2014-2015 High School Course Selection Guide by PAISD Webmaster

The Port Arthur Independent School District

2014-2015 High School Course Selection Guide Grade 9 through Grade 12

2014-2015 High School Course Selection Guide Table of Contents

Board of Trustees Superintendent and Executive Team Curriculum Supervisors and Testing Coordinator School Principals for Elementary Schools, Middle School, and High Schools Guidance and Counseling Department Guidance and Counseling Leadership Committees High Expectations (Grade 6 through Grade 12) General Registration Information Becoming Familiar with Academic Terminology

9th Grade Section o o o o o o o o o o o

House Bill 5—Highlights/Overview Foundation High School Graduation Plan House Bill 5 and the Five Endorsements Personal Graduation Plans Graphic Representations of HB 5 Graduation Plans and Course Requirements…. Graphic Representations of HB 5 and Endorsements Samples of Course Sequences (Flow Charts) Port Arthur Independent School District and HB 5 AVID Program Frequently Asked Questions about House Bill 5 State Board of Education (SBOE) Rule—January 31, 2014  Endorsements,  Distinguished Level of Achievement, and  Performance Acknowledgments

10th Grade through 12th Grade Section State of Texas High School Graduation Plans (Old and New) House Bill 5 Changes for Graduation Requirements House Bill 5 Requirements….

o o o o

Coursework and Endorsements Personal Graduation Plans Graphic Representations of Graduation Plans Frequently Asked Questions about House Bill 5

State Board of Education (SBOE) Rule—January 31, 2014  Endorsements,  Distinguished Level of Achievement, and  Performance Acknowledgments

Definition of Terms 1

2014-2015 High School Course Selection Guide Table of Contents (Continued) 10th Grade – 12th Grade Section Recommended Texas High School Program Distinguished Achievement Program Minimum Texas High School Program Foundation High School Program with Endorsements Student Reclassification procedure Class Rankings and Grade Point Averages College Plans College Timeline Checklist Websites for Planning Your College Future National Collegiate Athletic Association (NCAA) National Association of Intercollegiate Athletics (NAIA) Career and Technology Career and Technology (Lamar State College-Port Arthur and Memorial High School—CATE) Sample Career program Sequence of Courses 9-12 Course Selection/Listing of All Courses Grades 9-12 Course Description MOTIVA Youth Academy

Naval Science NJROTC Texas Virtual School Network (TxVSN) Three-Year Plan for Graduation Course Selection Cards

The Port Arthur Independent School District

Board of Trustees Mrs. Lloyd Marie Johnson, President Mr. Thomas Kinlaw, III, Vice President Mr. Kenneth Lofton, Sr., Secretary Mr. Gregory Flores, Trustee Mr. Robert Reid, Trustee Mrs. Tracy Thomas, Trustee Mrs. Dianne Brown, Trustee

Dr. Mark Porterie Superintendent of Schools Up-Dated March, 2014

The Port Arthur Independent School District is an Equal Opportunity Employer in full compliance with Title VI, Civil Rights Act, 1964; Title IX, Education Amendment, 1972; Section 504, Rehabilitation Act, 1973. It is the policy of the Port Arthur Independent School District not to discriminate based on sex, handicap, race, color, age, or national origin in educational or vocational programs, activities, or employment. For further information, please contact Dr. Mark Porterie at (409) 9896238. 3

The Port Arthur Independent School District Dr. Mark Porterie Superintendent of Schools

Executive Team Mrs. Phyllis Geans Assistant Superintendent for Business & Finance Chief Financial Officer Dr. Melvin Getwood Assistant Superintendent for Curriculum & Instruction - Secondary Dr. Emma Gene Rowry Chief Education Reform Academic Officer Dr. Kim Vine Chief Education Reform Academic Officer Mr. James Wyble Executive Director of Human Resources

The Port Arthur Independent School District Department of Curriculum and Instruction Curriculum Supervisors & Testing Coordinator

Mrs. Carolyn Brown English Language Arts and Reading Supervisor

Mrs. Margorie Cole Fine Arts and Physical Education, and Health Supervisor

Mrs. Yolanda Getwood Social Studies Supervisor

Ms. Rita Leger Science Supervisor

Mrs. Kathy McEwen Testing, Assessment & Administrative Services Coordinator

Mrs. Tatiana Morales Bilingual Education and Foreign Languages Supervisor

Mrs. Freddie Renfro Mathematics Supervisor

The Port Arthur Independent School District Elementary Schools S/SGT Lucian Adams Elementary School DeQueen Elementary School Dick Dowling Elementary School Sam Houston Elementary School Robert E. Lee Elementary School William B. Travis Elementary School Tyrrell Elementary School Booker T. Washington Elementary School

Middle Schools Abraham Lincoln Middle School Thomas Jefferson Middle School

High School Memorial 9th Grade Academy at Austin Memorial High School Stilwell Career and Technical Education (CATE) Center

Special Programs Port Arthur Alternative Campus Wheatley School of Early Childhood Programs

The Port Arthur Independent School District ~ Elementary Schools ~ Adams Elementary, Mrs. Karla Obregon, Principal 5701 9th Ave. Port Arthur, TX 77642 Phone Number: 409.984.4100 Fax: 409.982.5564

Lee Elementary, Mr. Reuben Sampson, Principal 3900 10th St. Port Arthur, TX 77642 Phone Number: 409.984.8300 Fax: 409.983.1649

DeQueen Elementary, Mrs. Jerry Gloston, Principal 740 DeQueen Blvd. Port Arthur, TX 77640 Phone Number: 409.984.8900 Fax: 409.982.1843

Travis Elementary, Mrs. Ramona Lee, Principal 1115 Lakeview Ave. Port Arthur, TX 77642 Phone Number: 409.984.4700 Fax: 409.982.8966

Dowling Elementary, Mrs. Gladdie Fowler, Principal 6301 Pat Ave. Port Arthur, TX 77640 Phone Number: 409.984.4960 Fax: 409.736.2406

Tyrrell Elementary, Dr. Lisa Chambers, Principal 4401 Ferndale Port Arthur, TX 77642 Phone Number: 409.984.4660 Fax: 409.984.4660

Houston Elementary, Mrs. Melissa Oliva, Principal 3245 36th St. Port Arthur, TX 77642 Phone Number: 409.984.4800 Fax: 409.985.8701

Washington Elementary, Mr. Calvin Rice, Principal 1300 Freeman Ave. Port Arthur, TX 77640 Phone Number: 409.984.8600 Fax: 409.984.9631

~ Head Start and Early Childhood Development ~ Wheatley School, Mrs. Fredia Simmons, Principal 1100 Jefferson Dr. Port Arthur, TX 77642 Phone Number: 409.984.8750 Fax: 409.985.5487 __________________________________________________________________________________________________

…CHILDREN

ARE OUR FUTURE…

~ Middle Schools ~ Jefferson Middle School, Dr. Barbara Polk, Principal 2200 Jefferson Dr. Port Arthur, TX 77642 Phone Number: 409.984.4860 Fax: 409.960.6057 Lincoln Middle School, Ms. LaSonya Baptiste, Principal 1023 Abe Lincoln Ave. Port Arthur, TX 77642 Phone Number: 409.984.8700 Fax: 409.982.2847

~ 9th Grade Campus ~ Memorial 9th Grade at Austin, Mrs. Gloria Dodson, Principal 2441 61st St. Port Arthur, TX 77640 Phone Number: 409. 984.4900 Fax: 409.736.0267

~ High School ~ Memorial High School, Dr. Glenn Mitchell, Principal 3501 S/Sgt. Lucian Adams Dr. Port Arthur, TX 77642 Phone Number: 409.984.4000 Fax: 409.985.3376

CATE (Stilwell) Technical Center, Mr. Raymond Polk, Coordinator 3501 S/Sgt. Lucian Adams Dr. Port Arthur, TX 77642 Phone Number: 409.984.4750 Fax: 409.983.2204

Port Arthur Independent School District ~ Alternative Campus ~ PAAC Grades 6 -12, Mrs. Sharon Dozier-Davis, Executive Director 1030 Dunbar Ave. Port Arthur, TX 77640 Phone Number: 409.984.8650 Fax: 409.984.9753

…Think with the End in Mind… 8

The Port Arthur Independent School District Counseling and Guidance Department Dr. Emma Gene Rowry Chief Education Reform Academic Officer

Betty Alexander, Counselor William B. Travis Elementary School

Adrienne Lott, Counselor Memorial 9th Grade Academy

Annie Curtis, Counselor Special Education Department

Anna Mailey, Counselor Memorial High School

Alice Ellison, Counselor Thomas Jefferson Middle School

Darla Mann, Counselor Memorial 9th Grade Academy

Karla Floyd, Counselor Thomas Jefferson Middle School

Marilyn Marcel, Counselor Sam Houston Elementary School

Kathleen Fontenot, Counselor Thomas Jefferson Middle School

Karen Martinez, Counselor Abraham Lincoln Middle School

Gloria Hardin, Counselor Memorial High School

Dana Mays-Kimble, Counselor Tyrrell Elementary School

Stillman Hebert, Counselor Port Arthur Alternative Campus

LaKendra Mitchell, Counselor Abraham Lincoln Middle School

Carmen Hudson, Counselor Memorial High School

Allecia Sampson, Counselor DeQueen Elementary School

Ora Hunter, Counselor Memorial High School - CATE

Debra Scott, Counselor Dick Dowling Elementary School

Larneka Lavalais, Counselor Memorial High School

Pamela Thomas, Counselor S/Sgt. Lucian Adams Elementary School

Gwendolyn Lejunie, Counselor (Interim) Port Arthur Alternative Campus

Marilyn Thompson, Counselor Robert E. Lee Elementary School Angela Vincent, Counselor Booker T. Washington Elementary School

The Port Arthur Independent School District Counseling and Guidance Department Leadership Committee

Elementary Mrs. Betty Alexander, Counselor—William B. Travis Elementary (Co-Chairperson for Elementary Schools) Mrs. Marilyn Thompson, Counselor—Robert E. Lee Elementary (Chairperson for Elementary Schools)

Middle School Mrs. Kathleen Fontenot, Counselor—Thomas Jefferson Middle School (Chairperson for Middle Schools) Ms. LaKendra Mitchell, Counselor—Abraham Lincoln Middle School (Co-Chairperson for Middle Schools) Mrs. Alice Ellison, Counselor—Thomas Jefferson Middle School (Character Education Coordinator)

High School Mrs. Carmen Hudson, Counselor—Memorial High School (Lead Counselor for High School and Chairperson for High School) Ms. Ora Hunter, CATE Counselor—Memorial High School (Co-Chairperson for High School) Mrs. Anna Mailey, Counselor—Memorial High School (Program Advisor)

Dr. Emma Gene Rowry Chief Education Reform Academic Officer 10

The Port Arthur Independent School District Student Course Selection Guide High Expectations (Grade 6 through Grade 12) For 2014-2015, 9th Grade students are encouraged to graduate under the Foundation with Endorsement Graduation Plan, or the Distinguished Achievement Plan. Students are required to take four years of English; 3-4 years of Math and Science, and three years of Social Studies. Students enrolled in high school prior to the 2014-2015 will remain under the three graduation plans: Recommended Graduation Plan, Distinguished Achievement Graduation Plan, or the Minimum Graduation Plan. Students in the 9th Grade during or after the 2014-2015 school year will graduate under the Foundation Graduation Plan, which requires 4 years of English and 3 years each of Math, Science and Social Studies, with 10 additional electives, for a total of 23 credits to meet local district requirements. Students may opt to graduate under the “Foundation-only Graduation Plan (without the endorsement” after completing the sophomore year if the student’s parent or guardian files with a school counselor written permission on a form adopted by the Texas Education Agency (TEA), allowing the student to graduate under the Foundation High School Program without earning an endorsement. The school counselor must state specific benefits of graduating from high school with one or more endorsements prior to the student and parent’s completion of the TEA adopted form. The Foundation with Endorsements Graduation Plan requires 4 years of English, Math and Science, and 3 years of Social Studies, with 12 additional electives, which include 2 credits for World Language or Computer Programming. Furthermore, the math and science courses can be advanced or CTE courses. Finally, students can graduate under the Foundation with Distinguished Achievement Plan, which requires 4 years of English, Math and Science, and 3 years of Social Studies, with 12 additional electives to meet local district requirements of 27 credits for graduation; the math and science courses must be advanced courses only. Both Foundation with Endorsements and Foundation with Distinguished Achievement Plans require Algebra II as one of the math courses. Students are expected to reinforce their chances for educational success by being attentive in class, studying at home, and committing to excellence as a consistent practice. It is important for students to be active partners with teachers in developing good study habits. Thus, required learning materials should be brought to class: books, paper, pens, pencils, tablets, folders, etc. This should be viewed as a “high priority” each school day! Students in grades 6 through 12 are encouraged to take at least one Pre-AP, AP, or Co-Enrollment course. Taking rigorous courses enhances opportunities for students to develop and exercise critical skills for greater academic success and preparation. Students are encouraged to take the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) in the sophomore year for practice, but in the junior year the PSAT may be taken for eligibility for the National Merit Scholarship Competition. Students who take the PSAT tend to score higher on the SAT than those who do not. It is recommended that students take the SAT and/or ACT early, especially during the junior year and no later than the fall of their senior year. **PAISD 8tth Graders annually take the ReadiStep Exam in October in preparation for the PSAT in high school. ** PAISD 10th Graders will be strongly encouraged to take the PSAT in October. ** Juniors are strongly encouraged to take the PSAT to qualify for the National Merit Scholarship Qualifying Test (PSAT/NMSQT) **8th grade students will be administered the Kuder Interest Inventory, Kuder Skills Assessment, and the Kuder Work Values Inventory as a part of the Kuder Career Planning System, providing a comprehensive research-based approach to career exploration, planning, and development. From the assessments, Career Portfolios may be developed to assist students in focusing upon their strengths and career interests. Of course, it is realized that a student’s interest may change with time, which will pose no problem as students learn more about the “world of work” and exercise their discretion in making personal choices about areas of concentration for college or post-secondary training and careers. Career awareness will begin in elementary grades; career exploration will be provided in middle schools; and career development will be assisted during high school years, providing a comprehensive effort to make education both relevant to the lives of students and appropriately rigorous for global competition and academic success during the 21st Century. Students are expected to take World Language or Foreign Language. Two levels in the same language are required for the Foundation Plan, Computer Programming may be taken as an alternative; two levels in the same language or computer language are required for the Foundation Plan with Endorsements and Foundation Plan with Distinguished Achievement. 11

The Port Arthur Independent School District Student Course Selection Guide General Information 2014-2015 High School Course Offerings Port Arthur I.S.D.

General Registration Information High schools in Port Arthur ISD operate on a semester system. One year's work will provide one Carnegie credit in each course per regular school year. Additional credits may be earned in a limited number of summer school courses, correspondence, credit-byexam, or college courses taken for dual credit. New Students A high school student new to the school district should report to Memorial 9th Grade Campus or Memorial High School’s registrars’ office with the following documents: 1.

A birth certificate

Immunization records as follows: A validated document of immunization, which has been issued by a public health clinic or one signed by a licensed Physician (Immunization record from the previous school are also acceptable), must include the following. Polio DTP/DtaP MMR (Measles, Mumps, Rubella) Hepatitis B Varicella (Chicken Pox)

Meningococcal Hepatitis A

3 doses if last dose is on or after 4th birthday OR 4 doses if 3rd dose is prior to 4th birthday Children 7 years of age and older – 3 doses; last dose must be after the 4th birthday – booster every 5 years (Measles, Mumps, Rubella) 2 doses; 1st dose – on or after the 1st birthday

3 doses; 2 doses may meet the requirement for Texas Minimum State vaccines 1 dose or parent/physician statement of chicken pox illness OR 2 doses if 1st was given at /after age 13 OR 2 doses for 7th , 8th , 9th , 10th , and 11th graders 1 dose for 7th , 8th , 9th , 10th and 11th grade entry 2 doses, 1st dose on or after1st birthday

Proof of DT booster and/or second measles vaccine must be presented to the school nurse at the beginning of the semester in which they are due. Please note:

3. 4. 5. 6.

Immunization requirements differ for younger children. Parents of elementary school-age children should consult with the elementary school nurse.

A copy of his/her academic record from the previous school A copy of his/her TAKS / STAAR Confidential Student Report for the most recent test administration (students enrolling from another Texas school) Social Security Number proof of residency in the district (lease agreement, proof of home ownership, etc.)

Returning Students Students who have already registered but need a schedule change due to the situations listed below should contact the appropriate grade level counselor office during the first week in August to make an appointment to discuss a change due to   

attendance in summer school; completion of a correspondence course; or failure to complete the prerequisites for a new course.

Information for Students and Parents Topics in this section of the course guide contain important information about attendance and credits and immunization.

Absences/Attendance Regular school attendance is essential for a student to make the most of his/her education—to benefit from teacher-led and school activities, to build each day’s learning on the previous day’s learning. Absences from class may result in serious disruption of a student’s mastery of the instructional materials; therefore, the student and parent should make every effort to avoid unnecessary absences. To receive credit in a class, a student must attend at least 90 percent of the days the class is offered. A student who attends fewer than 90 percent of the days the class is offered will be referred to the Campus Attendance Review Committee to determine whether there are extenuating circumstances for the absences and how the student can regain credit, if appropriate. In determining whether there were extenuating circumstances for the absences, the Campus Attendance Review Committee will use the following guidelines: 

All absences will be considered in determining whether a student has attended the required percentage of days. If makeup work is completed, absences for religious holy days and documented health-care appointments will be considered days of attendance for this purpose [See policies at FEB]

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A transfer or migrant student begins to accumulate absences only after he or she has enrolled in the district. For a student transferring into the district after school begins, including a migrant student, only those absences after enrollment will be considered.

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In reaching a decision about a student’s absences, the committee will attempt to ensure that it is in the best interest of the student.

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The committee will consider the acceptability and authenticity of documented reasons for the student’s absences.

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The committee will consider whether the absences were for reasons over which the student or the student’s parent could exercise any control.

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The committee will consider the extent to which the student has completed all assignments, mastered the Texas Essential Knowledge and Skills for the classes affected, and maintained passing grades in the course or subject.

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The student or parent will be given an opportunity to present any information to the committee about the absences and to talk about ways to earn or regain credit.

The student or parent may appeal the committee’s decision to the Principal and thereafter to the Board of Trustees by filing a written request with Superintendent in accordance with policy (FNG, LOCAL). Whether a class is for a full semester of for a full year will determine the actual number of days a student must be in attendance to receive credit. 13

Parent’s Note after an Absence When a student must be absent from school, the student—upon returning to school—must bring a note, signed by the parent that describes the reason for the absence. A note signed by the student, even with the parent’s permission, will not be accepted unless the student is 18 older. Doctor’s Not after an Absence for Illness Upon return to school, a student absent for more than 3 consecutive days because of a personal illness must bring a statement from a doctor or health clinic verifying the illness or condition that caused the student’s extended absence from school. [See FEC (LOCAL] Personal Counseling The School Counselor is available to assist students with a wide range of personal concerns, including such areas as social, family, or emotional issues, or substance abuse. The School Counselor may also put the student and parent in touch with a School Social Worker. Information about community resources to address concerns may be provided, as appropriate. A student who wishes to meet with a School Counselor should follow campus procedures. Psychological Exams, Tests, or Treatment The school will not conduct a psychological examination, test, or treatment without first obtaining the parent’s written consent. Parental consent is not necessary when a psychological examination, test or treatment is required by state or federal law for special education purposes of by the Texas Education Agency for child abuse investigation and reports. [For more information, refer to FFE (LEGAL) and FFG (EXHIBIT).] Contagious Diseases/Conditions To protect other students from contagious illnesses, students infected with certain diseases are not allowed to come to school while contagious. If a parent suspects that his or her child has a contagious disease, the parent should contact the school nurse or principal so that other students who might have been exposed to the disease can be alerted. The school nurse or the principal’s office can provide information from the Department of State Health Services regarding these diseases. Immunization A student must be fully immunized against certain diseases or must present a certificate or statement that, for medical reasons or reasons of conscience, including a religious belief, the student will not be immunized. For exemptions based on reasons of conscience, only official forms issued by the Texas Department of State Health Services, Immunization Branch, can be honored by the district. The immunizations required are diphtheria, rubella (measles), rubella (German measles), mumps, tetanus, pertussis, poliomyelitis, hepatitis A, hepatitis B, and varicella (chicken pox). The school nurse can provide information on age-appropriate doses or on an acceptable physician-validated history or illness required by the Department of State Health Services. Proof of immunization may be established by personal records from a licensed physician or public health clinic with a signature or rubberstamp validation. If a student should not be immunized for medical reasons, the student or parent must present a certificate signed by a U.S. licensed physician stating that, in the doctor’s opinion, the immunization required poses a significant risk to the health and well-being of the student or member of the student’s family or household. This certificate must be renewed yearly unless the physician specifies a lifelong condition. [For further information, see policy FFAB (LEGAL) and the Department of State Health Services Web site: http://www.dshs.state.tx.us/immunize/school/default.shtm.]

Course Selection Process Developing the Class Schedule for Secondary Students Students meet individually with counselors during the spring semester to determine course selection for the following year. With the assistance of counselors, students have the opportunity to choose their own classes as well as alternate electives, and they have the opportunity to verify those choices and make corrections several times before the start of the new school year. Counselors will provide information about the course selection process, graduation plans, and class choices, through classroom guidance. Students will be given a Course Selection Guide and a course selection sheet. Students will be told the due dates and instructions for completing course selections with a request for signatures of parents as a sign of approval. Parents will have the opportunity to attend scheduled parent information meetings and student orientations as students participate in the course selection process. Counselors will also see each student individually regarding course selections. In addition, each student will be provided verification of course requests along with a deadline for change requests. Students are reminded that some course offerings are tentative and dependent upon sufficient enrollment. It is very important that students provide alternate course choices for elective courses on the registration/course selection form. Important Reminder: Course Selection is a very important process upon which the Master Schedule is built, teachers are hired, and classroom assignments made; please make your selections with seriousness of mind. If a chosen class does not fit into a student’s schedule, the alternate selections will be used by counselors, and if students fail to provide the required alternate selections, counselors will use their judgment in scheduling the student. When a student selects a course, it is assumed that the student will be eligible and prepared for the course by having passed the course in progress. However, if a student fails a course(s), the student should plan to make up the course during the up-coming summer and avoid getting behind, especially with the increased graduation requirements. A student jeopardizes his/her progress toward “reclassification” to the next grade level and graduation requirements. Students should contact his/her counselor if there is a concern about having failed a course and attending summer school. If a particular course requires the teacher’s approval, students are responsible for obtaining that approval prior to submitting course requests.PEDULE NGE POLICY After the development of the Master Schedule, schedule changes will only be made (unless the campus principal approves the schedule change) for the following reasons:

       

A student is placed in a course in error. A student fails a required course making a schedule adjustment necessary for graduation. Additional credit was earned making a schedule adjustment necessary. The student has a schedule that is not educationally defensible; i.e., does not have the pre-requisites or not having courses needed for graduation. Change is needed as a result of a student’s being elected or administratively assigned to or taken out of a program within the school; i.e., band, athletics, work program, or other classes requiring instructor approval. Change is needed to enable a student to graduate in the particular year. Class sizes must be balanced. Courses are cancelled. Level changes:

Research shows that students who take challenging courses in high school are more likely to enroll in and complete college degree programs. Students are encouraged to choose academic rigor over GPA when making choices about classes. Before requesting approval from a campus administrator to move from an advanced course to a lower level course (English I Pre-AP to English I, for example), a student should demonstrate effort to meet academic standards of the course, seek assistance by attending tutorials, participate in class, and ensure conferences—via phone or in person—have occurred between the teacher, parent, and student. 15

SEMESTER SYSTEM

Becoming Familiar with Academic Terminology GENERAL INFORMATION: Students should become familiar with information and criteria presented in these next sections. 

Four Year Plan

Each student is required to develop a 4-6-Year Plan upon entering high school (during the second semester of Grade 8) as required by the Texas Education Agency. Students, parents, and counselors plan for all four years so that students may make the most of their time in high school. The plan is designed to assist students in meeting graduation requirements and in planning post-secondary education and/or work. Students are advised to consult college catalogs to determine post-secondary requirements. To choose classes for the plan, students should work with their parents and assigned school counselor. Later, the plan should be reevaluated to insure that the student’s graduation goals and requirements are being met successfully or need to be adjusted to meet changed goals. Students should review their plan each year and make revisions as needed. Each year, the student, parent, and counselor are to sign and date the Plan. 1.

Each student 4-Year Plan has a required number of courses necessary to graduate and the required number of credits specified by his graduation plan.

The student must earn credit in all required courses specified by his/her graduation plan.

In addition to course credit requirements, the student must meet state performance standards for State Accountability Exams, and attendance requirements for graduation. Course Offerings Information

   

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All courses designated I, II, III and IV refer to the number of years of experience in the course, rather than the grade levels 9, 10, 11 and 12 respectively. Self-management courses may only be chosen by students who are approved for such courses by the Admissions, Review, and Dismissal (ARD) Committee Accelerated instruction will be provided for all students who do not maintain mastery on the respective EOC’s and sections of STAAR – EOC Exams as appropriate and in agreement with State Accountability. Sheltered Instruction (SI) classes are assigned to eligible LEP students at a level commensurate with their English proficiency. Instructors for these classes are SI trained to provide linguistic accommodations. Regular courses provide grade-level instruction in all Texas Essential Knowledge and Skills (TEKS). These courses are designed for the college-bound as well as the careerbound student.

Pre-Advanced Placement (Pre-AP)

Pre-Advancement Placement courses have specific curriculum goals and objectives designed to prepare all students who take the class for the rigors of the Advanced Placement course. In addition to all Texas Essential Knowledge and Skills, a wider range and greater depth of the subject matter is taught. There is an emphasis on higher level and critical thinking skills. Provisions for creative and productive thinking are included in the courses. Pre-AP courses will help prepare students for advanced courses. Pre-AP courses will be more challenging than regular courses and are offered in the core area subjects: English, math, social studies and science. The Texas Essential Knowledge and Skills (TEKS) of the required academic subjects in Pre-AP classes are the same as the TEKS in the regular program. The learning experiences in the Pre-AP classes are enhanced with higher level thinking skill activities. The Pre-AP courses will prepare students for the Advanced Placement courses in high school, as the skills taught in Pre-AP are aligned with the objectives needed to succeed in the AP course.

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Advanced Placement (AP) Courses

The Advanced Placement Program, sponsored by the College Board, offers high school students an opportunity to take college-level courses at the local high school. Advanced Placement (AP) courses, designed to expand educational opportunities for qualified students, are developed by the College Board. AP courses usually require more work outside of class time on the part of the students than do other courses. AP courses earn one extra grade point per course. Upon successful completion of an AP course, the student receives high school credit. College credit can be earned by a student who passes the AP course exam (earn 3.0 on the exam). In applying to a college of choice, the student should contact the college admissions department and review credit policies for advanced placement courses and determine if the awarded AP course credit is accepted. The cost of the AP Exam is the responsibility of the student. P Advanced Placement courses are offered in English, Mathematics, Social Studies, and Science. The subject matter in advanced placement courses offered is similar to that taught in college freshmen courses. If a student earns a score in a designated range on the Advanced Placement Test at the end of the year, some college credit may be received. 

Advanced Placement Tests

AP courses prepare students to take AP examinations. As a result of scoring at a designated level on an AP exam, students may earn college credit or participate in the AP program. The College Board Advanced Placement (AP) tests are offered in the spring semester. The College Level Examination Program (CLEP) tests are given monthly at various testing centers. Both tests are voluntary. Participating colleges may award Advanced Placement, credit, or both, for satisfactory performance on these examinations. Students should consult college bulletins and counselors for additional College credit which may also be given for the SAT II or departmental examinations. 

Gifted and Talented Students

Gifted and talented students are served through differentiation of instruction, the Pre-Advanced Placement and Advanced Placement classes, academic competitions, the Distinguished Achievement Program, dual credit, co-enrollment, opportunities for acceleration, and early high school graduation (approved 3-Year Graduation Plan).GRAM I NFORMATI  Credit by Exam—If a Student Has Taken the Course A student who has previously taken a course or subject—but did not receive credit for it—may, in circumstances determined by the teacher, counselor, attendance committee, and/or principal, be permitted to earn credit by passing an exam on the Texas Essential Knowledge and Skills (TEKS) defined for that course or subject. Prior instruction may include, for example, incomplete coursework due to a failed course or excessive absences, home-schooling, correspondence courses, or independent study supervised by a teacher. The counselor or principal would determine if the student could take an exam for this purpose. If approval is granted, the student must score at least 70 on the exam to receive credit for the course or subject. The attendance review committee may also offer a student with excessive absences an opportunity to earn credit for a course by passing an exam. A student may not use this exam, however, to regain eligibility to participate in extracurricular activities. [For further information, see the counselor and policies EEJA.] 

Credit by Examination—If a Student Has Not Taken the Course

A student will be permitted to take an exam to earn credit for an academic course for which the student has had no prior instruction. The dates of the tests may be obtained from the Department of Curriculum and Instruction and the Guidance and Counseling Department at the high school. A student will earn credit with a passing score of at least 70 on the exam. If a student plans to take an exam, the student (or parent) must register with the counselor no later than 30 days prior to the scheduled testing date. If the district agrees to administer a test other than the one chosen by the district, the parent must purchase a test from a university approved by the State Board of Education. [For further information, see EEJB (LOCAL).] 17

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Summer School

Summer School is provided each summer for students who may need to make up credits. Only a few courses are offered for “new credit”. The student must pay the assessed fee for any new credit course taken in summer school. The district does not charge for summer school when a student is making up a course credit that he/she failed. 

Career and Technology Education

Enrollment in career and technology education courses is open to all qualified students without regard to race, color, creed, religious affiliation, sex, or handicapping conditions. 

Section 504 Services

Section 504 of the Rehabilitation Act prohibits discrimination and assures that disabled students have educational opportunities and benefits equal to those provided to non-disabled students. Eligible students have a record of, or are regarded as having a physical or mental impairment which substantially limits one or more major life activities including functions such as learning, self-care, walking, seeing, hearing, speaking, breathing, working, eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, communicating and performing manual tasks. In order to receive services, even if the students have physical or mental impairment, there must be substantial limitation on a major life activity; i.e. a serious problem requiring accommodations within the school. If a student has or is suspected of having a disability or requires special services, parents, teachers, administrators or any other district employee should contact the building administrator or counselor for information concerning available programs, assessments, and services. 

English Language Learners

Students who have been identified as English Language Learners (ELLs) have the opportunity to receive language arts instruction from an ESL trained teacher. These teachers will present the curriculum in such a way to help ELLs acquire the English language in a comprehensible and meaningful manner. Students who are recent immigrants, born outside of the United States, and who require intense language instruction are offered ESOL (English for Speakers of Other Languages) I and ESOL II. These classes are taught by an ESL certified teacher. Furthermore, Sheltered Instruction is provided for ESL students scheduled in content area classes for mathematics, science, and social studies. In the Port Arthur Independent school District, the ESL program in grades 6-12 consists of content- based ESL program where an ESL certified teacher instructs English Language Arts and Reading to recent immigrant students. In grades 9-12, ESOL I and ESOL II can be taken in place of English I and English II. Recent immigrant students who are at the beginning levels of English language proficiency and students who for several years have been at beginning or intermediate levels of English language proficiency in TELPAS are eligible for these courses. All other content areas such as math, science, social studies and electives can be taught by general education teachers who are certified in their subject areas, but who have also received sheltered instruction (SI) training. Sheltered instruction training, and ELPS training (English Language Proficiency Standards) are required trainings for teachers of English language learners (ELLs). The trainings enable teachers to provide the linguistic accommodation ELLs need to be successful in learning the content area skills and knowledge, and English reading and writing. Sheltered instruction class offerings have SI as part of the class name (e.g. Algebra I SI). The SI simply indicates that the teacher for that class has received sheltered instruction training. The Language Proficiency Assessment Committee (LPAC) acts on behalf of the school district to identify, to test for English language proficiency, and to recommend placement of ELLs in the appropriate instructional setting with parent approval. Consultation with LPAC is required to place ELL students appropriately. 

Special Education Services and Programs

Students experiencing difficulties in school and have unsuccessfully gone through the three tiers of Response to Intervention (RtI), may be referred for services in special education. After the referral is completed, signed and approved by the members of an Intervention team, an evaluation will be conducted to determine whether a student meets the eligibility criteria for special education. An Individual Education Plan (IEP) Committee or Acceptance, Review or Dismissal (ARD) Committee makes decisions regarding the provision of special education services. If a student is determined to be eligible for services in accordance with the Texas Education Agency guidelines, an individualized education plan is developed. Instruction that is designed to meet a student's unique educational needs may be provided in a variety of settings. Instructional settings may include (a) general education classroom with accommodations, (b) general education classroom with in class support, (c) general education and content mastery support, or (d) selfcontained classroom. Related services necessary for the student to benefit from special education may also be provided. 18

ADULT SCHOOL A student must be 17 years of age on or before September 1 of the current school year to enroll in Adult School. A maximum of three (3) credits may be earned in Adult School. See the counselor for more information.

CREDIT RECOVERY Credit Recovery is a program that offers high school students the opportunity to make up credits which were denied due to subject failure or poor attendance. The student must maintain a 90% attendance rate in order to remain in the program. The program is available to 11th, 12th, and over age 10th graders. It should be clearly noted that a student may earn a maximum of two (2) credits per academic school year.

PROJECT RECLAIM Project Reclaim (Revitalizing Enthusiasm and Commitment in Learning Assessed Information for Mastery) Secondary Academy is designed to provide continued educational opportunities for twelfth (12th) grade non-completers who failed to reach minimum passing standards on the Exit Level Texas Assessment of Knowledge and Skills (TAKS) in English Language Arts, Math, Science, and/or Social Studies. PROJECT REDIRECT

A program designed to assist students who have been designated for special attention in the district drop out prevention program. It allows students to gain credits for courses students failed to master during regular sessions.

CORRESPONDENCE COURSES The Port Arthur Independent School District accepts correspondence credits from the University of Texas at Austin and Texas Tech. A maximum of three (3) credits may be earned by correspondence. See the counselor for more information. It should be clearly noted that all correspondence courses must be paid by the student, parent, or guardian.

CREDITS IN SUBJECTS FROM UNACCREDITED SCHOOLS Credits in subjects from unaccredited schools must be validated through examination. The district uses established examinations from state universities for this purpose. The cost of the examinations is the responsibility of the parent. This must be approved by the Principal. Parents should see their childâ&#x20AC;&#x2122;s counselor for more information.

2014-2015 High School Course Selection Guide

9th Grade Section

ASSURANCE OF NONDISCRIMINATION The Port Arthur Independent School District does not discriminate on the basis of race, religion, color, national origin, sex, or handicap in providing education services. The Superintendent has been designated to coordinate compliance with the discrimination requirements of the Title IX and the nondiscrimination requirements of Section 504 of the Rehabilitation ACT of 1973, as amended.

INTRODUCTION This course description guide provides a brief description of each course offered at Memorial 9th Grade Campus and Memorial High School, lists prerequisites and special requirements, and includes credits required for graduation. Since students will be making selections for the entire year, it is imperative that parents and students work together during this process. A thorough review of the graduation requirements, various transcript options, course prerequisites, and policies regarding schedule changes is essential. As always, the high school administration and staff will help students make the best possible choices.

2014-2015 Ninth Grade Students (Implications of House Bill 5 and District Priorities)

House Bill 5 House Bill 5 places schools and communities on a journey/a road…The road is to lead students to their “personal vision” for their lives—who they wish to be professionally by providing career choice and the taking of “first steps” towards hopes and dreams of a certain quality of life… HB5 compels school systems to reach out to the community at large: Institutions of Higher Education, Businesses and Industries, and parents. HB 5 also compels community entities to “engage” schools in making the educational experiences of each student “relevant” in terms of the commitment the community needs from students… It is clear that the community of citizens needs the talent and skills of each student so that the community may advance and thrive. This section of the PAISD 2014-2015 High School Course Selection Guide is designed to acquaint 9th Grade students with essential information about high school courses and requirements for graduation, including the previous graduation requirements and the requirements which are being implemented for 2014-2015. Within the course selection guide, the 9th Grade Section will provide the following as a specific aide to freshmen:  Terminology for Understanding HB 5  Enrollment and Attendance Information  Course Selection Process Information  Graphic Representations of Graduation Plans (former plans & new plans)  Personal Graduation Plan  College and Career Readiness **AVID (Advancement Via Individual Determination) is a college prep program which will be offered for 2014-2015 at Memorial 9th Grade Academy at Austin. Information is provided in the 9th Grade Section of this guide.

Terminology Used in House Bill 5 Endorsement…………………………………………. Special Designation (5) to be placed on High School Diploma Institute of Higher Education (IHE)………………… College or University Personal Graduation Plan (PGP) …………………… Universal Personal Education Plan for all high school students College Preparatory Courses………………………… Courses HB 5 requires to be developed collaboratively with district and IHE beginning in 2013-2014; courses must be in place for 2014-2015 Career and Technology Education (CTE)…………… Courses which focus on career and technology pathways; HB 5 provides expanded offerings. Texas Success Initiative (TSI)……………………… Texas Education Code §51.3062 requires all entering college students to be assessed for college in readiness in reading, mathematics, and writing unless the student qualifies for an exemption.

Endorsements and Coursework Options HB 5 provides House Bill 5 creates one diploma that affords all students a variety of post-secondary opportunities. Core Requirements of the New Foundation High School Plan: 4 English Credits (Eng. I, Eng. II, Eng. III, and advanced English) 3 Math Credits (to include Algebra I and Geometry) 3 Science Credits (to include Biology) 3 Social Studies Credits (W. Geography or W. History, US History, Government, and Economics) 1 PE Credit 1 Technology Credit 1 Fine Arts Credit 2 Credits of the same Foreign Language or Computer Programming 5 Electives Credits (1 additional elective credit is required for PAISD graduate, for a total of 6 Electives)

Students beginning high school in 2014-2015 must complete the requirements of the new graduation program. Students enrolled in high school prior to 2014-2015 will have the choice to complete their current graduation program (MHSP, RHSP, or DAP) or to transition to the new Foundation High School Program. HB 5 expands availability of CTE courses that will satisfy the requirements for endorsements. The State Board of Education (SBOE) is directed to approve additional career and technology courses to satisfy core academic credits. In addition to the credits for the Foundation High School Program, students may earn an endorsement in one of five areas: STEM (Science, Technology, Engineering, and Math), Business and Industry, Public Services, and Arts and Humanities and Multidisciplinary Studies. With few exceptions, all students will be required to earn an endorsement in one of the five identified areas. STEM relates to career fields such as science, technology, computer science, engineering and advanced math; Public Services relate to career fields such as health science and occupations, education, law enforcement, culinary arts, hospitality, etc. Business and Industry relates to career fields such as information technology, database management, marketing, accounting, finance, graphic design, construction, welding, automotive technology, and agriculture, etc. Arts and Humanities relates to career fields such as political science, literature, world languages, cultural studies, history, and fine arts, etc. Multidisciplinary Studies provides students the opportunity to take a variety of courses from each of the other four endorsement areas.

Highlights of House Bill 5 HB 5 greatly expands course options and allows individual students more flexibility. HB 5 allows districts to partner with community colleges and industry to develop rigorous courses that address workforce needs, provide technical training and have the credits count towards graduation. HB 5 eliminates the requirement that all students must pass Algebra II and ELA III to receive a high school diploma. HB 5 allows all high school graduates to be eligible for automatic admission to Texas public four-year universities because all students will graduate under the same diploma.

Each endorsement requires 26 credits total, including: 4th math 4th science 2 additional electives

HB 5 also creates a Distinguished Level of Performance. To earn the distinguished level, students must complete an endorsement, Algebra II, and a scale score on an AP, SAT, ACT, or another nationally recognized assessment. Any student may earn a performance acknowledgement for outstanding performance in a dual credit course, in bilingualism and biliteracy, on an AP Test or IB (International Baccalaureate) exam, on the PSAT, the ACT or the SAT, the ACT-Plan, and for earning a nationally or internationally recognized business or industry certification or license. HB 5 enables districts to partner with higher education and industry to develop rigorous courses at the local level to address the workforce needs in the community. **Upon entering 9th grade, a student must indicate in writing an endorsement he/she intends to earn. **Students will be allowed to choose a different endorsement at any time.

Special Acknowledgments for Parents and Students

A student can graduate under the Foundation Program without an endorsement if, after his/her sophomore year: 

The student and the parent are advised by the counselor of the specific benefits of graduating from high school with one or more endorsements; and



The student’s parent files with the school counselor written permission (on a TEA developed form) allowing the student to graduate under the Foundation High School Program without an endorsement. Course Offerings

Locally Developed CTE Courses/Activities HB 5 allows districts to offer courses or other activities, including apprenticeships or training hours needed to obtain an industryrecognized credential or certificate under certain conditions. HB 5 requires approval of school board, not approval of SBOE; it must be reported to TEA, however. College Preparatory Courses HB 5 directs districts for 2013-2014 to partner with at least one IHE to develop college prep courses in math and ELA for 12 th grade students who do not meet college readiness standards or whose performance indicates they are not ready to perform entry-level college coursework. Districts must, in consultation with the Institutions of Higher Education (IHE), develop or purchase materials for these courses. ***Courses will be developed by the district and IHE, not the State Board of Education. Effective for 2013-2014 (with courses to be provided no later than 2014-2015) high school faculty and IHE faculty must meet regularly as necessary to ensure courses are aligned with college readiness expectations. Authority is given to Commissioner to adopt rules governing this. Effective for 2014-2015, College Prep Courses must be in place. These courses are to be provided at the high school or through distance learning/online and may count as an advanced ELA or math course under the foundation program, or a dual credit course. Effective for 2014-2015, College Prep Courses may be offered for dual credit (at the discretion of the IHE). Exemption for TSI can be provided with IHE Partner. Effective for 2013-2014 (with courses to be provided no later than 2014-2015), districts must provide notice to eligible students and parents regarding benefits of enrolling in these courses. Mathematics Courses For College Prep Courses, mathematics courses can count as an Advanced Math under the Foundation program, effective 2014-2015. College Prep Mathematics may be offered for dual credit at the discretion of the IHE. Districts must offer Algebra II to each student, effective 2014-2015. Guidance and Counseling 2014-2015 For elementary, middle school, or junior high school, school counselors must advise students and parents of the importance of postsecondary education. For high school, school counselors must annually provide information about post-secondary education, including advantages of earning an endorsement, performance acknowledgment, and distinguished level of achievement to the student and parent.

High School For high school in 2014-2015, universal PGPs must be developed for all high school students. PGPs must be transmitted through the Texas Records Exchange (TREx). High school principals must designate a school counselor or school administrator to review PGP options with each student entering 9th grade together with the parent. ***PGPs must be signed by student and parent before the end of the school year. Students may amend their PGP but written notice of the amendment must be sent to the parents. Notice to Parents: The â&#x20AC;&#x153;State-Developed Documentsâ&#x20AC;? explaining advantages of Endorsements and Distinguished Level of Achievement are required. Benefits of choosing a PGP that includes Distinguished Achievement and Endorsements in order to be eligible for automatic (Top 10%) admission are to be shared with parents. PGPs are to encourage parents to have the student choose the Endorsements and Distinguished Level of Achievement. Districts must publish the information in the document on their website and ensure it is available to students and parents in grades 9 and above in the language in which they are most proficient. Districts must provide translation to other languages only if at least 20 students in a grade level primarily speak

a different

language.

2014-2015 Ninth Grade Students (Implications of House Bill 5 and District Priorities) Foundation Only English Language Arts—4 Credits  English I  English II  English III  Advanced English Course (English IV, English IV AP, Humanities, Advanced Journalism-Yearbook) Mathematics—Three Credits  Algebra 1  Geometry  Advanced Mathematics Course (Algebra II, Pre-calculus, AP Statistics, AP Calculus AB) Science—Three Credits  Biology  IPC or Advanced Science Course (Chemistry, Chemistry AP, Physics, Astronomy, Environmental Systems, Biology AP)  Advanced Science Course (Chemistry, Chemistry AP, Physics, Astronomy, Environmental Systems, Biology AP) Social Studies—Three Credits  U.S. History  U.S. Government (one-half credit)  Economics (one-half credit)  World Geography or World History or Combined World History/World Geography

Physical Education—One Credit Languages Other Than English—Two Credits in the same language, Computer Programming Language

HB 5 Graduation Plan Foundation with Endorsements English Language Arts—4 Credits  English I  English II  English III  Advanced English Course (English IV, English IV AP, Humanities, Advanced Journalism-Yearbook) Mathematics—Four Credits  Algebra 1  Geometry  Advanced Mathematics Course (Algebra II, Pre-calculus, AP Statistics, AP Calculus AB) Science—Four Credits  Biology  IPC or Advanced Science Course (Chemistry, Chemistry AP, Physics, Astronomy, Environmental Systems, Biology AP)  Advanced Science Course (Chemistry, Chemistry AP, Physics, Astronomy, Environmental Systems, Biology AP) Social Studies—Three Credits  U.S. History  U.S. Government (one-half credit)  Economics (one-half credit)  World Geography or World History or Combined World History/World Geography

Physical Education—One Credit Languages Other Than English—Two Credits in the same language, Computer Programming Language Fine Arts—One Credit Electives—Seven Credits (may include CTE, Certification Courses, or Fine Arts)

Fine Arts—One Credit Electives—Five Credits (may include CTE, Certification Courses, or Fine Arts) **PAISD—Communication Application/Professional Communication—OneHalf Credit **PAISD—Communication Application/Professional Communication— One-Half Credit

English Language Arts—4 Credits  English I  English II  English III  Advanced English Course ((English IV, English IV AP, Humanities, Advanced Journalism-Yearbook) Mathematics—Four Credits  Algebra 1  Geometry  Advanced Mathematics Course ((Algebra II, Pre-calculus, AP Statistics, AP Calculus AB)) Science—Four Credits  Biology  IPC or Advanced Science Course (Chemistry, Chemistry AP, Physics, Astronomy, Environmental Systems, Biology AP)  Advanced Science Course (Chemistry, Chemistry AP, Physics, Astronomy, Environmental Systems, Biology AP) Social Studies—Three Credits  U.S. History  U.S. Government (one-half credit)  Economics (one-half credit)  World Geography or World History or Combined World History/World Geography

**PAISD—Communication Application/Professional Communication— One-Half Credit Technology Application—One Credit

Technology Application—One Credit

**PAISD has adopted graduation requirements above state requirements

**Total Required Graduation Credits = 27 Credits

**Total Required Graduation Credits = 23 Credits

Technology Application—One Credit

Distinguished Level of Achievement

**PAISD has adopted graduation requirements above state requirements **Total Required Graduation Credits = 27 Credits

Endorsements STEM

Business/Industry

Public Services Arts & Humanities

Arts & Humanities

Multidisciplinary Studies

Environmental Science; Technology; Engineering; Advanced Math

Database Management; Information Technology; Communications’ Accounting, Finance, Marketing; Graphic Design; Architecture; Construction; Welding; HVAC; Logistics; Automotive Technology; Agricultural Science

Health Sciences & Occupations; Education & Training; Law Enforcement; Culinary Arts & Hospitality

Political Science; World Languages; Cultural Studies; English Literature; History; Fine Arts(Art, Music, Theatre Arts, and Dance)

Select Courses from the curriculum of each of the other endorsement areas; Credits in a variety of advanced courses from multiple content areas sufficient to complete the distinguished level of achievement under the Foundation Program

A student may earn an endorsement by successfully completing:  Curriculum Requirements for the Endorsement  Four Credits in Mathematics  Four Credits in Science  Two Additional Elective Credits Each school district must make available to high school students courses that allow a student to complete the curriculum requirements for at least one endorsement. A school district that offers only one endorsement curriculum must offer the multidisciplinary studies endorsement curriculum. State Assessments Required for Graduation

Performance Acknowledgements

English I English II Algebra I



U S History Biology

Outstanding Performance: Dual Credit Coursework; Bilingualism/bi-literacy; college AP or IB Exam; PSAT,ACT-Plan, SAT or ACT

Distinguished Achievement Level requires Algebra II among the 4 mathematics credits and one additional advanced science credit. The State Board of Education will determine additional credits for endorsements. School District Options: Districts have the option to assess all students enrolled in English III and/or Algebra II courses with the applicable EOC tests for diagnostic purposes only; students may use eligible scores to satisfy Texas State Requirements. College Board Advanced Placement courses may be substituted in appropriate areas…

HB 5 Graduation Plan Port Arthur Independent School District rd

During the 83 Texas Legislature, House Bill 5 was signed into law, which changes high school graduation requirement for students who will be freshmen during the 2014-2015 school year. More flexibility is provided by HB5 for high school students to pursue either higher education at a college or university or a career pathway. House Bill 5 (HB5) establishes one graduation planFoundation High School Program (FHSP) – with opportunity to earn endorsements and performance acknowledgements. Below is a snapshot of the new graduation requirements. Please note: Some areas are still under review and development as the District works with higher education (Lamar State College—Port Arthur and Lamar University) and local industry and businesses. Foundation – Only – 23 Credits

Foundation + Endorsements - 27 Credits

Distinguished Level Of Achievement - 27 Credits

4 credits English – ELAI, II, III, one credit in any authorized advanced English course

4 credits English – ELA I, II, III, one credit in any authorized advanced English course

3 credits Mathematics – Algebra l Geometry, one credit in any authorized advanced math course

4 credits Mathematics – Algebra I, Geometry, two credits in any authorized advanced math course

3 credits Science – Biology, IPC or advanced science course

4 credits Science – Biology, IPC, or advanced science course

3 credits Social Studies – U.S. History, U.S. Government (.5 credit) Economics (.5 credit), World Geography or World History, or combined World Geography/

3 credits Social Studies – U.S. History, U.S. Government (.5 credit), Economics (.5 credit), World Geography or World History, or combined World Geography/History

3 credits Social Studies – U.S. History, U.S. Government (.5 credit), Economics (.5 credit), World Geography or World History, or combined World /History

2 credits World Language or Computer Programming

1 Credit Physical Education

1 credit Fine Arts

.5 credit Communication Applications

5.5 credits in electives (may include CTE or certification courses)

7.5 credits in electives (may include CTE or certification courses)

7.5 credits in electives (may include CTE

Credit requirements specific to at least one endorsement

Credit requirements specific to a least one endorsement

Endorsements STEM

BUSINESS INDUSTRY

Environmental Science Technology Engineering Advanced Math

Database Management Information Technology Communications Accounting Finance Marketing Graphic Design Architecture Construction Welding, HVAC, Logistics Automotive Technology

PUBLIC SERVICES

Health Sciences Education/Training Law Enforcement Culinary Arts/Hospitality

Agricultural Science

State Assessments Required For Graduation English I, II; Algebra I; U.S. History; Biology

Performance Acknowledgements

ARTS & HUMANITIES

Political Science World Language Cultural Studies English Literature History Fine Arts

MULTIDISCIPLINARY STUDIES

Select courses from the s curriculum of each of the other endorsement areas ; Credits in a variety of advanced courses from multiple content areas sufficient to complete the distinguished level of achievement under the foundation program

Questions ?

Outstanding performance: Dual Credit coursework Contact your student’s campus or bilingualism/bi-literacy; college AP, PSAT, SAT or ACT www.tea.state.tx/us/graduation.aspx House Bill 5 text

**A complete listing of high school courses is provided in the 10th to 12th Grade Section of this Guideâ&#x20AC;Ś

Samples of Career Course Sequences

Frequently Asked Questions for HB 5

State Board of Education Rule  Endorsements  Distinguished Level of Achievement  Performance Acknowledgments

Hospitality and Tourismâ&#x20AC;&#x201D;Sample Course Sequence (modified)

P Principles of Hospitality & Tourism

Hotel Management

Travel & Tourism Managemen t

Restaurant Management

Figure 1

Hospitality Services

Practicum in Hospitality Services

Culinary Arts

Food Science (may be added to any Sequence)

Practicum in Culinary Arts

Texas Education Agency (2009)

Health Science (modified)

Principles of Health Science

Health Science

Advanced Biotechnology (STEM)

World Health Research

Texas Education Agency (2009)

Medical Terminology/ Lifetime Nutrition & Wellness/ Counseling & Mental Health (Human Services) Anatomy & Physiology/Medical Microbiology/ Pathophysiology/Scientific Research & Design (STEM)

Practicum in Health Science

Memorial High School CTE Course Sequence (Sample)

2014-2015 High School Course Selection Guide

HB 5 - Endorsements

Multidisciplinary Multidisciplinary Advanced Courses Now Available

English

Math

Science

Social Studies

 



Science S

     



English IV English IV AP Advanced Journalism Humanities Yearbook III College English 1301 Composite College English 1302 Composite

     



Algebra II Precalculus AP Statistics AP Calculus College Algebra Calculus and Analytic Geometry AB 2313 Calculus and Analytic Geometry AB 2314 Precalculus 2 312 2312

     



Chemistry AP Chemistry Physics Astronomy Environmen tal Systems Astronomy AP Biology Conceptual Physics I 1405 Conceptual Physics II 1407



 

European History AP American History 1301 American History 1302 Economics 2301 Political Science 2301

Frequently Asked Questions about HB 5 The Port Arthur Independent School District 2014-2015 Course Selection Guides for Grades 9, 10, 11, and 12 Prepared from…

Texas Education Agency (TEA) Information March 2014

Foundation High School Program Frequently Asked Questions (4 Pages) General 1. What does the term “required course” mean? The term “required course” includes any course for which a student must earn credit to satisfy graduation requirements. Required courses include specific courses listed in the graduation requirements, electives, courses required for the Foundation High School Program under §74.12, and courses required for endorsements under §74.13. 2. May a course satisfy both a foundation and an endorsement requirement? Yes. A course completed as part of the set of four courses needed to satisfy an endorsement requirement may also satisfy a requirement under the Foundation High School Program, including an elective requirement. 3. Can AP/IB and dual credit courses satisfy elective credit requirements? Yes. A student may earn state elective credit for any course that is included in or aligns with the TEKS for a course identified in TAC, Chapters 110-118, 126-128, and 130 and for which a student has not already earned credit toward a specific course requirement. 4. May a district require 26 credits for graduation for all students? Yes. School districts have the authority to establish requirements in addition to what the state requires of students for graduation. This is a local decision. 5. If a specific course can be taught for more than one credit, how will the credit be applied to the new graduation requirements? If a student earns more than one credit for a specific course, the credit may be applied to an applicable graduation requirement and any additional credit may be applied to an elective and/or endorsement requirement. For example, if a student earns one and one-half credits for successful completion of AP Chemistry, the first credit could satisfy an advanced science requirement and the additional half credit could satisfy an elective requirement. 6. Can a school district that requires additional credits for graduation substitute those additional required credits for Foundation High School Program requirements? A district has the authority to require credits in addition to those credits required by the state, but they cannot substitute courses/credits for those required by the state. 7. If a school district requires a specific course beyond what the State requires, does that increase the total number of credits a student needs to graduate? A district has the authority to require credits in addition to those credits required by the state and can choose to increase the total number of credits students are required to earn in order to graduate. Since a district ultimately decides what courses a student enrolls in, a district also has the authority to require all students to earn credit for a specific course to satisfy an elective requirement. If a district requires a specific course to satisfy an elective requirement, the total number of credits needed to graduate would not be increased. 8. Are there course sequence requirements under the new graduation program? There are not specific course sequence requirements in the new graduation program. However, districts should pay close attention to prerequisite requirements. 9. How do prerequisites factor into the new graduation requirements? Prerequisites are identified in the Texas Essential Knowledge and Skills for each course. Prerequisites are requirements unless they are specifically listed as recommended prerequisites. 10. Will the agency provide official forms to document students who choose to graduate foundation only without an endorsement? Yes. Forms will be available on the TEA website.

English 1. Do districts have the discretion to require English IV as the advanced English course for all students? Since a district ultimately decides what courses a student enrolls in, a district also has the authority to require all students to earn credit for a specific course to satisfy the advanced English requirement. 2. Can a district limit the options available to students to satisfy the advanced English requirement? Districts do not have to offer every course option, but if the district does offer a course the SBOE has approved to satisfy an advanced English credit, students may not be denied the credit to satisfy that requirement. 3. Is there a required sequence of courses for English? For example, could a student take Technical Writing then take English III? There is nothing in rule or law that delineates a specific sequence; however, districts should pay close attention to the prerequisites for each of these courses. Speech 1. Do districts have the discretion to require a speech course for all students? Yes. Each school district is responsible for ensuring that students demonstrate proficiency in the speech skills required by §74.11(a)(3). This can be accomplished by requiring a speech course or by other means. This is a local decision. 2. How are school districts supposed to document a student’s demonstrated proficiency of the required speech skills? Documentation of a student’s demonstrated proficiency must be included on the Academic Achievement Record (AAR). Additional guidance will be provided in the revised Minimum Standards for the AAR. 3. Can a district use Professional Communications to satisfy the new speech skills requirement? Yes, school districts have the authority to use Professional Communications to meet the speech requirement. This is a local district decision. Mathematics 1. Is there still a required sequence for math? For example, does a student have to take Algebra I before taking Math Models with Applications? No. However, districts should pay close attention to prerequisite requirements when scheduling students in math courses. Please note that prerequisites for some of the high school mathematics courses will change when the revised math TEKS are implemented in the 2015-2016 school year. 2. Is Algebra II a prerequisite for any other advanced math courses? Algebra II is a prerequisite for some, but not all advanced math courses. Districts should pay close attention to the courses that may satisfy an advanced mathematics course under the foundation program and the courses that may satisfy an advanced mathematics course required for a student to earn an endorsement. Additionally, districts should pay close attention to prerequisite requirements for each advanced mathematics course. 3. May Math Models with Applications be offered first in the sequence of math courses offered by a district? There is nothing in rule or law that specifically allows or prevents this for the 2014-2015 school year. However, Algebra I will be a prerequisite for Math Models with Applications when the revised TEKS are implemented in the 2015-2016 school year. 4. May Math Models with Applications be offered concurrently with Algebra I or Geometry in the sequence of math courses offered? There is nothing in rule or law that specifically allows or prevents this for the 2014-2015 school year. However, Algebra I will be a prerequisite for Math Models with Applications when the revised TEKS are implemented in the 2015-2016 school year. Beginning in 2015-2016, geometry and Math Models with Applications can be taken concurrently, provided the student has successfully completed Algebra I. 5. Is Math Models with Applications being phased out? No. The administrative rules allow students to use credit earned in Math Models with Applications as an option for the mathematics credit required to earn an endorsement for the 2014-2015 school year only. This course will continue to be an option for students to earn the advanced credit required under the foundation program. Science

1. Does the second science credit have to be taken before the third science credit? No. The use of the terms “second” and “third” in the rule is not intended to imply a sequence. However, districts should pay close attention to prerequisite requirements when scheduling students in science courses. 2. Can a student take IPC after chemistry and/or physics There is nothing in rule or law that specifically allows or prevents a specific course sequence. However, districts should pay close attention to prerequisite requirements for each of these courses. 36

3. How can AP Physics 1 and 2 be used? AP Physics 1 may count as a second science credit option or a third science credit option. AP Physics 2 may count as a third science credit option only. 4. Is there anything that prevents a district from offering a course other than biology to ninth grade students? The administrative rules do not prescribe a sequence. Districts should pay close attention to prerequisite requirements when scheduling students in science courses.

5. What is considered an advanced science course? The State Board of Education has identified a list of science courses that may satisfy each of the advanced science courses required for graduation. Social Studies 1. Do districts have the discretion to require both World Geography and World History for all students? Yes. School districts have the authority to establish requirements in addition to what the state requires of students for graduation. This is a local decision. 2. Can districts place students in a semester of World Geography and a semester of World History to satisfy the combined World History/World Geography requirement? No. The SBOE must adopt Texas Essential Knowledge and Skills for a combined World History/World Geography course before this will be an option available to students. Health and Physical Education 1. Do districts have the discretion to require a health course for all students? Yes. School districts have the authority to establish requirements in addition to what the state requires of students for graduation. This is a local decision. 2. Can any TEKS-based course that includes 100 minutes of moderate to vigorous physical activity satisfy the PE requirement? Yes. In accordance with local district policy, the required PE credit may be earned through completion of any TEKS-based course that meets the requirement for 100 minutes of moderate to vigorous physical activity per five-day school week. Please note that such a course cannot be used to satisfy another specific graduation requirement. 3. Can a school district add a requirement of moderate to vigorous physical activity to any TEKS-based course and award PE credit for that course? Yes. A school district may add a requirement for 100 minutes of moderate to vigorous physical activity per five-day school week and award PE credit for that course. Please note that such a course cannot be used to satisfy another specific graduation requirement. Languages Other Than English (LOTE) 1. What courses satisfy the computer programming languages option for the LOTE graduation requirements? Computer Science I, II, and III may satisfy this requirement until September 1, 2016. The SBOE is expected to revisit these options at a future date. Can CTE computer programming course satisfy the LOTE requirement? No. At this time only Computer Science I, II, and III may satisfy this requirement. The SBOE is expected to revisit these options at a future date. Fine Arts 1. What is a community-based fine arts program? A community-based fine arts program is a fine arts program that provides instruction in all of the TEKS for a high school fine arts course and that is offered outside of the school day and often off-campus. Examples of community-based fine arts programs include community theatre or dance programs offered at a local dance studio.

Technology Applications 1. May a district continue to require a course such as technology applications for high school graduation that the State no longer requires? Yes. School districts have the authority to require beyond what the state requires of students for graduation. This is a local decision. If a district requires a TEKS-based course, such as a technology applications course, that is not required by the State, the course could count toward the State elective requirements. 2. What will happen with the computer science courses if they are scheduled to “go away” in 2016? The computer science courses are not going away. They will continue to be course options for students. These courses are options for satisfying the languages other than English graduation requirement until September 1, 2016. The SBOE is expected to revisit these options at a future date.

Endorsements Frequently Asked Questions… General 1. Does every student have to graduate with an endorsement? No. A student may opt to graduate Foundation High School Program only without an endorsement if, after the student's sophomore year the student and the student's parent or guardian are advised by a school counselor of the specific benefits of graduating from high school with one or more endorsements and the student's parent or guardian files with a school counselor written permission, on a form adopted by the Texas Education Agency (TEA), allowing the student to graduate under the Foundation High School Program without earning an endorsement. 2. Can a student earn more than one endorsement? Yes. A district must allow a student to enroll in courses under more than one endorsement before the student's junior year. 3. Can a student change endorsements? When? Yes. While a district is not required to offer all endorsements, a district must allow a student to choose, at any time, to earn an endorsement other than the endorsement the student previously indicated from among the available endorsements. 4. I’m concerned that my small district cannot offer endorsements. What endorsements should a district be able to offer? Without altering the courses that a school district is currently required by SBOE rule to offer, a district should be able to offer at least three of the five endorsements. Multidisciplinary (all districts are required to offer at least four courses in each foundation subject area, to include English IV, Chemistry, and Physics) Business and Industry (TAC, §74.3(b)(2)(G) requires a district to offer a coherent sequences of courses from at least three CTE career clusters) STEM (TAC, §74.3(b)(2)(C) requires a district to offer at least six science courses) 5. Will all high schools be required to offer multiple endorsements, even those that focus 100% on STEM/engineering? No. Statute requires each school district to make available to high school students courses that allow a student to complete the curriculum requirements for at least one endorsement. A school district that offers only one endorsement curriculum must offer the multidisciplinary studies endorsement curriculum

Information about Endorsements, Distinguished Level of Achievement & Performance Acknowledgmentsâ&#x20AC;&#x201D;State Board of Education (SBOE) Rule A student may earn an endorsement by successfully completing: Curriculum requirements for the endorsement Four credits in mathematics Four credits in science Two additional elective credits

Statutory Requirements Each school district must make available to high school students courses that allow a student to complete the curriculum requirements for at least one endorsement. A school district that offers only one endorsement curriculum must offer the multidisciplinary studies endorsement curriculum. A school district defines advanced courses and determines a coherent sequence of courses for an endorsement area, provided that prerequisites are followed. A course completed as part of the set of four courses needed to satisfy an endorsement requirement may also satisfy a requirement under the foundation high school program, including an elective requirement. **(Approved Advanced Courses for English Language Arts, Mathematics, and Science, have been identified by TEA and SBOEâ&#x20AC;ŚAlso, guidelines for Foreign Language Credits and Languages Other than English Credits are available through TEA. School Counselors will be able to advise students and parents.)

Requirements Each school district must make available to high school students courses that allow a student to complete the curriculum requirements for at least one endorsement. A school district that offers only one endorsement curriculum must offer the multidisciplinary studies endorsement curriculum. A school district defines advanced courses and determines a coherent sequence of courses for an endorsement area, provided that prerequisites are followed. A course completed as part of the set of four courses needed to satisfy an endorsement requirement may also satisfy a requirement under the foundation high school program, including an elective requirement. February, 2014 (TEA) HB 5 expands availability CTE courses that will satisfy the requirements for endorsements . The STATE Board Of Education (SBOE) is directed to approve additional career and technology courses to satisfy core academic credit. Students may earn an additional endorsement in one of five areas: STEM (Science, Technology, Engineering, and Math), Business and Industry, Public Services, and Arts and Humanities and Multidisciplinary Studies. With few exceptions all students will be required to earn an endorsement in one of the five identified areas. STEM relates to career fields such as science, technology, computer science, engineering and advanced math; Public Services relate to career fields such as health science and occupations, education, law enforcement, culinary arts, hospitality, etc. Business and Industry relates to career fields such as information technology, database management, marketing, accounting, finance, graphic design, construction, welding, automotive technology, and agriculture, etc. Arts and Humanities relate to career fields such as political science, literature, world languages, cultural studies, history, and fine arts, etc. Multidisciplinary Studies provides students the opportunity to take a variety of courses from each of the other four endorsement areas. 39

Each endorsement requires 26 credits total, including: 4th math 4th science 2 additional electives

Endorsements, Distinguished Level of Achievement, and Performance Acknowledgementsâ&#x20AC;&#x201D; State Board of Education Rule STEM - SBOE Rule A student may earn a STEM endorsement by completing foundation and general endorsement requirements including Algebra II, chemistry, and physics and: (A) A coherent sequence of courses for four or more credits in CTE that consists of at least two courses in the same career cluster including at least one advanced CTE course which includes any course that is the third or higher course in a sequence. The courses may be selected from courses in all CTE career clusters or CTE innovative courses approved by the commissioner of education. The final course in the sequence must be selected from the STEM career cluster. (B)A coherent sequence of four credits in computer science from the following: Fundamentals of Computer Science Computer Science I

Discrete Mathematics for Computer Science Digital Forensics

Computer Science II Computer Science III AP Computer Science IB Computer Science, Standard Level IB Computer Science, Higher Level

Game Programming and Design Mobile Application Development Robotics Programming and Design Independent Studies of Technology Applications

A student may earn a STEM Endorsement by completing foundation and general endorsement requirements including Algebra II, chemistry, and physics and: (C) A total of five credits in mathematics by successfully completing Algebra I, geometry, Algebra II and two additional mathematics courses for which Algebra II is a prerequisite (D) A total of five credits in science by successfully completing biology, chemistry, physics, and two additional science courses (E) In addition to Algebra II, chemistry, and physics, a coherent sequence of three additional credits from no more than two of the areas listed in (A), (B), (C), and (D)

Business & Industryâ&#x20AC;&#x201D;SBOE Rule A student may earn a Business and Industry Endorsement by completing foundation and general endorsement requirements and: (A)a coherent sequence of courses for four or more credits in CTE that consists of at least two courses in the same career cluster including at least one advanced CTE course which includes any course that is the third or higher course in a sequence. The courses may be selected from courses in all CTE career clusters or CTE innovative courses approved by the commissioner of education. The final course in the sequence must be selected from one of the following CTE career clusters: Agriculture, Food, & Natural Resources Architecture & Construction Arts, Audio/Video Technology, & Communications Business Management & Administration 40

Transportation, Distribution, & Logistics Marketing Information Technology Manufacturing Hospitality &Tourism Finance (B) Four English elective credits by selecting three levels in one of the following areas: Advanced broadcast journalism Advanced journalism: newspaper Advanced journalism: yearbook

Advanced Journalism Yearbook Public Speaking Debate

A student may earn a business and industry endorsement by completing foundation and general endorsement requirements and: (C) Four technology applications credits by selecting from the following: Digital Design and Media Production Digital Art and Animation 3-D Modeling and Animation Digital Communications in the 21st Century Digital Video and Audio Design Web Communications Web Design Web Game Development Independent Study in Evolving/Emerging Technologies

(D) A coherent sequence of four credits from (A), (B), (C) Public Services—SBOE Rule A student may earn a Public Services Endorsement by completing foundation and general endorsement requirements and: (A)A coherent sequence of courses for four or more credits in CTE that consists of at least two courses in the same career cluster including at least one advanced CTE course which includes any course that is the third or higher course in a sequence. The courses may be selected from courses in all CTE career clusters or CTE innovative courses approved by the commissioner of education. The final course in the sequence must be selected from one of the following CTE career clusters: •Education & Training •Government & Public Administration •Health Science •Human Services •Law, Public Safety, Corrections, & Security

(B) four courses in Junior Reserve Officer Training Corps (JROTC)

Arts & Humanities—SBOE Rule A student may earn an Arts and Humanities Endorsement by completing foundation and general endorsement requirements and: (A) A total of five social studies credits (B) Four levels of the same language in a language other than English (C) Two levels of the same language in a language other than English and two levels of a different language in a language other than English (D) Four levels of American sign language (E) A coherent sequence of four credits by selecting courses from one or two categories or disciplines in fine arts or innovative courses approved by the commissioner (F) four English elective credits by selecting from the following: 41

English IV •Independent Study in English •Literary Genres •Creative Writing •Research and Technical Writing •Humanities •Advanced Placement English Literature and Composition; or •International Baccalaureate Language Studies A1 Higher Level; or •Communication Applications

Multi-disciplinary Studies—Rule A student may earn a Multidisciplinary Studies Endorsement by completing foundation and general endorsement requirements and: (A) Four advanced courses that prepare a student to enter the workforce successfully or postsecondary education without remediation from within one endorsement area or among endorsement areas that are not in a coherent sequence (B) Four credits in each of the four foundation subject areas to include English IV and chemistry and/or physics (C)Four credits in advanced placement, International Baccalaureate, or dual credit selected from English, mathematics, science, social studies, economics, languages other than English, or fine arts

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Distinguished Level of Achievement A student may earn a distinguished level of achievement by successfully completing:    

a total of four credits in mathematics, which must include Algebra II a total of four credits in science the remaining curriculum requirements the curriculum requirements for at least one endorsement

A student must earn distinguished level of achievement to be eligible for top 10% automatic admission.

Performance Acknowledgements A student may earn a performance acknowledgment:  For outstanding performance •in a dual credit course  In bilingualism and bi-literacy  On an AP test or IB exam  On the PSAT, the ACT-Plan, the SAT, or the ACT  For earning a nationally or internationally recognized business or industry certification or license

Performance Acknowledgment—SBOE Rule A student may earn a performance acknowledgment on the student's diploma and transcript for outstanding performance in a dual credit course by successfully completing: (1) At least 12 hours of college academic courses, including those taken for dual credit as part of the Texas core curriculum, and advanced technical credit courses, including locally articulated courses, with a grade of the equivalent of 3.0 or higher on a scale of 4.0 or (2) An associate degree while in high school

Performance Acknowledgments—SBOE Rule A student may earn a performance acknowledgment in bilingualism and bi-literacy by demonstrating proficiency in accordance with local school district grading policy in two or more languages by: (1) Completing all English Language Arts requirements and maintaining a minimum grade point average (GPA) of the equivalent 80 on a scale of 100; (2)Satisfying one of the following:  Completion of a minimum of three credits in the same language in a language other than English with a minimum GPA of the equivalent of 80 on a scale of 100; or  Demonstrated proficiency in the Texas Essential Knowledge and Skills for Level IV or higher in a language other than English with a minimum GPA of the equivalent of 80 on a scale of 100; or  Completion of at least three credits in foundation subject area courses in a language other than English with a minimum GPA of 80 on a scale of 100; or  Demonstrated proficiency in one or more languages other than English through one of the following methods:   

A score of 3 or higher on a College Board AP exam for a language other than English; or A score of 4 or higher on an IB exam for a higher-level languages other than English course; or Performance on a national assessment of language proficiency in a language other than English of at least Intermediate High or its equivalent

Performance Acknowledgments—SBOE Rule In addition to meeting the requirements to earn a performance acknowledgment in bilingualism and bi-literacy, an English language learner must also have: (A) Participated in and met the exit criteria for a bilingual or English as a second language (ESL) program; and (B) Scored at the Advanced High level on the Texas English Language Proficiency Assessment System

(TELPAS).

Performance Acknowledgments—SBOE Rule A student may earn a performance acknowledgment on the student's diploma and transcript for outstanding performance on a College Board advanced placement test or International Baccalaureate examination by earning: (1)A score of 3 or above on a College Board advanced placement examination (2) A score of 4 or above on an International Baccalaureate examination

Performance Acknowledgments—SBOE Rule A student may earn a performance acknowledgment on the student's diploma and transcript for outstanding performance on the PSAT®, the ACT-PLAN®, the SAT®, or the ACT® by: (1)Earning a score on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT®) that qualifies the student for recognition as a commended scholar or higher by the College Board and National Merit Scholarship Corporation, as part of the National Hispanic Recognition Program (NHRP) of the College Board or as part of the National Achievement Scholarship Program of the National Merit Scholarship Corporation (2) Achieving the college readiness benchmark score on at least two of the four subject tests on the ACT-PLAN® examination (3) Earning a combined critical reading and mathematics score of at least 1250 on the SAT®; or (4) Earning a composite score on the ACT® examination of 28 (excluding the writing sub-score) 43

Performance Acknowledgments—SBOE Rule A student may earn a performance acknowledgment on the student's diploma and transcript for earning a nationally or internationally recognized business or industry certification or license with: (1Performance on an examination or series of examinations sufficient to obtain a nationally or internationally recognized business or industry certification or (2) Performance on an examination sufficient to obtain a government-required credential to practice a profession

Performance Acknowledgments—SBOE Rule Nationally or internationally recognized business or industry certification shall be defined as an industry validated credential that complies with knowledge and skills standards promulgated by a nationally or internationally recognized business, industry, professional, or government entity representing a particular profession or occupation that is issued by or endorsed by:   

A national or international business, industry, or professional organization A state agency or other government entity or A state-based industry association

Certifications or licensures for performance acknowledgements shall:    

Be age appropriate for high school students Represent a student's substantial course of study and/or end-of-program knowledge and skills Include an industry recognized examination or series of examinations, an industry validated skill test, or demonstrated proficiency through documented, supervised field experience and Represent substantial knowledge and multiple skills needed for successful entry into a high-skill occupation

AVID Ninth Grade students for 2014-2015 will participate in the Advancement Via Individual Determination (AVID) Program at Memorial Ninth Grade Academy at Austin. Seven hundred thousand (700,000) students in more than 4, 800 schools and 16 countries participate in the AVID Program, where they are exposed to academic rigor and preparation for college. AVID is a college-prep program designed to increase the number of students who enter 4-year colleges and universities and succeed after having done so… AVID focuses on closing the “achievement gap”. In 2012, it was reported that AVID seniors by a rate of 90 percent planned to attend a postsecondary institution: 58% planned to attend a four-year college; 32% planned to attend a two-year institution. AVID students consistently experience success in advanced courses (Pre-AP and AP and Co-Enrollment).

Resource: www.avid.org (…with modifications/additions to content & added graphics…) AVID began in 1980 by Mary Catherine Swanson, then-head of the English department at San Diego, California’s Clairemont High School. The federal courts issued an order to desegregate the city's schools, bringing large numbers of inner city students to suburban schools. While applauding the decision, Mary Catherine Swanson wondered how these underserved students would survive at academically acclaimed Clairemont High. Her answer was AVID, an academic elective. But it's more than a program - it's a philosophy: Hold students accountable to the highest standards and provide academic and social support, and they will rise to the challenge. Today AVID is a nationwide program, and it has been acknowledged for successfully preparing students for college; many of them are first generation college students for their families. More than 700,000 students in more than 4,800 schools participate in the AVID Program. AVID emphasizes “high expectations” for students, and students who participate in the program are expected to study, be prepared, maintain proper conduct, and be in attendance at school.

How Does AVID work?    

Students must fill out an application, go through an interview process and meet specific criteria to be enrolled in the AVID program. The AVID elective class teaches note-taking, organization, writing and studying skills. The AVID class provides tutorial support to help students be successful in their other school classes. AVID students learn about various colleges and their programs. They learn about the college application and admission process and learn about taking entrance exams and applying for financial aid. Field trips will also be made to colleges to help students become more aware of the college experience. 45

AVID Objectives:    

To provide students with academic instruction and other support in CORE classes To improve students’ study and organizational skills To motivate AVID students to seek a college education To increase students’ level of career awareness

What will students do in AVID?   

Take Notes: Students are taught a system of note-taking that allows them to get the most of their classes and reading. Get Organized: Students are taught a system for organizing their notes, papers and class work; and time management strategies to increase effective work habits. Write Papers: Students are taught how to write various kinds of papers successfully.



STUDY, STUDY, STUDY: Students are involved in study groups, tutorial groups and self-directed seminars.--------

Terms of Agreement for Enrollment in AVID: 

I agree to enroll in AVID for the entire year.



I agree to take notes in all core subjects as required by AVID.



I agree to keep my binder organized as required by AVID.



I agree to participate fully in tutorials as required by AVID.



I agree to participate in field trips, college visitations and other AVID activities.



I agree to complete all my assignments in all classes including AVID.



I agree to ask for help, talk to my AVID teacher or counselor if necessary.



I agree to keep a positive attitude and be enthusiastic about preparing for college.

Student Responsibilities: 

Maintain minimum GPA of 2.0 and enrollment in college preparatory courses.



Maintain satisfactory citizenship and attendance in all classes.



Complete homework assignments and commit to a minimum of 2 hours of homework per night.



Maintain the AVID binder with assignment/grade sheets and daily notes. “While others talk about what should be done to prepare students for college, AVID is doing it. For more than 30 years, the AVID College Readiness System has helped thousands of students, many of whom are overlooked and underserved, rise above the obstacles they face to achieve academic success.”

2014-2015 High School Course Selection Guide

10th Grade through 12th Grade Section

State of Texas The Texas State Board of Education, the Commissioner of Education, and the Port Arthur Independent School District are focused on the academic program selected by students. Texas has raised the standards of academic excellence for graduation requirements. These requirements reflect a more rigorous academic program of courses at the appropriate level of content to challenge all students. Meeting the challenge of raising the level of student learning for quality effectiveness will enable all students to achieve all performance requirements. The State Board of Education envisions the raised standards to promote curriculum and instructional programs that are academically rigorous, developmentally appropriate, standards-based, and directed at meeting real-world needs. Academically rigorous programs challenge every student to perform at his or her highest level; they build upon each student’s early mastery of core academic skills. Developmentally appropriate programs focus on children’s intellectual and personal growth and character development. They foster individual understanding, recognize the social nature of learning, and value cultural and linguistic diversity. Content and student performance standards link academic skills and knowledge to grade-level performance; they are clear and challenging statements of what every student should know and be able to do. Real-world requirements are infused throughout the curriculum through the integration of academic and career education and the coordination of secondary, post-secondary, and workplace education programs. House Bill 5 (HB 5) passed during the 83rd Legislative Session with key provisions that impact state graduation requirements for students entering high school in 2014-2015 and thereafter. The State Board of Education (SBOE) is continuing the rule-making process that will lead to final adoption of HB 5 implementation rules in January 2014. The Commissioner by rule must adopt a transition plan to implement and administer the amendments made by HB 5, replacing the MHSP, RHSP, and DAP with the foundation high school program beginning with the 2014-2015 school year. A student who entered the ninth grade before the 2014-2015 school year must be permitted to complete the curriculum requirements for high school graduation under: Foundation High School Program Distinguished Achievement Program Recommended High School Program Minimum High School Program The State Board of Education has adopted foundation and distinguished achievement high school programs that increase graduation and preparation for college and post-secondary education readiness in hope of encouraging enhanced individual planning for education and career goals. As mandated in §4.001, Texas Education Code: the mission of this state’s education system is to ensure that all Texas Children (PAISD) have access to a quality education that enables them to achieve their potential and fully participate now and in the future in the social, economic, and educational opportunities of our state. PAISD encourages students to take the most rigorous academic program that their abilities permit. Within this course selection guide are the recommended sequence of courses and increased standards for academic excellence as established by the Texas Education Agency, The Commissioner of Education, and the Texas State Board of Education. The recommended courses for selection and increased academic standards should be discussed with your child’s counselor. Students entering ninth grade during the 2014- 2015 school year and thereafter must be permitted to complete the curriculum requirements for high school graduation under: Foundation High School Program – without endorsements* Foundation High School Program – with one or more endorsements Foundation High School Program – Distinguished Level of Achievement with at least one endorsement * The State approved specific provisions for students and parents to request graduation without an endorsement. Those stipulations must be strictly observed by students, parents, counselors, and school administrators.

NONDISCRIMINATION POLICY

It is the policy of Port Arthur ISD not to discriminate based on age, sex, race, religion, handicap, or national origin in its education program activities 48

Texas State Assessment Information Highlights of House Bill 5

Assessment 

The new, more rigorous State of Texas Assessments of Academic Readiness (STAAR) program began in 2011-2012. A new test design for the STAAR assessments will focus on readiness for success in subsequent grades or courses and ultimately, for college and career.



At grades 3-8, STAAR will include assessments in the following grades/subjects:

Mathematics and reading at grades 3-8, including Spanish versions at grades 3-5

Writing at grades 4 and 7, including Spanish version at grade 4

Science at grade 5, including a Spanish version at grade 5

Social Studies at grade 8

For high school, STAAR-End of Course (STAAR-EOC) assessments will be administered in Algebra I, Biology, English I, English II, and U.S. History. Regardless of graduation plans, all students must take and pass STAAR-EOCs in these five (5) areas to meet graduation requirements. Beginning with the 2015-2016 school year, Algebra II and English III COCs possibly will be administered. All EOCs, except English, will be 4-Hour Exams administered in one day.

The test design for English I EOC and English II EOC will require students to complete one essay, short answers, and multiple choice questions in both reading and writing. The reading portion of the test will require much critical analysis of text. While taking the EOCs, field test questions and long answers will be embedded and not scored. Since students will not be aware of which answers will not be scored, they must give equal attention to all test items. English I and English II EOCs are 5-Hour Exams in length, administered in one day each.

STAAR grades 3-8 assessments will be administered on paper only; STAAR EOC assessments will be administered in both online and paper formats.

Performance levels on certain STAAR EOC assessments are now linked to a student’s graduation plan. Different levels of performance are required on the EOC assessments in English III and Algebra II for each of the three graduation plans: foundation, foundation with endorsement, and distinguished.

Coursework and Endorsements Options HB 5 provides

House Bill 5 creates one diploma that affords all students a variety of post-secondary opportunities. Core Requirements of the New Foundation High School Plan: 4 English Credits (Eng. I, Eng. II, Eng. III, and advanced English) 3 Math Credits (to include Algebra I and Geometry) 3 Science Credits (to include Biology) 3 Social Studies Credits (W. Geography or W. History, US History, Government, and Economics) 1 PE Credit 1 Fine Arts Credit 1 Technology Credit 2 Credits of the same Foreign Language or Computer Programming 5 Electives Credits (1 additional elective credit is required for PAISD graduate, for a total of 6 Electives)

Each endorsement requires 26 credits total, including: 4th math 4th science 2 additional electives HB 5 also creates a Distinguished Level of Performance. To earn the distinguished level, students must complete an endorsement, Algebra II, and a scale score on an AP, SAT, ACT, or another nationally recognized assessment. Any student may earn a performance acknowledgement for outstanding performance in a dual credit course, in bilingualism and biliteracy, on an AP Test or IB (International Baccalaureate) exam, on the PSAT, the ACT or the SAT, the ACT-Plan, and for earning a nationally or internationally recognized business or industry certification or license. HB 5 enables districts to partner with higher education and industry to develop rigorous courses at the local level to address the workforce needs in the community. **Upon entering 9th grade, a student must indicate in writing an endorsement he/she intends to earn. **Students will be allowed to choose a different endorsement at any time.

Special Acknowledgments for Parents and Students A student can graduate under the Foundation Program without an endorsement if, after his/her sophomore year: 

The student and the parent are advised by the counselor of the specific benefits of graduating from high school with one or more endorsements; and



Documentation with signatures on the official form is mandatory. HB 5 allows… Dual Credit Courses Effective for 2013-2014, students may not enroll in more than 3 courses outside a student’s junior college service area (Early high school colleges are exempted). Locally Developed CTE Courses/Activities HB 5 allows districts to offer courses or other activities, including apprenticeships or training hours needed to obtain an industryrecognized credential or certificate under certain conditions. HB 5 requires approval of the local School Board, not approval of SBOE; it must be reported to TEA, however. 51

College Preparatory Courses HB 5 directs districts for 2013-2014 to partner with at least one IHE to develop college prep courses in math and ELA for 12 th grade students who do not meet college readiness standards or whose performance indicates they are not ready to perform entry-level college coursework. Districts must, in consultation with the Institutions of Higher Education (IHE), develop or purchase materials for these courses. ***Courses will be developed by the district and IHE, not the State Board of Education. Effective for 2013-2014 (with courses to be provided no later than 2014-2015) high school faculty and IHE faculty must meet regularly as necessary to ensure courses are aligned with college readiness expectations. Authority is given to Commissioner to adopt rules governing this. Effective for 2014-2015, College Prep Courses must be in place. These courses are to be provided at the high school or through distance learning/online and may count as an advanced ELA or math course under the foundation program, or a dual credit course. Effective for 2014-2015, College Prep Courses may be offered for dual credit (at the discretion of the IHE). Exemption for TSI can be provided with IHE Partner. Effective for 2013-2014 (with courses to be provided no later than 2014-2015), districts must provide notice to eligible students and parents regarding benefits of enrolling in these courses. Mathematics Courses For College Prep Courses, mathematics courses can count as an Advanced Math under the Foundation program, effective 2014-2015. College Prep Mathematics may be offered for dual credit at the discretion of the IHE. Districts must offer Algebra II to each student, effective 2014-2015. Guidance and Counseling 2014-2015 For elementary, middle school, or junior high school, school counselors must advise students and parents of the importance of postsecondary education. For high school, school counselors must annually provide information about post-secondary education, including advantages of earning an endorsement, performance acknowledgment, and distinguished level of achievement to the student and parent.

Personal Graduation Plans Junior and Middle Schools PGPs for junior high and middle school must be developed for students who are identified as being at-risk of not completing a high school diploma before the fifth year after entering 9 th grade and for students who did not pass a state assessment. The principal of junior/ middle schools must designate, counselor, teacher, administrator, or other appropriate individual to develop and administer PGPs. PGPs must be transmitted electronically through Texas Records Exchange (TREx). High School For high school in 2014-2015, universal PGPs must be developed for all high school students. High school principals must designate a school counselor or school administrator to review PGP options with each student entering 9th grade together with the parent. PGPs must be transmitted through TREx. ***PGPs must be signed by student and parent before the end of the school year. Students may amend their PGP but written notice of the amendment must be sent to the parents. 52

Notice to Parents: The â&#x20AC;&#x153;State-Developed Documentsâ&#x20AC;? explaining advantages of Endorsements and Distinguished Level of Achievement are required. Benefits of choosing a PGP that includes Distinguished Achievement and Endorsements in order to be eligible for automatic (Top 10%) admission are to be shared with parents. PGPs are to encourage parents to have the student choose the Endorsements and Distinguished Level of Achievement. Districts must publish the information in the document on their website and ensure it is available to students and parents in grades 9 and above in the language in which they are most proficient. Districts must provide translation to other languages only if at least 20 students in a grade level primarily speak a different language.

Representations for New Graduation Plans 2014-2015

2014-2015 Ninth Grade Students (Implications of House Bill 5 and District Priorities) Foundation Only

HB 5 Graduation Plan Foundation with Endorsements

Distinguished Level of Achievement

English Language Arts—4 Credits  English I  English II  English III  Advanced English Course (English IV, English IV AP, Humanities, Advanced Journalism-Yearbook) Mathematics—Three Credits  Algebra 1  Geometry  Advanced Mathematics Course (Algebra II, Pre-calculus, AP Statistics, AP Calculus AB) Science—Three Credits  Biology  IPC or Advanced Science Course (Chemistry, Chemistry AP, Physics, Astronomy, Environmental Systems, Biology AP)  Advanced Science Course (Chemistry, Chemistry AP, Physics, Astronomy, Environmental Systems, Biology AP) Social Studies—Three Credits  U.S. History  U.S. Government (one-half credit)  Economics (one-half credit)  World Geography or World History or Combined World History/World Geography

English Language Arts—4 Credits  English I  English II  English III  Advanced English Course (English IV, English IV AP, Humanities, Advanced Journalism-Yearbook) Mathematics—Four Credits  Algebra 1  Geometry  Advanced Mathematics Course (Algebra II, Pre-calculus, AP Statistics, AP Calculus AB) Science—Four Credits  Biology  IPC or Advanced Science Course (Chemistry, Chemistry AP, Physics, Astronomy, Environmental Systems, Biology AP)  Advanced Science Course (Chemistry, Chemistry AP, Physics, Astronomy, Environmental Systems, Biology AP)

Physical Education—One Credit Languages Other Than English—Two Credits in the same language, Computer Programming Language

Fine Arts—One Credit Electives—Five Credits (may include CTE, Certification Courses, or Fine Arts)

Fine Arts—One Credit Electives—Seven Credits (may include CTE, Certification Courses, or Fine Arts)

**PAISD—Communication Application/Professional Communication— One-Half Credit

**PAISD—Communication Application/Professional Communication—OneHalf Credit

Technology Application—One Credit

**PAISD has adopted graduation requirements above state requirements

**Total Required Graduation Credits = 23 Credits

**Total Required Graduation Credits = 27 Credits

Social Studies—Three Credits  U.S. History  U.S. Government (one-half credit)  Economics (one-half credit)  World Geography or World History or Combined World History/World Geography

**PAISD—Communication Application/Professional Communication— One-Half Credit Technology Application—One Credit

**PAISD has adopted graduation requirements above state requirements **Total Required Graduation Credits = 27 Credits

Endorsements STEM

Business/Industry

Public Services Arts & Humanities

Arts & Humanities

Multidisciplinary Studies

Environmental Science; Technology; Engineering; Advanced Math

Health Sciences & Occupations; Education & Training; Law Enforcement; Culinary Arts & Hospitality

Political Science; World Languages; Cultural Studies; English Literature; History; Fine Arts (Art, Music, Theatre Arts, and Dance)

A student may earn an endorsement by successfully completing:  Curriculum Requirements for the Endorsement (TBD by SBOE)  Four Credits in Mathematics  Four Credits in Science  Two Additional Elective Credits Each school district must make available to high school students courses that allow a student to complete the curriculum requirements for at least one endorsement. A school district that offers only one endorsement curriculum must offer the multidisciplinary studies endorsement curriculum. State Assessments Required for Graduation

Performance Acknowledgements

English I English II Algebra I



U S History Biology

Outstanding Performance: Dual Credit Coursework; Bilingualism/bi-literacy; college AP or IB Exam; PSAT,ACT-Plan, SAT or ACT

HB 5 Graduation Plan Port Arthur Independent School District During the 83rd Texas Legislature, House Bill 5 was signed into law, which changes high school graduation requirement for students who will be freshmen during the 2014-2015 school year. More flexibility is provided by HB5 for high school students to pursue either higher education at a college or university or a career pathway. House Bill 5 (HB5) establishes one graduation planFoundation High School Program (FHSP) – with opportunity to earn endorsements and performance acknowledgements. Below is a snapshot of the new graduation requirements. Please note: Some areas are still under review and development as the District works with higher education (Lamar State College—Port Arthur and Lamar University) and local industry and businesses. Foundation – Only – 23 Credits

Foundation + Endorsements - 27 Credits

Distinguished Level Of Achievement - 27 Credits

4 credits English – ELAI, II, III, one credit in any authorized advanced English course

4 credits English – ELA I, II, III, one credit in any authorized advanced English course

3 credits Mathematics – Algebra l Geometry, one credit in any authorized advanced math course

4 credits Mathematics – Algebra I, Geometry, two credits in any authorized advanced math course

3 credits Science – Biology, IPC or advanced science course

4 credits Science – Biology, IPC, or advanced science course

3 credits Social Studies – U.S. History, U.S. Government (.5 credit) Economics (.5 credit), World Geography or World History, or combined World Geography/

3 credits Social Studies – U.S. History, U.S. Government (.5 credit), Economics (.5 credit), World Geography or World History, or combined World Geography/History

3 credits Social Studies – U.S. History, U.S. Government (.5 credit), Economics (.5 credit), World Geography or World History, or combined World /History

2 credits World Language or Computer Programming

1 Credit Physical Education

1 credit Fine Arts

.5 credit Communication Applications

5.5 credits in electives (may include CTE or certification courses)

7.5 credits in electives (may include CTE or certification courses)

7.5 credits in electives (may include CTE

Credit requirements specific to at least one endorsement

Credit requirements specific to a least one endorsement

Endorsements STEM

BUSINESS INDUSTRY

Environmental Science Technology Engineering Advanced Math

Database Management Information Technology Communications Accounting Finance Marketing Graphic Design Architecture Construction Welding, HVAC, Logistics Automotive Technology

PUBLIC SERVICES

Health Sciences Education/Training Law Enforcement Culinary Arts/Hospitality

Agricultural Science

State Assessments Required For Graduation English I, II; Algebra I; U.S. History; Biology

Performance Acknowledgements

ARTS & HUMANITIES

Political Science World Language Cultural Studies English Literature History Fine Arts

MULTIDISCIPLINARY STUDIES

Questions ?

Outstanding performance: Dual Credit coursework Contact your student’s campus or bilingualism/bi-literacy; college AP, PSAT, SAT or ACT www.tea.state.tx/us/graduation.aspx House Bill 5 text

Port Arthur ISD High School Graduation Programs All students enroll in the Recommended High School or the Distinguished Achievement Programs

Recommended Graduation Program SUBJECT AREA CREDITS English Professional Communications Math Science Social Studies Economics Physical Education Languages Other than English Fine Arts Electives TOTAL CREDITS

4.0 .5 4.0 4.0 3.5 .5 1.0 2.0 1.0 6.5 27.0

NOTE: Any Student considering graduating on the Minimum Plan (22 credits) must see their school counselor. Only students meeting strict criteria will be able to select the minimum graduation plan. A waiver acknowledging understanding of the TX Minimum Graduation Plan must be signed.

Distinguished Achievement Program SUBJECT AREA CREDITS English Professional Communications Math Science Social Studies Economics Physical Education Languages Other than English Fine Arts Electives TOTAL CREDITS

4.0 .5 4.0 4.0 3.5 .5 1.0 2.0 1.0 6.5 27.0

PLUS FOUR (4) ADVANCED MEASURES (any combination of the below) ■ Four measures maximum  Performance on AP exams (Scoring 3, 4, or 5):  Grades in college credit courses (Grades of “A” or “B”) SEE YOUR COUNSELOR FOR SPECIFIC REQUIREMENTS ■ One measure maximum: national recognition on PSAT ■ Two measures maximum: original research /project

SUBJECT

RECOMMENDED HIGH SCHOOL PROGRAM

DISTINGUISHED ACHIEVEMENT PROGRAM (DAP)

ENGLISH

English I, II, III, and IV required. Immigrant student With limited English proficiency may substitute English I SOL and English II SOL for English I and II only. One-half credit Professional Communications or Communication Applications

English I, II, III, and IV required. Immigrant students with limited English Proficiency may substitute English I SOL and English II SOL for English I and II only One-half credit Professional Communications or Communication Applications

Four credits required. The four credits must include Algebra I, Algebra II, and Geometry. Math Models MAY NOT be taken once Algebra II has been successfully completed.

Four credits required. The four credits must include Algebra I, Algebra II, and Geometry. The fourth math credit must have an Algebra II prerequisite. Math Models MAY NOT be taken on the DAP.

Biology, Chemistry, Physics, and 4th Science or Biology, IPC, Chemistry, and Physics. Principles of Technology may substituted for Physics Three and one-half credits required and must consist Of World Geography, World History, US History and US Government. One-half credit required.

Four credits required. Biology, Chemistry, Physics, and 4th Science or Biology, IPC, Chemistry, and Physics. Principles of Technology may substitute for Physics Three and one-half credits required and must consist of World Geography, World History, US History, and US Government One-half credit. Required.

PROFESSIONAL COMMUNICATIO NN

MATHEMATIC S

SCIENCE SOCIAL STUDIES ECONOMICS PHYSICAL EDUCATION LOTE FINE ARTS ELECTIVES

One credit required. Waivers: Drill Team, Marching Band (fall semester only), Cheerleading, ROTC, or approved private programs. See your counselor for specific waiver information. Two credits of the same language. One credit required, selected from courses in the areas of Art and Music, Theatre Arts, or Dance . Six and one half credits required.

One credit required Waivers; Drill Team, Marching Band (fall semester only) Cheerleading, ROTC, or approved programs. See your counselor for specific waiver information. Three credits of the same language. One credit required selected from courses in the areas of Art, Music, Theatre Arts, or Dance. Six and one half credits required.

Minimum Graduation Plan Parent/Guardian Notification of Benefits of the Recommended High School Program for Graduation The 81st Texas Legislature, 2009 passed House Bill (HB) 3, amending the Texas Education Code (TEC). §28.025, to require school districts to provide written notice to parents/guardians explaining the benefits of the Recommended High School Program (RSHP) for graduation before a student is permitted to take courses under the Minimum High School Program (MHSP). The purpose of this correspondence is to ensure that parents/guardians are informed about the programs and opportunities afforded to students graduating under RHSP. Benefits of graduating under the Recommended High School Program include: •College readiness. Many colleges and universities minimally require the RHSP for admission. In addition, students ranked in the top 10 percent of their graduating class from an accredited Texas public high school are eligible for automatic admission to most Texas public universities if they have completed the RHSP or the Distinguished Achievement Program (DAP). •Recognition. The Recommended High School Program seal will be affixed to the Academic Achievement Record (AAR), or transcript, of students graduating under the RHSP. •Test results. Research suggests that students who take additional English, math, social studies, and science courses make higher scores on the SAT ® or ACT ® college entrance exams. The RHSP requires four credits of these core courses.

In order to be considered for graduation on the Minimum Graduation Plan, a student must meet at least one of the following criteria:

Minimum Graduation Plan Credit Requirements Subject Area English Professional Communications Math Science Social Studies Economics Academic Elective Physical Education Technology Applications *Fine Arts **Electives

TOTAL CERDITS REQUIRED

SUBJECT AREA ENGLISH

- The student is at least 16 years of age. - The student has completed at least two credits required for graduation in each subject of the of the foundation curriculum under the Texas Code (TEC) § 28.0002 (a) (1). - The student has failed to be promoted to grade 10 one or more times as determined by the school district.

PROFFESSIONAL COMMUNICATION MATHEMATICS SCIENCE

SOCIAL STUDIES ECONOMICS ACADEMIC ELECTIVE Physical Education

*FINE ARTS **ELECTIVES

Credits 4.0 .5 3.0 2.0 2.5 .5 1.0 1.0 1.0 1.0 6.5 23.00

MINIMUM HIGH SCHOOL PROGRAM English I, II, III, and IV required. Immigrant students with limited English proficiency may substitute English I SOL and English II SOL for English I and ONLY. One-half credit Professional Communication or Communication Applications required. Three credits required. Two credits must include Algebra I and Geometry. Two credits required. The two credits must include IPC and Biology. May substitute Chemistry or Physics for IPC but must use the other as academic elective credit. Two and one-half credits required and must consist of World Geography or World History, US History, and US Government. One-half credit required. One credit selected from either. World History, World Geography, or any science. One credit required. Waivers: Drill Team, Marching Band (fall semester only), Cheerleading, ROTC, or approved programs. See your counselor for specific waiver information. One credit required, selected from courses in the areas of Art, Music, Theatre Arts, or Dance. Six an d one-half credits required.

Frequently Asked Questions about HB 5 The Port Arthur Independent School District 2014-2015 Course Selection Guides for Grades 9, 10, 11, and 12 Prepared from…

Texas Education Agency (TEA) Information March 2014 Foundation High School Program Frequently Asked Questions (4 Pages) General 1. What does the term “required course” mean? The term “required course” includes any course for which a student must earn credit to satisfy graduation requirements. Required courses include specific courses listed in the graduation requirements, electives, courses required for the Foundation High School Program under §74.12, and courses required for endorsements under §74.13. 2. May a course satisfy both a foundation and an endorsement requirement? Yes. A course completed as part of the set of four courses needed to satisfy an endorsement requirement may also satisfy a requirement under the Foundation High School Program, including an elective requirement. 3. Can AP/IB and dual credit courses satisfy elective credit requirements? Yes. A student may earn state elective credit for any course that is included in or aligns with the TEKS for a course identified in TAC, Chapters 110-118, 126-128, and 130 and for which a student has not already earned credit toward a specific course requirement. 4. May a district require 26 credits for graduation for all students? Yes. School districts have the authority to establish requirements in addition to what the state requires of students for graduation. This is a local decision. 5. If a specific course can be taught for more than one credit, how will the credit be applied to the new graduation requirements? If a student earns more than one credit for a specific course, the credit may be applied to an applicable graduation requirement and any additional credit may be applied to an elective and/or endorsement requirement. For example, if a student earns one and one-half credits for successful completion of AP Chemistry, the first credit could satisfy an advanced science requirement and the additional half credit could satisfy an elective requirement. 6. Can a school district that requires additional credits for graduation substitute those additional required credits for Foundation High School Program requirements? A district has the authority to require credits in addition to those credits required by the state, but they cannot substitute courses/credits for those required by the state. 7. If a school district requires a specific course beyond what the State requires, does that increase the total number of credits a student needs to graduate? A district has the authority to require credits in addition to those credits required by the state and can choose to increase the total number of credits students are required to earn in order to graduate. Since a district ultimately decides what courses a student enrolls in, a district also has the authority to require all students to earn credit for a specific course to satisfy an elective requirement. If a district requires a specific course to satisfy an elective requirement, the total number of credits needed to graduate would not be increased. 8. Are there course sequence requirements under the new graduation program? There are not specific course sequence requirements in the new graduation program. However, districts should pay close attention to prerequisite requirements. 9. How do prerequisites factor into the new graduation requirements? Prerequisites are identified in the Texas Essential Knowledge and Skills for each course. Prerequisites are requirements unless they are specifically listed as recommended prerequisites. 10. Will the agency provide official forms to document students who choose to graduate foundation only without an endorsement? Yes. Forms will be available on the TEA website.

1. Does the second science credit have to be taken before the third science credit? No. The use of the terms “second” and “third” in the rule is not intended to imply a sequence. However, districts should pay close attention to prerequisite requirements when scheduling students in science courses. 2. Can a student take IPC after chemistry and/or physics? There is nothing in rule or law that specifically allows or prevents a specific course sequence. However, districts should pay close attention to prerequisite requirements for each of these courses. 3. How can AP Physics 1 and 2 be used? 62

AP Physics 1 may count as a second science credit option or a third science credit option. AP Physics 2 may count as a third science credit option only. 4. Is there anything that prevents a district from offering a course other than biology to ninth grade students? The administrative rules do not prescribe a sequence. Districts should pay close attention to prerequisite requirements when scheduling students in science courses.

HB 5 expands availability CTE courses that will satisfy the requirements for endorsements . The STATE Board Of Education (SBOE) is directed to approve additional career and technology courses to satisfy core academic credit. Students may earn an additional endorsement in one of five areas: STEM (Science, Technology, Engineering, and Math), Business and Industry, Public Services, and Arts and Humanities and Multidisciplinary Studies. With few exceptions all students will be required to earn an endorsement in one of the five identified areas. STEM relates to career fields such as science, technology, computer science, engineering and advanced math; Public Services relate to career fields such as health science and occupations, education, law enforcement, culinary arts, hospitality, etc. Business and Industry relates to career fields such as information technology, database management, marketing, accounting, finance, graphic design, construction, welding, automotive technology, and agriculture, etc. Arts and Humanities relate to career fields such as political science, literature, world languages, cultural studies, history, and fine arts, etc. Multidisciplinary Studies provides students the opportunity to take a variety of courses from each of the other four endorsement areas.

Each endorsement requires 26 credits total, including: 4th math 4th science 2 additional electives

Discrete Mathematics for Computer Science Digital Forensics

Computer Science II Computer Science III AP Computer Science IB Computer Science, Standard Level IB Computer Science, Higher Level

Game Programming and Design Mobile Application Development Robotics Programming and Design Independent Studies of Technology Applications

Business Management & Administration Transportation, Distribution, & Logistics Marketing Information Technology Manufacturing Hospitality &Tourism Finance (B) Four English elective credits by selecting three levels in one of the following areas: Advanced broadcast journalism Advanced journalism: newspaper Advanced journalism: yearbook Debate

Advanced Journalism Yearbook Public Speaking

A student may earn a business and industry endorsement by completing foundation and general endorsement requirements and: (C) Four technology applications credits by selecting from the following : Digital Design and Media Production Digital Art and Animation 3-D Modeling and Animation Digital Communications in the 21st Century Digital Video and Audio Design Web Communications Web Design Web Game Development Independent Study in Evolving/Emerging Technologies

(B) four courses in Junior Reserve Officer Training Corps (JROTC)

(F) Four English elective credits by selecting from the following:

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Distinguished Level of Achievement A student may earn a distinguished level of achievement by successfully completing:    

a total of four credits in mathematics, which must include Algebra II a total of four credits in science the remaining curriculum requirements the curriculum requirements for at least one endorsement

A student must earn distinguished level of achievement to be eligible for top 10% automatic admission.

(1) At least 12 hours of college academic courses, including those taken for dual credit as part of the Texas core curriculum, and advanced technical credit courses, including locally articulated courses, with a grade of the equivalent of 3.0 or higher on a scale of 4.0 or (2) An associate degree while in high school

Performance Acknowledgments—SBOE Rule In addition to meeting the requirements to earn a performance acknowledgment in bilingualism and bi-literacy, an English language learner must also have: (B) Participated in and met the exit criteria for a bilingual or English as a second language (ESL) program; and (B) Scored at the Advanced High level on the Texas English Language Proficiency Assessment System

(TELPAS).

National Hispanic Recognition Program (NHRP) of the College Board or as part of the National Achievement Scholarship Program of the National Merit Scholarship Corporation (2) Achieving the college readiness benchmark score on at least two of the four subject tests on the ACT-PLAN® examination (3) Earning a combined critical reading and mathematics score of at least 1250 on the SAT®; or (4) Earning a composite score on the ACT® examination of 28 (excluding the writing sub-score)

A national or international business, industry, or professional organization A state agency or other government entity or A state-based industry association

Certifications or licensures for performance acknowledgements shall:    

DEFINITION OF TERMS ACT

The ACT test assesses high school students’ general educational development and their ability to complete college-level work.

ADVANCED PLACEMENT (AP)

Advanced Placement refers to college level courses which may be taken in high school. A student may earn college credit by scoring high on a College Board Advanced Placement Examination. It is the student’s responsibility to check with the college of his/her choice for specifics about the college’s policy on awarding Advanced Placement credit. All students who take AP courses are required to take AP Exams.

ARTICULATION AGREEMENTS

An agreement between Lamar and Port Arthur ISD gives students the ability to receive credit for specific courses taken as a part of their high school curriculum.

CAREER AND TECHNOLOGY

Organized educational programs that train and prepare high school students for paid and unpaid employment.

CO-ENROLLMENT

The enrollment of high school students in college level courses at Lamar State College-Port Arthur. Credit is awarded at both the college and high school level.

CORE

Core Courses are the courses that are required for every student; for example, English, Math, Science, and Social Studies. (Refer to the graduation programs).

CREDIT

Numerical value assigned after the completion of a course.

CREDIT RECOVERY Opportunities provided to qualified students to earn credits for classes failed. CUMULATIVE

Refers to the correct number of credits that a student accumulates in high school that will total to at least 26 credits (state requirements) and 27 (district requirements).

DISTANCE LEARNING

Distance learning students take classes via television transmission. The students turn their work in to the distance-learning facilitator who sends it to the teacher of record. The teacher sends graded work and grades back to the facilitator.

ELECTIVE SUBJECT

An elective subject is one chosen by the student, but not designated as a state requirement for graduation.

ENDORSEMENT

A coherent sequence of 4 courses that can be taken concurrently or sequentially. Under each endorsement, a student will have 4 electives.

ESL

English as a Second Language (ESL) is the instructional program offered to recent immigrant students at a level commensurate with their English proficiency as determined by the Language Proficiency Assessment Committee (LPAC).

GRADE POINT AVERAGE (GPA)

The GPA is an accumulation of grade points earned (9-12) divided by the number of credits attempted.

LOCAL CREDIT

A local credit is a credit given by the district; it cannot be counted toward State requirements.

PRE-ADVANCED PLACEMENT (PRE-AP)

Pre-AP courses will help prepare students for advanced courses. They are offered in the core subjects: English, Math, Science and Social Studies. The Pre-AP courses will be more challenging than regular courses.

PREREQUISITE

A prerequisite is a course that must be passed before enrollment in another course. For example, Algebra I is the prerequisite for math, require teacher approval; and some vocational courses have

PROJECT RECLAIM

Project RECLAIM (Revitalizing Enthusiasm and Commitment in Learning Assessed Information for Mastery) as a Secondary Intervention Program is designed to provide continued educational opportunities for twelfth (12th) grade non-completers and recent high school drop-out students who failed to reach minimum passing standards on the Exit Level Texas Assessment of Knowledge and Skills (TAKS) and End of Course (EOC) in English Language Arts, Math, Science, and/or Social Studies.

PROJECT REDIRECT A program designed to assist students who have been designated for special attention in the district drop out prevention program. It allows students to gain credits for courses that the students failed to master during regular sessions. PSAT/NMSQT

PSAT/NMSQT stands for Preliminary SAT/National Merit Scholarship Qualifying Test. It is a standardized test that provides firsthand practice for the SAT Reasoning Test.

RANK

Rank is the numerical designation by which a student is assigned a position among the total number in the class.

REQUIRED SUBJECT

A required subject is one that is designated by the state or local school board to be passed by each student before graduation. A required subject which is failed must be repeated until it is passed, and the credit is earned. The credit “attempted” is recorded as part of a student’s GPA regardless of whether the student passes or fails a subject.

SAT

The nation’s most widely used admissions test among colleges and universities. It tests students’ knowledge of subjects that are necessary for college success.

SEMESTER

A semester is half of the school year or three six weeks grading periods.

SEMESTER GRADE

A semester grade is an average of three six-week grades. Semester grades are recorded twice a year—January and June.

SHELTERED INSTRUCTION (SI)

Academic content area classes are designed especially for the ESL learner. Content is presented in a way that makes the information more comprehensible to students learning English.

STAAR

The freshman class of 2011 – 2012 and beyond will participate in STAAR – The State of Texas of Academic Readiness, End of Course Exams (EOC) for the core subjects. STAAR will replace TAKS. Students will be required to earn a cumulative score in each subject area as determined by TEA to meet graduation requirements.

TAKS

The Texas Assessment of Knowledge and Skills (TAKS) is the state mandated test Which began in the 2002-2003 school year. The TAKS measures the statewide curriculum (TEKS) in reading at grade 9; mathematics at grades 9, 10, and 11; English Language Arts at grades 10 and 11; social studies at grades 10 and 11; and science at grades 10 and 11. Students must pass the exit level TAKS LANGUAGE ARTS, TAKS SOCIAL STUDIES, TAKS MATH, AND TAKS SCIENCE to graduate. TAKS courses will be scheduled in the area of greatest need. Placement may be exempted if a parent waiver form has been signed by the parent in the presence of a counselor.

VEGA/GT (Gifted & Talented)

Varied Experiences for the Gifted in Academics (VEGA/GT) is the district’s name for state mandated programs for gifted students. The VEGA/GT program is offered to eligible students through differentiated instruction. At the senior high level, advanced classes in the four core academic subjects provide VEGA/GT opportunities.

TBEC

Texas Business and Education Coalition is a non-profit organization that works with both statewide and local coalition activities for strong endorsement of the Recommended High School Program.

TEXAS EXCELLENCE, The program is to provide grant money to enable academically-prepared, eligible ACCESS & SUCCESS students to attend public and private nonprofit institutions of higher education in Texas. (TEXAS) GRANT (Depends on availability of funds and financial needs.)

TEXAS SCHOLARS

The Texas Scholars program is a proven method for increasing academic performance. Texas Scholars are students who complete the State Recommended High School Program or higher. This course of study, which includes math, science, social studies, and language arts, along with languages other than English, will prepare students with the academic foundation in high school to succeed in whatever they choose to do.

RECOMMENDED TEXAS HIGH SCHOOL PROGRAM To Complete “CORE”

Credit



English I, II, III, IV



Mathematics: Algebra I, Geometry, Algebra II

The fourth year Math course may include any one of the following: Math Models with applications (if Algebra II has not been taken), Pre- Cal, Statistics, and Risk Management, or Mathematical Applications in Agriculture, Food, and Natural Resources.

(Many universities require 4 years)



Science: Three credits must consist of a biology credit, and IPC or, a chemistry credit and a physics credit.

A fourth year of Science may include the following: Biology AP, Chemistry AP, Physics AP, Astronomy, Environmental Systems, or Food Science.



Social Studies: World Geography Studies, World History Studies, U.S. History Studies, US Government (1/2)

3½



Economics



Two credits of the same world language other than English (Many universities require 3)



Fine Arts



Communication Application/Professional Communications



Physical Education/Athletics (Limit two credits)

In lieu of PE, a student may participate in the following: NJROTC, Marching Band or Dance if instruction is aligned with Aerobic Activity TEKS



One Technology Applications credit one of the following

(Business Information Management or Web Mastering)

 Elective Courses 5½ ___________________________________________________________________________ TOTAL CREDITS 27.0

DISTINGUISHED ACHIEVEMENT TEXAS HIGH SCHOOL PROGRAM To Complete “CORE”

Credit



English I, II, III, IV



Mathematics: Algebra I, Geometry, Algebra II

(Many universities require 4 years) The fourth year Math course may include any one of the following: Math Models with applications (if Algebra II has not been taken), Pre- Cal, Calculus Statistics and Risk Management, or Mathematical Applications in Agriculture, Food, and Natural Resources.



Science: Three credits must consist of a biology credit, a chemistry credit, and a physics credit.

A fourth year of science may include the following: Biology AP , Chemistry AP, Physics AP, Astronomy, Environmental Systems, or Food Science.



Social Studies: World Geography Studies, World History Studies, U.S. History Studies, US Government (1/2)

3½



Economics



Three credits of the same world language other than English(Many universities require 3)



Fine Arts



Communication Application/Professional Communications



Physical Education/Athletics (Limit two credits) 1 In lieu of PE a student may participate in the following: NJROTC, Marching Band or Dance if instruction is aligned with Aerobic Activity TEKS



One Technology Applications credit from the

(Business Information Management or Web mastering)



Elective Courses

4 ________________________________________________________________________ Four advanced measures must also be completed Total 27.0

DISTINGUISHED ACHIEVEMENT PROGRAM The Distinguished Achievement Program recognizes students who demonstrate levels of performance equivalent to college students or work done by professionals in the arts, sciences, business, industry, or in community service. Students must complete the required coursework to graduate under the Distinguished Achievement Program and also, must complete any combination of four of the following advanced measures. (Example: two AP examinations, one college course, and one research project, or four AP examinations.) Advanced Measures include: Original Research Project: judged by a panel of professionals in the field that is the focus of the project, conducted under the direction of mentors and reported to an appropriate audience, which may consist of a campus advisor, professionals in the field of interest, a district administrator, and a counselor. The project should be academically related to the student’s course of study. A teacher may serve as the academic advisor as the student progresses in his/her project. Written documentation for a project presentation should be on file in the student’s permanent record folder.  



Test Data: A score of three (3) or above on The College Board Advanced Placement Examination A score on the Pre-SAT (PSAT) that qualifies a student for recognition as a Commended Scholar or higher by the National Merit Scholarship Corporation, as part of the National Hispanic Scholar Program of College Board, or as part of the National Achievement Scholarship Program for Outstanding Negro Students of the National Merit Scholarship Corporation. The PSAT score can only count as one of the advanced measures. College Courses: Students must earn a grade of 3.0 or higher in courses that count for college credit, including Tech Prep Programs

Please see your school counselor for further information.

NOTE:   

Advanced Placement and Co-enrollment may be substituted for requirements in appropriate proficiency areas. Students are required to take the AP Exam; a score of 3 is required for college credit. Encourage students to follow their four-year plan in connection with Co-Enrollment. Freshman Class of 2011-2012 and beyond will be required to master the English III and Algebra II, EOC as well as the college readiness component of the EOC.

MINIMUM TEXAS HIGH SCHOOL PROGRAM To Complete “CORE”

Credit



English I, II, III, IV



Mathematics: Three credits to include: o Algebra I , Geometry

The final credit may be selected from the following: Mathematical Models with Applications; Algebra II, Pre-Cal, Statistics and Risk Management, of Mathematical Applications in Agriculture, Food, and Natural Resources.



Science: Two of the following courses: o Integrated Physics and Chemistry (IPC) o Biology

A student may substitute Chemistry or Physics for IPC and then use the second of these two courses as the academic elective.



Social Studies: Two and One-half credits of the following courses: o One credit of World History or World Geography o U.S. History Studies o U.S. Government (½)

2½



Economics



Communication Application/Professional Communications



Fine Arts



Physical Education/Athletics (Limit two credits)

In lieu of PE a student may participate in the following: NJROTC, Marching Band or Dance if instruction is aligned with Aerobic Activity TEKS



One Technology Applications credit from the

(Business Information Management or Web Mastering)



Academic Elective: One credit selected from World History Studies, World Geography Studies or any Science course approved by State Board of Education (SBOE)

Electives Credits approved by the 10 ½ State Board of Education _____________________________________________________________________________ TOTAL CREDITS 27.0

Minimum High School Program (MHSP)

A student, the student’s parent or other person standing in parental relation to the student, and a school counselor or school administrator must agree in writing signed by each party that the student should be permitted to take courses under the MHSP. A student must also satisfy one of three criteria in order to opt into the MHSP: be at least 16 years of age; have completed two credits required for graduation in each subject of the foundation curriculum; or have failed to be promoted to Grade 10 one or more times.



A student who was permitted to take courses under the MHSP prior to the 2010-2011 school year may remain in the MHSP.



If an Admission, Review, and Dismissal (ARD) Committee makes decisions that place a student with a disability on a modified curriculum in a subject area, the student will be automatically placed in the Minimum High School Program.



Students may satisfy the English IV credit successfully by completing the CTE Business English course, AP English Language and Composition, or AP English Literature and Composition in addition to the courses that were already allowed.



Students who entered Grade 9 prior to the 2010- 2011 school year will have seven and one-half elective credits (the district will require slightly more).



Beginning with students who enter Grade 9 in the 2010-2011, students must complete one fine arts credit and will have six and one – half elective credits (The district will require slightly more).



Amendments to 19 TAC Chapter 74, Curriculum Requirements.

Remember, The Foundation Graduation Plan with an Endorsement is the mandatory option for 20142015 9th Grade studentsâ&#x20AC;Ś Upper Classmen will continue under three (3) graduation plans: Recommended Distinguished Achievement and Minimum

Foundation High School Program Without Endorsements To Complete “CORE”

Credit



English I, II, III, IV



Mathematics: Three credits to include: o Algebra I , Geometry



Science: Three of the following courses: o Integrated Physics and Chemistry (IPC) o Biology

A student may substitute Chemistry or Physics for IPC and then use the second of these two courses as the academic elective.



Social Studies: Two and One-half credits of the following courses: o One credit of World History or World Geography o U.S. History Studies o U.S. Government (½) o Economics (½)



Communication Application/Professional Communications



Fine Arts



One Technology Applications credit from the

(Business Information Management or Web Mastering)



Physical Education/Athletics (Limit two credits)

In lieu of PE a student may participate in the following: NJROTC, Marching Band or Dance if instruction is aligned with Aerobic Activity TEKS



World Language of Computer Programming



Electives May include CTE or certification courses

4½

_____________________________________________________________________________ TOTAL CREDITS 23.0

Foundation High School Program With Endorsements To Complete “CORE” Credit 

English I, II, III, IV



Mathematics: Three credits to include: o Algebra I , Geometry



Science: Three of the following courses: o Integrated Physics and Chemistry (IPC) o Biology

A student may substitute Chemistry or Physics for IPC and then use the second of these two courses as the academic elective.



Social Studies: Three credit of the following courses: o One credit of World History or World Geography o U.S. History Studies o U.S. Government (½) o Economics (½)



Communication Application/Professional Communications



Fine Arts



Physical Education/Athletics

In lieu of PE a student may participate in the following: NJROTC, Marching Band or Dance if instruction is aligned with Aerobic Activity TEKS



World Language of Computer Programming



One Technology Applications credit from the

2 1

(Business Information Management or Web Mastering)

 

Electives May include CTE or certification courses Credit requirements specific to at least one endorsement

6½

_____________________________________________________________________________ TOTAL CREDITS 27.0 81

Foundation High School Program Distinguished Level of Achievement With Endorsement To Complete “CORE”

Credit



English I, II, III, IV



Mathematics: Three credits to include: o Algebra I , Geometry



Science: Three of the following courses: o Integrated Physics and Chemistry (IPC) o Biology

A student may substitute Chemistry or Physics for IPC and then use the second of these two courses as the academic elective.



Social Studies: Three credit of the following courses: o One credit of World History or World Geography o U.S. History Studies o U.S. Government (½) o Economics (½)



Communication Application/Professional Communications



Fine Arts



Physical Education/Athletics

In lieu of PE a student may participate in the following: NJROTC, Marching Band or Dance if instruction is aligned with Aerobic Activity TEKS



World Language of Computer Programming



One Technology Applications credit from the

2 1

(Business Information Management or Web Mastering)



Electives May include CTE or 6½ certification courses  Credit requirements specific to at least one endorsement _____________________________________________________________________________ TOTAL CREDITS 27.0 82

STUDENT CLASSIFICATION (For students who entered 9th grade beginning 2010-2011 and thereafter…) 6 13 20 27

credits required for sophomore classification credits required for junior classification credits required for senior classification credits required for graduation

Reclassification of students will be based upon the above attainment of credits. The counselors are to do the following: 

Identify students who have fallen behind their cohort.



If the student has earned the appropriate number of credits to be reclassified with his/her cohort, the student should be reclassified at the end of the Fall semester.



Audits, PGPs, and transcripts should be up-to-dated and forwarded to the lead counselor or the assigned counselor, per school principal, for review.



Once the student is reclassified, the sending counselor will forward the student’s folder to the receiving counselor.



Counselors will provide required names of students and supporting documentation to the appropriate campus Registrar in a timely fashion.



The Counselor will provide the student a “Statement of Reclassification” with the Counselor and Registrar’s signatures in a timely fashion so that the student confidently knows his/her academic standing.

COMPUTATION OF CLASS RANK AND GRADE POINT AVERAGE Grades are weighted for computation of class rank and grade point averages as follows:

AP/Co-Enrollment A = 6 points B = 5 points C = 4 points D = 3 points

Pre-AP A = 5 points B = 4 points C = 3 points D = 2 points

Regular/Resource

Grading Scale

A = 4 points B = 3 points C = 2 points D = 1 points

90-100 = A 80-89 = B 75-79 = C 70-74 = D 0-69 = F

Any course taken or repeated in grades 9 – 12 will be recorded, and both grades earned will be used in the calculation of GPA and class rank. Credit is earned the first time a course is passed. When the course is repeated, credit is not awarded. However, if a student retakes Algebra I, Spanish I after taking it in the 8th grade, the grade earned in the 8th grade will not be used in the calculation of GPA and class rank in high school.

SENIOR CLASS RANK Each member of the graduating class will be positioned according to grade point average for class rank. Grades for each semester in the ninth, tenth, eleventh grades and through the fifth six weeks of the twelfth grade will be used in the computation of class rank, Cum Laude, Magna Cum Laude awards. For the purpose of determining rank in class, as well as for determining honor students, the following grade point scale will be used: Effective for the freshman class of 2011-2012 and beyond.

Grade Earned 100 99 98 97 96 95 94 93 92 91 90 89 88 87 86 85 84 83 82 81 80 79 78 77 76 75 74 73 72 71 70

Grade Point Equivalencies AP/Co-enrollment Pre-AP Points/1/2 Points Points/1/2 Points 6.0/3.0 5.0/2.5 5.9/2.95 4.9/2.45 5.8/2.9 4.8/2.4 5.7/2.85 4.7/2.35 5.6/2.8 4.6/2.3 5.5/2.75 4.5/2.25 5.4/2.7 4.4/2.2 5.3/2.65 4.3/2.15 5.2/2.6 4.2/2.1 5.1/2.55 4.1/2.05 5.0/2.5 4.0/2.0 4.9/2.45 3.9/1.95 4.8/2.4 3.8/1.9 4.7/2.35 3.7/1.85 4.6/2.3 3.6/1.8 4.5/2.25 3.5/1.75 4.4/2.2 3.4/1.7 4.3/2.15 3.3/1.65 4.2/2.1 3.2/1.6 4.1/2.05 3.1/1.55 4.0/2.0 3.0/1.5 3.9/1.95 2.9/1.45 3.8/1.9 2.8/1.4 3.7/1.85 2.7/1.35 3.6/1.8 2.6/1.3 3.5/1.75 2.5/1.25 3.4/1.7 2.4/1.2 3.3/1.65 2.3/1.15 3.2/1.6 2.2/1.1 3.1/1.55 2.1/1.05 3.0/1.5 2.0/1.0

Regular Points/1/2 Points 4.0/2.0 3.9/1.95 3.8/1.9 3.7/1.85 3.6/1.8 3.5/1.75 3.4/1.7 3.3/1.65 3.2/1.6 3.1/1.55 3.0/1.5 2.9/1.45 2.8/1.4 2.7/1.35 2.6/1.3 2.5/1.25 2.4/1.2 2.3/1.15 2.2/1.1 2.1/1.05 2.0/1.0 1.9/.95 1.8/.9 1.7/.85 1.6/.8 1.5/.75 1.4/.7 1.3/.65 1.2/.6 1.1/.55 1.0/.5

Example: A student who has the following scores on a semester report card will have his/her grade point average figured as follows:

Course English III Alg. II Pre-AP Chemistry U. S. History AP Accounting Culinary Arts I

Semester 1 Grade 85 92 96 79 88 99

Points 1.25 2.1 1.8 1.95 1.4 1.95 x 2

Total

12.4

Semester 2 Grade 77 85 92 88 80 99

Points .85 1.75 1.6 2.4 1.0 1.95 x 2 11.5

Semester 1: Total/Semester Credits Attempted: 12.4/3.5=3.54 Semester 2: 11.5/3.5=3.28 Cumulative Semester GPA: Total Points/ Total Credits Attempted 12.4+11.5/7= 23.9/7=3.41 CUM LAUDE: The top ten percent of the graduating class having the highest scholastic averages based on weighted marks by the end of the fifth six weeks grading period of the senior year will receive the Cum Laude award. From this group Magna Cum Laude students will be selected. MAGNA CUM LAUDE: The top three percent of the graduating class who have the highest scholastic averages will receive the Magna Cum Laude award. SUMMA CUM LAUDE: Any senior who is on the Recommended or Distinguished Achievement Program who has earned an â&#x20AC;&#x2DC;Aâ&#x20AC;&#x2122; in each course during the ninth, tenth, eleventh, and twelfth grades will receive the Summa Cum Laude award. This is one of the highest honors that can be bestowed upon a student. VALEDICTORIAN AND SALUTATORIAN: At the close of the senior year, the top ten seniors who have the highest scholastic averages will be ranked by using the grades for all semesters of grades nine through twelve ending with the fifth six weeks of the senior year. The student with the highest scholastic average will be the Valedictorian, and the student with the second highest average will be the Salutatorian. In order to be considered for the position of Valedictorian and Salutatorian, a student must have attended Memorial High School for their entire 11th and 12th grade years and he/she must have taken a full class load the entire school year with a minimum of six credits.

COLLEGE PLANS The student should plan a high school program carefully, selecting courses which will allow either entrance into a college or vocation of their choice. Many options are open to the student in selecting high school courses. Each student’s plan should reflect individual needs and interests. College entrance requirements vary. Students and parents must accept responsibility for knowing the college entrance requirements for the college of choice. Therefore, it is important that students enroll in the required subjects in high school. It is important also that athletes assume responsibility to determine which courses to pursue in order to meet the National Collegiate Athletic Association requirements. The college-bound student who enrolls in a three hour career and technology program, such as Marketing Education, Career and Technical Programs, and the Vocational Block Program should be particularly careful in selecting courses in order to meet the requirements of the college chosen. Early conferences among students, parents, and counselors will ensure selection of appropriate courses.

CO-ENROLLMENT COURSES Lamar State College in Port Arthur offers students who plan to attend college the opportunity to earn college credit on the Lamar State College campus. Co-enrollment allows students to take high school classes and college courses all at the same time. If students choose this option, and meet all of the requirements, they will receive credit for high school and college. Co-enrollment does require the payment of college tuition. Student’s credit(s) for co-enrollment will appear on both the high school transcript and on an official Lamar State College-Port Arthur transcript, which may be submitted to future colleges. Students, who are interested in receiving college credit during their junior or senior year, are required to submit the following information: 2. a completed application 3. a high school transcript 4. a letter of recommendation from the superintendent or high school principal, and 5. evidence of having achieved minimal passing scores on TAKS/STAAR EOC and one of the following 6. evidence of having passed the TSI Test (Texas Higher Education Assessment) OR evidence of being exempt from TSI by virtue of SAT, ACT, or EOC scores, as outlined below:  SAT 1070 combined verbal and math score, with minimum 500 on both verbal and mathematics tests  ACT 23 minimum composite score, with 19 minimum on English and 19 minimum on mathematics  STAAR EOC scores may be required by TEA and Texas Higher Education Coordinating Board (THECB). **Texas law requires that a student entering LSC-PA or any state college or university must take the THEA exam or an approved alternative test (such as ASSET), for assessment and placement before registering for college-level classes. THEA, ASSET, COMPASS and Q-THEA are given on the LSC-PA campus.

Co-Enrollment course offerings are listed under individual subject areas. Interested students should see their guidance counselor. Seniors are eligible to earn a maximum of two (2) Co-Enrollment credits during the academic school year. Juniors may earn one (1) Co-Enrollment credit during the academic school year. 86

SUGGESTIONS FOR STUDENTS PLANNING TO ATTEND COLLEGE Typical Minimum Entrance Requirements: As there is such a wide variation in the entrance requirements of various colleges, it is very difficult to list a typical or minimum entrance pattern. Although the counselors maintain a college bulletin file, it is recommended that students secure current bulletins from the colleges they may consider attending and select high school courses which will meet the entrance requirements for those colleges. Students should note that the entrance requirements vary within departments or divisions of a college. For example, engineering schools require that students present additional units in mathematics and science. Foreign Language: Some colleges require two years of foreign languages; some require three years, and others do not require any. Required Credits and Limitations on Electives: The number of electives allowed for admission varies considerably among colleges and sometimes only a limited number of certain types of electives are accepted. Students should check carefully to determine the limitations placed by the college of their choice on the number of electives allowed in a certain subject area or in a combination of certain subject areas. Specific College Degrees: Students should consider whether the minimum entrance requirements would provide adequate background for the courses required by colleges for specific degrees. Rank in Class: All state-supported colleges accept those students who rank in the top 10 percent of their class. Their school must notify students when they are ranked in the spring.

COLLEGE ENTRANCE AND ADVANCED PLACEMENT TESTS

Explanation of Eligibility of Automatic College Admission The ACT or SAT Reasoning Test is required by most colleges. Usually it is recommended that students take the ACT and/or SAT Reasoning Test during the spring of their junior year or fall of their senior year. Students should consult college bulletins to determine required or recommended tests and test deadlines. The College Board PSAT, a short version of the SAT Reasoning Test, is offered on a voluntary basis and is given in combination with the National Merit Scholarship Qualifying Test (NMSQT). It is designated to assist talented students in obtaining scholarships. The results are also valuable for guidance of the individual student. Advanced Placement (AP) courses, designed to expand educational opportunities for qualified students, are developed by the College Board. AP courses usually require more work outside of class time on the part of the students than do other courses. AP courses earn one extra grade point per course. AP courses prepare students to take AP examinations. As a result of scoring at a designated level on an AP exam, students may earn college credit or participate in the AP program. The College Board Advanced Placement (AP) tests are offered in the spring semester. The College Level Examination Program (CLEP) tests are given monthly at various testing centers. Both tests are voluntary. Participating colleges may award Advanced Placement, credit, or both, for satisfactory performance on these examinations. Students should consult college bulletins and counselors for additional College credit which may also be given for the SAT II or departmental examinations. 87

FINANCIAL AID Financial Aid is available to help qualified students pay for education beyond high school. It is very important to begin planning early. Information can be obtained from counselors and from the college financial aid officer. Financial Aid may include scholarships, loans, grants, and work study programs.

TEXAS SCHOLARS What is the Texas Scholars Program? The Texas Scholars Program is a course of study that encourages students to take more demanding classes in high school. It provides an education that prepares students to enter a technical school, a community college, a university, or the work force. A joint effort of school districts and the business community, the Texas Scholars Program is endorsed by colleges and universities, the Texas Education Agency, the Texas Business and Educational Coalition and the Port Arthur Independent School District. A student must complete the Recommended High School Program: Why become a Texas Scholar?  The benefits of becoming a Texas Scholar include the chance to be accepted in a recognized college/university  Funds for college tuition and fees  Acquiring advanced skills  Improving your decision-making and critical thinking  Opportunities for placement with higher salaries in the job market locally and internationally Colleges, universities, and employers care about an applicant’s overall education, not just his or her grade point average. Employers want people who have completed a demanding course of study in high school. Special Texas Scholars seals are put on the transcripts of students who complete the program and when looking at transcripts many employers give preference in hiring to Texas Scholars.

TEXAS GRANT The grant program gives money to Texas high school students who take classes in high school to prepare for college and who need help paying for their college expenses. To obtain a Texas Grant you must:  be a Texas resident  complete the FAFSA (Free Application for Federal Student Aid) to demonstrate financial aid need  graduate from a public or accredited private high school in Texas no earlier than fall 1998  complete the Recommended or Distinguished Achievement High School Program  enroll at least ¾ time in an undergraduate degree or certificate program, and  maintain a 2.5 grade point average on a 4.0 scale If you stay in college and continue to meet the requirements, you may receive TEXAS Grant awards for up to 150 semester credit hours or six years, whichever comes first. You may apply by contacting the financial aid office at the college or university you plan to attend, your high school counselor, or this toll free number (877) 782-7322.

College Timeline Checklist The following timeline lists just a few of the things you should do at each grade level as you prepare for college. Be sure to consult with your school counselor all along the way to ensure that you are on track. The first step is to, of course, take required courses and proper number of electives for graduation; develop good study habits; prepare for success on State Assessments; take college entrance exams; and stay focused. 8th Grade  Take the Career Interest and College Readiness Test.  Develop the 4-Year Plan  With your Counselor develop your Personal Graduation Plan.  Select your Graduation Plan and Endorsement as required by House Bill 5  Develop good study habits.  Participate in extra-curricular activities.  Participate in community service activities. 9th Grade Freshman Year  Review your high school program of studies with your school counselor and parents.  Check your course selection and be sure you are in the correct courses.  Begin researching your career choices and educational requirements for your career of interest.  Begin keeping a personal record of your achievements, honors, and awards, as well as activities in which you participate.  Develop good study habits.  Participate in extra-curricular and community service activities. 10th Grade Sophomore Year  In August, check credits to make sure you are on schedule for graduation.  Check with your school counselor to make sure that your courses meet college entrance requirements.  Student athletes should check NCAA requirements (www.ncaaclearinghouse.net).  In September, register to take the PSAT.  In October, prepare to take the PSAT; it is only offered in October of each year.  Throughout the year, ensure that you are enrolled in appropriate courses.  Maintain good grades.  Review colleges of interest to you and costs. 11th Grade Junior Year  In August, check credits to make sure you are on schedule for graduation.  Check with your guidance counselor to ensure your courses meet college entrance requirements.  In September, register to take the PSAT for the National Merit Scholar (NMSQT) recognition.  In October, take the PSAT/NMSQT; only 11th Graders may qualify for the NMSQT  Take ASVAB Test for United States Military Service considerations.  In December, review college information entrance requirements.  Review financial aid and scholarship information.  Update your record book of high school activities, accomplishments, and awards.  May/June—Take SAT/ACT; Take SAT Achievement test(s).

Summer Before Senior Year       

Select the top 5 to 7 colleges you feel best meet your needs. Plan to trim your list to 3 or 4 by August. Narrowing your choices to your “sure bet” choices… Be sure to contact your primary choice colleges for applications, scholarships…etc. Student athletes should register with the NCAA Clearinghouse. A student athlete should check the current NCAA eligibility criteria. Be aware of the NCAA (National Collegiate Athletic Association) Eligibility Requirements (www.ncaaclearinghouse.net). Plan college visits and arrange for interviews, if possible. Attempt to see colleges while classes are in session. Request College catalogs, applications, financial aid information, and specific information about your proposed major area of study. Take the approved college assessment, unless you are exempted based on the Texas Accountability Performance Standards applicable, SAT, or ACT scores.

12th Grade Year  August—Research scholarships and loan possibilities.  Choose a minimum of 3 colleges to which you will apply. Keep your counselor and parents informed about your interests.  Match your records with selected college entrance requirements.  Check your credits for graduation. Consult your counselor to ensure that you are scheduled properly in courses so that you meet graduation requirements.  Texas offers a common application for all public universities. (www.applytexas.org)  September—Check college deadline dates for application for admissions, housing, financial aid, and required entrance exam (SAT/ACT), and acceptable financial aid form (FAFSA OR FFS).  Register to take the SAT or ACT.  Schedule college tours.  October/November/December—Solicit application and recommendation forms from guidance counselor and teachers for completion of their sections. Allow at least 2 weeks in consideration of the demands on teachers and counselors.  Follow up on letters of recommendation. Request transcripts as needed. Make copies of all forms before you mail them.  Check with your counselor to make sure mid-year reports are completed and returned to colleges which request them.  Request that SAT/ACT scores be sent to all colleges to which you have applied.  Ask parents to begin gathering their financial information.  January—Complete financial aid forms (FAFSA and/or FFS)  February/March—Keep grades up and stay focused in pursuit of your goals and successful college enrollment in the fall.  April—Expect college acceptance notices by April 15.  Keep your guidance counselor informed of your situation. Share your records of high school activities, awards and accomplishments, also.  Do not panic if a college rejects your application; stay focused, and consider your other options. Seek guidance from your school counselor and your parents.  Check college/university catalogs for deadlines. Finalize plans for financial aid, housing and scholarships.  May—Make final choice of college or university and complete whatever is required for college admission.  Inform your school counselor of college acceptance and scholarships.  May--For AP courses, take the corresponding Advance Placement Exams. Have scores sent to selected college. Most US colleges and universities have an AP Policy for granting incoming students credits and placement on the basis of their AP Exam grades (up to a whole year, equating to sophomore status and a financial savings in college costs) if qualifying grades are earned. The cost of each AP Exam is $86.00. Reductions of $22.00 are available from the College Board for students with a financial need. Schools may forgo their $8.00 rebate, making the final fee $56.00. Check with your school counselor for possible additional reductions. Advanced Placement credit policies vary. Individual college and university AP Credit Policies may accessed through the College Board website at: http://collegesearch.collegeboard.com/apcreditpolicy/index.isp

Helpful Websites for Planning Your College Future Testing 

www.collegeboard.com – Registration for SAT, SAT test preparation



www.act.org – Registration for ACT, ACT test preparation



www.review.com – Test preparation, college information

 

College Searches 

www.collegeboard.com – college search and planning



www.act.org – college information



www.collegelink.com – college related website



www.embark.com – career and college information



www.careerandcolleges.com – college search



www.nces.ed.gov/ipeds/cool – database of 9000 colleges; college search based on student profile



www.usnews.com/usnews/edu – rankings of colleges from US News World Report searchable database

   



Financial Aid and Scholarships  

www.fafsa.ed.gov – Free Application for Federal Student Aid. Complete form online



www.fasatweb.com – database of scholarships and grants



www.finaid.org – calculators and resources on financial aid



www.aie.org/STATE/TASFA – financial aid for students without documentation of US citizenship

  

Career Information 

www.careercruising.com



www.careervoyages.gov



www.collegefortexans.com



www.aie.org – Adventures in Education

  

Free website from the Texas Guaranteed Student Loan Corporation, has information about career exploration, colleges, and other training institutions, financial aid, and testing.



www.mapping-your-future.org



www.mapping-your-future.org/espanol



www.careerresource.net – career centers



www.careers.org – links to career reference sites

National Collegiate Athletic Association (NCAA) The NCAA was established in 1906 and serves as the athletics governing body for more than 1,300 colleges, universities, conferences and organizations. The national office is in Indianapolis, but the member colleges and universities develop the rules and guidelines for athletics eligibility and athletics competition for each of the three NC divisions. The NCAA Initial-Eligibility Clearinghouse is an organization that works with the National Collegiate Athletic Association, NCAA, to determine a student’s eligibility for athletics participation in his or her first year of college enrollment. Students who want to participate in college sports during their first year of enrollment in college must register with the clearinghouse. The NCAA membership includes: 335 active Division I members 288 active Division II members 432 active Division III

One of the differences among the three divisions is that colleges and universities in Divisions I and II may offer athletics scholarships, while Division III colleges and universities may not. If students wish to participate in athletics or receive an athletics scholarship during the first year, the student must:  

Graduate from high school; Complete these 16 core courses: o 4 years of English o 3 years of math (algebra I or higher) o 2 years of natural or physical science, including one year of lab science if offered by the high school, o 1 extra year of English, math, or natural or physical science o 2 years of social science o 4 years of extra core courses from any category above or foreign language, non-doctrinal religion or philosophy;



Earn a minimum required grade-point average and test score sliding scale. For example, a 2,300 core-course grade point average needs an 860 SAT.



The student must complete the 16 core-course requirement in eight semesters, which begins when he/she initially started high school with the ninth-grade class. The student may use one core-course unit completed within one year after graduation (summer or academic year) to meet NCAA Division I initial-eligibility requirements.

National Association of Intercollegiate Athletics (NAIA) If you will graduate from a U. S. high school this spring and enroll in college this coming fall the requirements are:  Be a graduate of an accredited high school or be accepted as a regular student in good standing As defined by the enrolling institution and  Meet two of the three following requirements. If as an entering freshman you do not meet at least two Of the three standards, you cannot participate in athletics for the first full year of attendance (2 semesters, 3 quarters, or equivalents). 1. Achieve a minimum score of 18 on the ACT or 860 on the SAT. 2. Achieve a minimum overall high school grade point average of 2.0 on a 4.0 scale. 3. Graduate in the top half of your high school class. NAIA Eligibility Center Fee Waiver Confirmation Instructions For a fee waiver request to be processed, an official letter confirming the student’s qualification must be sent by their current school to the NAIA Eligibility Center. The student will be able to continue filling out the outline registration form, but the NAIA Eligibility Center must receive this letter before they will be able to submit their information for review. For an incoming freshman student: A confirmation letter must be sent by the student’s high school guidance counselor and include the following to be accepted: 1. 2. 3. 4.

Student Name Student NAIA Identification Number High School Name Confirmation of which fee waiver has been met (at least one of the following):  Student qualifies for ACT fee waiver  Student qualifies for SAT fee waiver  Student qualifies for Federal free/reduced-priced lunch program

5. Name, title and signature of individual drafting and sending the letter 6. Written on official high school letterhead All fee waiver confirmation letters must be mailed or faxed to the following: NAIA Eligibility Center Fee Waiver Confirmation P. O. Box 15340 Kansas City, MO 64106 Fax: 816-595-8301

CAREER AND TECHNOLOGY Public Notice of Non-discrimination In Career and Technology Education Programs, Port Arthur ISD offers career and technology education programs Admission to these programs is based on the student’s interest, abilities, and educational needs. It is the policy of the Port Arthur ISD not to discriminate on the basis of race, color, national origin, sex, or handicap in its vocational programs, services, or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended. It is the policy of the Port Arthur ISD not to discriminate on the basis of race, color, national origin, sex, handicap, or age in its employment practices as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; the Age Discrimination Act of 1975, as amended; and Section 504 of the Rehabilitation Act of 1973, as amended. Port Arthur ISD will take steps to assure that lack of English language skills will not be a barrier to admission and participation in all educational and vocational programs. For information about your rights or grievance procedures, contact the Title IX Coordinator, and/or the Section 504 Coordinator, at 4801 9th Avenue, Port Arthur, TX 77642, (409) 989-6100.

Distrito Escolar Independiente de Port Arthur Notificación Pública Antidiscriminatoria para los Programas de Carreras y Tecnología. El Distrito Escolar Independiente de Port Arthur ofrece programas de educación sobre carreras y tecnología en agricultura, empresas, salud y ciencias, servicios al consumidor y la familia, mercadeo, tecnología, importación/exportación e industria. La admisión a estos programas se basa en el interés, aptitud, y necesidades educacionales del estudiante. Es norma del Distrito Escolar Independiente de Port Arthur no discriminar en sus programas vocacionales, servicios o actividades debido a la raza, color, nacionalidad, sexo y discapacidad según lo establecido por la enmienda del Título VI del Acta de Derechos Civiles de 1964; las Enmiendas a la Educación de Título IX en 1972; y la Sección 504 del Acta de Rehabilitación de 1973, según sus enmiendas. El Distrito Escolar Independiente de Port Arthur tomará los pasos necesarios para asegurar que la falta de conocimiento del idioma inglés no constituya una barrera para admitir a los estudiantes a participar en los programas educativos y vocacionales. Si desea información sobre sus derechos y los procedimientos para presentar quejas, contacte al Coordinador de Titulo IX y/o al Coordinador de Sección al 4801 9th Avenue, Port Arthur, Texas 77642, (409) 989-6100.

CAREER AND TECHNOLOGY PLANS Several career and technology education programs are offered to students in the Port Arthur Independent School District. The Career and Technical Education (CATE) Program Center offers a number of two-year programs with daily class periods of three hours each to juniors, seniors, and at-risk freshman and sophomore students. The Career and Technical Education (CATE) Program will seek to provide placement of students in jobs upon satisfactory completion of their programs. Many students in the second year of their programs are eligible for employment. Marketing Education is also offered to juniors and seniors who are at least sixteen years of age. The basic aim of each of these programs is to provide students with occupational skills for entering jobs related to the programs selected. Students complete application for these programs during their 10 th grade year. An effort is made to select students who have the aptitude and interests required to become proficient in chosen areas of work. Co-Enrollment Lamar State College—Port Arthur will enroll students in drafting and welding courses each semester for the upcoming 2014-2015 school year. Classes will be taught on the Memorial High School Campus during the regular school day. A student who completes all five (5) courses as indicated on the Plan, with a grade point average of 2.0 or higher, will receive a diploma that indicates the attainment of a certificate of completion. This certificate will satisfy the requirements for a state-approved endorsement. Also, the student who completes the five (5) courses with the appropriate GPA will be eligible to participate in commencement exercises on the Lamar State College—Port Arthur Campus. A student who completes forty (40) semester hours will receive a certificate of study. Those completing sixty (60) semester hours on the Lamar State College—Port Arthur Campus (outside of the classes offered at Memorial High School) will receive an associate degree from Lamar State College—Port Arthur. Tuition Tuition and fees for Lamar State College—Port Arthur are waived for hours obtained on the Memorial High School Campus. It is possible, with very careful planning, to attend career and technology programs and also take courses required for college at the same time. See your grade level counselor or contact the CATE Counselor for more information at 984-4750.

LAMAR STATE COLLEGE-PORT ARTHUR Computer-Aided Drafting Certificate (Engineering Design and Presentation)

First Semester

Prefix DFTG

Number 1409

Course Name Basic Computer-Aided Drafting

Semester Hours 4

Contact Hours 128

Second Semester

Prefix DFTG

Number 2419

Course Name Intermediate Computer-Aided Drafting

Semester Hours 4

Contact Hours 128

Third Semester

Prefix DFTG

Number 1417

Course Name Architectural Draftingâ&#x20AC;&#x201D;Residential

Semester Hours 4

Contact Hours 128

Fourth Semester

Prefix DFTG ARCE

DFTG

Program

Number 2423 1452

Totals

Course Name Pipe Drafting Structural Drafting

Semester Hours 4 4

Se mes ter Ho urs 20

Contact Hours 128 128

Contact Hours

640

LAMAR STATE COLLEGE-PORT ARTHUR Welding Certificate

First Semester

Prefix WLD G

Number 1421

Course Name Welding Fundamentals

Semester Hours 4

Contact Hours 128

Second Semester

Prefix WLDG

Number 1428

Course Name Introduction to Shielded Metal Arc Welding (SMAW)

Semester Hours 4

Contact Hours 128

Course Name Introduction to Gas Metal Arc Welding (GMAW)

Semester Hours 4

Contact Hours 128

Semester Hours 4

Contact Hours 128

128

Third Semester

Prefix WLDG

Number 1430

Fourth Semester

Prefix WLDG

Number 1434

ARCE

1435

WLDG

Program

(Draft on 3-19-2014)

Course Name Introduction to Gas Tungsten Arc Welding (GTAW) Introduction to Pipe Welding

Totals

Semester Hours 20

Contact Hours 640

Sample Career Program Sequence of Coursesâ&#x20AC;Ś

Education and Training Principles of Education & Training

Human Growth & Development

Instructional Practice in Education & Training

Practicum in Education & Training

Principles of Education & Training

Texas Education Agency (2009)

100

101

102

103

104

105

106

107

108

109

110

HB 5 - Endorsements

Multidisciplinary Multidisciplinary Advanced Courses Now Available

English

Math

Science

Social Studies

 



Science S

     



English IV English IV AP Advanced Journalism Humanities Yearbook III College English 1301 Composite College English 1302 Composite

     



Algebra II Precalculus AP Statistics AP Calculus College Algebra Calculus and Analytic Geometry AB 2313 Calculus and Analytic Geometry AB 2314 Precalculus 2 312 2312

     



Chemistry AP Chemistry Physics Astronomy Environmen tal Systems Astronomy AP Biology Conceptual Physics I 1405 Conceptual Physics II 1407



 

European History AP American History 1301 American History 1302 Economics 2301 Political Science 2301

111

COMPLETE LIST OF COURSE OFFERINGS GENERAL INFORMATION:

112

All courses designated I, II, III and IV refer to the number of years of experience in the course, rather than the grade levels 9, 10, 11 and 12 respectively.

Pre-AP courses will help prepare students for advanced courses. Pre-AP courses will be more challenging than regular courses and are offered in the core area subjects: English, math, social studies and science.

The Texas Essential Knowledge and Skills (TEKS) of the required academic subjects in Pre-AP classes are the same as the TEKS in the regular program. The learning experiences in the Pre-AP classes are enhanced with higher level thinking skill activities. The Pre-AP courses will prepare students for the Advanced Placement courses in high school, as the skills taught in Pre-AP are aligned with the objectives needed to succeed in the AP course.

Advanced Placement courses are offered in English, Mathematics, Social Studies, and Science. The subject matter in advanced placement courses offered is similar to that taught in college freshmen courses. If a student earns a score in a designated range on the Advanced Placement Test at the end of the year, some college credit may be received.

Self-management courses may only be chosen by students who are approved for such courses by the Admissions, Review, and Dismissal (ARD) Committee.

Accelerated instruction will be provided for all students who do not maintain mastery on the respective EOCs and sections of TAKS and STAAR â&#x20AC;&#x201C; EOC Exams as appropriate and in agreement with State Accountability.

Sheltered Instruction (SI) classes are assigned to eligible LEP students at a level commensurate with their English proficiency. Instructors for these classes are SI trained to provide linguistic accommodations. Both LEP and regular education students can be assigned to these classes.

9-12 COURSE SELECTION

English Language Arts Common Course Sequence

113

9-12 COURSE SELECTION

Mathematics Common Course Sequence

114

9-12 COURSE SELECTION

Science Common Course Sequence

115

9-12 COURSE SELECTION

Social Studies Common Course Sequence

116

9-12 COURSE SELECTION ENGLISH LANGUAGE ARTS Course Title

Grade

Credits

Prerequisites None Open Enrollment VEGA/GT Enrollment ARD Committee Approval LPAC Approval-Immigrant Status TELPAS Rating

English I English I, Pre-AP English I, G English I, ABU English I, ESOL

9 9 9 9 9

1 1 1 1 1

Newcomers English Language Development (NELD) English II Reading I Reading I, SI Reading I, ABU English II English II, Pre-AP English II, G English II, ABU English II, ESOL

9-12 9 9-12 9-12 9-12 10 10 10 10 10

1 1 1 1 1 1 1 1 1 1

Reading I Dyslexia Reading II Reading II, SI Reading II, ABU Reading II Dyslexia English III English III AP English III, Pre-AP English III, G English III, ABU English III, SI Reading III Reading III, ABU Reading III, SI Reading III Dyslexia Reading IV Dyslexia

9-12 10-12 10-12 10-12 10-12 11 11 11 11 11 11 11-12 11-12 11-12 11 11-12

1 1 1 1 1 1 1 1 1 1 1 1 1 1

English I STAAR-EOC LPAC Approval ARD Committee Approval English I English I VEGA/GT Enrollment ARD Committee Approval LPAC Approval-Immigrant Status TELPAS Rating STAAR-EOC LPAC Approval ARD Committee Approval English II English II English II VEGA/GT Enrollment ARD Committee Approval LPAC Approval STAAR-EOC ARD Committee Approval LPAC Approval

117

English IV English IV, AP English IV, ABU English IV, SI

12 12 12 12

1 1 1 1

English III English III ARD Committee Approval LPAC Approval

Journalism Advanced Journalism: Yearbook/Literary Photojournalism Humanities Professional Communications SAT/ACT Preparation Debate

10-12 11-12 10-12 11-12 10-12 10-12 9-12

1 1 1 1 ½ ½ 1

English I Journalism Teacher Approval English II None None None

Credits

Prerequisites

CO-ENROLLMENT – ENGLISH Course Title

Grade

English 1301 English 1302

12 12

½ ½

Admission to LSC-PA Admission to LSC-PA

9-12 9-12 10-12 9-12 9-12 10-12 12

1 1 1 1 1 1 1

None French I French I & II None Spanish I Spanish I & II Spanish III

9 9 9 9 9 9 9 9 10 10 10 10 10 10-11 9-10

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

None Open Enrollment VEGA/GT Enrollment LPAC Approval ARD Committee Approval Algebra I Algebra I VEGA/GT Enrollment Algebra I Algebra I VEGA/GT Enrollment LPAC Approval ARD Committee Approval Algebra I, Geometry ARD Approval STAAR/EOC and TAKS Non-Mastery

LANGUAGES OTHER THAN ENGLISH French I French II French III, Pre-AP Spanish I Spanish II Spanish III, Pre-AP Spanish IV AP MATHEMATICS Algebra I Algebra I, Pre-AP Algebra I, G Algebra I, SI Algebra I, ABU Geometry Geometry, Pre-AP Geometry, G Geometry Geometry, Pre-AP Geometry, G Geometry, SI Geometry, ABU Math Models with Applications Strategic Learning in Math 118

Algebra II Algebra II, Pre-AP Algebra II, G Algebra II SI Statistics and Risk Management Mathematical Applications in Agriculture, Food, and Natural Resources

10-11 10-11 10-11 10-11 11-12

1 1 1 1 1

Algebra I and Geometry Geometry VEGA/GT Enrollment LPAC Approval Accounting

11-12

Algebra I, Geometry, and Algebra II

Pre-Calculus, Pre-AP Pre-Calculus, G AP Calculus AB AP Calculus BC

11-12 11-12 12 12

1 1 1 1

Algebra II VEGA/GT Enrollment Pre-Calculus Pre-Calculus and AP Calculus AB

Credits

Prerequisites

CO-ENROLLMENT – MATHEMATICS Course Title College Algebra/Math 1314 Pre-Calculus/Math 2312 AP Calculus AB/Math 2313 AP Calculus BC/Math 2314

Grade 11-12 11-12 12 12

½ ½ ½ ½

Admission to LSC-PA Admission to LSC-PA Admission to LSC-PA Admission to LSC-PA

Biology Biology, Pre-AP Biology, AP

9 9 12

1 1 1

Biology, G Biology, ABU Biology, SI

9 9 9

1 1 1

None Open Enrollment Biology, Chemistry or Concurrent Enrollment in Physics I VEGA/GT Enrollment ARD Committee Approval LPAC Approval

Integrated Physics & Chemistry 10 Integrated Physics & Chemistry, SI 10 Integrated Physics & Chem., ABU 10

1 1 1

None LPAC Approval ARD Committee Approval

Astronomy Astronomy ABU

12 12

1 1

None ARD Committee Approval

Chemistry Chemistry, Pre-AP Chemistry, AP

10 10 10

1 1 1

Algebra I Required Algebra I Required Chemistry

SCIENCE

119

Chemistry, G Chemistry, SI Chemistry, ABU Environmental Systems

10 10 10 12

1 1 1 1

VEGA/GT Enrollment LPAC Approval ARD Committee Approval Biology, Chemistry

Food Science (CTE)

None

Physics I, Pre-AP Physics I, G Physics Physic, SI Physics ABU

11 11 11 11 11-12

1 1 1 1 1

(9th) Biology, (10th) Chemistry VEGA/GT Enrollment

ARD Committee Approval

CO-ENROLLMENT – SCIENCE AP Physics/Physics 1405 11-12 ½ Admission to LSC-PA AP Physics/Physics 1407 11-12 ½ Admission to LSC-PA __________________________________________________________________________________________ SOCIAL STUDIES Course Grade World Geography Studies 9 World Geography Studies Pre-AP 9 World Geography Studies, G 9 World Geography Studies, SI 9 Human Geography AP 9

Credit 1 1 1 1 1

Prerequisites None Open Enrollment VEGA/GT Enrollment LPAC Approval None

World History Studies World History Studies, Pre AP World History Studies, G World History Studies, AP World History Studies, SI World History Studies, ABU

10 10 10 10 10 10

1 1 1 1 1 1

World Geography Studies World Geography VEGA/GT Enrollment World Geography LPAC Approval ARD Committee Approval

United States History Studies United States History, Pre AP United States History, G United States History Studies AP United States History Studies SI United States History Studies ABU

11 11 11 11 11 11

1 1 1 1 1 1

None Open Enrollment VEGA/GT Enrollment Open Enrollment LPAC Approval ARD Committee Approval

United States Government United States Government, AP United States Government, SI United States Government, ABU Economics: Free Enterprise Systems

12 12 12 12 12

½ ½ ½ ½ ½

None Open Enrollment LPAC Approval ARD Committee Approval None

120

Economics: Free Enterprise Systems, AP Economics, SI Economics, ABU European History AP Sociology Street Law Psychology

Open Enrollment

12 12 12 10-12 10-12 10-12

½ ½ ½ ½ 1 ½

LPAC Approval ARD Committee Approval None None May take concurrently with Gov. /Eco. None

CO-ENROLLMENT – SOCIAL STUDIES American History1301 American History 1302 Political Science 2301 Economics 2301

11-12 11-12 12 12

½ ½ ½ ½

Admission to LSC-PA Admission to LSC-PA Admission to LSC-PA Admission to LSC-PA

9-12 9-12

½ ½

None ARD Committee Approval

HEALTH Health Health ABU

PHYSICAL EDUCATION (1 Credit Required) Students may earn no more than 2 credits in PE or Athletics to apply toward graduation. (Any credits over 2 credits will be local credits) Course Title

Grade

Credit

Prerequisites

Aerobic Activity Foundations of Per. Fitness Foundations of Per. Fit. /Adapted Individual Sports Individual Sports, / Adapted Team Sports Team Sports, / Adapted

9 9-12 9-12 9-12 9-12 9-12 9-12

½ ½ ½ ½ ½ ½ ½

None None Physician’s statement None Physician’s statement None Physician’s statement

The following areas of emphasis are available in Individual Sports or Team Sports II, III, or IV. Each of these areas requires the approval of the coach/sponsor. Baseball Basketball Football Soccer

I, II, III, & IV I, II, III, & IV I, II, III, & IV I, II, III, & IV

Softball Track Volleyball

I, II, III, & IV I, II, III, & IV I, II, III, & IV

121

ELIGIBILITY FOR ATHLETIC SCHOLARSHIPS All students preparing to accept scholarships in athletics should request an audit of initial eligibility with their coach for National Collegiate Athletic Clearinghouse Registration. Audits are best prepared at course selection time each spring. In lieu of physical education, a student may participate in NJROTC and Marching Band for a minimum of one year.

FINE ARTS Important Note: Students may audition to move from non-varsity to varsity or advanced groups. The Roman numerals indicate the number of years a student has been in the organization; thus a senior who is in the choir for the first time would be in A Cappella I as a ninth grader. Students who are A Cappella II, III, and or IV should demonstrate steady improvement each successive year. Example one: A student in Concert Band II may audition for placement in Symphonic Band III as opposed to moving into concert Band III. Example two: A student in Treble Ensemble may audition for placement in A Cappella Choir. Teacher recommendation or approval would be needed for situations reflected by the examples. Course Art I Art II Art III Art IV

Grade 9-12 10-12 11-12 12

Credit 1 1 1 1

Theatre I Theatre II Theatre III Theatre IV Theatre Production

9-12 10-12 10-12 12 10-12

1 1 1 1 1

None Theatre Arts I Theatre Arts II Theatre Arts III Theatre Arts I, Teacher Approval

Dance I Dance II Dance III Dance IV

9-12 10-12 11-12 11-12

1 1 1 1

None Dance I Dance II Dance III

Band I or Beginning Band Band II Band III Band IV

9-12 10-12 11-12 12

1 1 1 1

None Band I Band II Band III

Concert Band I Concert Band II Concert Band III Concert Band IV

10-12 10-12 11-12 12

1 1 1 1

Band I Band I or Concert I Band I or Concert II Band I or Concert III

122

Prerequisites None Art I Art II Art III

Symphonic Band I Symphonic Band II

10-12 10-12

1 1

Band I Band I or Symphonic I

Symphonic Band III Symphonic Band IV

11-12 12

1 1

Band I or Symphonic II Band I or Symphonic III

Stage Band I Stage Band II Stage Band III Stage Band IV

10-12 10-12 11-12 12

1 1 1 1

Concurrent Band Enrollment Concurrent Band Enrollment Concurrent Band Enrollment Concurrent Band Enrollment

Credits

Prerequisites

Applied Music I 9-12 Applied Music II 9-12 ** (Applied Music takes the place of Piano)

1 1

None Applied Music I

A Cappella Choir I, A Cappella Choir II A Cappella Choir III A Cappella Choir IV

1 1 1 1

Choral Music I, Vocal Ensemble I A Cappella Choir I A Cappella Choir I, II A Cappella Choir I, II, III

Course Title

Grade

10-12 10-12 11-12 12

Treble Ensemble I 9-12 1 None Treble Ensemble II, III, IV 10-12 1 Treble Ensemble I Tenor-Bass Ensemble I 9-12 1 None Tenor-Bass Ensemble II, III, IV 10-12 1 Tenor-Bass Ensemble __________________________________________________________________________________________ OTHER ELECTIVES M.A.P.S. Web Mastering

9-12 9-12

1 1

None None

Admission to LSC-PA

CO-ENROLLMENT – FINE ARTS Art Appreciation

CAREER/TECHNOLOGY EDUCATION Accounting I Accounting II Banking and Financial Services Principles of Business, Marketing and Finance Principles of Education and Training

10-12 11-12 9-12 9-12 9

1 1 ½ ½

None Accounting I None None

None

Principles of Manufacturing

9-12

½-1

None

Business Information Management

9-12

None 123

Principles of Law, Public Safety, Corrections and Security Practicum in Law, Public Safety, Corrections and Security Practicum in Law, Public Safety, Corrections and Security II

9-12

None

Practicum in Law, Public

Safety, Corrections & Security

FAMILY AND CONSUMER SCIENCES EDUCATION Course Title

Grade

Lifetime Nutrition and Wellness Human Growth and Development

10-12 10-12

Credit ½ 1

Prerequisites None None

MARKETING EDUCATION Marketing Dynamics Practicum Marketing Dynamics

11-12 12

3 3

Teacher and Counselor Approval Teacher and Counselor Approval

Pre-Vocational Education Pre-Vocational Education On Campus Training Off Campus Training

10-12 10-12 10-12 10-12

½ 1 1 3

ARD Comm. Approval ARD Comm. Approval ARD Comm. Approval ARD Comm. Approval

NAVAL SCIENCE (NJROTC) Naval Science I Naval Science II Naval Science III Naval Science IV

9-12 10-12 10-12 10-12

1 1 1 1

VOCATIONAL EDUCATION

(See Page 53) Naval Science I Naval Science I, II Naval Science I, II, III

CAREER AND TECHNOLOGY CENTER PROGRAMS BUSINESS EDUCATION/OFFICE EDUCATION Principles of Business Information Management

9-12

None

Business Information Management II

Practicum of Business Information Management

Principles of Business Information Management Business Information Management II

124

FAMILY AND CONSUMER SCIENCES EDUCATION Principles of Hospitality & Tourism 9-12 ½ Hospitality Services 11 2 Practicum in Hospitality and Tourism 12 3 Culinary Arts I 11 2 Practicum in Culinary Arts 12 3

None Principles of Hospitality & Tourism Hospitality Services Principles of Hospitality & Tourism Culinary Arts I

HEALTH SCIENCE TECHNOLOGY EDUCATION Course Title Principles of Health Science Health Science Practicum Health Science

Grade 9-12 11 12

Credits ½ 2 3

Prerequisites None Principles of Health Science Health Science

TRADE & INDUSTRIAL Principles of Transportation, Distribution and Logistics Collision Repair & Refinishing Advanced Collision Repair & Refinishing

9-10 11 12

½ 2 3

None None Energy Power & Transportation

Principles of Transportation, Distribution and Logistics Automotive Technology Advanced Automotive Technology

9-10 11 12

½ 2 3

None None Energy Power & Transportation

Principles of Architecture & Construction Construction Technology Advanced Construction Technology

9-12 11-12 12

½ 2 3

None None None

Principles of Information Technology Computer Maintenance Computer Technician

9-12 11 12

½ 2 3

None None Computer Maintenance

Principles of Human Resources Cosmetology I Cosmetology II

9-12 11 12

½ 2 3

None 160 Clock Hrs. (summer) Cosmetology I

Concepts of Engineering & Technology 9-12 Engineering Design and Presentation 11 Advanced Engineering Design & Presentation 12

½ 2 3

None None Engineering Design & Presentation

Principles of Arts/A/V Technology Graphic Design & Illustration Advanced Graphic Design & Illustration

½ 2 3

None Graphic Design & Illustration

10-12 11-12

125

Principles of Manufacturing Precision Metal Manufacturing Advanced Precision Metal Manufacturing

9-12 11 12

Â˝ 2 3

None Principles of Manufacturing Precision Metal Manufacturing

Principles of Manufacturing Welding Advanced Welding

9-12 11 12

Â˝ 2 3

None Principles of Manufacturing Welding

Principles of Arts, A/V Technology Audio Video Production Advanced Audio Video Production

9-12 11 12

1 3 2

None Principles of Arts, A/V Technology Audio Video Production

CAREER & TECHNOLOGY COURSES Memorial High School Arthur Stilwell Center

Business Information Management II Practicum of Business Information Management Automotive Technology Advanced Automotive Technology Construction Technology Advanced Construction Technology Computer Maintenance Computer Technician Culinary Arts Practicum in Culinary Arts Engineering Design & Presentation Advanced Engineering Design & Presentation Health Science Practicum in Health Science Precision Metal Manufacturing Advanced Precision Metal Manufacturing Welding Advanced Welding

126

GRADES 9-12 COURSE DESCRIPTIONS ENGLISH LANGUAGE ARTS English I, II, III, IV Listening, speaking, writing, reading, viewing & representing

1 credit

English SI (Sheltered Instruction) 1 credit Listening, speaking, reading, and writing for LEP students whose test scores are in the eligible range for enrollment. English I & II ESOL/ESL Listening, speaking, reading and writing for LEP immigrant students and students at 1 credit the beginning and intermediate proficiency levels. Reading I, II, III ½ - 1 credit Word attack skills; vocabulary development; reading comprehension skills; reading skills applied to a variety of practical situations. Journalism 1 credit Students will learn basic features of journalism and journalistic writing; history of journalism in the United States; editing; specialized writing; characteristics of layouts; advertising. Advanced Journalism II; Yearbook/Literary 1 credit Skills are developed in process of magazine type journalistic products, such as the school yearbook and literary magazine, implementing advertising and circulation campaigns; writing, editing, and proofreading. Humanities 1 credit Humanities is an interdisciplinary course in which students recognize writing as an art form. It includes the study of major historical and cultural movements and their relationship to literature and the other fine arts. Photojournalism 1 credit Photography for journalistic purposes is studied, focusing on camera techniques, film processing, photo composition, photo editing. SAT/ACT Preparation Classes ½ credit (local) Students who need reinforcement of basic test-taking skills will be given the opportunity to take the preparatory courses. They will use specifically designed materials to prepare them to make higher scores on the SAT/ACT/TASP. This course will be offered for local credit only. SPEECH Professional Communications (CTE) ½ credit Students study Communication as a process; understanding self as a communicator; communication in interaction and democratic group processes; communication through public address (speech preparation, presentation, delivery, listening, and evaluation skills). Debate (English Language Arts Elective) 1 credit Students will develop skills in argumentation, logic and debate while becoming involved in current issues, develop sound Critical thinking, and will sharpen communication skills. Students are expected to participate in U.I.L and other events.

127

CO-ENROLLMENT – ENGLISH College English 1301 Composition ½ credit Intensive study and practice in basic forms of expository writing. Frequent themes. Collateral reading in articles and essays of a factual and informative type. [3 hours] College English 1302 Composition ½ credit Further study and practice in the basic forms of expository writing and analytical writing. Topics for composition suggested from wide reading in at least two of the three genres: prose, fiction, poetry, and drama. Research paper required. [3 hours]

WORLD LANGUAGES OTHER THAN ENGLISH Languages other than English I, II, III (Spanish or French) 1 credit Listening, speaking, reading and writing in another language for comprehension of everyday conversation and familiar, non-technical subjects; study of the history and culture of another people; application of the language learning process to other languages.

MATHEMATICS Algebra I 1 credit Students develop algebraic thinking and symbolic reasoning skills as they study relationships among quantities. Students use a variety of representations (concrete, numerical, algorithmic, and graphical), tools, and technology, including, but not limited to, powerful and accessible hand-held calculators and computers with graphing capabilities and model mathematical situations to solve meaningful problems. Students use problemsolving, computation in problem-solving contexts, language and communication connections within and outside mathematics, and reasoning, as well as multiple representations, applications and modeling, and justification and proof. Geometry 1 credit Students use geometric thinking to understand mathematical concepts and the relationships among them. Students also study properties and relationships having to do with size, shape, location, direction, and orientation of geometric figures. They perceive the connection between geometry and the real and mathematical worlds and use geometric ideas, relationships, and properties to solve problems. Students use a variety of representations (concrete, pictorial, algebraic, and coordinate), tools, and technology, including, but not limited to, graphing calculators to solve relationships, and prove things about them. Algebra II 1 credit Students study algebraic concepts and the relationships among them to better understand the structure of algebra. Students perceive functions and equations as means for analyzing and understanding a broad variety of relationships and as a useful tool for expressing generalizations. Students investigate connections between algebra and geometry and use the tools of one to help solve problems in the other. Students use a variety of representations (concrete, numerical, algorithmic, and graphical), tools, and technology, including, but not limited, to powerful and accessible hand-held calculators and computers with graphing capabilities to model mathematical situations to solve meaningful problems.

128

Mathematical Models with Application 1 credit Students continue to build on the K-8, Algebra I foundations as they expand their understanding through other mathematical experiences. Students use algebraic, graphical, and geometric reasoning to recognize patterns and structure, to model information, and to solve problems from various disciplines. Students use mathematical methods to model and solve real-life applied problems involving money, data, chance patterns, music design, and science. A variety of representations, tools, and technology (i.e., calculators with graphing capabilities) are used to link modeling techniques and purely mathematical concepts and to solve applied problems. Pre-Calculus 1 credit Students use symbolic reasoning and analytical methods to represent mathematical situations, to express generalizations, and to study mathematical concepts and the relationships among them. Students use functions, equations, and limits as useful tools for expressing generalizations and as means for analyzing and understanding a broad variety of mathematical relationships. Students also use functions as well as symbolic reasoning to represent and connect ideas in geometry, probability, statistics, trigonometry, and calculus and to model physical situations. Students use a variety of representations (concrete, numerical, algorithmic, and graphical), tools, and technology to model functions and solve real-life problems. AP Calculus AB 1 credit Students study to prepare for the AP Calculus AB Examination in order to receive credit for college level calculus. Statistics and Risk Management 1 credit This course may be taken to meet the requirements for the fourth mathematics; it is recommended for Grades 11 and 12. Recommended prerequisites may be Accounting I and Algebra II. Students will use a variety of graphical and numerical techniques to analyze patterns and departures from patterns to identify and manage risk that could impact an organization. Students will use probability as a tool for anticipating and forecasting data within business models to make decisions, and they will determine the appropriateness of methods used to collect data to ensure conclusions are valid. Mathematical Applications in Agriculture. Food and Natural Resources 1 credit This course is recommended for Grade 12. To be prepared for careers in agriculture, food, and natural resources, students must acquire technical knowledge in the discipline as well as apply academic skills in mathematics. Students should apply knowledge and skills related to mathematics, including algebra, geometry, and data analysis in the context of agriculture, food, and natural resources. Students have an opportunity to reinforce, apply, and transfer their knowledge and skills related to mathematics in a variety of contexts.

Strategic Learning for High School Math Â˝ - 1 credit (local) This course is an Approved Innovative Course for Foundation and Enrichment. Strategic Learning for High School Math is intended to create strategic mathematical learners from underprepared mathematics students. The basic understandings will stimulate students to think about their approach to mathematical learning. __________________________________________________________________________________________

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CO-ENROLLMENT – MATHEMATICS Math 1314 College Algebra/Independent Study in Mathematics

½ credit

Linear, quadratic equations and inequalities, determinants, matrices, systems of equations, partial fractions, binomial theorem, logarithms, theory of equations. Math 2312 Pre-Calculus Mathematics/Pre-Calculus ½ credit Fundamentals of algebra, trigonometry, and analytic geometry. Prepares students for Math 2313 and 2413. Math 2413 Calculus and Analytic Geometry I/AP Calculus AB ½ credit Functions, limits, derivatives of algebraic, trigonometric, exponential and logarithmic functions, curve sketching, related rates, maximum and minimum problems, definite and indefinite integrals with applications. Math 2414 Calculus and Analytic Geometry II/AP Calculus BC ½ credit Method of integration, differential equations, polar coordinates and vector analysis.

SCIENCE Biology 1 credit Students will use laboratory materials and equipment with the scientific method to study various life forms from the simplest to the most complex organisms. Chemistry 1 credit Students will conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students will investigate how chemistry is an integral part of our daily lives. Integrated Physics and Chemistry, 1 credit Integrated Physics and Chemistry is an entry level course. Students may NOT enroll if they have already had Chemistry I and/or Physics I. Students will conduct field and laboratory investigations, and make informed decisions using critical thinking and scientific problem solving. This course integrates the disciplines of physics and chemistry in the following topics: motion, waves, energy transformation, properties of matter, and changes in matter and solution chemistry. Biology AP 1 credit Students will use biological equipment, chemicals and the scientific method in the advanced study of biochemistry, botany, animal life, and the relationship between life and the environment. Physics 1 credit Students will use physics laboratory equipment and supplies in the study of physics phenomena. This basic science explains how things work. It is needed by students planning to attend college. Astronomy

1 credit

Students will investigate the use of astronomical laboratory equipment and the scientific method in the study of the earth, moon, sun, planets, and other galaxies, including their distances and motions. 130

Chemistry AP 1 credit Equivalent to a first year college course in Chemistry. Students will study chemical equilibrium, kinetics, oxidation/reduction, acid and bases, electrochemistry, and nuclear chemistry. Environmental Systems 1 credit This course is recommended for students in Grades 11 and 12. Suggested prerequisites are one unit high school life science and one unit of high school physical science. In Environmental Systems, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study biotic and abiotic factors in habitats, ecosystems and biomes, interrelationships among resources and an environmental system, sources and flow of energy through an environmental system, relationship between carrying capacity and changes in populations and ecosystems and changes in environments. Food Science (CTE) 1 credit This course is recommended for students in Grades 11-12. Prerequisites are 3 units of science. Additionally, recommended prerequisites are Principles of Hospitality and Tourism. To receive credit in science, students must meet the 40% laboratory and fieldwork requirement identified in The Texas Education Code.

CO-ENROLLMENT – SCIENCE Conceptual Physics 1405/AP Physics ½ credit This course is designed for majors in the physical or natural sciences. Emphasis is placed upon understanding and applying basic physical laws. Topics may include mechanics, heat, light, sound, electricity and magnetism. Conceptual Physics II 1407/AP Physics ½ credit A continuation of Physics 140. Topics may include mechanics, heat, sound, light electricity, and magnetism

SOCIAL STUDIES World Geography Studies 1 credit Students will study the nature of geography; physical setting of the earth; interaction of physical environments; urban analysis. Human Geography AP 1 credit Human Geography introduces students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth's surface. World History Studies 1 credit Students will study the development of early civilization; historical development of Western civilization and other regions; geographic influences on world history; developments of the twentieth century. World History Studies Pre-AP 1 credit Though the basic content is the same as the regular course, the level of understanding and the opportunities for development of practical reflections of that understanding are enhanced by the depth and pace of the study.

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World History Studies, AP 1 credit This course provides students the opportunity to pursue an accelerated study in World History. The course is designed for students to engage in active, high-level learning to develop skills and concepts needed to succeed at more rigorous academic levels. Upon completion of the Advanced Placement course, students are expected to take the Advanced Placement test. United States History Studies: Since Reconstruction 1 credit This course offers a study of the emergence of the U.S. as a world power; geographical influences on the historical development of the U.S.; economic, social, cultural and political developments of the U.S. United States History Studies Pre-AP: Since Reconstruction 1 credit Though the basic content is the same as the regular course, the level of understanding and the opportunities for development of practical reflections of that understanding are enhanced by the depth and pace of the study. United States History Studies, AP: Since Reconstruction 1 credit This course provides students the opportunity to pursue and accelerated study in United History. The course is designed for students to engage in active, high-level learning to develop skills and concepts needed to succeed at more rigorous academic levels. Upon completion of the Advanced Placement course, students are expected to take the Advanced Placement test United States Government ½ credit Students will study the foundations of the U.S. political system; development, structures, and functions of the U.S. governmental system; participation and decision making in civic affairs; respect for self/others; democratic beliefs and personal responsibilities; American economic system; application of social studies skills. United States Government, AP ½ credit This course provides students the opportunity to pursue and accelerated study in United States Government. The course is designed for students to engage in active, high-level learning to develop skills and concepts needed to succeed at more rigorous academic levels. Upon completion of the Advanced Placement course, students are expected to take the Advanced Placement test Economics: Free Enterprise Systems ½ credit American free enterprise system; government in the American economic system; the American economic system and international economic relations will be a part of the studies in this course. Economics, AP: Free Enterprise Systems ½ credit This course provides students the opportunity to pursue and accelerated study in Economics. The course is designed for students to engage in active, high-level learning to develop skills and concepts needed to succeed at more rigorous academic levels. Upon completion of the Advanced Placement course, students are expected to take the Advanced Placement test European History AP 1 credit The study of European history since 1450 introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live.

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Street Law 1 credit Street law is a practical law-related education course. The course will include units such as the Law and the Legal System, Criminal and Juvenile Justice, Consumer Rights and Housing Law, Torts and Civil Law, and Family Law. This course will provide the learner with practical information along with problem-solving opportunities necessary for survival in our society. Sociology ½ credit In Sociology, students study dynamics and models of individual and group relationships. Topics such as the history and systems of sociology, cultural and social norms, social institutions, and mass communication are emphasized. Psychology ½ credit Students consider the development of the individual and the personality. The course is based on a historical framework and relies on effective collection and analysis of data. Students study topics such as theories of human development, personality, motivation, and learning.

CO-ENROLLMENT IN COLLEGE COURSES – SOCIAL STUDIES

American History 1301 History of the United States, 1763 to 1877 Survey of United States history through reconstruction

½ credit

American History 1302 History of the United States, 1877 to the present ½ credit Survey of United States history from the post-reconstruction period to the present Economics 2301 Principles ½ credit Students are introduced to economic principles; allocation of resources; determination of output and prices; distribution and managerial economics. Political Science 2301 Introduction to American Government I ½ credit Students study the national and Texas constitutions; federalism, political socialization and participation; public opinion and interest groups; parties, voting and elections.

HEALTH Health ½ credit Students will learn about the promotion of personal health and safety. The development of informed decisions regarding physical, mental, and social well-being for a full and satisfying life will be studied. __________________________________________________________________________________________

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PHYSICAL EDUCATION (1 credit required) Foundations of Personal Fitness ½ credit In support of personal fitness, students obtain knowledge and motor skills basic to efficient movement; rules, knowledge and skills for proficient participation in physical recreation activities and individual, and team sports; promotion of physical fitness; development of skills for leisure and lifetime sports activities. Individual Sports ½ credit Students in individual sports are expected to participate in individual sports that they can pursue for a lifetime. Team Sports ½ credit Students in team sports are expected to develop health-related fitness and an appreciation for teamwork and fair play. Aerobic Activity ½ credit Aerobic Activity is a personal fitness program that uses aerobic activities as a foundation. Examples of aerobic activities include walking, hiking, jogging, running, and dancing.

FINE ARTS NOTE: The Roman numerals indicate the number of years a student has been in the organization – not an indication of grade level. Art I, II, III, IV 1 credit Students will learn awareness and sensitivity to natural and man-made environments, inventive and imaginative expression through a variety of art media, understanding and appreciation of self and others through art culture and heritage, aesthetic growth through visual discrimination and judgment. Theatre Arts I 1 credit This is a comprehensive class that covers both acting and technical aspects of theatre. This survey course covers units on expressive use of the body and voice, improvisation, stage movements, basic theatre history, introduction to Realism and structure, costuming, sets, props, make-up, basic lighting and sound. Theatre Arts II, III, IV 1 credit These courses are designed for students who are interested in developing their acting skills and focusing on character development. These courses give a more detailed view of acting on stage. Units on storytelling, character development, improvisational theatre, radio/TV/film, playwriting, modern comedy, classis comedy, and 19th/20th century drama will be covered. Students in this course are required to see at least one live performance and are encouraged to participate in at least one show.

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Theatre Production

1 credit

The course is designed for students who are interested in performing, but geared more toward directing and being in the background. They may be from any department including special needs, in grades 10-12. Students involved in this course gain skills in self-confidence, basic performance strategies, character development, communication skills, creativity, and imagination. Students in this course also develop their leadership skills, communication ability, patience, creativity, and improvisational skills through public speaking activities. They should have a positive outlook, should demonstrate eagerness to learn, and should expect to appear in UIL oneact play competitions. Theatre Arts Note: Students participating in stage performance must be prepared to practice during, after school hours, and holiday breaks. Band I, II, III, IV 1 credit Students in these classes will develop mental and physical conditioning and discipline; critical listening, technique, problem-solving and evaluative skills; creative self-expression and leadership abilities. They will make lasting friendships, and through various aesthetic experiences, expand their knowledge of music literature and its place in history. Concert Band I, II, III, IV 1 credit Students performs grade 3-4 literature, and are encouraged to perform All-Region music, participate in UIL, Solo and Ensemble (Class I or Class II difficulty, and is required to attend sectional rehearsals. Students perform in most areas of performance: concerts, festivals, and competitions. Musical perception, creative expression and performance, historical and cultural heritage, response and evaluation are reinforced. Students must be enrolled in a band class in order to participate in marching band. Symphonic Band I, II, III, IV 1 credit Students perform grade 4-5 literature and/or collegiate level music, ALL-Region music, participates in UIL, Solo and Ensemble contest with Class I Materials, and is required to attend sectional rehearsals. Students perform in all types of venues: concerts, festivals, and competitions. Musical perception, creative expression and performance, historical and cultural, response and evaluation are reinforced. Students must be enrolled in a band class in order to participate in marching band. Stage Band I, II, III, IV 1 credit A select group of students from the parent group… Select students are taught a different style of music than that taught to the regular band classes – easy listening, pop, rock, etc., and would be available to play for dances etc. If the department grows as it should, stage band would be a second band class for the students in the group. Treble Vocal Ensemble I, II, III, IV 1 credit Sopranos and altos who may possess a similar proficiency of skills as sopranos and altos in the A Cappella Choir, but who may prefer singing daily with SSA(A) as opposed to an SATB group may choose this course. This choir will also serve as the “overflow” from A Cappella in order to maintain balance in that group. Students may be selected by audition and teacher recommendation. After learning basic vocal skills and terminology, students may move up to A Cappella by audition. Girls from both choirs may combine for performances. Students in this group must maintain eligibility to compete in Texas Music Educators Association and University Interscholastic League competitions and performances. (Roman numerals do not indicate grade levels)

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Tenor/Bass Vocal Ensemble I, II, III, IV 1 credit Tenors and basses who possess good voices and singing skills, but who are not in A Cappella Choir, and who may not wish to be a part of SATB singing every day. Roman numerals do not indicate grade levels. A Cappella Choir I, II, III, IV 1 credit This choir is for experienced vocalists. The primary focus of this organization is performance and the development of creative self expression. Performance of unaccompanied music is preferred, but students will study literature from many cultures and historical periods. Students will be admitted by teacher recommendation and/or audition and should possess basic sight-reading skills and should be able to identify the fundamental elements of music. Participating in TMEA and UIL activities for these students is highly encouraged, but will be determined by eligibility and teacher recommendation. Mixed Vocal Ensemble 1 credit Though not a course offering, this group is open only to students from all choirs who successfully audition for Region Choir and who may have received a medal at the State UIL Solo and Ensemble contest. Students in this group may be chosen by audition, and membership may be limited to sixteen – twenty-four students. This class would serve as a second choir class to be taken concurrently with one of the other choir classes for the members of this group, and the music would be different than that performed by the choir. Applied Music I, II (Piano) 1 credit Through hands-on activities, students will learn the music basics of reading notes on the staff, recognizing rhythms and counting them, listening for pitch accuracy, and connecting the eye with what the ear hears to melodies that are pleasing to listeners. Students in group piano will progress at different rates of speed as the concepts are grasped, and will learn songs to play as they progress, with the difficulty level commensurate with their progress. Students will also learn performance skills and etiquette, audience etiquette, and will display their work in recital for family and friends – either formally (auditorium) or informally (classroom). The second and third year classes will continue the work begun in the previous year, but will be geared more toward performance, and may also include accompanying techniques. Both will depend upon the progress of the students. Dance I, II, III, IV 1 credit Students will learn the basic elements of dance composition, with emphasis on skilled use of space, dynamics, and rhythm. Students will perform various types of dance including ballet, tap, jazz, and modern dance. Historical and cultural background of various dances will be discussed. Students must purchase the appropriate uniforms as specified by the instructor. These uniforms may include: Black leotard, black jazz pants, pink tights, pink ballet shoes, black ballet skirt, black jazz shoes, and black tap shoes. _________________________________________________________________________________________ CO-ENROLLMENT– FINE ARTS 1301 Art Appreciation ½ credit Art Appreciation is an introductory course which emphasizes the understanding and appreciation of visual art (painting, sculpture, architecture). Vocal Music Notes: Robes and Formal Uniforms are furnished for all choir members; however, students may be asked to purchase Memorial Choir tee shirts. If a mixed vocal ensemble is organized, those students may likely be asked to purchase a special uniform.

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CAREER/TECHNOLOGY EDUCATION Accounting I

1 credit

Students study Accounting as an information system, processing financial data, data processing applications, and tools for management. Accounting II 1 credit Students continue the investigation of the field of accounting, including how it is impacted by industry standards as well as economic, financial, technological, international, social, legal, and ethical factors. Business Information Management 1 credit An overview of computers, technological changes; computer applications; computer systems and concepts are studied. Banking and Financial Services Services of banks and financial institutions are the focus of this course.

Â˝ credit

Principles of Business, Marketing and Finance Â˝ credit This Principles Course presents principles of economics; characteristics of a business; forms of business ownership; structures within a business; career planning; personal and work-related business issues. Principles of Manufacturing Â˝ - 1 credit This Principles Course is an exploratory course which addresses knowledge and skills important in manufacturing technology. Students study common manufacturing tools, machines, materials, and processes in the laboratory. Experiences in planning and controlling simulated manufacturing systems and projects allow students to explore the organizational structures and management strategies in manufacturing.

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Naval Science – NJROTC 1 credit Naval Science I, II, III, IV – Prerequisite – The student must meet federal residency requirements. This course provides an introduction to the NJROTC Program, including its goals and objectives. (See page 53)

Criminal Justices Courses Practicum in Law, Public Safety, Corrections and Security 2 credits This course provides basic understanding of investigative theory, collection and preservation of evidence, and sources of information. Methods of conducting interviews and interrogations will also be covered. Students will be provided opportunities to discover uses of forensic science and preparation for cases and trials. Practicum in Law, Public Safety, Corrections and Security II 3 credits A course designed to introduce the student to American crime problems in an historical perspective, social policy affecting crime, impact and crime trends, social characteristics of specific crimes, and prevention of crime. ______________________________________________________________________________________________

MARKETING EDUCATION Practicum Marketing Dynamics 3 credits Human relations, communications and personality development; distribution processes; the free enterprise system and its benefits; merchandising, product and service; management principles and practices; business policies, forms and records; business environment, law and ethics; inventory control; marketing mathematics; specific occupational skills; other topics. Marketing Dynamics 3 credits A course designed to explore marketing functions; merchandising; buying, promotional planning; management principles and practices; specific occupational skills; other topics.

FAMILY AND CONSUMER SCIENCES EDUCATION Lifetime Nutrition and Wellness ½ credit Students learn the significance of food; food buying; kitchen planning and management, nutrition of family, and meal planning and management. Human Growth and Development 1 credit This course is recommended for Grades 10-12. Recommended prerequisites include Principles of Education and Training. Students examine human development across the lifespan with emphasis upon research, theoretical perspectives, and common physical, cognitive, emotional, and social developmental milestones. The course covers material that is generally taught in a post-secondary, one-semester introductory course in developmental psychology or human development.

VOCATIONAL EDUCATION FOR AT RISK STUDENTS Prevocational Education Continuing education on the job, students study career education and pre-employment skills. 138

1 credit

On-Campus Training 1 credit Eligible students receive instruction, guidance, job placement, and supervision for on job sites at the high school. Off-Campus Training 1 credit Eligible students receive on-the-job training, instruction; guidance; job placement, supervision to in area businesses.

CAREER AND TECHNOLOGY CENTER PROGRAM AND COURSE DESCRIPTIONS FAMILY AND CONSUMER SCIENCES EDUCATION Hospitality Services: Practicum in Hospitality & Tourism 2 - 3 credits Occupationally specific training designed to develop knowledge and skills for employment in the multifaceted hospitality services industry. Training includes knowledge and skills for employment in lodging operations and food and beverage operations, front desk, sales and marketing, human resources, security and engineering. Culinary Arts I 2 credits A pre-employment laboratory course designed to develop knowledge and skills for employment to enter the food service industry upon graduation. Instruction includes operation and management of food service establishments; quantity food production skills; food presentation and service techniques; marketing strategies; and technology applications in the food service industry. Legal considerations, customer service, career options and managing multiple family communities and career roles are contained in this course. Practicum in Culinary Arts 3 credits This is the second course in a pre-employment laboratory instructional sequence designed to provide job specific training for entry level employment in the food service and hospitality industries. Instruction includes a continuation of Culinary Arts I plus the fundamentals of hygiene and sanitation, baking, saucier, line code, vegetable cook, grade manager and breakfast cook. Safety and career opportunities are also included.

TRADE AND INDUSTRIAL EDUCATION Collision Repair & Refinishing Advanced Collision Repair & Refinishing 2-3 credits (each) This course is designed to teach the fundamentals of auto body construction, repairing dents, removing rust spots, automotive masking/painting, plastic repair, welding, fiberglass repair glass installation, and interior trim repair. Students also learn shop operation and maintenance, safety and customer service. Automotive Technology; Advanced Automotive Technology 2-3 credits (each) Fundamentals of major and minor components repair/replacement; analyzing malfunctioning engines; fuel heating, cooling, electrical and emission control systems. Construction Technology: Advanced Construction Tech 2-3 credits (each) Includes knowledge of and ability to apply the construction processes of foundations, framing, roofing, and exterior and interior finishing. 139

_____________________________________________________________________________________

Cosmetology I and II 3 credits (each) Preparation for the State Licensing examination which requires 1000 clock hours with 500 academic hours of lecture and practice in: providing any method of treatment as a primary service, including dressing, arranging, beautifying, bleaching, cleansing, coloring, cutting, dyeing, processing, shampooing, shaping, singeing, straightening, styling, tinting, waving, weaving, braiding, artificial hairpiece, massaging, facial treatment, removing superfluous hair, tweezing, waxing, manicure treatment, attaching false nails, and pedicure. ______________________________________________________________________________________ Engineering Design and Presentation Advanced Engineering Design & Presentation 2-3 credits (each) Techniques in manipulation of drafting tools; sketching; lettering; dimensioning; line development; ink drawings; CAD (Computer Aided Drafting); application of technical drafting knowledge to the development of mechanical, machine, architectural, electrical, electronic, welding, map, civil and structural drawings; technical illustrations. Graphic Design & Illustration; Advanced Graphic Design & Illustration 2-3 credits (each) This course provides students with job specific training for entry level employment in the graphic arts industry. Course content also includes basic principles of offset printing, computerized text and graphic composition, computer technology, camera reproduction, letterpress printing, safety, leadership and career opportunities. Precision Metal Manufacturing; Advanced Precision Manufacturing 2-3 credits (each) Processes of metal cutting, drilling, milling, hardening, grinding, tempering, annealing, and normalizing; application of precision measuring. Audio Video Production & Advanced Audio Visual Production 2-3 credits (each) Instruction is designed to provide job-specific training for entry-level employment in movie, video, and television production careers. First-year instruction includes operation of different types of cameras, mastery of audio technique, electronic editing, creation of media graphics, lighting, script writing, direction, production, special effects, signal control and monitoring equipment, and set design. Second-year instruction is designed to enhance skill development in movies, video, and television production careers. Welding; Advanced Welding 2-3 credits (each) Processes of oxy-fuel welding and cutting, metal shielded arc welding, gas tungsten arc and gas metal arc welding; metal heat treating; reading welding symbols; inspecting and testing welds; blueprint readings; math for welders.

TECHNOLOGY EDUCATION/INDUSTRIAL TECHNOLOGY EDUCATION Computer Maintenance; Computer Technician 2-3credits (each) Using the Web technologies, students learn to design, build and maintain small to medium size computer networks. Students will learn of the technologies and issues that web designers face, along with hands-on experience working with the principles and skills of Web Design. Students will have the opportunity to create websites by applying the processes, skills, and techniques they learn in their course.

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OFFICE EDUCATION Business Information Management I 1 credit Overview of computers; technological changes; computer applications; computer systems and concepts

Business Information Management II 2 credits Simulated administrative and office skills including “hands-on” experiences with emphasis on computer skills/technology, human relations, effective communications, leadership qualities, and general clerical procedures. Practicum in Business Information Management 3 credits Practice of office skills learned in the preceding course in a cooperative on-the-job training program.

HEALTH SCIENCE TECHNOLOGY Principles of Health Science ½ credit Nurse assistant skills, medical abbreviations, terminology, identification of normal parameters of vital signs, isolation procedures, CPR, aseptic techniques, legal responsibilities, geriatric care Health Science; Practicum in Health Science 2-3 credits The students will master the 37 skills on the Texas Department of Health Nurse Aide Skill Exam List. They will also be taught medical ethics, confidentiality, CPR, and death and dying. The student will then take the TDH CAN exam and will be a certified nurse aide after passing a two-part exam. Students will explore a health care of their interest through classroom work and a clinical assignment in the community. Students will learn basic anatomy and physiology, medical terms and medical abbreviations. M.A.P.S. 1 credit Mapping for Academic and Personal Success is a TEA Approve Innovative Course designed to engage the student in self- reflection as he/she systematically builds the skills necessary to be successful in school and in life.

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MOTIVA YOUTH ACADEMY

MYTA Motiva Youth Training Academy (MYTA) is designed to assist at-risk students in completing curriculum requirements for graduation. MYTA is a small alternative extension of Memorial High School. Instruction in the four core subjects—Math, Science, English, and Social Studies—is provided. Sophomores receive the support needed to ensure their success on State Assessments by receiving differentiated instruction, mandatory tutorials, small group collaborative experiences, and educationally enriching field trips. With the provided support, MYTA students can experience academic success and lay claim to a more promising future.

NAVAL SCIENCE NJROTC NJROTC 1 credit Naval Science I, II, III, IV – Prerequisite – the student must meet federal residency requirements This course provides an introduction to the NJROTC Program, including its goals and objectives. Instruction in leadership and fellowship traits are provided and stressed. The mission and organization of Navy ships and the Navy are covered, as well as the basis of our government. The course also covers the importance of maritime geography and provides an understanding of the importance of the role of sea power in the development of the United States. Naval history and heritage from the American Revolution through 1815 is discussed and students are introduced to common tools, terminology, and procedures in navigation and basic seamanship. The principles of health education and effects of drug and alcohol abuses are covered. An introduction is provided in military drill, commands, and ceremonies. The NJROTC uniform is worn one day per week. ____________________________________________________________________________________________________________

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Texas Virtual School Network (TxVSN)

The 80th Texas Legislature passed Senate Bill1788, authorizing the Texas Education Agency to establish a state virtual school network to provide education to students through electronic means. An electronic course is defined as a course in which instruction and content are delivered over the Internet; a student and teacher are in different locations. Much of the instructional activities take place in an on-line environment; the on-line instructional activities are integral to the academic program. Extensive communication between a student and the instructor and among students is emphasized; a student is not required to be located on the physical premises of a school district or open-enrollment charter school.

TxVSN Facts The Texas Virtual School Network is a supplemental rather than diploma-granting program. Electronic courses will supplement the services the district currently offers. Students will receive credits and diplomas from the Port Arthur Independent School District (receiving district); school districts are course providers. The network will include students in Grades 9 through Grade 12. The network will include students who are eligible to enroll in a public school; they have not graduated from high school.

Advantages of TxVSN     

For-credit courses are aligned to TEKS. Courses are taught by Texas Certified Teachers. The network can help districts overcome some scheduling challenges. High quality learning activities are provided. The network may make available specialty courses and advanced course needs of students.

**The State of Texas no longer provides funding or paid scholarships for TxVSN Courses; thus, students who enroll in electronic courses through the network will have to pay for the cost of the course. A TxVSN Course Catalog is issued for Fall Semester, Spring Semester, and Summer Semester; the courses may vary from one semester to the next, depending upon the offerings of the different districts which provide the courses to the receiving districts. For information and assistance, visit with your Port Arthur Independent School District TxVSN Coordinator at Memorial High School.

Revised 1/20/12

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Three Year Plan for Graduation* A student must submit a letter to the Principal, during the first semester of the ninth grade year, stating their desire to complete high school in three years. This letter must be signed by the parent and should include a three year course of study plan (grades 9-11). See your counselor for more information. A sample three-year plan has been provided below… The State of Texas’ Scholarship Programs for Early High School Graduates: 

In the past, the program has provided a tuition credit to an eligible student for up to $1,000.00. The funds have been for the payment of tuition, only; they have not been for fees or books nor supplies. However, funding was changed in the last Legislative Session, and the status of funding for the Scholarship Program remains undetermined and in question.

Usual qualifications include the following: The student must-1.

have graduated from a public school in Texas within 36 months of his/her original enrollment,

have completed all years of high school in Texas,

be a Texas resident,

provide proof of approval of a parent or legal guardian to participate in the accelerated program of study,

and enroll in an institution of higher education in Texas.

Suggested Considerations: 



4 X 4 graduation requirements pose a new challenge for students who wish to graduate early, possibly necessitating students taking “outside” coursework like Credit-by-Examination or Correspondence Courses. The student should be mindful that both of the mentioned “outside” coursework programs require (1) passing of program exams and (2) success on the End-of-Course Exam as a State Accountability requirement, if relevant. Note: Outside coursework can be expensive. Students also need to be aware that success on the appropriate State Assessment is required for graduation (TAKS or STAAR/End-of-Course).

SAMPLE THREE-YEAR PLAN for Classes 2011 and beyond FIRST YEAR SECOND YEAR THIRD YEAR English I Algebra II Biology (IPC??) World Geography World Language Physical Education

English III Pre-Calculus Chemistry World History World Language Academic Elective

Fine Arts

Academic Elective

Elective

 144

English IV Calculus Physics US History Academic Elective Technical Applications Academic Elective

SUMMER SCHOOL or ADULT SCHOOL English II Algebra I (8th grade) Geometry Biology

Communication App. ½ Government ½ Health ½ Economics ½ 8 credits 8 credits 8 credits 27 credits For 2015 Graduates, English III and Algebra II are the required assessments for the Texas State Accountability System. English III should be taken during the school year.

Course Selection Cards Grades 9 â&#x20AC;&#x201C; 12

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Place Label Here

Memorial High School Grade 9 Course Selection Card 2014-2015

______________________________ Last Name

___________________________ First Name

_____________________ Middle

______________________________ Address

___________ _______________ Zip Code Phone Number

____________ Date of Birth

______ Sex

A. From the Complete List of Required 9th Grade Courses, list the level for each required course. List the course title and units of elective(s) chosen. COURSE TITLE

LEVEL (ESL, GT, Pre-AP)

UNITS

English I

________________

Algebra I or Geometry

________________

Biology I

________________

World Geography

________________

World Language

_______________

PE, Athletics

_______________

Fine Art:

_______________

BIM

_______________

B. CTE Program: Or Endorsement

C. Course selections will not be changed after the course selection card has been returned, signed by both student and parent, unless a student is identified for EOC Instructional Support or if there is a scheduling conflict. It is the policy of Port Arthur ISD not to discriminate based on age, sex, race, religion, handicap, or national origin in its education program activities. Due to student interest, funding, and scheduling, course offerings may vary from year to year. The signatures below attest to your approval of the course selections on this card. It is understood that the selection of courses will not be changed during the school year nor will a choice of teachers be allowed. Scheduling will be by computer according to these selections.

146

____________________________

______________________________

___________

Student Signature

Parent Signature

Date

Place Label Here

Memorial High School Grade 10 Course Selection Card 2014-2015

___________________________ Last Name ___________________________ Address

________________________ First Name ____________ Zip Code

______________ Phone Number

________________ Middle ____________ Date of Birth

________ Sex

A. From the Complete List of Required 10th Grade Courses, list the level for each required course. List the course title and units of elective(s) chosen.

COURSE TITLE

LEVEL (ESL, GT, Pre-AP, AP)

UNITS

English II

________________

Geometry or Algebra II

________________

Chemistry

________________

World History

________________

World Language II

_________________

Professional Communication

_________________

Â˝

Elective/Principles of CTE

_________________

Â˝

PE/ Fine Art

_________________

Elective

________________

B. CTE Elective(s):

____________________ ____________________

or Endorsements

_____________________________________

_______________________________________

_______________

Student Signature

Parent Signature

Date

147

Place Label Here

Memorial High School Grade 11 Course Selection Card 2014-2015

___________________________ Last Name ___________________________ Address

___________________________ First Name ___________ Zip Code

______________ Phone Number

CATE Co-Enrollment Motiva

______________ Middle ______________ Date of Birth

________ Sex

A. From the Complete List of Required 11th Grade Courses, list the level for each required course. List the course title and units of elective(s) chosen. COURSE TITLE

LEVEL(ESL, GT, Pre-AP, AP)

UNITS

English III

_________

Algebra II/Pre-Calculus

_________

Physics

_________

U.S. History

_________

World Language III (Distinguished Achievement) _________

Or Elective

Elective: __________________________

Elective:__________________________

B. Alternate Elective(s): or Endorsements

148

_______________________________

_________________________________

_______________

Student Signature

Parent Signature

Date

Place Label Here

Memorial High School Grade 12 Course Selection Card 2014-2015

_____________________________ Last Name

_____________________________ First Name

______________________________ Address

__________ Zip Code

_______________ Phone Number

CATE Co-Enrollment Motiva

____________ Middle

____________ Date of Birth

________ Sex

A. From the Complete List of Required 12th Grade Courses, list the level for each required course. List the course title and units of elective(s) chosen. COURSE TITLE

LEVEL (ESL, GT, Pre-AP, AP)

English IV

UNITS

__________

Applications to Agriculture and Natural Food __________

Pre-Calculus, Algebra II, Statistics Risk Management, Mathematical

Astronomy, Food Science, Physics or Environmental Systems

__________

U.S. Government

__________

Â˝

Economics

__________

Â˝

Elective: _________________

B. Alternate Elective(s) or Endorsements

C. Course selections will not be changed after the course selection card has been returned, signed by both student and parent, unless a student is identified for TAKS Instructional Support or if there is a scheduling conflict. It is the policy of Port Arthur ISD not to discriminate based on age, sex, race, religion, handicap, or national origin in its education program activities. Due to student interest, funding, and scheduling, course offerings may vary from year to year. The signatures below attest to your approval of the course selections on this card. It is understood that the selection of courses will not be changed during the school year nor will a choice of teachers be allowed. Scheduling will be by computer according to these selections.

____________________________

_______________________________

Student Signature

Parent Signature

___________

Date 149

Appendix 2014-2015 Through CATE Courses and Electives, Career Awareness Opportunities will be provided forâ&#x20AC;Ś Business Science, Technology, Engineering, and Math Architecture and Construction Education and Human Services Art Communication and Technology Public Service Health Professions MOTIVA Academy

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