bbuussiinneessss aanndd...

Dr. Doylene N. Tarver Principal

CURRICULUM BULLETIN

2010-2011 CO

RP

OR

ATE

AC

AD

EM

Y N

OR

TH

BBUUSSIINNEESSSS AANNDD EENNTTRREEPPRREENNEEUURRSSHHIIPP

The School Board of Miami-Dade County, Florida Dr. Solomon C. Stinson, Chair

Ms. Perla Tabares Hantman, Vice Chair Mr. Agustin J. Barrera

Mr. Renier Diaz de la Portilla Dr. Lawrence Feldman

Dr. Wilbert “Tee” Holloway Dr. Martin Karp

Ms. Ana Rivas Logan Dr. Marta Pérez

Superintendent of Schools

Alberto M. Carvalho

Deputy Superintendent School/District Operations

Mr. Freddie Woodson

Assistant Superintendent School/District Operations

Dr. Daniel Tosado

Administrative Director School Operations/Alternative Education

Ms. Martha Montaner

PRINCIPAL’S MESSAGE TO STUDENTS AND PARENTS

It is my pleasure to welcome you to the new Corporate As part of the Secondary School Reform, Corporate Academy North is now offering incoming ninth grade students the opportunity to graduate from high school with both a diploma and an occupational certificate in Business Supervision and Management. Students will be required

to move beyond the classroom and serve as interns with a business agency of their choice. We are seeking to develop the leadership skills and potential of these students. Through shared inquiry, project based learning, business internships and personal development, you son or daughter will graduate from Corporate Academy North Business and Entrepreneurship Program, groomed for success in a world beyond high school. Our goal is for every student to say, “I am ready to be my own boss”. This Curriculum Guide outlines curriculum course offerings for the school year 2010-2011. It is important that both the parent and the student read this guide very carefully, and make clear and concise decisions about their academic schedule. The students will need to become familiar with their program’s uniqueness and begin planning a future toward earning a high school diploma. It is our challenge to help our students strive for excellence in an ever changing and dynamic world. Sincerely,

Doylene N. Tarver, Ed.D. Principal

CORPORATE ACADEMY NORTH

VViissiioonn SSttaatteemmeenntt Students will graduate prepared for the adult phase of their lives. They will have

dealt with the educational, physical, social, and emotional issues that have created challenges in their lives. They will have set clear and obtainable goals,

and possess extensive experience with the world of work, completing the necessary steps to enter confidently into adulthood.

MMiissssiioonn SSttaatteemmeenntt We provide the highest quality education so that all of our students are

empowered to lead productive and fulfilling lives as lifelong learners and responsible citizens.

CCoorree VVaalluueess We believe that all students can learn. All students desire to succeed and contribute his or her unique talents to the betterment of society. That given

support and guidance, young people change direction and strive for the physical, spiritual, intellectual and emotional strength needed to reach his or her

individual potential for success.

SScchhooooll IInnffoorrmmaattiioonn

Corporate Academy North is an alternative school of choice located in the Brownsville section of Miami. The school is operated under the School Operations/Alternative Education and Region VII. Our enrollment for the 2010-2011 will be approximately 150 students in grade nine through twelve. These students have been withdrawn from their home school located anywhere across a wide portion of northern Miami-Dade County. Some arrive by bus, some take public transportation, drive, or are dropped off by family members. Corporate Academy North of Miami-Dade County Public Schools changes the lives of at-risk students, redirecting them through individualized and intensive academic and behavioral interventions. Under the strong instructional leadership of the principal, teachers provide a rigorous academic curriculum in a nurturing environment that affirms students as individual learners with specific instructional needs. Through the use of data driven differentiated instruction, computer technology and interdisciplinary approaches to instruction, students recognize that the goal of graduating from high school is not out of reach. Teachers are highly certified instructors committed to the mission of school and highly skilled at translating high academic expectations to at-risk your. Students applying to the school, thereby making a commitment to graduate as a changed individual with the ability to continue on to higher education, the military or the job market. Corporate Academy North is one of the first Communities in Schools, Inc. programs in the United States, and one of the earliest collaborations between the school district and local business when Miami-Dade County School District and the Burger King Corporation joined forces to open in 1989. The four most serious barriers to student academic success are what many of the students bring with them upon their arrival: poor attendance, low academic skills, a low GPA, and dysfunctional family backgrounds. Most of our students struggle with personal challenges that interfere with their ability to focus. For this reason, Communities In Schools, Inc. (CIS) provides important services that support student success in academics. The agency maintains an office on campus and helps students connect to a variety of support services, matching them with mentors in the business community, providing counseling for drug abuse and anger management through the Guided Adolescent Problem Solving (GAPS) Program of Florida International University (FIU), offering vision services through the Heiken Foundation and bringing tutors into the building during the school day to work with students one on one. At present, Corporate Academy North is looking forward to fulfilling the District Strategic Goals as shaped by the school reform process by moving the curriculum in the direction of an entrepreneurial business and technology academy that develops students initiative, civic awareness, and participation in the economy through academic rigor, career mentoring, and civic involvement.

SScchhooooll GGeenneerraall IInnffoorrmmaattiioonn

SSCCHHOOOOLL CCOOLLOORRSS

Corporate Academy North's school colors are black and gold.

MMAASSCCOOTT

The mascot is the Bulldog.

CORPORATE ACADEMY NORTH 5120 NW 24

th Avenue

Miami, Florida 33142 (305) 634-4650

(305) 637-1693 (fax)

Web Site: http://can.dadeschools.net E-Mail: [email protected]

http://can.dadeschools.net/

http://[email protected]/

Miami-Dade County Public Schools

2010-2011

GRADUATION GUIDELINES & COURSE REQUIREMENTS High School Graduation Programs

2010-2011 High School Graduation Options and Requirements

Admission to Florida State University System

Florida’s Bright Futures Scholarship Program

Career Planning / College Entrance Examinations

Career Technical Education / College Connection

High School Diplomas / Certificates

Grading Student Performance

Grade Point Average

Provisions for Acceleration

Homework Policy

Attendance Policy

Eligibility for Participation in Interscholastic Extracurricular Athletics and Activities

Student Rights and Responsibilities

The Family Educational Rights and Privacy Act

Magnet Programs

CURRICULUM BULLETIN - 1 FRONTMATTER

HIGH SCHOOL GRADUATION PROGRAMS

The Secondary School Redesign Act, also known as the “A++ Plan for Education,” was passed by the FloridaLegislature and signed into law by the Governor to become effective on July 1, 2006. The provisions of thislaw include academic course requirements at the middle school level to better prepare middle school studentsfor senior high school. Also, in order to increase the rigor and relevance of the senior high school experienceand to prepare high school students for college and the workplace, the high school instructional program waschanged significantly.

• Ninth graders who entered high school in the 2007-2008 school year and thereafter, are required toearn 16 core academic credits and eight elective credits in order to graduate with a high schooldiploma. Core requirements consist of four credits in English and mathematics; three credits ofscience and social science; one credit of fine and performing arts; and one credit of physicaleducation with the integration of health education.

• To better engage students in planning and making decisions for their future, they are to select an areaof interest as part of their electronic Personalized Education Plan (ePEP). Students are to earn fourcredits in a major area of interest, similar to college students, which may be in the arts, advancedacademic studies, or career preparation. Each school will provide students and their parents with alist of district/state-approved major areas from which a selection is to be made. The remaining fourelective credits may be used to earn a second major area of interest, a minor, or for other electivecourses.

Currently, there are five options for high school graduation and earning a diploma, two of which areaccelerated options. Students and their parents may select from one of the five options, although if thestudent and his/her parents do not select a graduation option, the student will be considered to have selectedthe four-year, 24-credit standard program. In order to graduate all five options require students to earn apassing score on the Florida Comprehensive Assessment Test (FCAT) graduation test, earn a specific gradepoint average (GPA) on a 4.0 scale, and successfully complete the required courses listed in the chart entitledA2010-2011 Graduation Requirements.@

The graduation options are as follows:

• A four-year, 24-credit standard program;

• A three-year, 18-credit college preparatory program;

• A three-year, 18-credit career preparatory program;

• An International Baccalaureate program; and

• An Advanced International Certificate of Education program.

Prior to selecting one of the two accelerated programs the following requirements must be met:

1. The requirements, advantages, and disadvantages of each graduation option are to be explained tothe student and his/her parents.

2. A signed parental consent form (FM-6911) must be submitted to the principal and guidance counselorto enroll in either one of the accelerated programs.

The requirements for the two accelerated options have been changed several times by the Florida Legislaturesince these options became available to students in 2003-2004. Students are responsible for therequirements in force at the time they selected an accelerated program.

As mentioned above, the requirements for the four-year, 24-credit program were changed by the FloridaLegislature for students who entered the 9th grade in 2007-2008. Students who enrolled in the four-year, 24-credit program prior to July 1, 2007, are responsible for the requirements in force at that time.

High school courses successfully completed by a student in grades 6 - 8 can be applied to the requirementsfor graduation. However, the student and his/her parents are reminded that high school credits earned priorto 9th grade as well as those through the adult education program may not be recognized by the NationalCollegiate Athletic Association (NCAA) toward a student=s eligibility to participate in college athletics. Forinformation regarding athletic scholarships and eligibility, it is recommended that contact be made with theNational Collegiate Athletic Association (NCAA) at www.ncaa.org or the athletic director at the student=sschool.

A student selecting either of the two accelerated programs must be enrolled in high school for a minimum ofthree school years. Upon graduation this student will be eligible to apply for a Florida Bright FuturesScholarship, if he/she has met the program=s requirements.

A student, who has selected one of the three-year, 18-credit programs and is considering enrollment in amagnet school/program, career-focused academy, or career technical education preparation program, willneed to inquire about the requirements of the specific program. There are certain programs which haverequirements that would not be able to be met within either accelerated option. Staff from the individualprograms will be able to explain the requirements of a given program and whether or not it would be possibleto meet those requirements within the accelerated option.

Students who successfully complete the International Baccalaureate curriculum or the Advanced InternationalCertificate of Education curriculum meet the graduation requirements and are eligible to receive a standarddiploma.

In order to graduate, a student who has selected the four-year, 24-credit standard program, must demonstratemastery of the Sunshine State Standards and complete a community service project. In order to bedesignated as a 10th grade student, a 9th grade student must have earned a minimum of four credits, whichmust include one credit in English/ESOL and/or one credit in mathematics. To be designated as an 11th gradestudent, a 10th grade student must have earned a minimum of 9 credits, which must include two credits inEnglish/ESOL, one credit in mathematics, and one credit in science OR one credit in English/ESOL, twocredits in mathematics, and one credit in science. To be designated as a 12th grade student, an 11th gradestudent must have earned a minimum of 16 credits, which must include three credits in English/ESOL, twocredits in mathematics, and two credits in science OR two credits in English/ESOL, three credits inmathematics, and two credits in science .

For a student enrolled in either one of the two accelerated graduation programs, the student must earn at leastfive credits by the end of grade 9 and 11 credits by the end of grade 10.

Entering 9th grade students must have completed an electronic Personalized Education Plan (ePEP). TheePEP should have been initiated in 7th grade and reviewed and revised, if necessary, at each grade levelthereafter. Students entering 9th grade without an ePEP, must complete one no later than the end of the firstsemester of 9th grade.

HIGH SCHOOL GRADUATION REQUIREMENTS2010-2011

This table represents requirements for students who entered 9th grade in 2007-2008 and thereafter. In orderto graduate from high school and earn a diploma, students must successfully complete the required credits,earn the required grade point average (GPA), and earn a passing score on the FCAT graduation test.

24 CREDIT PROGRAM 18 CREDIT COLLEGE

PREPARATORY PROGRAM

18 CREDIT CAREER

PREPARATORY PROGRAM

ENGLISH/ESOL 4 credits (major concentrationin composition & literatureand reading for information)

4 c red i t s (ma jo rc o n c e n t r a t i o n i ncomposition & literaturea n d r e a d i n g f o rinformation)

4 c r e d i t s ( m a j o rc o n c e n t r a t i o n i ncomposition & literaturea n d r e a d i n g f o rinformation)

MATHEMATICS 4 credits (Algebra I,Geometry, & 2 courses at theAlgebra I level or higher)

3 credits (Algebra I,Geometry, & a course atthe Algebra I level orhigher)

3 credits (Algebra I,Geometry, & a course atthe Algebra I level orhigher)

SCIENCE 3 credits (Earth/SpaceScience & Biology and 1course from the following:Chemistry, Physical Science,Physics, or IntegratedScience III)

3 credits (Earth/SpaceScience & Biology and 1cou rse f r om thefollowing: Chemistry,Phys ica l Sc ience,Physics, or IntegratedScience III)

3 credits (Earth/SpaceScience & Biology and 1course from the following:Chemistry, PhysicalScience, Physics, orIntegrated Science III)

SOCIAL SCIENCE 3 credits (World History,American History, AmericanGovernment, & Economics)

3 credits (World History,Amer ican His tory ,American Government,& Economics)

3 credits (World History,A m e r i c a n H i s t o r y ,American Government, &Economics)

FOREIGN

LANGUAGE

Not required ( foreignlanguage credit is required fora d m i s s i o n t o s t a t euniversities)

2 credits in the samel a n g u a g e o rd e m o n s t r a t e dproficiency

Not required

PERFORMING/FINE

ARTS/PRACTICAL

ARTS/CAREER &TECHNICAL

EDUCATION

1 credit in performing/ finearts or a practical arts coursethat incorporates artisticcontent and techniques ofcreativity, interpretation, andimagination

Not required 3 credits in a singlec a r e e r / t e c h n i c a leducation program, 3credits in career/technical dual enrollmentcourses, or 5 credits incareer/technical educationcourses

PHYSICAL

EDUCATION/HEALTH

1 credit Not required Not required

ELECTIVES 8 credits (4 credits must be inthe student’s major area ofinterest; remaining creditsmay be used for anothermajor, minor, electivecourses, or intensive readingor mathematics courses)

3 credits 2 credits unless earning5 credits in career/technical education

GRADE POINT

AVERAGE(GPA)2.0 3.5 (beginning with

students who entered 9th

grade in 2006-2007 andthereafter; for studentswho entered 9th gradeprior to 2006-2007,required GPA is 3.0)

3.0

MINIMUM GRADE

TO EARN COURSE

CREDIT

“D” “B” (weighted orunweighted)

“C” (weighted orunweighted)

TESTING Students must earn a passingscore on the Reading andMathematics sections of theFCAT graduation test.

Students must earn apassing score on theR e a d i n g a n dMathematics sections ofthe FCAT graduationtest.

Students must earn apassing score on theR e a d i n g a n dMathematics sections ofthe FCAT graduationtest.

COMMUNITY

SERVICE

Required (see ExplanatoryNotes chart)

Not required Not required

ANTICIPATED TIME

TO COMPLETION

4 years 3 years 3 years

EXPLANATORY NOTES

ENGLISH/LANGUAGE ARTS English I, II, III, & IV or English I-IV Through ESOL are required to meet theEnglish/language arts graduation requirement. This requirement applies tothe 24 credit program and the two accelerated programs. Additional ESOLcredit may be counted for elective credit.

MATHEMATICS For the 24 credit program for students who entered 9th grade prior to 2007-2008, 3 credits of mathematics are required to graduate; for students whoentered 9th grade in 2007-2008 and thereafter, 4 credits of mathematics arerequired to graduate. For the 18 credit programs students must earn 3credits. A four-year recommended sequence includes Algebra I, Geometry,Algebra II, & Analysis of Functions. Informal Geometry meets the high schoolgraduation requirement, but does not meet the minimum entrancerequirement for the Florida University System.

SCIENCE For students selecting the 24 credit program or the two acceleratedprograms, the required courses include Earth/Space Science and Biology,and one course from the following: Chemistry I, Physical Science, Physics,or Integrated Science III. Integrated Science will meet the requirement forgraduation and admission into the State University System by takingIntegrated Science I, II, & III or by taking Integrated Science I and twoadditional science courses. Students who entered grade 8 in 2007-2008 andthereafter, must enroll in one of the required science courses in grade 11.

SOCIAL SCIENCE For students selecting the 24 credit program and the two acceleratedprograms, the required courses include World History - 1 credit, AmericanHistory - 1 credit, American Government - .5 credit, & Economics - .5 credit.

FOREIGN LANGUAGE For students selecting the college preparatory program, they are to completeany two sequential courses in the same foreign language, including AmericanSign Language, or demonstrate foreign language proficiency at a levelequivalent to two years of high school foreign language. This proficiencymust be documented by the student’s school. Students enrolled in the 24credit or the career preparatory programs are not required to earn foreignlanguage credit.

PERFORMING/FINE

ARTS/PRACTICAL

ARTS/CAREER &TECHNICAL EDUCATION

For students in the 24 credit program who entered 9th grade prior to 2007-2008, they are to earn .5 credit in performing/fine arts (art, dance, theatre,music, speech, or debate) and .5 credit in practical arts (any career/technicaleducation course or a district-approved annual computer or journalismcourse). They also must earn .5 credit in Life Management Skills. Forstudents in the 24 credit program who entered 9th grade in 2007-2008 andthereafter, they must earn 1 credit in performing/fine arts or practical arts (seedetails in Graduation Requirements chart above). Students enrolled in thecollege preparatory program do not have to meet any requirement in thisarea. Students in the career preparatory program must meet therequirements listed in the chart above.

PHYSICAL EDUCATION For students in the 24 credit program who entered 9th grade prior to 2007-2008, this requirement is met by successful completion of Personal Fitnessor Adaptive Physical Education and any other approved physical educationsemester course. Participation in an interscholastic sport at the junior varsityor varsity level, for two full seasons, and obtaining a passing score of “C” orhigher on a competency test on personal fitness shall satisfy the one creditphysical education requirement. If the student satisfies the physicaleducation graduation requirement through the interscholastic sport option,the student must earn one additional elective credit since no credit is grantedfor an interscholastic junior or senior varsity sport. Completion of onesemester with a grade of “C” or better in a marching band class, in a physicalactivity class that requires participation in marching band activities as anextracurricular activity, or in a Reserve Officers Training Corps (R.O.T.C.)class with a significant component of drills, shall satisfy the one-half physicaleducation elective requirement, but the student must still complete thePersonal Fitness or the Adaptive Physical Education course. For students who entered 9th grade in 2007-2008 and thereafter, thisrequirement is met by successful completion of Personal Fitness or AdaptivePhysical Education and any other approved physical education semestercourse. Participation in an interscholastic sport at the junior varsity or varsitylevel for two full seasons shall satisfy the one credit physical educationrequirement if the student passes a competency test on personal fitness witha score of “C” or higher. If the student satisfies the physical educationgraduation requirement through the interscholastic sport option, the studentmust earn one additional elective credit since no credit is granted for aninterscholastic junior or senior varsity sport. Completion of one semester witha grade of “C” or higher in a marching band class, in a physical activity classthat requires participation in marching band activities as an extracurricularactivity, or in a dance class shall satisfy one-half credit in physical educationor one-half credit in performing/fine arts. Students must still successfullycomplete the Personal Fitness course or the Adaptive Physical Educationcourse. Completion of two years of a Reserve Officer Training Corps(R.O.T.C.) class with a significant component in drill and taking the one-halfcredit Personal Fitness course or, if appropriate, the Adaptive PhysicalEducation course, shall satisfy the one-credit requirement in physicaleducation and the one-credit requirement in performing fine arts. This creditmay not be used to satisfy the personal fitness requirement or therequirement for adaptive physical education under an individual educationplan (IEP) or 504 plan.Students enrolled in either of the two 18 credit programs are not required totake physical education.

ELECTIVES For students in the 24 credit program who entered 9th grade prior to 2007-2008, 8.5 elective credits are required. Students enrolled in the collegepreparatory program are required to take 3 credits and those students in thecareer preparatory program are required to take 2 credits unless they selectthe 5-credit career/technical option.For students in the 24 credit program who entered 9th grade in 2007-2008 andthereafter, they are required to complete 4 credits in a major area of interest,such as sequential courses in a career/technical program, fine andperforming arts, or academic content area, selected by the student as part ofthe student’s ePEP. Students are also required to take 4 credits in electivecourses as part of the student’s ePEP, which include a second major area ofinterest, a minor area of interest, elective courses, or intensive reading ormathematics intervention courses.Any senior high school course listed in the current Florida Course CodeDirectory will fulfill the elective graduation requirement for any of the threegraduation options except study hall and other courses listed as non-credit,Adult Basic Education, and GED preparation.

COMMUNITY SERVICE For students in the 24 credit program, the completion of a community serviceproject is an additional graduation requirement regardless of their date ofentry into 9th grade. Students in either one of the 18 credit programs are notrequired to compete a community service project. However, one of therequirements for the Florida Bright Futures Scholarship Program’s AcademicScholars Award is 75 hours of community service.

ADMISSION TO THE FLORIDA STATE UNIVERSITY SYSTEM

Admission decisions are based on high school graduation, grade point average in academic core courses,admissions test scores, and course distribution requirements. The minimum requirements apply to all of thestate universities; however, universities are permitted to have higher admission standards. There are threemethods to qualify for admission into the universities: the traditional admissions criteria based on the FloridaDivision of Colleges and Universities sliding scale, the Talented Twenty program, or the student profileassessment.

TRADITIONAL REQUIREMENTS

In addition to graduation from an accredited high school with the 18 credits in approved college prep courses,students must meet grade point average and test score requirements as indicated on the chart below. Theweighted grade point average (GPA) will be calculated by the university using a 4.0 scale from grades earnedin high school academic core courses in designated subject areas. Additional weights may be assigned tocertain grades in state designated Honors, Advanced Placement, International Baccalaureate, DualEnrollment, Advanced International Certificate of Education, International Studies, and other advancedcourses. Admissions eligibility for students who are not in the Talented Twenty program will be determinedfrom the sliding scale, which allows an applicant to balance a lower recalculated GPA with a higher test scoreor a lower test score with a higher GPA.

If the GPA in Academic CoreCourses is:

One of the following composite admission test scores must equal or exceed:

HSGPA SAT-I ACT

2.0 1140 25

2.1 1110 24

2.2 1090 24

2.3 1060 23

2.4 1030 22

2.5 1010 21

2.6 1000 21

2.7 990 21

2.8 980 21

2.9 970 20

3.0 * * * There is no minimum test score for students with a GPA of 3.0 or better. However, either an ACT or SAT score must still be submitted.

TALENTED TWENTY

The Talented Twenty Program is part of the Governor's One Florida Initiative. Students eligible for theTalented Twenty Program are guaranteed admission to one of the eleven state universities, and are givenpriority for award of funds from the Florida Student Assistance Grant (FSAG). The FSAG program is a need-based grant; therefore, Talented Twenty students must meet FSAG eligibility requirements in order to beeligible for priority funding. Please note that while eligible students are guaranteed admission at one of thestate universities, they may not be admitted to the campus of choice.

In order to qualify for the Talented Twenty Program, one must:• Be enrolled in a Florida public high school and graduate with a standard diploma.• Be ranked in the top 20% of the class after the posting of seventh semester grades (with

validation of the eighth semester ranking) for students enrolled in the 4-year, 24-creditprogram. For students in either one of the two 3-year, 18-credit programs, the ranking willoccur after the posting of the fifth semester grades (with validation of the sixth semesterranking).

• Take the ACT or SAT (with no minimum score required).• Complete the eighteen college preparatory courses as specified in State Board of Education

Rule. (See www.FACTS.org. for a list of these courses.)

APPLICATION FOR STATE UNIVERSITIES:

High school counselors and College Assistance Program advisors are prepared to assist students with theapplication process for state university admissions. To be considered for the FSAG program, students mustfile the Free Application for Federal Student Aid (FAFSA) in time to meet the application deadlineestablished by the institution they plan to attend. The FAFSA is available online at www.fafsa.ed.gov anduses parent and student income information in a formula developed by the United States Congress tocalculate the financial contribution families are expected to make toward a student's post-secondaryeducation.

STUDENT PROFILE ASSESSMENT

The majority of students are admitted on the basis of their past academic achievement and admissions testscores in relation to the minimum requirements. Universities are allowed flexibility to admit a limited numberof students as exceptions to the minimum requirements provided that the university determines that thestudent has potential to be successful in college. Applicants who do not meet minimum requirements may beeligible for admission through a student profile assessment which considers factors such as: familyeducational background, socioeconomic status, special talents, or the high school or geographic location ofthe applicant. Any important attributes of special talents should be reported with the application. The factorswill not include preferences on the basis of race, national origin, or gender.

FLORIDA’S BRIGHT FUTURES SCHOLARSHIP PROGRAM

The Bright Futures Scholarship Program establishes a lottery-funded scholarship for Florida high schoolgraduates based on academic achievement, who enroll in eligible Florida postsecondary institutions. Thescholarship may be used for either full-time or part-time enrollment and is renewable. Basic information andqualification requirements are outlined below.

Requirements for all scholarship levels include:

Be a Florida resident and a U. S. citizen or an eligible non-citizen;

Authorize the release of eligibility information to the Florida Department of Education;

Earn a Florida high school diploma or its equivalent from a Florida public or private high school;

Successfully complete certain courses while attaining the grade point average specified in the scholarship type;

Be accepted by and enroll in an eligible Florida postsecondary education program;

Be enrolled for at least six (6) semester credit hours or the equivalent;

Not have been found guilty of, nor pled no contest to a felony charge;

Apply for a scholarship from the program prior to high school graduation by completing the online Florida Financial Aid Application (FFAA) for the Florida State Student Financial Assistance Database (SSFAD) at www.FloridaStudentFinanciallAid.org ; and

Use the award within three years of high school graduation.

Requirements for 2010-2011 Applicants

FLORIDA ACADEMIC

SCHOLARS AWARD

(FAS)

FLORIDA MEDALLION

SCHOLARS AWARD

(FMS)

FLORIDA GOLD SEAL

VOCATIONAL AWARD

(GSV)

AWARD AMOUNT

A student may receivefunding for only oneaward (FAS, FMS, orGSV)

Students will receivethe specified (cost percredit hour) awardestablished by theFlorida Legislatureeach year. The awardamounts for 2010-2011 will be availablein the summer of2011. Currently, theaward amounts are$126 per semesterhour at a four-yearpublic or privateinstitution, $78 persemester hour at atwo-year institution(community college),and $64 per semesterh o u r a t ac a r e e r / t e c h n i c a lcenter. Full timestudents must earn 24semester credits peracademic year andstudents must submita refund to theinstitution for anycourse(s) dropped orwithdrawn after thedrop/add period.



GRADE POINT

AVERAGE (GPA)

Additional weightingfor more challenging,higher level courses,i.e., 1.0 credit course= .50, .5 credit course= .25

3.5 weighted GPAusing the credits listedbelow, combined withthe test scores andcommunity servicehours listed below.

(Note: GPAs are notrounded)

3.0 weighted GPAusing the credits listedbelow, combined withthe test scores listedbelow.


3.0 weighted GPAusing the 16 creditslisted below for a 4-year diploma and a3.5 unweighted GPAin a minimum of 3career/technical job-p r e p a r a t o r y o rtechnology educationprogram credits in onec a r e e r / t e c h n i c a leducation program).

(See “Other ways toQualify” for 3-yeargraduation options.)


REQUIRED CREDITS

See ComprehensiveCourse Table onBright Futures Website to identify coursesthat count towardeach award level.

Courses must include15 credits of collegepreparatory academiccourses:

4 English (3 with substantial writing)

4 Math (Algebra I and above)

3 Natural Science (2 with

substantial lab)

3 Social Science

2 Foreign

Language (in the

same language)

May use up to 2additional credits inthe academic areaslisted above and/orfine arts AP, IB, orAICE courses to raisethe GPA.

Courses must include15 credits of collegepreparatory academiccourses:




substantial lab)

3 Social Science

2 Foreign Language (inthe samelanguage)

May use up to 2additional credits inthe academic areaslisted above and/orfine arts AP, IB, orAICE courses to raisethe GPA.

Courses must includethe 16 core creditsrequired for highschool graduation:

4 English

4 Math

3 Science

3 Social Science

1 Performing Fine/

Practical Arts

1 Physical Education

(Plus a minimum of 3career/technical job-p r e p a r a t o r y o rtechnology educationprogram credits in onec a r e e r / t e c h n i c a leducation program.)

COMMUNITY

SERVICE

7 5 h o u r s , a sapproved by M-DCPS

Not required Not required

TEST SCORES

Sections of the SAT,ACT, or CPT fromdifferent test datesmay be used to meetthe test criteria.

For spring eligibilityevaluations, test datesthrough the end ofJanuary wi l l beadmissible.

For summer eligibilityevaluations, test datesthrough the end ofJ u n e w i l l b eadmissible.

Best composite scoreo f 1 2 7 0 S A TReasoning Test or 28ACT

Note: The new writingsections for both theSAT and ACT will notbe used in thecomposite.

SAT Subject Tests arenot used for BrightFutures eligibility.

(ACT scores arerounded up for scoreswith .5 and higher;SAT scores do notrequire rounding.)

Best composite scoreo f 9 7 0 S A TReasoning Test or 20ACT

Note: The new writingsections for both theSAT and ACT will notbe used in thecomposite.

SAT Subject Tests arenot used for BrightFutures eligibility.

(ACT scores arerounded up for scoreswith .5 and higher;SAT scores do notrequire rounding.)

Students must earnthe minimum score oneach section of theCPT or SAT or ACT.

Sections of differenttest types may not becombined.

CPT Reading 83

Sentence Skills 83

Algebra 72

SAT Reasoning Test

Critical Reading 440

Math 440

ACT English 17

Reading 18

Math 19

OTHER WAYS TO

QUALIFY

Initial eligibility criteriaused in “Other Waysto Qualify” must bemet by high schoolgraduation.

National Merit orA c h i e v e m e n tS c h o l a r s a n dFinalists;

National HispanicScholars;

IB Diploma recipients;

Students who havecompleted the IBcurriculum with bestcomposite score of1270 SAT or 28 ACT;

A I C E D i p l o m arecipients;

Students who havecompleted the AICEcurriculum with bestcomposite score of1270 SAT or 28 ACT;

GED w i th bes tcomposite score of1270 SAT or 28 ACTand a 3.5 weightedGPA in the above 15required credits; or

3 - y e a r c o l l e g epreparatory programwith best compositescore of 1270 SAT or28 ACT and a 3.5weighted GPA in theabove 15 requiredcredits.

National Merit orAchievement Scholarsand Finalists andNational HispanicScholars who havenot completed 75hours of communityservice;

Students who havecompleted the IBcurriculum with bestcomposite score of970 SAT or 20 ACT;

A I C E D i p l o m arecipients who havenot completed 75hours of communityservice;

Students who havecompleted the AICEcurriculum with bestcomposite score of970 SAT or 20 ACT;

GED w i th bes tcomposite score of970 SAT or 20 ACTand a 3.0 weightedGPA in the above 15required credits; or

3 - y e a r c o l l e g epreparatory programwith best compositescore of 970 SAT or20 ACT and a 3.0weighted GPA in theabove 15 requiredcredits.

The other ways toqualify listed belowmust also include a3.5 unweighted GPAin a minimum of 3career educationcredits in one careereducation programand minimum testscores listed above.

3 - y e a r C a r e e rPreparatory diplomawith 3.0 weightedGPA using the 13core credits requiredfor graduation listedbelow:


3 Math (including Algebra I)


substantial lab)

3 Social Science;

3 - y e a r C o l l e g ePreparatory diplomawith 3.0 weightedGPA using the 15core credits requiredfor graduation listedbelow:




substantial lab)

3 Social Science

2 Foreign Language; or

G E D w i t h 3 . 0weighted GPA usingthe core creditsrequired for theselected high schoolgraduation program(standard, career, orcollege).

Additional information on the Bright Futures Scholarship Program may be obtained on the internet: www.FloridaStudentFinancialAid.org/SSFAD/bf or you may call toll free 1-888-827-2004.

CAREER PLANNING / COLLEGE ENTRANCE EXAMINATIONS

In completing their postsecondary education plans, students may find it advisable to complete one or moreof the standardized tests listed below which are used for college admissions, career planning, placement incollege courses, and/or eligibility for scholarships. Recommended grade levels during which tests should betaken are shown in parenthesis ( ).

1. ACT: American College Testing Program (11, 12)2. ASVAB: Armed Services Vocational Aptitude Battery (11, 12)3. PLAN : Preliminary ACT (10)4. PSAT: Preliminary SAT (10, 11)5. SAT I: Reasoning Test – formerly the Scholastic Assessment Test (11, 12)6. SAT II: Subject Tests – formerly the Scholastic Assessment Test (11, 12)7. CPT: College Placement Test (10, 11, or 12)

Students should see their guidance counselor for further information about the tests that would be mostappropriate for meeting their needs. Some tests require the completion and mailing of a registration formseveral weeks in advance of the test date. These materials are available in the student services office.

THE CAREER TECHNICAL EDUCATION/COLLEGE CONNECTION

Students completing specific Career Technical Education (CTE) programs can earn post-secondary hoursand/or scholarships to enable them to complete post-secondary training. The following options explain howstudents may maximize their high school CTE course work. For additional information students should contacttheir program instructor, guidance counselor, or career specialist.

ARTICULATION AGREEMENTS - POSTSECONDARY CREDITFOR CTE COURSES

Students completing CTE training courses in the high school may earn credits toward completion of CTEtraining programs at area technical centers (Miami Lakes Educational Center, Robert Morgan EducationalCenter, Lindsey Hopkins Technical Education Center). Students completing CTE training programs at areatechnical centers may earn credits toward an Associate of Science degree at Miami-Dade College. Specificallynegotiated agreements between the college and M-DCPS award students college credit for CTE programwork successfully completed in high school.

CAREER PATHWAYS

Career Pathway is an exciting and challenging educational initiative that allows students to obtain a sequentialprogram of study which leads to a post-secondary career. Career Pathway students typically select generalprograms of study; show interest in career technical fields; transition on to a two-year certificate program; orpursue an associate or baccalaureate degree. The Career Pathway program of study provides students withskills and knowledge through a variety of curriculum choices and college credits. Students should check withtheir counselors for information and approval of Career Pathway courses. After graduation from high school,students can continue their career-focused education at the community college or post-secondary institutionsand earn a two-year associate degree or a two-year certificate. Post-secondary credits are granted througharticulation agreements which may contain a dual-enrollment component.

HIGH SCHOOL DIPLOMAS / CERTIFICATES

The Miami-Dade County School Board provides for the awarding of a standard diploma, a certificate ofcompletion, a CPT-eligible certificate of completion, a special diploma, or a special certificate of completion.

STANDARD DIPLOMA

A standard diploma will be awarded to graduates, if the student has earned the required credits and attainedthe grade point average for the graduation program selected. Also, students must pass the FloridaComprehensive Assessment Test (FCAT) graduation test. The purpose of the standard diploma is to certifythat the student has met all district and state standards for graduation. A special education student will beawarded a standard diploma if all of the criteria for a standard diploma have been met by that student.

SUPERINTENDENT'S DIPLOMA OF DISTINCTION

This diploma will be awarded to students who are enrolled in the 4-year, 24-credit program and complete anacademically rigorous course of study. The requirements include at least four honors, Advanced Placement,International Baccalaureate, Advanced International Certificate of Education, and/or International Studiescourses; and completion of 75 hours of community service, which includes identification of a social problemof interest, development of a plan for personal involvement in addressing the problem and, through papersand other presentations, evaluate, and reflect upon the experience. All students must earn a 3.5 GPA(weighted scale) by the end of the first semester of the senior year with no final grade less than a "C."

CERTIFICATE OF COMPLETION

A student who is enrolled in the 4-year, 24-credit program and has met all requirements for graduation exceptpassing the FCAT graduation test, or earning the 2.0 GPA required for graduation shall be awarded acertificate of completion. A student may make further attempts to meet the requirements for a standarddiploma.

CPT – ELIGIBLE CERTIFICATE OF COMPLETION

Students who earn the 24 required graduation credits and achieve a GPA of 2.0 or higher, but do not passthe FCAT graduation test, are eligible to receive the College Placement Test (CPT) – eligible certificate ofcompletion. Students who receive the CPT – eligible certificate of completion may enroll directly into a Floridacommunity college or post-secondary career and technical education program. Based upon the score thestudent receives on the CPT, the student may enroll in remedial or credit courses at the community college.

SPECIAL DIPLOMA AND SPECIAL CERTIFICATE OF COMPLETION

Students with disabilities who are enrolled in the 4-year, 24-credit program and have been properly classifiedmay be eligible to receive a special diploma or a special certificate of completion. Parents who have questionsconcerning these special diplomas or certificates are urged to consult the school guidance counselor, specialeducation department chairperson, or Regional Center exceptional student education staffing specialist.

FOR STUDENTS WHO ENTERED GRADE 9 IN 2007-2008, THE FOLLOWING STANDARD DIPLOMA DESIGNATIONS

ARE AVAILABLE:

• Major area of interest

• Completion of four or more accelerated college credit courses in Advanced Placement, InternationalBaccalaureate, International Certificate of Education, or dual enrollment

• Career education certification

• Florida Ready to Work Credential

GRADING STUDENT PERFORMANCE

By School Board directive, academic grades are to reflect the student's academic progress. The determinationof the specific grade a student receives must be based on the teacher's best judgment after carefulconsideration of all aspects of each student's performance during a grading period, including such factors asclass attendance, homework, and participation.

In authorized semester courses, the student's final grade shall be determined as follows: 40 percent value foreach of two nine-week grading periods and 20 percent value for the final examination, with a provision forteacher override.

In authorized annual courses, the student's final grade shall be determined as follows: 20 percent value foreach of four nine-week grading periods, 10 percent value for the midterm exam, and 10 percent for the finalexam, with a provision for teacher override. In order to pass an annual course in grades 9-12, a student mustearn a minimum of 10 grade points, of which a minimum of five must be earned in the second semester.Teacher override (either up or down) can be used.

For senior high school students the forgiveness policy for required courses is limited to replacing a grade ofAD@ or AF@ with a grade of AC@ or higher earned subsequently in the same or comparable course. Theforgiveness policy for elective courses is limited to replacing a grade of AD@ or AF@ with a grade of AC@ or higherearned subsequently in another course. In either situation when a student attempts forgiveness for a grade,only the new grade will be used to compute the student=s GPA. Any course not replaced according to thispolicy shall be included in the calculation of the cumulative grade point average required for graduation.

In both authorized semester courses and authorized annual courses, the criteria for grading certain studentswith disabilities may be modified by the Individual Educational Plan (IEP) team.

The following are the academic grades used:

GRADE NUMERICAL VALUE (%) VERBAL INTERPRETATION GRADE

POINT

VALUE

A 90 - 100 OUTSTANDING PROGRESS 4

B 80 - 89 GOOD PROGRESS 3

C 70 - 79 AVERAGE PROGRESS 2

D 60 -69 LOWEST ACCEPTABLE

PROGRESS1

F 0 - 59 FAILURE 0

I 0 INCOMPLETE 0

GRADE POINT AVERAGE

Grade point averages (GPA) may be used for any of the reasons listed below.

High school graduation

Rank in class

Eligibility to participate in interscholastic extracurricular activities

Academic Recognition Program

Placement on the honor roll and/or membership in honor societies

College admissions and scholarship competitions

The grade and bonus point values shown in the chart below are used in determining unweighted (withoutbonus points) and weighted (with bonus points) GPA's.

GRADE AND BONUS POINT VALUES:

LETTER

GRADES

GRADE

POINTS BONUS POINTS

HONORS

ADVANCED

PLACEMENT

INTERNATIONAL

BACCALAUREATE/ADVANCED

INTERNATIONAL CERTIFICATE

OF EDUCATION

A 4 1 2 2

B 3 1 2 2

C 2 1 1 1

D 1 0 0 0

F 0 0 0 0

NOTE: Dual enrollment courses are awarded the equivalent of Advanced Placement, InternationalBaccalaureate, or Advanced International Certificate of Education bonus points as required by state statute.

The grade point average used for determining the final rank in class for students includes grades from allcourses in which credits have been earned for high school graduation and the first semester of the students'final year. The calculation process produces an unweighted GPA to which bonus values are added. This GPAis used for the ranking process.

Students selecting one of the three-year accelerated programs are included in the overall class ranking fortheir graduation year based on the relative ranking of his/her cumulative GPA. These students are alsoeligible for consideration for the academic recognition program and the Talented Twenty program.

The levels of the Academic Recognition Program are as follows:

§§ Cum Laude: the upper 15% of the graduating class, excluding the Summa and Magna Cum Laudestudents, using a weighted GPA or students who have a 4.0 GPA or higher

§§ Magna Cum Laude: the upper 10% of the graduating class, excluding the Summa Cum Laudestudents, using a weighted GPA

§§ Summa Cum Laude: the upper 5% of the graduating class using a weighted GPA

The school guidance counselor can assist students and parents in determining the processes for computingthe GPA's used for the various purposes listed above.

PROVISIONS FOR ACCELERATION

Students may utilize the acceleration options listed below to pursue a more challenging program of study orto accelerate entry into postsecondary institutions or vocations of their choice.

In addition to the two accelerated graduation programs (the college preparatory program and the careerpreparatory program), there are several provisions whereby students may accelerate their graduation or takeadditional courses prior to graduation. These include:

§§ Middle School Option. Credits may be earned, with parental permission, in grades 6, 7, and/or 8 ,which may be applied toward the total credits needed for graduation, college admission, or FloridaBright Futures Scholarship Program requirements. During the time students are enrolled indesignated senior high school courses, they are considered to be grade 9 students for those classperiods. The decision to accept or reject the earned credit will be made at the beginning of thestudent’s ninth grade year, for those high school courses taken prior to the 2007-2008 school year.The courses will remain a part of the students' middle school record. Factors to be considered inremoving the courses from the high school record include the impact on the student’s GPA andsubsequent rank in class, the possible lack of recognition by the National Athletic Association (NCAA)for senior high school courses taken in a grade below grade 9, and the benefit of retaking a coursein which all the skills have not been mastered.

§§ Optional Seventh Period. With prior approval of the high school principal, credits earned in an adulteducation optional seventh period may be applied to graduation for a senior high school program.The optional seventh period classes funded through the adult education program are considered anextension of the senior high school program.

§§ Career Pathway. Career Pathway is a senior high school transition initiative that allows students toobtain a sequential program of study which leads to a post-secondary career. Students shouldcheck with their guidance counselors for information and approval of Career Pathway courses.

§§ Dual Enrollment. Dual enrollment allows high school students who have completed ninth grade tosimultaneously earn college or career technical education credit toward a post-secondary degree orcertificate and credit toward meeting their high school graduation requirements. Students must meetthe following eligibility criteria: (a). 3.0 unweighted grade point average (GPA) to enroll in collegecredit courses, or a 2.0 GPA to enroll in CTE certificate courses, (b). pass the appropriate section ofthe college placement test (CPT), and (c). meet additional admissions criteria established by the post-secondary institution. The college courses selected by the student must count toward high schoolgraduation. They may earn bonus points equivalent to those earned in Advanced Placement,International Baccalaureate, or Advanced International Certificate of Education courses. Approval inadvance of course registration is required. Students should check with their guidance counselors forinformation and approval of dual enrollment courses.

§§ Early Admission. Early admission is a form of dual enrollment through which eligible students mayenroll in a college or university on a full-time basis in courses that are creditable toward a high schooldiploma and the associate or baccalaureate degree.

§§ Advanced Placement. Advanced Placement (AP) courses provide college experience to studentswhile they are still high school students. AP programs are offered in each major academic area.Post-secondary credit for an AP course shall be awarded to students who score at least a 3 on a 5-point scale on the corresponding AP exam.

§§ International Baccalaureate/Advanced International Certificate of Education/InternationalStudies. The International Baccalaureate (IB), the Advanced International Certificate of Education(AICE), and the International Studies (IS) programs are offered in several schools for which eligiblehigh school students earn credit toward graduation and may receive post-secondary credit at collegesand universities.

§§ Career Education. Any career education course authorized for grades 13 or higher may be takenfor credit by students in grades 9-12, based on the career objectives of the students.

§§ Florida Virtual School. Middle and senior high school students are eligible to enroll in the FloridaVirtual School (FLVS). The courses offered are teacher-facilitated and available throughout the state.Courses are based upon the same criteria as those taught in the standard high school program and,therefore, generate the same credit for students. Middle school students may earn credit only inthose courses designated as "acceleration" courses as indicated above. Secondary students are alsoeligible to enroll in courses offered through the Miami-Dade Virtual School. A complete list ofcourses is available through FLVS,s web site at http://www.flvs.net or Miami-Dade Virtual School’s(M-DVS) web site at http://mdvs.dadeschools.net.

§§ Credit by Examination. Credit by examination is a method by which post-secondary credit is earnedbased on the receipt of a specified minimum score on a nationally standardized general or subjectarea examination.

Students may obtain more information about any of these opportunities for acceleration from their schoolguidance counselors.

HOMEWORK POLICY*Regular, purposeful homework is an essential part of a student's education. Homework is an integral factorin fostering the academic achievement of students and in extending school activities into the home and thecommunity. Regular homework provides opportunities for developmental practice, drill, the application of skillsalready learned, the development of independent study skills, enrichment activities, and self-discipline.Homework should provide reinforcement and extension of class instruction, and should serve as a basis forfurther study and preparation for future class assignments.

Student's Responsibilities

1. Completing assigned homework as directed and in the spirit in which it was assigned.

2. Returning homework to the teacher by the designated time.

3. Submitting homework assignments that reflect careful attention to detail and quality of work.

4. Devoting a minimum of 30 minutes each day to reading as an additional part of the homeworkassignment

NOTE: Students can receive additional help through the Homework Helpers Program, which includes the Dial-A-Teacher program, at 305-995-1600, Monday through Thursday from 5:30 P.M. to 8:30 P.M., WLRN,Channel 17. Students may also access Miami-Dade County Public School’s web page at: http://www.dial-a-teacher.com.

Parents' Responsibilities

While it is understood that parents are not responsible for providing a great deal of assistance to their childin completing homework, there is still much that parents can do to promote good study habits. Parents'responsibilities include:

1. Providing an environment conducive to study. 2. Providing continued interest and concern for the child's successful performance in school, through, encouraging and supporting the child in his/her performance of homework assigned. 3. Indicating an interest in assignments and assisting, if possible, when requested by the child, but not to include performing the work for the child. 4. Supporting the school in regard to the child being assigned homework. 5. Requesting assignments for the child when short-term absences are involved. 6. Assuring that the child reads for a period of at least 30 minutes each day in addition to any other assigned homework.

*Excerpt from School Board Rule 6Gx13- 6A-1.23

ATTENDANCE POLICY

There is probably no factor more important to a student’s progress in school than regular and punctualattendance. Miami-Dade Public Schools has a vision whereby each student engages in a rigorousinstructional program which prepares him/her for a myriad of successful post-secondary options. Studentsare expected to:

• be present at school each and every day; • attend class as scheduled; • arrive at school and class(es) on time; and • demonstrate appropriate behavior and readiness to learn.

Miami-Dade Public Schools has the affirmative obligation to increase student attendance through a monitoringprocess that will classify all absences as excused or unexcused, to inform parents of student absences, andto ensure that compulsory attendance laws are enforced as mandated by Florida statutes. This obligation willbe satisfied through the implementation of an attendance review procedure, which monitors the type andnumber of student absences, as well as the impact of these absences on learning. Each school has anAttendance Review Committee, which is comprised of a minimum of a student services representative andan administrator or an administrative designee. The committee will provide guidance and support to studentswith significant absences by providing early intervention by convening when students reach an accumulationof five (5) unexcused absences in a semester course or ten (10) unexcused absences in an annual course.

A. Attendance Defined

1. School Attendance - Students are to be counted in attendance only if they are actually present orengaged in a school-approved educational activity which constitutes a part of the instructionalprogram for the student.

2. Class Attendance - Students are to be counted in attendance if they are physically present in classor have been excused by the teacher on a class-related assignment, or have been requested by amember of the school support staff for an approved school activity.

3. Tardiness - It is a reasonable expectation that in order for a learning activity to take place, eachstudent must arrive to school and class on time. Accumulated unexcused tardies will be countedtoward the threshold for initiating attendance review.

4. Early Sign-outs - The early release of students causes disruption to academic performance of allstudents and may create safety and security concerns. No student shall be released within the final30 minutes of the school day unless authorized by the school principal or principal’s designee, e.g.,emergency, sickness.

B. Absences Defined

1. Excused School and Class Absences and Tardies

• Student illness: students missing 5 or more consecutive days of school due to illness or injuryare required to provide a written statement from a medical provider. The written statementmust include all the days the student has been absent from school. If a student is continuallyill and repeatedly absent from school due to a specific medical condition, he/she must beunder the supervision of a physician in order to receive excused absences from school.

• Medical appointment: If a student is absent from school because of a medical appointment,a written statement from a medical provider indicating the date and time of the appointmentmust be submitted to the principal.

• Death in family. • Observance of a religious holiday or service when it is mandated for all members of a faith

that such a holiday or service be observed. • School sponsored event or educational enrichment activity that is not a school sponsored

event, as determined by the principal or principal’s designee. The student must obtainadvance written permission from the principal or the principal’ designee. Examples of specialevents include: public functions, conferences, and regional, state, and national competitions.

• Subpoena by law enforcement agency or mandatory court appearance. • Outdoor suspensions. • Other individual student absences beyond the control of the parent or student, as determined

and approved by the principal or the principal’ designee. The principal shall requiredocumentation related to the situation.

2. Unexcused School Absence

Any absence that does not fall into one of the above excused absence categories is to be considered unexcused. Any student who has been absent from school will be marked unexcused absent until he/she submits the required documentation as specified above. Failure to provide the required documentation within three school days upon the return to school will result in an unexcused absence.

Unexcused absences include:

• Absences due to vacations, personal services, local non-school event, program, or sportactivity.

• Absence due to older students providing day care services for siblings. • Absences due to the illness of others. • Absences due to non-compliance of immunization requirements unless lawfully exempted.

The student is expected to:

1. Attend school/classes one hundred and eighty (180) days each school year. 2. Request the make-up assignments for all excused absences/tardies from his/her teachers upon

his/her return to school or class. It should be noted that all classwork, due to the nature of theinstruction, is not readily subject to make-up work.

3. Complete the make-up assignments for classes missed within three school days of the return toschool. Failure to make up all assignments will result in the lower assessment of the student’sacademic and/or effort grade.

4. Be reported as present for the school day in order to participate in athletic and extracurricularactivities.

The parent is expected to: 1. Be responsible for his/her child’s school attendance as required by law and stress the importance of regular and punctual school attendance with his/her child. 2. Report and explain an absence or tardiness to the school. 3. Ensure that his/her child has requested and completes make-up assignments for all excused absences/tardies from the child’s teachers upon his/her return to school or class. 4. Appear before the Attendance Review Committee at the scheduled time to provide information relating to his/her child’s absences and support prescribed activities.

This information is from School Board Rule 6Gx13- 5A-1.041

ELIGIBILITY REQUIREMENTS FOR PARTICIPATION ININTERSCHOLASTIC EXTRACURRICULAR ATHLETICS AND ACTIVITIES

In order for a student to participate in extracurricular athletics and activities, a student must meet the standards setforth by Section 1006.15, Florida Statutes, policies of the Greater Miami Athletic Conference (GMAC), and Miami-Dade County School Board rules. In addition, a student must comply with the school district’s Contract for StudentParticipation in Interscholastic Competitions or Performances, FM-7155.

To be eligible to participate in interscholastic extracurricular athletics a student must attend school and mayparticipate only in the interscholastic athletic programs sponsored by the school he or she first attends eachschool year. To be eligible to participate in interscholastic extracurricular athletics and activities a student mustmaintain an unweighted cumulative grade point average (GPA) of 2.0 or above on a 4.0 scale in the course requiredfor graduation. The grades from all courses required for graduation that a student takes, including those taken by thestudent before he or she begins high school, must be included in the calculation of the student’s cumulative GPA atthe conclusion of each semester. Computation of the grade point average requires the inclusion of all applicable highschool courses to which a forgiveness policy has been applied.

A student shall be eligible during the first semester of his/her ninth-grade year provided that it is the student’s firstentry into the ninth grade.

If a student becomes ineligible during the second semester of his/her ninth-grade year or during the first semesterof his/her 10th-grade year because the student’s cumulative grade point average was below 2.0 at the conclusion ofthe previous semester and continues to be below 2.0 at the conclusion of the semester of ineligibility, he/she mayregain his/her eligibility for the following semester provided:

(a) the student signs an academic performance contract with his/her school at the beginning of the semester in whichhe/she is ineligible that states, at a minimum, that the student will attend summer school, or its graded equivalent,AND

(b) earns a grade point average of 2.0 or above on a 4.0 unweighted scale or its equivalent in all courses taken duringthe semester of ineligibility.

Once a student enters grade 11, he/she must have and maintain from that point forward a 2.0 or above cumulativegrade point average on a 4.0 scale, or its equivalent, in all courses required for graduation at the conclusion of eachsemester to be eligible to participate during the following semester.

If a student’s eligibility is affected by an incomplete grade, the student is ineligible until the incomplete grade isremoved and all eligibility requirements are met.

All students participating in interscholastic athletic competition or who are candidates for an interscholastic team(s)are required to pass an annual medical evaluation and purchase the School Board’s sponsored insurance programprior to engaging in any practice, tryout, or pre- or post-season physical activity associated with the student’scandidacy for an interscholastic athletic team.

A student shall be eligible for no more than four (4) consecutive academic years from the date he/she first enrolls inthe ninth grade. Four years from the date he/she first enrolls in the ninth grade, he/she shall become ineligible forfurther interscholastic athletic competition. For students enrolled in either one of the two accelerated graduationprograms, once they have met all the graduation requirements, they cannot remain in high school for a fourth yearin order to continue eligibility to participate in high school athletics/activities.

The school athletic director and guidance counselor can assist students in planning a program of study that willinclude the appropriate courses to prepare for college entrance examinations and meet core course requirementsfor participation in National Collegiate Athletic Association (NCAA) athletic programs. They can also assist studentsin determining how to calculate the GPA required to be eligible to participate in NCAA athletics and advise the studentregarding which courses do not meet NCAA eligibility requirements.

STUDENT RIGHTS AND RESPONSIBILITIES*

GRADES

PHILOSOPHICAL BASIS:Grades, at best, are but an indicator of the student's knowledge or skill at any particular time. Grades are notnecessarily an accurate gauge as to whether learning has taken place. However, since much emphasis isplaced upon grades, a student's academic grade should reflect the teacher's most objective assessment ofthe student's academic achievement. Academic grades should not be used as a threat in order to maintainclassroom decorum.

Rights: Responsibilities:

Students have the right to be informedof the teacher's grading criteria, which isconsistent with district guidelines, at thebeginning of each grading period.

Students have the responsibility to askteachers in advance of a gradedassignment, for an explanation of anygrading criteria or practice they mayquestion or that needs clarification

Students have the right to receive anacademic grade that reflects theirachievement

Students have the responsibility formaintaining reasonable standards ofacademic performance commensurate withtheir ability

Students have the right to be notifiedwhen they are performing unsatisfactorily .

Students have the responsibility formaking every effort to improve theirperformance upon receipt or notification ofunsatisfactory performance.

Students have the right to receive aconduct and effort grade in each classconsistent with their overall behavior andeffort.

Students have the responsibility toconduct themselves in each class in waysthat are conducive to the learning process.

Students have the right to achieveacademic success based upon their owninitiative and ability without interferencefrom others.

Students have the responsibility toearn grades based upon their performancewhile guarding against cheating by otherstudents.

(*) Excerpt from the Code of Student Conduct (Secondary)Board Rule 6Gx13- 5D-1.08

THE FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACTThe Family Educational Rights and Privacy Act (FERPA) is a federal law. The intent of this law is to protectthe accuracy and privacy of student educational records. Under this law, parents have the right upon request,to inspect, release, and challenge information contained within the student's educational records. This righttransfers to the student when he/she reaches the age of 18. Only authorized individuals having legitimateeducational interest will have access to a student’s educational records. The Board approved directive forimplementing the provision of the Family Educational Rights and Privacy Act is contained in the document"Student Educational Records," and is available http://www.ehandbooks.dadeschools.net/policies/91/SER.

FERPA’s legal statute citation can be found in the U.S. Code of Federal Regulations for Title 34; (20 USCsection 1232g; 34 CFR Part 99).

Education records include a range of information about a student that is maintained in schools in any recordedway, such as handwriting, print, computer media, video or audiotape, film, microfilm, and microfiche.

Examples are:

� Date and place of birth, parent’s address, and where parents can be contacted in

emergencies;

� Grades, test scores, courses taken, academic specializations and activities, and official

letters regarding a student’s status in school;

� Special education records;

� Disciplinary records;

� Medical and health records that the school creates or collects and maintains;

� Documentation of attendance, schools attended, courses taken, awards conferred, anddegrees earned;

� Personal information such as a student’s identification code, social security number,photograph, or other information that would make it easy to identify or locate a student.

Personal notes made by teachers and other school officials that are not shared with others are notconsidered educational records as long as they are kept private by the maker of the record.Additionally, law enforcement records created and maintained by a school district law enforcementunit are not education records.

Parents or eligible students are guaranteed the right, upon request, to inspect and review theirchildren's records and to obtain copies of them under federal and state laws. Parents are guaranteeda right of "meaningful" access to copies of their children's records. The parent or eligible student alsohas the right to request that a school correct records which he/she believes to be inaccurate ormisleading. The parent’s rights extend to any lawyer, lay person, or advocate whom the parentauthorizes to represent him or her. Access must be granted within 30 calendar days from the initialrequest.

NOTE: The Florida Department of Education (and all state education agencies) is required to affordparents and eligible students (students who are 18 years of age or older) to access educationalrecords the state agency maintains, e.g., state assessment tests

MAGNET / INNOVATIVE CHOICE PROGRAMS

2010-2011Through the Office of School Choice and Parental Options, Miami-Dade County Public Schools offersnumerous magnet and innovative choice program options that infuse career-oriented themes, provideenhanced quality educational opportunities, and promote diversity. Thus, the district has one of thelargest representations of magnet programs and schools in the United States. A major feature of theprograms/schools has been to appeal to students with similar interests but diverse backgrounds, andto draw them into a learning environment in which they will prosper.

These programs provide unique educational experiences for students in areas of interest or specialtalent. Such programs have been successful because their content has satisfied the educationalneeds of the students. Some programs accept all interested students, while other programs havespecific entrance criteria. Upon acceptance into a given program, transportation may be providedaccording to guidelines set in the Magnet School Board Rule 6Gx13- 6A-1.46. When the number ofeligible students exceeds the number of available seats in non-talent magnets and innovative choiceprograms, a random selection procedure is utilized to admit students.

SENIOR HIGH SCHOOL THEMES

CAREERS AND PROFESSIONS

AEROSPACE SCIENCE

NORTH MIAMI SENIOR HIGH SCHOOL 305-891-6590

This program is designed to provide students with experiences that prepare them to pursue degreesin science, technology, engineering, and mathematics. In partnership with NASA, ScienceEngineering Mathematics Aerospace Academy (SEMAA) students participate in work-siteexperiences and conduct real-world experiments through hands-on, inquiry-based learning activitiesin a state-of-art, electronically enhanced, computerized environment.

AGRISCIENCE, ENGINEERING, AND ENVIRONMENTAL STUDIES

CORAL REEF SENIOR HIGH SCHOOL 305-232-2044

SOUTH DADE SENIOR HIGH SCHOOL 305-247-4244

Students explore and study agronomy, horticulture, forestry, entomology, aquaculture, environmentalscience, and mechanical technology. Students learn about Florida's vast, changing environment asthey conduct investigations in natural habitats and research native plant species, aviaries, wetlands,and marine sites.

AVIATION

HIALEAH SENIOR HIGH SCHOOL 305-822-1500HOMESTEAD SENIOR HIGH SCHOOL 305-245-7000

This college preparatory program exposes students to a wide variety of aviation careers. Flightorientation is offered through a cooperative effort among Hialeah Senior High School, HomesteadSenior High School, Miami-Dade College, EIG-Watson School of Aviation, and Florida MemorialCollege School of Aviation. It is also offered through the aviation industry, dual enrollment courses,and summer outreach programs. The program's unique design includes two strands. Students studyAeronautics, Computer Applications for Aviation, Aero-Meteorology/Navigation, and Flight Operationsin the Flight strand. Additionally, Business Management, Airline Management, Marketing/Ticketing,Customer Service, Reservations, Air Cargo, and Accounting are studied in the Management strand.

BUSINESS AND FINANCE

CORAL REEF SENIOR HIGH SCHOOL 305-232-2044

A. FERGUSON SENIOR HIGH SCHOOL 305-408-2700

MIAMI JACKSON SENIOR HIGH SCHOOL 305-634-2621


SOUTH DADE SENIOR HIGH SCHOOL 305-247-4244SOUTHWEST MIAMI SENIOR HIGH SCHOOL 305-274-0181

WILLIAM H. TURNER TECHNICAL SENIOR HIGH SCHOOL (NAF PROGRAM) 305-691-8324

The Academy for Business and Finance and the Academy for Banking and Finance in partnershipwith the National Academy Foundation, provide a practical overview and exposure to internationalbusiness and finance through courses that incorporate marketing, management, finance, computing,communications, and economics. In addition, colleges and universities offer dual enrollment coursesand the business community provides summer internships to further extend the classroomexperience.

DESIGN AND ARCHITECTURE

DESIGN AND ARCHITECTURE SENIOR HIGH SCHOOL 305-573-8253

This district-wide magnet school serves talented visual arts students who have career aspirations infashion design, interior design, landscape architecture, and structural architecture. Students dualenroll in courses at colleges and universities and gain practical experiences in Miami's Design Districtshowrooms and architectural offices, while working under the mentorship of designers and architects.

ENGINEERING

MIAMI CORAL PARK SENIOR HIGH SCHOOL 305-226-6565

This engineering program is a collaborative effort between Miami Coral Park Senior High School andFlorida International University and provides students the opportunity to earn dual enrollment creditand explore careers in engineering. During the regular school term and a summer outreach program,students participate in various seminars, projects, experiments, and field trips while studyingmathematics, physics, and chemistry, as related to careers in civil, mechanical, environmental,industrial, and electrical engineering.


The Academy of Engineering prepares students for postsecondary education and careers througha theme-based, contextualized curriculum approach. Academic learning experiences are combinedwith hands-on work experience to help students develop the thinking and problem-solving skills socritical to postsecondary education and career success. The Academy of Engineering was developedin collaboration with Project Lead the Way (PLTW) and the National Action Council for Minorities inEngineering (NACME). PLTW has contributed its groundbreaking curriculum and NACME has lentits resources, expertise, and reputation as the nation’s largest private source of college scholarshipsfor minority engineering students.

ENGINEERING, COMMERCIAL ARTS, AND ARCHITECTURE

JOHN A. FERGUSON SENIOR HIGH SCHOOL 305-408-2700

ROBERT MORGAN EDUCATIONAL CENTER 305-253-9920

The Academies for Engineering, Commercial Arts, and Architecture provide students with a solidbase of multi-disciplinary knowledge through a myriad of academic courses offered within theprogram. A requirement of each student in the program is to capture his or her craftsmanship in theform of a professional portfolio. Technology is integrated with core and specialized educationcurriculum to assist students in developing careers in architecture, engineering, and commercial artdesign.

ENVIRONMENTAL RESEARCH AND FIELD STUDIES

TERRA ENVIRONMENTAL RESEARCH INSTITUTE 305-412-5800

The Academies for Environmental Research and Field Studies, Biomedical Research, and Roboticsand Engineering Technology will provide students with the knowledge to understand and care for theenvironment, manage natural resources, and find solutions to man-made pollution on communitiesat local and global levels. An emphasis is placed on research and development combining the designand problem solving skills of engineering/technology with biological sciences and the conservationof our natural resources.

LEGAL AND PUBLIC AFFAIRS

CORAL REEF SENIOR HIGH SCHOOL 305-232-2044MIAMI CAROL CITY SENIOR HIGH SCHOOL 305-621-5681

MIAMI SENIOR HIGH SCHOOL 305-649-9800


The Legal and Public Affairs programs offer a comprehensive college preparatory curriculum forstudents interested in pre-law, public law, public administration /management, or public policy. Theprogram prepares students for employment in law enforcement, criminal justice, and the correctionsdepartment. Participants work closely with professionals, participating in shadowing and mentoringprograms. Local professionals, including distinguished practicing attorneys and judges, offerguidance, assistance, and summer internships. Colleges and universities provide dual enrollmentcourses to further extend the classroom experience.

LAW STUDIES, HOMELAND SECURITY, AND FORENSIC SCIENCES

LAW ENFORCEMENT OFFICERS’ MEMORIAL HIGH SCHOOL 786-299-8402

Miami-Dade County Public Schools and The City of Miami/Miami Police Department have joinedforces to provide students with a unique opportunity in the areas of law and law enforcement. Thefocus is to provide a rigorous education across all content areas while incorporating the program’scareer objectives. Student will have access to forensic science labs, courtroom labs, and computersimulation centers. Students will have certification possibilities in a variety of areas and have theopportunity to enroll in dual enrollment programs at Florida International University, the University ofMiami, and Miami-Dade College. Internships in the student’s respective area of study will be available.

MARITIME AND SCIENCE TECHNOLOGY

MARITIME AND SCIENCE TECHNOLOGY (MAST) ACADEMY 305-365-6278

This district-wide magnet school prepares students for future maritime and marine science relatedcareers through dual enrollment courses, simulations, internships, and the use of state-of-the-arttechnology and laboratory equipment. MAST Academy offers students the opportunity to pursue arigorous course of study in one of three strands: Marine Studies and Culture, Maritime RelatedIndustries, or Oceanic and Atmospheric Science Technology. Unique to this program is the nation'sonly Coast Guard JROTC unit.

MEDICAL AND ALLIED HEALTH PROFESSIONS

CORAL REEF SENIOR HIGH SCHOOL 305-232-2044JOHN A. FERGUSON SENIOR HIGH SCHOOL 305-408-2700MIAMI NORTHWESTERN SENIOR HIGH SCHOOL 305-836-0991




The Medical and Allied Health programs offer students in-depth study of medicine, science, andhealth care through selected course work, dual enrollment courses, internships, and collaborationamong community health facilities, hospitals, colleges, and universities. The programs offer laboratoryexperiences and real life applications in the fields such as patient care, physical therapy, emergencymedical care, pharmacy, and/or sports medicine.

PROFESSIONAL SERVICES


The Professional Services program features specialized career-themed classes offering real-worldapplications through hands-on, experiential activities. Job shadowing, internships, and collaborationwith local businesses provide students with opportunities to observe and learn from industryprofessionals within their aspired field. Upon successful completion of the program requirements,students will be certified in a variety of areas, such as Agritechnology and Business Systems,

Automotive Services (ASE certified), Landscape Design and Turf Management, Materials andProcessing, and Sports and Recreational Turf Management.

TEACHING PROFESSION

MIAMI NORLAND SENIOR HIGH SCHOOL 305-653-1416MIAMI SENIOR HIGH SCHOOL 305-649-9800

The Teaching Profession magnet programs introduce students to the art of teaching. Courses guideparticipants in developing skills for effective communicators, creative and complex thinkers, goalsetters, technology managers, sensitive multi-cultural citizens, and problem solvers. Throughexplorations and research, students discover how the techniques learned are used in the workplace,including the classroom, the childcare industry, social services, and psychology, law, andcommunications professions. The program also offers opportunities for dual enrollment courses andinternship placement in various professions.

HOSPITALITY AND TOURISM

JOHN A. FERGUSON SENIOR HIGH SCHOOL 305-408-2700HOMESTEAD SENIOR HIGH SCHOOL 305-245-7000 MIAMI BEACH

SENIOR HIGH SCHOOL 305-532-4515MIAMI NORLAND SENIOR HIGH SCHOOL 305-653-1416MIAMI SPRINGS SENIOR HIGH SCHOOL 305-885-3585

The Academy of Hospitality and Tourism implements the curriculum of the National AcademyFoundation. The program offers comprehensive industry connected experiences, which allowsstudents to analyze, compare, and contrast key elements that make tourism the number one industryin the state of Florida. Students use innovative industry related technology tools, build leadershipskills, and gain a greater understanding of the economy and culture of the community. In grades 11and 12, students earn dual enrollment credits and receive paid summer internships in travel andtourism enterprises.

COMMUNICATIONS AND HUMANITIES

COMMUNICATIONS AND MEDIA


Communications and Media programs offer a structured, sequential curriculum designed to developvisual and media literacy and the ability to communicate effectively in verbal, graphic, and writtenform. Through project and problem-based learning, students actively engage in interactive,multimedia activities in various forms of the communications discipline, such as broadcasting, massmedia, media arts, journalism, speech, web design, desktop publication, and computer illustration.

MUSEUM STUDIES PROGRAM


The Museum Studies program taps into local resources to develop course content that motivateslearning based on personal interactions with the arts, culture, and technology. This unique learningenvironment provides students with exploratory courses that are not only innovative andmultidisciplinary, but offer firsthand experience with career-focused tracks of study supported byvisiting professionals and experts in their perspective fields including: architecture, graphic design,exhibit design, development, business administration, marketing, education, and public relations.Students participate in exhibitions, performances, tours and field trips, visitations, programs, andlectures hosted by institutions involved in museum partnerships.

INTERNATIONAL EDUCATION AND ACADEMIC TALENT

INTERNATIONAL BACCALAUREATE

CORAL GABLES SENIOR HIGH SCHOOL 305-443-4871CORAL REEF SENIOR HIGH SCHOOL 305-232-2044

JOHN A. FERGUSON SENIOR HIGH SCHOOL 305-408-2700NORTH MIAMI SENIOR HIGH SCHOOL 305-891-6590

SOUTH DADE SENIOR HIGH SCHOOL (CANDIDATE) 305-247-4244

The International Baccalaureate (IB) Diploma Years Programme (DYP) is a highly coordinated,rigorous course of study linking Humanities, the Sciences, Mathematics, Languages and CommunityService. The curriculum of the IB diploma program incorporates standards that assume a high levelof aptitude and achievement. Those who earn the IB diploma gain admission to selective universitiesthroughout the world, with some universities offering advanced standing or course credit to studentswith strong IB examination results. Diploma Programs afford students the opportunity to earn up tothirty college credits while in high school.

FOREIGN LANGUAGES AND HUMANITIES

BOOKER T. WASHINGTON SENIOR HIGH SCHOOL 305-324-8900

The Foreign Languages and Humanities Program links the study of foreign languages, includingFrench and Spanish, with a humanities strand that acquaints students with the fundamental ideas thathave shaped western civilization. The curriculum explores the history, culture, and artisticcontributions of the cultures associated with the languages that are studied.

ADVANCED PLACEMENT LAUREATE

MIAMI SOUTHRIDGE SENIOR HIGH SCHOOL 305-238-6110

The Advanced Placement (AP) Laureate Program is designed for academically talented students toacquire college credits while completing their high school education. The AP Laureate programfocuses on developing the “whole” student, building both good scholars and good citizens. Smallclasses are designed to foster an intimate learning environment where students can develop criticalthinking skills and participate in research projects and classroom presentations.

LEADERSHIP DEVELOPMENT

YOUNG WOMEN’S PREPARATORY ACADEMY 305-575-1200

YOUNG MEN’S PREPARATORY ACADEMY 305-571-1111

The creation of the single gender educational environments offers unique opportunities for teachersto adapt teaching methods to address the differences in learning between girls and boys. Thedevelopment of these schools coincided with the release of “brain-based” research that showed boysand girls have inherent differences that also make their learning styles different. The schools aredesigned to encourage students to be curious and enthusiastic about exploring academic interestsand postsecondary paths.

MATHEMATICS, SCIENCE, AND TECHNOLOGY

BIOMEDICAL AND ENVIRONMENTAL SCIENCES

NORTH MIAMI BEACH SENIOR HIGH SCHOOL 305-949-8381

The Biomedical and Environmental Sciences Program utilizes an action-learning curriculum todevelop the scientific method of problem solving. Students work as researchers under the supervisionof trained professionals to extend scientific knowledge and gain insight into the practical use of thediscovery method. Additionally, students use industrial technology and apply understanding throughproblem-based investigations in laboratories and in the surrounding community.

INFORMATION TECHNOLOGY

AMERICAN SENIOR HIGH SCHOOL (NAF PROGRAM) 305-557-3770

G. HOLMES BRADDOCK SENIOR HIGH SCHOOL (NAF PROGRAM) 305-220-9400

JOHN A. FERGUSON SENIOR HIGH SCHOOL 305-408-2700

MIAMI BEACH SENIOR HIGH SCHOOL (NAF PROGRAM) 305-532-4515

MIAMI CENTRAL SENIOR HIGH SCHOOL (NAF PROGRAM) 305-696-4161

MIAMI JACKSON SENIOR HIGH SCHOOL (NAF PROGRAM) 305-634-2621

MIAMI KILLIAN SENIOR HIGH SCHOOL (NAF PROGRAM) 305-271-3311

NORTH MIAMI BEACH SENIOR HIGH SCHOOL 305-949-8381



The Information Technology Program utilizes curriculum which offers a variety of courses in computerapplications and information technology. Students engage in workplace application of skills learnedthrough simulations, computer programming, graphic designing, and practical application in the fieldsof mathematics, science, and communication. Dual enrollment courses and a summer outreachprogram are available through cooperation with colleges and universities. The business communityprovides summer internships to further extend the classroom experience.

VISUAL AND PERFORMING ARTS

FINE ARTS

North Miami Senior High School 305-891-6590


CORAL REEF SENIOR HIGH SCHOOL 305-232-2044DESIGN AND ARCHITECTURE SENIOR HIGH SCHOOL 305-573-7135DR. MICHAEL M. KROP SENIOR HIGH SCHOOL 305-652-6808MIAMI NORTHWESTERN SENIOR HIGH SCHOOL 305-836-0991NEW WORLD SCHOOL OF THE ARTS 305-237-3135


SOUTH DADE SENIOR HIGH SCHOOL 305-247-4244SOUTH MIAMI SENIOR HIGH SCHOOL 305-666-5871

The Visual and Performing Arts Program immerses students for two to three hours each day, in thetheory and practical application of skills in careers in visual art, commercial art, computer graphics,photography, dance, music, film scoring, theatre, and television production. Students participating inthe visual and performing arts program combine the development of personal talent with an in-depthstudy of creative works, ideas, and people. Through collaboration with colleges and universities,students participate in college level courses; acquire advance training in talent areas and earn dualenrollment credit.

MIDDLE SCHOOL THEMES

CAREERS AND PROFESSIONS

MUSIC INDUSTRY X-PERIENCE (MIX)

RIVIERA MIDDLE SCHOOL (INNOVATIVE CHOICE PROGRAM) 305-226-4286

The Music Industry X-perience (MIX) is an academy that introduces students to careers in the musictechnology industry. Using the latest technologies and equipment, students gain skills, knowledge,and hands-on experience in music technology. The academy prepares students to take advantageof growing opportunities in the music industry with a wide range of career options in all aspects ofdesign, production, communication, and operation of state of the art music media technologies. Usingthe latest software, students create their own music scores, music CDs and videos, storyboards, andlyrics.


COMMUNICATIONS

NORTH MIAMI MIDDLE SCHOOL 305-891-5611

The Communications program offers a structured, sequential writing program that develops thinkingskills and the ability to communicate effectively in both written and oral language. The program isdedicated to providing educational experiences through courses and programs in broadcasting andjournalism.

GLOBAL STUDIES

ARVIDA MIDDLE SCHOOL 305-385-7144

RICHMOND HEIGHTS MIDDLE SCHOOL 305-238-2316

The Global Studies Program aims to develop an understanding of the factors and underlying causesthat surround poverty, injustice, conflict, health, and environmental protection in the United States andthe world community. By focusing on the interdependence of people and nations, Global Studiesenable students to act more compassionately in their daily lives based on an inherent appreciationof other cultures, languages, religions, and governments.

MUSEUMS MAGNET PROGRAM

NORTH MIAMI MIDDLE SCHOOL 305-891-5611SHENANDOAH MIDDLE SCHOOL 305-856-8282

The Museums Magnet Program partners with local museums and cultural institutions and linksinnovative curriculum to the resources and artifacts of each museum, creating living laboratories.Through ongoing visitations and project based learning, students are provided with unprecedentedexposure to arts, culture, history, language arts, social studies, and sciences.

LEADERSHIP DEVELOPMENT

YOUNG WOMEN’S PREPARATORY ACADEMY 305-575-1200SOUTH DADE MIDDLE SCHOOL 305-224-5200

The creation of the single gender educational environments offers unique opportunities for teachersto adapt teaching methods to address the differences in learning between girls and boys. Thedevelopment of these schools coincided with the release of “brain-based” research that showed boysand girls have inherent differences that also make their learning styles different. The schools aredesigned to encourage students to be curious and enthusiastic about exploring academic interestsand postsecondary paths.



ALLAPATTAH MIDDLE SCHOOL 305-634-9787BROWNSVILLE MIDDLE SCHOOL 305-633-1481CHARLES R. DREW MIDDLE SCHOOL 305-633-6057MAYS MIDDLE SCHOOL 305-233-2300NORLAND MIDDLE SCHOOL 305-653-1210

SOUTH MIAMI K-8 CENTER 305-667-8847SOUTH MIAMI MIDDLE SCHOOL 305-661-3481SOUTHWOOD MIDDLE SCHOOL 305-251-5361

The Visual and Performing Arts Program utilizes a curriculum which engages students in a

challenging environment designed to increase participants' knowledge of history and theories,improve performance and presentation skills, and provide opportunities to become familiar with theentertainment industry. Students develop self-awareness, artistic independence, and technologicalskill as they explore visual arts, dance, theatre, music, photography, and television production.


AEROSPACE SCIENCE AND MATHEMATICS

RUBÉN DARÍO MIDDLE SCHOOL 305-226-0179

The Aerospace Science and Mathematics Program offers students the opportunity to pursue an in-depth study of aviation and aerospace science. Topics take participants on a journey through learningthe history and principles of flight to space science and technology. The unique curriculum assistsstudents in gaining knowledge of real-world application in the aviation/aerospace industry, business,travel, and government.

BIOMEDICAL AND ENVIRONMENTAL AGRICULTURE TECHNOLOGY

JOHN F. KENNEDY MIDDLE SCHOOL 305-947-1451

The BEAT magnet program at John F. Kennedy Middle School is an academically rigorous curriculumutilizing a career academy model. Students in this program have an opportunity to be trained in thevarious elements of biomedical and environmental sciences. The middle school students, incollaboration with North Miami Beach Senior High School students, will conduct original research,assisted via distance education provided by post-secondary schools including the University of Floridaand Miami-Dade College of Allied Health.

COMPUTER TECHNOLOGY

HORACE MANN MIDDLE SCHOOL 305-757-9537

The Computer Technology magnet program at Horace Mann Middle School serves as a nationalmodel for applied technology. Students explore technology applications in language arts,mathematics, science, and social science through personal projects. Technology courses includetraining from introduction to technology to advanced computer programming. Experiences aredocumented in electronic portfolios.

MEDICAL AND ALLIED HEALTH PROFESSIONS

BROWNSVILLE MIDDLE SCHOOL 305-633-1481

The Medical and Allied Health Professions program at Brownsville Middle School is designed toexpose students who are interested in the medical profession to career-related explorations, healthcare facilities, and professionals working in the medical field. Students gain insight into medical andallied health professions as they explore medical technology, emergency medicine, dental hygieneand technology, veterinary medicine, and pharmacology. Health care workers serve as speakers andmentors to bring the world of health careers to the classroom.

SCIENCE/ZOOLOGY

RICHMOND HEIGHTS MIDDLE SCHOOL 305-238-2316

In cooperation with Miami Metro Zoo, Jungle Island, Monkey Jungle, and the Environmental Center,Richmond Heights Middle School offers a magnet program that is comprehensive in scope andcontent for students with a keen interest in zoology. Students spend two hours daily in AdvancedIntegrated Science instruction. Community partnerships provide a venue for discovery and problem-based learning.

SCIENCE, ENGINEERING, AND TECHNOLOGY

MIAMI SPRINGS MIDDLE SCHOOL 305-888-6457

Miami Springs Middle School's Science, Engineering, and Technology Magnet (Get SET) programimplements a science-based curriculum designed to prepare students to make well reasoned, andhealthy lifelong decisions. All students at Miami Springs Middle Magnet School learn how to locate,comprehend, interpret, evaluate, manage, and apply information in a variety of explorations andmedia, including Internet science labs and the Miami Museum of Science and Space TransitPlanetarium exhibits.

INTERNATIONAL EDUCATION AND ACADEMIC TALENT

INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAM

HERBERT A. AMMONS MIDDLE SCHOOL 305-971-0158

HOMESTEAD MIDDLE SCHOOL (CANDIDATE) 305-247-4221

LAMAR LOUISE CURRY MIDDLE SCHOOL 305-222-2775

PONCE DE LEON MIDDLE SCHOOL 305-661-1611NORTH DADE MIDDLE SCHOOL (CANDIDATE) 305-624-8415

NORTH MIAMI MIDDLE SCHOOL 305-891-5611

ADA MERRITT K-8 CENTER (CANDIDATE) 305-326-0791

FRANK C. MARTIN K-8 CENTER 305-238-3688

At the middle school level the International Baccalaureate Middle Years Programme (MYP) offers achallenging curriculum and has rigorous assessments, giving students the opportunity to earn up tofive (5) high school credits. The program also encourages students across the world to becomeactive, compassionate, lifelong learners who understand that other people, with their differences, canbe right.

INTERNATIONAL EDUCATION

G. W. CARVER MIDDLE SCHOOL 305-444-7388NORTH DADE MIDDLE SCHOOL 305-624-8415

International Education Programs offer a variety of curricular activities aimed at promoting high levelsof academic productivity, developing unique abilities, and learning a foreign language. The curriculum

provides opportunities for students to develop an understanding and the ability to perform tasks thatrequire active management of different types of knowledge relative to real-life problems.

INTERNATIONAL STUDIES

G. W. CARVER MIDDLE SCHOOL 305-444-7388

Through the International Studies Programs, the school works collaboratively with ministries ofeducation in Spain, France, Italy, or Germany to ensure that educational requirements of that countryare reflected in the curriculum. Educational attaches from these countries have been workingcohesively with school administrators, teachers, students, and parents since 1986, providingcurriculum, textbooks from the respective countries for language arts, math, social science, andscience, and sponsoring foreign teachers.

ELEMENTARY SCHOOL THEMES

APPLIED TECHNOLOGY

ACADEMY FOR APPLIED TECHNOLOGY - PREPARING FOR SUCCESS

HENRY E. S. REEVES ELEMENTARY SCHOOL 305-953-7243

Henry E. S. Reeves Elementary School is creating citizens who will be prepared to meet challengesof the twenty-first century. Students use technology tools across the curriculum to communicate,research, solve problems, and create products. Students select appropriate technology tools andapplications to produce projects and reinforce skills.


LEARNING VILLAGE

THENA C. CROWDER ELEMENTARY SCHOOL 305-836-7137

In the Learning Village program students explore four school-wide themes - Character Building,Cultural Awareness, community, and careers. With instruction tailored to their social and academicneeds, students participate in activities, field trips, and programs that enhance their awareness of thelarger community in which they live.

LITERACY THROUGH THE ARTS

CHARLES R. DREW ELEMENTARY SCHOOL 305-691-8021

LILBERTY CITY ELEMENTARY SCHOOL 305-691-4973

LILLIE C. EVANS ELEMENTARY SCHOOL 305-691-4973

WEST HOMESTEAD ELEMENTARY SCHOOL 305-248-0812

The Literacy through the Arts program emphasizes a hands-on approach to instruction in reading,language arts, communication skills, and critical thinking. Through utilization of visual art, storytelling,oral histories, role playing, poetry, and writing, students engage in learning activities that stimulatememory and smooth the progress of understanding.

GLOBAL STUDIES

MELROSE ELEMENTARY 305-635-8676

The International Ambassadors of Multiple Intelligences incorporates eight different intelligences todevelop awareness of global cultural sensitivity. The staff implements instructional practices thatallow students to use kinesthetic, interpersonal, intrapersonal, logical/mathematical, music, naturalist,verbal/linguistic, and visual/spatial intelligences. Through the use of individualized intelligencestations, students develop global literacy using themed-based school-wide instruction.

MUSEUMS MAGNET PROGRAM

SOUTHSIDE ELEMENTARY 305-371-3311

WILLIAM J. BRYAN ELEMENTARY SCHOOL 305-891-0602

The Museums Magnet program partners with local museums and cultural institutions and linksinnovative curriculum to the resources and artifacts of each museum, creating living laboratories.Through ongoing visitations and project based learning, students are provided with unprecedentedexposure to arts, culture, history, language arts, social studies, and sciences.

EARLY LITERACY

EARLY LITERACY

MARTIN LUTHER KING ELEMENTARY SCHOOL 305-836-0928

Students attending Martin Luther King Elementary School engage in technology assisted learningthrough the Waterford Early Reading Program, which is a research-based program. Learningactivities are designed to ensure that all children gain and maintain grade level reading proficiency,regardless of primary language or level of literacy. The program focuses on the “Big 5” of reading:phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies.



AIRBASE ELEMENTARY SCHOOL 305-258-3676LORAH PARK ELEMENTARY SCHOOL 305-633-1424MORNINGSIDE ELEMENTARY SCHOOL 305-758-6741North Dade Center For Modern Languages (CML) 305-625-3885

International Education Programs offer a variety of curricular activities aimed at promoting high levelsof academic productivity, developing unique abilities, and learning a foreign language. The curriculum

provides opportunities for students to develop an understanding and the ability to perform tasks thatrequire active management of different types of knowledge relative to real-life problems.

INTERNATIONAL BACCALAUREATE PRIMARY YEARS PROGRAMME

EARLINGTON HEIGHTS ELEMENTARY SCHOOL 305-635-7505

FRANK C. MARTIN K-8 CENTER 305-238-3688ADA MERRITT K-8 CENTER 305-326-0791

The International Baccalaureate Primary Years Programme (PYP) focuses on the total growth of thedeveloping child by encompassing the, social, physical, emotional, and cultural needs of studentsin addition to academic development. Explorations through interdisciplinary courses promote bettercomprehension of world cultures and serve to promote a global view and responsible citizenry.

INTERNATIONAL STUDIES

SUNSET ELEMENTARY SCHOOL 305-661-8527

Through the International Studies Programs, the school works collaboratively with ministries ofeducation in Spain, France, Italy, or Germany to ensure that educational requirements of that countryare reflected in the curriculum. Educational attaches from these countries have been workingcohesively with school administrators, teachers, students, and parents since 1986, providingcurriculum, textbooks from the respective countries for language arts, math, social science, andscience, and sponsoring foreign teachers.

MONTESSORI

MONTESSORI

JOELLA GOOD ELEMENTARY SCHOOL 305-625-2008PHYLLIS R. MILLER ELEMENTARY SCHOOL 305-756-3800PINE VILLA ELEMENTARY SCHOOL 305-258-5366SCOTT LAKE ELEMENTARY SCHOOL 305-634-1443

The Montessori philosophy advocates the perspective that thinking is a skill, not a gift. Theseprograms offer carefully planned, stimulating environments that promote the development offoundational habits, decision-making skills, attitudes, self-awareness, and ideas which are essentialfor life long learning.


MATHEMATICS AND SCIENCE

E. W. F. STIRRUP ELEMENTARY SCHOOL 305-226-7001Students with an interest in mathematics and science, participate in curriculum activities that featurean integrated, hands-on laboratory approach to learning at this Mathematics/Science/Aerospace

magnet. The program infuses state-of-the-art technology, problem solving, and simulations topromote growth in academic performance.

HOLMES ELEMENTARY SCHOOL 305-836-3421Holmes Elementary School implements the National Aeronautics and Space Administration (NASA)Science, Engineering, Mathematics, and Aerospace Academy program designed to increaseparticipation in career fields such as science, technology, engineering, and mathematics. Thecurriculum is a national science education program based on national science standards anddesigned by NASA.. MEDICAL ARTS

POINCIANA PARK ELEMENTARY 305-691-5640

Poinciana Park is a professional development laboratory school affiliated with the University ofMiami’s School of Education. The inquiry-based mathematics and science curriculum integrates themost current technology and media tools, including telecommunication links, for students to becomefamiliar with skills of experimental research. The instructional approach provides students withopportunities to experience the acquisition and interpretation of information about real-life problems.The curriculum encompasses the life sciences, physical/chemical sciences, environmental sciences,and health sciences.

MEDICAL, ENVIRONMENTAL, AND DIVERSIFIED SCIENCES

FRANCES S. TUCKER ELEMENTARY SCHOOL 305-567-3533

Students spend ninety minutes each day immersed in the study of earth/space sciences,physical/chemical sciences, environmental sciences, and health sciences. In addition, the corecurriculum follows the state and district instructional programs and integrates current technology andcreative teaching techniques to stimulate academic performance.

SCIENCE, ENGINEERING, MATHEMATICS, AND AEROSPACE ACADEMY (SEMAA)HOLMES ELEMENTARY SCHOOL 305-836-3421The Science, Engineering, Mathematics, and Aerospace Academy (SEMAA) engages students in anintegrated, hands-on, inquiry-based program. The academy uses NASA’s exciting problem-solvingcurriculum, which includes designing and constructing aircraft models as well as exploring theuniverse via tangible, 3-dimensional models.

TECHNOLOGY ENHANCEMENT

DR. HENRY W. MACK/WEST LITTLE RIVER ELEMENTARY SCHOOL 305-691-6491The Mathematics and Science Program is enhanced by collaboration with Leap Frog Schoolhouse,Inc. The program incorporates hands-on, technological experiences into core curriculum in reading,mathematics, and science.

ZOOLOGY, MATHEMATICS, SCIENCE, AND TECHNOLOGY

ETHEL F. BECKFORD/RICHMOND ELEMENTARY SCHOOL 305-238-5194In cooperation with the Metro Zoo, Jungle Island, Monkey Jungle, South Florida Water ManagementDistrict, and Florida Fresh Water Game Commission, this magnet program offers a comprehensivecurriculum in scope and content for students with a keen interest in zoological science. Students use

decision-making skills, generate alternatives, consider risks, and evaluate and contemplate the bestalternatives as they develop problem-solving skills.


CREATIVE AND EXPRESSIVE ARTS

R. R. MOTON ELEMENTARY SCHOOL 305-235-3612PERRINE ELEMENTARY SCHOOL 305-235-2442RAINBOW PARK ELEMENTARY SCHOOL 305 688-4631 (DANCE/MUSIC)SOUTH MIAMI K-8 CENTER 305-667-8847

The visual and performing arts curriculum at these magnet programs engage students in achallenging environment designed to refine performance and presentation skills. The arts serve asan avenue by which participants develop self-awareness and artistic independence while they explorevisual arts, dance, theatre, and music.

RETURN TO 2010-2011 GUIDELINES & COURSE CONTENTS

LLaanngguuaaggee AArrttss

100131001-English 1 1.00 CREDIT BRIGHT FUTURES GRADUATION CREDIT FOR ENGLISH

The purpose of this course is to provide instruction in English language arts including reading, writing, speaking, and listening in the areas of literature and language.

The content should include, but not be limited to, instruction in reading, writing, speaking, and vocabulary. The course should include composition instruction that focuses on writing effective paragraphs and multi-paragraph papers, with emphasis on all stages of the writing process.

Speech instruction should include formal and informal presentations. The course should include opportunities for students to evaluate mass media. Literature study should include analysis of genres. The study of language should encompass elements of grammar, usage and mechanics. SELECTION CONSIDERATION

Earning credit for this course precludes the earning of credit for English Honors I.

100132001-English Honors 1 1.00 CREDIT HONORS BRIGHT FUTURES GRADUATION CREDIT FOR ENGLISH

The purpose of this course is to promote academic excellence in English language arts through enriched experiences in literature, writing, speaking, and listening.

The content should include, but not be limited to, instruction in the critical analysis of major literary genres. Composition instruction should focus on using the writing process in creative, logical, and critical modes, and should include frequent practice in all aspects of the writing process. Formal speaking experiences should be provided, and the critical skills of listening and observing should be taught.

SELECTION CONSIDERATION Earning credit for this course precludes the earning of credit for English I. State-authorized honors course

100132002-English Honors 1 Gifted 1.00 CREDIT HONORS BRIGHT FUTURES GRADUATION CREDIT FOR ENGLISH

The purpose of this course is to promote academic excellence in English language arts through enriched experiences in literature, writing, speaking, and listening.

The content should include, but not be limited to, instruction in the critical analysis of major literary genres. Composition instruction should focus upon using the writing process in creative, logical, and critical modes, and should include frequent practice in all aspects of the writing process. Formal speaking experiences should be provided, and the critical skills of listening and observing should be taught.

SELECTION CONSIDERATION Earning credit for this course precludes the earning of credit for English I.

This course incorporates the goals and objectives contained in the "Resource Manual for Gifted Programs" and is available only to students staffed into the gifted program. State-authorized honors course


The purpose of this course is to provide instruction in English language arts and in the study of world literature. The content should include, but not be limited to, instruction in reading and vocabulary necessary for comprehension of text. The course should include composition instruction that focuses on the writing of essays for various purposes and audiences, using literary and nonliterary subjects with emphasis on preparation for the Florida Comprehensive Assessment Test in Reading and Writing. Literature study should emphasize analysis of selections found in world literature. The study of language should include grammar, mechanics, usage, and other conventions of Standard Written English. The study of mass media should include an analysis of propaganda and persuasion techniques. Speech instruction should include analysis of effective techniques in oral presentations. SELECTION CONSIDERATION

Earning credit for this course precludes the earning of credit for English Honors II.


The purpose of this course is to promote academic excellence in English language arts through the study of world literature and through enriched experiences in composition/ speech and listening skills. The content should include/ but not be limited to/ instruction in universal themes found in world literature, as well as the critical analysis of various genres in that literature. Composition instruction should emphasize the creative/ logical/ and critical aspects of the writing process. Frequent practice should be provided in utilizing all aspects of composition/ including prewriting, drafting/ and revising with emphasis on preparation for the Florida Comprehensive Assessment Test in Writing. The study of language should include usage/ mechanics/ and other elements of Standard Written English. Formal and informal speaking opportunities should be provided. Vocabulary study should focus on verbal analogies and other patterns commonly found on standardized tests. SELECTION CONSIDERATION

Earning credit for this course precludes the earning of credit for English II. State-authorized honors course


The purpose of this course is to promote academic excellence in English language arts through the study of world literature and through enriched experiences in composition/ speech/ and listening skills. The content should include/ but not be limited to/ instruction in universal themes found in world literature/ as well as the critical analysis of various genres in that literature. Composition instruction should emphasize the creative/ logical/and critical aspects of the writing process. Frequent practice should be provided in utilizing all aspects of composition/ including prewriting/ drafting/ and revising. The study of language should include usage/ mechanics and other elements of Standard Written English. Formal and informal speaking opportunities should be provided. Vocabulary study should focus upon verbal analogies and other patterns commonly found on standardized tests. Earning credit for this course precludes the earning of credit for English II. This course incorporates the goals and objectives contained in the "Resource Manual for Gifted Programs" and is available only to students staffed into the gifted program. State-authorized honors course.


The purpose of this course is to provide instruction in English language arts and the study of American literature.

The content should include/ but not be limited to/ frequent practice in writing multi-paragraph papers of various types/ with particular attention given to the writing of documented papers. Relative to these writing assignments/ reference and summarizing skills should also be emphasized. Listening/ speaking/ and writing assignments should be related/ when appropriate/ to the study of American literature. Literature study should include the analysis of various examples of American literary works in various genres. Literature instruction should be supported by instruction in reading strategies.

Vocabulary study should focus upon verbal analogies and other patterns commonly found on standardized tests.

SELECTION CONSIDERATION Earning credit for this course precludes the earning of credit for English Honors III.

100138001-English Honors 3 1.00 CREDIT ~ HONORS BRIGHT FUTURES GRADUATION CREDIT FOR ENGLISH

The purpose of this course is to promote academic excellence in English language arts through enriched experiences in reading, writing, speaking, and listening and to provide instruction in the study of American literature. The content should include, but not be limited to, composition instruction with frequent practice in writing multi-paragraph essays in a variety of modes, including documented papers. Literature study should include the written and oral analysis of American literary works representing the ethnic and cultural diversity of the American experience. The study of literature should also include analysis of American dialects as reflected in the literature. Reference skills and methods of summarizing information should be taught in relation to the production of documented papers. Formal and informal oral communications activities should be provided.

SELECTION CONSIDERATION Earning credit for this course precludes the earning of credit for English III. State-authorized honors

course.

100138002-English Honors 3 Gifted 1.00 CREDIT ~ HONORS BRIGHT FUTURES GRADUATION CREDIT FOR ENGLISH

The purpose of this course is to promote academic excellence in English language arts through enriched experiences in reading, writing, speaking, and listening and to provide instruction in the study of American literature. The content should include, but not be limited to, composition instruction with frequent practice in writing multi-paragraph essays in a variety of types, including documented papers. Literature study should include the written and oral analysis of American literary works representing the ethnic and cultural diversity of the American experience. The study of literature should also include analysis of American dialects as reflected in the literature. Reference skills and methods of summarizing information should be taught in relation to the production of documented papers. Formal and informal oral communications activities should be provided. Earning credit for this course precludes the earning of credit for English III. This course incorporates the goals and objectives contained in the "Resource Manual for Gifted Programs" and is available only to students staffed into the gifted program. State-authorized honors course.


The purpose of this course is to provide instruction in English language skills in the study of British literature and other world literature.

The content should include, but not be limited to, instruction in vocabulary and reading necessary for students' comprehension of printed materials. Literature study should include analysis of representative examples from British literature and the literature of other cultures as they reflect changes in the language and the development of literary traditions. Writing experiences should be structured to provide practice in real-life writing situations likely to be encountered beyond secondary school. Opportunities should be given to students for extending their speaking and listening skills.

SELECTION CONSIDERATION Earning credit for this course precludes the earning of credit for English Honors IV.


The purpose of this course is to promote academic excellence in English language arts through enriched experiences in communications skills and through instruction in British literature as well as other world literature as a part of our literary heritage.

The content should include, but not be limited to, instruction in the written and oral analysis of major British literary works of various genres in relationship to literature of other cultures and to the development of the literary traditions of the English language. Composition instruction should emphasize writing assignments that develop students* abilities to analyze critically and to interpret information. Opportunities should also be given for students to extend speaking, listening, and viewing skills. Language study should include vocabulary development and an overview of the history of the language as reflected in literature.

SELECTION CONSIDERATION Earning credit for this course precludes the earning credit for English IV. State-authorized honors course.


The purpose of this course is to promote academic excellence in English language arts through enriched experiences in communications skills and through instruction in British literature as a part of our literary heritage. The content should include, but not be limited to, instruction in the written and oral analysis of major British literary works of various genres, in relationship to literature of other cultures and to the development of the literary traditions of the English language. Composition instruction should emphasize writing assignments that develop students' abilities to analyze critically and to interpret information. Opportunities should also give for students to extend speaking, listening, and viewing skills. Language study should include vocabulary development and an overview of the history of the language as reflected in literature. Earning credit for this course precludes the earning credit for English IV. This course incorporates the goals and objectives contained in the "Resource Manual for Gifted Programs" and is available only to students staffed into the gifted program. State-authorized honors course.

100041001-Intensive Reading 1.00 CREDIT GRADUATION CREDIT FOR ELECTIVE

The purpose of this course is to provide intensive instruction and practice in reading skills for students two or more years below grade level in reading comprehension.

The content should include, but not be limited to, content identified by diagnosis of each student's needs for intensive instruction specified in the academic improvement plan and practice in test-taking skills and strategies for reading and writing. The course content must reflect appropriate Sunshine State Standards benchmarks.

Special note: this course may not be used to meet graduation requirements for language arts.

100041002-Intensive Reading Plus 1.00 CREDIT

GRADUATION CREDIT FOR ELECTIVE

The purpose of this course is to provide intensive instruction and practice in reading skills for students two or more years below grade level in reading comprehension.

The content should include, but not be limited to, content identified by diagnosis of each student's needs for intensive instruction specified in the academic improvement plan and practice in test-taking skills and strategies for reading and writing. The course content must reflect appropriate Sunshine State Standards benchmarks.

Special note: this course may not be used to meet graduation requirements for language arts.

100830001-Reading 1

1.00 CREDIT ELECTIVE CREDIT IN LANGUAGE ART

The purpose of this course is to help students with serious reading problems to develop reading skills.

The content should include, but not be limited to, instruction in vocabulary, comprehension, and study skills. Student should practice literal, inferential, and critical reading skills; listening skills; and test-taking skills. Students should also practice using appropriate reading rates for various kinds of written materials.

100932001-Creative Writing 1 0.50 CREDIT BRIGHT FUTURES ELECTIVE CREDIT IN LANGUAGE ART

The purpose of this course is to develop students* writing and language skills needed for individual expression in literary forms.

The content should include, but not be limited to, instruction in the development and practice of writing a variety of literary works, including original poetry, short stories, plays, novels, and/or essays and other nonfiction. The course may also include technical aspects of publishing students' work in a literary publication.

100042002-Intensive Writing

1.00 CREDIT GRADUATION CREDIT FOR ELECTIVE

170030003-Research 1 1.00 CREDIT GRADUATION CREDIT FOR ELECTIVE

The purpose of this course is to enable students to develop fundamental knowledge of the steps in the research process. The content should include, but not be limited to, identification of research topics and problems, and development of basic research method skills.

MMaatthheemmaattiiccss 120031001-Algebra 1 1.00 CREDIT BRIGHT FUTURES GRADUATION CREDIT FOR MATHEMATICS

The purpose of this course is to provide the foundation for more advanced mathematics courses and to develop the skills needed to solve mathematical problems. Topics shall include, but not be limited to, sets; variables; structure and properties of the real number system: first-degree equations/inequalities; relations and functions; graphs; systems of linear equations/inequalities; integral exponents; polynomials; factoring; rational algebraic expressions; irrational numbers; radical expressions; quadratic equations and mathematical problems.

SELECTION CONSIDERATION

Earning credit in this course precludes the earning of credit in Algebra 1 Honors or Applied Math I and II (which together are equivalent to Algebra I)

120032001-Algebra 1 Honors 1.00 CREDIT HONORS BRIGHT FUTURES GRADUATION CREDIT FOR MATHEMATICS

The purpose of this course is to provide a rigorous and in-depth study of algebra, emphasizing deductive reasoning skills, as a foundation for more advanced mathematics courses and to develop the skills needed to solve mathematical problems.

Topics shall include, but not be limited to, operations and properties used within the real number system; algebraic and graphical solutions to first-degree equations and inequalities in one and two variables; relations and functions; direct and inverse variation; operations with polynomials, including all forms of factoring; rational and irrational algebraic expressions; quadratic equations, inequalities and functions.


Earning credit in this course precludes the earning of credit in Algebra 1 or Applied Math I and II (which together are equivalent to Algebra I) State-authorized honors course.

120032002-Algebra 1 Honors Gifted 1.00 CREDIT HONORS BRIGHT FUTURES GRADUATION CREDIT FOR MATHEMATICS

The purpose of this course is to provide a rigorous and in-depth study of algebra, emphasizing deductive reasoning skills, as a foundation for more advanced mathematics courses and to develop the skills needed to solve mathematical problems. Topics shall include, but not be limited to, operations and properties used within the real number system; algebraic and graphical solutions to first-degree equations and inequalities in one and two variables; relations and functions; direct and inverse variation; operations with polynomials, including all forms of factoring; rational and irrational algebraic expressions; quadratic equations, inequalities and functions. SELECTION CONSIDERATION

Earning credit in this course precludes the earning of credit in Algebra 1.

This course incorporates the goals and objectives contained in the "Resource Manual for Gifted Programs" and is available only to students staffed into the gifted program. State-authorized honors course.

120630001-Informal Geometry

1.00 CREDIT GRADUATION CREDIT FOR MATHEMATICS

The purpose of this course is to emphasize the use of basic geometric skills as tools in solving real-world problems. No formal proofs are required. Topics shall include, but not be limited to, properties of lines, triangles, quadrilaterals, and circles; conditions of congruence and similarity; Transformations perimeters and areas of polygons and circles; Pythagorean theorem; volume and surface area of regular solid figures; simple constructions; and the use of algebra in the solution of geometric problems.

SELECTION CONSIDERATION Specifically recommended for those students who need reinforcement of Algebra I skills.

120631001-Geometry 1.00 CREDIT BRIGHT FUTURES GRADUATION CREDIT FOR MATHEMATICS

The purpose of this course is to emphasize reasoning and logic in the discovery of relationships and skill in applying the deductive method to mathematical situations. Topics shall include, but not be limited to, logic and reasoning, the study of Euclidean geometry of lines, planes, angles, triangles, similarity, transformations congruence, geometric inequalities, polygons and circles, area and volume, and constructions.

SELECTION CONSIDERATION Earning credit in this course precludes the earning of credit in Geometry Honors.

120632001-Geometry Honors 1.00 CREDIT HONORS BRIGHT FUTURES GRADUATION CREDIT FOR MATHEMATICS

The purpose of this course is to give a rigorous in-depth study of geometry with emphasis on reasoning and logic and the formal language of mathematics. Basic topics in non-Euclidean geometries will also be explored.

Topics shall include, but not be limited to, structure of geometry; separation properties; angle concepts; triangles; quadrilaterals; proofs, perpendicularity and parallelism in a plane and in space; similar polygons; circles and spheres; constructions; area and volume; coordinate geometry, topology, and transformational geometry.


The earning of credit in this course precludes the earning of credit in regular Geometry.

120632002-Geometry Honors, Gifted

1.00 CREDIT HONORS BRIGHT FUTURES GRADUATION CREDIT FOR MATHEMATICS

The purpose of this course is to give a rigorous in-depth study of geometry with emphasis on reasoning and logic and the formal language of mathematics. Basic topics in non-Euclidean geometries will also be explored.

Topics shall include, but not be limited to, structure of geometry; separation properties; angle concepts; triangles; quadrilaterals; proofs, perpendicularity and parallelism in a plane and in space; similar polygons; circles and spheres; constructions; area and volume; coordinate geometry, topology, and transformational geometry.

SELECTION CONSIDERATION The earning of credit in this course precludes the earning of credit in regular Geometry.

This course incorporates the goals and objectives contained in the "Resource Manual for Gifted Programs" and is available only to students staffed into the gifted program.

120033001-Algebra 2 1.00 CREDIT BRIGHT FUTURES GRADUATION CREDIT FOR MATHEMATICS

The purpose of this course is to continue the study of the structure of algebra and to provide the foundation for applying these skills to other mathematical and scientific fields. Topics shall include, but not be limited to, the review and extension of the structure and properties of the real number system; relations, functions and graphs; polynomials and rational expressions; quadratic equations and inequalities; polynomial functions; rational and irrational exponents; logarithms; complex numbers; and problem solving.

SELECTION CONSIDERATION Earning credit in this course precludes the earning of credit in Algebra II honors or Algebra II: a

technological approach.

120034001-Algebra 2 Honors 1.00 CREDIT HONORS BRIGHT FUTURES GRADUATION CREDIT FOR MATHEMATICS

The purpose of this course is to present an in-depth study of the topics of Algebra II with emphasis on theory, proof, and development of formulas, as well as their applications. Topics shall include, but not be limited to, algebraic structure; first-degree equations in one and two variables solved algebraically and graphically; systems of equations and inequalities; functions and relations; polynomials and rational expressions; exponents and radicals, logarithms; complex numbers; conic sections; polynomial equations; sequences and series; permutations, combinations and probability; and matrices.


Earning credit in this course precludes the earning of credit in Algebra

State-authorized honors course.

120034002-Algebra 2 Honors Gifted 1.00 CREDIT HONORS BRIGHT FUTURES GRADUATION CREDIT FOR MATHEMATICS

The purpose of this course is to present an in-depth study of the topics of Algebra II with emphasis on theory, proof, and development of formulas, as well as their application. Topics shall include, but not be limited to, algebraic structure; first-degree equations in one and two variables solved algebraically and graphically; systems of equations and inequalities; functions and relations; polynomials and rational expressions; exponents and radicals, logarithms; complex numbers; conic sections; polynomial equations; sequences and series; permutations, combinations and probability; and matrices.

SELECTION CONSIDERATION Earning credit in this course precludes the earning of credit in Algebra II or Algebra II: a technological

approach. This course incorporates the goals and objectives contained in the "Resource Manual for Gifted Programs" and is available only to students staffed into the gifted program.

State-authorized honors course.

120234002-Pre-Calculus 1.00 CREDIT HONORS BRIGHT FUTURES GRADUATION CREDIT FOR MATHEMATICS

The purpose of this course is to emphasize the study of functions and other skills necessary for the study of calculus. Topics shall include, but not be limited to, polynomial, rational exponential, logarithmic, and circular functions and their inversions: sequences; series; theory of limits; vectors; conic sections; polar coordinates; symbolic logic; mathematical induction; and matrix algebra.

120040001-Intensive Mathematics 1.00 CREDIT GRADUATION CREDIT FOR ELECTIVE

The purpose of this course is to enhance skills of algebra and geometry. Content shall include, but not be limited to concepts involving algebraic thinking, number sense, measurement, geometry and spatial sense, as well as data and probability

SELECTION CONSIDERATION This elective course is designed to assist students with content mastery of Algebra I and Geometry

topics. This course can be repeated as needed.

SSoocciiaall SSttuuddiieess

210931001-World History 1.00 CREDIT BRIGHT FUTURES GRADUATION CREDIT FOR WORLD HISTORY

The purpose of this course is to provide students the opportunity to acquire an understanding of the chronological development of civilization by examining the political, economic, social, religious, military, dynastic, scientific, and cultural events that have affected humanity.

Specific content will include, but not be limited to, an understanding of geographic-historic and time-space relationships, the use of arbitrary periodization in history, a review of prehistory, the rise of civilization and cultural universals, the development of nationalism as a global phenomenon, the origin and cause of economic systems and philosophies, the influence of major historical figures and events, and contemporary world affairs.

SELECTION CONSIDERATION Completion of credit in this course precludes the earning of credit in World History Honors, World History

Honors Gifted and Advanced Placement World History.

210031001-American History 1.00 CREDIT BRIGHT FUTURES GRADUATION CREDIT FOR AMERICAN HISTORY

The purpose of this course is to provide students with the opportunity to acquire an understanding of the chronological development of the United States by examining the political, economic, social, religious, military, scientific, and cultural events that have affected the rise and growth of our nation. The student should gain an understanding of geographic, historic 8 time-space relationships, the synthesizing of American culture, the westward expansion of American settlements, the origin of American ideals, the American colonial experience, the American revolution & Declaration of Independence, formation of the Constitution and the federal system, the interpretive evolution of the Constitution over two centuries, sectionalism in American life, the Civil War as the solution to the states rights issue, the technological and urban transformation of the country, the evolution of American lifestyles and ideals, American foreign policy development, the development of the American economy, and contemporary domestic, and foreign issues.

SELECTION CONSIDERATION Completion of credit in this course precludes earning credit in American History Honors or

Advanced Placement American History.

210631001-American Government 0.50 CREDIT BRIGHT FUTURES

GRADUATION CREDIT FOR AMERICAN GOVERNMENT

The purpose of this course is to provide students the opportunity to acquire an understanding of American government and political behavior.

The content should include, but not be limited to, an analysis of those documents which shape our political traditions (the Declaration of Independence, the Constitution, and the Bill of Rights), a comparison of the roles of the three branches of government at the local, state, and national levels, an understanding of the evolving role of political parties and interest groups in determining policy, how the rights and responsibilities of citizens in a democratic state have evolved and been interpreted, and the importance of civic participation in the democratic political process.

SELECTION CONSIDERATION Completion of credit in this course precludes the earning of credit in American Government Honors,

American Government Honors Gifted, or Advanced Placement American Government.

210231001-Economics 0.50 CREDIT BRIGHT FUTURES GRADUATION CREDIT FOR ECONOMICS

The purpose of this course is to provide students the opportunity to acquire an understanding of the way society organizes limited resources to satisfy unlimited wants, the major characteristics of the mixed market economic system in the U.S. and how economic questions are answered. Major emphasis is to provide students with an understanding of the forces of the marketplace by examining the effect of their role as producer, saver, consumer, investor, resource owner, voter, and taxpayer on the system. The student will develop an understanding of roles and impact of economic wants, productive resources, scarcity 8 choices, opportunity costs and tradeoffs, economic incentives, specialization, comparative advantage, division of labor interdependence, how markets work, savings 8 investment, roles of the citizen as producer, consumer 8 decision-maker, function of government policy, money, financial institutions 8 labor, distinctions between micro and macro-economic problems and similarities/differences of other economic systems.

SELECTION CONSIDERATION Completion of credit in this course precludes the earning of credit in Economics Honors, A.P. Microeconomics, or A.P. Macroeconomics.

SScciieennccee 200131001-Earth/Space Science 1.00 CREDIT BRIGHT FUTURES GRADUATION CREDIT FOR SCIENCE

The purpose of this course is to provide opportunities for the student to develop concepts basic to the earth, its materials, processes, history and environment and space. Content should include, but not be limited to, formation of the universe life cycle of stars, earth-moon system, U.S. manned space program, formation of igneous, sedimentary 8 metamorphic rock, ident. Of rocks 8 minerals, divisions of earth, formations of landforms 8 basic mountain types, fundamental plate tectonics, formation of water systems, erosion, oceanography, meteorology, soil composition, geologic periods 8 fossils, and renewable 8 non-renewable energy resources. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. SELECTION CONSIDERATION

Completion of a credit in this course precludes the earning of credit in any other Earth/Space Science titled course.

200031001-Biology 1 1.00 CREDIT BRIGHT FUTURES GRADUATION CREDIT FOR SCIENCE

The purpose of this course is to provide exploratory experiences, laboratory experiences, and real-life applications in the biological sciences. The content should include, but not be limited to the following: the nature of science; matter, energy, and chemical process of life; cell biology, reproduction and communication; genetic principles, diversity, and biotechnology; levels of organization, classification, and taxonomy; structure, function, and reproduction of plants, animals, and microorganisms; behavior of organisms; interdependence of organisms, humans, and the environment; biological selection, adaptations, and changes through time; agriculture, food, and medical technologies, and biological careers.

Laboratory investigations, which include the use of scientific research, measurement, laboratory technologies, and safety procedures are an integral part of this course.

SELECTION CONSIDERATION Completion of a credit in this course precludes the earning of credit in Biology I Honors or Biology I

Honors/Gifted.

200331001-Physical Science 1.00 CREDIT BRIGHT FUTURES GRADUATION CREDIT FOR SCIENCE

The purpose of this course is to provide students with a quantitative investigative study of the introductory concepts of physics and chemistry.

The content should include, but not be limited to, dynamics, classification and interaction of matter, periodic table, forms of energy, electricity and magnetism, chemical interactions, nuclear reactions, and career opportunities in physical science.

Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of this course.

SELECTION CONSIDERATION Completion of a credit in this course precludes the earning of credit in Physical Science Honors.

200334001-Chemistry 1 1.00 CREDIT BRIGHT FUTURES GRADUATION CREDIT FOR SCIENCE

The purpose of this course is to provide students with the study of the composition, properties and changes associated with matter. The content should include, but not be limited to, classification and structure of matter, atomic theory, periodic table, bonding, chemical formulas, chemical reactions and balanced equations, behavior of gases, physical and chemical changes, acids, bases, and salts, energy associated with physical and chemical changes, stochiometry, equilibrium, and introduction to thermochemistry.

Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. SELECTION CONSIDERATION

Completion of a credit in this course precludes the earning of credit in Chemistry I Honors.

200030002-Intensive Science 1.00 CREDIT

GRADUATION CREDIT FOR SCIENCE

The purpose of this course is to enable students to develop science skills and concepts through remedial instructions and practice. The content should include, but not be limited to, the following:

- Science content that has been identified by screening and individual diagnosis of each student's need for remedial instruction and specified in his/her Academic Improvement Plan (AIP)

- Critical thinking, problem solving, and test-taking skills and strategies

This course shall integrate the Goal 3 Student Performance Standards of the Florida System of School Improvement and Accountability as appropriate to the content and processes of the subject matter.

The course requirements are designed for a one-credit course. This course may be repeated by a student as needed; if repeated, the required level of Student proficiency should increase.

200240001-Integrated Science 1 1.00 CREDIT BRIGHT FUTURES GRADUATION CREDIT FOR SCIENCE

This is the first course of a three-course series that also includes Integrated Science II and Integrated Science III. The integrated science course series develops comprehensive concepts in science in an integrated and spiraling curriculum. The purpose of this course is to provide opportunities to continue investigating the major theories and ideas associated with biological, earth and space, and physical sciences in a way that is relevant and useful. This course continues developing abilities to do scientific inquiry and developing understandings of the history and nature of science and its interactions with society. This series addresses all of the standards required at the high school level.

Laboratory investigations, which include the use of scientific research, measurement, laboratory technologies, and safety procedures are an integral part of this course. This course precludes earning credit in Earth/Space Science.

PPhhyyssiiccaall EEdduuccaattiioonn//

HHeeaalltthh 150130001-Personal Fitness 0.50 CREDIT GRADUATION CREDIT FOR PHYSICAL EDUCATION

The purpose of this course is to provide students with opportunities to develop an individual optimal level of physical fitness, acquire knowledge of physical fitness concepts, and acquire knowledge of the significance of lifestyle on one's health and fitness. The content should include, but not be limited to, knowledge of the importance of physical fitness, assessment of the health related components of physical fitness, knowledge of health problems associated with inadequate fitness levels, knowledge and application of biomechanical and physiological principles to improve and maintain the health related components of physical fitness, knowledge of safety practices associated with physical fitness, knowledge of psychological values of physical fitness including stress management, knowledge of sound nutritional practices, and consumer issues related to physical fitness.

SELECTION CONSIDERATION This is not an interscholastic extracurricular activity. This is the only course that satisfies the state

minimum requirement of one semester of Physical Education in Personal Fitness. To be offered in grade 10.

150134001-Beginning Weight Training 0.50 CREDIT GRADUATION CREDIT FOR PHYSICAL EDUCATION

The purpose of this course is to provide students with opportunities to acquire basic knowledge and skills in weight training that may be used in physical fitness pursuits today as well as in later life, improve muscular strength and endurance, and enhance body image.

The content should include, but not be limited to, knowledge of the importance of muscular strength and endurance, assessment of muscular strength and endurance, knowledge of health problems associated with inadequate levels of muscular strength and endurance, knowledge of skeletal muscles, knowledge and application of biomechanical and physiological principles to improve and maintain muscular strength and endurance, knowledge of sound nutritional practices related to weight training, knowledge of safety practices related to weight training, and knowledge of consumer issues related to weight training.

SELECTION CONSIDERATION This is not an interscholastic extracurricular activity.

150335001-Team Sports 1 0.50 CREDIT

GRADUATION CREDIT FOR PHYSICAL EDUCATION

The purpose of this course is to provide students with opportunities to acquire knowledge of strategies of Team Sports play, develop skills in selected team sports, and maintain and/or improve their personal fitness.

The content should include, but not be limited to, knowledge and application of skills, techniques, strategies, rules, and safety practices necessary to participate in selected team sports. Team sports selected may include, but not be limited to, basketball, flag football, flickerball, gatorball, soccer, Softball, speedball, track and field, and volleyball. Activities selected in Team Sports I shall not be repeated in Team Sports II. Strategies of team sports play, skill acquisition, and maintenance and/or improvement of personal fitness should be stressed.


150336001-Team Sports 2 0.50 CREDIT GRADUATION CREDIT FOR PHYSICAL EDUCATION

The purpose of this course is to provide students with opportunities to acquire knowledge of strategies of Team Sports play, develop skills in selected team sports, and maintain and/or improve their personal fitness.

The content should include, but not be limited to, knowledge and application of skills, techniques, strategies, rules, and safety practices necessary to participate in selected team sports. Team sports selected may include, but not be limited to, basketball, flag football, flickerball, gatorball, soccer, Softball, speedball, track and field, and volleyball. Activities selected in team sports I shall not be repeated in Team Sports II. Strategies of team sports play, skill acquisition, and the maintenance and/or improvement of personal fitness should be stressed.


150139001-Comprehensive Fitness 0.50 CREDIT GRADUATION CREDIT FOR PHYSICAL EDUCATION

The purpose of this course is to: (a] acquire knowledge and concepts of fitness, (b) design a personal fitness program, and (c) improve health-related fitness.

The content should include, but not be limited to the following: - safety practices

- assessment of health-related fitness - development of a fitness program - facts and fallacies - consumer issues - fitness activities

080030001-Health 1-Life Management Skills 0.50 CREDIT GRADUATION CREDIT FOR LIFE MANAGEMENT

The purpose of this course is to provide students with opportunities to develop and enhance critical life management skills necessary to make sound decisions and take positive actions for healthy and effective living. Specific content shall include, but not be limited to, positive emotional development; communication, interpersonal and coping skills; responsible decision-making and planning; nutrition and weight management; substance use and misuse, including the hazards of smoking; knowledge and skills needed to be a wise consumer; community resources; personal money management; performance of one-rescuer cardiopulmonary resuscitation (CPR) and first aid for obstructed airway. This course will include materials on HIV/AIDS; human sexuality and pregnancy prevention.

EElleeccttiivveess 890901002-Teacher Assisting 1 /Level 2 1.00 CREDIT

GRADUATION CREDIT FOR PRACTICAL ART

The purpose of this program is to prepare students for employment as Teacher Aides, Teacher Aide 1 or Teacher Aide 2. The program prepares students to assist teachers in facilitating, conducting and carrying out the objectives of educational programs within the context of the school or other setting.

The content includes, but is not limited to, state and school district rules, regulations, and policies relevant to teacher assistant responsibilities; in the areas of student behavior; school public relations; playground supervision; basic first aid, assisting in infirmary, transportation of students; clerical responsibilities; leadership and human relations skills; and health and safety, including cpr. Reinforcement of basic skills in english, math-ematics, and science appropriate for the job preparatory programs is provided through vocational classroom instruction and applied laboratory procedures or practice.

SELECTION CONSIDERATION Student interest. This is the first of three courses (890901001-890903001).

890902002-Teacher Assisting 2 /Level 2 1.00 CREDIT


This course allows the student to develop skills that are necessary to function as a teacher aide.


Student interest. This is the second of three courses (890901001 -890903001).

890903002-Teacher Assisting 3 /Level 2 1.00 CREDIT GRADUATION CREDIT FOR PRACTICAL ART

This course provides an opportunity for students to practice skills as a teacher aide in the classroom setting.

SELECTION CONSIDERATION Student interest. This is the third of three courses (890901001 -890903001).

890904001-Teacher Assisting 4/Level 2 1.00 CREDIT GRADUATION CREDIT FOR PRACTICAL ART

THIS COURSE PROVIDES AN OPPORTUNITY FOR STUDENTS TO PRACTICE SKILLS AS A TEACHER AIDE IN THE CLASSROOM SETTING.

SELECTION CONSIDERATION Student interest. This is the third of three courses (890901001 -890903001).

240030001-Leadership Skills Development and Techniques 1.00 CREDIT GRADUATION CREDIT FOR ELECTIVE

The purpose of this course is to teach leadership skills, parliamentary procedure, problem solving/decision making, communication skills, group dynamics, time and stress management, public speaking, human relations, public relations, team building and other group processes.

The content should include, but not be limited to, study in self understanding and development in such areas as goal setting, self-actualization and assertiveness, and the study of organizational theories and management.

841710002-Health Science 1 / Level 2 1.00 CREDIT GRADUATION CREDIT FOR PRACTICAL ART

The purpose of this one credit course is to familiarize the student with the structure and function of the human body. It is a required course for the health careers program. It consists of, but is not limited to body organization, chemical processes, terminology, the transmission of disease and the various body systems in relation to health and diseases. It is designed to give any student interested in a career in the health occupations area a basic anatomical foundation to build on as they progress toward their career goal.

One science credit in anatomy and physiology will be given a student completing any occupational exit in this program. This course of anatomy and physiology is pre-requisite or co-requisite to the health careers core and the other options in this program.

841831001-Practical Nursing 1 / Level 3 1.00 CREDIT HONORS GRADUATION CREDIT FOR PRACTICAL ART

This course covers the core and the competencies for OCPA (articulated nursing assistant) with the additional of 15 clinical hours. It includes basic communication skills; math and science, employability skills, safety practices, legal and ethical responsibilities, knowledge of the health care system as a whole, principles of infection control, first aid, and basic patient care competencies.

Health careers core: the health science core is a core of basic knowledge necessary for any health occupations career. Students who have previously completed the health science core in any other health occupations program do not have to repeat intended outcomes 01-11.


This course is a continuation of Practical Nursing 1. It includes normal body structure and function, human growth and development, and principles of nutrition.

Laboratory and 50 hours of clinical experiences are an integral part of this course.


This course includes fundamentals of nursing, introduction to medical surgical nursing, and introduction to pharmacology. It provides the student with information regarding common acute and chronic medical and surgical conditions including the management, needs and nursing care of patients with these conditions.

820033011-Computer and Business Skills /Level 2 0.50 CREDIT GRADUATION CREDIT FOR PRACTICAL ART

This course is designed -to introduce students to the basic skills and foundations required for today's business environments. Emphasis is placed in developing proficiency with touch keyboarding and fundamental computer applications using databases, spreadsheets, presentation application, and the integration of these programs using software that meets industry standards.

SELECTION CONSIDERATION Student interest. Grades 9-12

820032011-Keyboarding and Business Skills /Level 2

0.50 CREDIT GRADUATION CREDIT FOR PRACTICAL ART

This course is designed to provide a basic overview of current business and information systems and trends and to introduce students to the basics and foundations required for today's business environments.

Emphasis is placed on developing proficiency with touch keyboarding and fundamental word processing applications, so that they may be used as communications tools for enhancing personal and work place proficiency in an information-based society.

SELECTION CONSIDERATION Student interest. Grades 9-12

820702001-Networking 1 /Level 2 1.00 CREDIT GRADUATION CREDIT FOR PRACTICAL ART

This course is designed to develop competencies needed for employment in network support positions. The content includes instruction in computer literacy, basic hardware configuration, hardware and software trouble-shooting, operating systems, and computer networking.

After successful completion of networking 1 and 2, students will have met occupational completion point - data code b, computer support specialist - OES 25104.

820703001-Networking 2 /Level 2 1.00 CREDIT GRADUATION CREDIT FOR PRACTICAL ART

This course continues the study of network support services. The content includes troubleshooting and diagnostic techniques; network hardware devices, topographies, and standards; and e-mail and internet activities.

After successful completion of networking 1 and 2, students will have met occupational completion point - data code b, computer support specialist - OES 25104.

820703003-Networking 2 (CISCO Academies) (Local Honors) 1.00 CREDIT LOCAL HONOR COURSE GRADUATION CREDIT FOR PRACTICAL ART

The second course in the Cisco networking academy covers advanced routing and switching and project-based learning. Topics covered are advanced router configurations, Ian switching, network management, advanced network design, and advanced network design and management projects.

Emphasis is again given to decision-making and problem-solving techniques and the integration of academics.

820704003-Networking 3 (CISCO Academies) 1.00 CREDIT HONORS GRADUATION CREDIT FOR PRACTICAL ART

This course continues the study of network support services. The content includes on-site and remote end user support and assistance; network transmission media; e-mail options and functions; and network administration tasks.

After successful completion of networking 3, students will have met occupational completion point - data code c, network support help desk - dot code 031.262-010.

820951001-Digital Design 1 /Level 2 1.00 CREDIT GRADUATION CREDIT FOR PRACTICAL ART

This course is designed to develop basic entry-level skills required for careers in the digital publishing industry. The content includes computer skills; digital publishing concepts and operations; layout, design, and measurement activities; decision-making activities; and digital imaging.

After successful completion of Digital Design 1, students will have met occupational completion point - data code b, Assistant Digital Production Designer.

820711001-Web Design 1 /Level 2 1.00 CREDIT


This course is designed to provide a basic overview of the internet, intranet, and www. The content includes operating systems; basic html commands; navigation of the internet, intranet, and web; and web page design.

After successful completion of Web Design 1 and 2, students will have met occupational completion point - data code b, HTML Coder, (industry title].

010434001-Drawing 1 0.50 CREDIT GRADUATION CREDIT FOR PERFORMING ARTS

The purpose of this course is to give students an understanding of drawing.

The content should include, but not be limited to, perception and response to qualities of art found in drawings of artists, past and present; study of works of art made by both students and professionals; the production of drawings with specific intent and expressive quality; the history of drawings for identification of ways in which reality is represented on a flat surface in different times and cultures; and development and justification of judgments about the aesthetic merit and qualities of drawings.

SELECTION CONSIDERATION Suggested Prerequisites: Art 2-D Comprehensive I, Art 3-D Comprehensive I.

010432001-Drawing and Painting 1 1.00 CREDIT GRADUATION CREDIT FOR PERFORMING ARTS

The purpose of this course is to give students an understanding of design and composition in drawing and painting.

The content should include, but not be limited to, study of composition in drawing, painting, and design, including its symbolic use in aesthetic expression; the function of line and mass in visual terms perception and response to the formal qualities and expressive content in a particular work of art; expression of in-depth conceptions about art and artists; production of works that show an in-depth understanding of design and composition; history of art as it relates to understanding of design and composition; and development and justification of judgments of the aesthetic merit and qualities of selected drawings and paintings. This course also includes development of a critical approach to painting in terms of color use: expressiveness, symbolism, emotional and aesthetic design, and spatial treatments. SELECTION CONSIDERATION

Recommend one year of comprehensive art prior to taking this course. Prerequisite: Art 2-D and Art 3-D Comprehensive.

010433001-Drawing and Painting 2 1.00 CREDIT GRADUATION CREDIT FOR PERFORMING ARTS

The purpose of this course is to provide experience and skill development in design, composition, techniques, and media.

The content should include, but not be limited to, in-depth study of intellectual and creative approaches to techniques; investigation of media; significance of drawing and painting in art; the contributions of outstanding artists, present and past; perception and response to the formal qualities and expressive content in selected drawings and paintings; valuing and understanding of the functions of drawing and painting in society; production of drawings and paintings with selected composition, subject matter, expressive quality, or expressive content; knowledge about the history of drawings and paintings and their relationship to other processes and periods; the criteria for making judgments about the aesthetic merit and qualities of selected drawings and paintings; generation of creative ideas, problem-solving, and planning for personal expression; and exploration of art career possibilities. Prerequisite: Art 2-D, Art 3-D Comprehensive, and Draw/Paint I.

110030001-Television Production 1 1.00 CREDIT GRADUATION CREDIT FOR PERFORMING ARTS

The purpose of this course is to provide opportunities for students to develop introductory skills in television production.

The content should include, but not be limited to, an overview of television production and the television production team, including the history of television and its role as an element of the mass media; television-related careers; an orientation to writing for television; and basic equipment used in television production such as video recorders, cameras, and lights.

110031001-Television Production 2

1.00 CREDIT GRADUATION CREDIT FOR PERFORMING ARTS

The purpose of this course is to provide opportunities for students to use more advanced equipment for television production and to apply these skills in producing television programs.

Content should include, but not be limited to, developing knowledge and skills for writing, producing, directing and editing television programs; basic set design; and use of equipment such as camera control, units, audio boards, editors, special effects generators and equipment for graphics preparation.

Prerequisite: Television Production I and/or teacher recommendation.

110032001-Television Production 3 1.00 CREDIT GRADUATION CREDIT FOR PERFORMING ARTS

The purpose of this course is to provide opportunities for students to develop advanced skills in television production and to synthesize these skills in planning, directing, and producing television programs.

The content should include, but not be limited to, activities to synthesize skills for writing, producing, directing, and editing television programs and to develop advanced set design.

Prerequisite: Television Production II and/or teacher recommendation.

070834001-Spanish 1 1.00 CREDIT ELECTIVE CREDIT IN FOREIGN LANGUAGE

The purpose of •this course is to introduce students to the Spanish language and its culture and to develop communicative skills and cross-cultural understanding.

The content should include the development of listening and speaking skills with an emphasis on pronunciation. An introduction to reading and writing is included, as well as the fundamentals of grammar and culture.


This course is for students with no previous study and/or study of Spanish.

796308001-Learning Strategies 1.00 CREDIT ELECTIVE CREDIT IN ESE

This course is designed to teach mildly handicapped students strategies to acquire and utilize information necessary for successful participation in educational and community settings.

The content shall include, but not be limited to: learning skills and communication skills.

SELECTION CONSIDERATION This course is primarily designed to meet the special needs of exceptional students who are pursuing

standard diploma. This course may be repeated for multiple credit. This course may be used for required or elective credit for a special diploma, or elective credit for a standard diploma.

BBuussiinneessss AAccaaddeemmyy 170037001-Critical Thinking and Study Skills 0.50 CREDIT GRADUATION CREDIT FOR ELECTIVE

Major concepts/content: the purpose of this course is to provide the foundation for and practice of good study habits and to develop the skills needed to process information, complete assignments accurately and perform well on tests. The content should include, but not be limited to, note taking, time management, test taking techniques, organizational skills, listening skills and critical thinking skills.

170038001-Career Research and Decision Making 0.50 CREDIT GRADUATION CREDIT FOR ELECTIVE

The purpose of this course is to enable students to develop decision-making and self-assessment skills, make informed career choices, and successfully plan for college or a career pathway.

The content should include, but not be limited to, the following: decision making, self-assessment, sources of educational and career information, occupational fields and educational requirements, sources of educational financial assistance, education and career planning.

820902001-Computing for College and Careers

1.00 CREDIT GRADUATION CREDIT FOR PRACTICAL ART

This course is designed to provide a basic overview of current business and information systems and trends and to introduce students to the basics and foundations required for today's business environments. Emphasis is placed on developing proficiency with touch keyboarding and fundamental computer applications, so that they may be used as communication tools for enhancing personal and work place proficiency in an i reformation-based society. This also includes proficiency with computers using databases, spreadsheets, presentation applications, and the integration of these programs using software that meets industry standards.

After successful completion of this course, student will have met Occupational Completion Point - Data Code A, General Office Clerk (Information Technology Assistant) - OES 55321, SOC Code 43-4000.

821512001-Business and Entrepreneurship Principles /Level 3 1.00 CREDIT HONORS GRADUATION CREDIT FOR PRACTICAL ART

This course is designed to provide an introduction to business organization, management, and entrepreneurial principles. Topics include communication skills, various forms of business ownership and organizational structures, supervisor/management skills, leadership skills, human resources management activities, business ethics, and cultural diversity. Emphasis is placed on job readiness and career development. The use of computers is an integral part of this program.

After successful completion of Business and Entrepreneurial Principles and Legal Aspects of Business, students will have met Occupational Completion Point - Data Code B, Supervisor/Manager Trainee - OES Code 21999.

821513001-Legal Aspects of Business /Level 3 1.00 CREDIT HONORS GRADUATION CREDIT FOR PRACTICAL ART

This course is designed to provide an introduction to the legal aspects of business. Topics include business law concepts, forms of business ownership, insurance awareness governmental regulations, management functions, human resources management issues, and career development. The use of computers is an integral part of this program.

After successful completion of Business and Entrepreneurial Principles and Legal Aspects of Business, students will have met Occupational Completion Point - Data Code B, Supervisor/Manager Trainee - OES Code 21999.

83003101A-Workplace Essentials - DO /Level 2 {Local Honors} 0.50 CREDIT LOCAL HONOR COURSE GRADUATION CREDIT FOR PRACTICAL ART

This course is designed to provide integrated classroom instruction and practical application of desirable personal characteristics and traits in order to develop the successful interrelationships necessary for personal achievement and job success.

SELECTION CONSIDERATION Student interest. (Grades 9-12). Diversified Cooperative Training-OJT (8300410J2) is not a component of

this course.

OS00330CE-Executive Internship IV (Career Experience Opportunity) 0.50 CREDIT LOCAL HONOR COURSE GRADUATION CREDIT FOR ELECTIVE

These courses specifically require a placement with a community professional in a laboratory or executive type setting. Students intern with a mentor to develop high level research or an experiential project, based upon in-depth participation in an internship experience.

Students must apply and qualify for program participation with a minimum of a 2.5 gpa, and counselor/teacher recommendations. Students must complete a minimum of 5 internship hours per week for each credit as well as assignments as outlined in the internship handbook.

The School Board of Miami-Dade County, Florida, adheres to a policy of nondiscrimination in

employment and educational programs/activities and programs/activities receiving Federal financial

assistance from the Department of Education, and strives affirmatively to provide equal opportunity

for all as required by:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color,

religion, or national origin.

Title VII of the Civil Rights Act 1964, as amended - prohibits discrimination in employment of the

basis of race, color, religion, gender, or national origin.

Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.

Age Discrimination in Employment Act of 1967 (ADEA), as amended - prohibits

discrimination on the basis of age with respect to individuals who are at least 40.

The Equal Pay Act of 1963, as amended - prohibits sex discrimination in payment of wages to women

and men performing substantially equal work in the same establishment.

Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.

Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications.

The Family and Medical Leave Act of 1990 (ADA) - requires covered employees to provide up

to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.

The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the

basis of pregnancy, childbirth, or related medial conditions.

Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender,

national origin, marital status, or handicap against a student or employee.

Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status.

School Board Rules 6Gx13-4A1.01. 6Gx12-4A-1.32, and 6Gx13-5D-1.10 - prohibit harassment

and/or discrimination against a student or employee on the basis of gender, race, color, religion, ethnic or national origin, political beliefs, marital status, age, sexual orientation, social and family background, linguistic preference, pregnancy, or disability.

Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment.

Revised 5/9/03

bbuussiinneessss aanndd...

Documents