2014 15 course guide final

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Dear Students and Parents,

The Secondary Course Guide for Georgetown East View High School and Georgetown High School is a

valuable tool to assist you as you prepare for high school classes at either high school. The purpose of

this guide is to provide you with information on State and Georgetown Independent School District

graduation requirements to enable you to make the best decisions for your high school career. This guide

includes high school graduation requirements, career programs of study, college admission processes, and

opportunities for school involvement to ensure a successful high school experience. Georgetown ISD is

committed to helping all students plan for a bright and promising future.

I encourage you to carefully study the information in this catalog to make course choices that will solidify

individual interests and goals as well as meet all graduation requirements. All students should consider

which course selections will lead to the greatest number of future opportunities. These programs allow

you to make choices that best suit your individual needs. When choosing courses for a particular year, it is

important to consider the implications for the subsequent high school years, graduation, and post-high

school years. I encourage you to select challenging courses that meet your needs and prepare you to meet

your educational and career goals. In Georgetown ISD, there is a wide range of programs designed to

prepare students for post-high school experiences: college, business or technical school, military service,

fine arts, immediate employment, and many others.

We begin the enrollment process with great anticipation for the year to come. Please contact the campus

counselor(s) for more information on the many services and resources available for your high school

careers. Also note that any updates or changes to the course guide are made to the online version only

and will, in every situation, be considered the most current and final 2014-15 Course Guide.

Best regards for a wonderful school year,

Joe Dan Lee Superintendent

Georgetown ISD is an equal opportunity employer and does not discriminate in hiring based on age, race, color, creed, religion, disability,

gender, ethnic or national origin, or military or veteran status. GISD prohibits discrimination against individuals with disabilities and will

reasonable accommodate applicants with a disability, upon request, and will provide equal employment opportunities in accordance with

Titles VI and VII, Title IX, Age Discrimination Act, Section 504 of the Rehabilitation Act, as amended, Individuals with Disabilities

Education Improvement Act, and local Board policies FB (Legal) and FB (Local).

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Georgetown Independent School District

BOARD OF TRUSTEES

SCOTT ALARCON

President

MIKE HEWLETT

Vice-President

RONNA JOHNSON

Secretary

FRED BARHYDT

GREG EADY

SCOTT STRIBLING

ANDY WEBB

Georgetown East View High School 4490 E. University Avenue

Georgetown, Texas 78626

(512) 943-1800

Georgetown High School 2211 N. Austin Avenue


(512) 943-5100

Richarte High School

2295 N. Austin Avenue


(512) 943-5120

Note: Courses in this catalog may not be available on all campuses or may not be offered in a given year. A minimum of 10

students must enroll in a course in order for the course to be offered in a given semester.

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TABLE OF CONTENTS

STUDENT SERVICES ...................................................................4

CORE ACADEMICS…………… .............................................4

PRE AND ADVANCED PLACEMENT PROGRAMS ......................4

CAREER AND TECHNICAL EDUCATION ..................................4

CREDIT BY EXAMINATION .....................................................5

SUMMER SCHOOL ..................................................................5

GIFTED AND TALENTED SERVICES ........................................5

SERVICES FOR ENGLISH LANGUAGE LEARNERS ...................5

COURSES DESIGNATED WITH GM, M, T, SKILLS T ................6

COURSES DESIGNATED WITH G, INCLUSION, BASIC ..............6

SPECIAL EDUCATION SERVICES .............................................6

SECTION 504 SERVICES .........................................................6

DYSLEXIA SERVICES .............................................................6

ACCELERATED LEARNING (ACCELL) ..................................6

REQUIRED STAAR/TAKS/EOC PREPARATION COURSES ....7

COLLEGE READINESS ........................................................ 7-8

HIGH SCHOOL GRADUATION

HIGH SCHOOL GRADUATION REQUIREMENTS CHART ...........9

HIGH SCHOOL GRADUATION REQUIREMENTS ..................... 10

HIGH SCHOOL GRADUATION PROGRAMS ..................... 10

GRADUATION CREDITS................................................. 11

PHYSICAL EDUCATION SUBSTITUTE CREDITS ..................... 11

TAKS EXIT-LEVEL EXAM REQUIREMENTS ......................... 11

END OF COURSE ASSESSMENTS ........................................... 11

ACADEMIC PROGRAM INFORMATION

RICHARTE HIGH SCHOOL .................................................... 12

EARLY GRADUATION .......................................................... 12

COLLEGE PREPARATORY CREDIT ........................................ 12

PRE AND ADVANCED PLACEMENT PROGRAM .............. 12

EARLY COLLEGE START ............................................... 13

DUAL CREDIT ENROLLMENT ........................................ 13

CO-ENROLLMENT ......................................................... 13

GISD/ACC DUAL CREDIT COURSE LIST ............... 14, 15

TECH PREP .................................................................. 16

TECH PREP ARTICULATED COURSE AGREEMENTS ....... 17

METHODS TO EARNING COLLEGE CREDIT CHART........ 18

ALTERNATIVE METHODS FOR HIGH SCHOOL CREDIT ......... 19

GRADE POINT AVERAGE AND CLASS RANK ........................ 19

GRADE POINT AVERAGE .............................................. 19

ACADEMIC CLASS RANK .............................................. 19

COURSES COUNTED IN CLASS RANK ..................... 20

WEIGHTED GPA CLASS RANK CALCULATION ...... 20

CALCULATION SCALE ........................................... 21

ADVANCED COURSES ............................................ 22

ACADEMIC ACHIEVEMENT CLASS RANKING ................ 22

CLASS RANK ........................................................ 22

TRANSFER STUDENT GRADES ............................... 22

EARLY GRADUATES AND BEYOND 4-YEAR

CONTINUERS ......................................................... 22

VALEDICTORIAN AND SALUTATORIAN ................. 22

TOP TEN PERCENT OF GRADUATING CLASS ......... 22

REQUIRED STATE ASSESSMENTS FOR GRADUATION .............. 23

STUDENTS FIRST ENTERING 9TH

GRADE DURING 2010-12

OR EARLIER ........................................................................ 23

STUDENTS FIRST ENTERING 9TH

GRADE DURING 2011-12

OR LATER ........................................................................... 23

GENERAL INFORMATION ........................................................ 23

GRADE LEVEL CLASSIFICATION ......................................... 23

SCHEDULE CHANGES .......................................................... 23

SEMESTER SYSTEM ............................................................. 24

SUSPENSION FROM EXTRACURRICULAR ACTIVITIES ........... 24

COLLEGE INFORMATION

AUTOMATIC ADMISSIONS TOP TEN PERCENT ..................... 24

COLLEGE ENTRANCE EXAMS .............................................. 24

COLLEGE CONNECTION ...................................................... 25

CLEP .................................................................................. 25

GRADUATION GRADE LEVEL PLANNING CHART .................... 26

GRADUATION PLANNING WORKSHEET ................................... 27

HIGH SCHOOL COURSE DESCRIPTIONS

INDEPENDENT STUDIES ....................................................... 28

LANGUAGE ARTS ................................................................ 29

READING ............................................................................. 33

MATHEMATICS ................................................................... 35

SCIENCES ............................................................................ 41

SOCIAL STUDIES ................................................................. 47

OCCUPATIONAL INVESTIGATIONS ....................................... 52

ADDITIONAL ELECTIVES ..................................................... 53

LANGUAGES OTHER THAN ENGLISH ................................... 55

HEALTH AND P.E. ............................................................... 57

FINE ARTS .......................................................................... 62

COMMUNICATION ............................................................... 73

CAREER AND TECHNICAL EDUCATION .................................. 74

AGRICULTURE, FOOD & NATURAL RESOURCES ................. 75

ARCHITECTURE & CONSTRUCTION ..................................... 78

ARTS, A/V TECHNOLOGY & COMMUNICATIONS ................ 79

BUSINESS, MANAGEMENT & ADMINISTRATION .................. 82

EDUCATION & TRAINING .................................................... 84

HEALTH SCIENCE ................................................................ 85

HOSPITALITY & TOURISM ................................................... 87

HUMAN SERVICES ............................................................... 88

INFORMATION TECHNOLOGY .............................................. 89

LAW, PUBLIC SAFETY, CORRECTIONS & SECURITY ............ 91

NJROTC ............................................................................ 92

SCIENCE, TECH, ENGINEERING & MATHEMATICS ............... 93

TRANSPORTATION, DISTRIBUTION & LOGISTICS................. 95

INDEX OF HIGH SCHOOL COURSES ........................................... 97

APPENDIX A ADVANCED COURSES ........................................ 100

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Student Services

Core Academics

Core academic classes provide instruction in all State-mandated Texas Essential Knowledge and Skills (TEKS)

through the Board approved GISD curriculum requirements. The TEKS identify what Texas students should know

and be able to do at every grade and in every course. The State Board of Education has adopted the TEKS as the

standard curriculum for all Texas schools. Core academic classes provide a solid education for students as they

prepare to enter post-secondary education, technical job preparation programs and/or the workforce. The Texas

Education Code requires students to master the Texas Essential Knowledge and Skills (TEKS) in English Language

Arts/Reading, Mathematics, Science, Social Studies and PE. The TEKS curriculum provides students with learning

objectives called Student Expectations (SE). Mastery of the TEKS curriculum is measured in the core academic

classes through the students’ performance on the State-mandated Texas Assessment of Knowledge and Skills

(TAKS) and the STAAR End-of-Course Exams. Learning in the core academic classes focuses on comprehension,

application, analysis and synthesis of subject area content, processes and skills.

Pre-Advanced Placement and Advanced Placement Programs

The College Board’s Advanced Placement Program offers high school students an opportunity to take college-level

courses. Upon successful completion of the course, the student receives high school credit with honors; and, if the

student takes the AP exam and scores in an acceptable range, advanced placement, credit, or both may be awarded

upon college entrance.

Pre-AP courses contain the levels of rigor necessary to provide readiness for the increased difficulty of the high

school AP classes. Formal identification is not required to participate in Pre-AP and/or Advanced Placement

courses. Careful consideration of the time demands of extracurricular activities, employment, community service,

homework and other activities should be considered. If you have questions regarding whether or not this is the

right course for you/your student, please contact your student’s teacher, counselor or campus administrator.

To learn more about Pre-AP courses, please go to the following link: http://apcentral.collegeboard.com. Please

read the Pre-AP Request Form carefully before requesting Pre-AP courses. Consultation with the prior/current year

teacher and school counselor is recommended, although not required, before requesting Pre-AP courses. GISD is

committed to the principle that all students deserve an opportunity to participate in academically challenging

courses and programs. All students who are willing to accept the challenge may enroll in Pre-AP courses. It is

recommended, but not required, that students who elect to take AP courses participate in Pre-AP courses in 9th -10

th

grades. All Pre-AP and AP courses are listed in the Course Descriptions section of this Course Catalog. A

minimum enrollment of 10 students is required for the class to be offered.

Endorsements The Foundation Plus Endorsement High School Program (FEHSP) offers students the opportunity to earn an endorsement, or

major course of study. The endorsement offers a student the ability to earn a total of 28 total credits (a combination of core

requirements, local req uirements and endorsement electives) in a targeted area of study for high school graduation. The

five endorsement options for students are Arts and Humanities, Business and Industry, Public Service, STEM (Science and

Math), and Multidisciplinary

Career and Technical Education

Career and Technical Education in Georgetown I.S.D. is focused on meeting the individual needs of all students by

providing curricula to meet the demands of our 21st Century global economy. It is the goal of Georgetown’s Career

and Technical Education Program to provide for relevant, career-related experiences and rigorous, high-quality

academic instruction to ensure that each and every student attains mastery of the knowledge and skills necessary to

achieve a lifetime of success.

Georgetown ISD aligns with the Achieve Texas initiative to provide students with a rigorous and relevant high

school experience based upon high academic standards and cutting-edge technical instruction supported through

real-world connectivity and hands-on experience.

http://apcentral.collegeboard.com/

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All students have the opportunity to enroll in Career and Technical Education courses along with the more

traditional academic courses. Enrollment in Career and Technical Education courses is open to all qualified

students without regard to race, color, creed, religious affiliation, sex or handicapping conditions.

Credit by Examination

Students may earn high school credit through the successful completion of a credit by exam. A student in Grades

6–12, who has had sufficient prior formal instruction as determined by the District on the basis of a review of the

student’s educational records and who has failed a course, may gain credit for the course by passing a State-

approved proficiency examination. Students must score 70% or better on the test. A student in grades 6-12 will be

given credit for an academic subject in which he or she has had no prior instruction if the student scores 90% on a

criterion-referenced test for the applicable course. If a student is given credit in a subject on the basis of an

examination, the school district must enter the examination score on the student's transcript. Although it is used in

calculating the GPA in eligible courses, it is not used in computing class rank. A student may not use this

examination to regain eligibility to participate in extracurricular activities. Students must also take any required

STAAR End-of-Course exams.

Summer School

Certain courses are offered during summer school for credit recovery and/or STAAR/TAKS remediation. Selected

students (based upon their performance on their most recent STAAR/TAKS tests) should enroll in summer school.

The number of students enrolled determines actual courses offered. Contact the campus principal’s office for more

information. Summer school information should be available at campuses in April, prior to the June start date.

Courses taken during summer school are counted for credit only and are recorded as a P (Pass) or F (Fail).

Gifted and Talented (GT) Services

The Georgetown Independent School District is committed to providing an appropriate education for all students.

The district believes that highly able students exist at all age levels and in all ethnic and socioeconomic groups.

The purpose of the GT program is to provide learning experiences that meet the educational needs of students

whose academic and/or intellectual abilities and thinking processes are significantly advanced for their ages. These

students have opportunities to demonstrate self-directed learning, analytical thinking, and highly developed

communication skills as evidenced by advanced and innovative products and presentations. Instruction for gifted

students focuses on pacing, depth, and complexity.

Although Pre-Advanced Placement and Advanced Placement courses are open to all students desiring a challenge,

GT courses are for identified gifted and talented students. Teachers of GT students are trained in methods of

differentiating for gifted students and will provide opportunities for identified gifted students to demonstrate their

abilities. The GT courses provide GT identified students with enriched TEKS-based curriculum and opportunities.

At the high school level, there are independent study courses that meet the requirements for the Gifted/Talented

State Performance Standards Research Projects: Independent Study in Mathematics, and Capstone Research in

selected disciplines. (See Course Descriptions under Independent Studies: Capstone Research Courses.) Gifted

students are highly encouraged to participate in these courses.

Other service options appropriate for gifted/talented students include academic competitions, academic clubs,

Distinguished Achievement Program, dual/concurrent enrollment with Austin Community College, distance

learning, as well as credit for acceleration, early high school graduation, and a high-quality performing arts

program. Please contact the campus guidance office for additional information.

Services for English Language Learners

It is the policy of the State of Texas that every student in the State who has a home language other than English and

is identified as limited English proficient (LEP) shall be provided a full opportunity to participate in an English as a

second language (ESL) program. The ESL program shall emphasize the mastery of English language skills as well

as mathematics, science, and social studies to enable LEP students to participate equitably in school. Both

Georgetown High School and East View High School have ESL classes that are part of the English/Language Arts

Department. Students receive TEKS-based curriculum utilizing individualized instructional approaches such as

sheltered instruction in other content area courses. Courses are offered to students based on the Limited English

Proficiency Committee (LPAC) recommendations.

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Courses designated with GM, M, T, Skills T

Based on the TEKS of the general education courses, these courses are modified to meet the individual learning

requirements of students. Students are enrolled in these courses through ARD Committee placement. These

courses review and build on basic skills and ideas of core academic subject matter. The scope of these courses and

TEKS mastered is determined by the student’s Individual Education Plan (IEP). Students in the courses will take

the required End-of-Course exams.

Courses designated with G, Inclusion, Basic

Courses designated with G or Inclusion indicate that the student receives special education support within a general

education classroom. Students in G courses will take the End-of-Course STAAR tests. Students in inclusion and

Basic will continue to take the required TAKS tests.

Special Education Services

Each local school has the responsibility for providing educational and related services to eligible students in the

least restrictive environment. Students with disabilities have the opportunity to participate in educational programs

and activities with students without disabilities. If a student has or is suspected of having a disability and requires

specially designed instruction that can only be provided through special education, parents, teacher, administrators,

or any other district employee should contact a campus counselor for information concerning the special education

referral process. The school district curriculum enables each student with disabilities to acquire knowledge and

skills in the basic areas of learning commensurate with the student’s needs and abilities. These skills may be

attained in the general program of instruction or through special education modifications, accommodations, or

instruction and related services, as determined by the admission, review, and dismissal (ARD) committee. Students

with disabilities shall have available an instructional day commensurate with that of students without disabilities.

The ARD committee shall determine the appropriate instructional setting for each student, and these shall be

specified in the student’s Individual Educational Plan (IEP). The secondary program of a student receiving Special

Education services shall terminate either with graduation or when the student no longer meets the age requirement

for eligibility. Graduation constitutes a release from services and is a change in placement.

Section 504 Services

Section 504 of the Rehabilitation Act prohibits discrimination and assures that disabled students have educational

opportunities and benefits equal to those provided to non-disabled students. Eligible students have a record of, or

are regarded as having, a physical or mental impairment which substantially limits one or more major life activities

including functions such as learning, self-care, walking, seeing, hearing, speaking, breathing, working, and/or

performing manual tasks. In order to receive services, even if the student has a physical or mental impairment that

substantially limits a major life activity such as learning, communicating, or breathing, the student should be

referred to the campus Section 504 team to determine appropriate and reasonable accommodations within the

school. If a student has or is suspected of having a disability or requires special services, parents, teachers,

administrators or any other district employee should contact the campus counselor for information.

Dyslexia Services

GISD offers services for students who, after participating in a screening process, are identified as dyslexic. The

Dyslexia services are designed to provide comprehensive reading, writing, and spelling instruction for students who

have been identified as dyslexic. The program provides a continuum of services that address phonemic awareness,

grapho-phonemic knowledge, language structure, and linguistic patterns and processes. The Section 504 committee

on each campus determines placement in the dyslexia program. TEC 38.003

Accelerated Learning (ACCELL)

Any student who is at risk of failing as evidenced by multiple measures (such as STAAR/TAKS Reading or

Mathematics scores, classroom grades, benchmark assessments, etc.) must participate in ACCELL Services.

Students who qualify for ACCELL will receive one or more of the following services: tutorials, study skills,

supplemental reading/writing, supplemental mathematics, dyslexia services, or other customized instructional

support services. The delivery of ACCELL services will be customized based on students’ identified needs. The

purpose of the ACCELL program is to assist students in mastery of the TEKS (State-mandated curriculum) through

additional instruction on specific learning objectives for which students have not demonstrated mastery.

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Required STAAR/TAKS /EOC Preparation Courses

Any student (9-12) who fails any portion of the State assessment will be required to take a preparation course in

lieu of an elective per Chapter 29 of the Texas Education Code. A student who fails any portion of the State

assessment tests is considered by State statute as “at-risk” for dropping out of school. GISD must provide each

student who does not pass STAAR/TAKS with accelerated instruction that will enable the student to perform at

grade level at the conclusion of the next regular school term and a personal graduation plan to graduate on time.

TEC 29.081 (a) and (b).

Planning for College and Career Readiness

National, state, and local attention is focused on raising educational expectations for high school students. Simply

stated, all students must graduate from high school well prepared for college and a career. Nationally, the current

administration is restructuring the No Child Left Behind Act (NCLB) in order to support both state and local efforts

to help ensure student success after high school graduation. States are being asked to ensure that the academic

standards in the high school classroom will better prepare students to succeed in college and the workplace.

The State of Texas has embraced the national challenge and is often seen as a national leader in its efforts to ensure

that its high school students’ graduate from high school prepared for the challenges of postsecondary education and

career. State standards for career and college readiness were jointly created by representatives from Texas public

education, post-secondary education, and business community stakeholders.

Georgetown Independent School District is committing resources to preparing all students for non-remedial

coursework when entering a post-secondary program as well as supporting educational experiences through

individualized, rigorous Programs of Study that will help prepare all students for college and ensure those who

enter the workforce after high school completion will have had relevant postsecondary training and access to

industry-recognized certifications.

Defining College and Career Readiness

College and career readiness means that our students will make a seamless transition between high school and

college or the workforce. It also refers to the knowledge and skills students must demonstrate in the four critical

areas of English, mathematics, science, and social studies, including reading, writing, critical thinking, and problem

solving.

College Ready

College is typically thought of as a place where a student pursues a four-year bachelor’s degree. College today is a

very broad terminology. If a student is college ready, he/she is prepared for any postsecondary education or

training, including studying at two- and four-year institutions leading to a terminal degree such as certification,

licensure, an Associate’s degree and/or a Bachelor’s degree. Being truly ready for college means that a high school

graduate will have the academic, technical, and employability knowledge and skills necessary to enroll in and

succeed in college without remediation in credit-bearing first-year postsecondary courses.

Career Ready

Careers are not just as a means to a paycheck. Students entering a career must have the same skills as a college

ready student in order to succeed in postsecondary on-the-job experiences and education necessary to be successful

in a chosen career area. Career ready students will have access to a variety of post-secondary opportunities and may

choose to enroll in technical programs, community college or experience apprenticeships. Ultimately, the goal is for

ALL students to enter a career. Careers provide a family-sustaining salary and provide pathways for career

advancement in career areas that are projected to grow in the next five to ten years.

Georgetown Independent School District is committed to preparing our students for success in a global economy.

Regardless of student race, ethnic or language background, or disability, Georgetown ISD students will graduate

from high school ready for college and a career. Further, we are dedicated to allowing our students access to a well-

rounded education in order to prepare them to contribute as citizens in our community.

A career-ready person effectively navigates pathways that connect education and employment to achieve a

fulfilling, financially-secure and successful career. A career is more than just a job. Career readiness has no defined

endpoint. To be career ready in our ever-changing global economy requires adaptability and a commitment to

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lifelong learning, along with mastery of key academic, technical and workplace knowledge, skills and dispositions

that vary from one career to another and change over time as a person progresses along a developmental continuum.

Knowledge, skills and dispositions that are inter-dependent and mutually reinforcing are required.

Defining the 4-Year Planning Process

Four-year planning means planning out high school courses to take in order to (a) complete high school graduation

requirements (b) gain perspective on post-secondary opportunities. The benefits to four-year-planning are limitless,

but include awareness of your progress regarding general requirements and gaining a sense of direction.

There are two things your student should keep in mind when considering four-year planning. First, with enough

advanced planning, students will be able to fit in all of the requirements they need to graduate in four years.

Second, four-year planning should be thought of as an ongoing process. It is normal for a student to change their

plan as new opportunities develop or as roadblocks arise. Four-year planning is extremely helpful in putting the

high school experience in perspective, looking at the future and realizing the possibilities that exist beyond high

school.

All Georgetown I.S.D. high school students will have the opportunity to create an individualized four-year Program

of Study with counselors. Counselors will then monitor and adjust each student’s Program of Study annually.

Students and Parents will have the opportunity to make changes during this annual review process and within the

timeframe for schedule/course changes. Please follow your campus’ policy regarding course schedule/course

changes.

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For Ninth Grade Classes of 2014-15 and Thereafter

GRADUATION REQUIREMENTS

I. Students in GISD must complete a minimum of 28 credits at East View High School/ Georgetown High School and 26 credits at Richarte High School to

receive a high school diploma. All credits must be completed in grades 9-12, except high school courses satisfactorily completed in grades 7 and/or 8.

The Texas Education Agency requires 26 credits. All courses used to meet State graduation requirements must be selected from State Board of

Education (SBOE)-approved courses, with the exception of some elective credits which may be locally approved.

II. All courses in this catalog are State Board-approved unless noted as Local Credit Only. Locally developed electives (Local Credit Only) have been

designed to meet an identified GISD need or interest. In grades 9-12, a student must complete all graduation requirements and pass the State required exit level exams before he/she is awarded a diploma.

III. It is the student and parent’s responsibility to see that the requirements for graduation from high school are met. If you have any question about courses,

registration, State-required exit level exams or other graduation requirements, contact the campus guidance department. IV. Since entrance requirements vary greatly from college to college, students who are college-bound should carefully consider high school course selections

and investigate college entrance requirements prior to selecting their graduation plan.

V. Since employers have varying needs and requirements, students who are career-bound should carefully consider high school course selections and strive

to meet future employment requirements by selecting an appropriate graduation plan.

See Appendix B, page 101, for Graduation Plans for Ninth Grade Classes of 2013-14 and Prior

Foundation High School

Program

(22 Credits)

• 4 credits English: ELA I, II, III, one

credit in any advanced English course

• 3 credits Mathematics: Algebra I,

Geometry, one credit in any advanced

math course

• 3 credits Science: Biology, one credit in

IPC or in any advanced science course,

any advanced science course

• 3 credits Social Studies: World

Geography or World History (1 credit),

U.S. History (1 credit), Government (0.5

credit), Economics (0.5 credit)

• 2 credits in the same language:

World Languages or Computer

Programming

• 1 credit Physical Education

• 1 credit Fine Arts

• 5 credits in Elective Courses (0.5 credit Health course required in GISD,

leaving 4.5 elective credits available)

Foundation + Endorsements

(28 Credits)




Geometry, two credits in any advanced

math course except STEM



any two advanced science courses





• 2 credits in the same language: World Languages or Computer

Programming





Meet curriculum requirements for at

least 1 endorsement

Distinguished Level of

Achievement (28 Credits)




Geometry, two credits in any advanced

math course (must include credit in

Algebra II)



any two advanced science courses





• 2 credits in the same language: World Languages or Computer

Programming





Meet curriculum requirements for at least

1 endorsement

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HIGH SCHOOL GRADUATION REQUIREMENTS

I. High School Graduation Programs GISD offers students the opportunity to choose among State-mandated graduation requirement plans. Since entrance requirements

vary greatly from college to college and employers have varying needs and requirements, students should carefully consider high

school course selections and investigate post-secondary entrance and entry level employment requirements prior to selecting their

graduation plan.

Foundation High School Program

The Foundation High School Program (FHSP) fulfills entrance requirements for most colleges and universities in the State of Texas

and provides challenging academic courses.

Foundation Plus Endorsement High School Program

The Foundation Plus Endorsement High School Program (FEHSP) offers students the opportunity to earn an endorsement, or major

course of study. The endorsement offers a student the ability to earn a total of 28 total credits (a combination of core requirements,

local req uirements and endorsement electives) in a targeted area of study for high school graduation. The five endorsement options for

students are:

Arts and Humanities

Business and Industry

Public Service

STEM (Science and Math)

Multidisciplinary

Distinguished Level of Achievement High School Program

The Distinguished Level of Achievement High School Program (DLAHSP) recognizes students who complete the Foundation High

School Program, complete an endorsement, and take Algebra II. Students must also complete an advanced measure requirement. Any

combination of four of the following will meet the advanced measure requirements:

Test data:

A score of three or above on The College Board Advanced Placement examination;

A score of four or above on an International Baccalaureate examination;

A score on the PSAT that qualifies a student for recognition as a Commended Scholar or higher by the National Merit

Scholarship Corporation (NMSC); as part of the National Hispanic Scholar Program of the College Board; or as a part of the

National Achievement Scholarship Program for Outstanding Negro Students of the NMSC.

College Courses:

A grade of B or a GPA of 3.0 or higher on courses that count for college credit, including articulated credit courses, dual

credit courses, and co-enrollment courses.

Original research/project: (Original research/ projects may not be used for more than two of the four advanced measures.)

Judged by a panel of professionals in the field that is the focus of project; or

Conducted under the direction of mentor(s) and reported to an appropriate audience;

Related to the required curriculum set forth in TAC 74,1 relating to Texas Essential Knowledge and Skills (TEKS)

Examples of Advanced Measures:

Student completed course requirements and:

Four AP exams with scores of three or higher ;

One AP exam with a grade of three or higher, two college courses with a 3.0 GPA and a one-year mentorship program

conducting a school-approved research product; or

A two-year science project reviewed by hospital board, one college science course with a 3.4 GPA and earned designation as

a National Merit Scholar.

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II. Graduation Credits

Required Credits

Students must earn a minimum of 28 credits at GHS and EVHS and 26 credits at Richarte High School to meet GISD graduation

credit requirements.

Credits and Records

GISD shall accept all credits earned toward State graduation requirements by students in accredited Texas school districts, including

credits earned in accredited summer school programs, in Texas Youth Commission education programs, and in juvenile justice

alternative education programs. Credits earned in local credit courses may be transferred at the district’s discretion. Transfer students

shall not be prohibited from attending school pending receipt of transcripts or academic records from the district the student

previously attended.

Records and transcripts of students from Texas nonpublic schools, from out of state or out of country schools (including foreign

exchange students), private schools, and home schools shall be evaluated, and students shall be placed promptly in appropriate classes.

The district may use a variety of methods to verify the content of courses for which a transfer student has earned credit.

Upon enrollment in GISD, the academic advisor awards credits based on available student records and documentation. If necessary,

the academic advisor may use a variety of methods for validation of credit that include, but are not limited to: released TAKS exams,

recommendations from sending schools, credit by examinations, curriculum review, and course equivalency evaluation.

III. Physical Education Substitute Credits A student may not earn more than four credits in physical education toward State graduation requirements. Students may substitute

certain physical activities for Physical Education. The school district may allow a student to substitute certain physical activities for

the required credits in physical education, including the Foundations of Personal Fitness. The substitutions must be based on the

physical activity involved in drill team, marching band and cheerleading during the fall semester; Junior Reserve Officer Training

Corps (JROTC); athletics; and appropriate private or commercially-sponsored physical activity programs conducted on or off campus.

Outside appropriate private or commercially-sponsored physical activity programs can be substituted for PE with written approval

from the district. Forms for requesting substitution of PE credit may be obtained in the counseling and guidance center at the campus.

A school district may award up to four credits for appropriate private or commercially-sponsored physical activity programs

conducted on or off campus which may be substituted for State graduation credit in physical education. Such approval may be granted

under the following conditions:

Olympic-level participation and/or competition including a minimum of 15 hours per week of highly intensive, professional,

supervised training.

Private or commercially-sponsored and off-campus physical activities certified by the superintendent and well supervised by

appropriately trained instructors. Student participation of at least five hours per week must be required.

Instructors of such programs must submit the student’s grades in writing to the registrar by the first day of December and/or the first

day of May in order for the student to receive credit for that semester. All grades will be recorded as Pass/Fail.

IV. TAKS Exit-Level Exam Requirement for Graduation (Not for students entering high school 2011 or later): Texas State law has mandated that all non-exempt students must pass the exit-level test in order to receive a diploma. The exit-level

TAKS (Texas Essential Knowledge and Skills) that contains tests of English Language Arts, Mathematics, Science and Social Studies

is administered each spring to all students in Grade 11. If a student does not pass a portion of the test, the failed portion of the test may

be retaken each time the TAKS is administered on designated days during the fall, spring, and summer. After a student passes all

sections of the test and meets all other graduation requirements, a diploma will be awarded.

V. End-of-Course Assessments The Texas Education Agency implemented the State of Texas Assessments of Academic Readiness program beginning with ninth

grade students in the 2011-2012 school year. Students entering high school in 2014-2015 must show mastery on the Texas Essential

Knowledge and Skills by achieving specified performance levels on five End-of-Course (EOC) tests before they graduate.

Passing Requirements Students not meeting the passing score on any EOC test must retake the EOC assessment. Students not meeting passing requirements

may retake the EOC assessments as many times as the tests are offered.

12

ACADEMIC PROGRAM INFORMATION

I. Richarte High School Richarte High School is the academic, alternative school of choice for GISD. Richarte is registered as a State-accredited alternative

campus with TEA. It is not a disciplinary campus, and students are not placed there by any other agency or school. Richarte offers

students the opportunity to choose among State-mandated graduation requirement plans. Since entrance requirements vary greatly

from college to college and employers have varying needs and requirements, students should carefully consider high school course

selections and investigate post-secondary entrance and entry level employment requirements prior to selecting their graduation plan. Richarte HS does not offer a GED program. RHS serves students in grades 10-12 and a minimum age of 16 is required to

apply. Teachers teach from the district adopted curriculum and use the same textbooks as other secondary campuses in GISD. The

delivery of instruction, course syllabi, goal setting, and high level of student accountability allows students to move through

requirements for some courses with flexibility, depending on the learning style and each individual student’s rate of mastering the

content and concepts in each course.

Students who attend RHS are considered at-risk for a myriad of factors including, but not limited to credit deficiency, difficulty

succeeding in a traditional school environment, illness, family issues, or teen parenthood. Richarte seeks to prevent students from

dropping out of school as well as to recover those who have already left the school system. A cap and gown graduation ceremony is

held at the completion of each year at the Performing Arts Center located at Georgetown High School. Each graduating class has a

valedictorian, salutatorian, and class rank.

Valedictorian and Salutatorian/Honor Grad Selection

The student making the highest four-year scholastic grade point weighted average is declared the valedictorian of the graduating class,

provided he/she is enrolled, in regular attendance, and is a graduating senior. The student making the second highest four-year

scholastic weighted average is declared the salutatorian of the graduating class provided he/she is enrolled, in regular attendance, and

is a graduating senior. Both the salutatorian and valedictorian are declared toward the end of the last grading cycle of the fourth year.

Students must complete their last, entire semester at Richarte High School. Any transferred grades not in numerical form and not

available in numerical form will be granted mid-point scale. Early graduates are not eligible to be valedictorian or salutatorian.

Semester grades of all subjects undertaken in grades 9-12 are used in calculating the four-year scholastic average with the following

exceptions: driver education, student aide, athletics, physical education, choir, band, applied music, vocal ensemble, drill team,

correspondence courses and co-op work periods. Summer school grades are not used in calculating the scholastic average; students

receive credit only. Audited courses and courses repeated for review will not count for credit, but will be included in the scholastic

average.

II. Early Graduation

A student may choose to graduate from high school in fewer than four years. To pursue early graduation, a student must make a

written request to the academic advisor. Early graduation requirements include parent approval, principal approval, and a meeting with

the counselor to file a written early graduation plan.

III. College Preparatory and Credit Programs College preparatory courses are offered to students in subject areas at every grade level. These courses are designed for any and all

students who have a desire to pursue a rigorous study in any subject area and want rigorous preparation for college.

A. Pre-Advanced Placement and Advanced Placement Programs

The College Board’s Advanced Placement Program offers high school students an opportunity to take college-level courses at the

local high school. Upon successful completion of the course, the student receives high school credit with honors and, if the student

takes the AP exam and scores in an acceptable range, advanced placement, credit, or both may be awarded upon college entrance.

Although not required, GISD students enrolled in AP courses are expected to take the AP exam(s) at the completion of the course.

Although college credit is a potential benefit of the AP course and exam, the experience alone, regardless of credit awarded, is

beneficial to the college-bound student as a pre-college experience. Costs of these exams are borne by the student; however, financial

assistance is available. For further information regarding the College Board AP Program at your high school, see a school counselor.

It is recommended, but not required that students who elect to take AP courses participate in Pre-AP courses in 9th -11th grades. All

Pre-AP and AP courses are listed in the Course Descriptions section of this Course Catalog. A minimum enrollment of 10 students is

required for the class to be offered

The AP Program also offers the AP International Diploma for students who plan to apply to an overseas university. For further

information regarding the College Board AP Program at your high school, see a school counselor.

13

Eligibility Recommendations

Pre-AP courses contain the levels of rigor necessary and provide readiness for the increased difficulty of the high school AP classes.

Formal identification is not required to participate in Pre-AP and/or Advanced Placement courses. Careful consideration of the time

demands of extracurricular activities, employment, community service, homework and other activities should be considered. If you

have questions regarding whether or not this is the right course for you/your student, please contact your student’s teacher,

counselor/academic advisor or campus administrator. To learn more about the Pre-AP and Advanced Placement programs go to:

http://apcentral.collegeboard.com

B. Early College Start - ACC

Early College Start at Austin Community College allows juniors and seniors the opportunity to earn college credit

while in high school. These courses are “dual credit” if used to satisfy the high school graduation requirement, “co-

enrollment” if taken for college credit only, or “credit-in-escrow” if part of an approved ACCTech Articulation

Agreement. Early College Start a good thing to consider for the following reasons:

Students get a head start on earning college credit.

Tuition and fees will be waived or reduced.

College-level work can enhance self-esteem, education, and career goals.

Most courses are transferable to other public colleges and universities.

Students may enroll in college while still enrolled in high school to extend learning or accumulate college hours. To take college

courses (co-enrollment or dual enrollment), students must receive counselor and parent approval and complete the college admissions

requirements including college entrance exams and are responsible for the application and registration process. This process is time

sensitive and may take one to four weeks to complete. Students must be considered full-time high school students. Students may

enroll in two courses per college semester beginning the summer following their sophomore year. Students are responsible for any

expenses associated with the course, including textbooks. Students should check with universities to ensure acceptance of specific

dual or co-enrollment courses. All co-enrollment, dual credit and articulated courses may meet criteria for advanced measures in the

Distinguished Achievement Program. Several Austin Community College (ACC) courses are offered during the school day and

evenings at the ACC Georgetown Center (GTC) located on the GHS and EVHS campus. Other options are available outside of the

school day. ACC classes are free—no tuition or fees are charged to high school students enrolled in the program on a GISD high

school campus or on another local-area high school campus. There is a fee for each ACC course taken by distance learning or on an

ACC campus.

C. Dual Credit Enrollment

Credit earned through dual credit enrollment counts for both college and high school credit. To receive credit, the grade in the course

must be a D or better and students must submit an official transcript to the high school counseling office. The grade must be a B or

better to use as an advanced measure on the Distinguished Achievement Program. If all conditions are met, credit is given for the

course. GISD will follow the State requirements for the calculation of each student’s GPA. Listed in the chart found on the following

two pages are the courses that are currently approved for dual credit with Austin Community College. This list is subject to change.

Any college level course that a student completes can count as at least .5 elective credit for high school graduation requirements.

Students should check with the campus guidance office for the most recent list of approved courses.

D. Co-Enrollment

Credit earned through co-enrollment counts only for college credit. Students who are granted release time for co-enrollment must meet

all district requirements for graduation. Co-enrollment courses do not appear on a student’s high school transcript, do not count for

high school graduation, and are not included in a student’s GPA, but will count as an advanced measure under the Distinguished

Achievement Program if the student earned a B or higher grade for the course. The Texas Legislature has approved 42 core lower-

division course credit hours that if completed through dual or co-enrollment will transfer to any Texas public college or university.

This list can be found on the Austin Community College website. Students who plan to attend private or out of State schools should

check with the schools on their policies of accepting dual or concurrent enrollment courses.

http://apcentral.collegeboard.com/

14

ACC # ACC Title High School Course HS

Credit

ACCT 2301 Principles of Financial Accounting Accounting I 1

ARTC 1402 Digital Imaging I Digital and Interactive Media 1

ARTS 1301 Introduction to Visual Arts Art I 1

ARTS 1303 Art History I Art History 1

ARTS 1316 Drawing I Art II-Drawing 1

ARTS 1317 Drawing II* Art III-Drawing 1

ARTS 2323 Life Drawing I* Art III-Drawing 1

ARTS 2316 Painting I* Art II-Painting 1

ARTS 2317 Painting II* Art III-Painting 1

ARTS 2326 Sculpture I Art II-Sculpture 1

ARTS 2327 Sculpture II* Art III-Sculpture 1

ARTS 2346 Ceramics I Art II-Ceramics 1

ARTS 2347 Ceramics II* Art III-Ceramics 1

ARTS 2356 Photography I* Art II-Photography 1

ARTS 2357 Photography II* Art II-Photography 1

ASTR 1303 Stellar Astronomy Astronomy 1

ASTR 1304 Solar System Astronomy Astronomy 1

BCIS 1305 Business Computer Applications Business Info Management I 1

BIO 1614 Field Biology Environmental Systems 1

BIOL 2304 Human Anatomy* Anatomy and Physiology .5

BIOL 2305 Human Physiology* Anatomy and Physiology .5

BMGT 1303 Principles of Management Business Management (BUSMGMT) .5

BUSI 2301 Business Law Business Law .5

CETT 1403 DC Circuits* DC Circuits .5

CETT 1405 AC Circuits* AC Circuits .5

CHEM 1411 General Chemistry I Chemistry I 1

COMM 1307 Introduction to Mass Communication Journalism .5

COSC 1301 Personal Computing Business Info Management I 1

COSC 1315 Fundamentals of Programming Computer Science I 1

COSC 1320 C++ Programming* Computer Science II-1st sem. (TACS2) .5

COSC 2415 Data Structures* Computer Science II-2nd sem. .5

CRIJ 1301 Introduction to Criminal Justice Tech. Technical Intro. to Criminal Justice .5

CRIJ 1306 Court Systems and Practices Courts and Criminal Procedures .5

CRIJ 1307 Crime In America Crime in America .5

CRIJ 1310 Fundamentals of Criminal Law Fundamentals of Criminal Law 1

CRIJ 2314 Criminal Investigation Criminal Investigation .5

DANC 1141 Ballet I Dance I 1

DANC 1147 Jazz Dance I Dance 1

DANC 1201 Dance composition Dance I 1

DANC 1245 Modern Dance Dance 1

DFTG 1405 Technical Drafting Intro to Engineering Design 1

DFTG 1417 Architectural-Residential* Architectural Graphics 1

DRAM 1330 Stagecraft Technical Theater 1

DRAM 1351 Acting I Theater Arts I 1

DRAM 1352 Acting II* Theater Arts II 1

DRAM 2331 Stagecraft II* Technical Theatre II 1

DRAM 2351 Acting III* Theatre Arts III 1

ECO 2301 Principles of Macroeconomics Economics .5

ECON 2302 Principles of Microeconomics Adv. Social Studies .5

ENGL 1301 English Composition I English III A .5

ENGL 1302 English Composition II English III B .5

ENGL 2307 Creative writing Creative Writing .5

ENGL 2322 British Literature I* English IV A&B (if yellow book completed) 1

ENGL 2323 British Literature II* English IV .5

ENGL 2327 American Literature I* English III .5

ENGL 2328 American Literature II* English III .5

ENVR 1301 Intro to Environmental Science Environmental Systems 1

FREN 1511 French I French I 1

FREN 1512 French II* French II 1

FREN 2311 French III* French III 1

FREN 2312 French IV* French IV 1

GEOG 1301 Physical Geography World Geography A .5

15

ACC # ACC Title High School Course HS

Credit

GEOG 1302 Cultural Geography World Geography B .5

GEOL 1403 Physical Geology Geology .5

GEOL 1404 Historical Geology Geology .5

GERM 1511 German I German I 1

GERM 1512 German II* German II 1

GERM 2311 German III* German III 1

GERM 2312 German IV* German IV 1

GOV 2305 U.S. Government Government .5

GOVT 2306 Texas State and Local Government Adv. Social Studies .5

HIST 1301 United States History I (to 1876) Adv. Social Studies .5

HIST 1302 United States History II (from 1877) U.S. History 1

HPRS 1206 Medical Terminology Medical Terminology .5

HUMA 1301 Introduction to Humanities Humanities .5

IBUS 1305 Intro. to International Business & Trade Global Business .5

IMED 1441 2-D Interface Design Digital and Interactive Media 1

ITSC 1309 Integrated Software Apps. Business Info Management I 1

JAPN 1511 Japanese I Japanese I 1

JAPN 1512 Japanese II* Japanese II 1

JAPN 2311 Japanese III* Japanese III 1

JAPN 2312 Japanese IV* Japanese IV 1

KINE 11XX Physical activity courses PE equivalent I-IV .5 each

KINE 1305 Community Health Health Ed .5

LATI 1511 Latin I Latin I 1

LATI 1512 Latin II* Latin II 1

LATI 2311 Latin III* Latin III 1

LATI 2312 Latin IV* Latin IV 1

MATH 1316 Trigonometry Pre-calculus A .5

MATH 2412 Pre-calculus Pre-calculus B .5

MATH 1342 Elementary Statistics Statistics 1

MATH 1425 Business Calculus I AP Calculus A .5

MATH 1476 Business Calculus II AP Calculus B .5

MATH 2413 Calculus I AP Calculus A .5

MATH 2414 Calculus II AP Calculus B .5

MRKG 1311 Principles of Marketing Principles of Marketing .5

PHIL 1301 Introduction to Philosophy Philosophy .5

PHYS 1311 Stellar Astronomy Astronomy 1

PHYS 1312 Solar System Astronomy Astronomy 1

PHYS 1401 General College Physics Physics I 1

PSYC 2301 Introduction to Psychology Psychology .5

SLNG 1401 American Sign Language: Beginning I Sign Language I 1

SLNG 1402 American Sign Language: Beginning II* Sign Language II 1

SNLG 2301 American Sign Language III Sign Language III 1

SNLG 2302 American Sign Language IV Sign Language IV 1

SOCI 1301 Introduction to Sociology Sociology .5

SPAN 1511 Spanish I Spanish I 1

SPAN 1512 Spanish II* Spanish II 1

SPAN 2311 Spanish III* Spanish III 1

SPAN 2312 Spanish IV* Spanish IV 1

SPCH 1311 Intro. to Speech Communications Communications Apps. .5

SPCH 1315 Fundamentals of Public Speaking Public Speaking .5

WLDG 1405 Art Metals Jewelry II 1

*ACC course has prerequisite requirements.

Only courses listed in the course guide are pre-approved for dual credit. Other ACC courses may be approved for

high school credit. Students should check with the campus guidance office for more information.

16

E. ACCTech (Formerly referred to as Tech Prep)

ACCTech is a program which allows students the opportunity to earn college credit for approved career and technical education

(CTE) high school courses and begin a college technical major in high school. In the ACCTech program, students begin a course of

study in high school and continue in a community or technical college. The result is a certificate or associate degree in a career field.

ACCTech combines the academic courses needed for success in college AND technical courses that begin to prepare you for a career.

Through ACCTech, G.I.S.D. is able to achieve program articulation with Austin Community College. Articulation is a planned

process linking high school and college courses to assist students in making a smooth transition from one level of education to another

without experiencing delays or duplication in learning.

Approved ACCTech programs have articulation agreements, which are signed documents that indicate the specific responsibilities of

the high school, college, and student. The agreements also include outlines of a Recommended High School Graduation Plan and a

two-year associate degree or technical certificate. Together these are called a 6-Year Plan.

ACCTech articulated courses are high school courses that contain the same course content as an equivalent college course, and for

which a student is eligible for college credit once requirements are met.

In order for students to receive articulated college credit through ACCTech, students must:

Enroll in ACCTech (articulated) courses

While taking the ACCTech course in high school, set up an account on the (CATEMA) www.catema.net/capital website

Earn a 3.0 (80) or better in the course

To claim ACCTech credits, enroll at ACC as an Early College Start or traditional student and complete one class (three

semester hours)

After you complete one class (three semester hours) as an ACC student, your credit is uploaded from the (CATEMA)

www.catema.net/capital website onto your ACC transcript

http://www.catema.net/capital




17

ACCTech Articulated Course Agreements

ACC Course # Austin Community College Title Credit GHS Course Title HS Credit

ACNT 1403 Introduction to Accounting I 4 Accounting I 1

ARTC 1402 Digital Imaging I 4 Digital and Interactive Media (DIM) 1

ARTC 1413 Digital Publishing I 4 Web Technologies 1

AUMT 1405 Introduction to Automotive Technology 4 Energy, Power, and Transportation

Systems

1

AUMT 1416

AUMT 1407

Suspension & Steering AND

Automotive Electrical Systems

4

4

Advanced Automotive Technology 2

AUMT 2417

AUMT 1410

Automotive Engine Performance

Analysis I AND Automotive Brake

Systems

4

4

Automotive Technology 2

BITC 1411 Introduction to Biotechnology 4 Advanced Biotechnology 1

BMGT 1327 Principles of Management 3 Business Management 1

BUSG 2309 Small Business Management 3 Entrepreneurship 1

CDEC 1321

CDEC 1311

The Infant and Toddler

Educating Young Children

3

3

Child Guidance

(Required Prerequisite(s): Child

Development)

2

.5

CETT 1425 Digital Fundamentals 4 Digital Electronics (PLTW-DE) 1

CHEF 1205 Sanitation and Safety 2 Culinary Arts 2

CHEF 1301 Basic Food Preparation 3 Culinary Arts with ServSafe

Certification

2

CJSA 1348 Ethics in Criminal Justice 3 Law 1 1

CRIJ 1301 Introduction to Criminal Justice 3 Principles of Law 1

CRIJ 1310 Law II 3 Fundamentals of Criminal Law 3

CRIJ 1306 Court Systems and Practices 3 Courts and Systems 1

ENGR 1201 Introduction to Engineering 2 Principles of Engineering (PLTW-

POE)

1

GRPH 1359 Vector Graphics for Production 4 Graphic Design and Illustration 1

IBUS 1305 International Business & Trade 3 Global Business .5

ITSC 1309 Integrated Software Applications I 3 Business Information Management I

(BIM I) OR Business Information

Management II (BIM II)

1

1

WLDG 1425 Introduction to Oxy-Fuel Welding and

Cutting

4 Agricultural Facilities Design and

Fabrication

1

WLDG 1428 Introduction to Shielded Metal Arc

Welding

4 Agricultural Mechanics and Metal

Technologies

1

Current Georgetown ISD Articulation agreements with Austin Community College may be viewed at:

http://www.austincc.edu/acctech/documents/GeorgetownISD.php

http://www.austincc.edu/acctech/documents/GeorgetownISD.php

18

Methods to Earn College Credit

in High School Comparison

Description Advantages Disadvantages

The College

Board Advanced

Placement

Program (AP)

The College Board Advanced Placement Program is a nationally recognized

program for introducing students to

college-level work while they are still in high school. Students who enroll in

higher-level academic courses identified

for Advanced Placement may be eligible to receive college credit based on high

school course grades and performance

on national AP examinations. Colleges and universities publish policies for

award of AP credit or AP advanced

placement in their bulletins.

Exposure to college-level coursework

Student AP exam score of 3 or above

counts as an advanced measure for the Distinguished Achievement Program

Recognized at colleges and universities nationwide

Large selection of academic courses is included in the AP Program

State-sponsored incentive program for

participating school districts

Students receive weighted points toward

their class rank

Applies to AP designated academic courses only

College Board AP examination fee required

Students must score a 3 or above on AP exam to count as an advanced measure, potentially

delaying award of Distinguished

Achievement Seal Award of credit or advanced placement at

colleges and universities varies depending on

examination scores Secondary schools may be limited in AP

course offerings and course scheduling

options.

ACCTech

The ACCTech program was created to

provide a method for high school

students to receive technical training in

high school. Students may begin a

workforce/technical program and by

successfully demonstrating college-level

competence in content-enhanced high

school courses are eligible to receive

banked (in escrow) credit for courses

that are part of an associate degree or

certificate plan. Some four-year

universities may also honor these

courses.

Exposure to college-level coursework

while completing high school credits

Course grade of 3.0 (80) or above

counts as an advanced measure for the

Distinguished Achievement Program

Recognized at many public two and

four-year colleges across the State

Large selection of career and technical

education courses and some academic

courses

Students begin a college technical

major in high school

Designed to meet Austin Community

College program requirements

Based on courses offered by both the

high school and Austin Community

College

No tuition and/or fees

Student must earn a 3.0 (80) or better in the

course

Credit in escrow until a student completes

three semester hours of additional college-

level coursework as an Austin Community

College student

Transfer of credit to four-year universities

may be limited

Secondary schools may be limited in

articulated career and technical education or

academic course offerings and course

scheduling options

Award of credit may depend upon local

agreements

Early College

Start

Students may earn college credit through

Early College Start program. The Early

College Start program allows a junior or senior student to enroll in college while

still in high school and register tuition-

free or at a reduced tuition rate for college courses that may count for both

high school and college credit. Students

who participate in the Early College Start program must meet College

Readiness Standards.

Exposure to college courses often taught

on college campus

Course grade of 3.0 or above counts as an advanced measure for the


College credit is awarded on successful

completion of course requirements

Early college admission

Enhanced course transferability

Austin Community College waives

tuition and fees for courses taken at any high school campus and charges $40 per

course for dual credit courses taken at

ACC facilities.

Austin Community College offers Junior

and Senior level English and Social Studies courses on campus during the

school day at Georgetown and

Georgetown East View High Schools

Students must meet college admission

requirements

Students must meet college basic skills assessment requirements

Students are generally limited to taking two

concurrent college courses each semester Students may be subject to college tuition and

fees

Students may need to travel to a college campus

Credit by

Examination

Credit by examination or for experience

offers students an opportunity to demonstrate college-level knowledge

and earn college credit or advanced

placement by examination, or by petitioning a college or university for

credit after documentation of appropriate

experience. Students demonstrate knowledge by taking College Board

CLEP exams (academic courses) or

college or university departmental exams (academic and technical courses).

No specific course enrollment required

Students may opt to take an examination for credit at any time

CLEP examination scores accepted at

colleges and universities nationwide

Large selection of CLEP examinations for academic courses

High school students can bank CLEP examination scores pending college

enrollment

CLEP examinations are offered for academic

courses only CLEP examination fees are required.

Colleges may also charge tuition or fees for

credit by departmental examination or for experience

Colleges and universities may have different

policies regarding award of credit for CLEP examinations

Not all college or university departments

offer credit by departmental examination or experience

19

IV. Alternative Methods for High School Credit

Correspondence Courses

All high school students may take correspondence courses and earn credit toward graduation. Prior to enrollment in correspondence

courses, students must make written request to the principal or designee for approval to enroll in the course through their guidance

counselor.

Credit toward State graduation requirements shall be granted only under the following conditions:

1. The institution offering the course is The University of Texas, Texas Tech University, the Texas Virtual Network, or other

public institution of higher education approved by the Commissioner of Education.

AND

2. The correspondence course includes the State-required Texas Essential Knowledge and Skills for such a course.

GISD will follow State requirements for the calculation of each student’s GPA. Seniors who are enrolled in correspondence courses to

earn units required for graduation shall complete the course and submit the grade for recording at least 30 days prior to the graduation

date in order to be eligible for graduation at the end of the term. A correspondence course is not considered completed until the final

grade is recorded in the registrar’s office at the campus. The costs of correspondence courses are the responsibility of the student

and/or the parents/guardians. Note: Correspondence courses are not included in determining NCAA eligibility.

V. Grade Point Average and Class Rank

Grade Point Average (GPA)

GPA is calculated at the end of each semester beginning with the end of the first semester of a student’s freshman year. The Grade

Point Average (GPA) is calculated for each student using a simple grading system. Grade points are awarded based on the grading

system outlined in the GISD Grading Regulations.

A = 90-100

B = 80-89

C = 70-79

F = Failing (Below 70)

The GPA is a cumulative average of all semester or final grades earned in selected courses in high school. The semester averages of

all State-approved courses and elective courses will be included in the calculation of the GPA with the exception of the following

courses: driver education, student aide, cheerleading, test preparation (SAT Prep), athletics, physical education, choir, band, orchestra,

dance courses, color guard, drill team, and all pass/fail courses. Summer school grades are not used in calculating the GPA. Audited

courses and courses repeated for review will not count for credit, but will not be included in the scholastic average.

GPA Calculation Example:

1st semester Pre-AP English I 88

1st semester Algebra I 72

1st semester Athletics 94

1st semester Biology 91

GPA (unweighted) 83.66

The sample GPA is the straight average of the semester grades in English I, Algebra I, and Biology divided by 3 (courses). Athletics

does not count in the GPA. The sample GPA is 83.66. The GPA is commonly referred to as an “unweighted” GPA and will provide

easily usable information to colleges and universities.

Academic Class Rank Calculation A Weighted GPA (WGPA) is used to determine a class rank for each student. Class rank indicates the student’s academic standing

relative to his/her peers (Valedictorian, Salutatorian, top ten percent, top quarter, second quarter, third quarter and fourth quarter). An

exact numerical class rank is reported for each student. The WGPA is determined by the semester or final grades earned in the

courses specified in the GISD class rank policies. Course choice has an impact on class ranking. Students earn grade points for each

class they take. The number of grade points earned in the class is determined by the numerical grade earned and by the weighted levels

of rigor of specific courses.

20

Note: The GPA will not necessarily predict a student’s class rank. A student may have a lower GPA, but a higher Weighted

GPA class rank than another student due to the courses included and weighted grades for specified courses used in calculating

class rank.

Courses Counted in Class Rank

The District shall calculate a student's class rank using only credits earned in the following content areas as defined by the TEKS:

English

Mathematics

Science

Social Studies

Foreign Language (Languages Other Than English)

For students entering grade 9 during the 2011–12 school year and thereafter, class rank shall be determined by descending order of

students’ weighted grade point averages earned in the following curriculum categories:

1. Four courses in English/language arts;

2. Up to four courses in mathematics;

3. Four courses in science;

4. Four courses in social studies; and

5. Up to two courses in Languages other than English (LOTE).

If a student completes more than 18 courses within these five categories specified above, the student’s weighted GPA used for class

rank shall be calculated using the student’s grades within each category with the highest grade point value. Calculations will be based

on semesters with each semester of a course counting as ½ credit. Calculations for GPA will include up to the top eight semesters of

the four core areas.

Grades earned in the following courses shall be excluded when calculating the

weighted GPA and academic class rank:

Correspondence courses

Summer school courses

Credit by examination

Credit for acceleration

Credit recovery courses

Home school

Distance learning

Online learning

Courses taken in foreign countries

Pass/fail courses

Private schools and/or non-accredited schools

The weighted GPA is determined by semester grades earned in the core courses

(English, Math, Science, Social Studies, and Languages Other Than English). Core level courses are calculated based on a 5.0 scale.

Advanced academic courses (GT, Pre-AP, AP, dual credit, college courses) are calculated on a 6.0 scale. Elective courses and local

credit courses are not included in the calculation of the weighted GPA and academic class rank.

Weighted GPA Class Rank Calculation

Each course is coded to show its weight based on the following categories:

ADVANCED COURSES: These courses include academic courses specifically designated for students identified as Gifted and

Talented, College Board Advanced Placement Courses, Pre-Advanced Placement Courses, dual credit, college courses, and other

appropriate advanced courses.

CORE COURSES: Core courses provide grade-level instruction in 100% of the Texas Essential Knowledge and Skills (TEKS) as

outlined in the State Board approved well-balanced curriculum. GISD core courses exceed the minimum expectations through various

curricular and instructional strategies. These courses are designed for college-bound as well as career-bound students.

21

MODIFIED COURSES: These courses provide instruction in less than 100% of the TEKS. Modifications are provided through

content as well as methodology, pacing, and materials.

LOCAL COURSES: No weight is assigned for local courses.

For purposes of class rank, a six-point system shall be used to calculate the student’s Weighted GPA. The Weighted GPA determines

a student’s rank in class. Students receiving credit for advanced courses will receive an additional grade point. This is reflected in the

chart in the column labeled Advanced. Courses that have been modified by the student’s ARD committee as to the required content of

the TEKS shall not earn the same number of grade points as core or advanced. This is reflected in the chart below in the column

labeled Modified Curriculum. Please see chart below for a calculation example.

WGPA for Class Rank Calculation Example:

(1) Look at the semester or final average for each course.

(2) Determine if the course counts in the WGPA.

(3) If so, find that grade on the following chart.

(4) Determine whether the course is Modified, Core, or Advanced and use the appropriate grade point for that course.

(5) Total the grade points and divide by the number of semester courses counted. This will give you the WGPA that is used in

Class Rank.

WGPA Calculation Scale for Class Rank

Semester

Grade Advanced Core

Modified

Curriculum 100 6.0 5.0 4.0

99 5.9 4.9 3.9

98 5.8 4.8 3.8

97 5.7 4.7 3.7

96 5.6 4.6 3.6

95 5.5 4.5 3.5

94 5.4 4.4 3.4

93 5.3 4.3 3.3

92 5.2 4.2 3.2

91 5.1 4.1 3.1

90 5.0 4.0 3.0

89 4.9 3.9 2.9

88 4.8 3.8 2.8

87 4.7 3.7 2.7

86 4.6 3.6 2.6

85 4.5 3.5 2.5

84 4.4 3.4 2.4

83 4.3 3.3 2.3

82 4.2 3.2 2.2

81 4.1 3.1 2.1

80 4.0 3.0 2.0

79 3.9 2.9 1.9

78 3.8 2.8 1.8

77 3.7 2.7 1.7

76 3.6 2.6 1.6

75 3.5 2.5 1.5

74 3.4 2.4 1.4

73 3.3 2.3 1.3

72 3.2 2.2 1.2

Semester

Grade Advanced Core

Modified

Curriculum 71 3.1 2.1 1.1

70 3.0 2.0 1.0

Below 70 0 0 0

Local courses are not included in weighted GPA

and class rank calculations.

WGPA for Class Rank Calculation Example: Course Semester Average WGPA

Calculation

Pre-AP English I Sem. 1 92 5.2 Sem. 2 96 5.6

Pre-AP Biology Sem. 1 86 4.6

Sem. 2 95 5.5 Pre-AP World Geo. Sem. 1 95 5.5

Sem. 2 89 4.9

Geometry Sem. 1 88 3.8 Sem. 2 94 4.4

PE (substitute) Sem. 1 P

Art I Sem. 2 95 Dig. & Inter. Media Sem. 1 92

Sem. 2 89

Band Sem. 1 99 Sem. 2 100

Total WGPA Points – 39.5 WGPA .5 Credits - 8

WGPA = Total Points 39.5/8 = 4.9375

GPA = 91.9

GPA is the straight average of semester grades in eligible courses.

22

Advanced Courses Advanced courses receive an additional grade point for calculation of a student’s GPA. See Appendix A for a listing of advanced

courses.

Academic Achievement Class Ranking

Class Rank

High school rank for students seeking automatic admission to a general teaching institution on the basis of their class rank is

determined and reported as follows:

1. Class rank shall be based on the end of the eleventh grade, middle of the twelfth grade, or at high school graduation, whichever is

most recent at the application deadline.

2. The top ten percent of a high school class shall not contain more than ten percent of the total class size.

3. The student's rank shall be reported by the applicant's high school or school district as a specific number out of a specific number

total class size.

Class rank shall be determined by the Texas school or school district from which the student graduated or is expected to graduate. 19

TAC 5.5(d) A class rank is computed for students each semester beginning in the ninth grade; however, class ranking for college

admission purposes, weighted academic class ranking, shall be based on the end of eleventh grade, middle of twelfth grade, or at high

school graduation, whichever is most recent at the application deadline. The final calculation for rank in class will be made at the end

of the year using final semester grades.

Transfer Student Grades

All incoming students' GPAs shall be converted to the system used by the District to determine the GPA and rank in class.

Early Graduates and Beyond 4-Year Continuers A student's rank in class shall be determined within the graduating class of the school year in which the student completes all

requirements for a diploma, regardless of the number of years the student is enrolled in high school.

Valedictorian and Salutatorian

The valedictorian and salutatorian shall be selected at the end of the second semester of the senior year. The valedictorian and the

salutatorian shall be the two graduating seniors with the highest rank in class (weighted grade point average). To be eligible, a student

shall have been enrolled in the District for the entire last four semesters prior to graduation and shall have accrued at least 24 units of

State-approved or equivalent credit from a public school.

Both the failing grade and the passing grade in courses subsequently retaken and passed, including credit by examination, shall be

considered. Students suspended from school, assigned to a DAEP, or expelled from school at the time of graduation may be

designated the class valedictorian or salutatorian, but shall not be permitted to participate in the graduation activity resulting in

forfeiture of the privilege of giving a speech at the graduation ceremony. To qualify for valedictorian or salutatorian, the student must

graduate in no more than, or fewer than, four years.

Breaking a Tie for Valedictorian/Salutatorian

In case of a tie the following method shall be used to determine who shall be recognized as valedictorian or salutatorian:

1. Compute the weighted grade point average to the maximum number of decimal places in the District computer system to break

the tie.

2. If a tie still occurs, the student with the most AP courses shall be considered valedictorian or salutatorian.

If a tie still occurs, the student with the highest numerical weighted grade averages of all Advanced Placement courses taken shall be

valedictorian or salutatorian.

Top Ten Percent of a Graduating Class

All students whose rank in class make up the top ten percent of the graduating class and qualify for automatic admission under

Education Code 51.803 shall be recognized. Eligibility standards required for the local procedure for determining valedictorian and

salutatorian shall not apply to the procedure for determining top ten percent.

Breaking Ties for Top Ten Percent

In case of a tie for the top ten percent, the method for breaking a tie for valedictorian or salutation shall apply.

Honors to be Earned

The district recognizes the valedictorian, salutatorian, top ten percent, National Honor Society students, Texas scholars and candidates

for the Distinguished Achievement Graduation Program.

23

REQUIRED STATE ASSESSMENTS FOR GRADUATION

STUDENTS FIRST ENTERING 9TH GRADE DURING 2010-2011 OR EARLIER

TAKS (Texas Assessment of Knowledge and Skills) Exit-Level Exam Requirement for Graduation: Texas state law has mandated that

all non-exempt students must pass the exit-level test in order to receive a diploma. The exit-level TAKS contains tests of English

Language Arts, Mathematics, Science, and Social Studies and is administered each spring to all students in Grade 11. If a student does

not pass any subject area(s) of the test, that portion of the test may be retaken each time the TAKS is administered on designated days

during the fall, spring, and summer. After a student passes all sections of the test and meets all other graduation requirements, a

diploma will be awarded

STUDENTS FIRST ENTERING 9TH GRADE DURING 2011-2012 OR LATER STAAR (State of Texas Assessments of Academic Readiness) End-of-Course (EOC) Requirements for Graduation:

In 2007 Senate Bill 1031 was enacted, which called for development of end-of-course assessment instruments. These EOC

assessments became part of the graduation requirements beginning with the freshman class of 2011-2012. The tests a student is

required to take and the required scores are determined by the State.

Each EOC exam will have a designated satisfactory performance score. If the student does not meet the score requirement, the student

will be required to retake the test. Students not passing the EOC may retest during scheduled testing administrations.

GENERAL INFORMATION I. Grade Level Classifications

For the purpose of classifying students:

Freshman: A student promoted/assigned to the 9th grade.

Sophomore: A student must have completed 6 credits.

Junior: A student must have completed 12 credits.

Senior: A student must have completed 18 credits.

This classification is based on the number of credits actually completed by the beginning of the school year. Credits earned through

summer school, credit-by-exam, or correspondence should be on file in the registrar’s office by the first day of school for

classification purposes. A correspondence course is not considered completed until the final grade is recorded in the registrar’s office.

Please consult the campus principal for further clarification regarding extracurricular eligibility requirements.

Students are not reclassified during the school year except for:

Students who have fallen behind their graduation cohort and who have earned the minimum number of credits required for a

higher classification will be reclassified at the end of the first semester.

Students who plan to graduate at the end of their junior year who have submitted an early graduation plan to their counselor will

be reclassified as seniors at the end of the first semester if minimum credit requirements have been met.

II. Schedule Changes

Requests for schedule changes for the upcoming school year can be made from pre-registration through last day of the current school

year. Schedule change requests over summer break may be made by phone or email to the student’s counselor/academic advisor or in

person during the formal schedule change request period in August prior to the beginning of school. Dates and times for formal

schedule changes in August will be posted on the GISD website under the heading Registration Schedule Information.

Requests for schedule changes will be considered up to the first ten school days of each semester. Schedule changes requested after

the first ten school days of the school semester may constitute a loss in credit for the semester per the 90% attendance laws. Any

schedule change requests made after the first ten days of the semester due to an extenuating circumstance must be approved by the

24

student’s grade level principal before any changes can be made. After the first 10 days of school, students who choose to transfer

from a Pre-AP or AP course to a regular course can submit a request after the 4th

week of the semester. All changes will be completed

by the end of the 1st grading period. After this deadline, no schedule changes will be made until the end of the semester.

When a student transfers from a Pre-AP, and/or AP course to a core academic course or from a core academic course to an advanced

course, the grades earned in the original class will be transferred as earned without alteration.

Student schedules will not be changed to select different teachers, lunch periods, or a previously selected elective, or for other

preferential reasons. Schedule corrections will be considered only if a student fails to satisfy prerequisites, the school has made an

error, a scheduling conflict exists, a student successfully completes summer school, credit-by-exam or correspondence courses, or due

to other extenuating circumstances. Since parents are involved in the initial selection of courses, requests for changes in schedules

should be signed by the parents. All schedule changes must be approved by the principal or designee.

III. Semester System

The school year is divided into two semesters with two nine-week reporting periods in each semester. The semester grade average is

determined by the two nine-week averages and the semester final exam. For courses that are two semesters in duration, the two

semester grades will be averaged to determine total credit for the course. A passing grade for one semester may bring up a failing

grade in the other semester if the yearly average is 70 or higher. Students earn .5 credit per period per semester for coursework toward

graduation requirements if they: 1) have earned a 70 or higher average and 2) have been in attendance at least 90% of the days the

class is offered. The student handbook outlines alternative ways for students to make up work or regain credit lost because of

absences.

IV. Suspension from Extracurricular Activities

A student shall be suspended from participation in any extracurricular activities sponsored or sanctioned by the district or the UIL

after a grade eligibility period in which the student received a failing grade (lower than 70) in any class.

A student who received a grade lower than 70 in a class identified as advanced by board policy may be eligible to participate in an

extracurricular activity. See GISD board policy for eligibility requirements.

COLLEGE INFORMATION

Automatic Admissions Top Ten Percent

HB 3826 requires that students in the top ten percent of their high school graduating class are eligible for automatic admission to

public institutions of higher education in Texas only if they have completed the Recommended or Distinguished Achievement

Program and complete the college application requirements. (University of Texas at Austin may have a percentage for automatic

admission that will change from year to year.)

Occasionally, changes occur in course requirements due to action by the Texas Legislature and/or the Texas State Board of Education.

The counselors will communicate to students any changes in requirements that could impact graduation requirements. Otherwise,

students will graduate with the course requirements in place when entering the ninth grade.

College Entrance Exams PSAT, SAT, and ACT

In addition to taking rigorous courses in high school, students should prepare themselves for college entrance exams. College entrance

exams include the College Board’s SAT and the ACT. The SAT assesses verbal and mathematical reasoning skills students have

developed over time and skills they need to be successful in college. Preparation for the SAT begins with the PSAT, or Preliminary

SAT. By taking the PSAT in both 10th

and 11th

grades, students have two opportunities to practice for the SAT. Students may receive

information from potential colleges through the Student Search Service. They may also recognize potential in AP courses through

analysis of their PSAT scores. In addition, the PSAT score on the test taken during the junior year is used for qualification for the

National Merit Scholarship Competition. Both the PSAT and the SAT measure verbal reasoning skills, critical reading skills and math

problem-solving skills. Students receive feedback on their PSAT results that can help them identify strengths and weaknesses in

preparing for the SAT. Information about the PSAT and the SAT can be found at www.collegeboard.com.

Another college entrance exam, the ACT, assesses high school students’ general educational development and their ability to complete

college-level work. The multiple-choice tests cover four skill areas: English, mathematics, reading, and science. Writing is not a

component of the general ACT exam. There is an optional writing test that measures skill in planning and writing a short essay. More

information about ACT can be found at www.act.org. GISD provides students with the opportunity to take the PSAT each October.

SAT and ACT are offered on various dates and locations throughout the year. GHS and EVHS are not ACT or SAT test sites. For

more information on PSAT, SAT and ACT contact the school counselor.

http://www.collegeboard.com/

http://www.act.org/

25

College Connection

College Connection is a partnership between Austin Community College and GISD that promotes college access and success. College

Connection increases the number of GISD graduates entering college by taking seniors through the college application and enrollment

process at ACC. The college application process can be intimidating for students. The goal is to remove the “mystery” of how college

entrance works. Students will be given the opportunity to participate in events that include assistance with the ACC

admission application, financial aid, ASSET/COMPASS placement testing, tours of ACC campuses, orientation and

advising. Graduating seniors will receive a lifetime letter of acceptance to ACC as part of their graduation portfolio

packet. Students who complete the College Connection program are not required to attend ACC, but will graduate from GHS, EVHS

or Richarte High School with acceptance to ACC.

CLEP Exams

College Board CLEP Exams offered at individual college campuses and/or SAT II subject exams offered to students while they are

still in high school provide students an opportunity to demonstrate college-level knowledge and earn college credit or advanced

placement by examination. Students demonstrate knowledge by taking College Board CLEP exams (academic courses) or college or

university departmental exams (academic and technical courses). Check with the college of your choice for specific information.

26

GRADUATION GRADE LEVEL PLANNING

GRADE LEVEL INFORMATION

FRESHMAN: Students in the ninth grade will take English I, Algebra I or Geometry (for those students who earned

Algebra I credit in middle school), Biology, and World Geography. Other courses include: Health, PE, a fine arts course,

a foreign language course or a Career & Technical Education course.

SOPHOMORE: Tenth grade requirements include English II, World History, Geometry or Algebra II, and Biology or

Chemistry. Other requirements that need to be taken over the next two years include PE, a fine arts course, and a foreign

language course if these are not yet completed. Select electives with the goal of completing a Program of Study. Make

note of the prerequisites of courses that you may want to take as an eleventh grader to ensure that these are being met.

JUNIOR: Eleventh grade students should carefully check required courses for the Recommended High School

Graduation Program and make sure the proper courses have been selected. Courses include English III, U. S. History,

and the third math and Chemistry or Physics. Numerous Advanced Placement and Dual Credit courses are available. All

selections should be made with an ultimate career goal or college major in mind.

State Testing Requirements: Students must meet state standards on all EOC-tested subjects.

Other Testing: PSAT in October; SAT/ACT in the Spring (recommended); AP Exams if coursework has been

completed

SENIOR: It is critical that each student, and his or her parent, review very carefully the requirements for graduation to

ensure the proper classes are selected to meet graduation requirements (see page 8 of course catalog). Courses include

English IV, Government, Economics, and the fourth math and science if not previously completed. The counselor will

work diligently with you to select the proper classes, but remember that your graduation is ultimately your responsibility.

Opportunities to retake classes previously failed will inhibit your options to take elective courses. By your senior year,

you should have plans for after graduation, so be sure your course selections adequately prepare you for your future

plans.

College: Choose 3-5 schools: one dream school that may seem like a stretch, one sure thing, and several choices in

between. Make sure you meet the admissions requirements and are registered for the proper entrance exams. Apply early.

Do not wait until just before the deadline or you may be too late.

Technical School: Check with several different schools to make sure they have the kind of training you are looking for.

Compare their job placement rates and financial aid opportunities to determine which school is your best choice.

Military: Talk to recruiters from several branches of the services. See which one offers you the best opportunities. Make

an appointment to take the ASVAB, and keep in touch with the recruiter of the branch you select.

Work: Make sure you have adequate job skills for a career with a future, not just a temporary job. See if the benefits plan

offers incentives for further education within the field.

Testing: Exit-Level TAKS - All or any parts if not yet passed at 11th grade; SAT/ACT in the fall (recommended); AP

Exams if coursework has been completed; ASSET/COMPASS Exam through ACC College Connection (if

desired or needed)

Remember… All graduation requirements, including passing all parts of TAKS or meeting minimum and cumulative score requirements on

EOC, must be met before you can receive your diploma. If you have earned all required graduation credits, but not passed all sections of

TAKS or met cumulative score requirements on EOC, you may receive a certificate of credit completion, but will not receive your high

school diploma.

9th

11th

10th

12th

27

GEORGETOWN ISD 4-YEAR GRADUATION PLANNING DOCUMENT

Name: Date:

Career Programs of Study: ___________________

9th

Grade 10th

Grade Summer 11th

Grade Summer 12th

Grade

ENGLISH I ENGLISH II ENGLISH III ENGLISH IV

MATH MATH MATH MATH

SCIENCE SCIENCE SCIENCE SCIENCE

WORLD

GEOGRAPHY WORLD HISTORY U.S. HISTORY

GOVERNMENT/

ECONOMICS

See current plan on Career Cruising: www.careercruising.com

Contact the campus counselor/academic advisor for additional assistance.

Contact Richarte High School for RHS Intake Requirements.

http://www.careercruising.com/

28

HIGH SCHOOL COURSE DESCRIPTIONS

CAPSTONE RESEARCH IN ENGLISH, SCIENCE, OR SOCIAL STUDIES (Weighted)

Credit: See below

Grade Placement: 9-12

Prerequisite(s): Identified Gifted and Talented

INDEPENDENT STUDY IN ENGLISH (.5-1 Credit)

INDEPENDENT STUDY IN SPEECH (.5-1 Credit)

INDEPENDENT STUDY IN JOURNALISM (.5-1 Credit)

INDEPENDENT STUDY OF SCIENTIFIC RESEARCH AND DESIGN (1-3 Credits)

SOCIAL STUDIES RESEARCH METHODS (.5-2 Credits)

SOCIAL STUDIES ADVANCED STUDIES (.5-2 Credits)

ECONOMICS ADVANCED STUDIES (.5-1 Credit)

These independent study courses are designed for gifted and talented students in grades 9-12 and will greatly enhance the

opportunities for the production of advanced academic products through guided, multidisciplinary research. These courses are based

on the TEA performance standards for gifted and talented students that were enacted by Rider 69 in 1999 in the Texas legislature. A

project that consists of the long-term development of a question or idea that is significant to professionals in the academic area of

interest will be the focal point of these courses. Sophisticated research methods and technology appropriate to the field of study will be

used. The project must demonstrate creative mastery of content through a final product of professional quality. The final product,

which is scored by judges, may be a written product, public performance and/or presentation. Students who successfully complete

a project will earn independent study credit in the chosen discipline. Each course may be repeated with different course content for up

to the maximum number of credits specified above.

INDEPENDENT STUDY IN MATHEMATICS (Weighted)

Credit: .5-3


Prerequisite(s): Identified Gifted/Talented, Algebra II, Geometry, and concurrent enrollment or credit in Pre-Calculus

This course is rigorous, fast-paced and designed to challenge the mathematically gifted student. This course will extend mathematical

understanding beyond the Algebra II level in a specific area or areas of mathematics, such as theory of equations, number theory, non-

Euclidian geometry, discrete mathematics, advanced survey of mathematics, or history of mathematics. This course will provide

students opportunities to pursue interest in mathematical topics via independent research, directed learning, preparation for and

participation in challenging mathematics competitions, and/or mentoring by a mathematics professional. Students may repeat this

course with different course content for up to 3 credits.

INDEPENDENT STUDY IN TECHNOLOGY APPLICATIONS

Credit: 1


Prerequisite(s): Minimum of 2 high school information technology courses

Students gain advanced knowledge and skills in the application, design, production, implementation, maintenance, evaluation, and

assessment of products, services, and systems. Knowledge and skills in the proper use of analytical skills and application of

information technology concepts and standards are essential to prepare students for success in a technology-driven society. Critical

thinking, information technology experience, and product development may be conducted in a classroom setting with an industry

mentor, as an unpaid internship, or as career preparation.

INDEPENDENT STUDIES

29

LANGUAGE ARTS

ENGLISH I

Credit: 1

Grade Placement: 9

Prerequisite(s): None

The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands:

Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a

variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are

expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and

Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups;

and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in

speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to

standards for their grade. In English I, students will engage in activities that build on their prior knowledge and skills in order to

strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

PRE-AP ENGLISH I (Weighted)

Credit: 1

Grade Placement: 9

Prerequisite(s): Required Summer Reading, See Pre AP/AP Guidelines

Pre-AP English I follows the basic English I curriculum. This course prepares students for the college level Advanced Placement

program by emphasizing the higher level critical thinking skills of analysis, evaluation and synthesis. The assignments for reading and

writing increase in length and complexity; and products that demonstrate learning may include advanced vocabulary study, research

projects, in and out of class reading, and challenging classroom discussions

REQUIRED SUMMER READING:

Pre-AP and AP English classes will assess comprehension during the first three weeks of school through an objective exam and a

written essay.

ENGLISH II

Credit: 1

Grade Placement: 10

Prerequisite(s): English I








standards for their grade. In English II, students will engage in activities that build on their prior knowledge and skills in order to


PRE-AP ENGLISH II (Weighted)

Credit: 1

Grade Placement: 10

Prerequisite(s): English I, Required Summer Reading, See Pre-AP/AP Guidelines.

The Pre-AP English II course is designed to further develop, and refine the strands of English language arts instruction which consists

of the development of vocabulary including inferring word meanings; reading comprehension; writing a variety of written texts

including expository essays and persuasive papers that mention counter-arguments; research; listening and speaking; and oral and

written conventions of the English language. This course prepares students for the college level Advanced Placement program by

emphasizing the higher level critical thinking skills of analysis, evaluation and synthesis through a focus on literary analysis.

REQUIRED SUMMER READING: Pre-AP and AP English classes will assess comprehension during the first three weeks of

school through an objective exam and a written essay.

30

ENGLISH III

Credit: 1

Grade Placement: 11

Prerequisite(s): English II








standards for their grade. In English III, students will engage in activities that build on their prior knowledge and skills in order to


AP ENGLISH III (Weighted)

Credit: 1

Grade Placement: 11

Prerequisite(s): English II, Required Summer Reading See Pre-AP/AP Guidelines.

This course will emphasize a study of texts and writing tasks that will train students to become skilled readers of American prose

written in a variety of periods. Students will also acquire some knowledge of the evolution of English prose style since the Puritan

period in U.S. history. Accelerated vocabulary study is emphasized. This is a college level course with an AP/College Board approved

curriculum. The Advanced Placement English Examination in language and composition is offered in May of each year.



ENGLISH IV

Credit: 1

Grade Placement: 12

Prerequisite(s): English III








standards for their grade. In English IV, students will engage in activities that build on their prior knowledge and skills in order to


AP ENGLISH IV (Weighted)

Credit: 1

Grade Placement: 12

Prerequisite(s): English III, Required Summer Reading See Pre-AP/AP Guidelines

This course engages the careful reading of literary works so as to sharpen awareness of language and understanding of the writer’s

craft. Standards for the independent appreciation of literary works are developed, and these increase the sensitivity to literature as a

shared experience. Style, subject, audience, effective use of language, and the organization of ideas are all parts of the writing

instruction. This is a college level course with an AP/College Board approved curriculum. The Advanced Placement English

Examination in literature and composition is offered in May of each year.



31

BUSINESS ENGLISH Credit: 1

Grade Placement: 12

Prerequisite(s): English III, Touch Systems Data Entry, and Approved Minimum Graduation Plan

Students recognize, evaluate, and prepare for a rapidly evolving global business environment that requires flexibility and adaptability.

Students apply technical skills to address business applications of emerging technologies. Students enhance reading, writing,

computing, communication, and reasoning skills and apply them to the business environment. Students are expected to plan, draft, and

complete written compositions on a regular basis. Students edit their papers for clarity, engaging language, and the correct use of the

conventions and mechanics of written English and produce final, error-free drafts for business reproduction.

CREATIVE WRITING

Credit: .5



The study of creative writing allows high school students to earn one-half to one credit while developing versatility as a writer.

Creative Writing, a rigorous composition course, asks high school students to demonstrate their skill in such forms of writing as

fictional writing, short stories, poetry, and drama. All students are expected to demonstrate an understanding of the recursive nature of

the writing process, effectively applying the conventions of usage and the mechanics of written English. The students' evaluation of

their own writing as well as the writing of others ensures that students completing this course are able to analyze and discuss published

and unpublished pieces of writing, develop peer and self-assessments for effective writing, and set their own goals as writers.

PRACTICAL WRITING I

Credit: .5 - 1


Prerequisite(s): Suggested for all 10-12 students who did not pass the ELA writing portion of the STAAR/TAKS

This course is designed for 10-12 students who did not pass the writing portion of the STAAR/TAKS test. The recursive nature of the

writing process will be developed so that the skills of generating ideas for writing, revising and editing written drafts, and polishing

writing for publication are clearly understood.

ENGLISH (G, GM) I, II, III, IV (English Inclusion I-IV)

Credit: 1-4


Prerequisite(s): ARD Committee Placement

Based on the Texas Essential Knowledge and Skills English courses, these courses are designed to meet the individual learning needs

of students. Students develop their writing skills by creating compositions through the use of the writing process. Students advance

their reading abilities and acquire literary terminology through the study of literary genres. Students expand their vocabularies, learn

Standard English grammar, and analyze the components and structure of well – formed sentences and paragraphs, with emphasis

placed on the development of skills required for successful performance on standardized tests.

ENGLISH I (M) (Basic English I)

Credit: 1

Grade Placement: 9


This course, based on the Texas Essential Knowledge and Skills (TEKS) of the general education English I course, is modified to

meet the individual learning requirements of students. It focuses on integrated language arts study in language, writing, oral and

written conventions, reading, research, listening and speaking. English I M includes using strategies in critical thinking to increase

language skills.

ENGLISH II (M) (Basic English II)

Credit: 1

Grade Placement: 10


This course, based on the Texas Essential Knowledge and Skills of the general education English II course, is modified to meet the

individual learning requirements of students. Students will continue to increase and refine their communication skills; plan, draft and

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complete written compositions with different aims and modes; and read extensively in multiple genres from world literature translated

to English from various cultures.

ENGLISH III (M) (Basic English III)

Credit: 1

Grade Placement: 11


This course, based on the Texas Essential Knowledge and Skills of the general education English III course, is modified to meet the

individual learning requirements of students. The course focuses on integrated language arts study in language/writing, oral and

written conventions, reading, research, listening and speaking. Students will present and critique oral communications and multimedia

products

ENGLISH IV (M) (Basic English IV)

Credit: 1

Grade Placement: 12


This course, based on the knowledge and skills of the general education English IV course, is modified in order to meet the needs of

each student. The course focuses on integrated language arts study and involves the reading of a wide variety of British and other

world literature. English IV M includes the continuing development of study skills, strategies and the use of critical thinking skills.

ENGLISH (T); (Skills T) I, II, III, IV

Credit: 1-4



These courses will provide opportunities to participate in the English curriculum that has been adapted in scope, complexity,

materials, methods of presentation and response styles appropriate to individual student needs. The scope of these courses and TEKS

mastered is determined by the student’s individual education plan (IEP). These courses meet the state graduation requirements for

English

ENGLISH (T); (Skills T ) V, VI, VII

Credit: 1-3

Grade Placement: 12+


These courses assist students in developing skills in the areas of expressive, receptive, written, and/or symbolic representations of

language. Attention is given to communicate effectively within the range of the student’s abilities (directly or through assistive

devices). Communication is examined in regard to social appropriateness, environmental cues and prompts, understanding

generalizations in real-life context, and the responsibilities of independent living skills that relate directly to employment. Students

will explore job-related language. The scope of these courses and TEKS mastered are determined by the student’s individual

education plan (IEP)responsibilities of independent living skills that relate directly to employment. Students will explore job-related

language. The scope of these courses and TEKS mastered are determined by the student’s individual education plan (IEP).

ESOL I

Credit: 1


Prerequisite(s): LPAC Placement. Composite score of Beginner or Intermediate on TELPAS or is in the first year of US schooling

This course teaches all the TEKS for English I and ESOL while providing linguistically accommodated instruction to assist students in

mastering the objectives. Emphasis is placed on developing the acquisition of English through listening, speaking, reading and

writing. This course is designed for students at the beginner or intermediate proficiency levels. This course meets the state graduation

requirement for English I.

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ESOL II

Credit: 1


Prerequisite(s): LPAC Placement. Composite score of Beginner or Intermediate on TELPAS or is in the first year of US schooling

This course teaches all the TEKS for English II and ESOL while providing linguistically accommodated instruction to assist students

in mastering the objectives. Emphasis is placed on developing the acquisition of English through language/writing, oral and written

conventions, reading, research, listening and speaking. This course is designed for students at the beginning or intermediate

proficiency levels. This course meets the state graduation requirement for English II.

ENGLISH FOR NEWCOMERS

Credit: 1-2


Prerequisite(s): LPAC Placement. Composite score of Beginner or intermediate on TELPAS or is in the first year of US schooling

This course teaches all the TEKS for English I and ESOL while providing linguistically accommodated instruction to assist students in

mastering the objectives. Emphasis is placed on the initial acquisition of English through listening, speaking, reading and writing. This

course is designed for new immigrants who have little or no English language proficiency. This course meets the state requirement for

English I.

READING

COLLEGE READINESS and STUDY SKILLS Credit: .5



High school students that require or request additional honing of the study skills, especially as the students prepare for the demands of

college, may enroll in the one semester course College Readiness and Study Skills. In this course, students acquire techniques for

learning from texts, including studying word meanings, identifying and relating key ideas, drawing and supporting inferences, and

reviewing study strategies. In all cases, interpretations and understandings will be presented through varying forms, including through

use of available technology. Students accomplish many of the objectives through wide reading as well as use of content texts in

preparation for post-secondary schooling.

READING I Credit: 1

Grade Placement: 9

Prerequisite(s): Required for all students who did not pass the first administration of the 8th

grade Reading STAAR or students

without reading proficiency.

Reading I, II, III offers students reading instruction to successfully navigate academic demands as well as attain life-long literacy

skills. Specific instruction in word recognition, vocabulary, comprehension strategies, and fluency provides students an opportunity to

read with competence, confidence, and understanding. Students learn how traditional and electronic texts are organized and how

authors choose language for effect. All of these strategies are applied in instructional-level and independent-level texts that cross the

content areas.

READING II, III Credit: 1 - 3


Prerequisite(s): Previous level required for all students who did not pass the 8th

-11th

grade Reading/ELA STAAR/TAKS and/or for

students without reading proficiency.

Reading I, II, III offers students reading instruction to successfully navigate academic demands as well as attain life-long literacy

skills. Specific instruction in word recognition, vocabulary, comprehension strategies, and fluency provides students an opportunity to

read with competence, confidence, and understanding. Students learn how traditional and electronic texts are organized and how

authors choose language for effect. All of these strategies are applied in instructional-level and independent-level texts that cross the

content areas.

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BASIC LANGUAGE SKILLS Credit: 1-3


Prerequisite(s): Placement by SAIL committee

This course is a multi-sensory approach to learning basic language skills of reading, writing, and spelling for students who have been

assessed by a GISD Reading specialist and placed in the “Basic Language Skills” program by a SAIL committee. The goal of this

course is for the students to acquire the skills necessary to be on grade level in reading, writing, and spelling.

READING I, II, III FOR SPEAKERS OF OTHER LANGUAGES (ESOL READING) Credit: .5-3


Prerequisite(s): Identified as ELL /LEP student

These courses offer students reading instruction to successfully navigate academic demands as well as attain life-long literacy skills.

These courses build on the foundation of English I by developing further reading comprehension strategies that will prepare the

learner for mastering the TAKS EXIT Level reading test. Vocabulary and writing skills are further enhanced by using the student’s

background first language to access information and to further develop critical reading skills. Using a multi-sensory approach and a

strong emphasis on visualization of new concepts, learners in this class will utilize these methods in all their subject areas. Educational

technology may be utilized with computer-assisted instruction such as CEI and/or Rosetta Stone.

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Mathematics Graduation Requirements

MATHEMATICS ALGEBRA I

Credit: 1

Grade Placement: 9


This course is the foundation concepts for high school mathematics. As presented in Grades K-8, the basic understandings of number,

operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry; measurement; and probability and

statistics are essential foundations for all work in high school mathematics. Students will continue to build on this foundation as they

expand their understanding through other mathematical experiences. Symbolic reasoning plays a critical role in algebra; symbols

provide powerful ways to represent mathematical situations and to express generalizations. Students use symbols in a variety of ways

to study relationships among quantities. A function is a fundamental mathematical concept; it expresses a special kind of relationship

between two quantities. Students use functions to determine one quantity from another, to represent and model problem situations, and

to analyze and interpret relationships. Equations and inequalities arise as a way of asking and answering questions involving

functional relationships. Students work in many situations to set up equations and inequalities and use a variety of methods to solve

them. Techniques for working with functions and equations are essential in understanding underlying relationships. Students use a

variety of representations (concrete, pictorial, numerical, symbolic, graphical, and verbal), tools, and technology (including, but not

limited to, calculators with graphing capabilities, data collection devices, and computers) to model mathematical situations to solve

meaningful problems. Many processes underlie all content areas in mathematics. As they do mathematics, students continually use

problem-solving, language and communication, and reasoning (justification and proof) to make connections within and outside

mathematics. Students also use multiple representations, technology, applications and modeling, and numerical fluency in problem-

solving contexts.

ALGEBRA I DOUBLE BLOCKED

Credit: 2: (1 State Algebra I credit; 1 Local algebra Lab)

Grade Placement: 9

Prerequisite(s): Failure of the first administration of the 8th

grade Mathematics STAAR or placement on counselor recommendation

This course is the foundation concepts for high school mathematics. As presented in Grades K-8, the basic understandings of number,

operation, and quantitative reasoning; patterns, relationships, and algebraic thinking; geometry; measurement; and probability and

statistics are essential foundations for all work in high school mathematics. Students will continue to build on this foundation as they

expand their understanding through other mathematical experiences. Symbolic reasoning plays a critical role in algebra; symbols

provide powerful ways to represent mathematical situations and to express generalizations. Students use symbols in a variety of ways

to study relationships among quantities. A function is a fundamental mathematical concept; it expresses a special kind of relationship

between two quantities. Students use functions to determine one quantity from another, to represent and model problem situations, and

to analyze and interpret relationships. Equations and inequalities arise as a way of asking and answering questions involving

functional relationships. Students work in many situations to set up equations and inequalities and use a variety of methods to solve

them. Techniques for working with functions and equations are essential in understanding underlying relationships. Students use a

variety of representations (concrete, pictorial, numerical, symbolic, graphical, and verbal), tools, and technology (including, but not

limited to, calculators with graphing capabilities, data collection devices, and computers) to model mathematical situations to solve

meaningful problems. Many processes underlie all content areas in mathematics. As they do mathematics, students continually use

problem-solving, language and communication, and reasoning (justification and proof) to make connections within and outside

mathematics. Students also use multiple representations, technology, applications and modeling, and numerical fluency in problem-

solving contexts.

PRE-AP ALGEBRA I (Weighted)

Credit: 1

Grade Placement: 9

Prerequisite(s): See Pre-AP/AP Guidelines

This course is a rigorous and fast-paced course designed to prepare students for the challenges of the Advanced Placement program.

This course covers the regular Algebra I curriculum in greater depth. Non-graphing scientific calculator recommended for home use.

36

GEOMETRY

Credit: 1


Prerequisite(s): Algebra 1

As presented in Grades K-8, the basic understandings of number, operation, and quantitative reasoning; patterns, relationships, and

algebraic thinking; geometry; measurement; and probability and statistics are essential foundations for all work in high school

mathematics. Students continue to build on this foundation as they expand their understanding through other mathematical

experiences. Spatial reasoning plays a critical role in geometry; geometric figures provide powerful ways to represent mathematical

situations and to express generalizations about space and spatial relationships. Students use geometric thinking to understand

mathematical concepts and the relationships among them. Geometry consists of the study of geometric figures of zero, one, two, and

three dimensions and the relationships among them. Students study properties and relationships having to do with size, shape,

location, direction, and orientation of these figures. Geometry can be used to model and represent many mathematical and real-world

situations. Students perceive the connection between geometry and the real and mathematical worlds and use geometric ideas,

relationships, and properties to solve problems. Techniques for working with spatial figures and their properties are essential in

understanding underlying relationships. Students use a variety of representations (concrete, pictorial, numerical, symbolic, graphical,

and verbal), tools, and technology (including, but not limited to, calculators with graphing capabilities, data collection devices, and

computers) to solve meaningful problems by representing and transforming figures and analyzing relationships. Many processes

underlie all content areas in mathematics. As they do mathematics, students continually use problem-solving, language and

communication, connections within and outside mathematics, and reasoning (justification and proof). Students also use multiple

representations, technology, applications and modeling, and numerical fluency in problem solving contexts.

PRE-AP GEOMETRY (Weighted)

Credit: 1


Prerequisite(s): Algebra I or PAP Algebra I, See Pre-AP/AP Guidelines


This course covers the regular Geometry curriculum in greater depth. Proficiency in Algebra I is essential. Non-graphing scientific

calculator recommended for home use.

MATHEMATICAL MODELS WITH APPLICATIONS

Credit: 1 Grade Placement: 10-12

Prerequisite(s): Algebra I - Required for students who do not pass the Math portion of the 10th grade TAKS test

In Mathematical Models with Applications, students continue to build on the K-8 and Algebra I foundations as they expand their

understanding through other mathematical experiences. Students use algebraic, graphical, and geometric reasoning to recognize

patterns and structure, to model information, and to solve problems from various disciplines. Students use mathematical methods to

model and solve real-life applied problems involving money, data, chance, patterns, music, design, and science. Students use

mathematical models from algebra, geometry, probability, and statistics and connections among these to solve problems from a wide

variety of advanced applications in both mathematical and nonmathematical situations. Students use a variety of representations

(concrete, pictorial, numerical, symbolic, graphical, and verbal), tools, and technology (including, but not limited to, calculators with

graphing capabilities, data collection devices, and computers) to link modeling techniques and purely mathematical concepts and to

solve applied problems. As students do mathematics, they continually use problem-solving, language and communication, connections

within and outside mathematics, and reasoning (justification and proof). Students also use multiple representations, technology,

applications and modeling, and numerical fluency in problem-solving contexts.

ALGEBRA II

Credit: 1


Prerequisite(s): Algebra I

As presented in Grades K-8, the basic understandings of number, operation, and quantitative reasoning; patterns, relationships, and

algebraic thinking; geometry; measurement; and probability and statistics are essential foundations for all work in high school

mathematics. Students continue to build on this foundation as they expand their understanding through other mathematical

experiences. Symbolic reasoning plays a critical role in algebra; symbols provide powerful ways to represent mathematical situations

and to express generalizations. Students study algebraic concepts and the relationships among them to better understand the structure

of algebra. The study of functions, equations, and their relationship is central to all of mathematics. Students perceive functions and

equations as means for analyzing and understanding a broad variety of relationships and as a useful tool for expressing

generalizations. Equations and functions are algebraic tools that can be used to represent geometric curves and figures; similarly,

37

geometric figures can illustrate algebraic relationships. Students perceive the connections between algebra and geometry and use the

tools of one to help solve problems in the other. Techniques for working with functions and equations are essential in understanding

underlying relationships. Students use a variety of representations (concrete, pictorial, numerical, symbolic, graphical, and verbal),

tools, and technology (including, but not limited to, calculators with graphing capabilities, data collection devices, and computers) to

model mathematical situations to solve meaningful problems. Many processes underlie all content areas in mathematics. As they do

mathematics, students continually use problem-solving, language and communication, and reasoning (justification and proof) to make

connections within and outside mathematics. Students also use multiple representations, technology, applications and modeling, and

numerical fluency in problem-solving contexts.

ALGEBRA II DOUBLE BLOCK

Credit: 1 State credit; 1 local credit (lab)


Prerequisite(s): Algebra I, required for students who have not passed the math portion of the STAAR test

This course is an extension of Algebra I. Areas of study include concepts and skills associated with the complex number system,

rational expressions, solving systems of quadratic equations, the properties of relations and functions, matrices and determinants,

conic sections, exponential and logarithmic functions and higher degree polynomials. Students will use a combined knowledge of

Algebra and Geometry to model and solve problems. The class will allow for slower pacing of the Algebra II concepts and allow time

for STAAR preparation. Students who are placed in this class or choose to take this class will attend class daily, receiving one math

credit and one local credit.

PRE-AP ALGEBRA II (Weighted)

Credit: 1


Prerequisite(s): Algebra I or PAP Algebra I, See Pre-AP/AP Guidelines


This course covers the regular Algebra II curriculum with greater depth and complexity. Areas of study include concepts and skills

associated with the complex number system, rational expressions, solving systems of quadratic equations, the properties of relations

and functions, matrices and determinants, conic sections, exponential and logarithmic functions and higher degree polynomials.

ADVANCED QUANTITATIVE REASONING

Credit: 1


Prerequisite(s): Algebra I, Algebra II, Geometry

In Advanced Quantitative Reasoning, students continue to build upon the K-8, Algebra I, Algebra II, and Geometry foundations as

they expand their understanding through further mathematical experiences. Advanced Quantitative Reasoning includes the analysis of

information using statistical methods and probability, modeling change and mathematical relationships, and spatial and geometric

modeling for mathematical reasoning. Students learn to become critical consumers of real-world quantitative data, knowledgeable

problem solvers who use logical reasoning and mathematical thinkers who can use their quantitative skills to solve authentic

problems. Students develop critical skills for success in college and careers, including investigation, research, collaboration, and both

written and oral communication of their work, as they solve problems in many types of applied situations. As students work with these

mathematical topics, they continually rely on mathematical processes, including problem-solving techniques, appropriate

mathematical language and communication skills, connections within and outside mathematics, and reasoning. Students also use

multiple representations, technology, applications and modeling, and numerical fluency in problem-solving contexts.

PRECALCULUS

Credit: .5-1


Prerequisite(s): Algebra II and Geometry

In Precalculus, students continue to build on the K-8, Algebra I, Algebra II, and Geometry foundations as they expand their

understanding through other mathematical experiences. Students use symbolic reasoning and analytical methods to represent

mathematical situations, to express generalizations, and to study mathematical concepts and the relationships among them. Students

use functions, equations, and limits as useful tools for expressing generalizations and as means for analyzing and understanding a

broad variety of mathematical relationships. Students also use functions as well as symbolic reasoning to represent and connect ideas

in geometry, probability, statistics, trigonometry, and calculus and to model physical situations. Students use a variety of

representations (concrete, pictorial, numerical, symbolic, graphical, and verbal), tools, and technology (including, but not limited to,

calculators with graphing capabilities, data collection devices, and computers) to model functions and equations and solve real-life

problems.

38

PRE-AP PRECALCULUS (Weighted)

Credit: 1




This course covers the regular Precalculus curriculum with greater depth and complexity. This course is designed to prepare the

student for AP Calculus.

INDEPENDENT STUDY IN MATHEMATICS: ESSENTIAL STATISTICS

Credit: 1

Grade Placement: 12

Prerequisite(s): Completed Algebra II

This is an introductory course in statistics to extend students’ mathematical understanding beyond the Algebra II level. This course is

designed to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Topics

include descriptive statistics, surveys and sampling, and inference testing. AP CALCULUS AB (Weighted)

Credit: 1


Prerequisite(s): Precalculus, See Pre-AP/AP Guidelines

This course is a full-year course designed to cover one semester of college level calculus. Content includes limits, derivatives,

integration and applications to special functions and other topics covered by the Advanced Placement Calculus AB Test. The intent of

this course is to prepare those interested in taking the AP Calculus AB exam.

AP CALCULUS BC (Weighted)

Credit: 1


Prerequisite(s): Precalculus, See Pre-AP/AP Guidelines

This course is a full-year course designed to cover two semesters of college level calculus. In addition to the topics covered by

Calculus AB, it will include parametric functions, vector functions, slope fields, Euler’s method, L’Hopital’s Rule, polynomial

approximations and series. The intent of this course is to prepare those interested in taking the Advanced Placement Calculus BC Test.

Calculus BC is fast-paced. There will be limited class time for reinforcement and it is recommended only for those identified by the

precalculus teachers.

AP STATISTICS (Weighted)

Credit: 1


Prerequisite(s): Algebra II, Geometry, See Pre-AP/AP Guidelines

This course is a college level first course in probabilities and statistics designed to teach the student the fundamentals of determining

and interpreting probabilities and statistics. Topics include methods of counting, computing probabilities, probability distributions,

frequency distributions, sampling, data gathering, various methods of statistical analysis, z-scores, hypothesis testing, experiment

design, and regression models. The intent of this course is to prepare those interested in taking the AP Statistics exam.

AP COMPUTER SCIENCE II (Weighted) Credit: 1


Prerequisite(s): Computer Science I and concurrent enrollment in Algebra II

Advanced Placement (AP) Computer Science is designed to prepare students for the AP Computer Science A exam. The programming

language used in this course is Java. Topics covered in this course include object-oriented programming, algorithmic analysis, and

advanced data structures. Students will develop programs individually and in teams. Note: This course satisfies the requirement for a

fourth credit of Mathematics for students graduating on the Recommended Plan who have already completed Algebra I, II, and

Geometry.

39

ALGEBRA 1 G, GM (Algebra I Inclusion)

Credit: 1

Grade Placement: 9


This course is the foundation of high school math, providing a transition from arithmetic to higher math. It is the study of the

interrelationship between variables and the methods for manipulating them. Topics of study include foundations for functions, linear

functions, and quadratic and non-linear functions. Students will use tools, technology and a variety of representations to model and

solve problems.

ALGEBRA I G, GM DOUBLE BLOCKED (Algebra I Inclusion Double Block)

Credit: 1 State; 1 Local

Grade Placement: 9


Based on the Texas Essential Knowledge and Skills (TEKS) Mathematics courses, Algebra I courses are designed to meet the

individual learning needs of students. Algebra 1 is the foundation of high school math providing a transition from arithmetic to higher

math Topics of study include foundations for functions, linear functions and quadratic and non-linear functions. Students will use

tools, technology, and a variety of representations to model and solve problems. Students will meet for this class every day.

GEOMETRY G, GM (Geometry Inclusion)

Credit: 1

Grade Placement: 10


Based on the Texas Essential Knowledge and Skills Mathematics courses, Geometry courses are designed to meet the individual

learning needs of students. Geometry consists of the study of geometric figures of zero, one, two and three dimensions. Students

study properties and relationships having to do with size, shape, location, direction and orientation of these figures. The connection

between algebra and geometry is made and the tools of both courses will be used to solve application problems.

MATH MODELS G, GM (Math Models Inclusion)

Credit: 1

Grade Placement 10-12


Based on the Texas Essential Knowledge and Skills Mathematics courses, Math Models courses are designed to meet the individual

learning needs of students. Mathematical Models with Applications may serve as a bridge between the sequence of Algebra

I/Geometry and Algebra II. In Mathematical Models with Applications, students build on the K-8 and Algebra I foundations. Students

will use mathematical models from algebra, geometry, probability, and statistics and connections among these to solve applied

problems involving money, data, chance, patterns, music, design and science. Class will also incorporate additional TAKS/STAAR

remediation.

ALGEBRA II (G, GM) DOUBLE BLOCK (ALGEBRA II INCLUSION DOUBLE BLOCK)

Credit: 1 State; 1 Local



Based on the Texas Essential Knowledge and Skills Mathematics courses, Algebra II Double Block courses are designed to meet the

individual learning needs of students. Areas of study include concepts and skills associated with the complex number system, rational

expressions, solving systems of quadratic equations, the properties of relations and functions, matrices and determinants, conic

sections, exponential and logarithmic functions, and higher degree polynomials. Students will use a combined knowledge of Algebra

and Geometry to model and solve problems.

ALGEBRA 1 (M) (Basic Math I)

Credit: 1

Grade Placement: 9


These courses provide a concrete foundation in basic algebraic concepts by reinforcing operations in the real number system. Students

learn algebraic and symbolic reasoning to study relationships among quantities, define relationships between functions and equations,

and to set up and solve problems. The language of mathematics is translated into basic equations and operations. Students will be

40

introduced to basic linear functions, quadratic, and other non-linear functions through use of concrete models, graphs, and tables. The

scope of this course and TEKS mastered are determined by the student’s individual education plan.

GEOMETRY (M) (Basic Math II)

Credit: 1


Prerequisite(s): Algebra 1, ARD Committee Placement

This course consists of the study of geometric figures of zero, one, two, and three dimensions. Students study properties and

relationships having to do with size, shape, location, direction, and orientation of these figures. Compass and straight edge

constructions are used to explore attributes of geometric figures and make conjectures about geometric relationships. The scope of this

course and TEKS are determined by the student’s individual education plan (IEP).

MATH MODELS (M) (Basic Math III)

Credit: 1


Prerequisite(s): Algebra 1, ARD Committee Placement

In Mathematical Models students build on the K-8 and Algebra I foundations. Students will use mathematical models from algebra,

geometry, probability, and statistics and connections among these to solve applied problems involving money, data, chance, patterns,

music, design and science. Class will also incorporate additional TAKS/STAAR remediation. The scope of this course and TEKS are

determined by the student’s individual education plan (IEP).

ALGEBRA 1(T, Skills T); Geometry (T, Skills T); Math Modeling (T, Skills T)

Credit: 1-3



These courses will provide opportunities to participate in instructional activities linked to the Math curriculum that has been adapted

in scope, complexity, materials, methods of presentation and response styles appropriate to individual student needs. Students will

receive instruction in the TEKS curriculum through prerequisite skills linked to the grade-level student expectations. The scope of

these courses and TEKS mastered is determined by the student’s individual education plan (IEP). These courses meet the state

graduation requirements for Math.

MATH (T, Skills T) IV, V, VI, VII

Credit: 1-4

Grade Placement: 12, 12+

Prerequisite(s): ARD Committee Approval Only

These courses are designed to reinforce math operations using a variety of practical, real-life situations in mathematics in daily living

exercises. Emphasis is on applying math in the use of money, personal financial situations and solving home and work problems. The

scope of these courses and TEKS mastered are determined by the student’s individual education plan (IEP).

41

Science Graduation Requirements

SCIENCES

BIOLOGY

Credit: 1



In Biology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed

decisions using critical thinking and scientific problem solving. Students in Biology study a variety of topics that include: structures

and functions of cells and viruses; growth and development of organisms; cells, tissues, and organs; nucleic acids and genetics;

biological evolution; taxonomy; metabolism and energy transfers in living organisms; living systems; homeostasis; and ecosystems

and the environment.

PRE-AP BIOLOGY (Weighted)

Credit: 1



This course is highly recommended as a prerequisite for those students who plan on taking AP Biology and the AP exam as Juniors or

Seniors. It includes a more in-depth study of certain selected topics to prepare students for AP Biology. It differs from the core

Biology course in that the topics covered will explore topics with greater depth and complexity. Laboratory work will be used to

promote student inquiry and independent thought. Additional time, effort and higher level thinking skills are required. There is

additional supplemental reading as well as textbook reading required for this course. Laboratory work, including dissections,

collections, and student-designed experiments is required.

AP BIOLOGY, AP BIOLOGY LAB (Weighted)

Credit: 1 State (course) + .5 Local (lab)


Prerequisite(s): Biology, Chemistry, See Pre-AP/AP Guidelines

This course is designed to be the equivalent of a college introductory course. Using a college textbook, students will explore a wider

range of topics at a greater depth than the students in Biology. The laboratory section of the class requires the completion of 12

complex labs that explore the topics covered in the lecture portion. The course is organized according to College Board standards and

upon completion; students will take the AP Biology exam. Emphasis will be on developing an understanding of concepts rather than

on memorizing terms and technical details. Major areas of study will be molecular biology, cells, evolution, heredity, organisms and

populations. Due to the challenging nature and amount of information covered in this course, the class meets daily. Students will

attend a regularly scheduled class. Students will attend a separate lab class to be taken either in the fall or spring semester. A pass-fail

grade will be awarded for local labs. Each student must purchase a lab notebook in order to document the lab experience.

INTEGRATED PHYSICS & CHEMISTRY (IPC)

Credit: 1

Grade Placement: 10

Prerequisite(s): Student must not currently have credit for either chemistry or physics.

This course enables students to conduct field and laboratory investigations, use scientific methods during investigations, and make

informed decisions using critical-thinking and scientific problem-solving. This course integrates the disciplines of physics and

chemistry in the following topics: motion, waves, energy transformations, properties of matter, changes in matter and solution

chemistry.

CHEMISTRY

Credit: 1


Prerequisite(s): One unit of high school science and Algebra I

In Chemistry, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed

decisions using critical thinking and scientific problem solving. Students study a variety of topics that include characteristics of matter,

use of the Periodic Table, development of atomic theory and chemical bonding, chemical stoichiometry, gas laws, solution chemistry,

thermochemistry, and nuclear chemistry. Students will investigate how chemistry is an integral part of our daily lives.

42

PRE-AP CHEMISTRY (Weighted)

Credit: 1


Prerequisite(s): Presently enrolled or credit in Algebra II See Pre-AP/AP Guidelines.

This course is highly recommended as a prerequisite for those students who plan on taking Advanced Placement Chemistry and the

AP exam as Juniors or Seniors. It includes a more in-depth study of certain selected topics to prepare students for Advanced

Placement Chemistry. Examples of topics that are more in-depth include quantum mechanics, predicting products, limiting reagents

and reaction mechanisms. Students will be expected to have fundamental knowledge in science that includes scientific method,

scientific notation, differences in physical and chemical properties and classification of matter. This course requires a strong

mathematical background.

AP CHEMISTRY, AP CHEMISTRY LAB (Weighted)

Credit: 1 State (course) + .5 Local (lab)

Grade: 11-12

Prerequisite(s): Algebra II, Chemistry

This course is designed to be the equivalent of a college introductory course. Topics covered will include those topics regularly

covered in a chemistry course for science majors. The course will differ from the usual high school science course with the level of

textbook used, the range and depth of topics covered, the types of labs. Laboratory work will be highly emphasized and students will

be required to keep a thoroughly detailed lab notebook. Laboratory work also involves the analysis of unknown mixtures by

qualitative analysis. Due to the challenging nature and amount of information covered in this course, the class meets daily. Students

will attend a regularly scheduled class. Students will attend a separate lab class to be taken either in the fall or spring semester. A

pass-fail grade will be awarded for local lab. Upon completion students will be offered the opportunity to take the AP Chemistry

exam. Graphing calculator (TI 83+) extremely useful.

PHYSICS

Credit: 1


Prerequisite(s): One unit of high school science, Algebra I, and completion or concurrent enrollment in Algebra II

In Physics, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed

decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: laws of motion;

changes within physical systems and conservation of energy and momentum; forces; thermodynamics; characteristics and behavior of

waves; and atomic, nuclear, and quantum physics. Students who successfully complete Physics will acquire factual knowledge within

a conceptual framework, practice experimental design and interpretation, work collaboratively with colleagues, and develop critical

thinking skills.

PRE-AP PHYSICS (Weighted)

Credit: 1


Prerequisite(s): Algebra II, See Pre-AP/AP Guidelines

Pre-AP Physics is highly recommended as a prerequisite for those students who plan on taking Advanced Placement Physics B or C

and AP Physics exam(s) as seniors. It includes all aspects of Physics. Topics include: laws of motion; changes within physical

systems and conservation of energy and momentum; force; thermodynamics; characteristics and behavior of waves; and quantum

physics. It also includes a more in-depth study of certain selected topics to prepare students for Advanced Placement Physics B or C.

Students will be expected to have fundamental knowledge in science that includes scientific method, scientific notation and integration

of mathematics in science. This course requires a strong mathematical background.

AP PHYSICS B (Weighted)

Credit: 1


Prerequisite(s): Concurrent enrollment in Pre-Calculus and credit in Physics, See Pre-AP/AP Guidelines

This course includes the study of Newtonian mechanics, fluid mechanics, and thermal physics, electricity and magnetism, waves and

optics, and atomic and nuclear physics. Knowledge of algebra and basic trigonometry is required for the course. The basic ideas of

calculus may be introduced in connection with physical concepts, such as acceleration and work. Understanding of the basic principles

involved and the ability to apply these principles in the solution of problems are major goals of the course. The course is intended for

students who want to study physics as a basis for more advanced work in the life sciences, medicine, geology and related areas, or as a

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component in a non-science college program that has a science requirement. Upon completion, students will be offered the

opportunity to take the AP Physics B exam.

AP PHYSICS C (Weighted)

Credit: 1


Prerequisite(s): Concurrent enrollment in Calculus and earned credit in Physics, See Pre-AP/AP Guidelines

This course is a college level Calculus-based physics course that includes two major areas of study. The first semester is devoted to

mechanics. Use of Calculus in problem solving and derivations is expected to increase as the course progresses. In the second

semester, the primary emphasis is on classical electricity and magnetism. Calculus is used freely in formulating principles and in

solving problems. This is a very challenging course covering a breadth of information requiring strong mathematical skills. Emphasis

is on content, critical thinking, as well as problem solving techniques. The course is intended for students who intend to study

engineering or the physical sciences in college. Upon completion, students will be offered the opportunity to take the AP Physics C:

Mechanics and the AP Physics C: Electricity & Magnetism exams.

EARTH AND SPACE SCIENCE Credit: 1


Prerequisite(s): Biology and Chemistry; Chemistry may be concurrent

ESS is a capstone course designed to build on students' prior scientific and academic knowledge and skills to develop understanding

of Earth's system in space and time.

AQUATIC SCIENCE

Credit: 1


Prerequisite(s): Biology, Chemistry and IPC or Physics

In Aquatic Science, students study the interactions of biotic and abiotic components in aquatic environments, including impacts on

aquatic systems. Investigations and field work in this course may emphasize fresh water or marine aspects of aquatic science

depending primarily upon the natural resources available for study near the school. Students who successfully complete Aquatic

Science will acquire knowledge about a variety of aquatic systems, conduct investigations and observations of aquatic environments,

work collaboratively with peers, and develop critical-thinking and problem-solving skills.

ENVIRONMENTAL SYSTEMS

Credit: 1


Prerequisite(s): Biology, Chemistry and IPC or Physics

Environmental Systems is intended as both a STAAR/TAKS Science review and to provide additional science course options for those

who may require an additional science credit. Students in this course will be required to thoroughly study the entire Chemistry core

curriculum and prepare for the Science portion of the STAAR/TAKS test. In Environmental Systems, students conduct field and

laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and

scientific problem solving. Students study a variety of topics that include: biotic and abiotic factors in habitats; ecosystems and

biomes; interrelationships among resources and an environmental system; sources and flow of energy though an environmental

system; relationship between carrying capacity and changes in populations and ecosystems; and changes in environments.

AP ENVIRONMENTAL SCIENCE (Weighted)

Credit: 1


Prerequisite(s): Biology and Chemistry

AP Environmental Science is designed to be the equivalent of a college introductory course. Using a college textbook, the goal of the

AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required to

understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made,

to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing

them. Environmental Science is interdisciplinary and embraces a wide variety of topics from different areas of study. These areas

include environmental problems, matter and energy, ecosystems, biodiversity, populations, water resources and pollution, air

pollution, climate geology, and waste. Basic knowledge of biology, chemistry and basic algebra are required. AP Environmental

Science offers students an excellent chance to prepare for the national AP exam and earn college credit.

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MEDICAL MICROBIOLOGY Credit: .5


Prerequisite(s): 3 Credits of Science

Students in Medical Microbiology explore the microbial world, studying topics such as pathogenic and non-pathogenic

microorganisms, laboratory procedures, identifying microorganisms, drug resistant organisms, and emerging diseases. Note: Students

must also complete Pathophysiology – a successful completion of both of these courses will count as the fourth year of science

graduation requirements under both the Recommended and Distinguished High School Plans.

PATHOPHYSIOLOGY

Credit: .5


Prerequisite(s): 3 Credits of Science

In Pathophysiology, students conduct laboratory and field investigations, use scientific methods during investigations, and make

informed decisions using critical thinking and scientific problem solving. Students in Pathophysiology study disease processes and

how humans are affected. Emphasis is placed on prevention and treatment of disease. Students will differentiate between normal and

abnormal physiology. Note: Students must also complete Medical Microbiology – a successful completion of both of these courses

will count as the fourth year of science graduation requirements under both the Recommended and Distinguished High School Plans.

ANATOMY AND PHYSIOLOGY (Weighted)

Credit: 1


Recommended Prerequisite(s): 3 Credits of Science

In Anatomy and Physiology, students conduct laboratory and field investigations, use scientific methods during investigations, and

make informed decisions using critical thinking and scientific problem solving. Students in Anatomy and Physiology study a variety

of topics, including the structure and function of the human body and the interaction of body systems for maintaining homeostasis.

ADVANCED BIOTECHNOLOGY (Weighted)

Credit: 1



Students enrolled in this course will apply advanced academic knowledge and skills to the emerging fields of biotechnology such as

agricultural, medical, regulatory, and forensics and also have the opportunity to use sophisticated laboratory equipment, perform

statistical analysis, and practice quality-control techniques. Students will conduct laboratory and field investigations, use scientific

methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in

Advanced Biotechnology study a variety of topics that include structures and functions of cells, nucleic acids, proteins, and genetics.

Scientific inquiry, science and social ethics and scientific systems will also be covered. Successful completion of this course will

count as the fourth year of science graduation requirements under both the Recommended and Distinguished High School plans. A

student may be awarded articulated college credit upon successful completion of this course.

FORENSIC SCIENCE

Credit: 1



Recommended Prerequisite(s): Principles of Law, Public Safety Corrections, and Security; and Law Enforcement I

Forensic Science is a course that uses a structured and scientific approach to the investigation of crimes of assault, abuse and neglect,

domestic violence, accidental death, homicide, and the psychology of criminal behavior. Students will learn terminology and

investigative procedures related to crime scene, questioning, interviewing, criminal behavior characteristics, truth detection, and

scientific procedures used to solve crimes. Using scientific methods, students will collect and analyze evidence through case studies

and simulated crime scenes such as fingerprint analysis, ballistics, and blood spatter analysis. Students will learn the history, legal

aspects, and career options for forensic science. To receive credit in science, students must meet the 40% laboratory and fieldwork

requirement identified in §74.3(b)(2)(C) of this title (relating to Description of a Required Secondary Curriculum).

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ADVANCED ANIMAL SCIENCE: 1 Credit; Grade Placement: 12 (See p. 77 for more information.)

INTEGRATED PHYSICS AND CHEMISTRY (IPC) (G, GM) (IPC Inclusion)

Credit: 1


Prerequisite(s): Student must not currently have credit for either chemistry or physics, ARD Committee Placement

Based on the TEKS of the Integrated Physics and Chemistry course, IPC courses are designed to meet the individual learning needs of

students. Integrated Physics and Chemistry students conduct field and laboratory investigations, use scientific methods during

investigations, and make informed decisions using critical-thinking and scientific problem–solving. This course integrates the

disciplines of physics and chemistry in the following topics: motion, waves, energy transformations, properties of matter, changes in

matter, and solution chemistry.

BIOLOGY (G, GM) (Biology Inclusion)

Credit: 1



Based on the Texas Essential Knowledge and Skills (TEKS) Science courses, Biology courses are modified to meet the individual

needs of students within this general education environment. Biology students conduct field and laboratory investigations, use

scientific methods during investigations, and make informed decisions using critical-thinking and scientific problem-solving. Students

in Biology study a variety of topics that include: structures and functions of cells and viruses; growth and development of organisms;

cells, tissues, and organs; taxonomy; metabolism and energy transfers in living organisms; living systems; homeostasis; ecosystems;

and plants and the environment.

CHEMISTRY (G, GM), (Chemistry Inclusion)

Credit: 1


Prerequisite(s): One Unit of H.S. Science and Algebra I, ARD Committee Placement

Based on the Texas Essential Knowledge and Skills (TEKS) Science Courses, Chemistry courses are designed to meet the individual

needs of students. In this course, students conduct field and laboratory investigations and make informed decision using critical

thinking and scientific problem solving. Students study a variety of topics that include: characteristics of matter, energy

transformations during physical and chemical changes, atomic structure, periodic table of elements, behavior of gases, bonding,

nuclear fusion and nuclear fission, oxidation-reduction reactions, chemical equations, solutes, properties of solutions, acids and bases,

and chemical reactions. Students will investigate how chemistry is an integral part of our daily lives. Mathematics is highly

integrated into this course. Time spent in the laboratory utilizes a lab notebook, which documents the lab experience and is integral

part of the course and the grade.

ENVIRONMENTAL SYSTEMS (G, GM), (Environmental Systems Inclusion)

Credit: 1


Prerequisite(s): Biology, IPC or Chemistry, ARD Committee Placement

In Environmental Systems, students conduct laboratory and field investigations, use scientific methods during investigations, and

make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: biotic

and abiotic factors in habitats, ecosystems and biomes, interrelationships among resources and an environmental system, sources and

flow of energy through an environmental system, relationship between carrying capacity and changes in populations and ecosystems,

and changes in environments.

PHYSICS (G, GM), (Physics Inclusion)

Credit: 1


Prerequisite(s): One Unit of H.S. Science and Algebra I, ARD Committee Placement

Based on the Texas Essential Knowledge and Skills (TEKS) Science Courses, the Physics course is designed to meet the individual

needs of students. In this course, students conduct field and laboratory investigations and make informed decision using critical

thinking and scientific problem solving. Students study a variety of topics that include: laws of motion, changes within physical

systems and of waves, and quantum physics. This course provides students with a conceptual framework, factual knowledge, and

analytical and scientific skills. A strong math background is a MUST for successful completion.

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INTEGRATED PHYSICS AND CHEMISTRY (IPC) (M) (Basic IPC)

Credit: 1


Prerequisite(s): Student must not currently have credit for either chemistry or physics, ARD Committee Placement

Based on the TEKS of the Integrated Physics and Chemistry course, IPC courses are modified to meet the individual learning needs of

students. Integrated Physics and Chemistry students conduct field and laboratory investigations, use scientific methods during

investigations, and make informed decisions using critical-thinking and scientific problem–solving. This course integrates the

disciplines of physics and chemistry in the following topics: motion, waves, energy transformations, properties of matter, changes in

matter, and solution chemistry. The scope of this course and TEKS mastered are determined by the student’s individual education

plan (IEP).

BIOLOGY (M) (Basic Biology)

Credit: 1



This Biology course is based on the Texas Essential Knowledge and Skills (TEKS) of the general education Biology course is

modified to meet the individual learning requirements of students. This activity based course covers cell structure and function of

systems in organisms, scientific processes and basic concepts of biochemistry, genetics, microbiology, taxonomy, botany, physiology

and zoology. Emphasis is on the understanding of biology as seen in current science events and real-world application. The scope of

this course and TEKS mastered are determined by the student’s individual education plan (IEP).

IPC (T, Skills T); BIOLOGY (T, Skills T)

Credit: 1-2



These courses will provide opportunities to participate in instructional activities linked to the Science curriculum that has been adapted

in scope, complexity, materials, methods of presentation and response styles appropriate to individual student needs. Students will

receive instruction in the TEKS curriculum through prerequisite skills linked to the grade-level student expectations. The scope of

these courses and TEKS mastered is determined by the student’s individual education plan (IEP). These courses meet the state

graduation requirements for Science.

SCIENCE (T) III, IV, V

Credit: 1-3

Grade Placement: 11-12, 12+


These Science courses study science-based concepts related specifically to

independent daily living and employment. Attention is given to relating

science to home and job practices. Activities will foster student

understanding of their roles and responsibilities in adult life. Experiences

are “hands-on” with an emphasis on cooperative learning strategies. As the

student moves through the levels of instruction, skills build and expand to

promote transition to independent living. The scope of this course and

TEKS mastered are determined by the student’s individual education plan

(IEP).

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SOCIAL STUDIES

WORLD GEOGRAPHY

Credit: 1



In World Geography Studies, students examine people, places, and environments at local, regional, national, and international scales

from the spatial and ecological perspectives of geography. Students describe the influence of geography on events of the past and

present with emphasis on contemporary issues. A significant portion of the course centers around the physical processes that shape

patterns in the physical environment; the characteristics of major landforms, climates, and ecosystems and their interrelationships; the

political, economic, and social processes that shape cultural patterns of regions; types and patterns of settlement; the distribution and

movement of the world population; relationships among people, places, and environments; and the concept of region. Students analyze

how location affects economic activities in different economic systems. Students identify the processes that influence political

divisions of the planet and analyze how different points of view affect the development of public policies. Students compare how

components of culture shape the characteristics of regions and analyze the impact of technology and human modifications on the

physical environment. Students use problem-solving and decision-making skills to ask and answer geographic questions.

PRE-AP WORLD GEOGRAPHY (Weighted)

Credit: 1

Grade Placement: 9


This course is intended to prepare the student for the college level AP social studies courses in high school and will address topics

covering all of the on-level World Geography class. It will delve into greater depth and complexity on issues such as environmental

studies, economic development, comparison of governmental systems, demographics, and international politics. A spring semester

novel will also be required (to be announced).

REQUIRED SUMMER READING: Outside reading is required and will be announced to students.

WORLD HISTORY

Credit: 1



World History Studies is a survey of the history of humankind. Due to the expanse of world history and the time limitations of the

school year, the scope of this course should focus on "essential" concepts and skills that can be applied to various eras, events, and

people within the standards in subsection (c) of this section. The major emphasis is on the study of significant people, events, and

issues from the earliest times to the present. Traditional historical points of reference in world history are identified as students

analyze important events and issues in western civilization as well as in civilizations in other parts of the world. Students evaluate the

causes and effects of political and economic imperialism and of major political revolutions since the 17th century. Students examine

the impact of geographic factors on major historic events and identify the historic origins of contemporary economic systems.

Students analyze the process by which constitutional governments evolved as well as the ideas from historic documents that

influenced that process. Students trace the historical development of important legal and political concepts. Students examine the

history and impact of major religious and philosophical traditions. Students analyze the connections between major developments in

science and technology and the growth of industrial economies, and they use the process of historical inquiry to research, interpret,

and use multiple sources of evidence.

AP WORLD HISTORY STUDIES (Weighted)

Credit: 1


Prerequisite(s): PAP World Geography Recommended, See Pre-AP/AP Guidelines

This course is a college level course that will develop a greater understanding of the evolution of global processes and contacts in

interaction with different types of human societies. This understanding is advanced through a combination of selective factual

knowledge and appropriate analytical skills. The course offers a truly balanced global coverage of Africa, the Americas, Asia, and

Europe. Students practice writing analytical essays and research papers, analyzing and interpreting primary sources, and analyzing

statistical data. Advanced Placement History offers students an excellent chance to prepare for the national Advanced Placement

Exam and earn college credit. Reading requirements include text written on the college level, as well as research of historical journal

articles.

48

SPECIAL TOPICS IN SOCIAL STUDIES – SOCIAL ISSUES

Credit: .5-1



Students will learn how to make a difference in their school and community and create a safe inclusive environment at school.

Students will participate in a variety of service learning experiences as they work to combat bullying and harassment. Activities will

include the No Place for Hate program, Challenge Day curriculum, and Aisle One Campus Food Bank.

UNITED STATES HISTORY

Credit: 1

Grade Placement: 11


This course is taught as a survey of U.S. history since the Civil War. It begins with a review of U.S. History through the Civil War. It

then encompasses an in-depth study of major movements and events in U.S. history from 1877 to present, including geographic

influences, political, economic, social, and cultural developments, and the emergence of the U.S. as a world power. Evaluation will be

objective exams and limited critical essay work. This course is designed to encourage students to think conceptually about the

American past and to focus on historical change over time.

AP UNITED STATES HISTORY (Weighted)

Credit: 1

Grade Placement: 11


This course is a college level course. It involves a comprehensive study of American history from 1600 to present. Emphasis will be

on the development of analytical skills. Extensive outside reading, independent study, and critical writing will be required. Reading

material will be the college level text and selected essays. Students will be expected to write extensively in essay form, arriving at

conclusions on the basis of informed judgment and presenting reasons and evidence in a clear and persuasive manner.

UNITED STATES GOVERNMENT

Credit: .5

Grade Placement: 12

Co-Teacher Placement: 12

Prerequisite(s): U.S. History

In United States Government, the focus is on the principles and beliefs upon which the United States was founded and on the

structure, functions, and powers of government at the national, state, and local levels. This course is the culmination of the civic and

governmental content and concepts studied from Kindergarten through required secondary courses. Students learn major political

ideas and forms of government in history. A significant focus of the course is on the U.S. Constitution, its underlying principles and

ideas, and the form of government it created. Students analyze major concepts of republicanism, federalism, checks and balances,

separation of powers, popular sovereignty, and individual rights and compare the U.S. system of government with other political

systems. Students identify the role of government in the U.S. free enterprise system and examine the strategic importance of places to

the United States. Students analyze the impact of individuals, political parties, interest groups, and the media on the American political

system, evaluate the importance of voluntary individual participation in a constitutional republic, and analyze the rights guaranteed by

the U.S. Constitution. Students examine the relationship between governmental policies and the culture of the United States. Students

identify examples of government policies that encourage scientific research and use critical-thinking skills to create a product on a

contemporary government issue.

AP UNITED STATES GOVERNMENT AND POLITICS (Weighted)

Credit: .5

Grade Placement: 12

Prerequisite(s): U.S. History, See Pre-AP/AP Guidelines

The AP United States Government and Politics course is designed to examine the institutions, participants and processes which

characterize political activity in the United States. The course has three objectives: 1) To introduce students to the “nuts and bolts” of

American national government; 2) To help students develop an analytical perspective toward the conduct of politics in the United

States; and 3) To introduce students to the manner in which political scientists conduct research on the political process. It is strongly

recommended that a student has been successful in a least one Pre-AP or AP social studies class before undertaking this class.

49

ECONOMICS

Credit: .5

Grade Placement: 12

Prerequisite(s): U.S. History

The course will be a basic study of economics to include the origin of capitalism, socialism, and communism. Students will discuss

causes and possible solutions to current economic problems such as inflation, unemployment, and recession. Students will study the

banking system and the role of banks in the nation’s economy. Extensive instruction in personal financial literacy is included.

AP MACROECONOMICS (Weighted)

Credit: .5

Grade Placement: 12

Prerequisite(s): U.S. History, classified grade 12, See Pre-AP/AP Guidelines

This course is a college level course that fulfills the requirements for senior level economics. The course includes a survey of

economic theory, and compares the free enterprise system to other models. Basic microeconomic concepts are examined, including

markets, supply and demand, labor, and the firm. Special emphasis will be given to macro issues, including fiscal and monetary

policy, measures of production and income. The course is designed to prepare the student to pass the Advanced Placement Exam and

receive college credit. Therefore, the student will be challenged with college level material, and rigorous outside readings and

research. It is strongly recommended that a student have been successful in a least one Pre-AP or AP social studies class before

undertaking this class.

AP EUROPEAN HISTORY (Weighted)

Credit: 1

Grade Placement: 12


Advanced Placement European History is a college level course. It is a comprehensive study in European history from 1450-1995.

Emphasis will be on developing an understanding of some of the principal themes in modern European history, developing an ability

to analyze historical evidence, and an ability to express that understanding and analysis in writing. Reading material will be a college

level text and selected essays and documents. It is strongly recommended that a student have been successful in a least one Pre-AP or

AP social studies class before undertaking this class.

PSYCHOLOGY

Credit: .5

Grade Placement: 11 or 12


In Psychology, an elective course, students study the science of behavior and mental processes. Students examine the full scope of the

science of psychology such as the historical framework, methodologies, human development, motivation, emotion, sensation,

perception, personality development, cognition, learning, intelligence, biological foundations, mental health, and social psychology

AP PSYCHOLOGY (Weighted)

Credit: 1



This course traces the emergence of scientific psychology in the nineteenth century from its roots in philosophy and physiology. It

covers the development of the major “schools” of psychology, showing how these schools differed in what they viewed as the proper

subject matter of psychology and the methods used to study it. This historical introduction helps students gain an understanding of the

principal approaches to psychology: behavioral, biological, cognitive, humanistic, psychodynamic, evolutionary/sociobiological and

sociocultural. Students learn how these approaches differentially guide research and practice. Students will be offered the opportunity

to take the AP test at the end of the semester for college credit.

SOCIOLOGY

Credit: .5



Sociology, an elective course, is an introductory study in social behavior and organization of human society. This course will describe

the development of the field as a social science by identifying methods and strategies of research leading to an understanding of how

50

the individual relates to society and the ever changing world. Students will also learn the importance and role of culture, social

structure, socialization, and social change in today's society.

HUMANITIES

Credit: 1


Prerequisite(s): World History

This course is an interdisciplinary course in which students will recognize writing as an art form. This course studies the major

historical and cultural movements and their relationship to literature and other fine art. The students will interpret and analyze art

forms, literature and political, social and philosophical movements.

WORLD GEOGRAPHY (G, GM) (World Geography Inclusion)

Credit: 1

Grade Placement: 9


Based on the Texas Essential Knowledge and Skills social studies courses, World Geography courses are modified to meet the

individual learning needs of students within the general education environment. This course encompasses the general study of the

physical geography of the world and the elements that affect the physical setting and environment.

WORLD HISTORY (G, GM) (World History Inclusion)

Credit: 1

Grade Placement: 10


Based on the Texas Essential Knowledge and Skills social studies, world history courses are modified to meet the individual needs of

students within this general education environment. This course emphasizes the foundation of world civilizations and gives the

student an understanding of our modern world based on historical study.

UNITED STATES HISTORY (G, GM) (United States History Inclusion)

Credit: 1

Grade Placement: 11


Based on the Texas Essential Knowledge and Skills (TEKS) Social Studies, United States History courses are modified to meet the

individual needs of students within this general education environment. This encompasses an in-depth study of major movements and

events in U.S. History from 1877 to present, including geographic influences, political, economic, social and cultural developments,

and the emergence of the U.S. as a world power.

UNITED STATES GOVERNMENT (G, GM) (United States Government Inclusion)

Credit: .5

Grade Placement: 12


United States Government is based on the Texas Essential Knowledge and Skills Social Studies courses and is modified to meet the

individual needs of students within the general education environment. This course focuses on American government, covering the

United States and the Texas constitution.

ECONOMICS (G, GM) (Economics Inclusion)

Credit: .5

Grade Placement: 12


Economics is based on the Texas Essential Knowledge and Skills and are modified to meet the individual needs of students within the

general education environment. This course will be a basic study of economics to include the origin of capitalism, socialism and

communism. Students will discuss causes of possible solutions to current economic problems such as inflation, unemployment, and

recession. Students will study the banking system and the role of banks in the nation’s economy. Extensive instruction in personal

financial literacy is included.

WORLD GEOGRAPHY (M) (Basic World Geography)

Credit: 1

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Grade Placement: 9


World Geography is based on the Texas Essential Knowledge and Skills of the general education World Geography course and is

modified to meet the individual learning requirements of students. World Geography is the study of the interaction of people and

cultures with their physical environment in the world’s major areas over time. Particular attention is given to the locations of natural

resources, geographic boundaries, landforms, economic development, language, patterns of settlement, and the interaction of cultures

and nations within the context of global development. The scope of this course and TEKS mastered are determined by the student’s

individual education plan (IEP).

WORLD HISTORY (M) (Basic World History)

Credit: 1

Grade Placement: 10


World History, based on the Texas Essential Knowledge and Skills (TEKS) of the general education World History course, is

modified to meet the individual learning requirements of students. World History utilizes cause and effect strategies to focus on the

historic development of human society from past to present times. Emphasis is placed on major events, world leaders, economic and

political institutions, technological innovations, and the philosophical and religious beliefs that have shaped the modern world. The

scope of this course and TEKS mastered are determined by the student’s individual education plan(IEP).

UNITED STATES HISTORY (M) (Basic United States History)

Credit: 1

Grade Placement: 11


United States History, based on the Texas Essential Knowledge and Skills (TEKS) of the general education United States History

course, is modified to meet the individual learning requirements of students. This course focuses on U.S. history from Reconstruction

to the present. Students analyze and evaluate major themes and events in U.S. history, leaders, economic and political institutions,

technological innovations, and the philosophies that affect the United States today. The scope of this course and TEKS mastered are


UNITED STATES GOVERNMENT (M) (Basic United States Government)

Credit: .5

Grade Placement: 12


United States Government is based on the Texas Essential Knowledge and Skills and is modified to meet the individual learning

requirements of students. The course examines the structure and function of the political and governmental systems of the United

States and the citizens’ roles and responsibilities in each. Students understand, analyze, and evaluate the roles and responsibilities

including voting, obeying laws and rules. The scope of this course and TEKS mastered are determined by the student’s individual

education plan (IEP).

ECONOMICS (M) (Basic Economics)

Credit: .5

Grade Placement: 12


Economics is based on the Texas Essential Knowledge and Skills of the general education Economics course and is modified to meet

the individual learning requirements of students. The course investigates the structure and function of the United States economic/free

enterprise system as it relates to consumers and world economics. Students will understand, analyze, explain the monetary system,

free enterprise roles and responsibilities, types and roles of financial and business institutions, international relationships, taxation

procedures and processes, and consumer responsibilities. The scope of this course and TEKS mastered are determined by the student’s

individual education plan (IEP).

52

WORLD GEOGRAPHY (T, Skills T); World History (T, Skills T); U.S. History (T, Skills T); U.S. Government (T, Skills T);

Economics (T, Skills T)

Credit: 1-4



These courses will provide opportunities to participate in instructional activities linked to the Social Studies curriculum that has been

adapted in scope, complexity, materials, methods of presentation and response styles appropriate to individual student needs. Students

will receive instruction in the TEKS curriculum through prerequisite skills linked to the grade-level student expectations. The scope

of these courses and TEKS mastered is determined by the student’s individual education plan (IEP). These courses meet the state

graduation requirements for Social Studies.

OCCUPATIONAL INVESTIGATIONS

OCCUPATIONAL INVESTIGATION (M)

Credit: 1-3



This course is designed to be taken with VOC Experience. The class facilitates the individualized entry-level employment to prepare

the student for the world of work. These courses places emphasis on: career information/ transition, work habits, employer

expectations, employment information, job-seeking skills, work simulations, the completion of work-related forms and the study of

specific companies. This course will enable students to learn about work-related behavior, such as attendance, punctuality, and

cooperation with co-workers. They also help students to develop the basic skills and attitudes, such as work-related vocabulary,

manual dexterity, and gross and fine motor skills, they will need for success in life. The student’s Individual Education Plan will

determine the exact TEKS to be mastered.

VOCATIONAL EXPERIENCE (M)

Credit: 1-8


Prerequisite(s): Currently employed, Instructor approval and ARD Committee Placement

This course is an entry-level employment program. The program offers a supervised work-study experience with a focus on good

work habits and sustained employment. Students are required to maintain a minimum number of work hours per week and to comply

with instructor and supervisor requirements. This course enables students to experience a comprehensive and dynamic vocational

atmosphere which prepares each student to capably handle present and future work assignment. The student’s Individual Education

Plan will determine the exact TEKS to be mastered.

OCCUPATIONAL PREPARATION (T)

Credit: 1-3



Students will learn pre-employment and employment skills including career awareness, work behavior, job procurement and

maintenance as well as job-specific skills. This course will enable students to learn what their needs, skills, and interests are and how

these relate to the work force. They learn about worker classifications, self-awareness, career types, job maintenance skills,

occupations, and employment trends. The student’s Individual Education Plan will determine the exact TEKS to be mastered

COMMUNITY BASED VOCATIONAL INSTRUCTION, CBVI (T) Credit: 1-8



Students will learn employment skills within a variety of community vocational settings. demonstrate work ethic by observing

workplace rules, exhibit social skills/behaviors appropriate for the work environment, and performing assigned duties as directed by

the employer. Students are expected to dress accordance to the rules set by the employers work site. A job coach will provide direct

support and supervision. The student’s Individual Education Plan (IEP) will determine the TEKS to be mastered.

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BRIDGES (T)

Credit: N/A

Grade Placement: 12+

Prerequisite(s): Completion of Graduation Requirements, ARD Committee Placement

This specially designed program is based on independence and preparation of young adults for life after high school by providing

vocational transition skills training. BRIDGES currently has two tiers of operation. These young adults are able to access the

BRIDGES program until their IEP goals and objectives are met, and/or they age out.

ADDITIONAL ELECTIVES

TEEN LEADERSHIP

Credit: .5

Grade Placement: 9


Teen Leadership is a semester course that teaches key concepts and skills essential for attaining maximum success. Students learn

how to achieve personal goals, and develop a positive attitude and self-concept, along with peer pressure resistance and positive work

ethic. Effective communication skills needed in professional and personal settings are taught and practiced throughout the course.

Students learn social skills that are necessary to develop healthy personal and professional relationships and friendships which

incorporate support and trust. Teen Leadership students will understand the value of integrity, the need for positive leadership, and

will learn how to be pro-active leaders.

PEER TUTORING FOR STUDENTS WITH DISABILITIES

Credit: .5 State + .5 local (.5-1 total)


Prerequisite(s): Application Process

The Peer Buddy Program is a one-semester course designed to allow selected students to serve as tutors and advocates for students

with disabilities. Peer Buddies will receive training on how to instruct peers with special challenges in various activities. Tutors will

be required to keep a daily log, which summarizes their daily work with students. Tutors will be required to complete readings and

short reports designed to increase awareness of the nature and problems associated with various disabling conditions. As advocates,

tutors will be expected to set the example for others that people with disabilities need the same consideration and respect as their non-

disabled peers. Periodic meetings, before and/or after school, will be necessary to facilitate the success of the Peer Buddy program. A

semester long commitment from all parties will provide a productive and enriching experience for all involved. The experience and

growth will not only be valuable for a semester long term, but for a lifetime.

PEER ASSISTANCE AND LEADERSHIP I & II

Credit: 1-2


Prerequisite(s): A formal application to the program; recommendation of applicants from school personnel; a structured interview

Peer Assistance and Leadership is a course in which selected high school students will be trained to work as peer facilitators with

students of all ages, and/or from feeder middle and elementary schools. Participants will be trained in a variety of helping skills, which

will enable them to assist other students in having a more positive and productive school experience. Elements of the course include:

providing practical knowledge and skills, as well as actual field experience, for students potentially interested in careers in education

or other helping professions; utilizing positive peer influence as a central strategy for addressing dropouts, substance abuse prevention,

teen pregnancy and suicide, absenteeism, and other areas of concern in our district; and students are required to do a 10 hour outside

of the classroom community service project. They are also required to purchase a t-shirt and supplies for class.

SAT/ACT PREPARATION Credit: .5 local

Grades: 12 - Fall, 11 - Spring


This course gives you the opportunity to brush up on your study skills and learn great tools to help you prepare for the SAT and ACT. This class will mainly focus on the verbal/written portion of the SAT exam. It is a fast-paced class with 4-5 reading assignments and

weekly SAT vocabulary quizzes/tests. Students are responsible for purchasing the SAT reading material.

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OFFICE/LIBRARY AIDE

Credit: .5-1 local

Grade Placement: 12

Prerequisite(s): Principal Approval

This course allows students to provide clerical assistance in the school office or library. Basic clerical duties will be performed The

duties as an aide are specified in writing and agreed upon in contract by the student, office personnel or librarian, and the principal.

DAILY LIVING SKILLS I – VII (Skills T)

Credit: 1-7

Grade Placement: 9-12+


These courses assist students with the development of skills and behaviors appropriate for independent living. Activities and training

are provided in the areas of food preparation, home care, personal care, money management and the use of community resources. The

scope of these courses is determined by the student’s individual education plan (IEP).

COMMUNITY SKILLS I-VIII (Skills T)

Credit: 1



These courses introduce students to the interactive relationship between the student and the community through public service,

voluntary organizations, and a variety of community activities. The ability to communicate and access community businesses,

services, and resources including emergency services is developed through practical experiences and the development of individual

interpersonal communication skills. Community-based instruction focuses on transportation, directionality, local landmarks, and other

information related to accessing the community. As the student moves through the levels of instruction, skills build and expand to

promote transition to independent living. Includes: I-II Introduce, teacher-model, ample practice opportunities; III-IV Project-based

instruction/learning; V-VI “Real-life” simulations/job sampling; and VII-VIII Community and “real-life” applications. The scope of

this course and TEKS mastered are determined by the student’s individual education plan (IEP).

SOCIAL SKILLS (M)

Credit: 1 (local credit only)



This course is designed to develop life-long social skills to improve individual and group interactions. It will address personal

development, relationships, communication skills and cultural awareness. This class is taught based on individual goals and

objectives.

RECREATION AND LEISURE SKILLS I-IV (T, Skills T)

Credit: 1-4


Prerequisite(s): ARD committee placement

This course will introduce students to functional social skills necessary for successful and enjoyable participation in recreational and

leisure activities. Activities and training are centered around equipping students for home, community and school social settings. The

scope of this course is determined by the student’s individual education plan (IEP).

COMPUTER SKILLS I-IV (T, Skills T)

Credit: 1-4



This course will provide students with the opportunity to access technology through the use of various computer applications as well

as learn to use the internet to collect data and/or gather information for specific class projects. The scope of this course is determined

by the student’s individual education plan (IEP).

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PERSONAL and FAMILY DEVELOPMENT I-IV (T, Skills T)

Credit: 1



This course allows students to develop skills necessary for caring for personal and family needs. Content includes interpersonal skills,

decision making promotion of family strengths and wellbeing and developing positive relationships with peers. Students will use

information to make informed choices related to personal hygiene, nutrition, home maintenance, safety and money management. The

course will enable students to practice budgeting, develop consumer buying practices and manage family housing needs. This course

will provide community learning opportunities. The scope of this course is determined by the student’s individual education plan

(IEP).

LANGUAGES OTHER THAN ENGLISH

Students who already have experience in a Language Other Than English (LOTE) should consult the district website for information

on placement tests at http://www.georgetownisd.org/ccorner/other/lote.asp or see the counselor.

FRENCH I, GERMAN I, LATIN I, SPANISH I

Credit: 1



This course provides an introduction to the five Cs: communication (speaking, listening, reading, writing); culture (understanding the

people, practices, products and perspectives); connections (with other subject areas); comparisons (one’s own culture and language

with another); and communities (using language beyond the school setting for personal and career development).

SPANISH II

Credit: 1

Grade Placement: 9

Prerequisite(s): Successful completion in Spanish of a diagnostic questionnaire or credit in Spanish I.

Students will further explore the five C’s, completing the novice level of proficiency: communication (speaking, listening, reading,

writing); culture (understanding the people, practices, products and perspectives); connections (with other subject areas); comparisons

(one’s own culture and language with another); and communities (using language beyond the school setting for personal and career

development). After successful completion of this course, a first year Spanish student will be awarded additional credit for Spanish I.

PRE-AP SPANISH II FOR HERITAGE SPEAKERS (Weighted)

Credit: 1


Prerequisite(s): Successful completion in Spanish of a diagnostic questionnaire

This course will enable Heritage speakers to Address their special linguistic and cultural needs in studying their mother language, This

course will explore the five C’s: communication (speaking, listening, reading, writing); culture (understanding the people, practices,

products and perspectives); connections (with other subject areas); comparisons (one’s own culture and language with another); and

communities (using language beyond the school setting for personal and career development).This course will provide opportunities to

practice strategies for AP and other college placement exams. After successful completion of this course, a first year Spanish student

will be awarded additional credit for Spanish I.

FRENCH II, GERMAN II, LATIN II

Credit: 1


Prerequisite(s): Credit in Level I

This course will enable students to further explore the five C’s, completing the novice level of proficiency: communication (speaking,

listening, reading, writing); culture (understanding the people, practices, products and perspectives); connections (with other subject

areas); comparisons (one’s own culture and language with another); and communities (using language beyond the school setting for

personal and career development).

http://www.georgetownisd.org/ccorner/other/lote.asp

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PRE-AP FRENCH II, PRE-AP GERMAN II, PRE-AP LATIN II, PRE-AP SPANISH II (Weighted)

Credit: 1


Prerequisite(s): Successful completion of Level I, See Pre-AP/AP Guidelines

This course will further explore the five Cs, pushing into the intermediate level of proficiency. Students will begin to practice

strategies for AP and other college placement exams. It is strongly recommended that students planning to take a level III language

select level II PAP in order to be better prepared.

PRE-AP FRENCH III, PRE-AP GERMAN III, PRE-AP LATIN III, PRE-AP SPANISH III (Weighted)

Credit: 1


Prerequisite(s): Credit in Levels I and II, See Pre-AP/AP Guidelines

This course will further explore the five C’s at the intermediate level of proficiency. The five C’s include: communication (speaking,

listening, reading, writing); culture (understanding the people, practices, products and perspectives); connections (with other subject

areas); comparisons (one’s own culture and language with another); and communities (using language beyond the school setting for

personal and career development). In addition, grammar and literature will be stressed as students prepare for the AP or other college

placement exams. It is strongly recommended that students planning to take a level III language elect level II PAP in order to be better

prepared.

SPANISH III

Credit: 1


Prerequisite(s): Spanish I and II

Students will further explore the five Cs: communication (speaking, listening, reading writing); culture (understanding the people,

practices, products and perspectives); connections (with other subject areas); comparisons (one’s own culture and language with

another); and communities (using language beyond the school setting for personal and career development). This class will not

prepare a student for AP IV. This is not a Pre-AP course and students will not receive the weighted grade of a Pre-AP class.

AP FRENCH LANGUAGE AND CULTURE IV (Weighted)

Credit: 1


Prerequisite(s): Successful completion of Levels I, II, and III, See Pre-AP/AP Guidelines

This course is a comprehensive study of grammar and vocabulary with special emphasis on speaking and writing, skills necessary for

success on the French Language Exam. The objectives of these courses include developing a strong command of vocabulary and

structure, understanding the spoken language in various conversational situations, reading newspaper and magazine articles,

contemporary fiction and non-technical writings without the use of a dictionary, and fluently and accurately expressing ideas orally

and in writing. The course is designed to promote proficiency in French and to enable students to explore culture in contemporary and

historical contexts.

AP GERMAN LANGUAGE AND CULTURE IV (Weighted)

Credit: 1



This course is a comprehensive study of grammar and vocabulary with special emphasis on the speaking and writing, skills necessary

for success on the AP German Language Exams. The objectives of these courses include developing a strong command of vocabulary

and structure, understanding the spoken language in various conversational situations, reading newspaper and magazine articles,

contemporary fiction and non-technical writings without the use of a dictionary, and fluently and accurately expressing ideas orally

and in writing. The course is designed to promote proficiency in German and to enable students to explore culture in contemporary

and historical contexts.

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AP SPANISH LANGUAGE AND CULTURE IV (Weighted)

Credit: 1




success on the AP Spanish Language Exam. While students are encouraged to take the AP exam, the skills stressed will be useful in

other college placement exams.

AP SPANISH LANGUAGE AND CULTURE IV FOR HERITAGE SPEAKERS (Weighted)

Credit: 2


Prerequisite(s): Successful completion of Pre-AP Spanish II for Heritage Speakers


success on the AP Spanish Language Exam. While students are encouraged to take the AP exam, the skills stressed will be useful in

other college placement exams. The course will enable Heritage Speakers to address their special linguistic and cultural needs in

studying their mother language.

AP LATIN IV (Weighted)

Credit: 1



This course will cover the entire required reading list as set by the most current AP Latin IV course description. Students will practice

writing translation, analysis, and critical interpretation of the required passages as well as extensive sight reading. Students will

become familiar with historical, political, cultural, and social contexts of the Aeneid through extensive ancillary readings and are

expected to have read the entire Aeneid in translation over the summer.

AP SPANISH LITERATURE AND CULTURE V (Weighted)

Credit 1


Prerequisite(s): Successful completion of AP Spanish Language and Culture IV or permission to take concurrently, See Pre-AP/AP

Guidelines

This course is designed to help the student take the AP Literature test which covers the literature survey courses at most universities.

Students will be guided through the readings which may be included on the test. They will receive practice in reading strategies in

Spanish. They will learn the literary terms used to discuss various genres of literature. Students will practice writing essays in the

forms of the test. Students will be expected to read and write at home and during class time.

HEALTH/PHYSICAL EDUCATION

All students must complete 1 credit of PE or the equivalent for State graduation requirements. The following PE equivalents may be

substituted upon completion for the required credits in physical education (including the Foundations of Personal Fitness): drill team,

marching band, and cheerleading during the fall semesters; NJROTC; and athletics. Students may also request to

substitute appropriate private or commercially-sponsored physical activity programs conducted on or off campus which meet the

criteria in TAC Chapter 74 and are approved by the principal or designee for up to four PE credits toward graduation requirements. A

student may not earn more than four credits in physical education toward State graduation requirements.

HEALTH

Credit: .5



In health education, students acquire the health information and skills necessary to become healthy adults and learn about behaviors in

which they should and should not participate. To achieve that goal, students will understand the following: students should first seek

guidance in the area of health from their parents; personal behaviors can increase or reduce health risks throughout the lifespan; health

is influenced by a variety of factors; students can recognize and utilize health information and products; and personal/interpersonal

skills are needed to promote individual, family, and community health.

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FOUNDATIONS OF PERSONAL FITNESS

Credit: .5-1

Grade Placement: 9


The Foundations of Personal Fitness represents a new approach in physical education and the concept of personal fitness. The basic

purpose of this course is to motivate students to strive for lifetime personal fitness with an emphasis on the health-related components

of physical fitness. The knowledge and skills taught in this course include teaching students about the process of becoming fit as well

as achieving some degree of fitness within the class. The concept of wellness, or striving to reach optimal levels of health, is the

corner stone of this course and is exemplified by one of the course objectives-students designing their own personal fitness program

PE: INDIVIDUAL TEAM SPORTS Credit: .5 - 1


Prerequisite(s): Foundations of Personal Fitness

Students in individual sports are expected to participate in a wide range of individual sports and group games that can be pursued for a

lifetime. The continued development of health-related fitness and the selection of individual sports activities that are enjoyable is a

major objective of this course. Course assessment will be determined by skills participation, team work, a positive attitude and written

exams.

PE: AEROBIC ACTIVITY (FORMERLY INDIVIDUAL SPORTS II, III WALKING/ JOGGING)

Credit: .5-1



Students will acquire knowledge and skills for the sport of walking / jogging. They will be introduced to proper technique, training

principles, and lifetime wellness concepts that will promote a physically active lifestyle. The continued development of health-related

fitness will be a major objective of this course. Course assessment will be determined by skills, participation, and written exams.

PE: ADVENTURE OUTDOOR EDUCATION

Credit: .5-1



This course will enable students to acquire the knowledge and skills for movement that provide the foundation for enjoyment,

continued social development through physical activity and access to a physically-active lifestyle. Adventure outdoor education will

enable students to develop competency in outdoor education activities that provide opportunities for enjoyment and challenge.

ADAPTIVE PHYSICAL EDUCATION

Credit: 1


Prerequisite(s): ARD Committee Approval Only

Adaptive Physical Education involves adapting, modifying, and changing a physical activity so it is appropriate for the person with a

disability. The motor activities focus on the development of fundamental motor skills, which lead to the acquisition of physical fitness,

enabling each child to participate to the maximum extent possible in dance, body management, group games, and sports. The physical

education staff strives to develop realistic and age-appropriate goals for each child, which challenges each individual to do their best

and not give up. The goal is to have an activity where all students can be successful. The scope of this course and TEKS mastered are


PERSONAL HEALTH AND HYGIENE (T, Skills T)

Credit: .5



The Personal Health and Hygiene courses relate individual health and hygiene behaviors to issues of wellness, disease prevention,

interpersonal skill enhancement, and basic employability standards. Students will examine the concepts of human growth and

development, emergency and first aid, diet, exercise, and daily hygiene practices as each relates to a healthy lifestyle, job

performance, and/or age appropriate environment. Students will define the possible consequences of failing to adhere to these health

and hygiene practices. As the student moves through the levels of instruction, skills build and expand to promote transition to

independent living.

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BASEBALL

Credit: 1-4


Prerequisite(s): Must meet all UIL requirements, be placed in the program by written approval of the head baseball coach, and have

above average skills

This is not a course for players with little baseball ability. Students who are approved for this course are expected to try out for the

junior varsity or varsity baseball teams in the spring. An aggressive approach is taken in all phases of team play through advanced

conditioning, hitting techniques, and defensive situations.

BASKETBALL (BOYS) Credit: 1-4


Prerequisite(s): Must meet all UIL requirements and be placed in the program at recommendation of the coach

Basketball is taught in two parts with the first part taking place before and after the basketball season. First, the basic fundamentals of

basketball are taught - shooting, passing, dribbling, rebounding, and defense. Special individual skill attainment is emphasized at this

time. A secondary program of conditioning, consisting of weightlifting, running and other exercises that will benefit and strengthen

the individual is implemented. The second phase (during the basketball season) places emphasis on competitive team play. Team

offense and defense, as well as strategy and specific situation work, are emphasized.

BASKETBALL (GIRLS)

Credit: 1-4



This course prepares girls for competitive basketball. Participants work to develop fundamentals of dribbling, passing, shooting, and

defense. The first semester covers fundamentals, strategy and competitive play. The competitive season begins in November and lasts

through February. Games and/or practices are also held on Saturday and during the Thanksgiving and Christmas holidays. During the

spring off-season students participate in weight training and speed development.

FRESHMEN CHEERLEADING

Credit: 1

Grade Placement: 9

Prerequisite(s): Mandatory tryouts required

Cheerleaders are selected based upon judging during tryouts. Each member of the cheer squad will be scheduled in a class period for

the fall and spring semester. The course will provide opportunities for individuals to develop skills, techniques, and conditioning

necessary to be a successful cheerleader. Various team building strategies will be implemented

J.V. AND VARSITY CHEERLEADING COMPETITION SQUAD AND MASCOT

Credit: 1-3


Prerequisite(s): Mandatory tryouts required

Cheerleaders are selected based upon judging. The Cheerleading squads will be divided into varsity and J.V. Varsity squad will be

double blocked in the fall semester.

CROSS-COUNTRY (BOYS)

Credit: 1-4



This course prepares students for competitive running. Participants work on endurance, speed, and strength. Participants also learn the

importance of monitoring the heart rate and good nutrition. The competitive season begins in August and lasts through November. The

off-season focuses on weights, agility, and long distance running.

CROSS COUNTRY (GIRLS)

Credit: 1-4



60

This course prepares girls for competitive running. Participants work on endurance, speed, and strength. Participants also learn the

importance of monitoring the heart rate and good nutrition. The competitive season begins in August and lasts through November. The

off-season focuses on weights, agility, and long distance running.

FOOTBALL

Credit: 1-4



Participants prepare for one of the five teams competing in scheduled UIL competition, which lasts from August through the end of

November or December. During the off-season, students participate in weight training and movement activities that prepare them for

all athletic activities. The off-season program and spring football practices are prerequisite for participation in the fall season for

students who are enrolled in GISD, unless a student is enrolled in a different athletic period.

GOLF (BOYS AND GIRLS)

Credit: 1-4


Prerequisite(s): Must meet all UIL requirements and be placed in the program at the recommendation of the coach

Golf students receive intermediate or advanced instruction. The intermediate instruction includes a review of basic techniques and

strategies. The advanced training stresses team play, as well as advanced strategies and specific situation play. Golf will be offered

both fall and spring semesters.

SOCCER (BOYS)

Credit: 1-4



This course will develop all participants to reach the physical fitness needed to participate in competitive soccer. The first semester

covers physical training, fundamentals, as well as tactical and competitive play. The second semester will continue as the first

semester until the competitive season is over. Soccer season begins in January and ends in March. Off-season will consist of strength

training as well as a series of soccer competitions.

SOCCER (GIRLS)

Credit: 1-4



This course prepares girls for competitive soccer. Participants work to develop the fundamental skills and physical fitness needed to

compete in this sport. The first semester covers fundamentals, tactics, competitive play, and conditioning. The competitive season

begins in January and lasts until mid-March. During the off-season students participate in a variety of strength and cardiovascular

conditioning activities, including off-season track, weight training and plyometrics.

SOFTBALL

Credit: 1-4



This course prepares girls for competitive fast pitch softball. Participants work to develop all phases of the game including advanced

conditioning, hitting, defensive fundamentals and technique. The fall focuses on conditioning, fundamentals, technique, and strategy.

Softball season begins in February and lasts through May.

SPORTS MEDICINE I

Credit: .5-1


Prerequisite(s): Athletic Trainer Approval Only

This course provides an opportunity for the study and application of the components of sports medicine including but not limited to:

sports medicine related careers, organizational and administrative considerations, prevention of athletic injuries, recognition,

evaluation, and immediate care of athletic injuries, rehabilitation and management skills, taping and wrapping techniques, first

61

aid/CPR/AED, emergency procedures, nutrition, sports psychology, human anatomy and physiology, therapeutic modalities, and

therapeutic exercise. This course will require outside-of-class time and involve working with athletes and athletic teams.

SPORTS MEDICINE II Credit: .5-1


Prerequisite(s): Completion of Sports Medicine I and Athletic Trainer Approval Only

This course provides an opportunity for the study and application of the components of sports medicine including but not limited to:

sports medicine related careers, organizational and administrative considerations, prevention of athletic injuries, recognition,

evaluation, and immediate care of athletic injuries, rehabilitation and management skills, taping and wrapping techniques, first

aid/CPR/AED, emergency procedures, nutrition, sports psychology, human anatomy and physiology, therapeutic modalities, and

therapeutic exercise. This course will require outside-of-class time and involve working with athletes and athletic teams.

SWIMMING

Credit: 1-4



Students who participate in swimming must be able to compete at a varsity level and be able to perform all four competitive strokes.

Practices will begin after the first week of school. Tryouts for the team will be two weeks after the school year begins. The top 19

swimmers (both girls and boys) will remain on the team. The first three weeks concentration will be stroke mechanics and turns. As

the season continues the team will begin conditioning and swim 5,000-7,000 yards per day. The competitive season begins in October

and ends in February. During the off-season we will continue to swim and cross train and participate in meets in March and in April.

Practices will be during 4th

and 8th

periods and continue after school. Students must provide their own transportation home.

TENNIS

Credit: 1-4



Students enrolled for competitive tennis already have a basic understanding of the rules and at least average skill development. These

levels of tennis instruction are designed to enhance a student’s current skill level, with emphasis on technique and strategy, through

complex drills. Team members are expected to display their expertise as they participate in tournaments.

TRACK (GIRLS)

Credit: 1-4



This course develops girls for competitive running, jumping, hurdling, and throwing. The first semester off-season track program

includes plyometrics, strength training, flexibility, form, speed, and endurance training. Track season officially begins in the spring

semester with after-school practices beginning in February. During the spring semester we continue to work on strength and speed,

however workouts are more event-specific. Track meets are held February through May.

TRACK (BOYS)

Credit: 1-4



Students receive extensive training in the development of track and field techniques. During the first semester work is concentrated on

the development of long distance running. Cross-Country meets are held on Saturday and all students are expected to attend these

meets. Cross Country and Track and Field will field three teams: Varsity, Junior Varsity, and Freshmen. Training continues in the

second semester in preparation for spring track and field competition. Students may participate on one of three teams: Varsity, Junior

Varsity, or Freshmen.

VOLLEYBALL (GIRLS)

Credit: .5-2



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Tryouts will be held in August. Participants who are selected for one of four competitive teams will be placed in the class. Participants

work to develop fundamentals in passing, serving, spiking, blocking, team chemistry, digging, and offensive/defensive techniques.

Participants will also learn the rules, regulations and terminology associated with the sport. The competitive season runs from August

through November. In the spring, the off-season will focus on conditioning, weight training, plyometrics, and individual and team

fundamentals.

WRESTLING (BOYS)

Credit: 1-4

Grade Placement: 9–12


This course prepares individuals for the physical and technical skills required for competitive collegiate wrestling. Participants work

on fundamental technique, strength, agility and endurance daily. Participants will develop grappling skills, as well as learn the rules,

regulations, and terminology associated with the sport. The first semester focuses on preparing individuals for the competitive season

which runs from November to February. The second semester focuses on strength and conditioning.

FINE ARTS

ART I

Credit: 1



Art I is a beginning art class covering perception, creative expression, art history, and aesthetic judgment. All art work will illustrate,

compare, and contrast the elements of art. Students will demonstrate proper use of various art media, compare and contrast different

art styles and trends throughout history and apply aesthetic judgment in evaluating artwork. Students must provide some supplies.

There may be an art lab fee of up to $30 for this course.

ART II DRAWING

Credit: 1


Prerequisite(s): Art I

Drawing II is a second year art class focusing on creative expression while exploring different drawing media and techniques.

Continuing use of the Elements and the Principles of Art will make students more aware of individual strengths and interests.

Students will be introduced to art criticism and analysis. Students must provide some supplies. There may be an art lab fee of up to

$30 for this course.

ART II PAINTING

Credit: 1



Painting II is a second year art class focusing on creative expression while exploring different painting media and techniques,

illustrating color theory, and color schemes. Also included are more advanced work with perception, creative expression, art history,

and aesthetic judgment of various painted artworks. Art criticism and analysis will also take place through the study of leading

painters and their artworks. Students must provide some supplies. There may be an art lab fee of up to $30 for this course.

ART II SCULPTURE

Credit: 1



This class is designed for the visual art student who wants to focus in the 3D aspects of the Visual Arts. Students will study various 3D

artworks from past to present, plus sketch, design, and build their own sculptures. Students will use conventional and unconventional

materials, methods, and tools to create artworks. Students are expected to help provide basic supplies, tools, including an art fee of up

to $30.

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ART II CERAMICS

Credit: 1



Ceramics II is an advanced studio class designed to enhance the Art I components of form and texture. Students will be encouraged to

discover their own three-dimensional artistic voice in this exciting art form. Students will use a wide range of hand-building and

wheel throwing techniques with earthen clay while gaining insight into the history of various world cultures through the study of this

ancient art form. Functional, sculptural and decorative artwork will be produced. Students will be expected to keep and use a

sketchbook for documenting, problem solving and critiquing art works and techniques. There may be an art lab fee of up to $30 for

this course.

ART II PHOTOGRAPHY

Credit: 1



Students will understand and execute the Elements of Art and Principles of Design through the lens of a camera. Students will study

the work of photographers and videographers in the world of art dating back to the beginning of the processes. Students will analyze

work and apply newly developed concepts to works that are individually produced. This course is designed to give students the

photographic fundamentals needed to begin an area of concentration in the visual arts. Students may be expected to provide some

equipment. There may be an art lab fee of up to $30 for this course.

ART III CERAMICS

Credit: 1


Prerequisite(s): Art II Ceramics

Ceramics III is a more highly advanced, continuation of Ceramics II and is designed for the serious art student. The course continues

the upward spiral of the visual art curriculum. Students will experience various earthen clay, glazes, stains and mixed media

techniques while using a higher level of problem solving skills. Students will become more involved in the production of glazes,

operating the kiln and producing more thought provoking art works. Students will be expected to keep and use a sketchbook for

documenting, problem solving and critiquing art works and techniques. There may be an art lab fee of up to $30 for this course.

ART III DRAWING

Credit: 1


Prerequisite(s): Art II Drawing

Drawing III is a more highly advanced, continuation of Drawing II and is designed

for the serious art student. The course continues the upward spiral of the visual art

curriculum. Students will problem-solve while experiencing new drawing media

techniques. The course will assist students with the beginning construction of a

portfolio for AP Art courses or university-level studies Students must provide some

supplies. There may be an art lab fee of up to $30 for this course.

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ART III PAINTING

Credit: 1


Prerequisite(s): Art II Painting

Painting III is a more highly advanced, continuation of Painting II and is designed for the serious art student wishing to pursue a

career in the visual arts through design while preparing a strong portfolio. The course continues the upward spiral of the visual art

curriculum. Art criticism and analysis will also take place through the study of leading painters and their artworks. Students will be

expected to keep and use a sketchbook and may be expected to provide additional supplies. There may be an art lab fee of up to $30

for this course.

ART III PHOTOGRAPHY

Credit: 1


Prerequisite(s): Art II Photography

Students will explore photography and video from an alternative viewpoint. Students will work with sculpture and installation

projects incorporating photography and video that is student produced. Students will explore many conceptual ideas while solving

visual through the use of various mediums. Students will learn to work as a group building large scale works along with smaller

independent projects creating a cohesive group installation. The course will assist students with the beginning construction of a

portfolio for AP Art courses or university-level studies Students may be expected to provide some equipment. There may be an art lab

fee of up to $30 for this course.

ART III SCULPTURE

Credit: 1


Prerequisite(s): Art II Sculpture

This class is designed for the visual art student who wants to continue to focus in the 3-D aspects of the Visual Arts. Students will

study various 3-D artworks from past to present, plus sketch, design, and build their own sculptures. Students will use conventional

and unconventional materials, methods, and tools to create artworks. Students are expected to have prior knowledge of various 3-D

techniques. Students are expected to help provide basic supplies, tools, including an art fee of up to $30.

ART IV CERAMICS

Credit: 1

Grade Placement: 12

Prerequisite(s): Art III Ceramics

Ceramics IV is a more highly advanced, continuation of Ceramics III and is designed for the serious art student. The course continues

the upward spiral of the visual art curriculum. Students will experience various earthen clay, glazes, stains and mixed media

techniques while using a higher level of problem solving skills. Students will become more involved in the production of glazes,

operating the kiln and producing more thought provoking art works. Students will be expected to keep and use a sketchbook for

documenting, problem solving and critiquing art works and techniques. There may be an art lab fee of up to $30 for this course.

ART IV DRAWING

Credit: 1

Grade Placement: 12

Prerequisite(s): Art III Drawing

Drawing IV is a more highly advanced, continuation of Drawing III and is designed for the serious art student. The course continues

the upward spiral of the visual art curriculum. Students will problem-solve while experiencing new drawing media techniques. The

course will assist students with the beginning construction of a portfolio for AP Art courses or university-level studies Students must

provide some supplies. There may be an art lab fee of up to $30 for this course.

ART IV PAINTING

Credit: 1

Grade Placement: 12

Prerequisite(s): Art III Painting

Painting IV is a more highly advanced, continuation of Painting III and is designed for the serious art student wishing to pursue a

career in the visual arts through design while preparing a strong portfolio. The course continues the upward spiral of the visual art

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curriculum. Art criticism and analysis will also take place through the study of leading painters and their artworks. Students will be

expected to keep and use a sketchbook and may be expected to provide additional supplies. There may be an art lab fee of up to $30

for this course.

ART IV PHOTOGRAPHY

Credit: 1

Grade Placement: 12

Prerequisite(s): Art III Photography

Students will continue to explore photography and video from even more alternative viewpoints. Students focus on building a strong

portfolio for AP Art courses and college applications. Students’ work will involve more conceptual ideas and continued use of

alternative processes with an emphasis on independent study. Students may be expected to provide some equipment. There may be an

art lab fee of up to $30 for this course.

ART IV SCULPTURE

Credit: 1

Grade Placement: 12

Prerequisite(s): Art III Sculpture

This class is designed for the visual art student who wants to continue to focus in the 3-D aspects of the Visual Arts. Students will

study various 3-D artworks from past to present, plus sketch, design, and build their own sculptures. Students will use conventional

and unconventional materials, methods, and tools to create artworks. Students are expected to have prior knowledge of various 3-D

techniques. Students are expected to help provide basic supplies, tools, including an art fee of up to $30.

.

AP STUDIO ART: 2-D DESIGN

Credit: 1


Prerequisite(s): 2 Art credits and teacher recommendation

This class is designed for the advanced visual art student to compile a quality portfolio of original 2-D artworks. Students will meet

the requirements of the College Board Advanced Placement Program in an independent study environment. Students will work

collaboratively with faculty to select appropriate media and will demonstrate mastery of various 2-D design techniques including, but

not limited to: graphic design, digital imaging, photography, collage, fabric design, weaving, fashion design, fashion illustration,

painting and printmaking. Students are expected to provide basic supplies for this course and pay all fees associated with obtaining

design materials. Student is responsible for photographing the submitted artworks. There will likely be extensive supply costs for this

course.

AP STUDIO ART: 3-D DESIGN

Credit: 1


Prerequisite(s): 2 Art credits and teacher recommendation

This class is designed for the advanced visual art student to compile a quality portfolio of original 3-D sculptures and/or ceramic

artworks. Students will meet the requirements of the College Board Advanced Placement Program in an independent study

environment. Students will work collaboratively with faculty to select appropriate media and will demonstrate mastery of various 3-D

design techniques. Students are expected to provide basic supplies for this course and pay all fees associated with obtaining design

materials. Student is responsible for photographing the submitted artworks. There will likely be extensive supply costs for this course.

DANCE I

Credit: 1 (Fine Arts and/or PE Credit is available)

Grade Placement: 9-12 Co-Ed


Dance I is a course designed to introduce the student to the fundamentals of dance. This class will include basic dance technique and

history in genres such as ballet, modern, jazz, social, folk and choreography. Students receive Fine Arts and/or P.E. credit for this

course. Fall and/or spring after school rehearsals and recital participation is required. Course expectations include specific skills

acquired in “Foundations of Personal Fitness”. Students are required to provide some supplies and pay a materials fee of up to $30.

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DANCE II



Prerequisite(s): Dance I or Teacher Approval

Dance II is a course designed to allow students a more in-depth study of the fundamentals of dance. This class will include more in-

depth dance techniques in ballet, modern, jazz, improvisation, and choreography as well as an overview of dance history. Students

receive Fine Arts and/or P.E. credit for this course. Fall and/or spring after school rehearsals and recital participation is required.

Course expectations include specific skills acquired in “Foundations of Personal Fitness”. Students are required to provide some

supplies and pay a materials fee of up to $30.

DANCE III



Prerequisite(s): Dance II or Teacher Approval

Dance III is a course designed to allow students a more in-depth study of dance technique in ballet, modern, jazz, improvisation, and

choreography as well as an overview of dance history. The course continues the upward spiral of the dance curriculum. Students

receive Fine Arts and/or P.E. credit for this course. Fall and/or spring after school rehearsals and recital participation is required as

well as attendance at outside-of-school dance events. Course expectations include specific skills acquired in “Foundations of Personal

Fitness”. Students are required to provide some supplies and pay a materials fee of up to $30.

DANCE IV


Grade Placement: 12 Co-Ed

Prerequisite(s): Dance III or Teacher Approval

Dance IV is a course designed to allow students a more in-depth study of dance technique in ballet, modern, jazz, improvisation, and

choreography as well as an overview of dance history. The course continues the upward spiral of the dance curriculum. Students

receive Fine Arts and/or P.E. credit for this course. Fall and/or spring after school rehearsals and recital participation is required as

well as attendance at outside-of-school dance events. Course expectations include specific skills acquired in “Foundations of Personal

Fitness”. Students are required to provide some supplies and pay a materials fee of up to $30.

DANCE I - CHOREOGRAPHY

Credit: 1


Prerequisite(s): Teacher Approval

Choreography I is an advanced dance class focusing on the choreography for one of the extra-curricular dance organizations – Dance

Team or Color Guard. This class is highly focused on independent study with individualized training in specific areas of

specialization. This year-long course may include additional performances outside of the dance organization. Students receive a local

credit for this course.

DANCE II - CHOREOGRAPHY

Credit: 1


Prerequisite(s): Teacher Approval

A continuation of Choreography I, Choreography II is an even more advanced dance class focusing on the choreography for one of

the extra-curricular dance organizations – Dance Team or Color Guard. This class is highly focused on independent study with

individualized training in specific areas of specialization. This year-long course may include additional performances outside of the

dance organization. Students receive a local credit for this course.

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DANCE I, II, III, IV - COLOR GUARD

Credit: 1(.5 P.E., .5 Fine Arts)


Prerequisite(s): Audition Only

Color guard is a year-round class in which students learn dance and body principals and apply them to the art of color guard and it’s

components of flag, rifle, saber, and various props. The year includes performances and participation at summer camps, football

games and contests with the Marching Band, public and community performances, recitals, as well as Winterguard competitions in

the Spring semester. Before and after school practice is required as well as one class period for each semester. Students may receive a

PE or Fine Arts Credit for this course. There are required fees for this course.

DANCE I, II, III, IV - DANCE TEAM

Credit: 1


Prerequisite(s): Audition Only

Dance Team is an extra-curricular activity based upon the dance curriculum. Dance Team members are selected only by audition near

the end of the spring semester. The dance team participates in many outside-of-the-school-day performances including, but not

limited to, events with the marching band, football games, pep rallies, parades, basketball games, dance competitions, various spring

performances and summer camps/training. Before and/or after school practice is required as well as one class period for each

semester. There are required fees for this course.

BAND 1

Credit: 1

Grade Placement: 9 - or first year of high school band

Prerequisite(s): Enrollment in a band class the previous year or instructor approval

This full year course continues the development of performance techniques, music reading skills, listening skills, music theory

knowledge and music history exposure developed in previous band classes. Students enrolled in Band 1 will develop self-discipline,

problem-solving skills, leadership skills, time-management skills and continually work with peers as part of a musical performance

team. Students will be placed into a particular band class or section based upon ability demonstrated by audition. All students

enrolled in Band 1 – regardless of the particular band class – are required to participate in marching band during the first semester.

Because of this marching band requirement, students enrolled in Band 1 receive Physical Education (P.E.) credit during the fall

semester and fine arts credit in the spring semester. Students will be expected to provide supplies and there are certain fees connected

to the course.

BAND 2

Credit: 1

Grade Placement: 10 - or second year of high school band



knowledge and music history exposure developed in previous band classes. Students enrolled in Band 2 will develop self-discipline,

problem-solving skills, leadership skills, time-management skills and continually work with peers as part of a musical performance

team. Students will be placed into a particular band class or section based upon ability demonstrated by audition. All students

enrolled in Band 2 – regardless of the particular band class – are required to participate in marching band during the first semester.

Because of this marching band requirement, students enrolled in Band 2 receive Physical Education (P.E.) credit during the fall

semester and fine arts credit in the spring semester. Students will be expected to provide supplies and there are certain fees connected

to the course.

BAND 3

Credit: 1

Grade Placement: 11 - or third year of high school band



knowledge and music history exposure previously developed in previous band classes. The course continues the upward spiral of the

band curriculum. Students enrolled in Band 3 will develop self-discipline, problem-solving skills, leadership skills, time-management

skills and continually work with peers as part of a musical performance team. Students will be placed into a particular band class or

section based upon ability demonstrated by audition. All students enrolled in Band 3 – regardless of the particular band class – are

required to participate in marching band during the first semester. Because of this marching band requirement, students enrolled in

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Band 3 receive Physical Education (P.E.) credit during the fall semester and fine arts credit in the spring semester. Students will be

expected to provide supplies and there are certain fees connected to the course.

BAND 4

Credit: 1

Grade Placement: 12 - or fourth year of high school band



knowledge and music history exposure previously developed in previous band classes. The course continues the upward spiral of the

band curriculum. Students enrolled in Band 4 will develop self-discipline, problem-solving skills, leadership skills, time-management

skills and continually work with peers as part of a musical performance team. Students will be placed into a particular band class or

section based upon ability demonstrated by audition. All students enrolled in Band 4 – regardless of the particular band class – are

required to participate in marching band during the first semester. Because of this marching band requirement, students enrolled in

Band 4 receive Physical Education (P.E.) credit during the fall semester and fine arts credit in the spring semester. Students will be

expected to provide supplies and there are certain fees connected to the course.

INSTRUMENTAL ENSEMBLE I, II, III, IV - BAND ONLY

Credit: 1


Prerequisite(s): Instructor approval and concurrent enrollment in Band I, II, III or IV

Students develop greater technique in producing characteristic tone while enhancing skills in music reading, performance and

ensemble methods. NOTE: There is no PE waiver for Instrumental Ensemble.

JAZZ ENSEMBLE I, II, III, IV

Credit: 1


Prerequisite(s): Instructor Approval, concurrent enrollment in Band I - IV or Orchestra I – IV, and audition

Jazz Ensemble is a course for advanced, experienced musicians showing an interest and understanding of the jazz idiom. Students

will study and perform a wide variety of jazz styles. Students not concurrently enrolled in band or orchestra may audition for

membership under special circumstances with permission of the instructor. Students may be placed into differing sections of Jazz

Ensemble based upon skill level exhibited in audition. Students will be expected to provide supplies and there are certain fees

connected to the course.

CHOIR I

Credit: 1

Grade Placement: 9 - or first year of high school choir


This full-year course continues the development of singing – performance technique, music reading skills, listening skills, music

theory knowledge and music history exposure previously developed in middle school choir. Students enrolled in Choir 1 will develop

greater self-discipline, problem-solving skills, leadership skills, time-management skills and continually work with peers as part of a

musical performance team. Students will be placed into a particular choir class or section based upon ability demonstrated by

audition. All students enrolled in Choir 1 – regardless of the particular choir class – are required to participate in curricular events and

will be asked to participate in some outside-of-the-school-day extra-curricular events. Students will be expected to provide supplies

and there are certain fees connected to the course.

CHOIR 2

Credit: 1

Grade Placement: 10 - or second year of high school choir

Prerequisite(s): Choir 1


theory knowledge and music history exposure previously developed in Choir 1. Students enrolled in Choir 2 will develop greater self-

discipline, problem-solving skills, leadership skills, time-management skills and continually work with peers as part of a musical

performance team. Students will be placed into a particular choir class or section based upon ability demonstrated by audition. All

students enrolled in Choir 2 – regardless of the particular choir class – are required to participate in curricular events and will be asked

to participate in some outside-of-the-school-day extra-curricular events. Students will be expected to provide supplies and there are

certain fees connected to the course.

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CHOIR 3

Credit: 1

Grade Placement: 11 – or third year of high school choir







to participate in some outside-of-the-school-day extra-curricular events. Students will be expected to provide supplies and these are


CHOIR 4

Credit: 1

Grade Placement: 12 - or fourth year of high school choir







to participate in some outside-of-the-school-day extra-curricular events. Students will be expected to provide supplies and there are


VOCAL ENSEMBLE I, II, III, IV - CHOIR ONLY

Credit: 1


Prerequisite(s): Instructor approval and concurrent enrollment in Choir I, II, III or IV

Students develop greater technique in producing characteristic vocal tone while enhancing skills in music reading, performance and

ensemble methods. This course will cover the State adopted vocal ensemble curriculum which includes the study of various choral

and solo literature.

ORCHESTRA I

Credit: 1

Grade Placement: 9 – or first year of high school orchestra

Prerequisite(s): Middle School Orchestra, Instructor Approval or private instruction required

Orchestra is for experienced musicians desiring to improve musical performance skills on string instruments while performing

orchestral repertoire. Students will audition and be placed into a particular orchestra class based on skill level and instrumentation

needs. Students in Orchestra are provided with multiple opportunities for individual achievement through extra-curricular auditions

and competitions. Attendance at rehearsals and performances outside of normal school hours is required. Students will be expected to

provide supplies and there are certain fees connected to the course.

ORCHESTRA II

Credit: 1

Grade Placement: 10 - or second year of high school orchestra

Prerequisite(s): Orchestra I, Instructor approval or private instruction required


orchestral repertoire. Students will audition and be placed into a particular orchestra class based on skill level and instrumentation

needs. Students in Orchestra are provided with multiple opportunities for individual achievement through extra-curricular auditions

and competitions. Attendance at rehearsals and performances outside of normal school hours is required. Students will be expected to

provide supplies and there are certain fees connected to the course.

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ORCHESTRA III

Credit: 1

Grade Placement: 11 - or third year of high school orchestra

Prerequisite(s): Orchestra II, Instructor approval or private instruction required


orchestral repertoire. The course continues the upward spiral of the orchestra curriculum. Students will audition and be placed into a

particular orchestra class based on skill level and instrumentation needs. Students in Orchestra are provided with multiple

opportunities for individual achievement through extra-curricular auditions and competitions. Attendance at rehearsals and

performances outside of normal school hours is required. Students will be expected to provide supplies and there are certain fees


ORCHESTRA IV

Credit: 1

Grade Placement: 12 - or fourth year of high school orchestra

Prerequisite(s): Orchestra III, Instructor approval, or private instruction required


orchestral repertoire. The course continues the upward spiral of the orchestra curriculum. Students will audition and be placed into a

particular orchestra class based on skill level and instrumentation needs. Students in Orchestra are provided with multiple

opportunities for individual achievement through extra-curricular auditions and competitions. Attendance at rehearsals and

performances outside of normal school hours is required. Students will be expected to provide supplies and there are certain fees


INSTRUMENTAL ENSEMBLE I, II, III, IV - ORCHESTRA ONLY

Credit: 1


Prerequisite(s): Instructor approval and concurrent enrollment in Orchestra I, II, III or IV

Instrumental Ensemble – Orchestra serves students already enrolled in the orchestra in two ways. The course provides time to develop

technique in a small group environment during school hours. The course can also provide the opportunity for a student to begin study

on an alternate string instrument. For instance, a student already enrolled in orchestra as a violinist could have the opportunity to learn

to play viola, cello, or bass.

MUSIC AND MEDIA COMMUNICATIONS I

Credit: 1


Prerequisite(s): None (Students should not be enrolled in Band, Choir or Orchestra)

Music and Media Communications is designed to provide access to rigorous and relevant instruction in music and media-based skills

for those students who may not have an extensive background in formal music training. The course is based on an integrated set of

skills and knowledge standards in music and technology applications as well as College and Career Readiness and 21st Century

Preparedness Skills. Students will explore and discover their own connections to music and their musicality using technology and

media-based resources for listening, recording, sharing, composing and making music. Students will also analyze the presence of

music in contemporary contexts and media, review fundamental musical concepts, and be introduced to skills and knowledge required

for some music-related technical professions. The course is used to provide access to music instruction for students who have not or

were not able to enter traditional music performance pathways such as band, choir or orchestra. Throughout the course, students will

compile a digital portfolio of work that demonstrates skill and understanding. This course is available for state elective credit only.

MUSIC THEORY

Credit: 1


Prerequisite(s): Concurrent or previous enrollment in high school band, choir or orchestra

Students enrolled in music theory will receive comprehensive instruction in the musical areas of counterpoint, harmony, chords,

scales, and musical forms and part-writing. Students will also acquire and advance individual skills in sight-reading, sight-singing and

ear training.

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AP MUSIC THEORY

Credit: 1


Prerequisite(s): Music Theory or teacher approval

AP Music Theory should be considered a college level music theory course. This course includes advanced study in the musical areas

of counterpoint, harmony, chords, scales, musical forms and part-writing. Advanced harmony and part-writing will be covered as well

as advanced ear training. Students are expected to take the AP Music Theory Exam near the end of this course. Thus, the primary

focus for the course is preparing for the exam.

THEATRE I

Credit: 1



Theater I is a full year course designed to introduce the student to theater. The class will include theater terminology, mime,

improvisation, characterization, movement, voice and diction, scene study, performance, and some elements of technical theater.

Students are required to attend and analyze live theatrical events held outside of regular school hours.

THEATRE II

Credit: 1


Prerequisite(s): Theatre I

Theatre II is a full year course designed to continue student growth in the study of theater. Students will experience theatrical

literature of greater complexity, continue in-depth scene study and characterization, and demonstrate advanced acting techniques.

Students are required to attend and analyze live theatrical events held outside of regular school hours.

THEATRE III

Credit: 1


Prerequisite(s): Theatre II

Theatre III is a full year course designed to extend and continue the advanced experiences in Theatre II. The course continues the

upward spiral of the theater curriculum. Scene study, theatre history, performance, auditioning, directing, and playwriting are studied

in greater depth. Students will have “hands-on” experience in directing, playwriting, auditioning, and will work with problems of

production and performance. Students are required to attend and analyze live theatrical events held outside of regular school hours.

THEATRE IV

Credit: 1

Grade Placement: 12

Prerequisite(s): Theatre III

Theatre IV is a full year course designed to extend and continue the advanced experiences in Theatre III. The course continues the

upward spiral of the theater curriculum. Scene study, theatre history, performance, auditioning, directing, and playwriting are studied

at the most advanced level. Students will have even more “hands-on” experience in directing, playwriting, auditioning, and will also

work with problems of production and performance. Students are required to attend and analyze live theatrical events held outside of

regular school hours.

THEATRE PRODUCTION

Credit: .5 to 1


Prerequisite(s): Concurrent or previous enrollment in an approved Theater course and be a member of a production cast or crew

Theatre Production is scheduled after school as rehearsals and performances. Theatre Production is a curricular theater lab class. The

course comes into existence when auditions are held for a production and is designed to give students credit for work in play

production activities scheduled outside of regular school hours. Thus, students do not enroll in this course, but may receive ½ unit of

credit when 80 hours of work are completed on a theater production outside of regular school hours. The hours are cumulative and a

student may need to participate in more than one production before earning ½ to 1 credit.

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TECHNICAL THEATRE I

Credit: 1


Prerequisite(s): Theatre I (previous or concurrent) or teacher recommendation

This is a full year course in which students are introduced to the practice and design of theatrical sets, scenery, lighting, sound,

costumes, properties and makeup. Students will gain training in stage management and stage crew work. Students will begin a

professional portfolio with items in each of the aforementioned areas. All students are required to fulfill minimum work hours outside

of the school day and write a review of a live theatrical performance seen during each grading cycle. Additionally, students may work

as crew members for the annual musical and the UIL One-Act Play Festival. Students will be expected to paint, move heavy/dirty

equipment, work with power tools, and work with hot electrical equipment. Students must exhibit a healthy respect for the safety of

themselves and those near them.

TECHNICAL THEATRE II

Credit: 1


Prerequisite(s): Technical Theatre I or teacher recommendation

This is a full year course in which students research and design theatrical sets, scenery, lighting, sound, costumes, properties and

makeup. Students will gain training and experience in stage management and stage crew work. Students will begin a professional

portfolio with items in each of the aforementioned areas. All students are required to fulfill minimum work hours outside of the school

day during each grading cycle. Additionally, students will work as crew members for the annual musical and the UIL One-Act Play

Festival. Crews for performances and events at the Klett PAC and/or the EVHS Theater are also chosen from members of this class.

Students can earn additional theater production credit by serving in this capacity. Students will be expected to paint, move heavy/dirty



TECHNICAL THEATRE III

Credit: 1


Prerequisite(s): Technical Theatre II or teacher recommendation









TECHNICAL THEATRE IV

Credit: 1

Grade Placement: 12

Prerequisite(s): Technical Theatre III or teacher recommendation









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PERFORMING ARTS FACILITY MANAGEMENT

Credit: 1 (local credit only)


Prerequisite(s): Technical Theater I, Band I, Choir I or Orchestra I

Students learn facility and event management while working with the GISD Technical Director to maintain the performing facility;

prepare it for events and working at those events. Skills include rigging, audio engineering and reinforcement, theatrical lighting,

drafting and information management.

COMMUNICATIONS

COMMUNICATIONS (T, Skills T)

Credit: .5



In order to participate in vocational, community, and social settings, students must develop effective communication modified to their

individual learning.. Instruction will focus on developing verbal skills, effective non-verbal behaviors, listening for desired results to

increase communication. The scope of this course and TEKS mastered is determined by the student’s Individual Education Plan (IEP).

This class meets the state requirement for graduation.

DEBATE I, II

Credit: 1-2


Prerequisite(s): Teacher recommendation

Developing research and critical thinking skills while increasing the student’s ability to persuade are the goals of this course. Students

analyze contemporary issues and controversial issues as a means to find solutions and examine truths. The definition of debate is

“organized argument,” and this course is excellent preparation for college and professional careers. Preparation and presentation of

debates are required in class and at speech tournaments. Students must attend at least one after school practice per week.

DEBATE III

Credit: 1



Developing advanced research and critical thinking skills while increasing the student’s ability to persuade are the goals of this course.

Students analyze contemporary issues and controversial issues as a means to find solutions and examine truths. The definition of

debate is “organized argument,” and this course is excellent preparation for college and professional careers. Preparation and

presentation of debates are required in class and at speech tournaments. Students must attend at least one after school practice per

week.

DEBATE IV

Credit: 1



Developing advanced research and critical thinking skills while increasing the student’s ability to persuade are the goals of this course.

Students analyze contemporary issues and controversial issues as a means to find solutions and examine truths. The definition of

debate is “organized argument,” and this course is excellent preparation for college and professional careers. Preparation and

presentation of debates are required in class and at speech tournaments. Students must attend at least one after school practice per

week.

74

ORAL INTERPRETATION I,

Credit: 1-4



This course is a study of performance of literature. Students research various authors, literary mediums, and genres. Students analyze

and conduct oral performances of literature. Students will study and gain appreciation for the intellectual and aesthetic dimensions of

literary texts. Significant blocks of time are provided for reading, preparing and presenting oral performances. Performance choices

include humorous, dramatic, and duet acting, poetry, prose, and group improvisation. Self-motivation and participation in speech

tournaments are required.

ORAL INTERPRETATION II, III

Credit: 1-4



This course is an advanced study of performance of literature. Students research various authors, literary mediums, and genres.

Students analyze and conduct oral performances of literature. Students will study and gain appreciation for the intellectual and

aesthetic dimensions of literary texts. Significant blocks of time are provided for reading, preparing and presenting oral performances.

Performance choices include humorous, dramatic, and duet acting, poetry, prose, and group improvisation. Self-motivation and

participation in speech tournaments are required.

ANALYSIS OF VISUAL MEDIA

Credit: .5



Principle areas of analysis will be film, television and advertising. The student will learn critical viewing techniques and the media’s

influence on, as well as the representation of, society. Topics will include film and television editing and production, cameral shots

and angles, and propaganda techniques and stereotypes. The intent of this course is to help the student become a more savvy and

discerning consumer.

CAREER AND TECHNICAL EDUCATION

Career and Technical Education in Georgetown I.S.D. is focused on meeting the individual needs of all students by providing

curricula to meet the demands of our 21st Century global economy. It is the goal of Georgetown’s Career and Technical Education

Program to provide for relevant, career-related experiences and rigorous high-quality academic instruction to ensure that each and

every student attains mastery of the knowledge and skills necessary to achieve a lifetime of success. Additionally, Georgetown ISD is

committed to our partnerships. We recognize our role and responsibility in preparing students to meet the future employment needs of

these entities to maintain the health and well-being of our local, area, and state-wide economy and our society at-large.

NON-DISCRIMINATION STATEMENT

All students have the opportunity to enroll in Career and Technical

Education courses along with the more traditional academic courses.

Enrollment in Career and Technical Education courses is open to all

qualified students without regard to race, color, creed, religious

affiliation, sex or handicapping conditions. Safety is an important part

of elective course work and must be demonstrated before students are

allowed to work.

PROGRAMS OF STUDY

Georgetown ISD uses the Achieve Texas initiative to provide students

with a rigorous and relevant high school experience. The Achieve

Texas initiative organizes occupations and broad industry into career

clusters based upon commonalities. Therefore, each student, working

collaboratively with his/her parents and school counselor, will have

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the opportunity to develop an individualized four, six, or eight-year Program of Study tied to future interest and career goal. A

Program of Study is a comprehensive plan designed to support college/career readiness through the strategic alignment of

foundational academic, career-related technical, and enrichment courses which fosters multiple postsecondary options as related to

each individual student’s interest(s). Students completing any of the GISD Programs of Study will graduate prepared for post-

secondary education, technical training, and/or entry-level career placement.

CTE MISSION STATEMENT

The mission of Georgetown Independent School District’s Career and Technical Education department is to better prepare students for

postsecondary education, or entry into the workforce by providing state of the art instruction and practical, hands-on lab experience

from highly qualified staff and to assist students in becoming successful, critical thinking, competent and caring individuals through

real world experience, guidance and leadership.

Agriculture, Food & Natural Resources

PRINCIPLES OF AGRICULTURE, FOOD, AND NATURAL RESOURCES

Credit: 1



To be prepared for careers in agriculture, food, and natural resources, students must attain academic skills and knowledge in

agriculture. This course allows students to develop knowledge and skills regarding career opportunities, personal development,

globalization, industry standards, details, practices, and expectations. To prepare for success, students need to have opportunities to

learn, reinforce, experience, apply, and transfer their knowledge and skills in a variety of settings.

EQUINE SCIENCE

Credit: .5



To be prepared for careers in the field of animal science, students need to enhance academic knowledge and skills, acquire knowledge

and skills related to animal systems, and develop knowledge and skills regarding career opportunities, entry requirements, and

industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and

skills in a variety of settings. Suggested animals which may be included in the course of study include, but are not limited to, horses,

donkeys, and mules.

LIVESTOCK PRODUCTION

Credit: .5



To be prepared for careers in the field of animal science, students need to attain academic skills and knowledge, acquire knowledge

and skills related to animal systems and the workplace, and develop knowledge and skills regarding career opportunities, entry

requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer

their knowledge and skills in a variety of settings. Animal species to be addressed in this course may include, but are not limited to,

beef cattle, dairy cattle, swine, sheep, goats, and poultry.

ENERGY AND NATURAL RESOURCES TECHNOLOGY

Credit: .5



To be prepared for careers in the field of energy and natural resource systems, students need to attain academic skills and knowledge,

acquire technical knowledge and skills related to energy and natural resources and the workplace, and develop knowledge and skills

regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need to have

opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings. This course is

designed to explore the interdependency of the public and natural resource systems related to energy production. In addition,

renewable, sustainable, and environmentally friendly practices will be explored.

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WILDLIFE, FISHERIES AND ECOLOGY MANAGEMENT

Credit: 1



To be prepared for careers in natural resource systems, students need to attain academic skills and knowledge, acquire technical

knowledge and skills related to natural resources, and develop knowledge and skills regarding career opportunities, entry


their knowledge and skills in a variety of settings. This course examines the management of game and non-game wildlife species, fish,

and aqua crops and their ecological needs as related to current agricultural practices,

PRINCIPLES AND ELEMENTS OF FLORAL DESIGN

Credit: 1



To be prepared for careers in floral design, students need to attain academic skills and knowledge as well as technical knowledge and

skills related to horticultural systems and develop knowledge and skills regarding career opportunities, entry requirements, and

industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply and transfer their knowledge and

skills and technologies in a variety of settings. This course is designed to develop students' ability to identify and demonstrate the

principles and techniques related to floral design as well as develop an understanding of the management of floral enterprises. A

student may earn industry-recognized certification in this course. This course counts as a Fine Arts graduation credit.

HORTICULTURE SCIENCE

Credit: .5



To be prepared for careers in horticultural systems, students need to attain academic skills and knowledge, acquire technical

knowledge and skills related to horticulture and the workplace, and develop knowledge and skills regarding career opportunities, entry


knowledge and skills in a variety of settings. This course is designed to develop an understanding of common horticultural

management practices as they relate to food and ornamental plant production.

AGRICULTURAL MECHANICS AND METAL TECHNOLOGIES

Credit: 1


Recommended Prerequisite(s): Principles of Agriculture, Food, & Natural Resources

To be prepared for careers in agricultural power, structural, and technical systems, students need to attain academic skills and

knowledge; acquire technical knowledge and skills related to power, structural, and technical agricultural systems and the industry;

and develop knowledge and skills regarding career opportunities, entry requirements, industry certifications, and industry

expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer knowledge and skills and

technologies in a variety of settings. This course is designed to develop an understanding of agricultural mechanics as it relates to

safety and skills in tool operation, electrical wiring, plumbing, carpentry, fencing, concrete, and metal working techniques. A student

may be awarded articulated college credit upon successful completion of this course.

AGRICULTURAL FACILITIES DESIGN AND FABRICATION

Credit: 1


Recommended Prerequisite(s): Ag Mechanics and Metal Technologies

To be prepared for careers in agricultural power, structural, and technical systems, students need to attain academic skills and

knowledge, acquire technical knowledge and skills related to agricultural power, structural and technical systems and the workplace,

and develop knowledge and skills regarding career opportunities, entry requirements, industry certifications, and industry

expectations. To prepare for success, students need opportunities to learn, reinforce, apply and transfer their knowledge and technical

skills in a variety of settings. This course is designed to develop an understanding of agricultural power sytems, metal fabrications

techniques, agricultural structures, electrical controls, and land and water management systems. A student may be awarded

articulated college credit upon successful completion of this course.

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LANDSCAPE DESIGN AND TURF GRASS MANAGEMENT

Credit: .5



To be prepared for careers in horticultural systems, students need to attain academic skills and knowledge, acquire technical

knowledge and skills related to horticultural systems and the workplace, and develop knowledge and skills regarding career

opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce,

apply, and transfer their knowledge and skills and technologies in a variety of settings. This course is designed to develop an

understanding of landscape and turf grass management techniques and practices.

VETERINARY MEDICAL APPLICATIONS

Credit: 1



To be prepared for careers in the field of animal science, students need to attain academic skills and knowledge, acquire technical

knowledge and skills related to animal systems and the workplace, and develop knowledge and skills regarding career opportunities,

entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and

transfer knowledge and skills and technologies in a variety of settings. Topics covered in this course include, but are not limited to,

veterinary practices as they relate to both large and small animal species.

ADVANCED ANIMAL SCIENCE

Credit: 1

Grade Placement: 12

Recommended Prerequisite(s): Minimum of one credit from the courses in the Agriculture, Food, and Natural Resources Cluster

To be prepared for careers in the field of animal science, students need to attain academic skills and knowledge, acquire knowledge

and skills related to animal systems, and develop knowledge and skills regarding career opportunities, entry requirements, and

industry standards. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and

skills in a variety of settings. This course examines the interrelatedness of human, scientific, and technological dimensions of livestock

production. Instruction is designed to allow for the application of scientific and technological aspects of animal science through field

and laboratory experiences. Successful completion of this course will count as a fourth year of science graduation requirement.

PRACTICUM IN AGRICULTURE, FOOD, AND NATURAL RESOURCES

Credit: 2

Grade Placement: 12

Recommended Prerequisite(s): Minimum of one credit from the courses in the Agriculture, Food, and Natural Resources Cluster

The practicum is designed to give students supervised practical application of knowledge and skills. Practicum experiences can occur

in a variety of locations appropriate to the nature and level of experiences such as employment, independent study, internships,

assistantships, mentorships, or laboratories.

CAREER PREPARATION

Credit: 2-3


Recommended Prerequisite(s): Students must be 16 years of age and have reliable transportation to enroll in this program. Students

must maintain employment throughout the entire school year at an approved jobsite to continue in this work-based learning program.

The student’s approved worksite should relate to his/her Program of Study.

Career Preparation provides opportunities for students to participate in a learning experience that combines classroom instruction with

paid business and industry employment experiences and supports strong partnerships among school, business and community

stakeholders. The goal is to prepare students with a variety of skills for a fast-changing workplace. This instructional arrangement

should be an advanced component of a student’s individual program of study. Students are taught employability skills, which include

job-specific skills applicable to their training station, job interview techniques, communication skills, financial and budget activities,

human relations and portfolio development. Career preparation is relevant, rigorous and supports student attainment of academic

standards and effectively prepares students for college and career success.

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Architecture & Construction

PRINCIPLES OF ARCHITECTURE AND CONSTRUCTION

Credit: 1



Principles of Architecture and Construction provides an overview to the various fields of architecture, interior design, construction

science, and construction technology. Achieving proficiency in decision making and problem solving is an essential skill for career

planning and lifelong learning. Students use self-knowledge, educational, and career information to set and achieve realistic career and

educational goals. Job-specific, skilled training can be provided through the use of training modules to identify career goals in trade

and industry areas. Safety and career opportunities are included, in addition to work ethics and job-related study in the classroom such

as communications; problem solving and critical thinking; Information Technology Applications; systems; safety, health, and

environmental; leadership and teamwork; ethics and legal responsibilities; employability and career development; technical skills;

introduction to hand tools; introduction to power tools; basic rigging; and reading technical drawings. A student may earn industry-

recognized certification in this course.

INTERIOR DESIGN

Credit: .5


Recommended Prerequisite(s): Principles of Architecture and Construction

Interior Design is a technical course that addresses psychological, physiological, and sociological needs of individuals by enhancing

the environments in which they live and work. Individuals use knowledge and skills related to interior and exterior environments,

construction, and furnishings to make wise consumer decisions, increase productivity, and compete in industry.

CONSTRUCTION TECHNOLOGY

Credit: 2


Recommended Prerequisite(s): Principles of Architecture and Construction

In Construction Technology, students gain knowledge and skills specific to those needed to enter the workforce as carpenters or

building maintenance supervisors or prepare for a postsecondary degree in construction management, architecture, or engineering.

Students acquire knowledge and skills in safety, tool usage, building materials, codes, and framing.

ADVANCED DESIGN/PRE-CONSTRUCTION

Credit: 1


Prerequisite(s): Completion/concurrent enrollment in appropriate college preparatory mathematics and science courses

Students learn about various aspects of civil engineering and architecture and apply their knowledge to the design and development of

residential and commercial properties and structures. In addition, students use 3-D design software to design and document solutions

for major course projects as related to students’ career/postsecondary interest(s). A student may be awarded articulated college credit

upon successful completion of course.

CAREER PREPARATION

Credit: 2-3





Career Preparation provides opportunities for students to participate in a learning experience that combines classroom instruction with paid

business and industry employment experiences and supports strong partnerships among school, business and community stakeholders.

The goal is to prepare students with a variety of skills for a fast-changing workplace. This instructional arrangement should be an

advanced component of a student’s individual program of study. Students are taught employability skills, which include job-specific skills

applicable to their training station, job interview techniques, communication skills, financial and budget activities, human relations and

portfolio development. Career preparation is relevant, rigorous and supports student attainment of academic standards and effectively

prepares students for college and career success.

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Arts, A/V Technology & Communications

PRINCIPLES OF ART, AV TECH, AND COMMUNICATION

Credit: .5



Careers in the Arts, Audio Video Technology and Communications career cluster require, in addition to creative aptitude, a strong

background in computer and technology applications, a strong academic foundation, and a proficiency in oral and written

communication. Within this context, students will be expected to develop an understanding of the various and multifaceted career

opportunities in this cluster and the knowledge, skills, and education requirements for those opportunities. The goal of this course is

to create a culture of high expectation and continuous improvement that provides students with a foundation for success in high

school, future studies, and careers. Students explore college and career planning within specific career cluster(s). The students

research labor market information, learn job seeking skills, and create documents required for employment. Students use self-

knowledge to explore and set realistic goals. Districts have the flexibility of offering career exploration knowledge and skills in a

variety of instructional arrangements.

JOURNALISM I

Credit: 1



Journalism students learn to write for a variety of audiences using different styles of journalistic writing. Students will become

analytical consumers of media and technology to enhance their communication skills. Students will learn about the history of U. S.

media, press law, and media ethics and responsibility. An emphasis will be placed on journalistic writing. Students should have

access to a digital camera throughout the year. Students will be required to cover some after school events for the yearbook.

PHOTOJOURNALISM I

Credit: 1



Students take photographs, develop negatives, and print photos in a darkroom setting. Students also learn to take photos and

download from digital cameras and manipulate them on a computer. This class also has a journalism component for nine weeks

during which students learn to write news stories, feature articles, captions and headlines. Students produce photos and articles

appropriate for use in the school newspaper and yearbook. Note: Students must have access to a 35mm and a digital camera. There

is a $20.00 lab fee for this course.

ADVANCED JOURNALISM: NEWSPAPER I

Credit: 1


Prerequisite(s): Journalism or Photojournalism I

This is the class that produces the school newspaper. Students apply techniques of layout by designing pages and by writing copy, cut

lines, and headlines, as well as by cropping pictures using desktop publishing software. They also sell advertisements to local

merchants, gaining knowledge of the business community. Students will be required to cover events and work outside of regular

school hours.

ADVANCED JOURNALISM: YEARBOOK I

Credit: 1


Prerequisite(s): Journalism I or Photojournalism I

Students apply techniques of graphic design by designing pages and by writing copy, cut lines and head-lines, as well as by cropping

pictures using desktop publishing software. They also sell advertisements to local merchants, gaining knowledge of the business

community. Students will be required to cover events and work outside of regular school hours. Note: Summer hours may be

necessary.

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GRAPHIC DESIGN AND ILLUSTRATION

Credit: 1


Recommended Prerequisite(s): Principles of Art, A/V Technology and Communication

Careers in graphic design and illustration span all aspects of the advertising and visual communications industries. Within this context,

in addition to developing knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career

cluster, students will be expected to develop an understanding of the industry with a focus on fundamental elements and principles of

visual art and design. A student may be awarded articulated college credit upon successful completion of this course.

PRINTING AND IMAGING TECHNOLOGY Credit: 1


Recommended Prerequisite(s): Principles of Art, A/V Technology and Communication

Careers in printing span all aspects of the industry, including prepress, press, and finishing and bindery operations. Within this

context, in addition to developing technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and

Communications career cluster, students will be expected to develop an understanding of the printing industry with a focus on

prepress and desktop publishing. A student may be awarded articulated college credit upon successful completion of this course.

PROFESSIONAL COMMUNICATIONS

Credit: .5



Professional Communications blends written, oral, and graphic communication in a career-based environment. Careers in the global

economy require individuals to be creative and have a strong background in computer and technology applications, a strong and solid

academic foundation, and a proficiency in professional oral and written communication. Within this context, students will be expected to

develop and expand the ability to write, read, edit, speak, listen, apply software applications, manipulate computer graphics, and conduct

Internet research. This course counts as a Speech graduation credit.

PHOTOJOURNALISM – INDEPENDENT STUDY IN JOURNALISM

Credit: 1


Prerequisite(s): Photojournalism

Students will continue to take photographs and apply what they learned in Photojournalism I. Students enrolled in this class will take

photographs of school events including but not limited to sports, school events, and new events that concern the school and its

students. Students will take photos for school related publications. Students will be required to attend events scheduled outside of the

normal classroom day. Note: Digital camera is required for this course.

ADVANCED BROADCAST JOURNALISM/ VIDEO PRODUCTION I Credit: 1


Prerequisite(s): Journalism, Photojournalism, Advanced Speech, Advanced Technical Theater or Advanced Computer Course

Students will learn the basics of video production including story types, writing in broadcast style, digital video camera techniques,

basic shooting of video and basic editing. A basic understanding of audio techniques, set lighting, electronic editing, script writing,

direction and special effects will be acquired. On and off camera techniques will be explored. Individual projects such as music

videos, documentaries and special school and district projects will be produced.

ADVANCED JOURNALISM: NEWSPAPER II

Credit: 1


Prerequisite(s): Advanced Journalism and Newspaper I

Students write stories and plan, edit, and makeup/layout the school newspaper. These students are editors of the school newspaper.

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ADVANCED JOURNALISM: YEARBOOK II

Credit: 1


Prerequisite(s): Advanced Journalism: Yearbook I

Students apply techniques of layout by designing pages and by writing copy, cut lines and headlines, as well as by cropping pictures.

They also sell advertisements to local merchants, gaining knowledge of the business community. Students learn to typeset copy on

computers. These students are editors of the school yearbook and are responsible for cover design, theme and theme development, and

the pictorial choices in the yearbook. Note: Summer hours may be necessary.

ADVANCED BROADCAST JOURNALISM/ VIDEO PRODUCTION II Credit: 1


Prerequisite(s): Advanced Broadcast Journalism/ Video Production I

Students will learn the advanced methods of video production including story types, writing in broadcast style, digital video camera

techniques, basic shooting of video and basic editing. A use of audio techniques, set lighting, electronic editing, script writing,

direction and special effects will be acquired. On and off camera techniques will be explored. Individual projects such as music

videos, documentaries and special school and district projects will be produced. Each second year student will be responsible for

creating, writing, producing and editing a five minute video production.

ADVANCED JOURNALISM: NEWSPAPER III

Credit: 1

Grade Placement: 12

Prerequisite(s): Advanced Journalism: Newspaper I and II

These are the editors and the most experienced staff members of the school newspaper. They will plan, write, edit, and take

photographs for the school newspaper. Students enrolled in this class have been a part of the staff for two years and are responsible

for setting deadlines and assuring that the publication adheres to journalistic style and standards.

ADVANCED JOURNALISM: YEARBOOK III

Credit: 1

Grade Placement: 12

Prerequisite(s): Advanced Journalism: Yearbook I and II

These are the editors and the most experienced staff members of the school yearbook. They will plan, write, edit, and take

photographs for the campus yearbook. Students enrolled in this class have been a part of the staff for two years and are responsible

for setting deadlines and assuring that the publication adheres to journalistic style and standards.

CAREER PREPARATION

Credit: 2-3












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Business, Management & Administration

PRINCIPLES OF BUSINESS, MARKETING, AND FINANCE

Credit: .5



In Principles of Business, Marketing, and Finance, students gain knowledge and skills in economies and private enterprise systems,

the impact of global business, marketing of goods and services, advertising, and product pricing. Students analyze the sales process

and financial management principles. This course allows students to reinforce, apply, and transfer academic knowledge and skills to a

variety of interesting and relevant activities, problems and settings in business, marketing, and finance.

BUSINESS INFORMATION MANAGEMENT I

Credit: 1


Recommended Prerequisite(s): Touch System Data Entry

Students implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and make a

successful transition to the workforce and postsecondary education. Students apply technical skills to address business applications of

emerging technologies, create word-processing documents, develop a spreadsheet, formulate a database, and make an electronic

presentation using appropriate software. A student may be awarded articulated college credit upon successful completion of this

course.

BUSINESS INFORMATION MANAGEMENT II

Credit: 1


Prerequisite(s): BIM I

Students implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and make a

successful transition to the workforce or postsecondary education. Students apply technical skills to address business applications of

emerging technologies, create complex word-processing documents, develop sophisticated spreadsheets using charts and graphs, and

make an electronic presentation using appropriate multimedia software. A student may be awarded articulated college credit upon

successful completion of this course.

MONEY MATTERS

Credit: 1


Recommended Prerequisite(s): Principles of Business, Marketing, and Finance

Students will investigate global economics with emphasis on the free enterprise system and its impact on consumers and businesses.

Students apply critical-thinking skills to analyze financial options based on current and projected economic factors. Students will gain

knowledge and skills necessary to set long-term financial goals based on those options. Students will determine methods of achieving

long-term financial goals through investment, tax planning, asset allocation, risk management, retirement planning, and estate

planning. A student may be awarded articulated college credit upon successful completion of this course.

BUSINESS MANAGEMENT Credit: 1




Students analyze the primary functions of management and leadership, which are planning, organizing, staffing, directing or leading,

and controlling. Topics will incorporate social responsibility of business and industry. Students develop a foundation in the

economical, financial, technological, international, social, and ethical aspects of business to become competent managers, employees,

and entrepreneurs. Students incorporate a broad base of knowledge that includes the legal, managerial, marketing, financial, ethical,

and international dimensions of business to make appropriate management decisions. A student may be awarded articulated college

credit upon successful completion of this course.

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ENTREPRENEURSHIP

Credit: 1



Students will gain the knowledge and skills needed to become an entrepreneur. Students will learn the principles necessary to begin

and operate a business. The primary focus of the course is to help students understand the process of analyzing a business opportunity,

preparing a business plan, determining feasibility of an idea using research, and developing a plan to organize and promote the

business and its products and services. In addition, students understand the capital required, the return on investment desired, and the

potential for profit. A student may be awarded articulated college credit upon successful completion of this course.

GLOBAL BUSINESS

Credit: .5



Students implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and to

make a successful transition to the workforce and postsecondary education. Students apply technical skills to address global business

applications of emerging technologies. Students develop a foundation in the economic, financial, technological, international, social,

and ethical aspects of business to become competent consumers, employees, and entrepreneurs. Students enhance reading, writing,

computing, communication, and reasoning skills and apply them to the business environment. A student may be awarded articulated

college credit upon successful completion of this course.

BANKING AND FINANCIAL SERVICES Credit: .5



Students develop knowledge and skills in the economic, financial, technological, international, social, and ethical aspects of banking

to become competent consumers, employees, and entrepreneurs. Students incorporate a broad base of knowledge that includes the

operations, sales, and management of banking institutions to gain a complete understanding of how banks function within society.

ACCOUNTING I Credit: 1



Students investigate the field of accounting, including how it is impacted by industry standards as well as economic, financial,

technological, international, social, legal, and ethical factors. Students reflect on this knowledge as they engage in the process of

recording, classifying, summarizing, analyzing, and communicating accounting information. Students formulate and interpret financial

information for use in management decision making. A student may be awarded articulated college credit upon successful

completion of this course.

ACCOUNTING II Credit: 1


Prerequisite(s): Accounting I

Students continue the investigation of the field of accounting, including how it is impacted by industry standards as well as economic,

financial, technological, international, social, legal, and ethical factors. Students reflect on this knowledge as they engage in various

managerial and cost accounting activities. Students formulate and interpret financial information for use in management decision

making.

BUSINESS LAW

Credit: .5



Students analyze the social responsibility of business and industry regarding the significant issues relating to the legal environment,

business ethics, torts, contracts, negotiable financial instruments, personal property, sales, warranties, business organizations, concept

of agency and employment, and real property. Students apply technical skills to address business applications of contemporary legal

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issues. Students incorporate a broad base of knowledge that includes the legal, managerial, marketing, financial, ethical, and

international dimensions of business to make appropriate business decisions.

BUSINESS ENGLISH Credit: 1

Grade Placement: 12

Prerequisite(s): English III and Touch Systems Data Entry


Students apply technical skills to address business applications of emerging technologies. Students enhance reading, writing,

computing, communication, and reasoning skills and apply them to the business environment. Students are expected to plan, draft, and

complete written compositions on a regular basis. Students edit their papers for clarity, engaging language, and the correct use of the

conventions and mechanics of written English and produce final, error-free drafts for business reproduction.

PRACTICUM IN BUSINESS MANAGEMENT

Credit: 2-3

Grade Placement: 12

Recommended Prerequisite(s): Touch System Data Entry and Business Management

Practicum is designed to give students supervised practical application of previously studied knowledge and skills. Experiences occur

in a paid or unpaid arrangement and a variety of locations appropriate to the nature and level of experience. Students implement

personal and interpersonal skills to strengthen individual performance in the workplace and in society and to make a successful

transition to the workforce or postsecondary education. Students apply technical skills to address business applications of emerging

technologies. Students develop a foundation in the economic, financial, technological, international, social, and ethical aspects of

business to become competent consumers, employees, and entrepreneurs. Students enhance reading, writing, computing,

communication, and reasoning skills and apply them to the business environment. Students incorporate a broad base of knowledge

that includes the legal, managerial, marketing, financial, ethical, and international dimensions of business to make appropriate

business decisions.

CAREER PREPARATION Credit: 2-3












Education & Training

INSTRUCTIONAL PRACTICE IN EDUCATION AND TRAINING

Credit: 2


Recommended Prerequisite(s): Principles of Human Services and Child Development

Instructional Practices in Education and Training is a field-based internship that provides students with background knowledge of

child and adolescent development as well as principles of effective teaching and training practices. Students work under the joint

direction and supervision of both a teacher with knowledge of early childhood education and exemplary educators or trainers in direct

instructional roles with elementary-, middle school-, and high school-aged students. Students learn to plan and direct individualized

instruction and group activities, prepare instructional materials, develop materials for educational environments, assist with record

keeping, and complete other responsibilities of teachers, trainers, paraprofessionals, or other educational personnel.

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PRACTICUM IN EDUCATION AND TRAINING

Credit: 2

Grade Placement: 12

Recommended Prerequisite(s): Principles of Human Services, Child Development, & Instructional Practices in Education & Training

Practicum in Education and Training is a field-based internship that provides students background knowledge of child and adolescent

development principles as well as principles of effective teaching and training practices. Students in the course work under the joint

direction and supervision of both a teacher with knowledge of early childhood education and exemplary educators in direct

instructional roles with elementary-, middle school-, and high school-aged students. Students learn to plan and direct individualized

instruction and group activities, prepare instructional materials, assist with record keeping, make physical arrangements, and complete

other responsibilities of classroom teachers, trainers, paraprofessionals, or other educational personnel.

CAREER PREPARATION

Credit: 2-3












Health Science

PRINCIPLES OF HEALTH SCIENCE

Credit: .5



The Principles of Health Science provides an overview of the therapeutic, diagnostic, health informatics, support services, and

biotechnology research and development systems of the health care industry. Students can earn .5 health credit for this course.

MEDICAL TERMINOLOGY

Credit: .5



This course is designed to introduce students to the structure of medical terms, including prefixes, suffixes, word roots, combining

forms, and singular and plural forms, plus medical abbreviations and acronyms. The course allows students to achieve comprehension

of medical vocabulary appropriate to medical procedures, human anatomy and physiology, and pathophysiology.

HEALTH SCIENCE

Credit 1


Recommended Prerequisite(s): Principles of Health Science and Biology

The Health Science course is designed to provide for the development of advanced knowledge and skills related to a wide variety of

health careers. Students will have hands-on experiences for continued knowledge and skill development. The course may be taught by

different methodologies such as clinical rotation and career preparation learning.

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MEDICAL MICROBIOLOGY Credit: .5



Students in Medical Microbiology explore the microbial world, studying topics such as pathogenic and non-pathogenic

microorganisms, laboratory procedures, identifying microorganisms, drug resistant organisms, and emerging diseases. Note:

Students must also complete Pathophysiology – a successful completion of both of these courses will count as the fourth year of

science graduation requirement.

PATHOPHYSIOLOGY

Credit: .5



In Pathophysiology, students conduct laboratory and field investigations, use scientific methods during investigations, and make

informed decisions using critical thinking and scientific problem solving. Students in Pathophysiology study disease processes and

how humans are affected. Emphasis is placed on prevention and treatment of disease. Students will differentiate between normal and

abnormal physiology. Note: Students must also complete Medical Microbiology – a successful completion of both of these courses

will count as the fourth year of science graduation requirement.

ANATOMY AND PHYSIOLOGY (Weighted)

Credit: 1



In Anatomy and Physiology, students conduct laboratory and field investigations, use scientific methods during investigations, and

make informed decisions using critical thinking and scientific problem solving. Students in Anatomy and Physiology study a variety

of topics, including the structure and function of the human body and the interaction of body systems for maintaining homeostasis.

PRACTICUM IN HEALTH SCIENCE I

Credit 2


Recommended Prerequisite(s): Health Science and Biology

The practicum is designed to give students practical application of previously studied knowledge and skills. Practicum experiences

can occur in a variety of locations appropriate to the nature and level of experience. A student may earn industry-recognized

certification in this course. Fees may be required for this course.

PRACTICUM IN HEALTH SCIENCE II

Credit 2

Grade Placement: 12

Recommended Prerequisite(s): Health Science and Biology

The Practicum is designed to give students practical application of previously studied knowledge and skills. Practicum experiences

can occur in a variety of locations appropriate to the nature and level of experience. A student may earn industry-recognized

certification in this course. Fees may be required for this course.

CAREER PREPARATION

Credit: 2-3










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Hospitality & Tourism

CULINARY ARTS

Credit: 1


Recommended Prerequisite(s): Principles of Human Services or Lifetime Nutrition and Wellness

Culinary Arts begins with the fundamentals and principles of the art of cooking and the science of baking and includes management

and production skills and techniques. This course is offered as an internship course. Students are encouraged to participate in

extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

A student may earn industry-recognized certification in this course.

PRACTICUM IN CULINARY ARTS

Credit: 2-3


Recommended Prerequisite(s): Culinary Arts

The course is a unique practicum that provides occupationally specific opportunities for students to participate in a learning experience

that combines classroom instruction with actual business and industry career experiences. Practicum in Culinary Arts integrates

academic and career and technical education; provides more interdisciplinary instruction; and supports strong partnerships among

schools, businesses, and community institutions with the goal of preparing students with a variety of skills in a fast-changing

workplace. Students are taught employability skills, which include job-specific skills applicable to their training plan, job interview

techniques, communication skills, financial and budget activities, human relations, and portfolio development. Practicum in Culinary

Arts is relevant and rigorous, supports student application of academic standards, and effectively prepares students for college and

career success. Instruction may be delivered through school-based laboratory training or through work-based delivery arrangements

such as cooperative education, mentoring and job shadowing. Students are encouraged to participate in extended learning experiences

such as career and technical student organizations and other leadership or extracurricular organizations.

CAREER PREPARATION

Credit: 2-3












88

Human Services

PRINCIPLES OF HUMAN SERVICES

Credit: .5 or 1



This laboratory course will enable students to investigate careers in the human services career cluster, including counseling and mental

health, early childhood development, family and community, and personal care services. Each student is expected to complete the

knowledge and skills essential for success in high-skill, high-wage, or high-demand human services careers.

DOLLARS AND SENSE

Credit: .5


Recommended Prerequisite(s): Principles of Human Services

Dollars and Sense focuses on consumer practices and responsibilities, the money management process, decision-making skills, impact

of technology, and preparation for human services careers. Students are encouraged to participate in career and technical student

organizations and other leadership organizations.

CHILD DEVELOPMENT Credit: .5


Recommended Prerequisite(s): Principles of Human Services

This course addresses knowledge and skills related to child growth and development from prenatal through school-age children,

equipping students with child development skills. Students use these skills to promote the well-being and healthy development of

children and investigate careers related to the care and education of children. Students are encouraged to participate in extended

learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

LIFETIME NUTRITION AND WELLNESS

Credit: .5


Recommended Prerequisite(s): Principles of Human Services or Principles of Health Science

This laboratory course allows students to use principles of lifetime wellness and nutrition to help them make informed choices that

promote wellness as well as pursue careers related to hospitality and tourism, education and training, human services, and health

sciences. Students are encouraged to participate in extended learning experiences such as career and technical student organizations

and other leadership or extracurricular organizations.

COUNSELING AND MENTAL HEALTH

Credit: 1


Prerequisite(s): Principles of Human Services

Students model the knowledge and skills necessary to pursue a counseling and mental health career through simulated environments.

Students are expected to apply knowledge of ethical and legal responsibilities, limitations, and the implications of their actions.

Professional integrity in counseling and mental health care is dependent on acceptance of ethical and legal responsibilities.

CHILD GUIDANCE

Credit: 2


Recommended Prerequisite(s): Principles of Human Services and Child Development

This technical laboratory course addresses the knowledge and skills related to child growth and guidance equipping students to

develop positive relationships with children and effective caregiver skills. Students use these skills to promote the well-being and

healthy development of children, strengthen a culturally diverse society, and pursue careers related to the care, guidance, and

education of children, including those with special needs. A student may be awarded articulated college credit upon successful


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PRACTICUM IN HUMAN SERVICES

Credit: 2-3



Provides occupationally specific training and focuses on the development of consumer services, early childhood development and

services, counseling and mental health services, and family and community services careers. Content for Practicum in Human

Services is designed to meet the occupational preparation needs and interests of students and should be based upon knowledge and

skills selected from two or more courses in a coherent sequence in the human services cluster as well as the essential knowledge and

skills including communication, critical thinking, problem solving, information technology, ethical and legal responsibilities,

leadership, teamwork, and entrepreneurship. Instruction may be delivered through school-based laboratory training or though work-

based delivery arrangements such as cooperative education, mentoring and job shadowing. Students are encouraged to participate in

extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

CAREER PREPARATION

Credit: 2-3












Information Technology

PRINCIPLES OF INFORMATION TECHNOLOGY

Credit: .5



Students develop computer literacy skills to adapt to emerging technologies used in the global marketplace. Students implement

personal and interpersonal skills to prepare for a rapidly evolving workplace environment. Students enhance reading, writing,

computing, communication, and reasoning skills and apply them to the information technology environment.

DIGITAL AND INTERACTIVE MEDIA

Credit: 1


Recommended Prerequisite(s): Principles of Information Technology

Students study of digital and interactive media and its application in information technology and analyze/assess current and emerging

technologies, while designing and creating multimedia projects that address customer needs and resolve a problem. Students use

personal and interpersonal skills to prepare for a rapidly evolving workplace environment. Knowledge and skills acquired and

practiced will enable students to successfully perform and interact in a technology-driven society. Students enhance reading, writing,

computing, communication, and resoning skills as applied to the information technology environment. A student may be awarded

articulated college credit upon successful completion of this course.

90

COMPUTER SCIENCE I Credit: 1


Recommended Prerequisite(s): Principles of Information Technology

Students acquire knowledge of structured programming techniques and concepts appropriate to developing executable programs and

creating appropriate documentation. Students analyze the social responsibility of business and industry regarding the significant issues

relating to the environment, ethics, health, safety, and diversity in society and in the workplace as it relates to computer programming.

Students should, by course’s end, be able to apply technical skills to address business applications of emerging technologies.

WEB TECHNOLOGIES Credit: 1


Prerequisite(s): Principles of Information Technology

Through the study of web technologies and design, students learn to make informed decisions and apply the decisions to the field of

information technology. Students implement personal and interpersonal skills to prepare for a rapidly evolving workplace

environment. The knowledge and skills acquired and practiced will enable students to successfully perform and interact in a

technology-driven society. Students enhance reading, writing, computing, communication, and critical thinking and apply them to the

information technology environment.

AP COMPUTER SCIENCE II (Weighted) Credit: 1


Prerequisite(s): Computer Science I and concurrent enrollment in Algebra II

Advanced Placement (AP) Computer Science is designed to prepare students for the AP Computer Science A exam. The programming

language used in this course is Java. Topics covered in this course include object-oriented programming, algorithmic analysis, and

advanced data structures. Students will develop programs individually and in teams. Note: This course satisfies the requirement for a

fourth credit of Mathematics for students graduating on the Recommended Plan who have already completed Algebra I, II, and

Geometry.

RESEARCH IN INFORMATION TECHNOLOGY SOLUTIONS

Credit: 1


Prerequisite(s): Minimum of 2 high school information technology courses

Students gain advanced knowledge and skills in the application, design, production, implementation, maintenance, evaluation, and

assessment of products, services, and systems. Knowledge and skills in the proper use of analytical skills and application of

information technology concepts and standards are essential to prepare students for success in a technology-driven society. Critical

thinking, information technology experience, and product development may be conducted in a classroom setting with an industry

mentor, as an unpaid internship, or as career preparation.

CAREER PREPARATION Credit: 2-3












91

Law, Public Safety, Corrections & Security

PRINCIPLES OF LAW, PUBLIC SAFETY, CORRECTIONS, AND SECURITY Credit: 1



Principles of Law, Public Safety, Corrections, and Security introduces students to professions in law enforcement, security,

corrections, and fire and emergency management services. Students will examine the roles and responsibilities of police, courts,

corrections, private security, and protective agencies of fire and emergency services. The course provides students with an overview of

the skills necessary for careers in law enforcement, fire service, security, and corrections. Students may be awarded articulated

credit upon completion of this course.

LAW ENFORCEMENT I

Credit: 1


Recommended Prerequisite(s): Principles of Law, Public Safety, Corrections, and Security

Law Enforcement I is an overview of the history, organization, and functions of local, state, and federal law enforcement. This course

includes the role of constitutional law, the United States legal system, criminal law, law enforcement terminology, and the

classification and elements of crime. Students may be awarded articulated credit upon completion of this course.

LAW ENFORCEMENT II

Credit: 1


Prerequisite(s): Law Enforcement I

Law Enforcement II provides the knowledge and skills necessary to prepare for a career in law enforcement. This course includes the

ethical and legal responsibilities, operation of police and emergency telecommunication equipment, and courtroom testimony.

Students may be awarded articulated credit upon completion of this course.

COURT SYSTEMS AND PRACTICES Credit: 1


Recommended Prerequisite(s): Law Enforcement I

Court Systems and Practices is an overview of the federal and state court systems. The course identifies the roles of judicial officers

and the trial processes from pretrial to sentencing and examines the types and rules of evidence. Emphasis is placed on constitutional

laws for criminal procedures such as search and seizure, stop and frisk, and interrogation. Students may be awarded articulated

credit upon completion of this course.

FORENSIC SCIENCE

Credit: 1



Recommended Prerequisite(s): Principles of Law, Public Safety Corrections, and Security; and Law Enforcement I

Forensic Science is a course that uses a structured and scientific approach to the investigation of crimes of assault, abuse and neglect,

domestic violence, accidental death, homicide, and the psychology of criminal behavior. Students will learn terminology and

investigative procedures related to crime scene, questioning, interviewing, criminal behavior characteristics, truth detection, and

scientific procedures used to solve crimes. Using scientific methods, students will collect and analyze evidence through case studies

and simulated crime scenes such as fingerprint analysis, ballistics, and blood spatter analysis. Students will learn the history, legal

aspects, and career options for forensic science. To receive credit in science, students must meet the 40% laboratory and fieldwork

requirement identified in §74.3(b)(2)(C) of this title (relating to Description of a Required Secondary Curriculum).

92

CAREER PREPARATION

Credit: 2-3











standards and effectively prepares students for college and career success. NJROTC

The Navy Junior Reserve Officers Training Corps (NJROTC) is a leadership program designed to instill in students the value of

citizenship, service to the United States, personal responsibility and a sense of accomplishment. The program consists of formal

classroom training, drill instruction and physical fitness training supplemented by training events, orientation visits and field trips to

various facilities to enhance classroom training. NJROTC develops the self-discipline, self-confidence and leadership skills that are

necessary for students to successfully meet life’s challenges. NJROTC curriculum and instructional activities are designed to develop

and nurture these skills and values regardless of a student’s career path to give students a head start. NJROTC is programmed as a four

year program where courses are taken sequentially with the exception of Naval Science II and Naval Science III which are offered on

alternating years. Students enrolled in classes beyond Naval Science I are expected to take on leadership roles in the cadet unit.

Accordingly, they must be able to set a good example for others in upholding the Navy and the Georgetown I.S.D. student code of

conduct.

There is no military commitment incurred or associated with participation in the program. However, students who successfully

complete two or three course years of NJROTC are eligible for entry into the armed forces at up to two pay grades higher than their

fellow enlistees without junior ROTC experience. Students who successfully complete the program may also compete for appointment

to the U.S. Naval Academy under the NJROTC/NROTC quota. The Senior Naval Science Instructor (SNSI) is authorized to nominate

a maximum of three eligible cadets each year to compete for these appointments.

NJROTC Unit enrollment is open to students who:

a. Are U.S. citizens or nationals, or aliens lawfully admitted to the U.S. for permanent residence.

b. Are physically qualified to participate fully in the physical education program.

c. Maintain acceptable standards of academic achievement and an academic standing that warrants at least normal progression

leading to graduation.

d. Maintain acceptable standards of conduct.

e. Comply with the personal grooming standards as set forth in the NJROTC Cadet Field Manual. Standards will not be relaxed

so as to reflect discredit on the naval services.

Note: The NJROTC program is open to students at Georgetown High School and Georgetown East View High School. Students

taking part in the program are bused to the host campus for class and, at the end of the school day, to voluntary extracurricular

activities dependent on interest.

Wearing of the uniform is required once a week on whichever day the student’s academic day falls. In a typical week, Monday

is designated as drill days, Wednesday and Thursday are academic and uniform inspection days and Tuesday and Friday are physical

fitness training days. There is no cost to the student for the uniform. However, students are expected to wear the uniform with pride

and maintain it in a clean and serviceable condition.

NJROTC I

Credit: 1



The purpose of this course is to introduce students to the precepts of citizenship, the elements of leadership and the value of

scholarship in attaining life’s goals. This course is also designed to engender a sound appreciation for the heritage and traditions of

America, with recognition that the role of sea power will be important in America’s future. The course also provides instruction on

military drill and ceremonies, uniform regulations, physical fitness, orienteering, principles of health, first aid and survival. All

concepts are covered at a fundamental level.

93

NJROTC II

Credit: 1


Prerequisite(s): NJROTC I

This course builds on the general introduction provided in NJROTC I to further develop the traits of citizenship and leadership in

cadets and introduce cadets to technical areas of naval science. The curriculum covers Maritime History, Nautical Sciences, Maritime

Geography, Oceanography, Meteorology, Astronomy and the Physical Sciences at a fundamental level. In addition, students will have

opportunities to continue to learn organizational skills, conduct physical fitness training and as appropriate lead military drill and

ceremony exercises.

NJROTC III

Credit: 1


Prerequisite(s): NJROTC I

This course seeks to expand student understanding of naval science and leadership academic subjects and to broaden student

understanding in the operative principles of military leadership, the concept and significance of teamwork, the intrinsic value of good

order and discipline in the accomplishment of objectives. The curriculum provides ongoing instruction in Leadership, Military

Justice, International Law and the Sea, National Strategy, Sea Power, Naval Operations, Naval History, Naval Intelligence, National

Security, and Challenges of Future Navy Research. In addition, students will continue to learn organizational skills, conduct physical

fitness training and as appropriate lead or participate in military drill and ceremony exercises.

Note: NJROTC III is not available for the 2014-15 school year. Advancing NJROTC I students will take NJROTC II.

Advancing NJROTC III students will take NJROTC II or NJROTC IV depending on prerequisites completed and service in

leadership roles.

NJROTC IV

Credit: 1

Grade Placement: 12

Prerequisite(s): NJROTC I, II, and III. Leadership: successful completion of Basic Leadership Training, Leadership Academy or

satisfactory performance in a NJROTC leadership position or as a member of a NJROTC team

This course is focused solely on practical leadership. The intent is to assist the senior in understanding leadership and improving their

leadership skills by putting them in positions of leadership, under supervision, then helping them analyze the reasons for their varying

degrees of success through the year. Classroom activities include seminars, reading assignments, classroom presentations, and

practical work with younger cadets. NJROTC IV students serve as Platoon Advisors or Platoon Aides. An NJROTC IV’s foremost

responsibility is to serve as a model for other cadets in everything that he or she does.

Science, Technology, Engineering & Mathematics

INTRODUCTION TO ENGINEERING DESIGN

Credit: 1


Prerequisite(s): Completion/concurrent enrollment in college preparatory mathematics and science courses

The major focus of IED is the design process and its application. Through hands-on projects, students apply engineering standards

and document their work. Students use industry standard 3-D modeling software to help them design solutions to solve proposed

problems, document their work using an engineer’s notebook, and communicate solutions to peers and members of the professional

community. A student may be awarded articulated college credit upon successful completion of this course.

PRINCIPLES OF ENGINEERING

Credit: 1



This survey course exposes students to major concepts they will encounter in a postsecondary engineering course of study. Topics

include mechanisms, energy, statics, materials, and kinematics. They develop problem-solving skills and apply their knowledge of

research and design to create solutions to various challenges, document their work and communicate solutions. A student may be

awarded articulated college credit upon successful completion of this course.

94

ADVANCED BIOTECHNOLOGY (Weighted)

Credit: 1


Recommended Prerequisite(s): Biology and Chemistry

Students enrolled in this course will apply advanced academic knowledge and skills to the emerging fields of biotechnology such as

agricultural, medical, regulatory, and forensics and also have the opportunity to use sophisticated laboratory equipment, perform

statistical analysis, and practice quality-control techniques. Students will conduct laboratory and field investigations, use scientific

methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in

Advanced Biotechnology study a variety of topics that include structures and functions of cells, nucleic acids, proteins, and genetics.

Scientific inquiry, science and social ethics and scientific systems will also be covered. Successful completion of this course will

count as the fourth year of science graduation requirements. A student may be awarded articulated college credit upon successful


DIGITAL ELECTRONICS

Credit: 1


Prerequisite(s): Completion /concurrent enrollment in appropriate college preparatory mathematics and science courses

Digital electronics is the foundation of all modern electronic devices such as mobile phones, MP3 players, laptop computers, digital

cameras and high-definition televisions. Students are introduced to the process of combinational and sequential logic design,

engineering standards and technical documentation. A student may be awarded articulated college credit upon successful


CIVIL ENGINEERING AND ARCHITECTURE

Credit: 1



Students learn about various aspects of civil engineering and architecture and apply their knowledge to the design and development of

residential and commercial properties and structures. In addition, students use 3-d design software to design and document solutions

for major course projects. Students communicate and present solutions to their peers and members of a professional community of

engineers and architects. This course is designed for 11th

or 12th

grade students A student may be awarded articulated college credit

upon successful completion of this course.

ENGINEERING DESIGN AND DEVELOPMENT Credit: 1

Grade Placement: 12


In this capstone course, students work in teams to design and develop an original solution to a valid open-ended technical problem 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.

PROBLEMS AND SOLUTIONS I

Credit: 1



Problems and Solutions I is a project-based research course for students who have the ability to research a real-world problem.

Students develop a project on a topic related to career interests, use scientific methods of investigation to conduct in-depth research,

are matched with a mentor from the business or professional community, compile findings, and present their findings to an audience

that includes experts in the field. To attain academic success, students must have opportunities to learn, reinforce, apply, and transfer

their knowledge, skills, and technologies in a variety of settings. This course is designed to provide students an opportunity to earn

one advanced measure for the Distinguished Achievement Program.

95

PROBLEMS AND SOLUTIONS II

Credit: 1


Prerequisite(s): Problems and Solutions I

This is a continuation of the Problems and Solutions I course. Problems and Solutions II is a project-based research course for

students who have the ability to research a real-world problem. Students develop a project on a topic related to career interests, use

scientific methods of investigation to conduct in-depth research, are matched with a mentor from the business or professional

community, compile findings, and present their findings to an audience that includes experts in the field. To attain academic success,

students must have opportunities to learn, reinforce, apply, and transfer their knowledge, skills, and technologies in a variety of

settings. This course is designed to provide students an opportunity to earn one advanced measure for the Distinguished

Achievement Program.

CAREER PREPARATION

Credit: 2-3












Transportation, Distribution & Logistics

ENERGY, POWER, AND TRANSPORTATION SYSTEMS

Credit: 1


Recommended Prerequisite(s): None

Energy, Power, and Transportation will allow students the opportunity to learn the knowledge and build their comprehensive skills

related to the business and industry of Transportation, Distribution, and Logistics, which is rapidly expanding to provide new career

opportunities. Employees in this field need to understand the interaction between various vehicle systems, the logistics used to move

goods and services to consumers, and the components of transportation infrastructure. Job requirements will include academic and

technical skills. Students prepared to meet the expectations of employers in this industry must be able to interact and relate to others

and understand the technologies used in order to provide products and services in a timely manner. The increasing demand for

employees will provide growth potential. A student may be awarded articulated college credit upon successful completion of this

course.

AIRCRAFT TECHNOLOGY

Credit: 1



This course is designed to teach the theory of operation of aircraft airframes, power plants, and avionics systems and associated

maintenance and repair practices. Aircraft services include knowledge of the function, diagnosis, and service of the electrical,

electronic, hydraulic, pneumatic, airframe, mechanical, and power plant components of aircraft. Students will receive both theoretical

and hands-on training in this course which will provide them a basis for completion of the ground school portion of the

requirements for obtaining a Private Pilot Certificate.

96

AUTOMOTIVE TECHNOLOGY

Credit: 2


Recommended Prerequisite(s): Energy, Power, and Transportation Systems

Automotive services include knowledge of the function of the major automotive systems and the principles of diagnosing and

servicing these systems. In Automotive Technology, students gain knowledge and skills in the repair, maintenance, and diagnosis of

vehicle systems. This study allows students to reinforce, apply, and transfer academic knowledge and skills to a variety of interesting

and relevant activities, problems, and settings. The focus of this course is to teach the theory of operation of automotive vehicle

systems and associated repair practices. A student may be awarded articulated college credit upon successful completion of this

course.

ADVANCED AIRCRAFT TECHNOLOGY

Credit: 2


Recommended Prerequisite(s): Aircraft Technology

This course is designed to apply the theory of operation, repair, and maintenance of aircraft airframe, power plant, and avionics

systems. Aircraft services include knowledge of the function, diagnosis, and service of the electrical, electronic, hydraulic, pneumatic,

airframe, mechanical, and power plant components of aircraft. Students will be afforded the opportunity to pursue in-depth

individualized studies and participate in coordinated programs and activities with outside agencies.

ADVANCED AUTOMOTIVE TECHNOLOGY

Credit: 2


Recommended Prerequisite(s): Automotive Technology

Automotive services include advanced knowledge of the function of the major automotive systems and the principles of diagnosing

and servicing these systems. In Advanced Automotive Technology, students gain knowledge and skills in the repair, maintenance, and

diagnosis of vehicle systems. This study allows students to reinforce, apply, and transfer academic knowledge and skills to a variety of

interesting and relevant activities, problems, and settings. The focus of this course is to teach the theory of operation of automotive

vehicle systems and associated repair practices. A student may be awarded articulated college credit upon successful completion of

this course.

PRACTICUM IN TRANSPORTATION, DISTRIBUTION AND LOGISTICS

Credit: 2



A paid or unpaid capstone experience for students participating in a coherent sequence of courses in the Transportation, Distribution,

and Logistics cluster. Designed to give students supervised practical application of knowledge and skills. Practicum experiences can

occur in a variety of locations appropriate to the nature and level of experience such as internships, mentorships, independent study, or

laboratories.

CAREER PREPARATION

Credit: 2-3











standards and effectively prepares students for college and career success. techniques, communication skills, financial and budget

activities, human relations and portfolio development. Career preparation is relevant, rigorous and supports student attainment of

academic standards and effectively prepares students for college and career success.

97

ALPHABETICAL LIST OF HIGH SCHOOL COURSES

ADVANCED DESIGN/PRE-CONSTRUCTION ................................ 78

ACCOUNTING I ................................................................................ 83

ACCOUNTING II ................................................................................ 83

ADAPTIVE PHYSICAL EDUCATION .............................................. 58

ADVANCED AIRCRAFT TECHNOLOGY ....................................... 96

ADVANCED ANIMAL SCIENCE ..................................................... 77

ADVANCED AUTOMOTIVE TECHNOLOGY ................................ 96

ADVANCED BIOTECHNOLOGY ............................................... 44, 94

ADVANCED BROADCAST JOURNALISM/ VIDEO

PRODUCTION I .......................................................................... 80

ADVANCED BROADCAST JOURNALISM/ VIDEO

PRODUCTION II ......................................................................... 81

ADVANCED JOURNALISM: NEWSPAPER I ................................. 79

ADVANCED JOURNALISM: NEWSPAPER II ................................ 80

ADVANCED JOURNALISM: NEWSPAPER III ............................... 81

ADVANCED JOURNALISM: YEARBOOK I ................................... 79

ADVANCED JOURNALISM: YEARBOOK II .................................. 81

ADVANCED JOURNALISM: YEARBOOK III ................................. 81

ADVANCED QUANTITATIVE REASONING (Advanced

Mathematical Decision Making)................................................... 37

AGRICULTURAL FACILITIES DESIGN AND FABRICATION .... 76

AGRICUTLTURAL MECHANICS AND METAL TECHNOLOGIES

...................................................................................................... 76

AIRCRAFT TECHNOLOGY .............................................................. 95

ALGEBRA I ......................................................................................... 35

ALGEBRA I (G), (GM) (Algebra I Inclusion) ..................................... 39

ALGEBRA I (G), (GM) DOUBLE BLOCKED (Algebra I Inclusion

Double Blocked ............................................................................ 39

ALGEBRA I DOUBLE BLOCKED .................................................... 35

ALGEBRA I (M) (Basic Math I) .......................................................... 39

ALGEBRA I (T), (SKILLS T) ; GEOMETRY (T), (SKILLS T) ;

MATH MODELS (T), (SKILLS T) .............................................. 40

ALGEBRA II ...................................................................................... 36

ALGEBRA II DOUBLE BLOCK ........................................................ 37

ALGEBRA II (G), (GM) DOUBLE BLOCKED (Algebra II Double

Block Inclusion) ........................................................................... 39

ANALYSIS OF VISUAL MEDIA ....................................................... 74

ANATOMY AND PHYSIOLOGY ................................................ 44, 86

AP BIOLOGY - AP BIOLOGY LAB .................................................. 41

AP CALCULUS AB ............................................................................ 38

AP CALCULUS BC ............................................................................. 38

AP CHEMISTRY - AP CHEMISTRY LAB ........................................ 42

AP COMPUTER SCIENCE ................................................................. 90

AP ENGLISH III ................................................................................. 30

AP ENGLISH IV .................................................................................. 30

AP ENVIRONMENTAL SCIENCE .................................................... 43

AP EUROPEAN HISTORY ................................................................. 49

AP FRENCH LANGUAGE & CULTURE IV ..................................... 56

AP GERMAN LANGUAGE & CULTURE IV ................................... 56

AP LATIN IV ...................................................................................... 57

AP MACROECONOMICS ................................................................. 49

AP MUSIC THEORY ......................................................................... 71

AP PHYSICS B .................................................................................... 42

AP PHYSICS C .................................................................................... 43

AP PSYCHOLOGY ............................................................................. 49

AP SPANISH LANGUAGE & CULTURE IV .................................... 57

AP SPANISH LITERATURE & CULTURE V ................................... 57

AP STATISTICS .................................................................................. 38

AP STUDIO ART: 2-D DESIGN ......................................................... 65

AP STUDIO ART: 3-DESIGN............................................................. 65

AP UNITED STATES GOVERNMENT AND POLITICS ................. 48

AP UNITED STATES HISTORY ....................................................... 48

AP WORLD HISTORY STUDIES ...................................................... 47

AQUATIC SCIENCE .......................................................................... 43

ART I ................................................................................................... 62

ART II CERAMICS ............................................................................ 63

ART II DRAWING .............................................................................. 67

ART II PAINTING .............................................................................. 67

ART II PHOTOGRAPHY ................................................................... 63

ART II SCULPTURE .......................................................................... 67

ART III CERAMICS ........................................................................... 63

ART III DRAWING............................................................................. 63

ART III PAINTING ............................................................................. 64

ART III PHOTOGRAPHY .................................................................. 64

ART III SCUPLTURE ......................................................................... 64

ART IV CERAMICS ........................................................................... 64

ART IV DRAWING ............................................................................ 64

ART IV PAINTING ............................................................................. 64

ART IV PHOTOGRAPHY .................................................................. 65

ART IV SCULPTURE ......................................................................... 65

AUTOMOTIVE TECHNOLOGY ....................................................... 96

BAND I ............................................................................................... 67

BAND II ............................................................................................... 67

BAND III ............................................................................................. 67

BAND IV ............................................................................................. 68

BANKING AND FINANCE ................................................................ 83

BASEBALL ......................................................................................... 59

BASIC LANGUAGE SKILLS............................................................. 34

BASKETBALL (BOYS) ...................................................................... 59

BASKETBALL (GIRLS) ..................................................................... 59

BIOLOGY ............................................................................................ 41

BIOLOGY (G), (GM) (Biology Inclusion) .......................................... 45

BIOLOGY (M) (Basic Biology) .......................................................... 46

BRIDGES (T) ...................................................................................... 53

BUSINESS ENGLISH ................................................................... 31, 84

BUSINESS INFORMATION MANAGEMENT I .............................. 82

BUSINESS INFORMATION MANAGEMENT II ............................. 82

BUSINESS LAW ................................................................................. 83

BUSINESS MANAGEMENT ........................................................... 82

CAPSTONE RESEARCH IN ENGLISH, SCIENCE, OR SOCIAL

STUDIES ..................................................................................... 28

CAREER PREPARATION

...............................................77, 78, 81, 84, 85, 86, 87, 89, 90, 92, 95

CHEERLEADING, FRESHMEN ........................................................ 59

CHEERLEADING, J.V. AND VARSITY CHEERLEADING

COMPETITION SQUAD AND MASCOT ................................. 59

CHEMISTRY ...................................................................................... 41

CHEMISTRY (G, GM) (CHEMISTRY INCLUSION) ....................... 45

CHILD DEVELOPMENT ................................................................... 88

CHILD GUIDANCE ............................................................................ 88

CHOIR I ............................................................................................... 68

CHOIR II.............................................................................................. 68

CHOIR III ............................................................................................ 69

CHOIR IV ............................................................................................ 69

CIVIL ENGINEERING & ARCHITECTURE .................................... 94

COLLEGE READINESS AND STUDY SKILLS .............................. 33

COMMUNICATIONS (T), (SKILLS T) ............................................. 73

COMMUNITY BASED VOCATIONAL INSTRUCTION (T) .......... 52

COMPUTER SCIENCE ...................................................................... 90

COMMUNITY SKILLS (SKILLS T) I – VIII ..................................... 54

COMPUTER SKILLS (T), (SKILLS T) I – IV .................................... 54

CONSTRUCTION TECH .................................................................... 78

COUNSELING AND MENTAL HEALTH ........................................ 88

COURT SYSTEMS AND PRACTICES ............................................. 91

98

CREATIVE WRITING ........................................................................ 31

CROSS COUNTRY-FALL ONLY (GIRLS) ...................................... 59

CROSS COUNTRY-FALL ONLY (BOYS) ........................................ 59

CULINARY ARTS .............................................................................. 87

DAILY LIVING SKILLS (SKILLS T) I - VII ..................................... 54

DANCE I ............................................................................................ 65

DANCE II ............................................................................................ 66

DANCE III ........................................................................................... 66

DANCE IV ........................................................................................... 66

DANCE I CHOREOGRAPHY ............................................................ 66

DANCE II CHOREOGRAPHY ........................................................... 66

DANCE I, II, III, IV - COLOR GUARD/ .......................................... 67

DANCE I, II, III, IV - DANCE TEAM ................................................ 67

DEBATE I, II ...................................................................................... 73

DEBATE III ........................................................................................ 73

DEBATE IV ........................................................................................ 73

DIGITAL AND INTERACTIVE MEDIA ........................................... 89

DIGITAL ELECTRONICS .................................................................. 94

DOLLARS AND SENSE ..................................................................... 88

EARTH AND SPACE SCIENCE ........................................................ 43

ECONOMICS ...................................................................................... 49

ECONOMICS (G), (GM) (Economics Inclusion) ................................ 50

ECONOMICS (M) (Basic Economics) ................................................ 51

ENERGY AND NATURAL RESOURCES TECHNOLOGY ............. 75

ENERGY, POWER, AND TRANSPORTATION SYSTEMS ............ 95

ENGINEERING DESIGN AND DEVELOPMENT ............................ 94

ENGLISH FOR NEWCOMERS .......................................................... 33

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES I (ESOL) .. 32

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES II (ESOL) . 33

ENGLISH (G); (GM) I, II, III, IV ........................................................ 31

ENGLISH I .......................................................................................... 29

ENGLISH I (M) (Basic English I) ........................................................ 31

ENGLISH II ......................................................................................... 29

ENGLISH II (M) (Basic English II) ..................................................... 31

ENGLISH III ........................................................................................ 30

ENGLISH III (M) (Basic English III) .................................................. 32

ENGLISH IV ........................................................................................ 30

ENGLISH IV (M) (Basic English IV) .................................................. 32

ENGLISH (T); (SKILLS T) I, II, III, IV .............................................. 32

ENGLISH (T); (SKILLS T) V, VI, VII ................................................ 32

ENTREPRENEURSHIP ...................................................................... 83

ENVIRONMENTAL SYSTEMS ........................................................ 43

ENVIRONMENTAL SYSTEMS (M) (Basic Environmental

EQUINE SCIENCE .............................................................................. 75

FOOTBALL ......................................................................................... 60

FORENSIC SCIENCE ................................................................... 44, 91

FOUNDATIONS OF PERSONAL FITNESS ...................................... 55

FRENCH I ............................................................................................ 55

FRENCH II........................................................................................... 36

GEOMETRY ........................................................................................ 37

GEOMETRY (M) (Basic Math II) ....................................................... 40

GEOMETRY (G), (GM) (GEOMETRY INCLUSION) ....................... 39

GERMAN I .......................................................................................... 55

GERMAN II ......................................................................................... 55

GLOBAL BUSINESS .......................................................................... 83

GOLF (BOYS AND GIRLS) ............................................................... 60

GRAPHIC DESIGN & ILLUSTRATION .......................................... 80

HEALTH .............................................................................................. 57

HEALTH SCIENCE............................................................................. 85

HORTICULTURE SCIENCE .............................................................. 76

HUMANITIES ..................................................................................... 50

INDEPENDENT STUDY IN MATH – ESSENTIAL STATS ............ 38

INSTRUCTIONAL PRAC. IN ED. AND TRG ................................... 84

INSTRUMENTAL ENSEMBLE I, II, III, IV BAND ONLY .............. 68

INSTRUMENTAL ENSEMBLE I, II, III, IV ORCHESTRA ONLY .. 70

INTEGRATED PHYSICS & CHEMISTRY (IPC) ............................. 41

INTEGRATED PHYSICS & CHEMISTRY (G), (GM) (Integrated

Physics and Chemistry Inclusion) ................................................. 45

INTEGRATED PHYSICS & CHEMISTRY (M) (Basic Integrated

Physics and Chemistry) ................................................................ 46

INTERIOR DESIGN............................................................................ 78

INTRODUCTION TO ENGINEERING DESIGN .............................. 93

IPC (T), (SKILLS T); BIOLOGY (T), (SKILLS T) ............................. 46

JAZZ ENSEMBLE .............................................................................. 68

JOURNALISM .................................................................................... 79

LANDSCAPE DESIGN AND TURF GRASS MANAGEMENT ....... 77

LATIN I .............................................................................................. 55

LATIN II .............................................................................................. 55

LAW ENFORCEMENT I .................................................................... 91

LAW ENFORCEMENT II ................................................................... 91

LIFETIME NUTRITION AND WELLNESS ..................................... 88

LIVESTOCK PRODUCTION ............................................................. 75

MATH MODELS (G), (GM) (Math Models Inclusion) ....................... 39

MATH MODELS (M) (Basic Math III) ............................................... 40

MATH (T), (SKILLS T) IV, V, VI, VII ............................................... 40

MATHEMATICAL MODELS WITH APPLICATIONS .................... 36

MEDICAL MICROBIOLOGY ...................................................... 44, 86

MEDICAL TERMINOLOGY.............................................................. 85

MONEY MATTERS............................................................................ 82

MUSIC AND MEDIA COMMUNICATIONS I.................................. 70

MUSIC THEORY ................................................................................ 70

NJROTC I ........................................................................................... 92

NJROTC II .......................................................................................... 93

NJROTC III .......................................................................................... 93

NJROTC IV ......................................................................................... 93

OCCUPATIONAL INVESTIGATIONS (M) ...................................... 52

OCCUPATIONAL PREPARATION (T) ............................................ 52

OFFICE/LIBRARY AIDE ................................................................... 54

ORAL INTERPRETATION I .............................................................. 74

ORAL INTERPRETATION II, III ....................................................... 74

ORCHESTRA I .................................................................................... 69

ORCHESTRA II .................................................................................. 69

ORCHESTRA III ................................................................................. 70

ORCHESTRA IV ................................................................................. 70

PATHOPHYSIOLOGY ................................................................. 44, 86

PE: ADVENTURE OUTDOOR ED ................................................... 58

PE: INDIVIDUAL AND TEAM SPORTS ........................................ 58

PE: INDIVIDUAL SPORTS II, III WALKING/ JOGGING .............. 58

PEER ASSISTANCE AND LEADERSHIP I & II .............................. 53

PEER TUTORING FOR STUDENTS WITH DISABILITIES ........... 53

PERFORMING ARTS FACILITY MGMT ......................................... 73

PERSONAL & FAMILY DEV. (T), (SKILLS T) I – IV ..................... 55 50

PERSONAL HEALTH AND HYGIENE (T), (SKILLS T) ................. 58

PHOTOJOURNALISM I ..................................................................... 79

PHOTOJOURNALISM INDEPENDENT STUDY IN

JOURNALISM............................................................................. 80

PHYSICS ............................................................................................. 42

PHYSICS (G, GM) (Physics Inclusion) ............................................... 45

PRACTICAL WRITING I ................................................................... 31

PRACTICUM IN AGRICULTURE, FOOD, AND NATURAL

RESOURCES ................................................................................... 77

PRACTICUM IN BUSINESS MANAGEMENT ................................ 84

PRACTICUM IN CULINARY ARTS ................................................. 87

PRACTICUM IN EDUCATION AND TRAINING ............................ 85

PRACTICUM IN HEALTH SCIENCE I ............................................. 86

PRACTICUM IN HEALTH SCIENCE II ........................................... 86

PRACTICUM IN HUMAN SERVICES .............................................. 89

PRACTICUM IN TRANSPORTATION, DISTRIBUTION AND

LOGISTICS ................................................................................. 96

PRE-AP ALGEBRA I .......................................................................... 35

PRE-AP ALGEBRA II ......................................................................... 37

PRE-AP BIOLOGY ............................................................................. 41

PRE-AP CHEMISTRY ........................................................................ 42

PRE-AP ENGLISH I ............................................................................ 29

PRE-AP ENGLISH II .......................................................................... 29

PRE-AP FRENCH II ............................................................................ 56

99

PRE-AP FRENCH III ........................................................................... 56

PRE-AP GEOMETRY ......................................................................... 36

PRE-AP GERMAN II .......................................................................... 56

PRE-AP GERMAN III ......................................................................... 56

PRE-AP LATIN II ................................................................................ 56

PRE-AP LATIN III .............................................................................. 56

PRE-AP PHYSICS ............................................................................... 42

PRE-AP PRECALCULUS .................................................................. 38

PRE-AP SPANISH II ........................................................................... 56

PRE-AP SPANISH II FOR HERITAGE SPEAKERS ......................... 55

PRE-AP SPANISH III .......................................................................... 56

PRE-AP WORLD GEOGRAPHY ....................................................... 47

PRECALCULUS .................................................................................. 37

PRINCIPLES AND ELEMENTS OF FLORAL DESIGN ................... 76

PRINCIPLES OF AGRICULTURE, FOOD, AND NATURAL

RESOURCES ............................................................................... 75

PRINCIPLES OF ARCHITECTURE AND CONSTRUCTION.......... 78

PRINCIPLES OF ART, AV TECH, & COMM. .................................. 78

PRINCIPLES OF BUSINESS, MARKETING, AND FINANCE. ....... 82

PRINCIPLES OF ENGINEERING ...................................................... 93

PRINCIPLES OF HEALTH SCIENCE ............................................... 85

PRINCIPLES OF HUMAN SERVICES .............................................. 88

PRINCIPLES OF INFORMATION TECHNOLOGY ......................... 89

PRINCIPLES OF LAW, PUBLIC SAFETY, CORRECTIONS, AND

SECURITY................................................................................... 91

PRINTING AND IMAGING TECHNOLOGIES (Desktop

Publishing) .................................................................................... 80

PROBLEMS AND SOLUTIONS I ...................................................... 94

PROBLEMS AND SOLUTIONS II ..................................................... 95

PROFESSIONAL COMMUNICATIONS

(CommunicatioApplications) ....................................................... 80

PSYCHOLOGY ................................................................................... 49

READING I .......................................................................................... 33

READING II, III .................................................................................. 33

READING I, II, III FOR SPEAKERS OF OTHER LANGUAGES

(ESOL READING) ....................................................................... 34

RECREATION & LEISURE SKILLS (T), (SKILLS T) I – V ............. 54

RESEARCH IN IT SOLUTIONS ....................................................... 90 90

SAT/ACT PREPARATION ................................................................ 53

SCIENCE (T) III, IV, V ....................................................................... 46

SOCCER (BOYS) ................................................................................ 60

SOCCER (GIRLS) .............................................................................. 60

SOCIAL SKILLS (M) .......................................................................... 54 50

SOCIOLOGY ...................................................................................... 49

SOFTBALL .......................................................................................... 60

SPANISH I .......................................................................................... 55

SPANISH II ...................................................................................... 55

SPANISH III ...................................................................................... 56

SPECIAL TOPICS IN SOCIAL STUDIES – SOCIAL ISSUES ......... 48

SPORTS MEDICINE I ......................................................................... 60

SPORTS MEDICINE II ....................................................................... 61

SWIMMING ........................................................................................ 61

TECHNICAL THEATRE I .................................................................. 72

TECHNICAL THEATRE II ................................................................. 72

TECHNICAL THEATRE III ............................................................... 72

TECHNICAL THEATRE IV ............................................................... 72

TEEN LEADERSHIP........................................................................... 53

TENNIS ................................................................................................ 61

100

THEATRE I ......................................................................................... 71

THEATRE II ....................................................................................... 71

THEATRE III ...................................................................................... 71

THEATRE IV ...................................................................................... 71

THEATRE PRODUCTION ................................................................. 71

TRACK – (GIRLS) .............................................................................. 61

TRACK- (BOYS) ................................................................................. 61

UNITED STATES GOVERNMENT ................................................... 48

UNITED STATES GOVERNMENT (G), (GM) (United States

Government Inclusion) ................................................................. 50

UNITED STATES GOVERNMENT (M) (Basic United States

Government .................................................................................. 51

UNITED STATES HISTORY ............................................................. 48

UNITED STATES HISTORY (G), (GM) United States History

Inclusion) ...................................................................................... 50

UNITED STATES HISTORY (M) (Basic United States History) ....... 51

VETERINARY MEDICAL APPLICATIONS .................................... 77

VOCAL ENSEMBLE I, II, III, IV CHOIR ONLY .............................. 69

VOCATIONAL EXPERIENCE (M) ................................................... 52

VOLLEYBALL (GIRLS) ................................................................... 61

WEB TECHNOLOGIES .................................................................... 90

WILDLIFE, FISHERIES AND ECOLOGY MANAGEMENT .......... 76

WORLD GEOGRAPHY ...................................................................... 47

WORLD GEOGRAPHY (G), (GM) (World Geography Inclusion) .... 50

WORLD GEOGRAPHY (M) (Basic World Geography) .................... 51

WORLD GEOGRAPHY (T), (SKILLS T); WORLD HISTORY (T),

(SKILLS T); U.S. HISTORY (T), (SKILLS T); U.S. GOVT (T)

(SKILLS T); ECONOMICS (T); (SKILLS T) ............................. 52

WORLD HISTORY ............................................................................ 47

WORLD HISTORY (G), (GM) (World History Inclusion) ................. 50

WORLD HISTORY (M) (Basic World History) ................................. 51

WRESTLING (BOYS) ........................................................................ 61

Appendix A: Advanced Courses That Receive Weighted Grade Points

The following courses receive weighted grade points as described in Section V: Grade Point Average and Class Rank of the course

guide.

English

Pre-AP English I

Pre-AP English II

AP English III

AP English IV

ACC Composition I

ACC Composition II

ACC American Literature

ACC British Literature

GT Capstone Research in English

(Independent Study in English, Journalism,

or Speech)

Other college English courses*

Mathematics

Pre-AP Algebra I

Pre-AP Geometry

Pre-AP Algebra II

Pre-AP Precalculus

AP Calculus AB

AP Calculus BC

AP Statistics

AP Computer Science

GT Independent Study in Mathematics

College mathematics courses*

Science

Pre-AP Biology

Pre-AP Chemistry

Pre-AP Physics I

AP Biology

AP Chemistry

AP Physics B

AP Physics C

AP Environmental Science

Anatomy & Physiology

Advanced Biotechnology

GT Capstone Research in Science

(Scientific Research & Design)

College science courses*

Social Studies

Pre-AP World Geography

Pre-AP World History Studies

AP World History Studies

AP U.S. History

AP U.S. Government & Politics

AP Economics

AP Macroeconomics

AP European History

AP Psychology

ACC U.S. History

ACC Government

ACC Economics

GT Capstone Research in Social Studies

(Social Studies Advanced Studies)

Other college social studies courses*

Languages Other Than English (LOTE)

Pre-AP Spanish II

Pre-AP Spanish III

AP Spanish IV, Language

AP Spanish V, Literature

Pre-AP French II

Pre-AP French III

AP French IV

Pre-AP German II

Pre-AP German III

AP German IV

Pre-AP Latin II

Pre-AP Latin III

AP Latin IV

College LOTE courses*

Explanations:

ACC = Austin Community College

*Equivalent college courses to those listed

are allowed as well as courses that count as

the 4th or higher credit in English,

mathematics, science, social studies, or

languages other than English.

101

Appendix B


Planning for the Future… High School Graduate Requirements

for Texas and GISD Graduation Programs

For Ninth Grade Classes of 2013-14 and Prior

Recommended High School Program

English ........................................................................... 4 Credits

English I, II, III, IV

Mathematics .................................................................. 4 Credits

Algebra I, Geometry, Algebra II, & one additional math course (See math course sequence flowchart.)

Science ........................................................................... 4 Credits

(See science flowchart.)

Social Studies ................................................................. 4 Credits

World Geography, World History, U.S. History, Government/

Economics

Foreign Language .......................................................... 2 Credits

Must consist of two credits of the same language.

Physical Education......................................................... 1 Credit

Limit 4 Credits. Can substitute:

Marching Band (Fall), Cheerleading (Fall), Drill Team

(Fall), JROTC, Athletics or District-approved appropriate private or commercially-sponsored physical activity

programs conducted on or off campus

Comm App ..................................................................... .5 Credit

Professional Communications is a course that satisfies this

requirement.

Fine Arts ......................................................................... 1 Credit

Electives .......................................................................... 7.5 Credits

(.5 Health is a locally required State credit*)

*.5 Principles of Health Science may be substituted for the required .5

Health locally required State credit

Advanced Measures ....................................................... NONE

Recommended High School Program (28 Credits)


English ....................................................................... 4 Credits

English I, II, III, IV

Mathematics ............................................................. 4 Credits

Algebra I, Geometry, Algebra II, & one additional math course (See math course sequence flowchart.)

Science ........................................................................ 4 Credits

Biology, Chemistry, Physics & one additional science course

(See science course sequence flowchart.)

Social Studies ............................................................. 4 Credits

World Geography, World History, U.S. History, Government/ Economics

Foreign Language ...................................................... 3 Credits

Must consist of three credits of the same language.

Physical Education .................................................... 1 Credit

Limit 4 Credits. Can substitute:

Marching Band (Fall), Cheerleading (Fall), Drill Team (Fall), JROTC, Athletics or District-approved appropriate

private or commercially-sponsored physical activity

programs conducted on or off campus

Comm App ................................................................. .5 Credit

Professional Communications is a course that satisfies this

requirement.

Fine Arts .................................................................... 1 Credit

Electives ..................................................................... 6.5 Credits

(.5 Health is a locally requiredState credit*)

*.5 Principles of Health Science may be substituted for the required .5

Health locally required State credit

Advanced Measures .................................................. FOUR

See Additional Requirements in Counseling Office or this course

catalog.

Distinguished Achievement Program (28 Credits)

GRADUATION REQUIREMENTS

I. Students in GISD must complete a minimum of 28 credits at East View High School/ Georgetown High School and 26 credits at Richarte High School to receive a high school diploma. All credits must be completed in grades 9-12, except high school courses satisfactorily completed in grades 7 and/or 8.

The Texas Education Agency requires 26 credits. All courses used to meet State graduation requirements must be selected from State Board of

Education (SBOE)-approved courses, with the exception of some elective credits which may be locally approved. II. All courses in this catalog are State Board-approved unless noted as Local Credit Only. Locally developed electives (Local Credit Only) have been

designed to meet an identified GISD need or interest. In grades 9-12, a student must complete all graduation requirements and pass the State required exit

level exams before he/she is awarded a diploma. III. It is the student and parent’s responsibility to see that the requirements for graduation from high school are met. If you have any question about courses,

registration, State-required exit level exams or other graduation requirements, contact the campus guidance department.

IV. Since entrance requirements vary greatly from college to college, students who are college-bound should carefully consider high school course selections

and investigate college entrance requirements prior to selecting their graduation plan.

V. Since employers have varying needs and requirements, students who are career-bound should carefully consider high school course selections and strive

to meet future employment requirements by selecting an appropriate graduation plan.

2014 15 course guide final

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