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Richardson High Schoolthe Arts, LAw And sciences MAgnet

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Application Checklist

Thank you for your interest in the RHS Arts, Law and Sciences Magnet, where you can sharpen and accelerate the pursuit

of professional goals and skills. RHS currently showcases ten magnet programs: Communications, Culinary Arts, Theatre Arts,

Technical Theatre, Studio Arts, Photography, Law, Science, Computer Science and Robotics. The application and selection

process is uniquely designed for each magnet strand but focuses on three vital areas: Ç readiness—determined via grades and standardized test scores, Ç commitment and work ethic—demonstrated through attendance and citizenship on the report card scores or campus

disciplinary actions; and Ç passion and potential—observed in the interview, audition and/or writing sample.

Obtain an application from your RISD junior high Guidance Office or on the RHS website.

PrerequisitesPrerequisites for submitting an application include established grades; however, grades are parameters subject to change, depending on the applicant pool and space availability. Students enrolled in specified PreAP classes may add five points to reach the minimum grade prerequisite(s).

Ç Magnet applicants should be passing all their classes and have a minimum combined 80 average in English, math, science and social studies.

Ç Additional prerequisites vary by magnet strand.

Completed Applications are due February 1, 2019, and must include the following: ·General Application—completed and signed by the student and parent/guardian. You must also indicate your choice of magnet programs: Communications, Culinary Arts, Theatre Arts, Technical Theatre, Studio Arts, Photography, Law, Science, Computer Science and Robotics. You may only apply for one magnet strand unless applying for Science. If you apply for two, ONE of them must be the Science Magnet.

·Policy and Guidelines for RHS Magnet Students—signed by student and parent/guardian.

·Magnet Program Application(s)—specific to the student's choice of magnet programs, along with any individual

requirements outlined.

Return the completed application packet to your current RISD school counselor on or before February 1, 2019. Those

students not currently enrolled in an RISD school must attach additional documents, as outlined on the General

Application, and submit their application packet directly to the RHS Magnet Office.

· Interviews are required for each magnet choice. Please call 469-593-3038 between January 30 and February 8

for available interview times.

After student acceptance into the magnet program, the RHS Magnet Counselor will contact students regarding their course

schedule for the next school year.

Please keep this sheet for your records.

The Richardson Independent School District (RISD) maintains a strict policy of equal opportunity and nondiscrimination in all programs and services offered by the district. No person will be subjected to unlawful discrimination on the basis of any legally protected characteristic. No qualified person with a disability shall, on the basis of such disability, be excluded from participation, be denied the benefits of, or otherwise be subjected to discrimination under any program or activity sponsored by this school district unless specifically authorized by Section 504 of the Rehabilitation Act of 1973 and implementing regulations. RISD does not discriminate on the basis of disability by denying access to the benefits of District services, programs, or activities. RHS refers to a student’'s IEP or Section 504 IAP to make any prescribed accommodations, as appropriate, in the interview process or criteria. used

EACH MAGNET CHOICE REQUIRES AN INTERVIEW. IF THE STUDENT OR PARENT FAILS TO CALL 469-593-3038 FOR AN INTERVIEW TIME/DATE, WE WILL NOT BE ABLE TO PROCESS YOUR APPLICATION.

ALL APPLICATIONS ARE DUE FEB. 1 , 2019

If you are enrolled in the RISD, you must submit your application to your junior high counseling office.If you do not attend an RISD school, submit the application directly to the RHS Magnet Office.

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Guidelines

Equal OppOrtunity and nOndiscriminatiOn

The RISD maintains a strict policy of equal opportunity and non-discrimination in all programs and services offered by the district. No person will be subjected to unlawful discrimination on the ba-sis of any legally protected characteristic. No qualified person with a disability shall, on the basis of such disability, be excluded from participation, be denied the benefits of, or otherwise be subjected to discrimination under any program or activity sponsored by this school district unless specifically authorized by Section 504 of the Rehabilitation Act of 1973 and implementing regulations. RISD does not discriminate on the basis of disability by denying access to the benefits of District services, programs, or activities. RHS refers to a student’'s IEP or Section 504 IAP to make any prescribed accommodations, as appropriate, in the interview process or criteria.

placEmEnts and cOntinuEd EnrOllmEnt

Volunteer magnet students are those students attending a magnet school who live outside the magnet school’s attendance boundary; whereas, neighborhood students live inside the school’s attendance boundary.

All RHS magnet students, volunteer and neighborhood, are selected through a competitive application and review process to identify prerequisite criteria of

· •Student experience and sense of responsibility, through prior courses taken and subsequent academic success and behav-ior; along with · •Student skill, individuality and potential through performance reviews such as essay writing, auditions, portfolio reviews or interviews. · RHS refers to a student's IEP or Section 504 IAP to make any prescribed accommodations in the the application process or within criteria used, as appropriate.

Space is limited in each magnet program. Students accepted, therefore, are expected to remain committed, passionate and maturing in the program they have chosen as a way of honor-ing the opportunity provided to them. Students must, therefore, meet the Academic, Attendance and Behavior Expectations outlined below.

Students who drop out of or are removed from any magnet program at RHS must complete and have a transfer request approved if they are a magnet volunteer and want to remain enrolled at RHS. If the transfer is not approved, students must return to their neighborhood school.

acadEmic ExpEctatiOns

· •Magnet students should maintain a minimum average of 80 for each semester in each of their magnet classes and should have a minimum combined average of 80 in their English, math, science and social studies classes. ·Quality points for Pre-AP and AP classes may be used to meet these grade requirements.

· Students who do not achieve the required grades, as listed above, will be placed on probation. · If a student on probation does not achieve the minimum grade requirements for the following semester, they will be removed from the magnet program.

attEndancE ExpEctatiOns

· •State law requires students to be in attendance 90% of the days the class is offered to receive credit for course. Students with extenuating circumstances may appeal their absences in writing to their assistant principal. · Students who lose credit due to excessive absences will be placed on probation. · If these students do not meet minimum attendance expecta-tions the following semester, they will be removed from the magnet program.

BEhaviOr ExpEctatiOns

· •Magnet students are expected to behave in a manner that does not result in suspension (Remember-excessive tardies can result in suspension). · The first suspension will result in the student being placed on probation. · A second suspension will result in removal from the magnet program. · Students who are sent to Christa McAuliffe Learning Center, or who are assigned three or more days of Out of School Suspension will be removed from their magnet program. · Students who engage in dishonest academic behavior (cheating, plagiarism, etc) will be removed from the magnet.

uil Elig iBility

· Students will have one opportunity to establish complete eligibility in the Magnet High School, as follows: · •Eighth grade students who enroll in the Magnet High School prior to attending the ninth grade in their home school. · Students new to RISD who enroll in the Magnet High School prior to attending their home school.

transpOrtatiOn:Students enrolling in the Magnet High School, and residing more than 2 miles from RHS will have transportation provided from and to an elementary school near their home.

parEnt-studEnt-schOOl cOmmunicatiOns and suppOrt

· •Students are strongly encouraged to communicate with their teachers about grades, assignments, attendance, and other program expectations. · Parents are encouraged to be aware of your student’s grades and attendance through communications with the teachers and your child.

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This section is to be completed by the current RISD school counselor.

Ho

me S

cH

oo

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PLACE LABEL HEREWest & Westwood Only

Has the student had any disci-plinary or attendance problems this academic year?

YES / NO

Is the student identified for any Special Programs? YES / NO

if yEs, circlE clEarly:

504

Sp.Ed.

Other (Please describe)

The Richardson Independent School District (RISD) maintains a strict policy of equal opportunity and nondiscrimination in all programs and services offered by the district. No person will be sub-jected to unlawful discrimination on the basis of any legally protected characteristic. No qualified person with a disability shall, on the basis of such disability, be excluded from participation, be denied the benefits of, or otherwise be subjected to discrimination under any program or activity sponsored by this school district unless specifically authorized by Section 504 of the Rehabilitation Act of 1973 and implementing regulations. RISD does not discriminate on the basis of disability by denying access to the benefits of District services, programs, or activities. RHS refers to a student’'s IEP or Section 504 IAP to make any prescribed accommodations, as appropriate, in the interview process or criteria.

General ApplicationStu

dent

& P

are

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Info

last namE first namE mi id numBEr

fathEr/ guardian/s last namE first namE phOnE

mOthEr/ guardian/s last namE first namE phOnE

currEnt schOOl nEighBOrhOOd schOOl gradE Are you enrolled in an RISD school?

YES / NO

Resi

dency

/Aca

dem

ic Info

Private school applicants submit a copy of your proof of residence along with your application.

strEEt nO strEEt namE apt # city Zip

75Is the student identi-fied for any special programs?

YES / NOIf YES, circle clearly. Please provide your Individualized Education Plan, Individualized Accommodation Plan, or Individual Services Plan if your child does not have a plan through RISD.

504 attach 504 IAP Special Ed attach IEP Other please list:

Those not enrolled in an RISD school must also attach a current report card/transcript, along with the most recent standardized test scores.

Magnet

Choic

e This section must be completed, along with the application for the magnet choice you make. You may choose only one area of study. Exception: If you choose science, you may choose one other area of study.

circlE yOur chOicE(s)

Communications

Culinary Arts

Theatre Arts

Technical Theatre

Studio Art

Photography Law

Science

Robotics

Computer Science

Com

mitm

ent

We understand that satisfactory progress, regular atten-dance and good citizenship are mandatory for continued study at the Arts, Law and Science Magnet. We further understand that our signatures make this a binding trans-fer following acceptance. All students must reside within RISD boundaries.

studEnt s ignaturE datE

parEnt/guard ian signaturE datE

Email addrEss

@

EACH MAGNET CHOICE REQUIRES AN INTERVIEW. IF THE STUDENT OR PARENT FAILS TO CALL 469-593-3038 FOR AN INTER-VIEW TIME/DATE, WE WILL NOT BE ABLE TO PROCESS YOUR APPLICATION.

APPLICATIONS DUEFEB. 1 , 2019

ALL APPLICATIONS ARE DUE FEB. 1 , 2019Submit your application to your junior high counseling office.

If you do not attend an RISD school, submit the application directly to the RHS Magnet Office.

datE apprOvEd datE disapprOvEd

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Signed Guidelines

Equal OppOrtunity and nOndiscriminatiOn

The RISD maintains a strict policy of equal opportunity and non-discrimination in all programs and services offered by the district. No person will be subjected to unlawful discrimination on the basis of any legally protected characteristic. No qualified person with a disability shall, on the basis of such disability, be excluded from participation, be denied the benefits of, or otherwise be subjected to discrimination under any program or activity sponsored by this school district unless specifically authorized by Section 504 of the Rehabilitation Act of 1973 and implementing regulations. RISD does not discriminate on the basis of disability by denying access to the benefits of District services, programs, or activities. RHS refers to a student’'s IEP or Section 504 IAP to make any prescribed accommo-dations, as appropriate, in the interview process or criteria.

placEmEnts and cOntinuEd EnrOllmEnt

Volunteer magnet students are those students attending a magnet school who live outside the magnet school’s attendance boundary; whereas, neighborhood students live inside the school’s attendance boundary.

All RHS magnet students, volunteer and neighborhood, are se-lected through a competitive application and review process to identify prerequisite criteria of

Ç •Student experience and sense of responsibility, through prior courses taken and subsequent academic success and behavior; along with Ç •Student skill, individuality and potential through performance reviews such as essay writing, auditions, portfolio reviews or interviews. Ç RHS refers to a student's IEP or Section 504 IAP to make any prescribed accommodations in the the application process or

within criteria used, as appropriate.

Space is limited in each magnet program. Students accepted, therefore, are expected to remain committed, passionate and ma-turing in the program they have chosen as a way of honoring the opportunity provided to them. Students must, therefore, meet the Academic, Attendance and Behavior Expectations outlined below.

Students who drop out of or are removed from any magnet program at RHS must complete and have a transfer request approved if they are a magnet volunteer and want to re-main enrolled at RHS. If the transfer is not approved, stu-dents must return to their neighborhood school.

acadEmic ExpEctatiOns

Ç •Magnet students should maintain a minimum average of 80 for each semester in each of their magnet classes and should have a minimum combined average of 80 in their English, math, science and social studies classes. Ç Quality points for Pre-AP and AP classes may be used to meet these grade requirements.

Ç Students who do not achieve the required grades, as listed above, will be placed on probation. Ç If a student on probation does not achieve the minimum grade requirements for the following semester, they will be removed

from the magnet program.

attEndancE ExpEctatiOns

Ç •State law requires students to be in attendance 90% of the days the class is offered to receive credit for course. Students with extenuating circumstances may appeal their absences in writing to their assistant principal. Ç Students who lose credit due to excessive absences will be placed on probation. Ç If these students do not meet minimum attendance expectations the following semester, they will be removed from the magnet

program.

BEhaviOr ExpEctatiOns

Ç •Magnet students are expected to behave in a manner that does not result in suspension (Remember-excessive tardies can result in suspension). Ç The first suspension will result in the student being placed on probation. Ç A second suspension will result in removal from the magnet program. Ç Students who are sent to Christa McAuliffe Learning Center, or who are assigned three or more days of Out of School Suspension will be removed from their magnet program. Ç Students who engage in dishonest academic behavior (cheating, plagiarism, etc.) will be removed from the magnet.

uil Elig iBility

Ç Students will have one opportunity to establish complete eligibility in the Magnet High School, as follows: Ç •Eighth grade students who enroll in the Magnet High School prior to attending the ninth grade in their home school. Ç Students new to RISD who enroll in the Magnet High School prior to attending their home school.

transpOrtatiOn

Students enrolling in the Magnet High School, and residing more than 2 miles from RHS will have transportation provided from and to an elementary school near their home.

parEnt-studEnt-schOOl cOmmunicatiOns and suppOrt

Ç •Students are strongly encouraged to communicate with their teachers about grades, assignments, attendance, and other program expectations. Ç Parents are encouraged to be aware of your student’s grades and attendance through communications with the teachers and your child.

READ, SIGN AND RETURN THIS SHEET WITH THE GENERAL APPLICATION.

Sig

natu

res

in

Agre

em

ent I have read, do understand and willingly

comply with the above Guidelines for Arts, Law and Science Magnet Students at Richardson High School.

studEnt s ignaturE datE

parEnt/guard ian signaturE datE

s t u d E n t n a m E

i d n u m B E r g r a d E a g E d at E O f B i r t h

J r h i g h p h O n E

c i t y , s t a t E , Z i p

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St u d e n t n a m e

I d n u m b e r G r a d e a G e d at e o f b I r t h

J r h I G h P h o n e

C I t y , S t a t e , Z I P

Return this sheet with the General Application

Continued on the back or 2nd page

Communications

Purpose To focus on the reading, writing, speaking and technical skills for today's mass media.

Courses Audio/Video Production, Digital Media, Advanced Audio/Video Production, and Practicum in A/V Production

Prerequisites

·Passing all classes with a minimum combined average of 80 in English, math, science and social studies

·80 or above in English and social studies

Grades are guides and are subject to change depending on the applicant pool and space availability. Students enrolled in specified Pre-AP classes may add five points to reach the minimum grade guidelines.

Required Application

Process

1. Answer the two questions on the back or continuing page in one-to-two paragraphs and submit with the

General Application.

2. You must also write a television or radio script; a sample is provided below. Your script is mandatory and must

be submitted with the General Application.

3. Interview is required on February 9. A parent or student applicant must call 469-593-3038 for available times.

Optional In addition to the written script, students may submit a video of original work (maximum five minutes).

***It is YOUR responsibility to call the magnet office for an interview appointment time.***

SAMPLE RADIO ANNOUNCMENT

City of Richardson Lifeguard Invitation

(Sound in: Upbeat light piano or ukulele music) (SFX: Fade in poolside chatter) (SFX: Fade out pool side chatter) Announcer: This summer will be hot and long, so come hang out by the pool all day long! (SFX: Splash of water). The city of Richardson is looking for your help to keep their pools safe! (SFX: Lifeguard whistle blows) Richardson ISO is looking for responsible and eager high school students to come work as lifeguards at one of their 5 locations. You guys will work reasonable hours and will get paid to save lives' (SFX: Cash register noise) So, come on down to Richardson City Hall, and pick up an application to become a Richardson city lifeguard. Don't miss out on having a

great first job experience and diving into an awesome summer' (SFX: Wading water) (SFX: Fade out child laughter at pool)

SAMPLE VIDEO

Audio Video

<Fade in children and parents chattering at the pool> Fade in from black

It's hard to have an awesome summer with no money and nothing to do.

Pan of teen walking along the edge of a pool speaking to the camera with kids playing in the pool (LS).

Sitting on the couch doing nothing all clay, and having no where to go?

Static shot of same girl and location (LS). Cut to kid sitting on couch surrounded by junk food looking up and nodding vigorously in B&W (LS).

Well! say no more! Cut back to static shot of girl (MS).

<Fade in upbeat pop music; song low in the background> The City of Richardson is looking for teens like you and me to come out and save lives as a Richardson City lifeguard!

Cut to B-roll of kids playing in the pool and lifeguards standing around and helping kids and talking to parents.

You'll work great hours and have all the fun in the world, making friends and having a splash keeping all the little kids safe in the pool!

B-roll of lifeguards laughing with friends and playing with the little kids and helping them out.

And the Best part about it?Cut to girl (MLS). Cut back to kid on the couch looking interested and nodding head vigorously (MS).

You get paid to have all this fun! So, come down to Richardson City Hall to pick up an application! Cut to girl at pool (MS). Cut to kid on the couch hurriedly getting

off of couch to go sign up (LS).And splash some excitement into your summer!

<Fade out upbeat pop music> Cut to girl at pool (LS). Show text with website.

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Why do you want to be in the Richardson High School Communications Magnet?

What makes you a good candidate for the Communications Magnet program?

Communications Cont.

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PurposeTo gain hands-on experience while learning food safety, food preparation, catering and restaurant management to meet the growing demand of the booming hospitality industry.

Courses Intro to Culinary Arts, Culinary Arts and Practicum in Culinary Arts 1 & 2

Prerequisites


·80 or above in English



Process

1. Complete the 8 questions below and on back, in the space provided, then submit with the General Application.



Why do you want to be in the Culinary Arts Magnet?

Do you prefer working in a group or alone and why?

How many times a week do you cook at home?

Culinary Arts

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Culinary Arts Cont.Describe your organizational skills?

Describe what would make you a good Culinary Arts student?

Are you willing to make a 3–4 year commitment to the Culinary Arts program?

Do you have any food allergies?

What is your current career goal?

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PurposeTo foster the skills needed by professionals in theatre arts by providing the freedom to develop creative abilities, uniquely including acting, directing and writing.

Courses Stage Combat, Theatre Directing, Theatre Production and Theatre Arts

Prerequisites


·80 or above in English



Process

1. Complete the profile questions in the space provided below and submit this form with the General Application.2. On a separate sheet of paper, answer the following questions in detail and in complete paragraphs. Attach

the separate sheet to your General Application.a. Please explain why you would like to be a part of the Theatre Arts Magnet at Richardson Hig h School.b. Who or what experience first provoked your interest in theatre?c. What do you wish to do with your background and training in theatre?d. Who is the most influential person in your junior hig h school career and why?

3. Select one of the monologues provided on the back or page 2. Audition and interview are required on February 16. A parent or student applicant must call 469-593-3038 for available times.

Optional Attach a resume of your experience


Profile

Questions

Do you sing? Yes No If yes: Soprano Alto Tenor Base

Do you dance? Yes No

List any acting, singing, dance experience you have had, or attach a Resume.

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Continued on the next or 3rd page

Theatre Arts Cont.

Monologues for Girls Monologues for Boys

THE DAY MY BROTHER LEFT by Sarah Macintosh

OCTAVIA: “Why? There are so many other options! Why did you pick the school that is half-way across the country?” He didn’t answer. When summer was almost over and the time had come for him to leave, I couldn’t handle it. He was standing at the door, all packed and ready to go. I watched him as he said goodbye to my mom and dad. I was so overwhelmed that I just zoned out. Then, it was my turn to say goodbye. When he approached me, I looked up to see puddles of tears forming in his eyes. He reached out to me and I hugged him, trying desperately to keep it together. I never wanted to let go. I wanted time to stop. Then, my father tapped me on the shoulder and said, “Tom has to go. He is going to miss his flight.” I slowly took my arms away. I watched as he walked to the door and gave me one last wave. As the door shut behind him, crazy thoughts swirled in my head. What if he forgets all about me? All those memories… swoosh! Out the door they go. I covered my face and I cried. I cried harder than I have ever cried before.

IF I WERE HIM by McKenna Smith

JOHN: Imagine walking down a dark alley-way lined with brick buildings, garbage and junk. Then, at the end, a light turns on, flickering. Under that is a man dressed in old clothes with holes, no socks or shoes. He’s sitting on a grocery bag. He has a beard and scratches on his face, bruises too. He’s crying. He has a dog with scraggly fur and only three legs. I walk to him. He waves at me but with only three fingers. He smiles with black teeth. I ask about the scars. He says it was a cat. I ask why he is not on the street asking for money. He answers that he doesn’t want money from people. I slowly take a green twenty-dollar bill out of my pocket, my week’s pay. I tell him that he is the only person on the street that I’ll give money to. Then the light starts to flicker again and the man crawls back into his box. The light turns off. I think what my life would be like if I was him. As I walk away, I think about how this man had changed my life.

I CAN'T STOP by Ayomide Angelee

DARIA: I hadn’t been out there very long when they got me. Some kids are out there forever. They learn how to survive. I didn’t. They gave me a choice. Come here to the Happy Rancher or go to jail. Sarge even came down to visit with me. He told me about this place and, despite the stupid name, it sounded kinda cool. He did something most people never do for me. He asked me what I wanted. He really wanted to know what he could do to help me. I just broke down and cried. It seemed like I cried forever. I’d finally found someone who actually cared about me. (beat) Oh, man, what am I saying? You must think I’m a total dork. Real sob story, huh? That’s me. Sad and pathetic. I have been most of my life, until now. I finally had something good but then I went and destroyed it. I’ve ruined everything with Sarge. How could I be so stupid?! Why do I always do this? Why do I always mess things up? I should have listened to you. You’ve got a good head. Adults always like you. Me? I get them to hate me. Get ’em so worked up they want nothing more than to have me gone. You gotta admit, I do it well. (beat) I’m sure you’ve got better things to do than to listen to me. I wanna be alone anyway, okay? Please. Go. Get far away. Like everyone else.

I DON'T NEED THERAPY by Aamira Waheed

I don’t see why I’m here. I’m not the one who needs a therapist. Yes, I’m stressed out, and maybe I’ve been a little emotional lately. You would be too, if you lived at my house. All they do is argue. Doesn’t matter if it’s a big thing or a small thing. I mean, the other day, they argued about how to cut the toast. Mom had cut it straight across and dad said it should go on the diagonal. Then my mom said that she wasn’t his mother and it was time to cut the apron strings. Whatever that means. When they realized I was in the kitchen, my mom flashed me her fake smile and passed me a plate of toast. I said I wasn’t hungry. Next thing, she’ll think I’m anorexic. So what if I stay in my room? It’s peaceful there with my earbuds in. Music makes me happy. I’ve been thinking about learning to play an instrument. I made the mistake of mentioning this to my parents. Right away, dad offered to get out his old trumpet. Mom said that he should shut up and let me decide. Then dad told mom that she didn’t have to be such a witch about it. I said I was finished with dinner and asked to be excused. (pause) They weren’t always like this. I mean, they used to be in love. If you ask me, they are the ones who need therapy. I mean, am I missing something here?

GRIM REALITY by Becca Louise-Dreyfuss

BEATRICE: My name is Beatrice. I am 13 years old and I live in this hospital. When I was 10, I was diagnosed with brain cancer and I’ve been here ever since. When you are waking up, going to school, attending parties, hanging out with your friends, I’m stuck here in this room with white walls, a white floor, and white ceiling. While you are out experiencing life, I lie in this hospital bed. I try not to think about it too much ‘cause if I do, my head hurts, a lot. I have a window in my room. This man comes down the outside of the building every week to wash it. I look out the window when I’m bored, which is all the time. The hospital is right next to a middle school and I can see kids my age talking, playing sports, and eating pizza for lunch. I’d give anything to trade bodies with them. No one would want to be me, though. Sometimes, when I see the nurses running by with patients on gurneys, or when I hear heart monitors making that long beeping sound, I wonder if that will happen to me. If my brain fails, will I even know it? I often wonder how long I have left. My mom says everything will be okay, but I overheard my dad saying to her that it won’t. It’s not really as sad as it sounds. My sister is my very best friend. When she is with me, I feel less alone, more normal. I’d give anything just to be a regular kid.

NO BURIAL by Sarah Krill

I used to come here a lot. Maybe it was guilt. Or depression. Or just habit. You know he’s not buried here, right? It’s just an empty grave. Kind of ironic that they etched a mountain on his headstone. That’s where he’s actually buried. Well, not really buried. They never told us, but I watched this movie about Mt. Everest, and apparently, when people die up there, they just leave the bodies. Yes, I’m serious. There’s no way to get them off there. It’s too dangerous. After I saw that, I kept picturing him in my imagination, frozen. Tiny icicles hanging from his eyebrows and beard. In my mind, his eyes are open and he is reaching out. Stuck like that forever. Or at least until he’s buried beneath a snow drift. For a long time, I had dreams…well nightmares that he is somehow still alive up there and no one can find him. I worry that his soul is not at rest. My mom told me that she had begged him not to go. He had small children, she said. It was irresponsible. But my dad was an explorer, a conqueror. I don’t remember him much, but I can see it in his eyes when I look at pictures of him. He almost made it to the top. (Pause.) One day, I’m going to make it for him. I’ll do it when I’m still young. Before I have children. I’m going to take a rock from that mountain and bring it back here. Maybe then he can rest.

Select one of the following monologues for your Audition.

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Theatre Arts Cont.

Monologues for Girls Monologues for Boys

DOGGIE-Oby Chelsie Klein

CALPURRNIA: Now listen up here doggie-o. I’m the one who calls the shots around here, see? I was here first, and as a feline, I have the advantage in the smarts department. See that bowl there? That’s mine. I catch you so much as sniffing around it, you’ll be sorry. I may be smaller than you, but I’ve got powerful weapons in these here paws. You ever tangled with a cat before? Well, don’t. You’ll find out mighty quick that I’m a force to be reckoned with. Now, over there is my bed. It’s the one that says ‘princess.’ Yours is the one that says ‘woof.’ Which rhymes with goof. As in goofball. Which most dogs are. See, the humans, they respect me. I don’t slobber all over them and wag my tail like a moron. I have dignity and poise. I even keep myself clean, and I would never, ever roll around in stinky stuff in the yard, or chew on dirty socks and then lick the humans. Gross. I don’t perform tricks for treats. That’s degrading. What are you trying to do? Hey, what are you trying to do back there? Go find a dog’s butt to sniff! Ya better watch it, doggie-o. Remember, I’m the boss around here!

NO CELL SIGNALby Robert Lewis

Student is speaking into a cell phone and pacing about the space; leaning over, crouching down, standing on tip toes, shouting, etc. Actor can come up with a variety of challenging and funny physical antics and facial expressions.

Hello? Can you hear me now? What about now?…Dangit. Leslie? Leslie? Are you there? Oh, okay. (freezes in place) It seems to be working fine. You can hear me, right? Yeah, this is my new iPhone 6. My mom just bought it for me. It is so LAME. I swear, I have to run all over the place, pushing people aside in order to get a signal. What’s that? Oh, yeah. I can hear you now. It’s important?…Well, go ahead. (pause) Wait, what happened?!!! I didn’t catch that last part. Leslie? Dangit. (resumes pacing, etc.) Can you hear me now? Shoot. What about now? Oh, I can hear you. You did what? Hello? Ugh! (practically throws phone) Leslie? Leslie! Okay, I’m walking until I get a clear signal. (pacing, pacing) Let me know when you can hear me. (to self) I’m going to drop this phone in the toilet ‘on accident’ when I get home. Okay, you can hear me? I can hear you. Finally! (stops moving) So, what happened? YOU KILLED PATRICK AND YOU WANT ME TO HELP MOVE THE BODY? (someone nearby speaks to her) Hold on. (covers phone with hand) What? I’m where? (looks around then talks into the phone while running offstage) Oh my God, I’m in the library!

I HATE PERFORMINGby Amber Dennison

JENNY: Why did I even sign up for this class? I didn’t know we’d have to practice auditioning. It’s not fair. Everybody will be looking at me, judging me. If I do one thing wrong everybody is going to notice, and laugh at me, and I’m going to be so embarrassed. The lights will be beaming in my eyes and my hands will start shaking like crazy. My throat will get really dry and I’ll stutter like there’s no tomorrow. I’ll fidget and play with my hair. I’m so nervous, what if I suck? What if I’m horrible? What if people start throwing things for hours. I mean…okay, I know all my words. All I’ve got to do is go up there and perform it the way I know I can, the way I’ve rehearsed it dozens of times in the mirror, and if I do that I’ll be fine. In fact, I’d be better than fine, I’ll be amazing. I just have to stay calm and relaxed. And the point is just to have fun, right? I don’t have to be the best, I just need to do the best I can. Alright, I can do this. I’m ready. Hey, I’m… I… I… I can’t do this. (Walks off-stage.)

PUNCTUATION SOCIETYby Sophie Williams

EXCLAMATION POINT: Welcome everyone to the Punctuation Society! This is our first, of many weekly meetings. As you may have noticed, Comma is not here. I specifically did not invite her. This is a Comma-free society. Hey that rhymes! (Smiles but then frowns again.) I, Exclamation Point have finally found something NOT to be excited about. COMMA! She keeps talking on and on and on! When you finally think she is done she just links what she is talking about to something else! It is so annoying. And when I am annoyed, I leave, and everything gets pretty boring. Question mark, Period, Semicolon, and all the rest of you, I know you’re with me on this. No, ellipsis, we will not be taking a vote! I am the President. I have final say. Parentheses…stop whispering. Do you have something to share with the rest of us? Oh, you like her? I don’t care if you like her. She will make it impossible to get anything done. Hey, you in the back, quiet down. Stop shouting! Wait…how a bunch of capital letters would get in here. Get out! This is for punctuation marks only! Okay, now, back to business. No, Period…the meeting is not over. Sit back down. Ugh. This is exhausting. No wonder people don’t use Exclamation Points very often.

MIND READERby Thalia Ordieres

CLAIRE: Okay I know this might sound crazy but just hear me out. You see the thing is… OK don’t freak out but, I can read your mind! Ahh I know crazy right. Like seriously I don’t know how this happened, it just did I guess. Oh my gosh… ughh I know what you’re thinking. Man, I knew this would happen, you think I’m going insane aren’t you? OK you do you know that I just told you I can read your mind so basically, I know what you’re thinking, as in I know you’re thinking I’m a total lunatic but I’m not, trust me. I can totally prove it to you, but then that means I’ll have to read what you’re thinking out loud and I wouldn’t want to expose you like that, but then again, you’re asking for it. Like seriously, don’t try me because I will do it. (Pause) All right don’t say I didn’t warn you. Basically, I know you have a crush on me. Ha! You didn’t expect that did you… Yeah, I didn’t either. It explains a lot actually. Like seriously, no wonder you’re always so clingy, no offense. Anyways I’m truly flattered but I mean, it ain’t gonna happen.

RUDOLPH'S OLDER BROTHERby Trequan Donaldson

TRANCER: Hey man, briing ya red nose over here… AYE MAN, I said bring ya RED NOSE over here! I see you’re all excited about being Santa’s new favorite reindeer, but never forget where you came from. Yeah, I understand it’s nice to finally laugh, not get called names, and to play in all the reindeer games with everyone else besides just me… but can’t you see they’re just using you? Santa never gave you any attention until last Christmas when he couldn’t see any farther than he could spit. Huh? What do you mean he said, “you’re the light of his world”? He was being serious, that wasn’t a compliment! He taped you to the back of his car because his tail-light was out. Now explain to me why you’re ok with that. Matter fact nah, I don’t wanna hear it. Now you’re chilling with Dasher and Dancer acting like you’re a big star just because your nose glows up red, WE HAVE 50 THOUSAND CHRISTMAS LIGHTS THAT DO THAT SAME THING- you know what Rudolph, do what you wanna do, but never forget where you came from.

Select one of the following monologues for your Audition.

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Purpose

To enable interested students an opportunity for a practical laboratory course including the study of scenery design, sound, props, lighting and costume design. Students will be responsible for the stage crew and design of theatrical productions.

Courses Tech Theatre I-IV and Theatre Production

Prerequisites

·Passing all classes

·A minimum combined average of 80 in English, math, science and social studies



Process

1. Complete the five questions below and on the continuing page. Answer in detail and in one-to-two paragraphs. Use the space provided attach a separate sheet of paper.

2. Submit this form with the General Application.3. Interview is required on February 16. A parent or student applicant must call 469-593-3038 for available times.


Theatre Tech

Why do you want to be in the Technical Theatre Magnet?

What makes you a good candidate for the Technical Theatre Magnet program?

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Theatre Tech Cont.Describe any experience you have with theatre productions?

What experience do you have with tools, carpentry, sewing, painting, etc.?

What else would you like for us to know about you?

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Purpose

To develop student skills in a variety of media. Guest artists demonstrate their techniques to help students learn

about different art forms. In addition to higher-level thinking skills, art history and art appreciation are integrated

into the curriculum.

Courses

Studio Art Photography

Pre AP and AP Art Curriculums in two-hour block classes Art & Media, Commercial Photography, Digital

Photography and AP Two Dimension Design

All Visual Art Magnet students have the opportunity to take an AP Art History course as well.

Prerequisites


·Recommended: Junior hig h art class grade of 80 or above.



Process

1. Answer the questions in the space provided on the continuing page and submit with the General Application.

2. Use the Portfolio Requirements listed below to prepare for your interview.

3. Portfolio review/interview is required on February 9. A parent or student applicant must call 469-593-3038 for

available times.

PortfolioRequirements

Review

Studio Art Photography

Please bring to your portfolio review at least three pieces of art, examples of the following:

Graphite Drawing–composition that shows a strong light to dark value range

Self Portrait–drawn by looking into a mirror and recording what you see

Perspective–use either one or two point perspective in an interesting composition

Still Life–drawn from direct observation of objects

Color Theory–use of color in a well thought out composition

Sculpture–any form of 3-dimensional sculpture: clay, paper, wood, etc.

Please bring to your portfolio review 3-5 photographs, examples from the following:

Portrait–Make a portrait showing insight into your

subject

Landscape/Cityscape–Compose an interesting

artistic viewpoint in an outdoor setting

Nature–Create an interesting image of something

you found in our environment

Self-Expression–Use your camera to create an

abstract image out of recognizable elements.

You might use found objects, reflections, close-

ups, surprising viewpoints, etc.

Each work submitted must be original in subject matter


Visual Arts

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Visual Arts Cont.

Are you willing to make a 4 year commitment to the Magnet Arts program?

Describe what would make you a good Visual Arts student.

Why do you want to be in the Visual Arts Magnet?


Portfolio Requirements to Bring to Your Interview

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PurposeTo incorporate the use of higher level thinking skills and student interaction in the study of government and politics with an emphasis in jurisprudence.

Courses Principles of Government, AP Government, US Legal Systems, Special Topics in Law, Street Law and Research Law

Prerequisites


· In addition, Law applicants should have a Pre-AP English grade of 89 or above, and a social studies grade of

89 or above.



Process

1. Complete the two questions on the continuing page. Answer in one-to-two paragraphs and submit with the General Application.

2. Each applicant will sign up for a 45 minute interview. During the first 30 minutes, the student will be given a prompt and asked to write a quick, persuasive essay to support his/her position on that issue. Issues may include gun control, cyber-bullying or school prayer. Students need not bring any supplies with them as paper and pen will be provided.

3. After the 30 minute writing sample is complete, the student will have an interview with the Law Magnet Director. The interview will discuss the applicant's interest in law and government, academic background and goals for his/her academic future. In addition, this time will be spent reviewing the points made in the student's persuasive essay and discussing the merits of that argument and/or resolving any questions.

4. If the student requires any appropriate accommodations, please let us know when making the appointment.



Law

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Why do you want to be in the Law Magnet?

What makes you a good candidate for the Law Magnet program?

Law Cont.Answer the following in one-to-two paragraphs and submit with the General Application.

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Purpose

To deploy the District's core curriculum, along with unique magnet electives, in a hands-on laboratory approach, serving as a springboard into extended scientific research that will prepare students for a variety of scientific careers in biological, physical and engineering sciences. The Living Materials and Biotechnology Research Center provides a complementary setting for conducting real-world research.

CoursesPreAP & AP Biology, AP Physics 1 and AP Physics C, PreAP & AP Chemistry, Anatomy & Physiology PreAP, Environmental Science AP

Prerequisites


· In addition, Science applicants are required to have a PreAP Math grade of 90 or above and a PreAP Science

grade of 90 or above.



Process

1. Complete the profile questions in the space provided below and submit this form with the General Application.2. In the space provided below and the continuing page, answer the four questions with several sentences each.

You may want to plan your answers on a separate piece of paper before writing your final draft on this form.3. Interview is required on February 9. A parent or student applicant must call 469-593-3038 for available times.


Science

What do you love about science?

Profile

Questions

Did you attend an RISD elementary magnet school? Yes No If yes, which one?

7th grade science teacher's name

8th grade science teacher's name

Are you in 8th grade GT science? Yes No

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Science Cont.What field(s) of science are you most interested in, and why?

Have you completed a science fair project or competed in any other academic competitions? If so, briefly describe one of your experiences.

Advances in science often have a significant impact on society. Tell us about a recent scientific advancement and how society has changed as a result.

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Purpose

To foster creativity, collaboration, and enthusiasm in the ever-evolving technology fields, including computer programming, game design, animation, autonomous vehicles, cybersecurity, virtual/augmented reality, and much more. Students will learn to become better problem solvers, confident collaborators, and lead the technological revolution.

Courses

Pre-AP Computer Science, AP Computer Science Principles, AP Computer Science A, Computer Science 3, Video Game Design 1, Video Game Design 2, Mobile Application Development, Web Game Development, Discrete Mathematics for CS, Animation, 3D Modeling & Animation

Prerequisites


· In addition, Computer Science applicants are required to have a math grade of 85 or above.



Process

1. Complete and submit this form with the General Application.2. Read through the questions below and prepare to respond with with several sentences each.3. Submit the answers online as directed in the Final Step.4. Interview is required on February 16. A parent or student applicant must call 469-593-3038 for available times.


Computer Science

Context

The magnet staff would like to learn more about your interest in computer science. This questionnaire is not a test! We are not expecting right or wrong answers, and no specific answer could guarantee you admission into the magnet. Your responses are valuable to us. A student's response will help us understand what our magnet program can do for you! Please, therefore, answer the following questions as honestly as you can, to the best of your ability.

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Why do you believe learning computer science is important in our modern world?

How do you see technology evolving in the near future?

What experiences do you have with computers and technology? List any programming experience or projects you may have.

What are you expecting to gain from joining the Computer Sicence Magnet?

Final Step

Online

App

Go to h t tp s : //goo .g l /C92 f QV or use the QR code and submit your answers online. To gain access to the online application, you will use your six-digit, student ID number, as well as your date of birth (mm/dd/yyyy). You will need to type the slashes ("/") as you are entering your DOB.

Email [email protected] if you have any problems accessing the online application, and he will help you. In your email be sure to include your ID# and DOB so that Mr. Freeman can find your application in the system.

The system will not allow you to submit multiple applicaitons. Most issues that students have can be resolved by resetting your browsing history and cookies, which will allow Qualtrics to reinitialize opening access to your application.

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Purpose

To prepare students for the high-tech field of tomorrow–robotics (pre-engineering). Robotics is a hands-on course where students manufacture, program and operate robots. Students compete in Robotic contests and competitions, across the state and nation.

CoursesPrecision Metals Manufacturing/Engineering, Robotics and Automation, Engineering Design, Advanced Precision Metals, and Manufacturing Engineering

Prerequisites


· In addition, Robotics applicants should have a math grade of 80 or above, Career and Tech course grades of

80 or above.

·Possess a mechanical aptitude



Process

1. Complete the following nine questions in the space provided below and submit this form with the General Application.



Robotics

Why do you want to be in the Robotics Magnet?

Do you have documentation of current or past projects that you have planned or built? (website, video, pictures, journal, the project itself, etc.) If so, bring them with you to the Robotics interview.

Do you prefer working in a group or alone, and why?

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Robotics Cont.Describe your organizational skills:

Describe what would make you a good Robotics Magnet student?


What career and technical classes have you taken in junior hig h school?

Have you participated in robotic events either in school or out of school? (VEX competitions, BEST Robotics

competitions, LEGO, etc.)

Have you taken an AutoCAD class?

richardson h igh school - risd … · make any prescribed accommodations, as appropriate, in the...

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