nutritious meals based on the principles of healthy eating. You will study advanced
cooking techniques, including preparing meals from scratch. The regular food labs will reinforce good kitchen techniques
and eating habits.
NUTRITION/HEALTH & FITNESS
Grade: 9, 10, 11, 12 5 meetings per week
Exam: Local 1/2 Unit
Prerequisites: None Offering: both semesters
“You are what you eat”…and how you exercise, deal with stress, and take care of yourself. In this class, you will be able to
take an honest look at what ways you can improve your lifestyle through fitness and nutrition programs. You will design a
personal plan for lifetime fitness. You will also learn how to accommodate dietary and physical changes throughout your
life. We will also look at the way our eating habits can help or harm our athletic activities.
CULTURE AND FOODS
Grade: 9, 10, 11, 12 5 meetings per week
Exam: Local 1/2 Unit
Prerequisites: None Offering: both semesters
Pizza, tacos, wiener schnitzel, sushi – The world is full of different recipes and ingredients. In this class, you will be
introduced to the concept of the “American Melting Pot.” You will explore a variety of culture-specific foods and prep
techniques. The skills you will learn will help you understand how environment and history play a role in what people eat.
And yes, you will prepare and eat some of the foods we study.
HUMAN DEVELOPMENT (CORE) (HD -1)
Grade: 9, 10, 11, 12 5 meetings per week
Exam: Local/State Proficiency 1/2 Unit
Prerequisites: None Offering: both semesters
While this class is required for anyone who wants to major in either the Human Services/Family Studies cluster or Food
and Nutrition, it deals with issues that we all face. You will learn how to exhibit self discipline, empathy, personal
strengths, and honesty. You will apply that knowledge to your relationships with friends, family and younger children. We
will also examine our roles as citizens.
PARENTING (HF - 2)
Grade: 10, 11, 12 5 meetings per week
Exam: Local 1/2 Unit
Prerequisites: None Offering: both semesters
Children don’t come with owner’s manuals. This course is a start in learning how to raise happy, healthy and productive
children. You will study some of the social, educational, and physical variables which affect our success as parents. We
will develop a variety of skills – including problem solving, teamwork and communication – to help cope with one of the
world’s most difficult jobs, being a parent.
CHILD DEVELOPMENT (HF - 3)
Grade: 10, 11, 12 5 meetings per week
Exam: Local 1/2 Unit
Prerequisites: None Offering: both semesters
Every child is unique, but most go through similar stages of development. In this class, you will study physical, emotional,
intellectual and social development of infants, toddlers, preschoolers, and school-age children. You will also learn about
concerns related to children with special needs. Through both classroom and community experiences, you will develop
necessary communication and care taking skills related to child development.
College Credit is available through Villa Maria College.
INDEPENDENT LIVING (FHT-2)
Grade: 11, 12 5 meetings per week
Exam: Local 1/2 Unit
Prerequisites: None Offering: both semesters
Being on your own is hard work. You will develop skills to assist you with the many responsibilities adults face, such as
paying bills, succeeding in school, and setting goals for your future. This will also include preparing for college living.
HOUSING/ ENVIRONMENT CORE (HE -1) (ART)**
Grade: 10, 11, 12 5 meetings per week
Exam: Local/State Proficiency 1/2 Unit
Prerequisites: None Offering: both semesters
Housing and Environment course content is designed to provide a foundation for management of housing information.
Housing decisions, problem solving, and trends are identified and examined. Design theory is studied and applied as it
relates to personal needs, comfort and safety, energy needs, selection and use of appliances and furnishings. Career
opportunities in Housing and Design are identified and investigated.
*Above course can be applied toward a 1/2 unit art requirement if pursuing an occupational major.
FACS 5 UNIT SEQUENCES
Required:
Intro to Occupations I ------------------------------------------------------------ ½ Unit
Food/Nutrition Core -------------------------------------------------------------- ½ Unit
Food Preparation/Nutrition ------------------------------------------------------ ½ Unit
Nutrition, Health, and Fitness --------------------------------------------------- ½ Unit
Culture and Food ----------------------------------------------------------------- ½ Unit
Human Development ------------------------------------------------------------- ½ Unit
Parenting --------------------------------------------------------------------------- ½ Unit
Child Development --------------------------------------------------------------- ½ Unit
Independent Living --------------------------------------------------------------- ½ Unit
Plus ½ Unit from the following:
Career Exploration Internship Program* ----------------------------------------------- ½ Unit
Intro to Occupations II -------------------------------------------------------------------- ½ Unit
*Students must apply during the second semester of their junior year. Selected students will take this class senior year. The CEIP is
offered by the Business/Marketing Department. The student’s internship must be in a field related to Family and Consumer Sciences in
order to apply this credit towards a FACS sequence. The following are some examples of the type of internship placements that would
qualify for a FACS sequence.
Child Care Center Restaurant
Public School Classroom Supermarket
Pediatric Office Nursing Home
Commercial Food Service Establishment Bakery
Institutional Food Service Facility
Nursery School
FACS Sequence with B.O.C.E.S. Courses
Early Childhood Education I ---------------------------------------------------- 3 Units
OR
Culinary Skills or Food Service I ----------------------------------------------- 3 Units
AND
Two additional units selected from the following courses:
Intro to Occupations I ------------------------------------------------------------ ½ Unit
Food/Nutrition Core -------------------------------------------------------------- ½ Unit
Food Preparation/Nutrition ------------------------------------------------------ ½ Unit
Nutrition, Health, and Fitness --------------------------------------------------- ½ Unit
Culture and Foods ---------------------------------------------------------------- ½ Unit
Human Development ------------------------------------------------------------- ½ Unit
Parenting --------------------------------------------------------------------------- ½ Unit
Child Development --------------------------------------------------------------- ½ Unit
Independent Living --------------------------------------------------------------- ½ Unit
Career Exploration Internship Program --------------------------------------- ½ Unit
Intro to Occupations II ----------------------------------------------------------- ½ Unit
*Students must apply and be selected for this course.
Technology Education
Take technology before it takes you!!
There is little doubt that technology has invaded almost every aspect of our lives. The technology education curriculum is
an action based program for all students, both college bound and those ready for the world of work. Students learn how to
develop, produce, use and assess the impacts of products and services that extend the human potential to improve and
control the natural and human-made environment. Courses focus on technological knowledge and competence and are
designed to help students understand and to participate in the technological society of today and tomorrow.
As you know, there are many requirements necessary for graduation. Below is a list of how technology education classes
can help you!
Art/Music Requirement
PLTW Introduction to Engineering Design / DDP (PLTW IED/DDP may be used to satisfy the Art/Music graduation
requirement. Students not satisfying this requirement may still participate in PLTW IED/DDP as an elective.
Third Unit Math
PLTW Principles of Engineering (PLTW POE) may substitute for a unit of mathematics credit.
PLTW Digital Electronics (PLTW DE) may substitute for a third unit of mathematics credit.
Networking I (Cisco networking) may substitute for a third unit of mathematics credit.
Third Unit Science
PLTW Principles of Engineering (PLTW POE) may substitute as a third unit of science credit.
Regents Diploma with Advanced Designation
Students completing a sequence of not less than five units of credit in Technology Education are not required to complete
the additional two units of LOTE or to pass the Regents Comprehensive Examination in that language to earn a Regents
Diploma with Advanced Designation.
Project Lead The Way (PLTW)
Project Lead the Way courses are part of a nationally recognized pre-engineering curriculum that benefit all students,
especially those interested in careers in STEMS (Science-Technology-Engineering-Mathematics). All PLTW courses offer
college credit. Additionally, students interested in PLTW courses may participate in the Pre-Engineering Academy CTE
program and earn an additional diploma endorsement indicating career readiness for STEMS careers. Go to www.pltw.org
for additional information.
PLEASE NOTE:
ALL students may participate in any technology education course as an elective.
Technology Education Course Offerings 2014-2015
Course Name
Course
Number Credits Grade Level
Meetings
per
Week Exam
PLTW Intro. to Engineering Design/DDP (PLTW IED/DDP) *, ** 5501 1 All 5 Local
Computer Aided Design (CAD) 5505 ½ 10, 11, 12 5 Local
Architecture 5508 1 10, 11, 12 5 Local
Advanced CAD** 5507 ½ 10, 11, 12 5 Local
PLTW CIM (Computers-n-Robots) ** 5510 1 10, 11, 12 5 Local
PLTW Digital Electronics (PLTW DE) *, ** 5561 1 10, 11,12 5 Local
PLTW Engineering Design and Development (PLTW EDD) * TBA 1 12 5 Local
PLTW Principles of Engineering (PLTW POE) * 5560 1 10, 11, 12 5 Local
Basic Electricity / Electronics 5511 ½ All 5 Local
Tool Time 5553 ½ All 5 Local
Tool Time 2 (no prerequisite) 5520 ½ All 5 Local
Networking 1* 5556 1 10, 11, 12 5 Local
Networking 2 5558 1 10, 11, 12 5 Local
Media Design & Video Production
(offered 2012-2013, 2014-2015, 2016,-2017) ½ 9, 10, 11, 12 5 Local
Independent Study ½ 10,11,12 5 Local
Independent Study 1 10,11,12 5 Local
* Alternative credit possible in math, science, or The Arts depending on course.
** College credit possible.
PLTW – Project Lead the Way (www.pltw.org)
PLEASE NOTE:
ALL students may participate in any technology education course as an elective.
Students DO NOT need to participate in a Career Academy to participate in PLTW courses or Networking 1 & 2.
Course Descriptions
PLTW Introduction to Engineering Design/DDP (PLTW IED/DDP)
Grade: 9-12 40 weeks – 1 unit Tech or Art/Music
Prerequisites: None Offering: Full year
Exam: Local Reading Level: Mixed
PLTW Introduction to Engineering Design/DDP (PLTW IED/DDP) introduces students to the engineering design
process and problem solving through the design, creation, and testing of prototypical solutions to unique problems.
Throughout the class, a wide variety of open-ended activities are experienced using modern 3D modeling software and
classroom machinery. This class is based on the PLTW Pre-Engineering curriculum and is centered on the design software
program Autodesk Inventor. In addition to the variety of hands-on activities students will document their work and
communicate solutions to peers and members of the professional community. This course is open to all students, but is
typically taken by 9th
and 10th
grade students.
Please Note: PLTW Introduction to Engineering Design/DDP (PLTW IED/DDP) satisfies the Arts/Music requirement for
graduation for all interested students. Students may also take PLTW IED/DDP as an elective.
Computer Aided Design (CAD)
Grade: 10, 11, 12 20 weeks - ½ unit
Prerequisites: PLTW IED/DDP Offering: Spring semester
Exam: Local Reading Level: Mixed
Computer Aided Design (CAD) is a hands-on technology course that allows students to experience the impact of CAD on
today’s industrial society. The students will develop an understanding of AutoCAD in order to solve problems involved in
design and drawing. Also the use of Autodesk Inventor will be used to model Vex Robotic parts in 3D. The students will
then build the robots based on their drawings. All students must comply with the Ken-Ton Acceptable Use Policy for
computer usage.
Advanced Computer Aided Design (Advanced CAD)
Grade: 10, 11, 12 20 weeks – ½ unit
Prerequisites: Computer Aided Design (CAD) Offering: Spring Semester
Exam: Local Reading Level: Mixed
Advanced Computer Aided Design (CAD) uses the program Pro/ENGINEER Wildfire. This is a state of the art 3D solids
modeling program used by top companies such as Ferrari, Nike, Rolex, and many others to make advanced designs for
production. Tutorials and advanced problems are used as the course progresses to design projects. Additionally, course
participants will use Autodesk Inventor for advanced modeling of Vex Robotic parts in 3D ultimately leading to the
creation and testing of automatic robotics.
PLTW Computer Integrated Manufacturing (PLTW CIM) (Computers-n-Robots)
Grade: 10, 11, 12 40 weeks – 1 unit
Prerequisites: PLTW IED/DDP Offering: Full Year
Exam: Local Reading Level: Mixed
The major focus of this course is to answer the question: How are things made? What processes go into creating products?
Is the process for making a water bottle the same as it is for a musical instrument? How does an assembly line work? As
students find the answers to these and other questions, they learn about the past, present, and future of manufacturing. This
course is built around several key concepts: computer modeling, Computer Numeric Control (CNC) equipment, Computer
Aided Manufacturing (CAM), and robotics. PLTW CIM students build on the skills and knowledge acquired in PLTW
IED/DDP and move to a higher level of design visualization while creating and troubleshooting robotic systems created
using Vex robotics (www.vexrobotics.com).
PLTW Principles of Engineering (PLTW POE)
Grade: 10, 11, 12 40 weeks - 1 unit Tech, Math or Science
Prerequisites: PLTW IED/DDP Offering: Full year
Exam: Local Reading Level: Mixed
This survey course of engineering exposes students to some of the major concepts they’ll encounter in a postsecondary
science, technology, engineering, and mathematics (STEMs) courses of study. Students have an opportunity to investigate
engineering and high-tech careers and to develop skills and understanding of course concepts. Students employ
engineering and scientific concepts in the solution of engineering design problems. They develop problem-solving skills
and apply their knowledge of research and design to create solutions to various challenges. Hands-on activities will be
undertaken including the design and construction of: electronic power packs, solar powered vehicles, power model
vehicles, aerodynamics and aircraft flight, auto safety, and robotics and machine automation. Students interested in
engineering or wishing to explore the work of a mechanical, civil, electrical, or automotive engineering will benefit from
this course as well as anyone interested in STEMs careers.
Please note: PLTW Principles of Engineering (PLTW POE) may substitute as a third unit of science credit or a third unit of
mathematics credit.
PLTW Digital Electronics (PLTW DE)
Grade: 10, 11, 12 40 weeks – 1 unit
Prerequisites: PLTW IED/DDP Offering: Full Year
Exam: Local Reading Level: Mixed
Are you interested in knowing how all modern electronics work? Students in this course study electronic circuits that are
used to process and control digital signals. Digital electronics is the foundation of all modern electronic devices such as
cell phones, computers, communication systems, digital cameras, high-definition televisions, and MP3 players. The major
focus of the DE course is to expose students to logic design, teamwork, communication methods, and engineering
standards.
Please note: PLTW Digital Electronics (PLTW DE) may substitute as a third unit of mathematics credit.
PLTW Engineering Design & Development (PLTW EDD)
Grade: 12 40 weeks – 1 unit
Prerequisites: PLTW IED/DDP and 3 units of Offering: Full Year
total PLTW credit.
Exam: Local Reading Level: Mixed
This course is the final, capstone experience in the Project Lead the Way sequence of learning. In this unique design
course, students work in teams to engineer and develop original solutions to valid open-ended technical problems by
applying the engineering design process. Students perform research to choose, validate, and justify a technical problem.
After carefully defining the problem teams design, build, and test their solutions while working closely with industry
professionals who provide mentoring opportunities. Finally, student teams present and defend their original solution to an
outside panel. This course is appropriate for 12th
grade students.
Architecture
Grade: 10, 11, 12 40 weeks - 1 unit
Prerequisites: PLTW IED/DDP Offering: Full Year
Exam: Local Reading Level: Mixed
It is essential that houses and other structure are structurally sound. It is also important that houses, buildings, and other
structures are designed to be visually appealing. The objective of this course is to provide student with the opportunity to
develop and refine architectural abilities related to residential and commercial design. Specialty designs will include floor
plans, elevations, electrical plans, foundation plans, plot plans, cost estimates, and more. Various software programs will
be taught in conjunction with modeling, and freehand sketching techniques to round out the student’s knowledge and
abilities. Projects will include the modeling and photographing of various commercial and residential buildings. Anyone
who will design, build, or buy a home or commercial building will benefit from this course. All students must comply with
the Ken-Ton acceptable use policy for computer usage.
Basic Electricity/Electronics
Grade: 9-12 20 weeks - ½ unit
Prerequisites: None Offering: Both semesters
Exam: Local Reading Level: Mixed
Would you like to know how the electronic things around you work? This course gives participants the opportunity to find
out. Topics of study include electrical writing, house wiring, printed circuit theory, energy sources, and magnetism.
Content and objectives are arranged to stress safety, basic information and introductory skills. Some of the activities will
include the construction of: circuit testers, power supplies, crystal radios and residential house wiring.
Tool Time (Manufacturing Systems)
Grade: 9,10,11,12 20 weeks - ½ unit
Prerequisites: None Offering: Spring semester
Exam: Local Reading Level: Mixed
If you have ever considered starting your own business, and would like to design and produce your own product, this
course is for you. Through hands-on activity, students will experience manufacturing by forming their own company,
designing products, and producing prototypes of their products. The in-class company will then conduct market research,
decide upon a product to manufacture, tool up for production, and mass produce their product. Following production,
students will distribute the product, pay the bills and distribute their profits. Examples of products that have been produced
in our class companies in the past are: clocks, games, recreational equipment, furniture, and household items such as tape
and disk storage boxes. This course follows the NYS Manufacturing Systems curriculum.
Tool Time 2 (Materials Processing)
Grade: 9 - 12 20 weeks - ½ unit
Prerequisites: None Offering: Fall semester
Exam: Local Reading Level: Mixed
Tool Time 1 is a hands-on technology course that allows students to explore the broad range of materials and processes
used to produce the products demanded by modern society. Students will gain valuable experience with materials such as
wood, metal, ceramics and composites, and with processes such as forming, turning, machining, casting, and fabricating.
Students will be asked to complete and in-depth project of their choice employing a variety of the materials and processes
studied. This course follows the NYS Materials Processing curriculum.
Independent Study in Technology Education
Grade: 11, 12 20/40 weeks - ½-1 credit
Prerequisites: Instructor Approval Offering: Both semesters
A limited number of students are eligible to elect this program in any of the technical courses offered. Registration is
limited to the number of available spaces. Specifics are available through instructors and counselors.
Computer Networking – Overview
According to reports, there will be a demand for more than 1.1 million new IT jobs in the next year with more than 600,000
of them going unfilled due to lack of qualified workers. The Networking Academy (Cisco Networking) curriculum is a
two-year program specific to the principles and practices of designing, building, and maintaining local and wide area
networks. (Go to cisco.netacad.net for more information.)
The Networking courses are offered through a joint venture between Ken-Ton schools and CISCO Systems, the worldwide
leader in networking for the Internet. Students will learn skills that will empower them to enter employment, further their
education in college or to pursue other post-secondary institutions. Although it is not necessary to complete both years
while in Ken-Ton Schools, students enrolling in both Networking 1 & 2, will be prepared to take the Cisco Certified
Network Associate (CCNA) Exam at the completion of the courses. College credit can also be awarded to those completing
the coursework.
Networking 1
Grade: 10, 11, 12 40 Weeks – 1 Unit Tech or Math
Prerequisites: None Offering: Full Year
Exam: Local Reading Level: Mixed
Welcome to the world of hubs, switches, and routers’, in other words, the world of networking. Learn what goes on behind
the scenes at a LAN party. This hands-on class explores the ways that computers can be connected in order to talk to each
other. Build the Internet right in the classroom while learning to troubleshoot and solve the many different problems that
can be encountered.
Although it is not necessary to complete both years while in Ken-Ton Schools, students enrolling in both Networking 1 &
2, will be prepared to take the Cisco Certified Network Associate (CCNA) exam at the completion of the courses.
College credit can also be awarded to those completing the coursework.
Please Note: Networking 1 may substitute for a third unit of mathematics credit
Networking Academy 2
Grade: 11,12 40 Weeks – 1 unit technology or mathematics
Prerequisites: Networking 1 Offering: Full Year
Exam: Local Reading Level: Mixed
Networking 2 continues to explore the world of computer networks at a more in-depth level. Students will design and build
networks based on what was learned during Networking 1. Students will explore configuring IP addresses, preparing the
initial configuration of a router, and adding routing protocols to the router configuration. Students completing Networking 2
will be prepared to take the Cisco Certified Network Associate (CCNA) exam at the completion of the course. College
credit can also be awarded to those completing the coursework.
NOTE: Project Lead the Way (PLTW) and Networking Academy (Cisco networking) courses are also available
through unique career academies as New York State approved Career & Technical Education (CTE) programs.
Find out more about Career Academies and district CTE programs in the special Academies section.
PHYSICAL EDUCATION AND HEALTH Physical education provides students with the knowledge and skills to establish and
maintain physical fitness, to participate in physical activity, and to maintain personal
health. In today’s sedentary society, physical education makes an increasingly
important contribution to the education and well being of the whole child.
Through group and individual activities in the physical education program, there are opportunities for students to acquire
and demonstrate integrity, social skills, cooperative skills, diligent work habits, and respect for self and others.
It is vital that students learn to integrate knowledge and action. In the physical education program, the students can put
knowledge into practice and see an appreciable result of their action. The students must learn to make a connection
between their study of themselves and their environment. Also, students must develop independence to take responsibility
for their own health and wellness.
Through the study of health and physical education, students learn to set goals, make informed decisions, balance the
demands of daily living and understand what is needed for a healthy life.
Health & Physical Education Course Offerings 2014-2015
Course Title Credits
Grade
Level
Meetings
Per Week Examination
Physical Education 2 9-12 3/2 None
Health ½ 10,11,12 5 L
Physical Education and Health Requirements
A. All students must participate successfully in physical education each year until they graduate from East.
B. Students may not obtain a major sequence in Physical Education or Health.
C. Each year a student may receive 1/2 credit. The maximum credit available in physical education is 2 units.
D. The offering in Health Education carries 1/2 unit of credit. Successful completion of this offering is required for a
diploma.
Course Descriptions
PHYSICAL EDUCATION
Grade: 9,10,11,12 40 weeks / 3/2 meetings per week
Exam: None 1/2 unit (3 days in 6 day cycle)
Offering: Full year
As part of the graduation requirements, Physical Education is a mandatory program which consists of 8 blocks of physical
activity throughout the school year. Each block is approximately 4-5 weeks in length and students select one from a variety
of activities.
Student performance will be assessed in a variety of ways based on the student’s effort, attitude and behavior. The three
domains of learning: cognitive (knowledge), psychomotor (physical) and affective (emotional) will be considered in this
assessment. A rubric of expected behaviors will be used to determine a student’s grade.
Each student will receive a quarterly numeric grade that will become a part of their grade point average. A daily grade of
up to four points is earned by each student who participates in physical education. An after school intramural program is
available for students who choose to make up legally missed classes. Missed classes must be made up within two weeks of
the missed class. Student’s that cut physical education class will receive a (–4) for that day. Skipped classes cannot be
made up. The block grade is determined by taking the total number of points earned and dividing it by the total number PE
days in the block. A numerical equivalent will then be calculated for each quarter grade. The final grade is an average of
the four quarterly grades. A student is required to earn 1/2 credit per year of physical education for graduation.
Aerobics Soccer
Archery Softball
Badminton Speedball
Basketball
Cross Training
Swimming – Beginners and Basic Rescues
Core Training Swimming-Advanced Beginners and Basic Rescues
DDR Swimming – Basic Water Safety and Aerobic Swimming
Field Hockey Water Aerobics
Flag Football (boy/girl) Table Tennis
Floor Hockey Team Handball (1 wall)
Healthy Living Team Handball (Olympic)
Lacrosse Tennis
Line Dancing Ultimate Frisbee
Outdoor Conditioning Volleyball – Power
Personal Safety Volleyball – Recreational
Pickle Ball Weight Training
Power Walking Yoga
Rugby
Important Note: All students must participate in Physical Education unless the student has completed their two
credit graduation requirement. If a student cannot participate in Physical Education due to a medical condition,
then a research paper or alternative program will be assigned. Counselors have information on procedures to be
followed should a student have physical limitations which might prohibit full participation in our program.
Failures: Seniors only may take two PE classes, one regular and one make-up. To register for a make-up class,
seniors must sign a contract stating that they must be passing both the regular class and the make-up class at ten
weeks or the make-up will be dropped from their schedule.
HEALTH EDUCATION 2014-2015
HEALTH
Grade: 10,11,12
Exam: Local
Prerequisites: Grade Level
Each day we are bombarded by information about our health and well-being. Deciphering this information can be an
enormous task. Health education examines information that is absolutely relevant and critical to today’s youth. Topics
covered are the issues teens deal with every day.
Because teens are more likely to take risks with their health, teen risk behaviors as well as decision making and critical
thinking skills are the main focus of this course. The goal is to teach students to utilize their health knowledge in order to
analyze their own behaviors. Ultimately, the goal is for students to make healthy decisions to move them toward lifelong
wellness.
Areas of Study:
Decision making and communication First Aid and Safety
Stress and time management Human Growth and Development
Emotional Health Family Life Education
Nutrition Disease Education
Alcohol, Drugs & Tobacco AIDS
A variety of assessment techniques are used to evaluate course requirements. These include: class presentations,
homework, projects, journals, tests, class discussion and participation in class activities.
A comprehensive local exam is given at the conclusion of the course. Successful completion of the Health course is a New
York State requirement for graduation.
SCIENCE 2014-2015 A knowledge of science is essential to all students. As consumers or workers in science-related areas,
the courses presented at Kenmore East will aid students in their understanding of this ever changing
and increasingly complex scientific world. Programs have been prepared for those who must have
basic information taught at a level of their understanding. From courses which stress the simplest
presentation of vital information to courses which present difficult concepts taught at a collegiate
level, students may choose subjects of interest and importance.
All courses include demonstrations, laboratory work, and classroom discussions. In our Regents science courses, a special
period is devoted to laboratory work. Students meet for five class sessions per week and one laboratory period every six
days.
Kenmore-Tonawanda Union Free School District Secondary Science
Laboratory Policy Statements
The following policies, adopted 8/2011, reflect New York State Regents Examination Policy
commensurate with full-year Regents Science Courses which end in New
York State Regents Exams: Earth Science, Living Environment, Chemistry,
and Physics. These policies do not apply for district (local) courses.
What is the laboratory requirement for admission to a Regents examination in science?
For admission to a Regents examination in science, a student must complete the State-
mandated laboratory requirement. The laboratory component must be provided in
addition to the required classroom instruction associated with earning a unit of credit
and must include 1200 minutes of hands-on laboratory with satisfactory laboratory
reports [100.5(b)(7)(iv)(d)] In order to qualify to take a Regents examination in any of the
sciences a student must complete 1,200 minutes of actual hands-on (not simulated)
laboratory experience with satisfactory documented laboratory reports. The 1,200 minutes
of laboratory experience must be in addition to the required classroom instruction
associated with earning a unit of credit. Laboratory reports must be kept on file for at
least six months after the student takes a Regents examination in science.
What is the timeframe for meeting the laboratory requirement prior to admission to a State
Regents examination in science?
Students must be allowed to make up and complete all laboratories with the teacher up
to one week prior to the examination date. Students may be given comparative
laboratories or alternative laboratories if equipment or time sensitive supplies are not
available.
What is the policy on the Earth Science Performance Test and admission to a State Regents
examination in science?
It is to be administered during the last two weeks of the course, but no later than the day
before the administration of the written test. All students, including those retaking the
written examination, must be allowed to take the performance test each time they take
this examination. Scores earned on the Earth Science Performance Test in conjunction
with prior administrations of the written examination may not be carried over and
applied to the student’s final examination score for this Regents Examination. Students
who do not complete the Performance test will receive a raw score of zero on the
performance test to be entered in the box both on the student’s performance test answer
booklet and on the student’s answer booklet for the written test. Students however will
still be allowed to take the written portion of the test even in the absence of the
Performance test score.
What is the policy on the Living Environment Test and Part D section of the exam?
Questions regarding the laboratory activities Relationships and Biodiversity, Making
Connections, The Beaks of Finches, and Diffusion Through a Membrane are included in
the Part D component of the Regents Examination in Living Environment. Since a
portion of this assessment is devoted to these laboratory activities, it is highly
recommended that students complete these laboratories but it is not a requirement for
admission to the test.
If a student has previously completed the laboratory requirement of 1200 minutes do they
need to complete it again when retaking the course?
It is recommended but not required that the laboratory component be completed again
by all students who fail any commencement–level science course.
May a school administrator or teacher exempt a student from the laboratory requirement?
No. All students must complete the laboratory requirement. Students who are
hospitalized, homebound, or home-schooled may be given comparative laboratories or
alternative laboratories.
Special Needs Students
Must students with disabilities meet the science laboratory requirement for admission to
the Regents examination in a science?
All students must meet the State-mandated laboratory requirements.
What accommodations may be used in the science laboratory setting?
All accommodations as indicated in the student's Individualized Educational Plan (IEP)
must be applied to the laboratory setting as needed. For example, a student with a
visual impairment may have a laboratory partner or an aide report observations to the
student. The student, however, must manipulate the data or make inferences from the
observed data.
What is the science teacher’s responsibility in implementing the IEP?
According to Part 200, Regulations of the Commissioner of Education Relating to General
Education and Diploma Requirements [200.4 (e)(3)], the school district must ensure that
each science teacher who is responsible for the implementation of a student’s IEP shall
have access to a copy of the IEP. Science teachers shall be informed by the school
district of responsibilities related to implementing the student’s IEP, specific
accommodations, and in providing supports in accordance with the IEP.
1. Specific Course Details:
a. Earth Science:
1. 1200 minutes of successful lab time must be accumulated one week before
the Earth Science Lab Practical.
2. “All students taking future administrations of the Regents Examination in
Physical Setting/Earth Science are strongly recommended to take the
performance test each time they take the written examination. Only the
performance test score earned by the student in the weeks immediately
preceding the written examination may be used to determine the student’s
final examination score for this Regents Examination.” As per NY State
Education Department.
Science Course Offerings 2014-2015
Course Title Credits
Grade
Level
Meetings
per week
Exam-
ination
Physical Setting -Earth Science Regents SC 1 9, 10 6 R
Physical Setting – Earth Science Regents 1 8,9,10,11,12 6 R
Physical Setting – Earth Science Honors 1 8,9,10,11,12 6 R
Living Environment – Biology Regents SC 1 9,10 6 R
Living Environment – Biology Regents 1 9,10,11,12 6 R
Living Environment – Biology Honors 1 9,10,11,12 6 R
Biology AP 1 10,11,12 6 L/AP
Human Anatomy & Physiology Honors 1 11,12 6 L
Chemistry in the Community 1 10,11,12 6 L
Physical Setting/Chemistry Regents 1 10,11,12 6 R
Physical Setting/Chemistry Honors 1 10,11,12 6 R
Chemistry AP 1 11,12 6 L/AP
Physical Setting/Physics Regents 1 10,11,12 6 R
Physics AP-C 1 11,12 6
Project/
AP
Astronomy/Oceanography 1 10,11,12 6 L
Ways of the Wilderness 1 12 5 L
IB Biology HL 2 11,12 5 IB
IB Environmental Systems SL 2 11,12 5 IB
Science Curriculum
A. All students repeating a Regents science class must repeat the accompanying laboratory component.
B. All students must have 3 units of credit in science required for graduation.
C. All students must meet a science competency requirement to graduate. The competency requirement is a
minimum of 65% on one science Regents exam. If the student has an IEP, then he/she can pass the Science
Competency Test (RCT) but must also have taken a Regents Exam.
Science Flow Chart
Physical Setting Living Environment Physical Setting Physical Setting
Earth Science Reg Biology Reg Chemistry Regents Physics Regents
Human Anatomy and Physiology Biology AP Chemistry AP Physics AP
Physical Setting Living Environment Physical Setting
Earth Science Honors Biology Honors Chemistry Honors IB Biology HL
IB Environmental HL
Living Environment R or H Earth Science R or H
Note: Students taking Earth Science in 8th Grade will follow the track on the bottom of the flow chart, proceeding from Earth Science
Honors to Living Environment Honors to AP Biology and/or Anatomy and Physiology and/or Honors Chemistry to AP Chemistry and/or
AP Physics.
General Electives: Full year – Ways of Wilderness
Full year – Chemistry in the Community, Oceanography/Astronomy
Recommended Track for the Advanced Science Students 9
th Grade or 8
th Grade = Physical Setting - Earth Science Honors
10th
Grade or 9th
Grade= Living Environment - Biology Honors and Physical Setting - Chemistry Honors
11th
Grade or 10th
Grade= Choice of 1 or 2 from - Anatomy & Physiology, AP Biology, Physical Setting - Physics, AP
Physics, AP Chemistry or IB Programme
12th
Grade or 11th
Grade= Choice of 1 or 2 from - Anatomy & Physiology, AP Biology, Physical Setting - Physics, AP
Physics, AP Chemistry
Course Descriptions
Physical Setting - Earth Science Regents SC Grade: 9, 10 40 weeks/5 meetings per week, plus lab
Exam: Regents 1 unit
Prerequisites: Passing grade in Science 8 Offering: Full year
This is an investigative course, offered in a co-taught setting, in which students will use scientific inquiry to further their
understanding of the Earth, its processes, history and place in our universe. Students will learn to apply scientific concepts,
principles, and theories pertaining to and concerning our planet. One thousand, two hundred minutes of laboratory work
with successful written reports are required. A student not completing the laboratory requirement will be barred from the
Physical Setting - Earth Science Regents examination. It is through the laboratory experience that students will be given
the opportunity to access, generate, and transfer information that will aid them in developing an integrated understanding of
the relationships and common themes that connect mathematics, science, and technology to the environment in which we
live.
Physical Setting - Earth Science Regents Grade: 9,10,11,12 40 weeks/5 meetings per week, plus lab
Exam: Regents 1 unit
Prerequisites: Passing grade in Science 8 Offering: Full year
and concurrent enrollment in Math 105
This is an investigative course in which students will use scientific inquiry to further their understanding of the Earth, it’s
processes, history, and place in our universe. Students will learn to apply scientific concepts, principles, and theories
pertaining to and concerning our planet. One thousand, two hundred minutes of laboratory work with successful written
reports are required. A student not completing the laboratory requirement will be barred from the Physical Setting - Earth
Science Regents examination. It is through the laboratory experience that students will be given the opportunity to access,
generate, and transfer information that will aid them in developing an integrated understanding of the relationships and
common themes that connect mathematics, science, and technology to the environment in which we live.
Physical Setting - Earth Science Honors
Grade: 9,10,11,12 40 weeks/5 meetings per week, plus lab
Exam: Regents 1 unit
Prerequisites: See page 27 for criteria Offering: Full year
regarding honors
This course is the same as Physical Setting - Earth Science Regents. However, topics are investigated in depth and some
additional topics are required.
Living Environment - Biology Regents SC
Grade: 9, 10 40 weeks/5 meetings per week plus lab
Exam: Regents 1 unit
Prerequisites: Successful completion Offering: Full year
of the previous Science course’s laboratory component.
This course is offered to students who need a small class setting and is offered in a co-taught setting. Included in this
offering are: instructions in laboratory techniques, study of the structural, functional and biochemical aspects of cells; plant
and animal physiology with an emphasis on the human body; genetics and a brief survey of the plant and animal kingdoms
and organic evolution and ecology. A classroom typically includes students with a wide range of abilities who may pursue
multiple pathways to learn effectively, participate meaningfully, and work towards attaining the curricular standards. These
standards include New York State Learning Standards, focusing on Math/Science/Technology.
Twelve hundred minutes of laboratory work with successfully written reports are required. A student not completing the
laboratory requirement will be barred from the Living Environment - Biology Regents examination.
Living Environment - Biology Regents
Grade: 9, 10, 11, 12 40 weeks/5 meetings per week plus lab
Exam: Regents 1 unit
Prerequisites: Successful completion of Offering: Full Year
. the previous Science Course’s Laboratory Component .
This course stresses inquiry and depends upon the basic relationships of the physical sciences as well as living things.
While the presentation of content will be a major part of this course, the development of process skills will be even more
important. Included in this offering are: laboratory skills and design, energy, matter and organization, maintenance of a
dynamic equilibrium, reproduction and development, genetics and molecular biology, evolution and ecology. A classroom
typically includes students with a wide range of abilities who may pursue multiple pathways to learn effectively, participate
meaningfully, and work towards attaining the curricular standards. These standards include New York State Learning
Standards, focusing on Math/Science/Technology.
Twelve hundred minutes of laboratory work with successfully written reports are required. A student not completing the
laboratory requirement will be barred from the Living Environment - Biology Regents examination
Living Environment - Biology Honors Grade: 9, 10, 11, 12 40 weeks/5 meetings per week plus lab
Exam: Regents 1 unit
Prerequisites: See page 27 for criteria Offering: Full Year
regarding Honors
This course is the same as the Living Environment-Biology Regents. However, the depth of study and the breadth of
investigation in all areas make this course valuable to the student interested in facing a challenging academic program.
Additional topics are required.
Biology AP
Grade: 10, 11, 12 40 weeks/5 meetings per week plus lab
Exam: AP and Local which may include a 1 unit
final project Offering: Full year
Prerequisites: Minimum of grade of 90% in
Living Environment - Biology and/or teacher recommendation.
This course is designed to be the equivalent of a college introductory biology course usually taken by biology majors
during their first year. Some AP students, as college freshmen, are permitted to undertake upper-level courses in biology or
to register for courses for which biology is a prerequisite. Other students may have fulfilled a basic requirement for a
laboratory science course and will be able to undertake other courses to pursue their majors.
The AP Biology course is designed to be taken by students after the successful completion of a first course in high school
biology. It aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to
deal critically with the rapidly changing science of biology.
The two main goals of AP Biology are to help students develop a conceptual framework for modern biology and to help
students gain an appreciation of science as a process. The ongoing information explosion in biology makes these goals
even more challenging. Primary emphasis will be on developing an understanding on concepts rather than on memorizing
terms and technical details. Essential to this conceptual understanding are the following: a grasp of science as a process
rather than as an accumulation of facts; personal experience in scientific inquiry; recognition of unifying themes that
integrate the major topics of biology, and application of biological knowledge and critical thinking to environmental and
social concerns.
The following general topics will be covered in class.
I. Molecules and Cells, 25%
II. Heredity and Evolution, 25%
III. Organisms and Populations, 50%
Human Anatomy and Physiology Honors Grade: 11, 12 40 weeks/5 meetings per week plus lab
Exam: Local which may include a 1 unit
final project Offering: Full year
Prerequisites: See page 27 for criteria regarding honors
(may be taken concurrently with Chemistry)
This rigorous course represents a two semester study of the topics involved in Human Anatomy and Physiology. The major
emphasis of study is structure and function. The biochemical-molecular-cellular approach early in the course serves as the
basis for body-system study through the major portion of the year. The lab portion of the course involves dissections (cats,
cow eyes, sheep hearts, sheep brains, animal kidneys), histological slides, human models of various systems, the skeletal
system, and all other organ systems of the human body. Lecture will also include emphasis on wellness and disease
prevention. Students investigate human processes, systematics and their relationships in maintaining mental and physical
health. Modern medical literature will be explored (via Internet) as it relates to pathophysiology. Statistical data and case
studies are utilized to study the epidemiology of specific diseases and/or conditions. Surgical procedures are viewed via
Internet and video applications. Cadavers will be viewed at a local college. This course is compliant with New York State
Learning Standards and the Ken-Ton’s Knowledge, Skills and Abilities. Students interested in pursuit of medically related
fields (physical therapy, occupational therapy, nursing, pre-med or pre-dental) are encouraged to take this course.
Chemistry in the Community
Grade: 10, 11, 12 40 weeks/5 meetings per week plus lab
Exam: Local Exam and/or Project 1 unit
Prerequisites: 1st Year Math Offering: Full Year
This is a course designed to acquaint the student with basic chemical laws without the emphasis on abstract theoretical or
mathematical concepts. Units on applied chemistry provide practical information on environmental, household and food
chemistry, which will allow students to connect these concepts to their everyday lives. Students are involved in many
hands on activities some of which require the use of computers to collect data, interpret results and draw conclusions.
Students will also be required to produce research projects in which they will have to use the available technology to create
products that demonstrate what they have learned in class. This class will aid students in meeting the district's Knowledge,
Skills and Abilities.
This course is recommended for students who are interested in the following technical careers: automotive, environmental,
and health fields such as dental lab, respiratory therapy & medical lab.
Physical Setting - Chemistry Regents
Grade: 10, 11, 12 40 weeks/5 meetings per week plus lab
Exam: Regents 1 unit
Prerequisites: Successful completion Offering: Full year
of the previous Science course’s
laboratory component. Passing exam grade in previous Science Regents exam and passed a second year of Math.
In accordance with the New York State Standards, this course presents a modern view of chemistry by emphasizing
unifying principles and related facts. We will explore the topics of matter and energy, atomic structure, bonding, the
periodic table, mathematics of chemistry, kinetics and equilibrium, acids and bases, redox and electrochemistry, organic
chemistry, applications of chemical principles and nuclear chemistry through a variety of ways. To promote critical
thinking and problem solving skills, students will be engaged in cooperative learning settings, hands on / minds on
activities and the incorporation of technology to foster success that will enable them to be productive members of society.
One thousand, two hundred minutes of laboratory work with successfully written reports are required. Many of the
experiences will require the use of computers to obtain data, interpret results and draw conclusions.
A student not completing the laboratory requirement will be barred from the Chemistry Regents examination.
This course is recommended for anyone with an interest in science who wants a good preparation for college chemistry.
Physical Setting - Chemistry Honors Grade: 10, 11, 12 40 weeks/5 meetings per week plus lab
Exam: Regents 1 unit
Prerequisites: See page 27 for criteria Offering: Full Year
regarding Honors
This course is the same as Physical Setting - Chemistry Regents. However, each area is examined in greater depth so that a
student achieves a better understanding of the material taught. Additionally, it is more rigorous mathematically than
Regents. This course is recommended for anyone with an interest in science who wants a good preparation for college
chemistry.
Chemistry AP Grade: 11, 12 40 weeks/5 meetings per week plus lab
Exam: AP and Local which may include a 1 unit
final project. Offering: Full year
Prerequisites: Chemistry Regents 3rd
year of Math and/or teacher recommendation
This course is offered to students who desire a broad background prior to college chemistry. The course emphasizes
mathematics and rational thought. The course will prepare the student for the Advanced Placement examination which may
lead to college credit. This course should be considered by any student interested in medicine, dentistry, engineering or any
career in science. Non-science majors can use the AP program to satisfy the science requirement which many colleges
demand for graduation. This course has been approved by the State Education Department for use as a fifth unit of science
for the Regents diploma provided that the student has successfully completed four Regents sciences: Physical Setting -
Earth Science, Living Environment -Biology, Physical Setting - Chemistry, and Physical Setting - Physics. This course
may be taken concurrently with Physics. Students participating in this class will have opportunities to connect theoretical
chemical principals to the everyday world through the use of computers in lab, field trips and projects.
Physical Setting - Physics Regents Grade: 10, 11, 12 40 weeks/5 meetings per week plus lab
Exam: Regents 1 unit
Prerequisites: Enrollment in Math 305. Offering: Full year
Concurrent enrollment in Math 405 is highly recommended
Regents level physics is highly suggested for those students heading towards careers in health related fields as well as in the
traditional areas of chemistry, the earth sciences, mathematics and engineering. Students who will be enrolled in Principles
of Engineering and other technical courses should also enroll in Regents Physics.
The course is designed around the New York State Standards as well as our own KSA guidelines. The topics covered
include mechanics, waves, electromagnetism, and modern physics. During the school year, students will solve written
problems, perform experiments and simulate physics problems in real time with a computer. Our data acquisition systems
allow students to perform many different experiments with great accuracy. The course is not easy, but it is known to be
informative and helpful to students who will take college level math or science. We cap the year off with a field trip to
Darien Lake amusement park for Physics Day. Here, students gather and interpret data on forces and motion from
experiments performed on amusement rides.
Twelve hundred minutes of laboratory work with successfully completed written reports is required in order to take the
Physical Setting – Physics Regents exam in June.
Physics AP-C Grade: 11, 12 40 weeks/5 meetings per week plus lab
Exam: Physics AP - C Mechanics and 1 unit
a final project Offering: Full year
Prerequisites: Concurrent enrollment in Calculus is highly recommended.
AP-C physics is highly suggested for those students with demonstrated success in science and mathematics and who are
heading towards advanced careers in science, medicine and engineering. It is also a good preparation for rigorous college
and university science courses and an ideal way to develop thorough study habits needed for successful college and
university work.
This course is designed around the College Board standards for AP Physics, New York State Standards, and our own KSA
guidelines. We successfully passed an audit by the College Board in the spring of 2007 to be given an Advanced Placement
designation. Students will learn Newtonian mechanics taught at the university level using calculus. Students will use
computer simulation and data acquisition software to develop and reinforce problem-solving skills. Many of the problems
are challenging and help to give students a broad perspective on how mechanics applies to other sciences. We finish the
year with the field trip to Darien Lake amusement park for Physics Day. Here, students gather and analyze data collected
on amusement rides to determine forces and solve problems relating to the physics of bodies in motion
Astronomy/Oceanography Grade: 10, 11, 12 40 weeks/5 meetings per week plus lab
Exam: Local which may include a 1 unit
final project Offering: Full year
We will explore both the physical and biological aspects of the blue planet. Physical aspects such as ocean basins, tides,
currents, and plate tectonics will be covered. The biological aspects include the diversity of marine life, the marine
environment, and man vs. ocean issues. Students will be evaluated on the application of skills and knowledge in an
independent and cooperative learning setting for the purpose of researching, demonstrating, and communicating the specific
topic assigned. The majority of work will be student projects with the facilitation of a variety of technological tools to
foster success. Project materials are to be provided by the student. A field trip may be implemented to reinforce/enhance
the marine biology component.
Astronomy is regarded as the oldest physical science. During the second twenty week session of this course we will
attempt to understand our celestial neighbors. We will learn about our solar system, the nature of stars and galaxies as well
as learn familiar constellations in the night sky as well as human space exploration, past, present and future. Students will
be evaluated on the application of skills and knowledge in an independent and cooperative learning setting for the purpose
of researching, demonstrating, and communicating the specific topic assigned. The majority of work will be student
projects with the facilitation of a variety of technological tools to foster success. Project materials are to be provided by the
student. A field trip may be implemented to reinforce/enhance the Astronomical Component.
Ways of the Wilderness Grade: 12 40 weeks/5 meetings per week
Exam: Local which may include a 1 Unit
final project Offering: Full Year
Prerequisites: Successfully completed
3 Years of Science
The aim of this program is to encourage broad and thorough exposure to and appreciation for the nature of diverse and
complex ecosystems. The purpose of the outdoor action portion of the course is to develop a capacity for leadership, build
character, heighten sensitivity to the beauty of nature, to challenge one’s endurance with rigorous exercise and to encourage
teamwork and build trust in one’s fellow students through wilderness experience. Personal attributes such as self-reliance,
cooperation, self-motivation and perseverance are encouraged. Topics covered include environmental education,
wilderness areas in the U.S., contour mapping/orienteering, back country cooking/equipment, wilderness manners, outdoor
ethics, outdoor equipment/utilization, outdoor safety/first aid, weather observations, national parks/forests, and readings of
the environmental movement. Outdoor components include weekend field trips, backpacking in various locations,
canoeing, kayaking and rafting, mountaineering and rock climbing through the activity of the Wilderness Club. Internet
exploration of current environmental themes is required. Weekly journals are required. This course is compliant with New
York State Learning Standards and the Ken-Ton’s Knowledge, Skills and Abilities.
ACADEMIC INTERVENTION SERVICES Grade: 10, 11, 12 40 weeks/variable meetings per week
Prerequisites: Failing and at risk of failing Failing grade on the RCT
the Regents exam in Physical Setting - Earth No Credit
Science or Living Environment - Biology
Individual remedial instruction is provided in the Learning Center for students who have failed to demonstrate competency
in Physical Science - Earth Science or Living Environment - Biology. This assistance is required by NYS Education Law.
Independent Study (Science Research)
Grade: 9, 10, 11, 12 1/2 or 1 unit of elective credit
Prerequisites: Honor grades in previous
science courses and recommendation of previous
science teacher and guidance counselor.
This offering is for the serious science student interested in conducting a science research project. The student will design
and conduct an original experiment to investigate a scientific concept. The completed project may be entered in the
Western Zone Science Congress and/or Westinghouse Science Competition. The quality of the student’s research will
determine the grade received.
SOCIAL STUDIES
The Social Studies Department offers a broad range of courses designed to meet the
New York State Standards and appeal to students of all abilities and interests. Students who
choose to complete five credits in Social Studies may use this as a major sequence required for
graduation. We encourage students to elect courses in addition to the minimum requirement.
Course Offerings 2014-2015
Course Title Credits
Grade
Level
Meetings
per week
Reading
Level Exami
nations
Global History and Geography 9 Regents SC 1 9 5 L L
Global History and Geography 9 Regents 1 9 5 X L
Global History and Geography 9 Honors 1 9 5 H L
Global History and Geography 10 Regents SC 1 10 5 L/A R
Global History and Geography 10 Regents 1 10 5 X R
Global History and Geography 10 Honors 1 10 5 H R
US History and Government 11 Regents SC 1 11 5 L L/R
US History and Government 11 Regents 1 11 5 X R
US History and Government 11 Honors 1 11 5 H R
Economics and Economic Decision-Making SC ½ 12 5 L L
Economics and Economic Decision-Making Regents ½ 12 5 X L
Participation in Government SC ½ 12 5 L L
Participation in Government Regents ½ 12 5 X L
American History AP 1 11,12 5 H L/AP
European History AP 1 10,11,12 5 H L/AP
American Government and Politics AP ½ 12 3/2 H L/AP
Economics AP ½ 12 3/2 H L/AP
History of the US in the 60’s and 70’s ½ 12 5 X L
Street Law ½ 12 5 X L
Psychology ½ 12 5 A/H L
Sociology ½ 12 5 A/H L
Nazi Germany and the Holocaust ½ 11,12 5 X L
The World Today ½ 11,12 5 X L
World War II ½ 11,12 5 X L
Women in America ½ 11,12 5 X L
RCT Tutorial Global Studies 0 11 3/2 X X
RCT Tutorial United States History 0 12 3/2 X S
Course Descriptions
GLOBAL HISTORY AND GEOGRAPHY 9 REGENTS SE
Grade: 9 40 weeks/5 meetings per week-1 unit
Exam: Local Offered: Full year
Prerequisites: Teacher recommendation Reading Level: Low/Average
Or permission of the Social Studies
Department
This class is offered in a co-taught small group setting.
This course is designed to follow the first half of the syllabus for the State of New York Board of Regents to meet the
standards in World History and Geography. The scope and sequence presents a chronological approach to world history.
Grade 9 studies world history from the beginning of recorded history through the French Revolution.
Social Studies Standards are organized according to history, geography, economics and civics. These standards are
integrated into the social studies curriculum. Students need to study and view world events then themes in a global contest.
Emphasis will be placed on information management and utilization of technology. Various assessment strategies will be
applied at appropriate times during the course. Students and parents should be aware that expectations and standards for all
students have risen and students are expected to meet these higher expectations. Courses may include intellectual skills,
multidisciplinary approaches, emphasis on multiculturalism and multiple perspectives, multiple learning environments and
student-centered teaching, learning and assessment.
Writing skills emphasizing the required Regents tasks of Document Based Questions and Thematic Essays will be
implemented. These students will take the Regents final exam for graduation credit at the end of their 10th
grade year.
GLOBAL HISTORY AND GEOGRAPHY 9 REGENTS
Grade: 9 40 weeks/5 meetings per week-1 unit
Exam: Local Offered: Full year
Prerequisites: Teacher recommendation Reading Level: Mixed
Or permission of the Social Studies
Department
This course is designed to follow the first half of the syllabus for the State of New York Board of Regents to meet the
standards in World History and Geography. The scope and sequence presents a chronological approach to world history.
Grade 9 studies world history from the beginning of recorded history through the French Revolution.
Social Studies Standards are organized according to history, geography, economics and civics. These standards are
integrated into the social studies curriculum. Students need to study and view world events then themes in a global contest.
Emphasis will be placed on information management and utilization of technology. Various assessment strategies will be
applied at appropriate times during the course. Students and parents should be aware that expectations and standards for all
students have risen and students are expected to meet these higher expectations. Courses may include intellectual skills,
multidisciplinary approaches, emphasis on multiculturalism and multiple perspectives, multiple learning environments and
student-centered teaching, learning and assessment.
Writing skills emphasizing the required Regents tasks of Document Based Questions and Thematic Essays will be
implemented. These students will take the Regents final exam for graduation credit at the end of their 10th
grade year.
GLOBAL HISTORY AND GEOGRAPHY 9 HONORS
Grade: 9 40 weeks/5 meetings per week-1 unit
Exam: Local Offered: Full year
Prerequisites: Students must have an A or Reading Level: High
higher each quarter and an A on the final exam
This course is designed to follow the first half of the syllabus for the State of New York Board of Regents to meet the
standards in World History and Geography. The scope and sequence presents a chronological approach to world history.
Grade 9 studies world history from the beginning of recorded history through the French Revolution.
Social Studies Standards are organized according to history, geography, economics and civics. These standards are
integrated into the social studies curriculum. Students need to study and view world events then themes in a global contest.
Emphasis will be placed on information management and utilization of technology. Various assessment strategies will be
applied at appropriate times during the course. Students and parents should be aware that expectations and standards for all
students have risen and students are expected to meet these higher expectations. Courses may include intellectual skills,
multidisciplinary approaches, emphasis on multiculturalism and multiple perspectives, multiple learning environments and
student-centered teaching, learning and assessment.
Writing skills emphasizing the required Regents tasks of Document Based Questions and Thematic Essays will be
implemented.
Honors level classes are designed for those students who can handle additional reading assignments and research projects.
These students will take the Regents final exam for graduation credit at the end of their 10th
grade year.
GLOBAL HISTORY AND GEOGRAPHY 10 REGENTS
Grade: 10 40 Weeks;5 meetings per week-1 Unit
Exam: Regents Offered: Full year
Prerequisites: Global History 9 Reading Level: Low/Average
This course is offered in a small group co-taught setting.
This course continues the study of world history from where 9th
Grade Global History and Geography stopped. It too
follows the standards set by the State of New York Board of Regents. Grade 10 continues with the study of the Age of
Revolutions and continues to modern times. A New York State Regents exam is given at the end of this two-year study.
Students must successfully pass the exam to receive credit for graduation.
Social Studies Standards are organized according to history, geography, economics and civics. These standards are
integrated into the social studies curriculum. Students need to study and view world events then themes in a global contest.
Emphasis will be placed on information management and utilization of technology. Various assessment strategies will be
applied at appropriate times during the course. Students and parents should be aware that expectations and standards for all
students have risen and students are expected to meet these higher expectations. Courses may include intellectual skills,
multidisciplinary approaches, emphasis on multiculturalism and multiple perspectives, multiple learning environments and
student-centered teaching, learning and assessment.
Special emphasis will be placed on developing the skills necessary to pass the Regents exam. This includes mastery of
writing the Document Based Questions and Thematic essays.
GLOBAL HISTORY AND GEOGRAPHY 10 REGENTS
Grade: 10 40 Weeks;5 meetings per week-1 Unit
Exam: Regents Offered: Full year
Prerequisites: Global History 9 Reading Level: Mixed
This course continues the study of world history from where 9th
Grade Global History and Geography stopped. It too
follows the standards set by the State of New York Board of Regents. Grade 10 continues with the study of the Age of
Revolutions and continues to modern times. A New York State Regents exam is given at the end of this two-year study.
Students must successfully pass the exam to receive credit for graduation.
Social Studies Standards are organized according to history, geography, economics and civics. These standards are
integrated into the social studies curriculum. Students need to study and view world events then themes in a global contest.
Emphasis will be placed on information management and utilization of technology. Various assessment strategies will be
applied at appropriate times during the course. Students and parents should be aware that expectations and standards for all
students have risen and students are expected to meet these higher expectations. Courses may include intellectual skills,
multidisciplinary approaches, emphasis on multiculturalism and multiple perspectives, multiple learning environments and
student-centered teaching, learning and assessment.
Special emphasis will be placed on developing the skills necessary to pass the Regents exam. This includes mastery of
writing the Document Based Questions and Thematic essays.
GLOBAL HISTORY AND GEOGRAPHY 10 HONORS
Grade: 10 40 Weeks;5 meetings per week-1 Unit
Exam: Regents Offered: Full year
Prerequisites: See Criteria Honors page 6 Reading Level: High
This course continues the study of world history from where 9th
Grade Global History and Geography stopped. It too
follows the standards set by the State of New York Board of Regents. Grade 10 continues with the study of the Age of
Revolutions and continues to modern times. A New York State Regents exam is given at the end of this two-year study.
Students must successfully pass the exam to receive credit for graduation.
Social Studies Standards are organized according to history, geography, economics and civics. These standards are
integrated into the social studies curriculum. Students need to study and view world events then themes in a global contest.
Emphasis will be placed on information management and utilization of technology. Various assessment strategies will be
applied at appropriate times during the course. Students and parents should be aware that expectations and standards for all
students have risen and students are expected to meet these higher expectations. Courses may include intellectual skills,
multidisciplinary approaches, emphasis on multiculturalism and multiple perspectives, multiple learning environments and
student-centered teaching, learning and assessment.
Special emphasis will be placed on developing the skills necessary to pass the Regents exam. This includes mastery of
writing the Document Based Questions and Thematic essays.
Honors level classes are designed for those students who can handle additional reading assignments and research projects.
Students should have a recommendation from their Global History 9 teacher for this level.
U.S. HISTORY AND GOVERNMENT 11 REGENTS SC Grade: 11 40 weeks/5 meetings per week-1 Unit
Exam: Regents Offered: Full year
Prerequisites: Global History and Reading Level: Low to Mixed
Geography. Teacher and Counselor recommendation
This course is designed to meet the new standards of the State of New York Board of Regents in American History. This
course is offered in a co-taught setting with smaller class size. It will give students the knowledge, intellectual skills, civic
understanding and dispositions toward democratic values that are necessary to function effectively in American society.
The United States History and Government course will help students assume their role as responsible citizens in America’s
constitutional democracy and as active contributors to a society that is increasingly diverse and interdependent with other
nations of the world. Topics covered in the course are the following: Constitutional Foundations, Industrialization,
Prosperity and Depression, The US in the Age of Global Crisis, The Cold War and the Post-Cold War Period.
Since the Regents Exam in this course must be passed for graduation credit, there will be a strong emphasis on developing
writing skills for the Document Based Questions and the Thematic Essays. Plus classes are designed for students who have
had previous academic difficulties. Attention will be placed upon improving reading, writing and problem solving skills of
the students.
U.S. HISTORY AND GOVERNMENT 11 REGENTS
Grade: 11 40 weeks/5 meetings per week-1 Unit
Exam: Regents Offered: Full year
Prerequisites: Global History and Geography Reading Level: Mixed
This course is designed to meet the new standards of the State of New York Board of Regents in American history. It will
give students the knowledge, intellectual skills, civic understanding and dispositions toward democratic values that are
necessary to function effectively in American society. The United States History and Government course will help students
assume their role as responsible citizens in America’s constitutional democracy and as active contributors to a society that
is increasingly diverse and interdependent with other nations of the world. Topics covered in the course are the following:
Constitutional Foundations, Industrialization, Prosperity and Depression, The US in the Age of Global Crisis, The Cold
War and the Post-Cold War Period.
Since the Regents Exam in this course must be passed for graduation credit, there will be a strong emphasis on developing
writing and problem solving skills for the Document Based Questions and the Thematic Essays. Additional assessments
will encourage the student to think critically and creatively.
U.S HISTORY AND GOVERNMENT 11 HONORS
Grade: 11 40 weeks/5 meetings per week-1 Unit
Exam: Regents Offered: Full year
Prerequisites: See Honors Criteria page 6 Reading Level: High
This course is designed to meet the new standards of the State of New York Board of Regents in American history. It will
give students the knowledge, intellectual skills, civic understanding and dispositions toward democratic values that are
necessary to function effectively in American society. The United States History and Government course will help students
assume their role as responsible citizens in America’s constitutional democracy and as active contributors to a society that
is increasingly diverse and interdependent with other nations of the world. Topics covered in the course are the following:
Constitutional Foundations, Industrialization, Prosperity and Depression, The US in the Age of Global Crisis, The Cold
War and the Post-Cold War Period.
Since the Regents Exam in this course must be passed for graduation credit, there will be a strong emphasis on developing
writing and problem solving skills for the Document Based Questions and the Thematic Essays. Additional assessments
will encourage the student to think critically and creatively.
Honors level classes are designed for those students who can handle additional reading assignments and research projects.
Each student will be required to do 15 hours of community service, culminating in a written paper. Students should have a
recommendation from their Global History and Geography 10 teacher for this level.
ECONOMICS AND ECONOMIC DECISION-MAKING SC Grade: 12 20 weeks/5 meetings per week-1/2 Unit
Exam: Local Offered: Both semesters
Prerequisites: U.S. History and Reading Level: Low to Mixed
Government. Teacher and Counselor recommendation
This course is designed to meet the graduation requirements in Economics. This course is offered in a co-taught setting
with smaller class size. Students will learn about the basic economic concepts such as scarcity, supply and demand,
markets, opportunity costs, resources, productivity, and economic growth. Through various activities students will then
understand how these principles affect their lives and how to make more effective economic decisions.
An Economic project will be required.
ECONOMICS AND ECONOMIC DECISION-MAKING REGENTS
Grade: 12 20 weeks/5 meetings per week-1/2 Unit
Exam: Local Offered: Both semesters
Prerequisites: U.S. History and Government Reading Level: Mixed
This course is designed to meet the graduation requirements in Economics. The study of economics in grade 12 should
provide students with the economic knowledge and skills that enable them to function as informed and economically
literate citizens in our society and in the world. Students must understand the nature of scarcity and how nations of the
world make choices, which involve economic and social costs and benefits. The course emphasizes rational decision-
making and encourages students to become wiser consumers, investors and citizens. There is also a focus on
entrepreneurship, the world of finance and the effect of globalization on our world.
PARTICIPATION IN GOVERNMENT SC
Grade: 12 20 weeks/5 meetings per week - 1/2 unit
Exam: Local Offering: Both semesters
Prerequisites: U.S. History and Government Reading Level: Low to Mixed
Teacher and Counselor recommendation
This course is designed to meeting the graduation requirement in Government. This course is offered in a co-taught setting
with smaller class size. Emphasis will be placed on encouraging participation in government and effective citizenship
techniques. Students will analyze the political process and investigate contemporary public policy issues. A position
paper, community service and involvement in public policy meetings is required. Students who have had previous
difficulty in Social Studies may wish to enroll in this course.
PARTICIPATION IN GOVERNMENT REGENTS
Grade: 12 20 weeks/5 meetings per week - 1/2 unit
Exam: Local Offering: Both semesters
Prerequisites: U.S. History and Government Reading Level: Mixed
This course is designed to meeting the graduation requirements in Government. Emphasis will be on guiding the students
toward ownership of the knowledge, skills and abilities needed for effective participation in local, state and federal
government activities. This civic education will create in the students an interest in the common good of society. The
students will investigate and analyze a broad range of contemporary public policy issues from the death penalty and
juvenile delinquency to welfare and campaign finances. A position paper, community service and involvement in public
policy meetings is required.
AMERICAN HISTORY AP Grade: 11 or 12 40 weeks/5 meetings per week - 1 unit
Exam: AP exam/Regents Offering: Full year
Recommendations: A three-quarter grade of
90 or better in Global History 10 and a 90 or better on the Global History Regents exam and/or teacher
recommendation. It is strongly recommended that the student’s writing skills be on an English Honor’s level.
This is a college level course in American History designed to prepare students for the examination given in May for
college AP credit. A student who successfully completes this course can earn credit in hundreds of colleges and
universities. The course has a heavy emphasis on lecture and note-taking, college level reading and college level papers.
Successful completion of this course may release students from their college freshman American History requirements.
This course may be taken in place of the U.S. History and Government requirement providing the student takes the Regents
examination and passes it. If the course is taken in addition to the U.S. History and Government course it may be used as a
5th
unit of credit toward a Social Studies sequence. The AP course stresses ideas, eras, themes, developments, and turning
points in the history of the U.S. Students will learn culture, diversity and multi-culturalism.
Students have many supplemental readings to help analyze the decisions leading to the major turning points in history.
Students will study cultural values, beliefs and traditions. Students will study important people and their contribution to
U.S. History. Students will learn historical analysis and will learn how to explain the significance of historical evidence;
weigh the evidence; understand the concept of multiple causation and understand the changing and competing
interpretations of different historical developments.
EUROPEAN HISTORY AP
Grade: 10,11,12 40 weeks: 5 meetings per week-1 Unit
Exam: AP/ Local Exam Offered: Full Year
Recommendations: A three quarter grade Reading Level: High
of 90 or better in U.S. History and Government, a final grade of 90 or higher for Global 9, Global 10 H and a 90
or better on the appropriate Regents Exam or previous enrollment in AP US History and/or teacher
recommendation.
AP European history is a college level course designed to allow students the opportunity to receive college credit while still
in high school. Upon successful completion of the course, the student may receive advanced credit from the college in
which he/she enrolls. The focus of the course is on European history from 1450 A.D. to the present. The course will
examine the political and diplomatic themes of history as well as the intellectual, social, cultural, and economic
developments in modern Europe. Throughout the course, stress will be placed upon enhancing the student’s writing skills,
reading and higher order thinking.
It is strongly recommended that a student’s reading ability and writing skills be on an honor level for this course.
AMERICAN GOVERNMENT AND POLITICS (AP)
Grade: 12 40 weeks: 3/2 meetings per week-1/2 Unit
Exam: AP/ Local Exam Offered: Full year
Recommendations: A three quarter grade Reading Level: High
Of 90 or better in U.S. History and Government and a 90 or better on the U.S. History and Government
Regents Exam. Previous AP Enrollment in US History and/or teacher recommendation.
American Government and Politics is a college level course designed to allow students the opportunity to receive college
credit while still in high school. The course also allows the student to meet the New York State 12th
grade government
requirement.
The course will give the student a critical perspective on government and politics in the United States. Major topics of
study include the Constitutional foundation of the American Government, the institutions of and policy-making processes
of the government, citizen participation, the role of political parties, interest groups and civil rights and civil liberties.
Throughout the course, stress will be placed upon enhancing the student’s writing skills, reading and higher order thinking.
It is strongly recommended that a student’s writing skills be on an honor level for this course.
ECONOMICS AP
Grades: 12 40 weeks: 3/2 meetings per week-1/2 unit
Exam: AP exam/Local Offered: Full year
Recommendations: A 3 quarter average of Reading Level: High
90 or better in U.S. History and Government and a 90 or better on the U.S. History and Government Regents
Exam. Previous AP Enrollment in US History and/or Teacher Recommendation.
AP Economics is a college level course that fulfils two objectives. First, it satisfies the New York State 12th
grade
Economics requirement and secondly, it prepares the student for the College Board AP exam in May, which could qualify
the student for college credit at many universities.
The course provides the student with a thorough understanding of the principles of economics that apply to the functions of
the individual decision makers, both consumers and producers, within the larger economic system. It places primary
emphasis on the nature and functions of product markets and includes the study of factor markets and the role of
government in promoting greater efficiency and equity in the economy. Although the emphasis is on microeconomics and
that exam, major concepts in macroeconomics will also be covered. It is hoped that students would become involved in the
Federal Reserve Challenge, a national competition, held for high schools.
In addition to a high reading level, a student in AP Economics should have taken some advanced Math courses to
understand graphs, analytical relationships and economic indicators.
HISTORY OF THE UNITED STATES IN THE 1960’S AND 1970’S Grades: 10, 11 and 12 20 weeks/5 meetings per week - 1/2 unit
Exam: Local Offering: Both semesters
Prerequisites: 9th
Grade Global History Reading Level: Mixed
This course presents a unique and detailed look at two turbulent decades in American history. Key events covered are the
Kennedy assassination, the space race, the war in Vietnam, the Civil Rights movement, the Watergate scandal, and the
Iranian Hostage Crisis. Featured will be the music, art, movies, and other cultural aspects of American life. Use of the
Internet and the popular movies of the time period will be tools used in this course.
This course incorporates the new York State Standards for U.S. History, Civics, and Economics. Emphasis will be placed
upon cultural and historical aspects of the standards.
STREET LAW
Grade: 10, 11 and 12 20 weeks/5 meetings per week-1/2credit
Exam: Local Offered: both semesters
Prerequisites: 9th
Grade Global History Reading Level: mixed
The student will examine crime and the role of law in our society. As a part of this course, students may participate in
mock trials involving both criminal and civil cases. Class discussions regarding current court cases and their decisions will
make this class very relevant to the understanding of the American legal system. Guest speakers and audio-visuals will
further enhance student learning. Students may also go on a field trip to the Erie Country Courthouse and Holding Center.
New York State Standards for U.S. History and Civics are addressed through the curriculum. District Knowledge, skills
and abilities are incorporated in this course through the use of mock trials, role playing and decision making regarding legal
matters.
INTRODUCTION TO PSYCHOLOGY
Grade: 11 and 12 20 weeks/5 meetings per week - 1/2 unit
Exam: Local Offering: Both semesters
Prerequisites: U.S. History and Government Reading Level: High
Psychology is commonly defined as the scientific study of behavior and mental processes. This survey course in
Psychology will be helpful in understanding one’s own behavior as well as others. Examination of diversity will help
students understand differences and similarities in human behavior across cultural, ethnic, racial, age, religious, and gender
lines. Assessment that measures student learning will include: group activities, research, personality assessment,
experiments and testing.
Topics covered in this course include: learning, emotion and motivation, stress, states of consciousness, abnormal
behavior, therapies, social psychology, adolescent development and personality.
SOCIOLOGY
Grade: 10, 11 and 12 20 weeks/5 meetings per week - 1/2 unit
Exam: Local Offering: Both semesters
Prerequisites: 9th
Grade Global History Reading Level: High (college text)
Sociology is the study of human society and social interaction. This course focuses on: the history of sociology, methods
of research, culture, social structure, human development and socialization, and gender and sexuality in society. Topics of
discussion and study will include controversies involving race, gender, family, politics, and religion. Students will write
several opinion based essays on these topics as a major component of their grade.
All of the New York State Standards for Social Studies will be addressed in this course.
NAZI GERMANY AND THE HOLOCAUST
Grades: 10, 11 and 12 20 weeks/5 meetings per week - 1/2 unit
Exam: Local Offering: both semesters
Prerequisite: 9th
Grade Global History Reading level: Mixed
Course content for Nazi Germany and the Holocaust includes the rise of Hitler and the Nazis in Germany, the development
of ghettos in Europe, concentration camps, resistance to the imprisonment, liberation of camps and the Nuremberg trials.
The ideology behind the Holocaust will be closely examined.
Students will research and produce several projects, as well as engage in daily discussions about this important aspect of
world history. Extensive use of multimedia will be a major feature of this course.
All of the New York State Standards for Social Studies will be addressed in the course.
THE WORLD TODAY
Grades: 10, 11 and 12 20 weeks/5 meetings per week - ½ unit
Exam: Local Offering: Both semesters
Prerequisite: 9th
Grade Global History Reading Level: Mixed
The purpose of this course is for students to become familiar with local, national and international issues. No formal text
will be used in this class. Information will be gathered from newspapers, magazines, various news shows and websites to
inform students of the current issues of society. One of the goals of this class is to learn how to analyze the issues. We
must be able to understand the reported news, to seek out reliable and verifiable sources, and to be alert to bias and different
forms of persuasion. We must constantly question as we investigate in order to make informed decisions. Furthermore,
students will learn to communicate and express opinions on issues through civil discourse. Assessments will be varied and
authentic in nature. Tests, quizzes, homework and projects are examples. All of the New York State Standards for Social
Studies will be addressed in the course.
WORLD WAR II
Grades: 10, 11 and 12 20 weeks-1/2 unit
Exam: Local Offering: Both semesters
Prerequisite: 9th
Grade Global History Reading level: Mixed
This elective will examine the most compelling event of the twentieth century-World War II. The course will look at the
causes of the war, beginning with the effects of World War I and the rise of totalitarian dictatorships which challenged
western democracy. Students will then investigate the campaigns in the different theaters of war such as Nazi “blitzkrieg,”
Japanese expansion, the battle of Stalingrad, Midway, the Battle of the Bulge, and D-Day. The course will also address the
use of propaganda, the effort on the home front and the role of woman and Hollywood as well as the effects of the war.
Students will use a multi-studies approach, including political science, history, military science, sociology and economics,
therefore addressing all of the Standards in New York’s Social Studies curriculum. The course will include the use of
various types of sources including primary and secondary sources of many types, the Internet, audio and video.
WOMEN IN AMERICA
Grades: 10, 11 and 12 20 weeks-1/2 unit
Exam: Local Offering: Both semesters
Prerequisite: 9th
Grade Global History Reading level: Mixed
This new elective is a historical and sociological survey of women in America. Covered are topics about women from
colonial times to today. Included is an examination of the roles, values and attitudes toward women-past as well as present.
Emphasis will be placed on the women’s rights movements, changing attitudes toward work and family, changing attitudes
toward work and family and other gender important issues. Primary sources, films and guest speakers will supplement the
textbook. Students will be able to develop a perspective both about their past and the opportunities available to develop a
secure future. This course is open to both male and female students. There will be several short projects as well as a final
exam.
The course will address standards I, IV and V in the New York State Standards.
ACADEMIC INTERVENTION SERVICES (GLOBAL HISTORY)
Grade: 11 40 weeks/variable meetings each week
Prerequisites: Failing or at risk of failing a
required Regents exam in Global History Regents exam
Individual remedial instruction is provided for students who have failed to demonstrate competency in Global History.
This assistance is required by NYS Education Law.
ACADEMIC INTERVENTION SERVICES FOR UNITED STATES HISTORY AND GOVERNMENT
Grade: 12 40 weeks/variable meetings each week
Prerequisites: Failing or at risk of failing a
required Regents exam in U. S. History and Government Regents exam
Individual remedial instruction is provided for students who have failed to demonstrate competency in U.S. History and
Government. This assistance is required by NYS Education Law.
SPECIAL EDUCATION 2014-2015
Special education instruction is available to students who have been identified as exceptional by the district Committee on
Special Education (CSE). The areas of exceptionality provided for include the blind, deaf, emotionally disturbed, learning
disabled, mentally retarded, other health impaired, and physically handicapped. Through specialized instruction using a
variety of instructional strategies, students are taught both academic skills and communication skills necessary to become
independent and contributing members of society.
An Individualized Education Program (IEP) is developed for each special education student with individualized goals and
objectives to strive for. These students are taught in smaller content classes, co-taught classes, study skills classes, or a
resource room. In all special education content classes the Regents curriculum is followed and district and Regents exams
are administered.
RESOURCE ROOM Grade 9 , 10, 11, 12 40 weeks/5 meetings per week
Prerequisites: Identification by the Committee on Special Education Offering: Full Year
Credit: None
A variety of subjects are taught based on individual needs and the results of diagnostic testing. Each student’s IEP outlines
individual goals and objectives to be achieved. Reading, writing, math and study skills are emphasized so that meaningful
learning is able to take place in mainstream classes. Specific emphasis will be placed on human relations, self- advocacy,
transition planning and group interaction, while tutorial assistance in some content area courses is available. There is
ongoing contact with all mainstream teachers so individual support can be offered to the students. Parental involvement is
encouraged with studying, homework and test preparation in order for students to achieve. The parent-school
communication is a key component for success in this program. The program can be taken for 1 to 5 years dependent on
the needs of the student, the recommendation of the instructor and approval of the CSE.
INDEPENDENT STUDY IN SPECIAL EDUCATION
Grade: 9,10,11,12 20 weeks/3/2 meetings per week
Exam: Independent study project contract 1/4 unit
Prerequisites: Permission of instructor Offering: Both semesters
SPECIAL EDUCATION CO-TAUGHT, SELF-CONTAINED CLASSES
(English, Math, Science, Social Studies)
Grades: 9,10,11, 12
Exams: Local, Regents 40 weeks/5 meetings per subject per week
Prerequisites: Identification by 1 unit per class per week
Committee on Special Education
Regents course work is taught by a special education teacher along with a general education teacher who is the expert on
curriculum. Using varied instructional strategies, differentiated instruction, and slower paced teaching, students have
access to the Regents curriculum. They are expected to take a district or Regents exam at the end of each class.
CT STUDY SKILLS
Grade: 9, 10,11, 12 40 weeks/2,3, or 5 meetings per week
Prerequisite: Identification by Offering: Full year
Committee on Special Education Credit: None
The Study Skills class is offered as support to special education students who are involved in the Co-Taught or Co-Taught
Self Contained 0.Academic Core classes. A special education teacher gives support in content area classes and homework
assignments through instruction using varied strategies. The special education teacher maintains communication with both
content teachers and CT special education teachers in order to assist students in staying up to date with the pace of the
content classes. Parental involvement is encouraged with studying, homework, and test preparation to help students
achieve. This class can be taken for 1 to 4 years, dependent on the needs of the student, the recommendation of the special
education teacher, and approval of the CSE.
SPECIALIZED WORK STUDY PROGRAM
Grade: Ages 14-21 40 weeks/5 meetings per subject per week
Prerequisites: Identification by Reading Level: Mixed
The Committee on Special Education Diploma: IEP
The academic portion of this program develops basic skills and knowledge through modified coursework which includes
math, English, social studies, health and life skills. These acquired skills and abilities are demonstrated through written and
verbal expression. The students are also given the option to develop vocational skills through on-the-job training and/or
BOCES vocational courses. Through work experience the students learn teamwork, problem solving, the ability to adapt,
and other essential job skills. The student’s IEP is utilized to set up each individual schedule. The students will receive an
IEP diploma upon completion of this program.
FUNCTIONAL 12:1:1 PROGRAM (Option II and III)
Grade: Ages 15-21 40 weeks/5 meetings per week
Prerequisites: Identification by the Committee on Diploma: IEP
Special Education Assessment: NYS Alternate Assessment
Ungraded program
This course develops basic life skills and social skills that are needed for transitioning into adulthood. Reading instruction
is implemented to identify grocery, safety, fast food, and restaurant and job/work related vocabulary. Mathematic
instruction includes coin recognition, values and money exchange as well as calendar and time telling skills. Independent
living skills that are taught include hygiene, grooming, cooking, and laundry, shopping, and budgeting. Prevocational skills
are taught and students may be placed in community job site training sites. These sites may include Harkness BOCES,
restaurants, hotels, custodial within the building and sheltered workshops. The student’s IEPs and abilities are utilized to
set up individual programs.
Occupational Special Education
Occupational Special Education (OSE) is a program for handicapped students pursuing an Individualized Education
Program (IEP) Diploma who will enter competitive employment. It is designed to give students with particular learning
and/or management needs an opportunity to explore various occupational areas and choose one in which to develop
employable skills. The class size is limited to twelve students to provide for extensive individual attention.
An important concept of this program is its community-based job component in which most students have a chance to
practice their skills in a competitive situation while still enrolled in school for back-up support services.
Course Content:
OSE I is an exploratory phase in which a pupil explores career clusters for five week periods: horticulture, food
services, custodial services, building maintenance, auto services, laundry, health awareness, and career experience.
Evaluations occur after each module, and at the end of Phase I, the Occupational teachers in conjunction with the
students and home school personnel decide on a course for the following year. The options include choosing an
OSE area in which to concentrate, a regular two-year program, or offerings in the home school.
OSE II is the skill development stage. Students spend the time learning entry level skills in a
competitive employment area. Attitudes as well as aptitudes relating to the world of work are explored. The
students learn safety rules and career opportunities in their chosen area: Horticulture, Auto Services, Building
Maintenance, Food Services, Skilled Cleaning Services or Laundry Services.
OSE II is a closely supervised work experience. Students who have acquired entry level skills are placed with off-
site employers for varying amounts of time. This allows the student to experience a real work situation while
giving school personnel the opportunity to help with problems or assist in further skill development if necessary.
Suggested Student Background
Vocational Assessment
Desire to Develop Competitive Employment Skills
Other Educational PROGRAMS
Alternative Educational Programs
OCCUPATIONAL SKILLS PROGRAM - OSP
Grade: 9,10,11,12 40 weeks
Offered at: Dexter Terrace School 5 units per year, maximum credit
The Occupational Skills Program is a full time work-oriented high school that features alternate weeks of work and school
for students with special needs.
OSP-BOCES serves students in grades 9 through 12 who are significantly behind in their reading ability and who are stifled
in the general or basic program at Kenmore East. The program is specifically designed for potential drop-outs who are
given every opportunity to secure a high school diploma. Students may enter the program at any time during the first
semester. Thereafter, students will only be admitted under special considerations.
ALTERNATIVE LEARNING PROGRAM - ALP
Grade: 9,10,11,12 40 weeks
Offered at Terrace Education Center (BOCES)
333 Dexter Terrace
Tonawanda, NY 14150
The Alternative Education program is a full time high school for students who are unsuccessful in the standard school
setting. The objective is to provide an opportunity for these students to successfully complete a high school program and
graduate. Students may enter the program at any time during the first 30 weeks of the school year.