hialeah gardens high school curriculum bulletin 2011-12

Hialeah Gardens High School

Curriculum Bulletin

2011-12

THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA

Ms. Perla Tabares Hantman, Chair Dr. Lawrence S. Feldman, Vice-Chair

Dr. Dorothy Bendross-Mindingall Mr. Carlos L. Curbelo

Mr. Renier Diaz de la Portilla Dr. Wilbert ―Tee‖ Holloway

Dr. Martin S. Karp Dr. Marta Pérez

Ms. Raquel A. Regalado

Superintendent of Schools Alberto M. Carvalho

Region Center I Superintendent Dr. Carmen B. Marinelli

Region Center I Administrative Directors Ms. Jennifer D. Andreu

Ms. Lucy C. Iturrey Dr. Neraida Smith

Mr. Richard M.Vidal

Principal Hialeah Gardens High School

Dr. Louis J. Algaze

Hialeah Gardens High School 11700 Northwest Hialeah Gardens Boulevard

Hialeah Gardens, Florida 33018 http://hghs.dadeschools.net

http://hghs.dadeschools.net/

HGHS Curriculum Bulletin 2011-2012 i

Introduction Hialeah Gardens High School is a progressive school, meeting the needs of a diverse community. This brand new, state-of-the-art high school offers our students the facilities, equipment, services, and educational opportunities unparalleled among high schools in the nation. Our facility includes such outstanding features as a modern auditorium, stocked with the latest equipment, broadcasting studio, multiple computer labs, wireless Internet technology, child care facilities, business/financial labs, band and chorus rooms, automotive lab, graphics lab, drafting lab, construction lab, engineering lab, career lab, aerobics studio, dance studio, weight training room, art and photography labs, basketball courts, baseball and softball diamonds, football and soccer fields, tennis courts, and a state-of-the-art gymnasium. The curriculum of the school is designed to develop a comprehensive educational program that is diversified and flexible enough to meet the changing needs of each student. Our purpose is to provide a wide range of experiences to promote a positive self-concept and sound character. Our mission is to provide the opportunity for all students to receive a high quality education that will equip them to compete in our ever-changing, high-tech global society, reaching beyond the confines of their immediate community. To that end, we offer Advanced Placement and are exploring the possibility of offering International Baccalaureate courses. Hialeah Gardens High School‘s goal for the 2010-2011 school year is to increase student achievement by optimizing the teaching and learning environment. Emphasis will be placed on increasing enrollment in advanced classes, recognizing high achievers, and increasing reading, mathematics, science, and writing skills. We want our students to become the most sought after talent in the nation. Our motto: What we do in life, echoes in eternity! We also recognize that the continuous commitment of parents and community are an indispensable part of promoting a sound, thorough top-notch educational program. To that end, we welcome your participation in preparing our students for success.

Hialeah Gardens High School…Choose US to Succeed!

HGHS Curriculum Bulletin 2011-2012 ii

Table of Contents

Introduction .................................................................................................................................................................. i Principal‘s Message ....................................................................................................................................................4 Gladiator Council ........................................................................................................................................................5

Administrative Team ...........................................................................................................................................5 Department Chairpersons/Lead Teachers .........................................................................................................5 Student Services ................................................................................................................................................5

High School Graduation Programs .............................................................................................................................6 2011-2012 Graduation Requirements ................................................................................................................8 Explanatory Notes ..............................................................................................................................................9

Admission to Florida State University System ......................................................................................................... 11 Traditional Requirements ................................................................................................................................ 11 Talented Twenty .............................................................................................................................................. 11 Application for State Universities ..................................................................................................................... 12 Student Profile Assessment ............................................................................................................................ 12

Florida‘s Bright Futures Scholarship Program ......................................................................................................... 12 Requirements for 2010-2011 Applicants ......................................................................................................... 13

Career Planning/College Entrance Examinations ................................................................................................... 15 The Career Technical Education/College Connection ............................................................................................ 15 Articulation Agreements .......................................................................................................................................... 15

Career Pathways ............................................................................................................................................. 15 High School Diplomas/Certificates .......................................................................................................................... 15

Standard Diploma ............................................................................................................................................ 15 Superintendent's Diploma of Distinction .......................................................................................................... 16 Certificate of Completion ................................................................................................................................. 16 CPT – Eligible Certificate of Completion ......................................................................................................... 16 Special Diploma and Special Certificate of Completion .................................................................................. 16 Students who enter Grade 9 in 2007-08 ......................................................................................................... 16

Grading Student Performance ................................................................................................................................. 17 Grade Point Average ....................................................................................................................................... 17 Grade and Bonus Point Values ....................................................................................................................... 18

Provisions for Acceleration ...................................................................................................................................... 18 Homework Policy ..................................................................................................................................................... 20

Student's Responsibilities ................................................................................................................................ 20 Parent's Responsibilities ................................................................................................................................ 20

Attendance Policy .................................................................................................................................................... 21 Eligibility Requirements for Extracurricular Athletics and Activities ......................................................................... 23 Student Rights and Responsibilities ........................................................................................................................ 24 The Family Educational Rights and Privacy Act ...................................................................................................... 24 Community Service .................................................................................................................................................. 25 Magnet Programs .................................................................................................................................................... 25

Careers and Professions ................................................................................................................................. 26 Liberal Arts ..................................................................................................................................................... 26 International Programs .................................................................................................................................... 26 Montessori ...................................................................................................................................................... 27 Mathematics, Science, and Technology.......................................................................................................... 27

The Advanced Academics Program ........................................................................................................................ 28 Advanced Placement....................................................................................................................................... 28 Dual Enrollment ............................................................................................................................................... 28

Enrollment guidelines for Advanced Academics ..................................................................................................... 28 High Schools for the New Millennium ...................................................................................................................... 30 CEO Internships ...................................................................................................................................................... 31 Industry Certification ................................................................................................................................................ 31 Gladiator Tools for Success .................................................................................................................................... 32 FCAT ....................................................................................................................................................................... 35

Hialeah Gardens High School Reading/Math courses for FCAT .................................................................... 35 Timetable for Transition to Next Generation and CBT in Florida .................................................................... 36

Hialeah Gardens High School Academies 2010-2011 ............................................................................................ 38 Academy of Biomedical Sciences (AOBS) ...................................................................................................... 39

HGHS Curriculum Bulletin 2011-2012 iii

Academy of Arts and Entertainment (AOAE) .................................................................................................. 42 Academy of Engineering (AOE) ...................................................................................................................... 46 Academy of Education (AOED) ....................................................................................................................... 48 Academy of Hospitality and Tourism (AOHT) ................................................................................................. 50 Academy of International Finance (AOIF) ...................................................................................................... 52 Academy of Information Technology (AOIT) ................................................................................................... 53 Academy of Law Studies (AOLS) .................................................................................................................... 54

Core Course Descriptions ....................................................................................................................................... 56 English/Language Arts .................................................................................................................................... 56 Mathematics .................................................................................................................................................... 57 Science ............................................................................................................................................................ 59 Social Studies .................................................................................................................................................. 60

Other Programs ...................................................................................................................................................... 60 Foreign Languages and ESOL/Bilingual Program .......................................................................................... 60 Special Education Department ........................................................................................................................ 61 Executive Internship Program ......................................................................................................................... 62 Physical Education .......................................................................................................................................... 63 Vocational Programs ....................................................................................................................................... 63

Shared School ......................................................................................................................................................... 64

Appendices Appendix A Guidelines for Honors/AP Courses (Eng. & Spanish) .......................................................................... 66

HGHS Curriculum Bulletin 2011-2012 4

Principal’s Message Dear Gladiators, We have partnered with the National Academy Foundation (NAF), a national network of high school academies, and developed several career focus academies that will prepare you for college and the world of work - locally, nationally, and internationally. These academies include our Academy of International Finance; Academy of Information Technology; Academy of Hospitality & Tourism; Academy of Engineering; and the Academy of Arts and Entertainment. This past school year, we added The Academy of Biomedical Sciences; Academy of Law Studies and The Academy of Education. Within these academies, students are free to explore strands related to their field of interest. Furthermore, students can take advantage of our Advanced Academic offerings, which include Advanced Placement (AP) and we are exploring to eventually include the International Baccalaureate (IB) program when students reach their Junior year – an advanced academic program recognized world-wide. Students, please examine this course guide carefully and select courses which will not only meet your graduation requirements, but also provide new broader educational experiences for you as you prepare yourselves for the future. With this in mind, please make sure to explore with the various extracurricular activities offered at our school. Parents, your interest, attention, and assistance in supporting this important endeavor are of paramount importance. Your support will assist your son or daughter in making the transition from school to their career aspirations. It is evident that we have something to offer everyone as we cater to varied tastes. Take advantage of the myriad clubs, teams, and classes available and make your high school years the memories that you will treasure while preparing yourself with a world-class education for a global economy. Together – students, parents, faculty, staff, and community – we can look forward to a rewarding and exciting 2010-2011 school year! Please do not hesitate to call our school with any questions you might have. Sincerely, Louis J. Algaze, Ph.D. Principal


Gladiator Council

Administrative Team Dr. Louis J. Algaze Principal Robin Boclair Assistant Principal Dr. Andy Granados Assistant Principal Lesa Slocum Assistant Principal, Curriculum Leadership Team Department Chairs

James Bryant Fine Arts/Physical Education/Technology Education/Family & Consumer Education Claudia Estrada Foreign Languages/ESOL Christine Rodriguez Language Arts Danette Hernandez Mathematics Department Chair Carmen Concepcion Reading Coach/Department Chair Zachery Nehme Science Department Chair Florentino Burgos Social Studies Department Chair Diana Loubeau SPED

Academy Lead Teachers Maggie Mena Academy Facilitator Rafael Napoles Lead Teacher, Academy of Arts & Entertainment (AOAE) Angelica Borges Lead Teacher, Academy of Biomedical Sciences (AOBS) Carmen Concepcion Lead Teacher, Academy of Education (AOED) Dr. Cynthia Wu Lead Teacher, Academy of Engineering (AOE) Niurka Davis Lead Teacher, Academy of Hospitality and Tourism (AOHT) Alex Garrido Lead Teacher, Academy of Information Technology (AOIT) Diana Morales Lead Teacher, Academy of International Finance (AOIF) Steven Brooks Lead Teacher, Academy of Law Studies (AOLS) Dr. Nerry Louis Advanced Academics Coordinator

Student Services Brigette Moody Student Services Chair/Counselor A – Dh Maria Muñoz Counselor Di – Le Yvette Pino Counselor Li - P Jayne Caudill Counselor Q - Z Cynthia Prado Activities Director Carlos Ochoa Athletics Director Michelle Abesada CAP Advisor Kathleen Sierra Test Chairperson Tom Binder Trust Counselor


HIGH SCHOOL GRADUATION PROGRAMS

The Secondary School Redesign Act, also known as the “A++ Plan for Education,” was passed by the Florida Legislature and

signed into law by the Governor to become effective on July 1, 2006. The provisions of this law include academic course

requirements at the middle school level to better prepare middle school students for senior high school. Also, in order to

increase the rigor and relevance of the senior high school experience and to prepare high school students for college and the

workplace, the high school instructional program was changed significantly.

Ninth graders who entered high school in the 2007-2008 school year and thereafter, are required to earn16 core academic credits and eight elective credits in order to graduate with a high school diploma. Core requirements consist of four credits in English and mathematics; three credits of science and social science; one credit of fine and performing arts; and one credit of physical education with the integration of health education. The amended Secondary School Redesign Act increased the rigor of mathematics and science requirements and also revised the assessment procedures used to assess student performance. Currently, there are five options for high school graduation and earning a diploma, two of which are accelerated options. Students and their parents may select from one of the five options, although if the student and his/her parents do not select a graduation option, the student will be considered to have selected the four-year, 24-credit standard program. In order to graduate all five options require students to earn a passing score on the Grade 10 Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) Reading test, earn a specific grade point average (GPA) on a 4.0 scale, and successfully complete the required courses listed in the chart entitled 2011-2012 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 to the

student and his/her parents. 2. A signed parental consent form (FM-6911) must be submitted to the principal and guidance counselor to

enroll in either one of the accelerated programs. The requirements for the two accelerated options have been changed several times by the Florida Legislature since these options became available to students in 2003-2004. Students are responsible for the requirements 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 Florida

Legislature 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 requirements for

graduation. However, the student and his/her parents are reminded that high school credits earned prior to 9th

grade as well as those through the adult education program may not be recognized by the National Collegiate Athletic Association (NCAA) toward a student‘s eligibility to participate in college athletics. For information regarding athletic scholarships and eligibility, it is recommended that contact be made with the National Collegiate Athletic Association (NCAA) at www.ncaa.org or the athletic director at the student‘s school. A student selecting either of the two accelerated programs must be enrolled in high school for a minimum of three school years. Upon graduation this student will be eligible to apply for a Florida Bright Futures Scholarship, 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 a magnet


school/program, career-focused academy, or career technical education preparation program, will need to inquire about the requirements of the specific program. There are certain programs which have requirements that would not be able to be met within either accelerated option. Staff from the individual programs will be able to explain the requirements of a given program and whether or not it would be possible to meet those requirements within the accelerated option. Students who successfully complete the International Baccalaureate curriculum or the Advanced International Certificate of Education curriculum meet the graduation requirements and are eligible to receive a standard diploma. In order to graduate, a student who has selected the four-year, 24-credit standard program, must demonstrate mastery of the Sunshine State Standards and complete a community service project. In order to be designated

as a 10th

grade student, a 9th

grade student must have earned a minimum of four credits, which must include one

credit in English/ESOL and/or one credit in mathematics. To be designated as an 11th

grade student, a 10th

grade student must have earned a minimum of 9 credits, which must include two credits in English/ESOL, one credit in mathematics, and one credit in science OR one credit in English/ESOL, two credits in mathematics, and one credit in science. To be designated as a 12

th grade student, an 11

th grade student must have earned a minimum

of 16 credits, which must include three credits in English/ESOL, two credits in mathematics, and two credits in science OR two credits in English/ESOL, three credits in mathematics, and two credits in science . For a student enrolled in either one of the two accelerated graduation programs, the student must earn at least five 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). The ePEP

should have been initiated in 7th

grade and reviewed and revised, if necessary, at each grade level thereafter.

Students entering 9th

grade without an ePEP, must complete one no later than the end of the first semester of 9th

grade.


HIGH SCHOOL GRADUATION REQUIREMENTS 2011-2012

This table represents requirements for students who entered 9

th grade in 2007-2008 through 2010 – 2011 school

years. In order to 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.

SUBJECT AREA 24 Credit option 18 Credit College

Preparatory Program 18 Credit Career

Preparatory Program

ENGLISH/ESOL 4 credits (major concentration in composition & literature and reading for information)

4 credits (major concentration in composition & literature and reading for information)

4 credits (major concentration in composition & literature and reading for information)

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

3 credits (Algebra I, Geometry, & a course at the Algebra I level or higher)

3 credits (Algebra I, Geometry, & a course at the Algebra I level or higher)

SCIENCE 3 credits (Earth/ Space Science, Biology, & Chemistry or Physical Science)

3 credits (Earth/ Space Science, Biology, & Chemistry or Physical Science)

3 credits (Earth/ Space Science, Biology, & Chemistry or Physical Science)

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

3 credits (World History, American History, American Government, & Economics)

3 credits (World History, American History, American Government, & Economics)

FOREIGN LANGUAGE

Not required (foreign language credit is required for admission to state universities)

2 credits in same second language or demonstrated proficiency

Not required

PERFORMING/FINE ARTS/PRACTICAL ARTS/CAREER & TECHNICAL EDUCATION

1 credit in performing/fine arts or a practical arts course that incorporates artistic content and techniques of creativity, interpretation, and imagination

Not required 3 credits in a single career/technical education program, 3 credits in career/technical dual enrollment courses, or 5 credits in career/technical education courses

PHYSICAL EDUCATION/HEALTH

1 credit Not required Not required

ELECTIVES 8 credits (4 credits must be in the student‘s major area of interest; remaining credits may be used for another major, minor, elective courses, or intensive reading or mathematics classes)

3 credits 2 credits unless earning 5 credits in career/technical education

GRADE POINT AVERAGE (GPA)

2.0 3.5 (beginning with students who entered 9th grade in 2006-2007 and thereafter; for students who entered 9th grade prior to 2006-2007, required GPA is 3.0)

3.0

MINIMUM GRADE TO EARN COURSE CREDIT

―D‖ ―B‖ (weighted or unweighted) ―C‖ (weighted or unweighted)

ANTICIPATED TIME TO COMPLETION

4 years 3 years 3 years

TESTING Students must earn a passing score on the

Students must earn a passing score on the

Students must earn a passing score on the


SUBJECT AREA 24 Credit option 18 Credit College

Preparatory Program 18 Credit Career

Preparatory Program

Reading and Mathematics sections of the FCAT graduation test.



COMMUNITY SERVICE

Required (See Explanatory Notes chart)

Not required Not required

EXPLANATORY NOTES

English/Language Arts

English I, II, III, & IV or English I-IV Through ESOL are required to meet the English/language arts graduation requirement. This requirement applies to all three graduation options. It should be noted that grade 9 and 10 students who scored at Levels 1 and 2 on the most recent administration of the FCAT reading test as well as grade 11 and 12 retakers will be required to take an intensive reading course in lieu of an elective and in addition to the required English course. ELLs scoring at Levels 1 and 2 on the most recent administration of FCAT reading are to be enrolled in a Developmental Language Through ESOL course in lieu of an intensive reading course. The district‘s K-12 CRRP requires each school to conduct a screening and diagnostic process to identify appropriate placement of Level 1 and Level 2 students in reading classes to be completed prior to the end of the school year. The K-12 CRRP also requires a daily double block for all students who have reading deficiencies in decoding and fluency (Intensive Reading Plus). Some high achieving FCAT Level 2 students as per the CRRP may attend either an Intensive Reading or a homogeneously grouped language arts course, in which the language arts teacher instructs the reading course, while infusing the language arts benchmarks into the course.

Mathematics For the 24 credit option for students who entered 9th grade prior to 2007-2008, 3 credits of mathematics are required to graduate; for students who entered 9th grade in 2007-2008 and thereafter, 4 credits of mathematics are required to graduate. For the 18 credit options students must earn 3 credits. A four-year sequence includes Algebra I, Geometry, Algebra II, & Advanced Topics in Mathematics. Business Math & Liberal Arts Math meet the high school graduation requirement, but do not meet the minimum entrance requirement for the Florida University System nor the Florida Bright Futures Scholarship Award. For students who entered grade 9 in 2010-2011, Algebra I and Geometry are required graduation courses. For students entering grade 9 in 2012-2013, Algebra II will be a graduation requirement. This phase in of graduation requirements also applies to students in the two accelerated options, who, beginning with those students who entered grade 9 in 2010-2011, will be required to earn 4 mathematics credits in order to graduate.

Science For students selecting any one of the three graduation options, 3 credits are required. The three-year recommended sequence includes: Earth/Space Science, Biology I, and 1 course from the following: Chemistry, Physical Science, Physics, or Integrated Science III. Students who entered grade 8 in 2007-2008 and thereafter, must enroll in one of the required science courses in grade 11. For students entering grade 9 in 2011-2012, Biology I will be a graduation requirement. For students entering grade 9 in 2013-2014, either Chemistry or Physics or an equally rigorous science course will be required for graduation.

Social Science For students selecting any one of the three graduation programs, the required courses include World History- 1 credit, American History- 1 credit, American Government-.5 credit, & Economics-.5 credit.

Foreign Language For students selecting the college preparatory program, they are to complete any two sequential courses in the same foreign language, including American Sign Language, or demonstrate foreign language proficiency at a level equivalent to two years of high school foreign language. This proficiency must be documented by the student‘s school. Students enrolled in the other two options are not required to earn foreign language credit.

Performing/Fine Arts/ Practical Arts/Career & Technical Education

For students in the 24 credit option who entered 9th grade prior to 2006-2007, 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/technical education course or a district-approved annual computer or journalism course). They also must earn .5 credit in Life Management Skills. For students in the 24 credit option who entered 9th grade in 2007-2008 and thereafter, they must earn 1 credit in performing/fine arts. Students enrolled in the college preparatory program do not have to meet any requirement in this area. Students in the career preparatory program must meet the requirements listed in the chart above.


Physical Education For students in the 24-credit option who entered 9th grade prior to 2007-2008, this requirement is met by successful completion of Personal Fitness or Adaptive Physical Education and any other approved physical education semester course. Participation in an interscholastic sport at the junior or senior varsity level for two full seasons, and obtaining a passing score of ―C‖ or higher on a competency test on personal fitness shall satisfy the one-credit physical education requirement. If the student satisfies the physical education graduation requirement through the interscholastic sport option, the student must earn one additional elective credit since no credit is granted for an interscholastic junior or senior varsity sport. Completion of one semester with a grade of ―C‖ or better in a marching band class, in a physical activity class that requires participation in marching band activities as an extracurricular activity, or in a Reserve Officers Training Corps (R.O.T.C.) class with a significant component of drills, shall satisfy the one-half physical education elective requirement, but the student must still complete the Personal Fitness or the Adaptive Physical Education course. For students who entered 9th grade in 2007-2008 and thereafter, this requirement is met by successful completion of Personal Fitness or Adaptive Physical Education and any other approved physical education semester course. Participation in an interscholastic sport at the junior varsity or varsity level for two full seasons shall satisfy the one-credit physical education requirement if the student passes a competency test on personal fitness with a score of ―C‖ or higher. If the student satisfies the physical education graduation requirement through the interscholastic sport option, the student must earn one additional elective credit since no credit is granted for an interscholastic junior or senior varsity sport. Completion of one semester with a grade of ―C‖ or higher in a marching band class, in a physical activity class that requires participation in marching band activities as an extracurricular activity, or in a dance class shall satisfy one-half credit in physical education or one-half credit in performing/fine arts. Students must still successfully complete the Personal Fitness course or the Adaptive Physical Education course. 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-half credit Personal Fitness course or, if appropriate, the Adaptive Physical Education course shall satisfy the one-credit requirement in physical education and the one-credit requirement in performing fine arts. Students enrolled in either of the two 18 credit options are not required to take physical education.

Electives For students in the 24 credit option who entered 9th grade prior to 2007-2008, 8.5 elective credits are required. Students enrolled in the college preparatory are required to take 3 credits and those students in the career preparatory program are required to take 2 credits unless they select the 5-credit career/technical option. For students in the 24 credit option who entered 9th grade in 2007-2008 and thereafter, they are required to complete 4 credits in a major area of interest, such as sequential courses in a career/technical program, fine and performing arts, or academic content area, selected by the student as part of the student‘s ePEP, which include a second major area of interest, a minor area of interest, elective courses, or intensive reading or mathematics intervention courses. Any senior high school course listed in the current Florida Course Code Directory will fulfill the elective graduation requirement for any of the three graduation 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 option, the completion of a community service project is an additional graduation requirement regardless of their date of entry into 9th grade. Students in either one of the 18 credit options are not required to complete a community service project. However, one of the requirements for the Florida Bright Futures Scholarship Program‘s Academic Scholars 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 the state universities; however, universities are permitted to have higher admission standards. There are three methods to qualify for admission into the universities: the traditional admissions criteria based on the Florida Division of Colleges and Universities sliding scale, the Talented Twenty program, or the student profile assessment.

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. The weighted grade point average (GPA) will be calculated by the university using a 4.0 scale from grades earned in high school academic core courses in designated subject areas. Additional weights may be assigned to certain grades in state designated Honors, Advanced Placement, International Baccalaureate, Dual Enrollment, Advanced International Certificate of Education, International Studies, and other advanced courses. Admissions eligibility for students who are not in the Talented Twenty program will be determined from the sliding scale, which allows an applicant to balance a lower recalculated GPA with a higher test score or a lower test score with a higher GPA.

If the GPA in Academic Core Courses 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 the Talented Twenty Program are guaranteed admission to one of the eleven state universities, and are given priority 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 be eligible for priority funding. Please note that while eligible students are guaranteed admission at one of the state 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-credit option. For students in either one of the two 3-year, 18-credit options, the ranking will occur after the posting of the fifth semester grades (with validation of the sixth semester ranking).

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 the application process for state university admissions. To be considered for the FSAG program, students must file the Free Application for Federal Student Aid (FAFSA) in time to meet the application deadline established by the institution they plan to attend. The FAFSA is available online at www.fafsa.ed.gov and uses parent and student income information in a formula developed by the United States Congress to calculate the financial contribution families are expected to make toward a student's post-secondary education.

STUDENT PROFILE ASSESSMENT The majority of students are admitted on the basis of their past academic achievement and admissions test scores in relation to the minimum requirements. Universities are allowed flexibility to admit a limited number of students as exceptions to the minimum requirements provided that the university determines that the student has potential to be successful in college. Applicants who do not meet minimum requirements may be eligible for admission through a student profile assessment which considers factors such as: family educational background, socioeconomic status, special talents, or the high school or geographic location of the applicant. Any important attributes of special talents should be reported with the application. The factors will 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 school graduates based on academic achievement, who enroll in eligible Florida postsecondary institutions. The scholarship may be used for either full-time or part-time enrollment and is renewable. Basic information and qualification requirements are outlined below. Requirements for all scholarship levels include:

Be a Florida resident and a U. S. citizen or 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.FloridaStudentFinancialAid.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 receive funding for only one award (FAS, FMS, or GSV)

Students will receive the specified (cost per credit hour) award established by the Florida Legislature each year. The award amounts for

2010-2011 will be available in

the summer of 2011. Currently, the award amounts are $126 per semester hour at a four-year public or private institution, $78 per semester hour at a two-year institution (community college), and $64 per semester hour at a career/technical center. Full time students must earn 24 semester credits per academic year and students must submit a refund to the institution for any course(s) dropped or withdrawn after the drop/add period.

Students will receive the specified (cost per credit hour) award established by the Florida Legislature each year. The award amounts for 2010-2011 will be available in the summer of 2011. Currently, the award amounts are $95 per semester hour at a four-year public or private institution, $59 per semester hour at a two-year institution (community college), and $48 per semester hour at a career/technical center. Full time students must earn 24 semester credits per academic year and students must submit a refund to the institution for any course(s) dropped or withdrawn after the drop/add period.

Students will receive the specified (cost per credit hour) award established by the Florida Legislature each year. The award amounts for 2010-2011 will be available in the summer of 2011. Currently, the award amounts are $95 per semester hour at a four-year public or private institution, $59 per semester hour at a two-year institution (community college), and $48 per semester hour at a career/technical center. Full time students must earn 24 semester credits per academic year and students must submit a refund to the institution for any course(s) dropped or withdrawn after the drop/add period.

Grade Point Average (GPA) Additional weighting for more challenging, higher level courses, i.e., 1.0 credit course = .50, .5 credit course = .25

3.5 weighted GPA using the credits listed below combined with the test scores and community service hours listed below. (Note: GPAs are not rounded)

3.0 weighted GPA using the credits listed below combined with the test scores listed below. (Note: GPAs are not rounded)

3.0 weighted GPA using the 16 credits listed below for a 4-year diploma and a 3.5 unweighted GPA in a minimum of 3 career/technical job-preparatory or technology education program credits in one career/technical education program. (See ―Other ways to Qualify‖ for 3-year graduation options.) (Note: GPAs are not rounded)

Required Credits See Comprehensive Course Table on Bright Futures Wed site to identify courses that count toward each award level.

Courses must include 15 credits of college preparatory academic courses: 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 2 additional credits in the academic areas listed above and/or fine arts AP, IB, or AICE courses to raise the GPA

Courses must include 15 credits of college preparatory academic courses: 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 2 additional credits in the academic areas listed above and/or fine arts AP, IB, or AICE courses to raise the GPA.

Courses must include the 16 core credits required for high school graduation: 4 English 4 Math 3 Science 3 Social Science 1 Performing Fine/ Practical Arts 1 Physical Education (Plus a minimum of 3 career/technical job-preparatory or technology education program credits in one career/technical education program.)

Community Service 75 hours, as approved by MDCPS

Not required Not required


FLORIDA ACADEMIC SCHOLARS AWARD

(FAS)

FLORIDA MEDALLION SCHOLARS AWARD

(FMS)

FLORIDA GOLD SEAL VOCATIONAL AWARD (GSV)

Test Scores Sections of the SAT, ACT, or CPT from different test dates may be used to meet the test criteria. For spring eligibility evaluations, test dates through the end of January will be admissible. For summer eligibility evaluations, test dates through the end of June will be admissible.

Best composite score of 1270 SAT Reasoning Test or 28 ACT Note: The new writing sections for both the SAT and ACT will not be used in the composite. SAT Subject Tests are not used for Bright Futures eligibility. (ACT scores are rounded up for scores with .5 and higher; SAT scores do not require rounding.)

Best composite score of 970 SAT Reasoning Test or 20 ACT Note: The new writing sections for both the SAT and ACT will not be used in the composite. SAT Subject Tests are not used for Bright Futures eligibility. (ACT scores are rounded up for scores with .5 and higher; SAT scores do not require rounding.)

Students must earn the minimum score on each section of the CPT or SAT or ACT. Sections of different test types may not be combined. CPT Reading 83 Sentence Skills 83 Algebra 72 SAT Reasoning Test Critical Thinking 440 Math 440 ACT English 17 Reading 18 Math 19

Other Ways to Qualify Initial eligibility criteria used in ―Other Ways to Qualify‖ must be met by high school graduation.

National Merit or Achievement Scholars and Finalist; National Hispanic Scholars; IB Diploma recipients; Students who have completed the IB curriculum with best composite score of 1270 SAT or 28 ACT; AICE Diploma recipients; Students who have completed the AICE curriculum with best composite score of 1270 SAT or 28 ACT; GED with best composite score of 1270 SAT or 28 ACT and a 3.5 weighted GPA in the above 15 required credits; or 3-year college preparatory program with best composite score of 1270 SAT or 28 ACT and a 3.5 weighted GPA in the above 15 required credits.

National Merit or Achievement Scholars and Finalists and National Hispanic Scholars who have not completed 75 hours of community service; Students who have completed the IB curriculum with best composite score of 970 SAT or 20 ACT; AICE Diploma recipients who not completed 75 hours of community service; Students who have completed the AICE curriculum with best composite score of 970 SAT or 20 ACT GED with bes t composite score of 970 SAT or 20 ACT and a 3.0 weighted GPA in the above 15 required credits; or 3-year college preparatory program with best composite score of 970 SAT or 20 ACT and a 3.0 weighted GPA in the above 15 required credits.

The other ways to qualify listed below must also include a 3.5 unweighted GPA in a minimum of 3 career education credits in one career education program and minimum test scores listed above. 3-year Career Preparatory diploma with 3.0 weighted GPA using the 13 core credits required for graduation listed below: 4 English (3 with substantial Writing)

3 Math (including Algebra I)

3 Natural Science (2 with substantial lab)

3 Social Science 3-year College Preparatory diploma with 3.0 weighted GPA using the 15 core credits required for graduation listed below: 4 English (3 with substantial writing)

3 Math (Algebra I and above)

3 Natural Science (2 with substantial lab

3 Social Science

2 Foreign Language; or GED with 3.0 weighted GPA using the core credits required for the selected high school graduation program (standard, career, or college).

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 post-secondary education plans, students may find it advisable to complete one or more of the standardized tests listed below which are used for college admissions, career planning, placement in college courses, and/or eligibility for scholarships. Recommended grade levels during which test should be taken 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 most appropriate for meeting their needs. Some tests require the completion and mailing of a registration form several 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 postsecondary hours and/or scholarships to enable them to complete postsecondary training. The following options explain how students may maximize their high school CTE course work. For additional information students should contact their program instructor, counselor, or career specialist.

ARTICULATION AGREEMENTS = POST-SECONDARY CREDIT FOR CTE COURSES Students completing CTE training courses in the high school may earn credits toward completion of CTE training programs at area technical centers (Miami Lakes Educational Center, Robert Morgan Educational Center, and Lindsey Hopkins Technical Education Center). Students completing CTE training programs at area technical centers may earn credits toward an Associate of Science degree at Miami-Dade College. Specifically negotiated agreements between the college and M-DCPS award students college credit for CTE program work successfully completed in high school.

CAREER PATHWAYS Career Pathway is an exciting and challenging educational initiative that allows students to obtain a sequential program of study which leads to a post-secondary career. Career Pathway students typically select general programs of study; show interest in career technical fields; transition on to a two-year certificate program; or pursue an associate or baccalaureate degree. The Career Pathway program of study provides students with skills and knowledge through a variety of curriculum choices and college credits. Students should check with their 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 institutions and earn a two-year associate degree or a two-year certificate. Post-secondary credits are granted through articulation 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 of completion, 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 attained the grade point average for the graduation program selected. Also, students must pass the Florida Comprehensive Assessment Test (FCAT) graduation test. The purpose of the standard diploma is to certify that the student has met all district and state standards for graduation. A special education student will be awarded 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 option and complete an academically rigorous course of study. The requirements include at least four honors, Advanced Placement, International Baccalaureate, and/or Advanced International Certificate of Education courses and/or International Studies courses; and completion of 75 hours of community service, which includes identification of a social problem of interest, development of a plan for personal involvement in addressing the problem and, through papers and other presentations, evaluation and reflection 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 option and has met all requirements for graduation except passing the FCAT graduation , or earning the 2.0 GPA required for graduation shall be awarded a certificate of completion. A student may make further attempts to meet the requirements for a standard diploma.

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 pass the grade 10 FCAT, are eligible to receive the Common Placement Test (CPT) – eligible certificate of completion. Students who receive the CPT – eligible certificate of completion may enroll directly into a Florida community college or post-secondary career and technical education program. Based upon the score the student 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 classified may be eligible to receive a special diploma or a special certificate of completion. Parents who have questions concerning these special diplomas or certificates are urged to consult the school counselor, special education department chairperson, or Regional Center exceptional student education staffing specialist.

FOR STUDENTS WHO ENTER GRADE 9 IN 2007-2008 AND THEREAFTER, THE FOLLOWING STANDARD DIPLOMA DESIGNATIONS ARE AVAILABLE:

• Completion of four or more accelerated college credit courses in Advanced Placement, International

Baccalaureate, 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 determination of the specific grade a student receives must be based on the teacher's best judgment after careful consideration of all aspects of each student's performance during a grading period, including such factors as class attendance, homework, and participation. In authorized semester courses, the student's final grade shall be determined as follows: 40 percent value for each of two nine-week grading periods and 20 percent value for the final examination, with a provision for teacher override. In authorized annual courses, the student's final grade shall be determined as follows: 20 percent value for each of four nine-week grading periods, 10 percent value for the midterm exam, and 10 percent for the final exam, with a provision for teacher override. In order to pass an annual course in grades 9-12, a student must earn 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 of ―D‖ or ―F‖ with a grade of ―C‖ or higher earned subsequently in the same or comparable course. The forgiveness policy for elective courses is limited to replacing a grade of ―D‖ or ―F‖ with a grade of ―C‖ or higher earned 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 this policy 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 students with 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 progress 1

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 (without bonus 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, International Baccalaureate, 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 all courses 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 GPA is used for the ranking process. Students selecting one of the three-year accelerated programs are included in the overall class ranking for their graduation year based on the relative ranking of his/her cumulative GPA. These students are also eligible 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 Laude students, 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 Laude students, 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 computing the 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 or to accelerate entry into post-secondary institutions or vocations of their choice. In addition to the two accelerated graduation programs (the college preparatory program and the career preparatory program), there are several provisions whereby students may accelerate their graduation or take additional 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 Florida Bright Futures Scholarship Program requirements. During the time students are enrolled in designated senior high school courses, they are considered to be grade 9 students for those class periods. Students and their parents will be offered an opportunity, in the fall of the student‘s' freshman year, to restrict the inclusion of credits earned in this way from appearing on the high school transcript. The courses will remain a part of the student‘s middle school record. Factors to be considered in removing the courses from the high school record include the impact on the student‘s GPA and subsequent 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 course in which all the skills have not been mastered.

Optional Seventh Period. With prior approval of the high school principal, credits earned in an adult education 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 an extension of the senior high school program.

Career Pathways. Career Pathways is a senior high school transition initiative that allows students to obtain a sequential program of study which leads to a postsecondary career. Students should check with their counselors for information and approval of Career Pathway courses.

Dual Enrollment. Dual enrollment allows high school students to simultaneously earn college or career technical education credit toward a postsecondary degree or certificate and credit toward meeting their high school graduation requirements. Students must meet the following eligibility criteria:

(a) 3.0 unweighted grade point average (GPA) to enroll in college credit courses, or a 2.0 GPA to enroll in CTE certificate courses,

(b) pass the appropriate section of the college placement test (CPT), and (c) meet additional admissions criteria established by the postsecondary institution.

The college courses selected by the student must count toward high school graduation for any of the three graduation options. They may earn bonus points equivalent to those earned in Advanced Placement, International Baccalaureate, or Advanced International Certificate of Education courses. Approval in advance of course registration is required. Students should check with their guidance counselors for information and approval of dual enrollment courses.

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

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

International Baccalaureate/Advanced International Certificate of Education/International Studies. The International Baccalaureate (IB) and the Advanced International Certificate of Education (AICE) and the International Studies (IS) programs are offered in several schools for which eligible high school students earn credit toward graduation and may receive postsecondary credit at colleges and universities.

Career Education. Any career education course authorized for grades 13 or higher may be taken for 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 Florida Virtual 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 in those courses designated as "acceleration" courses as indicated above. Secondary students are also eligible to enroll in courses offered through the Miami-Dade Virtual School. A complete list of courses 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 postsecondary credit is earned based on the receipt of a specified minimum score on a nationally standardized general or subject area examination.

Credit Acceleration Program (CAP). Students may earn credit for selected high school courses by taking the End-of-Course (EOC) assessment for the course and earning a score that indicates the student has attained a satisfactory score on a state EOC assessment or on a district-created standardized EOC.

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

Florida Virtual School Option While the initiative to use Florida Virtual (FLVS) classes district-wide originated with the class-size mandate, online learning was already common place in many students‘ educational experiences. With the mass proliferation of online digital content as well as changes in students‘ learning modalities, virtual education is continuing to expand and is a reality of the evolution of education. A 2008 study released by the Hoover Institute at Stanford University estimates that 50% of education courses will be delivered online by the year 2019. The advantages of virtual education include self-paced learning and access to course work not available in schools or not accessible due to scheduling conflicts. Additionally, virtual education provides students with a learning environment that closely resembles the 21st century workplace. In K-12 education, more than 70 percent of school districts in the United States currently offer at least one online course and at least two states have adopted policies that require high school students to take an online course to graduate. While Florida has yet to adopt such a policy, it was considered during the last legislative session and current trends such as computer-based


end-of-course tests and legislation mandating full-time, K-12 virtual education are strong predictors that Florida may soon follow suit. Florida Virtual Course Offerings

• The FLVS course list can be found at this link: http://www.flvs.net/areas/flvscourses/Pages/Course%20Catalog/CourseListing.aspx.

• Schools may not limit core courses that are graduation requirements to online FLVS classes. For example, courses such as Government and Economics may be offered to students via Florida Virtual; however, face-to-face classes must also be offered.

• Elective courses may be limited to online options. • Courses that will be provided online through Florida Virtual will be identified on subject selection forms.

Recommended Participation Criteria for Students

• Students who are reading at or above grade level (FCAT Reading score of 3 or above). • Students who are motivated with a previous grade of A or B in subject area. • Students with good attendance history. • Students who have access to a computer with Internet access after school hours. • Students who are English Language Learners (ESOL Levels 3 and 4) may participate based on the

course and English proficiency.

• Students with disabilities may participate only if the IEP supports participation in online classes. Notification of Parents

• FLVS does not require parent permission to register students for online classes. • Schools will advise parents when students are enrolled in an FLVS class.

Progress and Grade Reporting

• FLVS progress reports will be provided to parents on a monthly basis. • Grades will be reported at the end of each semester

HOMEWORK POLICY* Regular, purposeful homework is an essential part of a student's education. Homework is an integral factor in fostering the academic achievement of students and in extending school activities into the home and the community. Regular homework provides opportunities for developmental practice, drill, the application of skills already 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 for further 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 homework assignment.

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 child in 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.

http://www.flvs.net/areas/flvscourses/Pages/Course%20Catalog/CourseListing.aspx


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 successful school progress than regular and punctual school attendance. Miami-Dade Public Schools has a vision whereby each student engages in a rigorous instructional program which prepares him/her for a myriad of successful post-secondary options. Students are 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 monitoring process that will classify all absences as excused or unexcused, to inform parents of student absences, and to ensure that compulsory attendance laws are enforced as mandated by Florida statutes. This obligation will be satisfied through the implementation of an attendance review procedure, which monitors the type and number of student absences, as well as the impact of these absences on learning. Each school has an Attendance Review Committee, which is comprised of a minimum of a student services representative and an administrator or an administrative designee. The committee will provide guidance and support to students with significant absences by providing early intervention by convening when students reach an accumulation of 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 the are actually present or engaged in a school-approved educational activity which constitutes a part of the instructional program for the student.

2. Class Attendance-Students are to be counted in attendance if they are physically present in class or have been excused by the teacher on a class-related assignment, or have been requested by a member 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, each student must arrive to school and class on time. Accumulated unexcused tardies will be counted toward the threshold for initiating attendance review.

4. Early Sign-outs- The early release of students causes disruption to academic performance of all students and may create safety and security concerns. No student shall be released within the final 30 minutes of the school day unless authorized by the school principal or principal‘s designee, e.g., for 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 injury are required to provide a written statement from a medical provider. The written statement must include all the days the student has been absent from school. If a student is continually ill and repeatedly absent from school due to a specific medical condition, he/she must be under 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 appointment must 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 is 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 obtain advance written permission from the principal or the principal‘s designee. Examples of special events 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‘s designee. The principal shall require documentation 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 sport activity.

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 the instruction, is not readily subject to make-up work.

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

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

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 IN INTERSCHOLASTIC EXTRACURRICULAR ATHLETICS AND ACTIVITIES

In order for a student to participate in extracurricular athletics and activities, a student must meet the standards set forth by Section 1006.15, Florida Statues, 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 Student Participation in Interscholastic Competitions or Performances, FM-7155. To be eligible to participate in interscholastic extracurricular student athletics and activities a student must maintain an unweighted cumulative grade point average (GPA) of 2.0 or above on a 4.0 scale in the courses required for graduation. The student must also maintain a 2.0 GPA in conduct for the previous semester. Computation of grade point averages requires the inclusion of all applicable high school 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 first entry into ninth grade and he/she was regularly promoted from eighth grade the immediate preceding year. If a student becomes ineligible during the second semester of his/her ninth-grade year or during the first semester of his/her 10th grade year because the student‘s cumulative grade point average was below 2.0 at the conclusion of the previous semester and continues to be below 2.0 at the conclusion of the semester of ineligibility, he/she may regain his/her eligibility for the following semester provided: (a). The students signs an academic performance contract with his/her school at the beginning of the semester in

which he/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 during the semester of ineligibility.

Once a student enters grade 11, he/she must have and maintain from that point forward a 2.0 or above cumulative grade point average on a 4.0 scale, or its equivalent, in all courses required for graduation at the conclusion of each semester 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 is removed and all eligibility requirements are met. All students participation 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 program prior to engaging in any practice, tryout, or pre or post-season physical activity associated with the student‘s candidacy 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 in the ninth grade. Four years from the date he/she first enrolls in the ninth grade, he/she shall become ineligible for further interscholastic athletic competition. For students enrolled in either one of the two accelerated graduation programs, once they have met all the graduation requirements, they cannot remain in high school for a fourth year in 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 will include the appropriate courses to prepare for college entrance examinations and meet core course requirements for participation in National Collegiate Athletic Association (NCAA) athletic programs. They can also assist students in determining how to calculate the GPA required to be eligible to participate in NCAA athletics and advise the student regarding 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 not necessarily an accurate gauge as to whether learning has taken place. However, since much emphasis is placed upon grades, a student's academic grade should reflect the teacher's most objective assessment of the student's academic achievement. Academic grades should not be used as a threat in order to maintain classroom decorum.

Rights: Responsibilities:

Students have the right to be informed of the teacher‘s grading criteria, which is consistent with district guidelines, at the beginning of each grading period.

Students have the responsibility to ask teachers in advance of a graded assignment, for an explanation of any grading criteria or practice which they may question or which may need clarification.

Students have the right to receive an academic grade that reflects their achievement.

Students have the responsibility for maintaining reasonable standards of academic performance commensurate with their ability

Students have the right to be notified when they are performing unsatisfactorily.

Students have the responsibility for making every effort to improve their performance upon receipt of notification of unsatisfactory performance.

Students have the right to receive a conduct and effort grade in each class consistent with their overall behavior and effort.

Students have the responsibility to conduct themselves in each class in ways that are conducive to the learning process.

Students have the right to achieve academic success based upon their own initiative and ability with out interference from others.

Students have the responsibility to earn grades based upon their performance while guarding against cheating by other students.

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

THE FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT

The Family Educational Rights and Privacy Act (FERPA) is a federal law. The intent of this law is to protect the 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 right transfers to the student when he/she reaches the age of 18. Only authorized individuals having legitimate educational interest will have access to a student‘s educational records. The Board approved directive for implementing the provision of the Family Educational Rights and Privacy Act is contained in the document "Student Educational Records," and is available at 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 USC section 1232g; 34 CFR Part 99). Education records include a range of information about a student that is maintained in schools in any recorded way, such as handwriting, print, computer media, video or audiotape, film, microfilm, and microfiche. Examples are: 1. Date and place of birth, parent‘s address, and where parents can be contacted in emergencies; 2. Grades, test scores, courses taken, academic specializations and activities, and official letters regarding a

student‘s status in school; 3. Special education records; 4. Disciplinary records; 5. Medical and health records that the school creates or collects and maintains; 6. Documentation of attendance, schools attended, courses taken, awards conferred, and degrees earned;

http://www.ehandbooks.dadeschools.net/policies/91/SER


7. 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 not considered 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 enforcement unit are not education records. Parents are guaranteed the right, upon request, to inspect and review their children's records and to obtain copies of them under federal and state laws. Parents are guaranteed a right of "meaningful" access to copies of their children's records. The parent or eligible student also has the right to request that a school correct records, which he/she believes to be inaccurate or misleading. The parent‘s rights extend to any lawyer, lay person, or advocate whom the parent authorizes to represent him or her. Access must be granted within 30 calendar days from the initial request. NOTE: The Florida Department of Education (and all state education agencies) is required to afford parents and eligible students (students who are 18 years of age or older) to access educational records the state agency maintains, e.g., state assessment tests.

COMMUNITY SERVICE

To complete the community service graduation requirement for Miami-Dade County Public Schools, each student must complete an authorized community service project. The project can be completed at any time between grades nine and twelve. However, students are strongly encouraged to complete the project prior to their senior year. No set number of service hours is required for the project unless the student is working toward the Florida Academic Scholars Award, Superintendent‘s Diploma of Distinction, or the silver tassel. A minimum of 75 hours of service is required for the Florida Academic Scholars Award and the Superintendent‘s Diploma of Distinction. A minimum of 100 hours of community service is required to receive a silver tassel. A letter from the project supervisor on company letterhead verifying the hours is also required. Community service projects should be well-planned, organized, voluntary efforts designed to address real problems or needs in the community. In addition, it should reflect personal interests and skills and include an on-going commitment on the part of the student. Projects can be conducted at school sites or be community-based, and may be completed in an individual or group manner. To receive credit, all students must submit a Project Proposal for authorization, and follow up with an Activity Log for verification of service. Finally, students are required to complete the Project Summary Report with an essay describing the project. All documents are to be submitted for review and approval to authorized school personnel. If community hours are completed outside of school, a letter must be submitted verifying the community service attached to the Project Summary Report (if a student is working towards one or more of the three distinctions previously described requiring 75 hours or more of community service). In lieu of independent projects as described above, students may elect to meet the community service requirement by completing course requirements for Voluntary School/Community Service (210433001 0.5 credit; social studies elective) or Voluntary Public Service (050037001 0.5 credit), if available. For further information about the guidelines, request an appointment from the student‘s assigned school counselor.

MAGNET PROGRAMS 2011-2012

Through the School Choice & Parental Options office, Miami-Dade County Public Schools offers numerous Magnet program options that infuse career-oriented themes, provide enhanced quality educational opportunities, and promote diversity. Thus, the District has one of the largest representations of Magnet programs/schools in the United States. A major feature of the programs/schools has been to appeal to students with similar interests but diverse backgrounds, and to draw them into a learning environment in which they will prosper. These programs provide unique educational experiences for students in areas of interest or special talent. Such programs have been successful because their content has satisfied the educational needs of the students. Some programs accept all interested students, while other programs have specific entrance criteria. When the number


of eligible students exceeds the number of available seats in non-talent magnets programs, a random selection procedure is utilized to admit students according to guidelines set in the Magnet School Board Rule 6Gx13- 6A-1.46.

CAREERS AND PROFESSIONS A variety of programs prepare senior high school students for careers and professions. These programs are tailored to maximize the understanding of any given career and profession. Students are given experiences in real-world situations to enable them to succeed in college and the workforce. Information about individual school programs in Careers & Professions can be found at: http://choice.dadeschools.net/ms.asp

LIBERAL ARTS The Liberal Arts magnet theme provides programs that prepare students to be knowledgeable citizens and empower them to meet the challenges of a rapidly changing world. The programs are dedicated to the formation of knowledge in the Humanities, Natural Sciences, and Social Sciences through the use of cutting edge technology, research, and artistic production. Academic excellence and commitment to the values of diversity, community, and collaboration and an appreciation for aesthetics distinguish the Liberal Arts Magnet schools. Each program views learning as a transformative, socially interactive process. These schools are committed to furthering the career aspirations of students by developing their intellectual powers and offering them experiences in a variety of vocational directions before they enter their chosen careers. Information about individual school programs in Liberal Arts can be found at: http://choice.dadeschools.net/ms.asp INTERNATIONAL PROGRAMS International programs offer a challenging curriculum promoting high levels of academic productivity, comprehension of world cultures, and the acquisition of a foreign language. Through internationally benchmarked academic study and interdisciplinary courses, students become active lifelong learners and global citizens prepared to succeed in an ever-changing international society and economy.

INTERNATIONAL THEMES: Through the International Studies program, school administration, teachers, students, and parents work collaboratively with foreign ministries of education in Spain, France, Italy, Brazil, and Germany to ensure that the educational requirements and standards of that country are infused and taught in the curriculum. The pedagogy results in the acquisition of a second language. The International Baccalaureate (IB) Programme is a highly coordinated, rigorous course of study linking Humanities, Science, Mathematics, Languages, and Community Service. Curriculum in the IB Diploma Programme incorporates standards that assume a high level of aptitude and achievement. The IB Diploma is highly recognized at colleges and universities throughout the country and world-wide. For more information, visit www.ibo.org. The Cambridge (AICE Diploma) Program is a challenging, accelerated curriculum that is based on Britain‘s A Level examinations. At the senior high school level, the Cambridge Program becomes a four year curriculum that progresses from two years of preparatory classes to entrance in the Advanced International Certificate in Education (AICE) Diploma Program. For more information, visit www.cie.org.uk. International Education Programs immerse students in multicultural education with an emphasis on learning a second language. These programs which are delivered in various, successful, curricular designs prepare students to live effectively in a fast changing global society and economy. Florida senior high school students who earn the International Baccalaureate Diploma or the Cambridge AICE Diploma qualify for the Florida Bright Futures Scholarship Program. Information about individual school offerings in International Programs can be found at: http://choice.dadeschools.net/ms.asp

http://choice.dadeschools.net/ms.asp

http://www.cie.org.uk/



MONTESSORI Montessori programs are based on a philosophy whose fundamental belief is that children learn best within a social environment which supports each child‘s individual development. The child is considered as a whole. The physical, emotional, social, aesthetic, spiritual, and cognitive needs and interests are inseparable and equally important. The aim of Montessori education is to foster responsible and active citizens who will become lifelong learners and problem solvers. These programs offer carefully planned, stimulating environments that promote the development of essential study habits, decision-making skills, self-awareness, and ideas which are vital for continuous learning. Learning occurs in an inquiring, nurturing atmosphere that encourages social interaction for cooperative learning, peer teaching, and emotional development. Students increase their own knowledge through self and teacher-initiated experiences. The specific and uniquely designed curriculum and the use of multi-sensory learning materials enable students to become self-directed and motivated learners. Information about individual school featuring Montessori programs can be found at: http://choice.dadeschools.net/ms.asp MATHEMATICS, SCIENCE, AND TECHNOLOGY Mathematics, Science, and Technology programs utilize innovative strategies and technology to engage students in investigation and discovery. This hands-on approach captures natural curiosity and stimulates interest, thereby building better understanding and quality performance. Students utilize mathematics, science, and technology laboratories, as well as real world environmental sites, to engage in mathematical analysis, scientific inquiry, and engineering design. Information about individual school programs in Mathematics, Science and Technology can be found at: http://choice.dadeschools.net/ms.asp VISUAL AND PERFORMING ARTS

Visual & Performing Arts talent programs provide intellectually stimulating and educationally challenging classes in the arts. Students and teachers engage in a continuous exchange with numerous opportunities to develop and showcase talents. Information about individual school programs in Visual & Performing Arts can be found at: http://choice.dadeschools.net/ms.asp





THE ADVANCED ACADEMICS PROGRAM

The Advanced Academic Program is a cooperative educational endeavor among secondary schools and colleges and universities. Hialeah Gardens High School offers two nationally renowned programs: Advanced Placement and the Dual Enrollment Program. These programs provide motivated high school students the opportunity to take college-level courses in a traditional high school setting. Students who participate in these programs not only gain college-level skills, but also may earn college credit while attending their high school. The Advanced Academic program, which includes several honors level courses, gives high school students the opportunity to participate in classes that are invariably more rigorous and in-depth than other high school offerings. To enroll in an advanced academic class is to enter a world of intense discussion and thought, a class where students are given the intellectual responsibility to think for themselves. Students in these classes learn to reason, analyze, and understand. Such intellectual training inevitably helps them succeed in college where these skills are essential.

Advanced Placement Students enrolled in honors courses are encouraged to take the corresponding Advanced Placement course. Taking an AP course will allow the student to enter a universe of knowledge that might otherwise remain unexplored in high school. Hialeah Gardens High School currently offers 21 Advance Placement subjects which are taught in greater depth and detail, and rather than simply memorizing facts, students will be expected to develop and support their own arguments and perspectives. AP Exams provide students with a standardized measure of what they‘ve accomplished in the AP classroom, and are thus an essential part of the AP Program. As a result, college admission offices and many high schools expect that students who enroll in an AP course will take the AP Exam at the end of the course. Most colleges and universities in the United States and Canada, and institutions in more than 30 other countries grant students credit, placement, or both for qualifying AP Exam grades (not AP course grades), providing them with more study options in college. Advanced Academic students who have succeeded in AP and IB exams are viewed as assets by universities. Already exposed to college-level work through these programs, students arrive at college better prepared for serious academic work. Well-prepared students not only make teaching and learning especially rewarding but also tend to be more motivating—a factor known to increase retention. Success in either of these programs requires a strong commitment and should not be taken lightly. The curriculum is rigorous and requires serious dedication from both parent and student. The rewards, however, are many: less time spent earning a four-year university degree, lower tuition costs, and high level instruction to prepare students for university work. Our Advanced Academic Program is unparalleled in the advantages it offers; in some cases, students have the advantage of having second opportunities to gain college credit. *Portions of the above were taken from the College Board and International Baccalaureate promotional material. Enrollment guidelines for Advanced Placement (AP) and Honors Classes See Appendix C for Hialeah Gardens High School guidelines for enrollment requirements for these courses. Gifted courses are also offered in all grades for those students who are eligible for the Gifted Program. These course offerings, along with all Advanced Academic Program and honors courses, are identified in this Curriculum Bulletin. Dual Enrollment Dual Enrollment is a program that allows eligible high school students currently attending accredited Miami-Dade County public or private high schools, or home school, to simultaneously enroll in a college course. The credits that students earn must be used toward both high school graduation and are acceptable toward a College Associate or Baccalaureate degree, or Technical Certificate. Eligible students must have:


A minimum 3.0 high school unweighted grade point average.

Passed the appropriate section of the College‘s Basic Skill Assessment Test (CPT) or appropriate SAT/ACT scores.

Permission from the parent, guidance counselor, and principal (as indicated by signature on form).

Expressed intent to pursue a postsecondary degree.

Completed an interview with the College/Campus Dual Enrollment Coordinator. Public high school students are exempt from registration, tuition, laboratory fees, and special fees of eligible courses. Students will receive their books at no cost. A Dual Enrollment book voucher form is issued by the high school advisor. Are all college courses available through Dual Enrollment? No, there are some restrictions on the choice of course(s): The principal must certify that courses will count toward high school graduation. The students and the high school guidance counselors will select from the approved Dual Enrollment list of courses that meet the requirements for high school graduation. It is recommended that students enroll in a maximum of 2 courses each semester, excluding labs, in order to ensure academic success. Students and high school counselors should give careful consideration to course scheduling, meeting times, transportation, and traveling time. Students should understand that the amount of work necessary to succeed in Dual Enrollment courses will be greater than in high school courses. When and where may Dual Enrollment courses be taken? These courses may be taken before, during, or after school and during the summer. They may be offered at the high school, college, or other approved locations. Requirements for dual enrollment at MDC, FIU, and DeVry University differ. See your counselor to verify each school‘s requirements before beginning the application process. What is the Dual Enrollment application process? Students must submit a regular Miami Dade College Admission Application together with a Dual Enrollment approval form, which must include the signatures of the student, parents/guardian, counselor, and high school principal. It must also bear the official high school seal .Both forms should be submitted to the Campus Registrar‘s Office or Dual Enrollment Coordinator where the high school student plans to attend, at least 30 days in advance of the requested term of enrollment. What do I need to do every semester? Students will be required to provide a completed Dual Enrollment form each term in order to retain enrollment eligibility. Students whose college GPA falls below 2.0 are ineligible to continue Dual Enrollment.


Will Dual Enrollment courses transfer to other colleges and universities? High school students enrolled at MDC, FIU, and DeVry University will receive grades and credits for their college work, which will be recorded on a permanent academic record maintained by the college. Check with the colleges at which you expect to apply to find out if they accept credits from these local colleges and universities. Transcripts of the Dual Enrollment courses will be released to the high school. Credits will apply toward an Associate Degree or Certificate at MDC. These credits will transfer to any public college or university offering that course with the same prefix number. Upon high school graduation, if students do not attend the same college or university where they earned the Dual Enrollment credit, the application of transfer of transfer credit may vary at the receiving institution. Dual Enrollment courses become a part of a student‘s permanent college transcript. Remedial, physical education activity courses, private lessons, and some recreational courses are not eligible for Dual Enrollment.

HIGH SCHOOLS FOR THE NEW MILLENNIUM

Today‘s high school graduates need new skills and experiences in order to be college and workforce ready and to compete effectively in the global workplace. Secondary School Reform provides high schools with a framework for increasing student achievement, increasing student attendance, and increasing graduation rates by following the framework of the Six Core Principles for increasing student achievement: (1) personalize the learning environment; (2) increase academic engagement of all students; (3) empower educators; (4) develop accountable leaders; (5) engage community and youth; and (6) integrate a system of high standards, curriculum, instruction, and assessment. A ninth grade academy helps students transition into high school and better prepares them to choose their theme-based career academies. Students are encouraged to participate in Advanced Placement, Dual Enrollment, and career pathway courses that can earn them college credit, pass Industry Certification Exams successfully, and participate in an internship program. Schools across America are starting to pay more attention to their role in job and career preparation, both for students entering the work force right after high school and those going on to college. To be successful, this effort requires specific attention to foundational academic skills and work skills as identified by the U.S. Department of Labor. Business partnerships are a significant and critical piece of this alliance that will involve students, teachers, and community. We wish to prepare our students for a successful entry to global entrepreneurship. Hialeah Gardens High School is currently restructuring its curriculum to include the Academy Model. The goal is the ultimate reconstruction of high schools that focus on an integrated curriculum that promotes ‗hands-on‘ learning and its application in the real world. We seek to provide students with the skills that will enable them to be successful on the Florida Comprehensive Assessment Test (FCAT), to develop a potential career focus, and to prepare them for post-secondary academic pursuits. In the upper level of high school, grades 10, 11, and 12, students will align their studies with one of the career-clustered pathways. In these pathways, students can experience job awareness, job shadowing, guest speakers, and field trips to acquaint them with their possible career choice. In the 2008-2009 school year, we will offer several academies:

Academy of Arts and Entertainment (AOAE)

Academy of Biomedical Studies (AOBS)

Academy of Education (AOED)

Academy of Engineering (AOE)

Academy of Hospitality and Tourism (AOHT)

Academy of International Finance (AOIF)

Academy of Information Technology (AOIT)

Academy of Law Studies (AOLS) Additionally, our proposed IB and Advanced Placement programs will be available throughout every academy offering.


CEO INTERNSHIPS FOR STUDENTS Career Experience Opportunities (CEO) is an integral part of the Secondary School Reform (SSR) Plan. The SSR is a roadmap for substantively altering the educational experience of all senior high school students in Miami-Dade County Public Schools (M-DCPS) to assure that future graduates have the skills that they will need to effectively compete in the new global workplace. CEO serves as an opportunity to engage business and community leaders to expand student learning through internships that connect to the students‘ course of study. High school students enrolled in a career academy have the opportunity to participate in an internship where they are exposed to an overview of the entire organization and acquire knowledge and skills in their particular career field. The ultimate goal of the CEO internship is to make high school relevant to students, provide them with real-life work experience, and prepare them to compete in the new global workplace. CEO interns can solidify their career interest, network with business contact, and make decisions that will help shape their future.

INDUSTRY CERTIFICATION This information can be found on the Florida Department of Education website: http://www.floridajobs.org/CAPE/cape.html During its regular 2007 session, the Florida Legislature passed the Florida Career and Professional Education Act related to secondary career and technical education programs. One of the purposes of that Act is to provide ―…rigorous and relevant career-themed courses that articulate to postsecondary-level coursework and lead to industry certification.‖ The Florida Department of Education (DOE) is tasked to collect and analyze student achievement and performance data, to include industry certification. DOE, jointly with local workforce boards, is required to develop an evaluation plan that includes an assessment tool based on nation industry standards and achievement of industry certifications. The Act further charges the Agency for Workforce Innovation (AWI) to define industry certification ―… based upon the highest available national standards for specific industry certification.” The criteria for adoption of an industry certification are that it be a valid and reliable measurement directly related to the learning outcomes of an occupational program and considered occupationally specific. A valid measurement is one that evaluates the degree to which the evaluation instrument measures the technical skills attained in a Career and Technical Education program that is of sufficient length and rigor to prepare the student to successfully enter into her/her chosen profession or career. The DOE‘s Division of Workforce Education approved a list of certifications submitted by school districts and technical centers and colleges. The list of the currently approved certifications is available on the website. Florida Statute s. 1003.492, F.S. was created for ―career and professional academies‖ that function as research-based programs that integrate a rigorous academic curriculum with an industry-specific curriculum aligned directly to priority workforce needs established by the regional workforce board. The certification shall be achievable by students in a secondary level program and shall require a minimum of 150 hours of instruction. Students in the career academy program who take the industry certification examination and pass it successfully will be awarded certification in that industry area which qualifies him/her to seek employment in that field.

HGHS Academy Certifications

Academy Certification(s)

Academy of Biomedical Science Medical Assisting, EKG

First Responder, EKG -or- EMT

Academy of Engineering Autocad, Invention, Revit Architecture

ASE Automobile/Light Truck Technician

Academy of Information Technology Web Design, Digital Design, Networking, Cisco, Dream Weaver, Adobe Photoshop

Academy of Hospitality & Tourism, Academy of International Finance

National Professional Certification in Customer Service, Microsoft Office Specialist (MOS) Bundle Certification

Academy of Education, Academy of Law Studies, Academy of Arts & Entertainment

TBA

http://www.floridajobs.org/CAPE/cape.html


GLADIATOR TOOLS FOR SUCCESS The Gladiator Tools for Success program is an innovative course that provides students transitioning from middle school to high school with the skills necessary to function successfully in senior high school and in post-secondary careers after graduation. This exciting course for young men and women is required for all freshmen attending Hialeah Gardens High School. Students will find the curriculum informative, developmental, and project-based, with heavy emphasis on realities students will encounter during and after high school. Enrollment is automatic for all 9th graders. Tools for Success/Freshman Experience/Service Learning (1

st semester)

The transition course will acclimate students to high school while helping them develop leadership, communication and study skills. The students will be actively engaged using service learning strategies that put students at the center of their learning. Students will develop authentic leadership skills by working together to build teams and working partnerships with fellow students. Students will also become involved in peer mentoring and tutoring experiences. Students will learn to make presentations and lead team building workshops and classroom activities. Students will learn the importance of creating a thoughtful and deliberate plan for progressing through high school on their way to college, post-secondary training, and careers. Public Service/Service Learning (2

nd semester)

Students will develop graphic design, photography, and visual technology skills that they will use in a service learning model to create authentic products and resources such as presentations, flyers, brochures, web pages, buttons, book marks, posters, and so on. The materials produced by the students will serve authentic needs in our school and community. The curriculum provides students with the following:

A broad understanding of high school programs, opportunities, and resources available to them

Test-taking strategies and preparation in the areas of reading, mathematics, science, and writing

Self-assessment in the areas of learning styles, personal strengths and limitation, and career planning

Information on TECH Prep, mentorship, and dual enrollment opportunities

Strategies for team building, conflict resolution, and coping with peer pressure

Developing tolerance and sensitivity to others, living in multi-ethnic, multi-lingual communities

Information on graduation and attendance requirements and community service Tools for Success Freshman Orientation & Voluntary Public Service

Required course for students in 9th grade

Peer Counseling 1 & 2

Student Application and Instructor Recommendation Required

Open to students in 10th through 12

th grades

Previous service-learning coursework recommended

Maximum course enrollment: 10 Hialeah Gardens High School offers focused service-learning leadership courses for our incoming ninth-grade students. Students in 9

th grade enroll in Tools for Success Freshman Orientation & Voluntary Public Service. In

these classes, the freshmen are mentored by upperclassmen. Students in 10th through 12

th grades enroll in Peer

Counseling 1 & 2. These students are all in the same class and work together in peer mentoring / peer education activities. The upperclassmen apply their skills, abilities, and knowledge to mentor the freshmen. The freshmen in turn apply their skills and knowledge to teach other students and to provide service to our community. Students engage in service-learning projects in the areas of

Health and wellness (learning about issues and raising awareness about hunger, homelessness, obesity, abuse)

Environmental Stewardship (learning about our South Florida environment, restoring and maintaining natural habitats, raising awareness about water conservation, waste management, recycling)

Literacy (reinforcing the fundamental importance of literacy by anchoring service activities to reading and information)

Peer Education (developing skills necessary in adulthood by sharing knowledge with others)


Engaged Citizenship through Service-Learning, 1 & 2

Student Application and Instructor Recommendation Required

Open to students in 10th and 11

th grades

Previous service-learning coursework recommended

Maximum course enrollment: 25

Service hours offered The Gladiator Tools for Success Curriculum

Welcome to High School

Succeeding in High School

Tools for Self-Assessment

Your Career Planning

World Class Workers

Conflict Resolution

Value of Education Code of Conduct Future Living Expense Identifying Personal and Career Goals Graduation Requirements – Calculating GPA‘s High School Career Preparation Plan

FCAT Benchmarks Dropping Out Doesn‘t Pay Student Resources Evaluating the Internet as a Resource Intensive Reading

Learning Strengths and Smartness How Do I Learn Body Language Becoming a Good Listener Enhancing Education through Student Involvement

Post Secondary Educational Programs Career Preparation Opportunities through M-DCPS My Career Investigation

Developing Skills that Translate into Success in the Workplace Identifying and Demonstrating Work Related Behaviors Important to Industry Importance of Teamwork in the Workplace

Understanding Anger My Personal Anger, Anger Burnouts, and Response Styles Cooling Yourself and Others

Engaged Citizenship through Service-Learning, 1 Engaged Citizenship through Service-Learning, 2 Student Application and Instructor Recommendation Required Open to students in 10

th and 11

th grades.

Previous service-learning coursework recommended. Maximum course enrollment: 25 This course provides an introduction and opportunities for leadership in the areas of service-learning and civic responsibility. Academic, personal, and career skills needed for effective service-learning project implementation will be taught and applied through structured service projects that meet real school and/or community needs. Students will actively participate in meaningful service-learning experiences of at least 30 hours’ duration. The content includes, but is not limited to, the following: 1. Students, working individually or in small or large groups, will investigate, quantify, and choose among issues and

needs that can be addressed. 2. Students will design and then implement one or more service-learning projects to address identified needs through

direct, indirect, advocacy, or research-focused action. Projects will involve meaningful school and community partnerships.

3. Students will conduct reflection activities to measure and record information about the service-learning activities and their impacts.


4. Students will demonstrate knowledge, skills, or abilities gained from projects through project-developed products and public presentations that educate others about the needs/issues addressed, activities conducted, impacts measured, and/or how others can also meet needs through service.

All of the above activities may be counted toward the service-learning 30-hour requirement. Activities can range widely and occur within or beyond the school. When appropriate, service-learning hours may be counted toward community service high school graduation requirement. This course will address Language Arts, Social Studies, Math, and Health and Physical Education benchmarks. Language Arts: students will read, write, create documents, and make public presentations about needs and activities to address them. Social Studies: students will analyze community issues, come up with solutions, and conduct service projects. Math: students will chart and graph data as part of issue investigation, project design, demonstration, and/or reflection. Health and Physical Education: students will engage in discussion and learning related to safety, liability, interpersonal skills, conflict avoidance, appraising outcomes and impacts on others, maintaining appropriate behavior, etc., in the students’ interaction with others. Special Course Initiatives—Gladiator Service-Learning Youth Council

Students accepted in Engaged Citizenship through Service-Learning, 1 and 2, will become part of the Gladiator Service-Learning Youth Council. As members of the Youth Council, students will apply for, manage, oversee, and award grants and fund projects. In 2010-11, the Youth Council oversaw a budget of $2,000.

Service-Learning

Leadership Curriculum

Service-Learning Leadership

(Tools for Success)

Peer Counseling, 1 & 2

Peer Mentors for 9th grade students in CRDM/VPS classes

[open to students in 10-12 grades]

Career Research and Decision Making / Voluntary Public Service

[required elective for students in 9th grade]

Engaged Citizenship through Service-Learning, 1 & 2

Youth Council

[open to students in 10-11 grades]


HIALEAH GARDENS HIGH SCHOOL READING AND MATH COURSES FOR FCAT

The Intensive Reading and Intensive Reading Plus classes are structured to help the student who is experiencing difficulty in reading. All FCAT Level 1 and FCAT Level 2 reading students are placed in Intensive Reading classes.

Our reading classes assess the student’s strengths, and then identify the concepts that the student will need for

reading achievement. Instructional decisions are driven by both formal and informal diagnostic data so that each student may attain maximum benefit. A wide of instructional techniques are used throughout the course to assist

the student in developing sight and word vocabulary, reading fluency, word analysis capabilities, word meanings, and reading comprehension. Students are coached in effective study skills and reading strategies. Research-

based programs such as Jamestown Reading Navigator, Hampton Brown Edge, and the USA Today Reading

Program are implemented for the struggling reader, ESOL, and special needs populations. Our classes are typically small and are designed to accommodate group and individualized reading instruction in a comfortable

setting.

The Intensive Math courses are structured to help the student who is experiencing difficulty in mathematics. All FCAT Level 1 and FCAT Level 2 mathematics students are placed in Intensive Mathematics classes. These classes are designed to assist students in strengthening their higher order mathematics skills by providing strategies to overcome difficulties. Eleventh and twelfth graders who have not passed both parts of the test in March of their tenth grade year are known as re-takers, and they take the tests until they pass them. Students cannot receive a standard diploma without having passed the reading and mathematics tests.

SEQ FL CODE COURSE TITLE GR NOTES

A02* English I Homogeneous 9

A03* 100131001 English 9+ 9 Required per FCAT scores double blocked with R03;

A07* English II Homogeneous 10

A08* 100134001 English 10+ 10 Required per FCAT scores; double blocked with R10

A24* Honors English I Homogeneous 9

A25* Honors English II Homogeneous 10

M01* 120040001 Intensive Math 9 Required per FCAT score and middle school pre-test; Level I must take with Algebra I

M04* 120040001 Intensive Math 10 Required per FCAT scores; must be taken concurrently with another math course.

M05* 120040001 Intensive Math 11 Required per FCAT scores; FCAT retakers

M06* 120040001 Intensive Math 12 Required per FCAT scores; FCAT retakers

R01* 100041001 Intensive Reading 9 Required per FCAT scores

R02* Intensive Reading Homogenous 9

R03* 100041002 Intensive Reading 9+ 9 Required per FCAT scores; double blocked with A03

R05* Intensive Reading Homogeneous 10


R10* 100041002 Intensive Reading 10+ 10 Required per FCAT scores double blocked with A08;



R14* Honors Intensive Reading Homogenous 9

R15* Honors Intensive Reading Homogeneous 10 * All of these courses are repeatable.


Transition to Next Generation and Computer-Based Tests in Florida

2010-11 2011-12 2012-13 2013-14 2014-15

FCAT Science (11) Writing (10)

Reading Retake (Fall, Spring) Mathematics Retakes (Fall,

Spring*)

Writing (10) Reading Retake (Fall,

Spring) Mathematics

Retakes* (Fall, Spring)

Writing (10) Mathematics

Retakes* (Fall, Spring*)

Writing (10)

FCAT 2.0 Reading (10) Mathematics* (10)

Reading (10) Reading Retake (Fall)

Reading (10) Reading Retake

(Fall)

Reading (10) Reading Retake (Fall)

Reading Retake (Fall, Spring)

End of Course

Algebra I* Geometry*(sampled high

schools) Biology I* - Field Test(sampled

high schools)

Algebra I* Geometry* Biology I*

US History* - Field Test (sampled high

schools)


US History*


US History*

Biology I* US History*

Common Core

Assessments PARCC

Design and development funded by RTT Assessment Grant; In conjunction with 24 other states

English/Language Arts (9-11)* Field Test – sample schools HS Math EOCs (3 subjects TBD)* Field Test – sample

schools

English/Language Arts (9-11)* HS Math EOCs (3 subjects TBD)*

*Computer Based Assessment



Academies

2010 – 2011



School of Science

Academy of

Biomedical Sciences

Academy of

Engineering

Academy of

Information Technology

School of Arts

Academy of Arts and

Entertainment

Academy of Law Studies

Academy of

Education

School of Business

Academy of

Hospitality and Tourism

Academy of International

Finance


ACADEMY OF BIOMEDICAL SCIENCES (AOBS)

The mission of the Biomedical Academy is to familiarize students with various health care professions. Technology will be a primary focus of this academy. Students will receive comprehensive instruction to prepare them for entry-level health careers as well as college admission. Health care professionals are immune to the economic fluctuations of our society. The various health careers are fascinating, financially rewarding, and very challenging. In nursing and pharmacy, entry-level salaries are high. The state of Florida is becoming a hub for biomedical technology. These conditions ensure steady employment for our students. Due to medical advances, people now live longer. The need for health care industry employees will continue to increase. We are entering an era of critical shortage for health care professionals due to the advancements in medical research and the ever-increasing life span of our population. The Biomedical Academy contains a curriculum that spans ninth through twelfth grade including opportunities for internships that will enhance our students‘ skills. We are partnering with various local post-secondary learning facilities to provide further opportunities for our students. The program will be tightly aligned with relevant academic, employment, and workplace standards. Students will be expected to complete rigorous, challenging academic course work that will prepare them for successful post-secondary experiences. Academy features:

Scholarship opportunities for post-secondary study

Four-year sequence of biomedical technology courses

State-of-the-art computer technology labs

Highly trained, industry-certified teaching staff

Specialized training at various local healthcare facilities

Preparation for state certification in the nursing field

Summer internship experiences

An industry-based advisory board to provide support

Enhanced opportunities for employment after graduation

Coordination with post-secondary institution/universities for Dual Enrollment credit Academy of Biomedical Sciences Curriculum

AOBS - Medical Assisting

Grade 9 Grade 10 Grade 11 Grade 12

Required core courses and

Academy

English I English II English III English IV

Algebra or higher Geometry or higher Algebra II or higher Pre Calculus or higher

Earth & Space Science or Biology

Biology or Chemistry

Chemistry or Physics or Physical Science

Science elective

World History P.E. American History American Government / Economics

Gladiator Tools for Success

Foreign Language Foreign Language Foreign Language

Anatomy & Physiology or Health Science I

Health Science II (841711001)

**Electrocardiograph Aide3 (841716101) (0.5 credit) -and- **Health Occupations Directed Study (Phlebotomy) (840010013) (0.5 credit)

**Allied Health Assisting 3 (841713101) (One Period) -and- **Independent Studies (Internship) (84171302) (One Period)

AOBS


AOBS - Sports Medicine Strand



Academy






Science elective




Integrated Medical Science I (050133001)/Fitness Lifestyle Design (150131001)

Integrated Medical Science II (050134001)/ Health 1-Life Management Skills (080030001)

**Care & Prevention of Athletic Injuries (150249003)

**First Aid (080032001)/ Comprehensive Fitness (150139001)

AOBS - First Responder Strand



Academy






Science elective




Anatomy& Physiology or Health Science I (841710001)

Health Science II (841711001)

**First Responder 3 (841717101) or First Responder Honors (841717102) (Program Completion)

**Electrocardiograph Aide3 (841716101) (0.5 credit) -and- **Health Occupations Directed Study (Phlebotomy) (840010013) (0.5 credit) -or- Dual Enrollment in Miami-Dade College for EMT Certification (Ind. Studies)

All core English, Math, Science, & History courses offered at the Regular, Honors, & AP levels when available. * Must be taken in 11

th or 12

th grade as a science course for program completion.

** Teacher recommendation required. Student must complete 9th & 10

th grade pre-requisite courses prior to registering in the academy strand specific

courses. ***Teacher recommendation required.


The list that follows includes mandatory requirements for the academy. There are three strands for this academy. Eleventh grade students MUST enroll in Health Science 2 along with the required nursing, pharmacy, or first responder courses in order complete industry certification in their senior year. L04 and L06 MUST be taken concurrently in the nursing strand L09 and L10 CAN be taken concurrently in the pharmacy strand but can be taken in different years L12 and L13 CAN be taken concurrently in the first responder strand but can be taken in different years

SEQ FL CODE COURSE TITLE GRADE TCHR REC

NOTES

M20 840032011 Medical Skills & Services 9 Introductory course

M21 841710002 Health Science 1 10-12 Required

M26 841711002 HOSA Anat. & Physiology Honors (Health Science 1 Honors for Nursing, First Responder)

10-12 Y Taught by the Science Dept., honors credit

M22 841711002 Health Science 2 for Nursing

11-12 Y Pre-req: L02 or L03; req; must be taken concurrently with L06

M23 841721102 Nursing Assisting Honors 3 11-12 Y Pre-req: L02 or L03; req; honors credit; must be concurrently enrolled in L04

M24/ M25

841719101/ 841716102

Home Health Aide 3/ Electrocardiograph Aide 3

11-12 Y For nursing strand students

L12 841711002 Health Science 2 for First Responder 10-12 Y Req; can be taken concurrently with L13

L13 841717001 First Responder Course 1 11-12 Y Must have taken L12 or be concurrently enrolled in L12

L14 84171302 Allied Heath First Responder Course 2 Independent Study Honors

12 Y Local honors credit; required for completion of program

Fitness Issues/Fitness Lifestyle Design 9 Introductory course for Sports Medicine Students

H20 Care and Prevention 11-12 Y Pre-requisite: Fitness Issues/Fitness Lifestyle Design/

Integrated Medical Skills 11-12 Y Pre-requisite: M20, M21 or Anatomy can be taken concurrently with Forensics I

Health Science II for Forensics 11-12 Y Pre-Req: Fitness Issues/

Forensics I 11-12 Y Req: can be taken concurrently with Health Science II

Forensics II 11-12 Y Req: or take Criminal Justice

Criminal Justice 12 Y Req: take Forensics II

Independent Study/Internship 12 Y Required for completion of program


THE ACADEMY OF ARTS AND ENTERTAINMENT (AOAE)

The Academy of Arts and Entertainment (AOAE) offers a challenging curriculum designed to meet the needs of the students interested in the performing and visual arts and entertainment. Hialeah Gardens High School engages its students through a variety of classes offered to nurture their talent in dance, music, theater, the visual arts, and broadcasting. Graduates of the AOAE are prepared for entrance into leading colleges and universities or they may choose to immediately enter their respective professional field. These fields include

composing

jazz instrumental performer

music education

choreography

dance

acting

broadcasting

song writing

graphic design

journalism

illustration

art education

photography

advertising

vocalist

Meeting the School’s Needs Fine arts help students learn to observe, to reason, to think, to use imagination, and to express themselves verbally and visually. Development in these areas also helps to improve learning skills. George D. Spache, author of The Teaching of Reading, found that when students are encouraged to use their ideas and thoughts to create an art form and are accepted for their honest efforts, they develop pride in their accomplishments. As the students develop a more positive view of themselves and a feeling of success, their school accomplishments improve. Meeting Global Needs The concept of Hialeah Garden‘s AOAE grew out of an interest in providing an opportunity and level of support necessary to challenge, motivate, and empower our most talented arts and entertainment students to become future arts/entertainment leaders. Without the arts, there would be no memorable visuals or musical connection in television commercials, creative music videos, marketable radio and television jingles, or any need for stereo systems in our automobiles. Music, art, dance, and acting play a substantial role in the way the Hialeah Gardens culture markets itself, entertains society, and shares itself with the world. Students involved in the visual arts have the opportunities to shape tomorrow‘s future through the use of technology in the arts as well as through visual artistic performances in today‘s media industry. There are five strands in the AOAE. First year students must take the introductory course for the strand of their choice. Core courses in this academy can be found beginning on page 51.

AOAE


Academy of Arts and Entertainment Curriculum Choral, Dance, Instrumental Music, Visual Arts, Broadcasting, and Theater Strands Students enrolling in classes beyond Beginning Band 1 and Chorus 1 are expected to perform as part of a marching and/or concert-performing unit throughout the school year. After school rehearsals and co-curricular activities are required.

Required fee schedule for strands; student maintenance of uniforms is required. Choral Dance Instrumental

Music Theater/

Broadcasting Visual Arts

Uniform Maintenance ... $15.00 Chorus/Concert/ Vocal Fee ......... $4.00

Dance Fee ....... $4.00 Uniform Maintenance . $15.00 Instrument Rentals ............ $6.00 Band Fee ........ $4.00

Fee .............. $4.00 Art ................ $10.00 Photography $20.00 Computer Art . $7.00

There are six strands in this academy. Sample four year programs are shown below:

AOAE Grade 9 Grade 10 Grade 11 Grade 12

Required core courses


Algebra or higher Geometry or higher Algebra II or higher Pre-calculus or Other Mathematics Course




Science Elective or Other Elective

World History Elective American History American Government / Economics


Foreign Language or Other Elective



AOAE Strand Course 1




Performing Ensemble

Performing Ensemble

Performing Ensemble Performing Ensemble

*All classes are regular, Honors, IB or Advanced Placement

AOAE Strands 9

th Grade 10

th Grade 11

th Grade 12

th Grade

Music Performance Elective Band I or Chorus I or Music Theory I

Elective Band 2 or Chorus 2 or Music Theory II

Elective Band 3 or Chorus 3 or Music Theory III

Elective Band 4 or Chorus 4 or AP Music Theory

Dance Performance Dance Technique I

Ballet I

Dance Choreography / Performance I

Dance Choreography / Performance II

Drawing and Painting

Drawing and Painting I

Drawing and Painting II

Portfolio II

AP 2-D Design Portfolio

Photography Creative Photography 1

Creative Photography 2

Creative Photography 3

AP2-D Design Portfolio

Television Production

Television Production 1 Television Production 2




Theater Drama I Drama II Drama III Drama IV


The Academy of Arts and Entertainment courses are listed below.


NOTES

Choral

F30 130330001 Chorus 1 (Beginning) 9-12

F31 130331001 Chorus 2 (Treble) 10-12 Y

F32 130332001 Vocal Ensemble 1 9 Y

F33 130333001 Vocal Ensemble 1 10-12 Y After school practice required

F34 130334001 Vocal Ensemble 2 10-12 Y After school practice required

N14 130030001 Music Theory I 9-12 Y Audition

N15 130031001 Music Theory II Honors 10-12 Y Honors credit

F98 130032001 Music Theory III Honors 11-12 Y Honors credit

N17 130033001 AP Music Theory 10-12 Y Advanced Placement

Dance

F40 030031001/ Dance Technique I 9-12

F41 030030001 Ethnic Dance 9-12 Y

F42 030032002 Dance Techniques 2 10-12 Y

F43 Dance Techniques 3 10-12 Y

F46 030040001 Dance Repertory 1 10-12 Y

F47 030041001 Dance Repertory 2 10-12 Y

Instrumental Music

F52 130530001/ Eurhythmics 1/ 9-12 Y Band Dancers/Color guard; F53 130531001 Eurhythmics 2 audition required; practice

required

F55 130532001 Eurhythmics 3 10-12 Y

F50 130230001 Beginning Band 1 9-12 Musical instrument req.

F51 130231001 Band 2 9 Y Musical instrument req.



F59 130234001 Band 5 12 Y Musical instrument req; honors credit

F56 130250001 Jazz Ensemble 1 9 Y



N43 130253001 Jazz Ensemble 4 Honors 12 Y Honors credit

F90/F91 130242001/ 130243001

Instrumental Techniques1/ Instrumental Techniques 2

9-12 Y

F92 130244001 Instrumental Techniques 3 10-12 Y

F93 130245002 Instrumental Techniques 4 10-12 Y

F94 130240001 Orchestra 5 10-12 Y

F95 130241001 Orchestra 6 10-12 Y

Theater

F60 040031001 Drama 1 9-12

F61 040032001 Drama 2 10-12 Y

F62 040033001 Drama 3 11-12 Y

F63 040034001 Drama 4 Honors 12 Y Honors credit

Visual Arts

F80 010130001 Art/2D Comprehensive I/ 9-12 F81 010133001 Art/3-D Comprehensive I 9-12

F82 010131001 Art/2-D Comprehensive II 10-12 Y

F87 010432001 Drawing and Painting I 10-12 Y



NOTES

F88 010433001 Drawing and Painting II 11-12 Y

F89 010935001 AP Studio Art 2D Design Portfolio

11-12 Y Advanced Placement

Note: For F75 and F76 (Visual Technology I and II), you must own a point and shoot camera (not disposable). Creative Photography classes also have additional costs for film, paper, and other materials in addition to the yearly fee.

F75 010744001 Visual Technology 1/ 9-12 F76 010745001 Visual Technology II 9-12 Y

Television Production

F70 877211001 Television Production I 9-12

F71 877212001 Television Production II 10-12 Y

N73 877213001 Television Production III 11-12 Y


“Building bridges to the future.”

ACADEMY OF ENGINEERING (AOE)

The ability of the United States of America to maintain a technological advantage over its competitors around the world has always been based on highly qualified engineers and their innovations. Within the next fifteen years, the work force that maintains this industry will lose approximately 150,000 highly trained professionals. In addition, a reversal of educational needs has mandated a change in preparation for jobs that graduating high school students can obtain. In 1970, 20% of jobs were professional like doctors and lawyers, 15% were highly technical, and 65% were unskilled laborers. In 2005, 20% were still professional, but 15% were unskilled laborers while 65% were in technical positions. AOE will be contributing to the effort of preparing students for careers in computer, electrical, civil, mechanical, architectural, aeronautical, automotive, audio, biomedical, environmental, chemical, industrial, and communication engineering fields. It is the AOE‘s mission to prepare students to enter into one of the sixteen fields of engineering. Problem solving and technological proficiency will serve as the foundation for developing and presenting creative innovations. Students will receive comprehensive instruction to prepare them to take advantage of any post-graduate opportunities that present themselves. However, the projects, competitions, speakers, demonstrations, and course material will provide the skills for collegiate and career entry-level positions. The engineering field allows for the development of students with a variety of capabilities. Through industry relationships, AOE participants will be able to hone the drafting and design talents necessary to explain creative ideas, while also perfecting the hands-on development techniques needed to bring those ideas to fruition. Whether these students pursue four-year college degrees or use their talents to enter the workforce, the technical skills developed will increase their base salary, exponentially. The technical experience to design circuits and shape aerodynamic containers will propel our graduates to excel at tasks which most employers would find rigorous. The instruction and internships that further

enhance our student‘s abilities will provide them successful advancement in the years after graduation.

AOE


There are four strands in the academy. The four year programs are shown below: Academy of Engineering Curriculum

AOE Grade 9 Grade 10 Grade 11 Grade 12



Algebra or higher Geometry or higher

Algebra II or higher Pre-calculus or Other Mathematics Course





World History Elective American History American Government / Economics





Introduction to Engineering

Principles of Engineering

Digital Electronics AOE Strand Course 4

Academy of Engineering

Strands

9th

Grade 10th

Grade 11th

Grade 12th

Grade

Pathway to Engineering

TM

Intro to Engineering Design

Principles of Engineering

Digital Electronics Civil Engineering and Architecture (CEA)

Automotive Design Auto. Service Tech 1 - 870941001/ Auto. Service Tech 2 870942001

Auto. Service Tech 3 - 870943001/ Auto. Service Tech 4 – 870944001

Auto. Service Tech 5 870945001/ Auto. Service Tech 6 870946001

Auto. Service Tech 7 870947001/ Auto. Service Tech 8 870948001

Drafting Design Drafting 1 872501003/ Drafting 2 872502008

Drafting 3 872503003/ Drafting 4 872504003

Architectural Drafting 5 - 872545001/ Architectural Drafting 6 - 872546001

Architectural Drafting 7 - 872547001/ Architectural Drafting 8 - 872548001

Construction Design Construction Technology 1 860071001

Construction Technology 2 860072001

Construction Technology 3 860073001 (H)

Advanced Technology Applications 860190001 (H)


*Students will complete Internships during the summer of their junior year.


Overview The Academy of Education is designed to prepare students with knowledge and skills of effective teaching and teacher responsibilities in a variety of areas. The program uses technical classroom instruction and applied laboratory procedures to reinforce basic skills in English, Mathematics, and Science as well as preparation for instruction with students of diverse needs. This program also focuses on broad, transferable skills and stresses understanding and demonstration of the following elements of the public service industry; planning, management, finance, technical and production skills, underlying principles of technology, labor issues, community issues and health, safety and environmental issues. Teaching Education Component Students who choose a career in Teacher Education act as facilitators or coaches, using interactive discussions and ―hands-on‖ approaches to help students learn and apply concepts subjects such as science, mathematics, or English, while preparing children for the work world or college. Corporate Participation and Support Through the Academy of Education, colleges and universities partner with schools by providing training and workshops, guest speakers, information and mentoring to students. Curriculum Teaching Assistant, teacher aide, substitute teacher. Secondary Career Academy Development Timetable

Grade 9

Grade 10 Grade 11 Grade 12

English I

English II English III English IV



Biology or Chemistry Chemistry or Physics or Physical Science


World History Elective American History AmericanGovernment / Economics

9th Grade Transition Foreign Language or Other Elective



Teacher Assisting 1

Teacher Assisting 2

Teacher Assisting 3

Directed Study Internship

Elective Elective Elective Elective

AOED


Suggested Electives: Students can choose to enroll in computer, health science education, early childhood education, psychology, and business classes to enhance their marketability.

Internship Opportunities Student Organizations/Clubs Scholarships

Academy Internships

Cooperative Education

Job Shadowing

School-Based Enterprise

Service Learning

Dual Enrollment

Future Educators of America

Florida Department of Education Bright Futures Scholarship Programs

Florida Academic Scholars Award (FAS

Florida Medallion Scholars Award (FMS)

Florida Gold Seal Vocational Scholars Award (GSV)

PO S T S E C O N D A R Y O P T I O N S

Certification Programs Community College (A.A./A.S.)

or Proprietary Programs

Four-Year College and University Programs

Child Care Worker

Child Care Teacher Aide

Family Child Care Training

State of Florida Child Care Certifications

State of Florida Educator Certifications

Teacher Aide/Assistant

Owner/Operator Child Care Facility

Miami Dade College Early Childhood Programs

Broward Community College Programs

Lake City Community College Teacher Education Program

Education (Content Area Specialties)

Education (Elementary, Intermediate, Secondary)

Education Administration

Child Psychology

Child Psychiatry

Human Development and Childhood Studies

Miami Dade College Teacher Education Programs

Florida International University Teacher Education Programs

Florida Memorial University Teacher Education Programs

University of Florida Teacher Education Programs

University of Miami Teacher Education Programs


ACADEMY OF HOSPITALITY & TOURISM What is the Academy? The Academy of Hospitality and Tourism (AOHT) is committed to students graduating as ―Young Professionals‖ prepared for college and personal success during and beyond high school. Strands Students may choose from the following strands: Hospitality and Business Management Culinary Arts

Innovative Program Features Four year program beginning in the ninth grade College Prep Program Dual Enrollment Classes offered on campus (FREE College Credit) Member of the National Academy Foundation (NAF) Specialized curriculum designed for academic and industry/business success Internships DECA Marketing Club – www.deca.org Travel Destinations – Miami Seaquarium, Jungle Island, Everglades, Key West, College Tour to Orlando/St.

Augustine, New York, local colleges and universities, local industry business sites (Marriott, Miami International Airport)

Careers Almost every career can be found in the hospitality and tourism industry. Advertising/Public Relations Managers Attractions and Recreation Aviation Pilots and Flight Attendants Travel Consultants Beauty Salons/Spas/Health Clubs Entertainer Events/Meeting and Convention Planner Chef Product Promoters Hotel and Resorts Employees/Managers Security Accountants Attorneys Event Planners Interpreters/Translators Museum Directors Sports Managers and Public Relations Travel Consultants/Tour Guides Technology Specialists Cruise Sales and Directors Marketing Specialists Commercial Graphics/Photography Malls

Research your future at http://www.whatsnext4me.com www.khake.com/page61.html www.aoht.org http://aohtgardens.blogspot.com

AOHT

http://www.deca.org/

http://www.whatsnext4me.com/

http://www.khake.com/page61.html

http://www.aoht.org/

http://aohtgardens.blogspot.com/


Academy of Hospitality & Tourism Curriculum

AOHT Grade 9 Grade 10 Grade 11 Grade 12



Algebra or higher Geometry or higher Algebra II or higher Statistics or higher




Science elective




Introduction to Hospitality & Tourism Marketing

Destinations Geography

Computer Applications (Internship Preparation)

Marketing and Management

*All classes are regular, Honors, IB or Advanced Placement *Future strands are planned in the areas of sports marketing.

AOHT Strands Grade 9 Grade 10 Grade 11 Grade 12

Hospitality and Tourism

Introduction to Hospitality & Tourism 885011001

Destinations Geography 050040001

Computer Applications for Tourism 884514002

Marketing and Management (Honors) 884512003

Culinary Arts Culinary Arts 1 876301002

Culinary Arts 2 876302002



* This program is an Extended Foreign Language program where several courses are taught in Spanish or other applicable language.


ACADEMY OF INTERNATIONAL FINANCE

The U.S. Department of labor estimates a growth of 25% to 35% in the number of jobs needed in finance between now and the year 2016 – a growth they describe as much higher than average. However, they also point out that competition in this field will be keen. As a result, the Academy of International Finance (AOIF) can offer students the advantage needed to have a ―leg up on the competition.‖ Specifically, by focusing on the ―soft skills‖ in addition to the technical know-how needed for the job, the AOIF can provide students with a solid foundation for their post secondary aspirations. The AOIF will provide a small learning community where students will learn the technical and soft skills necessary for success in the industry while providing students with the team building, interpersonal, problem solving, and communication skills that will allow them to flourish against competitive forces. Hialeah Garden‘s AOIF will be distinctive in that it will have an international focus. As a gateway to the Americas, and with an emerging relationship with Asian countries, South Florida offers singular opportunities in the world of finance. Our AOIF will offer courses using a bilingual curriculum in order for our students to benefit from these advantages, helping our students become more marketable. The AOIF at Hialeah Gardens High School will consist of a ninth through twelfth grade curriculum with opportunities to partner with community colleges and universities, serving approximately 400 students in all four grades. The program will be aligned with relevant academic, employment, and workplace standards and will follow the NAF newly devised curriculum, supplemented by the aforementioned bilingual curriculum. Classes in Mandarin Chinese and Italian will be developed for future implementation.

Academy of International Finance Curriculum

AOIF Grade 9 Grade 10 Grade 11 Grade 12

Required core


Algebra or higher Geometry or higher Algebra II or higher Statistics or higher




Science elective



Foreign Language Foreign Language Fine Arts

Introduction to Information Technology

Accounting 1 Financial Operations

Personal Financial Planning

Academy of

Finance Strand Grade 9 Grade 10 Grade 11 Grade 12

Finance Finance and Business Technology 8815150

Accounting Applications I 8203310

Financial Operations (Honors) 8815110

Personal Financial Planning (Honors) 8815120

Students will complete Internships during the summer of their junior year.

AOIF


ACADEMY OF INFORMATION TECHNOLOGY (AOIT)

What is the Academy of Information Technology (AOIT)? The AOIT provides training that helps students understand computers and the telecommunications world. This training prepares them for fulfilling careers and allows students to become valuable employees in any field. The following are some

computer and business career opportunities: Computer Specialist, Computer Programmer, Multimedia Developer, Network Support Specialist, or Web Master. This academy is affiliated with the prestigious National Academy Foundation (www.naf.org). What can students learn in AOIT? The academy offers

Introduction to Information Technology –Teaches computer use for all careers. Learn how to use Microsoft Word, Excel, PowerPoint, Access, and Publisher for career, college, and personal use. Learn employability skills. Explore topics like Digital Photography, Digital Sound and Technology, Video Technology, Graphics and Animation, and Computer Trouble Shooting through IT2020 Computer Modules. You can select from 28 computer-related topics.

Web Design – Learn how to design awesome web sites using Dreamweaver.

Programming – Learn how to program using Visual Basic.NET.

Networking – Get certified with the possibility of earning an excellent salary right out of high school.

Internships – Earn money by applying skills learned in the program Why should YOU join AOIT? AOIT features

Field Trips

Hands-on projects

Four year scholarships (Pays up to 75% of your tuition and fees)

A four year course of study for computers

Training in basic and advanced computer skills

Specialized computer programs

State-of-the–art computer technology labs

Highly trained teaching staff

Summer Internships Important Note: “Go for the Gold! Get Scholarship Money!” The Florida Bright Futures Scholarship Program provides the Gold Seal Scholarship. This scholarship pays up to 75% of your tuition and mandatory fees and is renewable annually providing you maintain a certain grade point average. It is awarded to students enrolled full-time in a certificate or degree program at any state university, community college, area vocational center, or accredited private post-secondary vocational, technical, trade, or business school. You must take three business technology courses to qualify. Start planning NOW! There are four strands in this academy. First year students must enroll in Introduction to Information Technology.

AOIT


AOIT Curriculum All AOIT courses satisfy the practical arts requirements for graduation. Business computer classes will satisfy the graduation requirement for computer literacy. There is a $7.00 fee for all courses. The AOIT strands are shown below. Any general business course can be taken as an elective by students in another academy. Academic core courses can be found on page 51. The four year programs are shown below:

Academy of Information Technology courses listed below.

AOIT Grade 9 Grade 10 Grade 11 Grade 12


Algebra or higher

Geometry or higher

Algebra II or higher

Pre-calculus or higher




Science elective

American History

World History American Government / Economics

Internship**


Foreign Language

Foreign Language

Foreign Language

AOIT Strand Course 1






AOIT Strands Grade 9 Grade 10 Grade 11 Grade 12

Business Computer Programming

Game and Simulation Foundations 8208110

Game and Simulation Programming 8208330

Multi-User Game and Simulation 8208340

AP Computer Science

Networking Introduction to Information Technology 8207310

Networking 1 820702001



New Media Technology Introduction to Information Technology 8207310

New Media and Digital Imaging Fundamentals 8207410

Digital Video and Sound Fundamentals

Web Design 1


Students will complete Internships during the summer of their junior year.


Academy of Law Studies (AOLS) The Academy of Law Studies (AOLS) is ideal for students who plan to pursue a career in law. Future lawyers, paralegals, law enforcement officers, crime scene investigators and elected public officials will benefit from the many law related courses offered to AOLS students. AOLS students will study criminal law, juvenile justice, torts, family law, consumer protection and housing law, constitutional rights and liberties and international law. AOLS students may participate in mock trials, moot court and teen court and attend field trips to local courthouses and corrections facilities. During their senior year, AOLS students complete internships with local law firms or government agencies. By the time they graduate, AOLS students will have received sufficient knowledge and experience to make an informed choice about the content of their studies in college. If they choose to pursue law related course work in college, they will have an advantage over their peers and the benefit of a strong foundation of prior knowledge and thinking skills acquired during their studies at Hialeah Gardens High School.

Suggested Electives: The Science Department offers a course in Crime Scene Investigation which may be taken as an elective by AOLS students.

Grade 9

Grade 10 Grade 11 Grade 12

English I

English II English III English IV



Biology or Chemistry Chemistry or Physics or Physical Science


World History Elective American History AmericanGovernment / Economics

9th Grade Transition Foreign Language or Other Elective



Comprehensive Law Studies

Constitutional Law

Ethics/Court Systems and Process

International Law

Elective Elective Elective Law-Related Internship

AOLS


CORE COURSE DESCRIPTIONS Brief descriptions of the departments from which the core courses (English/Language Arts, Mathematics, Science, Social Studies) are derived are shown on the following pages. Other subject areas and programs that comprise the curriculum of Hialeah Gardens High School follow the core course descriptions. English/Language Arts Students will be placed in English classes on the basis of past performance and teacher recommendation. All Honors, Gifted, and Advanced Academic classes have entrance requirements based on prior grades, a writing sample, FCAT scores, and other criteria. Summer reading is required for all students (Honors, Gifted, and Advanced Academic students have assigned reading selections). Students may be placed in Intensive Reading classes or Intensive Reading Plus classes at all grade levels based on past FCAT test performance, teacher recommendation, and additional reading diagnostic tests. Students may also be placed in seventh period remediation classes, if necessary.

SEQ # FL CODE COURSE GR TCHR REC

NOTES

A01 100131001 English I 9

A04 100132001 H English I 9 Y Honors credit

A05 100132002 H English I Gifted 9 Gifted Status; honors credit

A06 100134001 English II 10 N

A09 100538001 H English II 10 Y Honors – IB

A10 100135002 H English II Gifted 10 N Gifted status; honors credit

A13 100137001 English III 11 N

A14 100138001 H English III 11 Y Honors credit

A16 100142001 AP English Lang & Comp 11 Y Advanced Placement*

A18 100140001 English IV 12 N

A19 100141001 H English IV 12 Y Honors credit

A20 100143002 AP English Lit & Comp Gifted 12 N Gifted status

A21 100143001 AP English Lit & Comp 12 Y Advanced Placement* *Summer work required prior to beginning of 2011-12 school year.


Mathematics Four years of mathematics are required for graduation for ninth through twelfth graders. Students will be placed in the correct mathematics class based on past performance and teacher recommendation.


NOTES

B01 120031001 Algebra 1 9 Y

B02 120034001 H Algebra 9 Y Honors credit

B04 120631001 Geometry 9-11 Y

B05 120982001 H Geometry 9-10 Y Honors credit

B06 120632002 H Geometry Gifted 9-10 Y Honors credit

B07 120033001 Algebra II 10-12 Y

B08 120034001 H Algebra II 9-12 Y Honors credit

B10 120234002 H Pre-Calculus 10-12 Y

B11 120234001 H Calculus 10-12 Y Honors credit

B12 120231001 AP Calculus AB 10-12 Y Advanced Placement

B13 120232001 AP Calculus BC 11-12 Y Advanced Placement

B14 129831001 Advanced Topics in Mathematics

9-12 Y

B15 120131001 H. Analysis of Functions

9-12 Y

B16 121030003 H Prob & Statistics 11-12 Y Honors credit

B17 121032001 AP Statistics 10-12 Y Advanced Placement

A17 120830001 SAT/ACT Prep 10-11 Y Pre-req: completion of Algebra II: SAT/ACT prep; seniors require dept head approval

Course Enrolled Academic Grade

FCAT Level Recommendation

Algebra 1

B,C or D A

Any level Level 4 or 5

Geometry Honors Geometry

Algebra 1 Honors

C or D A or B


Geometry Geometry Honors

Geometry

B, C or D A


Algebra 2 Algebra 2 Honors

Geometry Honors

C or D A or B


Algebra 2 Algebra 2 Honors

Geometry Gifted Honors

C or D A or B


Algebra 2 Algebra 2 Gifted Honors


Course Enrolled Academic Grade

FCAT Level Recommendation

Algebra 2 Honors

C or D A or B


Advanced Topics in Mathematics Or Honors Probability & Stats. Pre-Calculus Honors

Algebra 2 Gifted Honors

C or D A or B


Advanced Topics in Mathematics Or Honors Probability & Stats. Pre-Calculus Honors

Advanced Topics in Mathematics

C or D A or B


Honors Probability & Stats. Calculus Honors Or AP Statistics

Pre-Calculus Honors

C or D C A or B

Any level Level 3-5 Level 4 or 5

Honors Probability & Stats. Calculus Honors AP-Calculus AB Or AP Statistics

AP Calculus AB

Level 4 or 5

AP Calculus BC Or AP Statistics


Science At least three years of science are required for all graduates. Students will be placed in different levels of science courses based on teacher recommendation, mathematics and reading skills, and scores on standardized test. Note: An $8.00 fee is charged to all students to cover breakage of equipment. College-bound students are encouraged to take a fourth year of science.

SEQ # FL CODE Course Title Grade Requirements

C01 200131001 Earth/Space Science 09

C02 200132001 Earth/Space Science Honors 09 Teacher Recommendation

C03 200031001 Biology 9-10 Earth/Space Science

C04 200032001 Biology Honors 9-10 B or better in Earth/Space Science; Teacher recommendation

C06 200031001 AP Biology 11-12 A in Biology Honors; B or better in Chemistry Honors; Teacher recommendation

C07 200331001 Physical Science 10-12 Biology

C08 200334001 Chemistry 10-12 C or better in Algebra 1; C or better in Biology; Teacher recommendation

C09 200335001 Chemistry Honors 10-12 B or better in Algebra 1; B or better in Biology; Teacher recommendation

C10 200338001 Physics Honors 11-12 B or better in Algebra 2; B or better in Advanced Topics; Teacher recommendation

C11 200035001 Anatomy and Physiology 11-12 C or better in Chemistry ; C or better in Biology

C12 200036001 Anatomy and Physiology Honors

11-12 B or better in Chemistry; B in Biology; Teacher recommendation

C13 200248001 Forensics 11-12 B or better in Biology; B or better in Chemistry; A in Physical Science; Teacher recommendation

C14 200248001 Biology Technology 10-12 Teacher recommendation

C15 200250001 Marine Science 11-12 C or better in Chemistry; C or better in Biology

C16 200251001 Marine Science Honors 11-12 B or better in Chemistry; A in Biology; Teacher recommendation

C17 200134003 AP Environmental Science 10-12 B or better in Chemistry; A in Honors Biology; Teacher recommendation

C18 200244001 Integrated Science 11-12

C19 200337001 AP Chemistry 11-12 B in Chemistry Honors; Pre-Calculus; Teacher recommendation

C20 1700330SH H. Research 11-12 Science Research; Science Fair Prep.


Social Studies World History, American History, and Economics/American Government are required for graduation. Students who are college-bound are encouraged to take a fourth year of social studies. Several Advanced Academic electives are offered to students who enroll in a fourth year of social studies.


NOTES

D01 210931001 World History 9 N

D02 210932101 H World History 9 Y

D03 210942001 AP World History 9-12 Y Advanced Placement *

D04 210931002 AP World History Gifted 9 N Gifted status; Advanced Placement

D05 210031001 American History 11 N

D06 210032001 H American History 11 Y Honors credit

D07 210033001 AP American History 11 Y Advanced Placement

D08 210033002 AP American History Gifted 11 Y Advanced Placement

D15/ D26

210231001/ 210631001

Economics/ American Government

12 N

D16/ D25

210631001/ 210231001

American Government/ Economics

D17/ D28

210132001/ 210632001

H Economics/ H American Government

12 Y Honors credit

D18/ D27

210632001/ 210132001

H American Government/ H Economics

12 Y Honors credit

D19/ D29

210642001/ 210642001

AP Macroeconomics/ AP American Government

12 Y Advanced Placement

D90 210735001 AP Psychology 10-12 Y Advanced Placement* D91 210340001 AP Human Geography 10-12 Y Advanced Placement D92 210938001 AP European History 10-12 Y Advanced Placement *Summer work required prior to beginning of 2011-12 school year.

OTHER PROGRAMS

Foreign Languages and ESOL/Bilingual Program The objective of the Foreign Language Department is to provide courses for students who want to learn a foreign language or strengthen their native language. The department provides courses for students to meet the two-year requirement of a foreign language as required by the State University Systems.


NOTES

L20 070834001 Spanish I 9-12 Non-Spanish Speakers

L21 070835001 Spanish II 9-12 Non-Spanish Speakers

L22 070836001 Spanish III Honors 9-12 Y Non-Spanish Speakers; honors credit

L30 070930001 Spanish/Spanish Speakers I 9-12 Native Spanish Speakers

L31 070931001 Spanish/Spanish Speakers II 9-12 Native Spanish Speakers

L32 070932001 Spanish/Spanish Speakers III Honors

9-12 Y Native Spanish Speakers; honors credit

L36 070933001 Spanish/Spanish Speakers IV Honors

10-12 Y Native Spanish Speakers; honors credit

L35 070840001 AP Spanish Language 11-12 Y Advanced Placement

L27 070841001 AP Spanish Literature 11-12 Y Advanced Placement



NOTES

Chinese Language

L10 071030001 Chinese I 9-12

L11 071131001 Chinese II 9-12

L12 071132001 Chinese III 9-12 Y Honors Credit

L13 071133001 Chinese IV 9-12 Y Honors Credit

ESOL/Bilingual Program

Z01 1002380L1 ESOL I 9-12 Repeatable

Z02 1002380L2 ESOL II 9-12 Repeatable

Z03 1002380L3 ESOL III 9-12 Repeatable

Z04 1002380L4 ESOL IV 9-12 Repeatable

Z11 100230002 English I through ESOL 9 Required

Z12 100231002 English II through ESOL 10 Required

Z13 100232002 English III through ESOL 11 Required

Z14 100252002 English IV through ESOL 12 Required

Special Education Department Each student in the Special Education Program has an Individual Educational Plan (IEP) based on needs and abilities. This plan is developed after conferences with educators, psychologists, and parents. By following this plan, the special education teachers and counselors will help each student select the courses that fulfill the Special Education Student IEP. Reading classes are required at every grade level depending upon FCAT proficiency. Based on FCAT and other diagnostic tests, some students will be placed in Intensive Reading or Intensive Reading Plus.

SEQ FL CODE COURSE TITLE GRADE TCHR REC NOTES

VE Regular Diploma

S05 120031001 Algebra I 9 Y

S06 120630001 Informal Geometry 10-11 Y

S07 120631001 Geometry 10-12 Y

S49 120733001 Integrated Math III 10-12

VE Special Diploma

S15 791011001 English 9-12 9-12 Y

S16 791205001 Math 9-12 9-12 Y

S17 792001001 Science 9-12 9-12 Y

S18 792101001 Social Studies 9-12 9-12 Y

E19 796001001 Life Management & Transition 9-12 Y

S20 79801001 Career Preparation 9-12 Y

S19 791010001 Reading 9-12 9-12 Y

VE Special Diploma – Electives

S22 792133001 Career Education 9-12 9-12 Y Repeatable

S23 798008001 Family & Consumer Science 9-12 Y Repeatable

E25 798019004 Production Tech (Shop) 9-12 Y Repeatable

PMH – Special Diploma

E46 796101001 Academic Skills 9-12 1EX

E47 796102001 Communication Skills 9-12 1EX

E48 796104001 Leisure & Recreational Skills 9-12 1EX

E49 796103001 Personal & Home Living Skills 9-12 1EX

E50 796103001 Community & Social Skills 9-12 1EX

E51 798012002 Career Experiences 9-12 1EX



E52 798015001 Supported Competitive Employment 9-12 1EX

E22 791501001 Specially Designed PE 9-12 1EX Repeatable

E24 798008001 Family & Consumer Science 9-12 1EX Repeatable

Special Skills Courses

X95 796604001 Language Therapy 9-12

X96 796603001 Speech Therapy 9-12

X97 796304001 Skills for Deaf &Hard of Hearing 9-12

X98 796305001 Skills For the Visually Impaired 9-12

X99 796306001 Orientation & Mobility Skills 9-12

Waiver of Florida Comprehensive Assessment Test (FCAT)

Graduation Requirement for Students with Disabilities

Section 1003.428(8)(a) and 1003.43(11)(a), Florida Statutes (F.S), require that each district school board provide instruction to prepare students with disabilities to demonstrate proficiency in the skills and competencies necessary for successful grade-to-grade progression and high school graduation.

Section 1003.428(8)(b) and 1003.43(11)(b), F.S., provide for the waiver of the FCAT requirement for graduation with a standard diploma for certain students with disabilities who have met all other requirements for graduation with a standard diploma, except a passing score on the FCAT. In order for the FCAT graduation requirement to be waived, the individual educational plan (IEP) team may meet at any time after it has been determined that the student has failed to make a passing score in the grade 10 FCAT, after having taken the test at least twice, once in grade 10 and once in grade 11. The IEP team will meet to determine whether or not the FCAT can accurately measure the student‘s abilities, taking into consideration allowable accommodations.

Senate Bill 4 (signed into law under s.1008.22(3)(c)(6) and effective July 1, 2010) provided for consideration of special exemptions from participation in statewide assessment for disabled students due to extraordinary circumstances.

o Extraordinary circumstances are defined as ―events or conditions that prevent a student from demonstrating the mastery of skills that have been acquired and are measured by statewide assessments. The inability to demonstrate the mastery of skills is, in most cases, related to the recency of the circumstance in which the student has yet to acquire the skill and less to an existing/ongoing issue.‖

o A learning, emotional, behavioral, or significant cognitive disability or the receipt of services through the homebound or hospitalized program does not, in and of itself, constitute extraordinary circumstances.

o For additional information, see Technical Assistance Paper (2010-92), Statewide Assessment for Students with Disabilities, Section C, Special Exemption.

Executive Internship Program

This program allows students to gain professional experience and first-hand knowledge in the field they plan to study in college. The program pairs students with community/business/organization leaders who involve them in major issues and significant projects. High school juniors and seniors may apply for the Executive Internship Program provided they have the following qualifications: a scholastic average of B, a counselor recommendation, parental consent, and individual transportation. Upon acceptance into the program, placement is arranged based on the student‘s interest, abilities, and location within the community. Sponsors interview students to determine where they should be placed within the organization.


These courses require prior acceptance into the Executive Internship Programs and students earn Miami-Dade Honors Credit only.


NOTES

J31 170030011 Research 1 11-12 Y Application




Career Experience Opportunity (CEO) Career Experience Opportunities (CEO) is an integral part of the Secondary School Reform (SSR) Plan. The SSR is a roadmap for substantively altering the educational experience of all senior high school students in Miami-Dade County Public Schools (M-DCPS) to assure that future graduates have the skills that they will need to effectively compete in the new global workplace. CEO serves as an opportunity to engage business and community leaders to expand student learning through internships that connect to the students‘ course of study. High school students enrolled in a career academy have the opportunity to participate in an internship where they are exposed to an overview of the entire organization and acquire knowledge and skills in their particular career field. The ultimate goal of the CEO internship is to make high school relevant to students, provide them with real-life work experience, and prepare them to compete in the new global workplace. CEO interns can solidify their career interest, network with business contact, and make decisions that will help shape their future.

PHYSICAL EDUCATION/HEALTH LIFE MANAGEMENT Physical Education It is strongly recommended that students master some form of physical activity integrated with health, which they can continue to enjoy and benefit from for the rest of their lives. One credit of physical education, including a half-credit of personal fitness, is a graduation requirement. A student may also wish to participate in an extra-curricular program, which includes intramural and interscholastic competitions. Hall locks and physical education locks may be purchased for $3.50.


P01/ P04

150130001/ 150131001

Personal Fitness/ Fitness Lifestyle Design

10

P05/ P02

150243001/ 150130001

Individual & Dual Sports 3/ Personal Fitness

10

P03/ P08

150131001/ 150130001

Fitness Lifestyle Design/ Personal Fitness

10

P03/ P08

150130001/ 150243001

Personal Fitness/ Individual Dual Sports 3

10-12

P09/ P10

150340001/ 150341001

Beginning Aerobics/ Intermediate Aerobics

10-12

P11/ P12

150450001/ 150556001

Intermediate Aerobics / Advanced Aerobics

10-12

Vocational Programs

The Vocational department at Hialeah Gardens High School offers a wide variety of courses in the practical art and elective areas. These courses have been incorporated into all academies. Vocational courses allow students to explore various careers opportunities without making a major commitment to a more rigorous vocational


program. Problem solving is emphasized in all vocational courses. Students often find the hands-on work in the technology courses a welcome change in their school day. Vocational courses are helpful in many ways and should be considered by all students. All students will benefit from technology background in our technological world.

Shared School Hialeah Gardens High School students can enroll in an off-campus program at George T. Baker Aviation School. This program involves an application process and approval from George T. Baker. Hialeah Gardens students will be scheduled for George T. Baker aviation courses for periods 4-6. Florida Bright Futures credit is not applicable.


NOTES

J24, J25, J26

0000000001 George T. Baker Aviation School-3 Course Block

9-12 Y Acceptance by Baker Aviation

What programs are available? Aviation Mechanics Aviation Maintenance Electronic Technology Where is the school located?

3275 NW 42 Avenue Miami, Florida 33142 (305) 871-3143

What about transportation?

The Miami-Dade County Public Schools Department of Transportation provides transportation for students to Baker Aviation at NO charge. A student wishing to drive to Baker Aviation must complete an application for a parking permit, which must be signed by a home school official, the parent, and be approved by Baker Aviation.

Who is eligible to attend?

Students who are at least 16 years of age are eligible to attend; they must have a recommendation from the high school counselor. Students who have graduated or withdrawn from high school may enroll as adult students.

Will it cost me to attend?

There are no registration or tuition costs for high school students. In some classes, students must purchase workbooks and supplies.

How can I apply for admission?

Complete an application and deliver or mail to: 3275 NW 42

nd Avenue; Miami, FL 33142

(305) 871-3143 You must remember to place Baker Aviation on your subject selection worksheet.

Can high school credit be earned? Yes. Three elective credits are awarded when you satisfactorily complete one year of classes. After completing a program, will I receive help in finding a job?

The school assists students and graduates in securing full and part-time employment. The job placement office located on campus is available to all students. For additional information the George T. Baker staff at (305) 871-3143.

65

APPENDICES

66

APPENDIX A: Tear Out Page

HIALEAH GARDENS HIGH SCHOOL Guidelines for Honors, and/or Advanced Placement Courses

2010 – 2011 School Year Rigorous coursework not only challenges students academically, but also affords more avenues for opportunities towards reaching their post secondary aspirations. That‘s why we, at Hialeah Gardens High, support student, parent, and teacher requests and recommendations for more challenging coursework. However, it is important that students commit to remaining in the honors, and/or AP course(s) they have selected for the entire school year. The principal will only consider requests to be scheduled out of an advanced level course after the first grading period. Student and parent requests to be removed from an honors and/or AP course(s) must be discussed directly with the current teacher of the course. Afterwards, the course teacher will determine if the student is unable to meet the demands of the honors, and/or AP course. Afterward, the course teacher will forward a recommendation to the principal for approval.

Student/Parent Request for Placement Honors, and/or Advanced Placement Courses

We have read the above guidelines and are fully aware of the academic demands and commitment required for upper level courses. We request that the student listed below be allowed to register for the following honors, and/or Advanced Placement course(s). We also realize that once a student enrolls in the course(s) listed below, he/she will be expected to remain in the course(s) for the entire school year. It is also the responsibility of each potential AP student to seek prerequisite course information for summer study.

(PRINT)Student Name: ______________ Student ID#: ___________ Student Grade: ____

______________________________ ______________________________ Student’s Signature Parent’s Signature & telephone number

(Indicate your choice with a check mark)

Honors A.P. Course Title Teacher Approval

______ _____ _____________________________________________________

______ _____ _____________________________________________________

______ _____ _____________________________________________________

______ _____ _____________________________________________________

______ _____ _____________________________________________________

______ _____ _____________________________________________________

Please return this form with your subject selection sheet to your school counselor when selecting classes.

67

APPENDIX A: Tear Out Page

HIALEAH GARDENS HIGH SCHOOL Directiva referente a Honores (Honors), o cursos AP

Año Escolar 2010-2011

Un riguroso esfuerzo académico conducirá a los estudiantes no sólo al éxito durante el presente año escolar, sino que también dará apertura a nuevas vías para alcanzar sus aspiraciones post-secundarias. Por eso, en la escuela Hialeah Gardens estamos consagrados apoyar los servicios brindados al respecto tanto por los padres como por los profesores. Es sumamente importante que los estudiantes se comprometan a permanecer en los cursos de Honores, o Avanzados durante todo el curso escolar. La administración de la escuela sólo tendrá en cuenta las solicitudes de cambio de un curso avanzado después del primer período de evaluación. Los estudiantes y padres que soliciten un cambio de los cursos de Honores o Avanzados, deberán discutir previamente las repercusiones de lo solicitado con el profesor del curso, el Jefe del Departamento, y el Consejero de su hijo(a). El equipo mencionado determinará si el estudiante deberá ser cambiado de las clases de Honores, o del curso de AP, dando por escrito su recomendación al Director para su aprobación final.

Solicitud de Estudiantes/Padres para matricularse en los Cursos de Honores, y Avanzados

Nosotros hemos leído detenidamente las reglas adjuntas y tenemos pleno conocimiento de los requisitos académicos y del compromiso adquirido al tomar cursos de nivel superior. Solicitamos que el estudiante que figura a continuación sea matriculado en el(los) curso(s) indicado(s) como Honores, o Avanzados (AP). Además, entendemos que el estudiante permanecerá en las clases indicados a continuación durante todo el curso escolar.

Nombre del Estudiante: ___________________ ID# del Estudiante Grado: _______

Firma del Estudiante Firma y número telefónico del Padre

(Marcar con una X su selección)

Honors AP Nombre del Curso Aprobación del Maestro

______ _____ _____________________________________________________

______ _____ _____________________________________________________

______ _____ _____________________________________________________

______ _____ _____________________________________________________

______ _____ _____________________________________________________

______ _____ _____________________________________________________

Por favor, devuelva a su Consejero este documento junto con su tarjeta de selección de matrícula el día que se matricule.

68

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 of 1964, as amended - prohibits discrimination in employment on the basis of

race, color, religion, gender, or national origin, for programs or activities receiving Federal financial assistance from

the Department of Education.

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.

Hialeah Gardenss 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 1993 (FMLA) - requires covered employers 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 medical 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 6Gx13-4A-1.01, 6Gx13-4A-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

205.07 (Florida Statutes), which stipulate categorical preferences for employment.

hialeah gardens high school curriculum bulletin 2011-12

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