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Revised January 2013

MOUNT VERNON CITY SCHOOL DISTRICT Judith Johnson, Interim Superintendent of Schools

Timothy Costello, Assistant Superintendent of Business Hasna Muhammad, Ed.D., Assistant Superintendent of Human Resources

Gertrude Karabas, Assistant Superintendent for Innovation, Restructuring and

Grants Management

SECONDARY COURSE CATALOG

2012 – 2013

“Children of Promise”

Revised January 2013 - 2 -

Mount Vernon City School District

Board of Education

Frances Wynn

President

Gerald Whiteside

Vice President

Board Trustees

Brenda Crump

Delia M. Farquharson

Elias Steven Gootzeit

Rosemarie M. Jarosz

Leonard Sarver

Marc Stuckey

Michelle Walker


Dear Secondary School Students and Parents,

On behalf of the Mount Vernon City School District Board of Trustees

and administration, we are proud to present this 2012-2013 Secondary

Course Catalog for your perusal. This document has been prepared to

assist students and parents in making informed decisions concerning

programs and course choices during their secondary years. To assist in

the decision-making process, we have assembled information that

includes graduation requirements and descriptions of available courses.

Our guidance counselors are available to assist students and parents in

their decision-making about class schedules, course selections, college

and career choices.

We believe that all students deserve a quality education that includes a

solid foundation of required coursework, but also recognize that students

have individual needs. We strive to provide a comprehensive secondary

school experience for every child of promise.

To this end, I am confident that you will make informed and wise

decisions for your 2012-2013 school year. I wish you the greatest

success as we continue to work together to ensure your child's progress

and promise.

Sincerely,

Director of Curriculum and Instruction


TABLE OF CONTENTS

GENERAL INFORMATION Page

Philosophy …………………………………………………………………..5

Glossary of Terms …………………………………………………………………..6

Graduation Requirements …………………………………………………………………12

Course Availability …………………………………………………………………15

Secondary Schedule …………………………………………………………………15

Course Selection Contacts …………………………………………………………………15

Adding / Dropping a Course …………………………………………………………………16

Grade Level Classifications …………………………………………………………………16

Graduation Candidate Eligibility …………………………………………………………………17

Gradable and Non-Gradable Courses …………………………………………………………………17

Sample Schedules by Grade ..……………………………………………………………..…18

Grades 9-12 Worksheets .………………………………………………………………..24

COURSE DESCRIPTIONS Page

Art .………………………………………………………………..27

Career and Technical Education (CTE) .………………………………………………………………..30

English .………………………………………………………………..36

English as a Second Language (ESL) ……..…………………………………………………………...40

Foreign Languages .………………………………………………………………..45

Home and Careers .………………………………………………………………..49

Life Skills Program .………………………………………………………………..51

Instructional Support Program .……………………………………………………….………..54

Mathematics .………………………………………………………………..55

Music .………………………………………………………………..60

Physical Education and Health .………………………………………………………………..61

ROTC …………………………………………………………………68

Science …………………………………………………………………71

Social Studies …………………………………………………………………75

Technology ...………………………………………………………………79


PHILOSOPHY OF THE MOUNT VERNON CITY SCHOOL DISTRICT

It is the philosophy of the Mount Vernon City School District that all students are encouraged to

consider the most rigorous selection of courses. The MVCSD administration, subject area

supervisors, and school counselors oversee the course selection. In the event your child is not

placed in the level of course he/she considered, please contact the appropriate supervisor for an

appointment

Our slogan for the year is Our Children of Promise. It is our goal to do all in our power to

ensure that all children achieve at their highest levels. This goal must be more than just a phrase.

It must be a clear path of action that is planned, published and implemented.

The New York State Education Department has determined that all children in the state of New

York can do better. Based on this determination, our benchmarks have been raised significantly.

Children that were acknowledged a year ago for high achievement are now being told that their

achievement is no longer good enough. Our schools are expected to meet even more rigorous

expectations than those that we have reached in the past. We do not shirk from this

responsibility, though daunting, we welcome it because the end result will be children who are

more prepared to become productive citizens in a community of promise.

Department of Curriculum & Instruction

Angela Addesso, Administrator for the Arts and Career Technical Education (K-12)

Ahunna M. Akoma, Ed.D., Administrator for Assessment and Accountability(K-12)

Satish Jagnandan, Administrator for Math and Science (K-12)

Department of Special Education

Joyce Corpas, Interim Director of Special Education

Dara Joseph, Supervisor

Michele Fret, Supervisor

Lorraine Monroe, Supervisor

Garvin Romane, Supervisor

Teresa Scott, Supervisor

Kim Smith, Ed.D., Supervisor

Department of Pupil Personnel

Waveline Bennett-Conroy, Ed.D., Director of Pupil Personnel Services

Department of Technology

Joseph McGrath, Administrator for Technology (K-12)

Department of Guidance Tara Richards, Director of Guidance


GLOSSARY OF TERMS

TERM DEFINITION

ACT The ACT® test assesses high school students’ general educational development and their

ability to complete college-level work. The multiple-choice tests cover four skill areas:

English, mathematics, reading, and science. The Writing Test, which is optional, measures

skill in planning and writing a short essay.

AIS

Academic intervention services help students who are struggling to achieve the learning

standards in English language arts and mathematics in grades K-12 and social studies and

science in grades 4-12. These additional general education services include:

Extra instructional time to help students achieve the learning standards in the subject

areas requiring AIS, and support services to help students overcome barriers that are

affecting their ability to learn, such as attendance problems, family- related issues,

discipline problems and health-related issues. Support services could include school

guidance and counseling services to improve attendance and coordination of services

provided by other agencies.

AP

Advanced Placement (AP) exams give high school students the opportunity to earn college-

level credit while in high school. Courses are taught by specially trained teachers and help

raise the academic awareness of all high school students

AYP Adequate Yearly Progress – The federal No Child Left Behind (NCLB) Act requires that

states develop and report on measures of student proficiency in 1) English language arts

(ELA), in 2) mathematics, and on 3) a third indicator. In New York State in 2009–10, the

third indicator is science at the elementary/middle level, and graduation rate at the secondary

level. Schools or districts that meet predefined goals on these measures are making Adequate

Yearly Progress (AYP). For more information about accountability in New York State, visit:

http://www.emsc.nysed.gov/irts/accountability/

BIP Behavior Intervention Plan applies the observations made in the Functional Behavior

Assessment (FBA) through an individual plan to reduce or extinguish the student’s

inappropriate behavior(s) and increase age appropriate behaviors. Commissioner Regulations,

Part 200 and 201 require implementation of the BIP under specific circumstances.

Cohort A group of students who all entered 9th

grade for the first time in the same year

Counseling

Advice or help given by someone qualified to give such advice. Usually provided for students

to assist with improving their social skills.

CPSE Committee on Preschool Special Education responsible for evaluating children ages 3-5 and

determining the eligibility of these children to receive special education services

Credit

A unit of measure towards meeting the requirements for High School Graduation. Courses

are typically either ½ or 1 credit each. Students who are taking a course will qualify for the

credit attempted based on successfully passing that course. Partial credits are not awarded for

partial completion of a course.

CSE

Committee on Special Education responsible for evaluating school-age children, determining

the eligibility and recommend special education services for eligible students.

CTE Career and Technical Education is committed to providing high-quality CTE opportunities for

all students. CTE studies are organized in New York in the following content areas:

Agricultural education

Business & Marketing education

Family & Consumer Sciences education

Health Occupations education

Technology education

Trade, Technical & Industrial education

http://www.emsc.nysed.gov/irts/accountability/


TERM DEFINITION

ELL English Language Learner – A student who is not proficient enough in the English language

to succeed in the school’s regular instructional programs and who qualifies for extra help.

(Formerly referred to as Limited English Proficient/LEP.)

ESL English as a Second Language – Classes or support programs for students whose native

language is not English.

SWD Exempt

from LOTE

A Student With a Disability (SWD) which adversely affects the ability to learn a language

can be exempt from the Language Other Than English (LOTE) requirement for graduation.

The CSE makes the determination, but does not prevent a SWD from participating in a

language course. For students seeking to go on to college, courses in LOTE are often required

for admission.

FBA Functional Behavioral Assessment is the process of gathering and analyzing information

about the student’s behavior and accompanying circumstances in order to determine the

purpose or intent of actions and then to identify positive interventions to reduce/eliminate the

undesirable behavior.

Graduation

Requirements

The general education and diploma requirement regulations referred to as Part 100

Regulations of the Commissioner of Education, require that every public school student in

New York State be provided an opportunity to receive instruction in order to achieve the New

York State Learning Standards. Schools and parents are encouraged to collaborate to ensure

that all students graduate from high school ready for work, higher education, and citizenship.

In order to earn a high school diploma, a student must have a minimum of 22 specific high

school credits and pass 5 identified Regents Examinations.

Honor GPA Grade point average used to calculate the GPA that is used for the honor roll. Honor GPA

averages the grade points for all of the counting classes. Not all courses count towards the

honor GPA.

Honor Roll

A list of names of student worthy of honor because they have met the specific requirements

during a specified marking period

ICT Integrated, Co-Teaching is the practice of two teachers (special education and general

education) educating children with special needs in general education classrooms in their

neighborhood schools.

IEP Individualized Education Program is a written education plan for preschool and school aged

students in need of special education services developed by a team of professionals and the

student’s parents. It is reviewed and updated annually and describes how the child is

progressing, the student’s learning needs, and services that are required.

IEP Diploma An IEP diploma may be awarded to a student with the most significant disabilities at the end

of the school year in which a student turns age 21 or at any time after a student has attended

school or has received a substantially equivalent education elsewhere for at least 12 years,

excluding Kindergarten. The IEP diploma is awarded in recognition of a student’s successful

achievement of individual educational goals based on the appropriate level of learning

standards as specified in the student’s IEP. While earning an IEP diploma may be an

important milestone for a student, it is a diploma that is often not accepted by employers,

military, higher education, business/trade schools or apprenticeship programs because it is not

based on successful completion of required courses and achievement on State exams.

IPR

IPRs-Interim Progress Reports are reports send home with teacher comments based on

student progress for a period approximately halfway through the marking period.

LEP A student who is not proficient enough in the English language to succeed in the school’s

regular instructional programs and who qualifies for extra help. (Formerly referred to as

Limited English Proficient/LEP.)

Life Skills An upgraded special education program for special needs students. The program provides

modified instruction and daily living skill development.

LOTE Language Other Than English – is a set of instructional courses and programs aimed to enable

students to use a language other than English for communication. Students taking foreign

languages courses to develop cross-cultural skills and understandings in languages other than

English.

http://www.emsc.nysed.gov/part100/opener.html


http://www.emsc.nysed.gov/ciai/standards.html

http://www.emsc.nysed.gov/ciai/standards.html

http://www.emsc.nysed.gov/ciai/gradreq/intro.html


TERM DEFINITION

LRE

The placement of an individual student with a disability in the Least Restrictive Environment

provides the special education needed by the student to the maximum extent appropriate to

the needs of the student with other students who do not have disabilities and be as close as

possible to the student’s home. http://www.emsc.nysed.gov/specialed/lawsregs/part200.htm

Marking Period

A period lasting 8-10 weeks during which a student’s academic progress is measured and

reported in the form of a report card. There are four report cards each year.

NCLB The NO CHILD LEFT BEHIND (NCLB) ACT of 2001 is a federal law to improve education

for all children. It holds schools responsible for results, gives parents greater choices, and

promotes teaching methods that work. More information is at NCLB at

http://www2.ed.gov/nclb/landing.jhtml

NYSAA The New York State Alternate Assessment (NYSAA) is a part of the New York State Testing

Program. It is a datafolio-style assessments in which students with severe cognitive

disabilities demonstrate their performance toward achieving the New York State learning

standards. Eligibility for participation in NYSAA is determined by the CSE.

NYSESLAT The NYSESLAT is NY State English as Second Language Achievement Test, which is

designed to measure the English language proficiency of students who have been identified as

Limited English proficient (LEP).

OT

Occupational Therapy is therapy or treatment provided by an occupational therapist that helps

an individual develop physical skills that will aid in daily living, focuses on the use of hands

and fingers, eye-hand coordination of movement.

PT

Physical Therapy is treatment of physical disabilities given by a trained physical therapist

(under doctor’s orders) to help improve the use of bones, muscles, joints, and nerves.

Post-Secondary

Goals

All students 15+ years old must participate in post-secondary planning and coordinated

activities in preparation for post-high school experiences; college, training, military, etc.

Pre-requisite As the term suggests, a pre-requisite is the term used as a precondition or requirement before

taking a certain course. For example, a student couldn’t just sign up for Accounting 4. A

requirement, or pre-requisite, would be that a student takes Accounting 1, 2 and 3 before

Accounting 4.

Procedural

Safeguards

(Due process)

Action that protects a person’s rights. In special education this applies to action taken to

protect the educational rights of students with disabilities and the rights of the students’

parents.

PSAT/NMSQT The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) is a

program cosponsored by the College Board and National Merit Scholarship Corporation

(NMSC). It’s a standardized test that provides firsthand practice for the SAT®. It also gives

you a chance to enter NMSC scholarship programs and gain access to college and career

planning tools. The PSAT/NMSQT measures: Critical reading, Math problem-solving, and

Writing skills. This exam is taken by all sophomores and juniors as part of the district’s Early

Participation Program – a program designed to help students in the college admissions

process.

Rank A mark of academic achievement based on transcript GPAs for grades 9-11 for active 12th

graders in the current graduating cohort who entered the district in 9th

grade.

RCT Regents Competency Tests (RCTs) are achievement tests designed to assess basic proficiency

in the areas of reading, writing, mathematics, science, and social studies. In the past, schools

awarded local high school diplomas to students who passed all six RCTs as well as the

required coursework. The Department, in accordance with a timetable that was adopted by the

Board of Regents, has phased out the eligibility of general education students in public

schools to take these tests. Students are instead required to pass the Regents Examinations in

order to receive a high school diploma. However, the RCTs continue to be available for

students with disabilities who first enter grade 9 prior to the 2010-11 school year as part of a

safety net for such students. To earn a high school diploma, students with disabilities must

take each Regents Examination ordinarily required for graduation at least once. If

unsuccessful on one or more of the required Regents Examinations, students with disabilities

may be granted a local high school diploma on the basis of passing the corresponding RCT(s).

http://www.emsc.nysed.gov/specialed/lawsregs/part200.htm

http://www2.ed.gov/nclb/landing.jhtml

http://www.nationalmerit.org/

http://www.nationalmerit.org/


TERM DEFINITION

REGENTS Regents Examinations are achievement tests that are aligned with New York State’s Learning

Standards. Regents Examinations provide schools with a basis for evaluating the quality of

instruction and learning that have taken place. They are used by school personnel to identify

major learning goals, offering both teachers and students a guide to important understandings,

skills, and concepts. The examinations also provide students, parents, counselors,

administrators, college admissions officers, and employers with objective and easily

understood achievement information for use in making sound educational and vocational

decisions. Passing scores on the Regents Examinations in English, mathematics, science, and

social studies satisfy the State testing requirements for a high school diploma.

Related Services

Developmental, corrective and other support services that a student with disabilities requires

benefiting from special education; examples include audiology, speech/language, physical

and occupational therapy, counselors, hearing services, transportation and medical services.

Resource Room

Program

A special education program for the student who qualifies for either a general education class

or special class placement but needs some special instruction in an individualized or small

group setting for a portion of the day. The Resource Room teacher works closely with the

general education classroom teacher. Students can be tested in the Resource Room.

Safety Net Safety Net allows students with disabilities who do not pass a Regents exam required for their

class; to meet the requirements for a local diploma by passing the RCT or the equivalent in

that subject. The student must take the required Regents exam but may take the RCT before

or after the Regents exam.

RTI In Response to Intervention (commonly abbreviated RTI or RtI) is a method of academic

intervention used to provide early, effective assistance to children who are having difficulty

learning. Response to intervention was also designed to function as one part of a data-based

process of identifying learning disabilities. This method can be used at the group and

individual level.

SAT The SAT and SAT Subject Tests are a suite of tools designed to assess a student’s academic

readiness for college. The SAT and SAT Subject Tests keep pace with what colleges are

looking for today, measuring the skills required for success in the 21st century.

Semester A measure of time. There are two semesters in the school year; fall and spring.

SES Low-income families can enroll their child in Supplemental Educational Services if their

child attends a Title I school that has been designated by the state to be in need of

improvement for more than one year. SES refers to free extra academic help, such as tutoring

or remedial help, that is provided to students in subjects such as reading, language arts, and

math. SES can be provided before or after school, on weekends, or in the summer. More info

at: http://www2.ed.gov/nclb/choice/help/ses/description.html

Special Class A special education setting that has a smaller teacher-student ratio for a student with a

disability (SWD) that follows the general education curriculum with modifications and

accommodations. Class sizes (teacher-student ratio) vary according to student’s abilities and

needs.

Speech/Language

Services

Planned program to improve and correct speech and/or language articulation delays and/or

severe receptive expressive communication delays.

Standard Learning Standards are defined as the knowledge, skills, and understandings that individuals

can and do habitually demonstrate over time as a result of skilled instruction and experience.

In 1996, the New York State Regents approved 28 learning standards in seven content areas.

Strength Based

Assessment

A method to assess a student with a disability’s measurable postsecondary goals intended to

acknowledge the student’s needs preferences and interests for post-high school experience.

SWD

Student With a Disability describes a student who has been determined by the CSE to be

eligible for special education services or treatment in order to progress academically.

Title 1 Title I is the original name of the funding method that has since become No Child Left

Behind. It is the rules and regulations that allow schools with significant students receiving

free/reduced lunch (the measure by which the federal government determines poverty level

for a school) get extra monies to pay for such things as extra literacy educators, specialized

literacy programs, and other supplemental literacy and math supplies.

http://www2.ed.gov/nclb/choice/help/ses/description.html


TERM DEFINITION

Title III The Title III Program is a United States federal grant program to improve education for

English language learners.

Title IX The Title IX program states that no person in the United States shall, on the basis of sex, be

excluded from participation in, be denied the benefits of, or be subjected to discrimination

under any education program or activity receiving Federal financial assistance.

Transcript A record of student courses, grades and standardized test history usually used to apply to post

secondary experiences.

Transcript GPA Grade Point Average used to calculate the GPA that is used for the High School transcript.

Credits earned are factored in the transcript GPA. Not all courses count towards transcript

GPA.

http://en.wikipedia.org/wiki/United_States


WHY CONTINUE YOUR EDUCATION?

Whether you are uncertain about going to college or you just need some reassurance you’re on the right track,

here are a few reasons to continue your education:

Every bit of education you get after high school increases the chances you’ll earn good pay. Most

college graduates earn more money during their working years than people who stop their education at

high school.

The more education you get the more likely it is you will always have a job. According to one

estimate, by the year 2028 there will be 19 million more jobs for educated workers than there are

qualified people to fill them.

Continuing education after high school is much more important for your generation than it was for

your parents’ generation. Today most good jobs require more than a high school diploma. Businesses

want to hire people who know how to think and solve problems.

Education beyond high school gives you a lot of other benefits, including meeting new people, taking

part in new opportunities to explore your interests, and experiencing success.

AVERAGE YEARLY INCOME BY EDUCATIONAL ATTAINMENT

Professional degree $119,009

Doctoral degree $92,863

Master’s degree $67,898

Bachelor’s degree $54,689

Associate’s degree $37,990

Some college $31,421

High school graduate $29,448

High school dropout $19,915

Source: U.S. Census Bureau, 2005 data


GRADUATION REQUIREMENTS FOR THE CLASSES OF

2009, 2010, 2011, 2012 AND AFTER

The New York State Board of Regents is phasing out the Local diploma and increasing testing standards on

Regents examinations for general education students. Beginning with the Class of 2009 (Cohort 2005), the

number of Regents exams that a student must pass with a score of 65 or higher increases. Beginning with the

Class of 2012 (Cohort 2008), there will no longer be a Local diploma available for general education students.

In order to earn a Regents diploma, all students are required to pass the following Regents examinations:

English

One Regents math examination (Integrated Algebra or Geometry or Algebra 2 & Trigonometry)

Living Environment or Earth Science or Chemistry or Physics

Global Studies

U.S. History

Students who complete Checkpoint A of the syllabus and two units of study in a single language other than

English no later than the end of Grade 8 must pass the second language proficiency examination in order to

earn one unit of credit toward the high school diploma. Refer to the General Education & Diploma

Requirements Chart on page 11.

For students entering 9th

grade in 2005, the Class of 2009 (Cohort 2005): General education students must have at least two scores at 65 or above on the five required Regents exams

and all scores at 55 or above.


grade in 2006, the Class of 2010 (Cohort 2006): General education students must have at least three scores at 65 or above on the five required Regents

exams and all scores at 55 or above.


grade in 2007, the Class of 2011 (Cohort 2007): General education students must have at least four scores at 65 or above on the five required Regents

exams and all scores at 55 or above.


grade in 2008 or after: General education students must pass all five required Regents exams at a score of 65 or above. There is no

longer a Local diploma available.

The requirements to earn a Regents Diploma or a Regents Diploma with Advanced Designation are the

same for general education students and for students with disabilities. All students must earn 22 credits

in order to graduate with any diploma.

STUDENTS WITH DISABILITIES The Local diploma will continue to be available for students with disabilities. These students will still have the

low – pass option (Safety Net) of scoring between 55-64 on the required Regents examinations. Students with

disabilities who fail Regents examinations will have the opportunity to take Regents Competency Tests (RCT).

This is to inform you that the Board of Regents has approved for permanent adoption the amendment of

section 100.5 of the Regulations of the Commissioner of Education relating to diploma requirements for

students with disabilities. The amended regulations extend the existing RCT safety net for an additional year to

make it available to all students with disabilities entering grade 9 prior to September 2011 (i.e., students with

disabilities entering grade 9 in the 2010-11 school year). The RCTs are available to these students until they

graduate or until the end of the school year in which they turn 21. These regulations became permanently

effective on January 7, 2010.

http://www.emsc.nysed.gov/ciai/gradreq/gradreq3columnstyle01_10.pdf

http://www.emsc.nysed.gov/ciai/gradreq/gradreq3columnstyle01_10.pdf


GENERAL EDUCATION & DIPLOMA REQUIREMENTS

COMMENCEMENT LEVEL (GRADES 9 – 12)

JANUARY 2010 Office of Elementary, Middle Secondary and Continuing Education

New York State Education Department

Albany, NY 12234

www.nysed.gov NOTES FOR DIPLOMA REQUIREMENTS

(Section 100.5) of NYCRR)

School districts may establish requirements in addition to those outlined.

(a) Four credits required, including 1 unit in American History and ½ unit each in Participation in Government and Economics.

(b) Students may meet the learning standards in technology either in a course in technology education or through an integrated course combining technology

with mathematics and/or science. A commencement-level course in technology education may be used as the third unit of credit in science or mathematics, but

not both.

IThe Arts are defined as dance, music, theatre, and visual arts.

(d) Students with a disability may be excused from the requirement for one unit of credit in LOTE if so indicated in the Individualized Education Program (IEP).

Students must receive LOTE instruction no later than the beginning of Grade 8 and complete 2 units of study by the end of grade 9.

(e) To earn the advanced designation, the student must complete one of the following: two additional units in a language other than English (3 LOTE credits

total); career and technical education (5 credit CTE sequence); or the Arts (5 credit sequence). Students with disabilities who are exempt from the LOTE

requirements as indicated on the IPE may earn the advanced designation as long as the required number of credits to graduate are met.

(f) Sequence courses and/or electives may include LOTE, CTE and the Arts.

(g) Students must pass two commencement level Regents Examinations in mathematics through on of the following combinations: Mathematics A and

Mathematics B; or, Mathematics A and Algebra 2/Trigonometry.

(h) Students must pass one of four combinations of commencement level Regents Examinations in mathematics: For the two examination combination,

Mathematics A and Mathematics B, or Mathematics A and Algebra 2/Trigonometry; For the three examination combination, Mathematics A, Geometry, and

Algebra 2/Trigonometry, or Integrated Algebra, Geometry and Algebra 2/Trigonometry.

(i) Students must pass three commencement level Regents Examinations in mathematics through one of the following combinations: Mathematics A, Geometry,

and Algebra 2/Trigonometry or Integrated Algebra, Geometry, and Algebra 2/Trigonometry.

(j) A total of two Regents Examinations in science, with at least one in life science and at least one in physical science.

(k) Students who complete Checkpoint A of the syllabus and two units of study in a single language other than English no later than the end of Grade 8 must

pass the second language proficiency examination in order to earn one unit of credit toward the high school diploma.

(l) If so indicated in the IEP, students with a disability may be excused from completing the additional LOTE units and the corresponding Regents

Comprehensive Examination. Students completing a sequence of not less than 5 units of credit in CTE or the Arts are not required to complete the additional two

units of LOTE or to pass the Regents Comprehensive Examination in that language to earn a Regents Diploma with Advanced Designation.

(m) Students who successfully appeal two Regents Examination scores within three points of the 65 passing score and who meet the other requirements of the

appeals process specified in CR 100.5(d)(7) will earn a local diploma.

(n) For students with disabilities who first enter grade 9 in September 2005 and thereafter, a score by the student of 55-64 may be considered as a passing score

on any Regents Examination required for graduation with a local diploma.

(o) Students with disabilities who fail one or more Regents Examinations and who pass the corresponding Regents Competency Test (RCT) will receive a local

diploma.

http://www.nysed.gov/


Additional Resources

Board of Regents

http://www.regents.nysed.gov/

Curriculum, Instruction and Instructional Technology Team

http://www.emsc.nysed.gov/ciai/

New York State Education Department

http://www.nysed.gov

Office of Bilingual Education and Foreign Language Studies

http://www.emsc.nysed.gov/biling/

Office of Curriculum and Instructional Support

http://www.emsc.nysed.gov/cis/

Office of Elementary, Middle, Secondary and Continuing Education

http://www.emsc.nysed.gov/

Office of Vocational and Educational Services for Individuals with Disabilities

http://www.vesid.nysed.gov/

Part 100 of the Regulations of the Commissioner of Education


Virtual Learning System (VLS)

http://www.nysvls.org

This document presents highlights of high school diploma requirements.

Please see Section 100.5 of the Commissioner’s Regulations for complete information including alternatives for fulfilling the diploma

requirements:


Questions on specific topics can be directed to the Curriculum, Instruction and Instructional Technology email address at:

[email protected] or [email protected].

http://www.regents.nysed.gov/

http://www.emsc.nysed.gov/ciai/

http://www.nysed.gov/

http://www.emsc.nysed.gov/biling/

http://www.emsc.nysed.gov/cis/

http://www.emsc.nysed.gov/

http://www.vesid.nysed.gov/


http://www.nysvls.org/


mailto:[email protected]



COURSE AVAILABILITY

In the event of insufficient enrollment, staffing considerations, and fiscal restraints, the Board of

Education reserves the right to cancel a course. Courses within the same discipline, but on different

levels, may be combined because of low enrollment.

SECONDARY SCHEDULE

The Mount Vernon City School District middle school schedule consists of eight forty-two minute

periods.

Thornton High School and Mount Vernon High School schedules consist of eight forty-five minute

periods. All ninth, tenth and eleventh grade students must enroll in a minimum of six academic

courses plus physical education. Twelfth grade students are required to enroll in five academic

courses plus physical education.

Nelson Mandela High School instructional schedule consists of four seventy-seven minute periods.

Note: A ninth period may be offered to students eligible for Academic Intervention Support,

CTE Programs, Electives, ESL, etc. for Thornton and Mount Vernon High Schools

only.

COURSE SELECTION CONTACTS

The MVCSD administration, subject area supervisors and school counselors oversee the course

selection. Please contact the appropriate guidance counselor should you identify any

discrepancies in your child’s schedule.

SCHOOL GUIDANCE COUNSELOR PHONE EMAIL

AB Davis MS Nikia Jones 665-5136 [email protected]

AB Davis MS Takisha Sales 665-5135 [email protected]

AB Davis MS Dara Smalls 665-5137 [email protected]

Longfellow MS Patricia Griffin 665-5821 [email protected]

Longfellow MS Donna Smith 665-5822 [email protected]

Mount Vernon HS John Cucurullo 665-6205 [email protected]

Mount Vernon HS Shari DiPaola 665-5327 [email protected]

Mount Vernon HS Anthony Giannelli 665-5296 [email protected]

Mount Vernon HS Lolita Greene 665-2490 [email protected]

Mount Vernon HS Tara Richards 665-6205 [email protected]

Mount Vernon HS Peggy Williams 665-5254 [email protected]

Thornton HS Yesenia Avenaut 358-2769 [email protected]

Thornton HS Angella Bidonne 358-2768 [email protected]

Thornton HS Eunice Marte 358-2770 [email protected]

Mandela HS Andrea Albano 665-5161 [email protected]

















ADDING/DROPPING A COURSE

Once the school term has begun, it is imperative that students are in class engaged in the

learning process. Therefore, students are encouraged to give careful consideration before they

register for a class.

Effective September 2009, students have the first seven (7) school days of any course in

which to attempt to drop or add courses to their schedule. Schedule changes after the

seven day deadline will only be made with approval from the Administrator of the Guidance

Department. Student initiated schedule changes will be restricted to those related to improper

academic placement or previous course failures that result in the student not meeting the

prerequisite for graduation.

After the drop/add deadline has passed, it may be necessary for the Guidance Office to make a

schedule change including, but not limited to, the following reasons: academic misplacement,

change in IEP, teacher recommendation, a technical error in the scheduling process, a change

in the master schedule or adjustment for balancing classes.

GRADE LEVEL CLASSIFICATIONS (SOPHOMORE, JUNIOR, SENIOR)

All Freshmen, Sophomores, Juniors are required to be enrolled in seven (7) instructional periods

each semester. All Seniors are required to be enrolled in a minimum of five (5) instructional

periods each semester.

Sophomore

At least 5.5 credits

A minimum of 4.5 core credit classes (English I, Integrated Algebra ®, Living Environment

®, U.S. History & Government ® and Physical Fitness 9).

Must have passed at least 1 Regents (Integrated Algebra ® or Living Environment ® or U.S.

History & Government ®).

Junior

At least 11.0 credits,

A minimum of 9.0 core credit classes (English I, English II, Integrated Algebra ®, Geometry

®, Living Environment ®, Earth Science ®, U.S. History & Government ®, Global History

I, Physical Education 9 and Fitness for Life 1).

Must have passed at least 2 Regents (Integrated Algebra ® or Living Environment ® and

U.S. History & Government ®) or 2 Regents Competency Tests – RCT (Math or Science and

U.S. History).

Senior

At least 16.0 credits

A minimum of 14 core credit classes: (English I, English II, English III, Integrated Algebra

®, Geometry ®, Living Environment ®, Earth Science ®, U.S. History & Government ®,

Global History I, Global History II ®, Physical Fitness 9, Fitness for Life 1, Fitness for Life

2, Foreign Language, Art / Music and Health).

Must have passed at least 4 Regents (Integrated Algebra ®, Living Environment ®,

Comprehensive English ® and U.S. History & Government ®) or 4 Regents Competency

Tests – RCTs (Math, Science, U.S. History, Global History).


GRADUATION CANDIDATE ELIGIBILITY

As a district requirement, beginning with the 2008 cohort (class of 2012) a student must earn at

least 22.0 credits and meet all NYS graduation requirements: English (4.0 credits), Math (3.0

credits), Social Studies (4.0 credits), Science (3.0 credits), Physical Education (2.0 credits),

Health (0.5 credits), Foreign Language (1.0 credit), Arts (1.0 credit) and Electives (3.5 credits) to

graduate.

Note: Advanced Placement courses cannot be taken until student fulfills the NYS Regents requirement in

the specific discipline (Math, Science, English, Social Studies, Foreign Language). Please review

department guidelines for Advanced Placement courses.

GRADABLE AND NON-GRADABLE COURSES

All courses count towards transcript GPA unless otherwise noted

LIST OF COURSES THAT DO NOT COUNT TOWARDS GPA TRANSCRIPT

AIS Math 7

AIS Math 8

AIS English 7

AIS English 8


SAMPLE SCHEDULES BY GRADE

Grade 7

Marking Period 1 & 2 Period Marking Period 3 & 4

Math 7 1 Math 7

Science 7 2 Science 7

English 7 3 English 7

U.S. History 7 4 U.S. History 7

Lunch 5 Lunch

Spanish 7 or Spanish 1 or AIS 6 Spanish 7 or Spanish 1 or AIS

Home & Careers 7 or Art 7 or Tech 7 7 Art 7 or Home & Careers 7 or Tech 7

Physical Education 7 or Health 7 8 Health 7 or Physical Education 7

Note:

All 7th

graders must take the English and Mathematics Assessments.

Grade 8

Marking Period 1 & 2 Period Marking Period 3 & 4

Math 8 or Integrated Algebra ® 1 Math 8 or Integrated Algebra ®

Science 8 or Living Environment ® 2 Science 8 or Living Environment ®

English 8 3 English 8

U.S. History 8 or US Hist and Gov’t ® 4 U.S. History 8 or US Hist and Gov’t ®

Spanish 8 or Spanish 2 # 5 Spanish 8 or Spanish 2 #

Lunch 6 Lunch

Music Appreciation 8 or Tech 8 7 Tech 8 or Music Appreciation 8 Physical Education 8 and Home & Careers 8 8 Physical Education 8 and Home & Careers 8

Note:

All 8th

graders must take the NYS English, Mathematics and Science Assessments.

# denotes that students will take the Language Proficiency Exam in Spanish after two years

of Spanish.

® denotes Regents Course (Student will sit for the Regents in June.)

High School credit will be granted to middle school students who pass their Regents exam

AND pass the course leading to that exam.


Freshman Year – Grade 9

Marking Period 1 and 2 Period Marking Period 3 and 4

Integrated Algebra ® 1 Integrated Algebra ® [1.0]

Living Environment ® 2 Living Environment ® [1.0]

Living Environment Lab ® /

Physical Fitness 9

3 Living Environment Lab ® /

Physical Fitness 9 [0.5]

Lunch 4 Lunch

English 1 5 English 1 [1.0]

Global History I 6 Global History I [1.0]

Spanish I 7 Spanish I [1.0]

Art or Music or Academy Elective 8 Art or Music or Academy Elective

Note:

[ ] denotes credit value of course

® denotes Regents Course (Student will sit for the Regents in June, and/or August.)

A ninth period may be offered to students eligible for Academic Intervention Support (A.I.S),

CTE Programs, Electives, ESL, etc.

All Freshmen are required to be enrolled in at least seven (7) instructional periods each marking

period.

Sophomore Year – Grade 10

A Sophomore must have at least 5.5 credits, with a minimum of 4.5 core credit classes (English I,

Integrated Algebra ®, Living Environment ®, Global History 2 ®, Physical Fitness 9).

A Sophomore must have passed at least 1 Regents (Integrated Algebra ® or Living

Environment ® or U.S. History & Government ®).


Geometry ® 1 Geometry ® [1.0]

Earth Science ® 2 Earth Science ® [1.0]

Earth Science Lab ® /

Physical Education 10

3 Earth Science Lab ® /

Physical Education 10 [0.5]


Lunch 5 Lunch

Global History 2 ® 6 Global History 2 ® [1.0]

Spanish II 7 Spanish II [1.0]

Health [0.5] or Academy Elective [0.5] 8 Academy Elective or Health [0.5]

Note:


® denotes Regents Course (Student will sit for the Regents in June, and/or August.)

A ninth period will be offered to students eligible for course failure (concurrent course

registration in Social Studies and English and repeat of course in Math and Science), Academic

Intervention Support (A.I.S), CTE Programs and Electives.

All Sophomores are required to be enrolled in at least seven (7) instructional periods each marking

period.


Junior Year – Grade 11

A Junior must have at least 11.0 credits, with a minimum of 9.0 core credit classes (English I,

English II, Integrated Algebra ®, Geometry ®, Living Environment ®, Earth Science ®, U.S.

History & Government ®, Global History I, Physical Education 9, Fitness for Life 1).

A Junior must have passed at least 2 Regents (Integrated Algebra ® or Living Environment

® and U.S. History & Government ®) or at least 2 Regents Competency Tests – RCT

(Math or Science and U.S. History).


Algebra 2 and Trigonometry ® 1 Algebra 2 and Trigonometry ® [1.0]

Chemistry ® 2 Chemistry ® [1.0]

Chemistry Lab ® /

PE – Lifetime Recreation

3 Chemistry Lab ® /

PE – Lifetime Recreation [0.5]

English 3 ® 4 English 3 ® [1.0]

Global History II ® 5 Global History II ® [1.0]

Lunch 6 Lunch

Spanish III ® 7 Spanish III ® [1.0]

Elective 8 Elective

Note:


A ninth period may be offered to students eligible for credit recovery (concurrent course

registration in Social Studies and English and repeat of course in Math and Science),

Academic Intervention Support (A.I.S), CTE Programs and Electives.

All Juniors are required to be enrolled in a minimum of at least six (6) instructional periods

each marking period.


Senior Year – Grade 12

A Senior must have at least 16.0 credits and with a minimum of 14 core credit classes: (English

I, English II, English III, Integrated Algebra ®, Geometry ®, Living Environment ®, Earth

Science ®, U.S. History & Government ®, Global History I, Global History II ®, Physical

Fitness 9, Fitness for Life 1, Fitness for Life 2, Foreign Language, Art / Music, Health).

A Senior must pass at least 4 Regents (Integrated Algebra ®, Living Environment ®,

Comprehensive English ®, U.S. History & Government ®) or at least 4 Regents

Competency Tests – RCT (Math, Science, U.S. History, Global).


PreCalculus 1 PreCalculus [1.0]

Physics ® 2 Physics ® [1.0]

Physics Lab ® /

PE – Fitness For Life

3 Physics Lab ® /

PE – Fitness For Life [0.5]


Participation in Government [0.5] 5 Economics [0.5]

Elective 6 Elective

Lunch 7 Lunch

Elective 8 Elective

Note:


A ninth period may be offered to students eligible for credit recovery (concurrent course

registration in Social Studies and English and repeat of course in Math and Science),

Academic Intervention Support (A.I.S), CTE Programs and Electives.

A senior must register for at least five (5) instructional periods each marking period.

A Senior may have at least 22.0 credits and must have completed all NYS pre-requisites –

English (4.0 credits), Math (3.0 credits), Social Studies (4.0 credits), Science (3.0 credits),

Physical Education (2.0 credits), Health (0.5 credit), Foreign Language (1.0 credit), Arts (1.0

credit), Electives (3.5 credits) – to graduate from Mount Vernon City School District.


NELSON MANDELA COMMUNITY HIGH SCHOOL

SAMPLE SCHEDULES BY GRADE

Sophomore Year – Grade 10

Semester 1 Period Semester 2

English 2 ® [1.0] 1 Integrated Algebra ® [1.0]

Ecology [1.0] 2 Living Environment ® [1.0]


and

Integrated Office Application [0.5]

3 Spanish I [1.0]

Lunch Lunch

Global Studies I [1.0] 4 Global Studies II ® [1.0]

Elective or Credit Recovery 5 Elective or Credit Recovery

Note:


® denotes Regents Course (Student will sit for the Regents in January, June, and/or August.)

For scheduling purposes semester courses can be interchanged (i.e. – English 2 can be offered

in Semester 1 or Semester 2).

Junior Year – Grade 11


Geometry ® [1.0] 1 Spanish II [1.0]

English 3 ® [1.0] 2 Earth Science ®


and

Library Media Research [0.5]

3 SAT English [0.5]

and

SAT Math [0.5]

Lunch Lunch

US History and Government ® [1.0] 4 Government & Economics [1.0]

Credit Recovery 5 Credit Recovery

Note:



in Semester 1 or Semester 2.)


All Juniors are required to be enrolled in at least four (4) instructional periods each semester.


Senior Year – Grade 12


Chemistry ® 1 Elective

English 4 [1.0] 2 Algebra 2 and Trigonometry [1.0]

Lunch Lunch


and

Elective

3 Elective

or

Credit Recovery

Introduction to Law [0.5]

and

African/American Studies [0.5]

4 Spanish III ® [1.0]

Elective or Credit Recovery 5 Elective or Credit Recovery

Note:



in Semester 1 or Semester 2).


A fifth period may be offered to students eligible for Credit Recovery and Electives.

All Seniors are required to be enrolled in at least four (4) instructional periods each semester.


Student’s Name: ______________________________________

Mount Vernon City School District

Grades 9-12 Worksheet

Use this sheet as a guideline in planning your four-year program.

Subjects Required

Credits

Important

Information

9th

Grade

10th

Grade

11th

Grade

12th

Grade

English 4.0 + Regents in English

Language Arts

Social Studies 4.0 + Regents in Global

History

+ Regents in US

History and

Government

Mathematics 3.0 + Regents in

Integrated Algebra or

Geometry or Algebra

2 & Trigonometry

Science 3.0 + Regents in Living

Environment or Earth

Science or Chemistry

or Physics

Physical

Education

2.0 State Required Course

(4 years)

Health 0.5 State Required Course

Languages

other than

English

(LOTE)

1.0 + Regents in Spanish,

Italian or French

(Advanced Regents

Diploma)

The Arts

(Art / Music)

1.0

Electives 3.5

Diploma

Requirements

22

Minimum


Mount Vernon City School District Graduation Requirements Chart

Name: __________________________________ ID: __________________________

Cohort: __________________________________ Counselor: ___________________

English

(4.0 Credits)

1. English 1

2. English 2

3. English 3

4. English 4 ®

Social Studies

(4.0 Credits)

1. US History ®

2. Global I

3. Global II ® 3.5. Economics 4. Participation

Gov’t

Math

(3.0 Credits)

1. Int. Alg ®

2. Geometry ®

3. Alg 2 & Trig ®

Science

(3.0 Credits)

1. Living Envir.

®

2. Earth Sci ® 3. Chemistry ®

Language

(1.0 Credit)

(Adv. Reg.

only)

Physical

Educ.

(2.0 Credits)

1. PE 9

2. CF 1 3. CF 2 4. CF 3

Art / Music

(1.0 Credit)

Health

(0.5 Credit)

Electives (Regents Dip.

3.5)

(Adv. Reg.

Dip.1.5

additional)

Regents

Diploma

(5 Regents)

1. Math ®

2. Science ®

3. US History ®

4. Global ® 5. English ®

Advanced

Regents

Diploma

(9 Regents)

6. 2nd

Math ® 7. 3rd

Math ® 8. 2nd

Science ® 9. Language ®

RCT

Exams

Reading

Writing US

Hist.

Global Math Science


ADDITIONAL COURSES TAKEN

1.

2. 3. 4. 5.

6.

7. 8. 9. 10.

CREDITS EARNED

9th

Grade 10th

Grade 11th

Grade 12th

Grade Total

Must be > 22

Credits

DIPLOMA

IEP Diploma Local Diploma (SE) Regents Diploma Advanced Reg. Dip.

GPA / RANK

GPA Rank


ART

ART FLOWCHART

ART 7

ART 8

STUDIO IN ART I

ADVANCE 9TH GRADE

STUDIO IN ART I

STUDIO IN

ART II

STUDIO IN

ART III

AP STUDIO IN

ART 2-D

ART

APPRECIATION


ART DEPARTMENT COURSES

COURSE COURSE DESCRIPTION PREREQUISITE

ART 7 Art 7 class utilizes an academic based

teaching method that introduces and

develops aesthetic appreciation and

foundational artistic skill. Students study

basic design theory, art history, use a

variety of medium through studio

projects, and work on individual and

group projects.

Art 6

ART 8 Art 8 is an introductory level course on

foundations of drawing, painting, and

design. This program includes academic

study and applied studio projects. Areas

of study will include elements of art,

principles of design, contour and gesture

drawing, proportion and perspective,

positive and negative space, 3-D shading

and ceramics.

Art 7

ART

APPRECIATION

0.5 Credit

Art Appreciation is an introductory course

for students desiring to meet the art

requirement in the visual arts. This course

focuses on two-dimensional art with

emphasis on the basic elements and

principles of art, drawing, perspective,

calligraphy, color theory and aspects of

Art History.

None

ADVANCE

9TH

GRADE

1 credit

Advanced 9th Grade Studio in Art I

focuses on two-dimensional art with

emphasis on the basic elements and

principles of art, drawing, perspective,


Art History as they relate to the art

curriculum.

Must earn a grade of 90-100 in Art 8;

Art Teacher Recommendation

STUDIO IN ART I

1 credit

Studio in Art I focuses on two-

dimensional art with emphasis on the

basic elements of art and principles of

design through creative activities in

drawing, painting, perspective,


Art History as they relate to the art

curriculum and core academic curriculum

connections.

Art 8



STUDIO IN ART II

1 credit

Studio in Art II is designed to explore

new and mixed media drawings and

paintings, working from observation as

well as imagination. Studies of

composition, color theory, art history and

contemporary art will be included.

9th Grade Advanced Studio In Art I;


Studio IN Art III

1 credit

Studio in Art III is designed for students

who have completed Studio in Art I and II

and who wish to continue pursuing these

disciplines on a higher level with more

individualized projects. Students will

experience intensive work in at least four

creative areas, including a variety of

mediums of art expression – advanced

drawing and painting, color theory, design

principles, portfolio preparation and

aspects of Art History – as it relates to the

art curriculum and core curriculum

connections..

Studio In Art II;


AP STUDIO IN ART

2-D

1 credit

AP Studio Art is not based on a written

examination; instead, students submit

portfolios for evaluation at the end of the

school year. The AP Program offers two

portfolios. Each of the portfolios asks the

student to demonstrate a depth of

investigation and process of discovery

through the concentration section

(Section II). In the breadth section

(Section III), the student is asked to

demonstrate a serious grounding in visual

principles and material techniques. The

quality section (Section I) permits the

student to select the works that best

exhibit a synthesis of form, technique, and

content.

Studio In Art III;



CAREER AND TECHNICAL EDUCATION

FLOWCHARTS

AUTOMOTIVE

TECHNOLOGY 1

AUTOMOTIVE

TECHNOLOGY 2

AUTOMOTIVE

TECHNOLOGY 3

COSMETOLOGY 1

COSMETOLOGY 2

COSMETOLOGY 3

7020X0

COSMETOLOGY 4

7021X0

INTRODUCTION TO

TELEVISION

PRODUCTION 1

TELEVISION

PRODUCTION 2

TELEVISION

PRODUCTION 3

TELEVISION

PRODUCTION 1

INTRODUCTION TO WORD PROCESSING

WEB DESIGN 1

INTERNATIONAL

BUSINESS

INTEGRATED

OFFICE

APPLICATIONS

WEB DESIGN 2

CAREER & FINANCIAL MANAGEMENT

ACCOUNTING 1

ACCOUNTING 2

COLLEGE

ACCOUNTING

BUSINESS LAW

WORKING

CITIZEN

(BASIC OCC ED)

7067067X07X0

ENTREPRENEURSHIP

DIGITAL PHOTOGRAPHY

DIGITAL IMAGING

INTRO TO PHOTOGRAPHY

GRAPHIC

ARTS

PRINT

PRODUCTION


CAREER AND TECHNICAL EDUCATION


ACCOUNTING 1

1 credit

Gain elective credit while you learn how to balance

a checkbook and gain valuable skills for the future.

Accounting is an asset for any student pursuing a

career in business. Learn the language of business.

Accounting may be used as a Math unit when taken

after passing a Math Regents exam.

GPA of 2.0 or better

ACCOUNTING 2

1 credit

Students’ participate in calculating stockholder’s

equity, inventory transactions, and asset

depreciations. Tax calculations for a sole

proprietorship, partnership, and corporations are

prepared for entry into specific journals, balanced

sheets, and income statements.

Accounting 1

COLLEGE

ACCOUNTING

1 credit

Application of accounting procedures to a single

proprietorship including organization of ledgers,

accounts, journals, financial statements,

management of cash and inventories.

Accounting 1 and GPA

of 3.5 or better

AUTOMOTIVE

TECHNOLOGY 1

1 credit

Automotive Technology 1 (Service Repair

Specialist) is an introductory course in automotive

occupations. Students will be introduced to the

skills of the mechanic through exposure to the

following systems: brakes, exhaust, steering, and

suspension. Students will learn engine parts and the

proper use and care of tools.

None

AUTOMOTIVE

TECHNOLOGY 2

1 credit

In Automotive Technology 2 (Underhood

Specialist), students will receive concentrated

instruction in complete engine rebuilding. They will

learn to use microcomputers and torque wrenches.

They will also be exposed to fuel injection, starting,

charging, electronic ignition, and power train

systems.

Automotive

Technology 1

AUTOMOTIVE

TECHNOLOGY 3

1 credit

Automotive Technology 3 (Undercar Specialist) is

an advanced course in current internal combustion

engines. Theory, problem solving, and repair of

auto engines, electrical and fuel systems will be

taught.

Automotive

Technology 2

BUSINESS LAW

1 credit

The course covers the principles of law relating to

business transactions. It is designed so that students

will be able to master legal terminology and

develop a respect and understanding of their rights

and obligations in everyday situations. It provides

practice in solving case problems. This is an

excellent course for business majors and students

planning to study business administration in

college. The course may be used as a fifth unit in

social studies when taken after passing the

American History Regents exam.

GPA of 2.0 or better



CAREER AND

FINANCIAL

MANAGEMENT

0.5 credit

Learn to plan and prepare your career journey: self-

assessment, career exploration, development of job-

search skills, and implementation of an effective job-

search campaign. You will organize a “real” job-

search campaign in your training area. You will be

required to submit a portfolio that includes a resume,

a cover letter, an application form, a list of interview

questions and answers, and a follow-up letter. Career

exploration will include a written report and an oral

presentation of the career of your choice.

None

COSMETOLOGY 1

1 credit

The course the first year of a three-year

sequence includes basic skills in the following

areas: shampooing, hair rinses, scalp and hair

treatments, wiggery, haircutting, hair analysis, hair

styling, preparation and physical procedures in

permanent waving, facials, make-up and skin care,

depilatories, temporary hair straightening and

curling, manicuring, pedicuring, artificial nail

attachment, leadership, first aid, safety, sanitation,

and sterilization. Students are required to purchase

and wear a white uniform and white shoes. Because

of the 1,000-hour state requirement for the sequence,

students must have a good attendance record in this

class. The course may be used for health credit.

None

COSMETOLOGY 2

1 credit

The course continues preparation for the trade.

Creative hair styling, advanced hair coloring

(tipping, frosting, etc.), permanent waving, hair

straightening, cutting, styling, advanced hair cutting

with razor and scissors, nail repairs, and preparation

for the practical and written examination for the

New York State Cosmetology License are included.

To qualify for the NYS examination, students must

complete 1,000 classroom hours during the

sequence. Students are required to purchase and

wear a uniform jacket. Completion of state mandated

requirements and successful completion of New

York State practical and written cosmetology

licensing exam will result in students receiving their

New York State Cosmetology license. The course

may be used for health credit.

Cosmetology 1

COSMETOLOGY 3

1 credit

This course completes the New York State licensing

requirements for the 1,000 hours of instruction

needed to sit for the Cosmetology License exam.

Students will receive extensive instruction and

supervision in the practical skills needed to

successfully pass the “hands-on” segment of the

exam.

Cosmetology 2



COSMETOLOGY 4

1 credit

Students will continue extensive instruction and

supervision in the practical skills for the exam

segment requirements. Internships, Job Shadowing,

Business plan development opportunities will be

made available to students until they meet the 1,000

hour requirement to take the NYS Cosmetology

License Exam.

Cosmetology 3

DIGITAL IMAGING

1 credit

This is an introductory course in design and imaging

techniques. You will learn the basic tools and

techniques of Photoshop to make composites, create

artwork, retouch photographs, and scan and

manipulate images.

None

DIGITAL

PHOTOGRAPHY

1 credit

The concepts of digital cameras ad how they

compare to conventional cameras are shown.

Darkroom skills, photo restoration, photo

manipulation, photo composition, Photoshop skills,

digital image capture, storage devices, lighting,

portraiture, camera formats, and camera lenses are

taught.

None

ENTREPRENEURSHIP

1 credit

This course emphasizes the organization and

management of a business as well as various

marketing principles and profit motives. Students

will explore the characteristics, experience, and

skills needed to be a successful business owner. All

Students will create and present a business plan.

None

GRAPHIC ARTS

1 credit

The course offers a “hands-on” learning experience.

Course content includes black and white, color and

digital photography, desktop publishing methods,

word processing software applications, digital copy

methods, and offset printing techniques.

Basic Art or Studio

Art

INTEGRATED

OFFICE

APPLICATIONS

1 credit

Students will be introduced to the components of

Microsoft Office Suite: word processing,

spreadsheet, database, and presentation applications.

They will learn how the applications work together

to share data to generate different documents.

Introduction to Word

Processing or Word

Processing

INTERNATIONAL

BUSINESS

1 credit

This course is designed to introduce students to the

global business environment. The students will

become aware of the inter-relations of cultural,

political, legal economic and ethical systems. The

students will explore career opportunities in the

global economy.

Intro to Word

Processing Word

Processing /

communication

INTRODUCTION TO

PHOTOGRAPHY

0.5 credit

This is a basic skills course intended to teach the

beginning student the joy and magic of photography.

Each student will learn 35-mm techniques and

methods of photographic presentation. The course

may be used as an art/music 0.5 credit.

None



INTRODUCTION TO

TELEVISION

PRODUCTION 1

0.5 credit

Enter the exciting world of television and video

production. Students will begin to experience all that

goes into creating the finished products you see on

television, videos, and movies. Your creative juices

will be put to good use in this course.

None

INTRODUCTION TO

TELEVISION

PRODUCTION 2

0.5 credit

Enter the exciting world of television and video

production. Students will begin to experience all that

goes into creating the finished products you see on

television, videos, and movies. Your creative juices

will be put to good use in this course.(Fall

Semester/Spring Semester)

None

INTRODUCTION TO

WORD PROCESSING

0.5 credit

This course is designed for students who wish to

develop alphabetic and numeric keyboarding skills.

Students will learn to operate the keyboard by touch. In

addition, they will learn formatting concepts and skills

needed to produce common forms of correspondence,

term papers, and other useful documents.

None

PRINT PRODUCTION

1 credit

In this course, students will learn how to produce

graphic arts products in a work- oriented lab.

Newsletters, letterheads, flyers, posters, booklets are

examples of graphic communications products

routinely produced. The student will use digital

copying, desktop publishing, and offset printing along

with other computerized print media.

None

TELEVISION

PRODUCTION 1

1 credit

Students will acquire a basic understanding of all

equipment in a professional video-production studio.

They will also learn camera work, stage management,

editing, studio set-up, pre-production, and studio

maintenance. Students will participate in video

productions as camera operators, stage managers, and

production assistants. Students will create their own

video project. The course may be used as art/music

unit.

Introduction to TV

Production

TELEVISION

PRODUCTION 2

1 credit

Students will continue to perfect skills learned in

Television Production I. In addition, they will learn

studio management, lighting, and control room

operations. Students will perform most tasks on all

educational and public access video productions. They

will also cablecast finished productions into Mount

Vernon homes. The course may be used as an

art/music unit.

TV Production 1

TELEVISION

PRODUCTION 3

1 credit

Students will continue to hone their skills in Avid

digital editing, audio for video, ENG and EFP camera

operations, studio camera operations, as well as

directing 3-camera studio productions. Additional

areas covered will be studio management, scheduling,

and independent/unsupervised newsgathering

operations.

TV Production 2



WEB DESIGN 1

0.5 credit

Students will develop skills in the research, planning,

design, and development of interactive Web sites.

Students will use Macromedia Fireworks to create

graphics and use Macromedia Dreamweaver to design

and build web projects.

Introduction to

Word Processing or

Word Processing

WEB DESIGN 2

0.5 credit

The students’ Web design and development skills will

be cultivated and enriched. Students will work on

teams to research, plan, design, and build Web sites for

real or fictitious clients. The students’ skills with

Macromedia Fireworks and Dreamweaver will also be

expanded.

Web Design 1

WORKING CITIZEN

(BOE)

1 credit

Students will learn to operate computers, calculators,

and adding machines. They will develop basic filing,

receptionist, collating, telephone, interviewing, and

check writing skills.

Dept. approval


ENGLISH

ENGLISH FLOWCHART 2012-13

11th

Grade

7th

Grade

English 8

English 1 H

English 2 H ®

AP English

Language and

Composition

8th

Grade

9th

Grade

10th

Grade

AP English

Literature and

Composition

12th

Grade

English 7

English 8

English 1

English 2

English 7

English 3 ®

English

4

RCA > 80; NYS Reading

Level 3 or 4 and LSI score

RCA > 80 and *TR

RCA > 80 and *TR

RCA > 80 and *TR

African

American

Literature

Creative

Writing

(0.5)

Journalism

(0.5) Public

Speaking

(0.5)

RCA < 79 and NYS

Reading Level 3 & 4

English 1 and

Strategic Reading

NYS Reading

Level 1 or 2

* TR = Teacher Recommendation.

Electives

Creative

Writing African American

Literature

Journalism) Public

Speaking


ENGLISH DEPARTMENT COURSES

COURSE

COURSE NUMBER

Regular ESL Integrated Non-

Integrated

ENGLISH 7 1101X0 1101L0 1101I0 1101N0

CREATIVE WRITING CLINIC 7 1102X0 1102L0 1102I0 1102N0

ENGLISH 8 1202X0 1202L0 1202I0 1202N0

CREATIVE WRITING CLINIC 8 1203X0 1203L0 1203I0 1203N0

ENGLISH 1 1303X0 1303L0 1303I0 1303N0

ENGLISH 2 1404X0 1404L0 1404I0 1404N0

ENGLISH 3 1505X0 1505L0 1505I0 1505N0

ENGLISH 4 1606X0 1606L0 1606I0 1606N0

JOURNALISM 1051X1 1051X2

CREATIVE WRITING 1052X1 1052X2

PUBLIC SPEAKING 1053X1 1053X2

AFRICAN AMERICAN LITERATURE 1707X0

SAT ENGLISH 1054X1 1054X2 1054X3

ENGLISH 1H 1303H0

ENGLISH 2H 1404H0

AP ENGLISH LITERATURE AND

COMPOSITION 1901X0

AP ENGLISH LANGUAGE AND

COMPOSITION 1902X0



ENGLISH 7 Enhance students’ skills in questioning,

reasoning, analyzing, and constructing informed

opinions. Students will be exposed to a variety of

literacy genres including short stories, poems,

plays, non-fiction, autobiographies, biographies,

and novels. Included in the curriculum are

grammar, logic, and vocabulary.

Successful completion of

English 6

CREATIVE

WRITING CLINIC 7

A comprehensive writing program based on the

major traits that shape writing effectiveness in

ideas and development, organization, voice, word

choice, sentence fluency, and conventions. The

course aims to expand student vocabulary usage

and refine skills in writing, thus developing

proficient writers.


English 6

ENGLISH 8 Advanced grammar and logic, literature of

various genres, periods, and cultures; multi-

paragraph essays for a variety of purposes and

audiences, oral presentations and listening skills,

study skills, and research involving

documentation, along with an emphasis on

vocabulary.


English 7

CREATIVE

WRITING CLINIC 8

Comprehensive writing program based on the

major traits that shape writing effectiveness in

ideas and development, organization, voice, word

choice, sentence fluency and conventions.

Course aims to expand student vocabulary usage

and refine skills in writing.


English 7

ENGLISH 1

1 credit

English 1 emphasizes analytical reading and

writing of narrative and expository text, literary

analysis, critical thinking skills, and oratory.


English 8

ENGLISH 1 H

1 credit

English 1H emphasizes analytical reading,

writing of narrative and expository text, literary

analysis, critical thinking skills and

demonstration of rigor and readiness based on the

OLSAT examination and honors criteria.

OLSAT examination, letters

of recommendation, above 80

average for core courses and

state examination data from

English Language Arts State

Examination for grades 6 and

7.

ENGLISH 2 ®

1 credit

English 2 will provide students an opportunity for

a study of literature, that reflects the classical,

medieval, Renaissance, Romantic, Victorian and

Post-Modern Age.


English 1

ENGLISH 3 ®

1 credit

English 3 is a full-year core study for juniors in

literature with a focus on mastery of advanced

skills in reading, writing, critical thinking and

listening.


English 2



ENGLISH 4

1 credit

English 4 is a full-year core course for seniors.

The course features a variety of authors and

genres from Europe and America, including such

authors as Alice Walker and Shakespeare.


English 3

JOURNALISM

1 credit

This elective course is a one-semester specialized

writing class that provides students with the

mechanics of lay-out, paste-up, headline writing,

editorial writing, feature writing, and printing

methods which are especially valuable for

students who plan to work in journalistic media.


English 3

CREATIVE

WRITING

1 credit

This one semester elective course is designed to

help students develop their individual creativity

and to appreciate that of other writers.


English 3

PUBLIC SPEAKING

1 credit

This one semester hands-on elective course is

designed to help students develop skills in public

speaking, discussion and debate


English 3

SAT ENGLISH

1 credit

This elective course is designed to help students

prepare for the SAT exam through critical

reading, reading comprehension, vocabulary

development and teat taking strategies.


English 3

ENGLISH ELECTIVES


AP ENGLISH

LITERATURE AND

COMPOSITION

1 credit

Advanced Placement English (Literature and

Composition) is a full-year study of the great

works of literature that students may elect to

take in the junior year.


English 2

AP ENGLISH

LANGUAGE AND

COMPOSITION

1 credit

The course aims at students becoming skilled

readers of prose written in a variety of periods,

disciplines, and rhetorical contexts and in

becoming skilled writers who compose for a

variety of purposes and substitutes for the

required core senior course. The course includes

writing assignments in a variety of forms—

narrative, exploratory, expository,

argumentative.


English 2


ENGLISH AS A SECOND LANGUAGE (ESL)

ESL (HS)

Advance

ESL Flowcharts

ESL (HS)

Intermediate II

ESL Beginner 7

ESL

Beginner 8

ESL

Intermediate 8

ESL

Advance 8

ESL (HS)

Intermediate I

ESL (HS)

Intermediate II

ESL (HS)

Advance

ESL (HS)

Advance

ESL

Intermediate 7

ESL

Intermediate 8

ESL

Advance 8

ESL (HS)

Advance

ESL

Advance 7

ESL

Advance 8

ESL (HS)

Advance



ESL

Intermediate II

ESL High School Flowchart

ESL

Intermediate I

ESL

Advance

ESL Beginner II

ESL

Intermediate I

ESL

Intermediate II

ESL

Advance

ESL

Advance

ESL Beginner I

ESL Beginner I

ESL

Advance



Identification and Exiting Requirements of English Language Learners

According to Part 154 of the Regulations of the Commissioner of Education for the Education of Pupils

with Limited English Proficiency/English Language Learners (LEP/ELLs) are defined as “… Pupils with

limited English proficiency shall mean pupils who by reason of foreign birth or ancestry, speak a

language other than English, and (1) either understand and speak little or no English; or (2) score below a

state designated level of proficiency, on the Language Assessment Battery-Revised (LAB-R) or the New

York State English as a Second Language Achievement test (NYSESLAT)…” (CR Part 154.2) Effective

July 29, 2007.

The goal of every ESL program is to equip English language learners (ELLs) with the skills needed to

succeed in the regular school program. New York State requires that a LEP student be exited out when

the student achieves proficiency level on the New York State English as a Second Language Achievement

Test (NYSESLAT). The NYSESLAT is administered at the end of every school year by a certified ESL

teacher. It is an assessment to ascertain how a student is progressing in English. The NYSESLAT

results determine a student’s ESL placement level for the following school year. When a student scores

Advanced on the NYSESLAT, the student is required to take an ELA course concurrently with ESL

Advance.

The following table is a graphic representation of the instructional components and required units of study

in the language arts for a freestanding English as a Second Language (ESL) program as amended in CR

Part 154, June 29, 2007.

* Required Units (1 Unit = 36 Minutes) of Study- Language Arts Components Middle School Grades Beginning Intermediate Advanced

English as a Second Language 7 & 8 2 ESL

(72 minutes)

2 ESL

(72 minutes)

1 ESL

(36 minutes)

English Language Arts 7 & 8 None None 1 ELA

(36 minutes)


Units of Credit Awarded to LEP/ELLs Entering High School in Grades 9 and 10

LEP/ELLs in grades 9 and 10 can be awarded the appropriate number of credits to complete both (4) core credits

required in English language arts, and the three-credit elective sequence in English as a second language. The

following chart outlines how these credits can be awarded.

Required Units (1 Unit = 36 Minutes) of Study- Language Arts Components

Proficiency

Levels

Required Units of Study

for Grades 9-12 (CR Part

154)

Units of Credit

Awarded in English

Language Arts

Units of Credit Awarded in

English as a Second

Language

ESL ELA Core Credits Elective Credits

Beginning 3 (108 min) - 1 2

Intermediate 2 (72 min) - 1 2

Advanced 1 (36 min) 1 2 -

Adapted from: Guidelines for Programs for Limited English Proficient / English Language Learners

English as a Second Language Courses at Middle School Level


ESL BEGINNER

7

The ESL Beginner 7 course is a 2 period

fundamental course in grammar, listening,

speaking, reading and writing. The course

focuses on development of the English

language.

Students score Beginner on LAB–

R and/or Score Beginner on

NYSESLAT.

LAB-R Beginner Scores: Grade

7= 0-15

ESL

INTERMEDIATE

7

The ESL Intermediate 7 is a 2 period middle

level course for 7th grade students who speak

English with some fluency and who can

communicate in simple everyday situations.

Students score Intermediate on

LAB–R and/or Score Intermediate

on NYSESLAT.

LAB-R Intermediate Scores: Grade

7= 16-31

ESL ADVANCE 7 This ESL Advanced level course is for 7th

grade students who speak English with

fluency and communicate through more

advanced sentence structures.

Students score Advanced on LAB–

R and/or Score Advanced on

NYSESLAT.

LAB-R Advanced Scores: Grade

7= 32-56

ESL BEGINNER

8

The ESL Beginner 8 course is a 2 period

beginner level course designed for 8th grade

students who have successfully completed

ESL Beginner 7, but scored

Beginner again on the NYSESLAT. The ESL

Beginner 8 is a fundamental course.



NYSESLAT.

LAB-R Beginner Scores: Grade

8= 0-17

ESL

INTERMEDIATE

8

The ESL Intermediate 8 course is a 2 period

middle level course designed for 8th grade

students who have successfully completed

ESL Intermediate 7, but scored Intermediate

again on the NYSESLAT.



on NYSESLAT.


8= 18-34

ESL ADVANCE 8 This ESL Advanced level course is for 8th

grade students who speak English with

fluency and communicate through more

advanced sentence structures.



NYSESLAT.

LAB-R Advanced Scores: Grade

8= 35-59


English as a Second Language Courses at High School Level


ESL BEGINNER

I

1 credit

The ESL Beginner I course is a 3 period

fundamental course in grammar, listening,

speaking, reading and writing. The course

focuses on development of the

English language in its basic form.



NYSESLAT.

LAB-R Beginner Scores: Grade 9

= 0-11; Grade 10 = 0-14; Grade

11= 0-16; Grade 12 = 0-17

ESL BEGINNER

II

1 credit

The ESL beginner II course is a 3 period

beginner level course designed for students

who have successfully completed ESL

Beginner I, but scores Beginner again on the

NYSESLAT. The ESL Beginner course is a

fundamental course.



NYSESLAT.

LAB-R Beginner Scores: Grade 9

= 0-11; Grade 10 = 0-14; Grade

11= 0-16; Grade 12 = 0-17

ESL

INTERMEDIATE

I

1 credit

The ESL Intermediate is a 2 period middle

level course for students who speak English

with some fluency and who can

communicate in simple everyday situations.

Students have the opportunity to expand their

social and academic English language skills.



on NYSESLAT.


9 = 12-25; Grade 10 = 15-28;

Grade 11 = 17-32; Grade 12 = 18-

33

ESL

INTERMEDIATE

II

1 credit

The ESL Intermediate II course is a 2 period

middle level course designed for students

who have successfully completed ESL

Intermediate I, but scored

Intermediate again on the NYSESLAT.



on NYSESLAT.


9 = 12-25; Grade 10 = 15-28;

Grade 11 = 17-32; Grade 12 = 18-

33

ESL ADVANCE I

1 credit

This ESL Advanced level course is for

students who speak English with fluency and

communicate through more advanced

sentence structures. Students continue to

expand their social and academic English

language skills.



NYSESLAT.

LAB-R Advanced Scores: Grade 9

= 26-51; Grade 10 = 29-53; Grade

11= 33-57; Grade 12 = 34-58


FOREIGN LANGUAGES

Spanish III ®

Foreign Languages Flowchart - Spanish

Spanish II ®

Spanish IV

AP Spanish

Literature

Spanish I

AP Spanish

Language

Spanish Native

Language Arts ®

Spanish 7

Spanish 8

Spanish I

Spanish II ®

Spanish III ® 11th

Grade

7th

Grade

8th

Grade

9th

Grade

10th

Grade

12th

Grade

Spanish II ®

Spanish I

Spanish IV AP Spanish

Language


FOREIGN LANGUAGES

Foreign Languages Flowchart – French & Italian

Italian II

Italian III ®

AP French

Language

Italian I

French I

French II ®

French III ®

French IV

French 8

French I

French II ®

French III ®

French IV


FOREIGN LANGUAGES DEPARTMENT COURSES


SPANISH 7 Spanish 7 is a fundamental course in Spanish

communication. Listening, speaking, reading,

and writing skills are developed. To achieve

optimum communication at this level, there is

a wide range of culturally authentic

vocabulary and grammar.

Students must score 3 or 4 on NY

State ELA Assessment

SPANISH 8 Spanish 8 offers resources integrated approach

to language learning. Presentation and practice

of functional expressions, vocabulary, and

grammar structures

are interwoven with cultural information, and

language learning tips.

Successful completion of Spanish

7

ADVANCE

SPANISH 7

Advance Spanish 7 is for students with an

excellent command of oral language. A

placement exam is required of all students

before entering the course.

ADVANCE

SPANISH 8

Advance Spanish 8 is for students with an

excellent command of oral language. The focus

of this course will be to improve reading and

writing skills. Basic

vocabulary will be enhanced and expanded.

SPANISH I

1 credit

Spanish is a fundamental course in Spanish

communication. Listening, speaking, reading,

and writing skills are developed.

Grade 7 Spanish I ® candidates

must have a

minimum Pre Language

Proficiency score of 85

Teacher Recommendation

SPANISH II

1 credit

Spanish II offers resources integrated approach

to language learning. Presentation and practice

of functional expressions, vocabulary, and

grammar structures

are interwoven with cultural information and

language learning tips.


I or Spanish 7and 8.

SPANISH III

1 credit

Spanish III builds on vocabulary and

grammatical structures introduced in Spanish I

and Spanish II and leads students toward

greater communication ability.


II.



SPANISH IV

1 credit

Spanish 4 is designed for students who have

demonstrated an advanced level of

competency in Spanish.


III.

SPANISH NATIVE

LANGUAGE ARTS

1 credit

Spanish Native Language Arts is for students

with an excellent command of oral language.

A placement exam is required of all students

before entering the class. This is an

accelerated course culminating with the

Regents exam in June.

Score of 3 or 4 on Native Spanish

Placement Test or successful

completion of Advance 7 &8.

AP SPANISH

LANGUAGE

1 credit

Advanced Placements Spanish seeks to

develop language skills. This course will

emphasize the use of language for active

communication. All students enrolled in the

course are expected to sit for the AP Spanish

Language examination.


III or Spanish IV or Native

Spanish Language Arts and

teacher recommendation.

AP SPANISH

LITERATURE

1 credit

All students enrolled in the course are expected

to sit for the AP Spanish Literature examination.

Failure to do so will result in an automatic drop

form the class.

Successful completion of AP

Spanish Language.

FRENCH 8

1 credit

French 8 offers an integrated approach to

language learning.

Successful completion of French

7

FRENCH I

1 credit

French I is a fundamental course in French

communication.

None

FRENCH II

1 credit

French II offers an integrated approach to

language learning.

Successful completion of French I

or French 7 & 8.

FRENCH III

1 credit

French III builds on the vocabulary and

grammatical structures introduced in French 1

& 2 and leads students toward greater

communication ability. Students will take the

NYS Regents Exam at the end of the course.


II.

FRENCH IV

1 credit

French IV is for students who have

demonstrated a mastery level of competency

in French.


III.

AP FRENCH

LANGUAGE

1 credit

Advanced Placement French seeks to develop

language skills. This course will emphasize

the use of language for active communication.


III and Teacher recommendation

ITALIAN I

1 credit

Italian I is a fundamental course in Italian

communication.

The emphasis will be on sequentially

developing listening, speaking, reading, and

writing skills.

None

ITALIAN II

1 credit

Italian II strives toward building greater

communication ability. The topics presented

in Italian I will be revisited and expanded to

provide greater language learning

opportunities.

Successful completion of Italian I.

ITALIAN III

1 credit

Italian III builds on the vocabulary and

grammatical structures introduced in Italian 1

& 2 and leads students toward greater

communication ability.

Successful completion of Italian

II.


HOME AND CAREERS

CTE

COURSES

11th

Grade

7th

Grade

Home and

Careers 8

CTE

Courses

8th

Grade

9th

Grade

10th

Grade

CTE

Courses

Home and

Careers 7

12th

Grade

CTE

Courses

CTE

Courses

CTE

Courses


HOME AND CAREERS DEPARTMENT COURSES


Home

and

Careers 7

Course offered to students in Grade 7. This course prepares

students to meet their responsibilities and understand their

opportunities as parents, family members, consumers, home

managers and wage earners. NYSED mandate.

None

Home

and

Careers 8

Course offered to students in Grade 8. This course prepares

students to meet their responsibilities and understand their

opportunities as parents, family members, consumers, home

managers and wage earners. NYSED mandate.

None


LIFE SKILLS PROGRAM

The Life Skills Program offers functional academic and prevocational instruction to students

with significant cognitive and physical disabilities. Students are placed in age appropriate classes

where there is a corresponding set of courses for their academic and social skills level. Students

are permitted to participate in general education classes as appropriate. The curriculum is based

on the New York State Learning Standards and Alternate Performance Indicators for Students

with Severe Disabilities. The subject areas are: The Arts, Career Development and Occupational

Studies, English Language Arts, Mathematics, Science and Technology, Physical Education,

including Health and Family and Consumer Science and Social Studies. Moreover the program

focuses on developing those skills needed to successfully transition into adult community

services, post-secondary competitive employment or vocational training. Consumer reading,

mathematics, social skills, and activities of daily living are some of the many skills taught to

students. Students receive career assessments, vocational assessments and transition plans as part

of the transition process. Students receive speech, counseling, occupational therapy and adaptive

physical education as per their Individualized Education Plan (IEP). Students participating in this

program will receive an (IEP) Diploma.

High School Requirements:

Level 1: Ages 14 – 17, reading /mathematics levels from Pre-K – 2

Level 2: Ages 16 – 21, reading/mathematics levels from Pre-K – 2

Level 3: Ages14 – 17, reading/mathematics levels from 2 – 4

Level 4: Ages 16 – 21, reading/mathematics levels from 2 – 4


LIFE SKILLS COURSES


LIFE SKILLS ENGLISH

– GRADE EQUIVALENT

PRE-K-2 (AGE 14-17 /

16-21)

Students develop skills in functional daily reading,

recognizing common signs for direction, information

and danger.

None

LIFE SKILLS ELA –

GRADE EQUIVALENT

PRE-K-2 (AGE 14-17 /

16-21)

Students develop skills in functional daily writing and

signature.

None

LIFE SKILLS MATH –

GRADE EQUIVALENT

PRE-K-2 (AGE 14-17 /

16-21)

Students develop skills in functional mathematics None

LIFE SKILLS SCIENCE


PRE-K-2 (AGE 14-17 /

16-21)

Students develop awareness of simple chemical and

physical changes, weather and the living environment

of plants and animals

None

LIFE SKILLS SOCIAL

STUDIES – GRADE

EQUIVALENT PRE-K-2

(AGE 14-17 / 16-21)

Students develop awareness of good citizenship and

historical events

None

LIFE SKILLS HEALTH –

GRADE EQUIVALENT

PRE-K-2 (AGE 14-17 /

16-21)

Students develop awareness of hygiene and personal

safety

None

LIFE SKILLS WORK

STUDY – GRADE

EQUIVALENT PRE-K-2

(AGE 14-17 / 16-21)

Students develop awareness of workplace behaviors

and procedures through simulated working scenarios,

projects, and community service activities

None

LIFE SKILLS

VOCATIONAL WORK –

GRADE EQUIVALENT

PRE-K-2 (AGE 14-17 /

16-21)

Students develop skills in workplace behaviors and

procedures through simulated working scenarios,

projects and community service activities

None

LIFE SKILLS DAILY

LIVING SKILLS –

GRADE EQUIVALENT

PRE-K-2 (AGE 14-17 /

16-21)

Students develop skills of household management,

safety

None

LIFE SKILLS ENGLISH


2-4 (AGE 14-17 / 16-21)

Students develop skills in reading and spelling using

high interest, low reading level materials. Skills of

recognizing cause and effect, making inferences,

determining fact from opinion are emphasized.

None

LIFE SKILLS ELA –

GRADE EQUIVALENT

2-4 (AGE 14-17 / 16-21)

NYS ELA Standard 1 Students integrate skills in

speaking and writing, reinforcing correct grammar

and punctuation, following the accepted conventions

of the English language to acquire, interpret, apply

and transmit information.

None



LIFE SKILLS MATH –

GRADE EQUIVALENT

2-4 (AGE 14-17 / 16-21)

Students develop skills in functional mathematics in

the four basic operations, how to work with fractions,

decimals and percents, probabilities and money

operations. They learn simple budgeting and basic

consumer mathematics.

None

LIFE SKILLS SCIENCE


2-4 (AGE 14-17 / 16-21)

Students explore the basic principles of Life Science

(plants and animals), Earth Science (living organisms,

weather & soil properties) and Physical Science

(matter and energy).

None

LIFE SKILLS SOCIAL

STUDIES – GRADE

EQUIVALENT 2-4 (AGE

14-17 / 16-21)

Students develop a sense of their place in the world

through study of geography and the people who have

impacted society through history. An awareness of

good citizenship is fostered through Newspapers in

Education.

None

LIFE SKILLS

VOCATIONAL SKILLS


2-4 (AGE 14-17 / 16-21)

NYS Standard 1, & 2, Career Development and

Occupational Studies: Students develop skills in

workplace behaviors and procedures through

simulated working scenarios, projects and community

service activities.

None

LIFE SKILLS READING

LAB – GRADE

EQUIVALENT 2-4 (AGE

14-17 / 16-21)

NYS ELA Standard 2: Using American and world

literature, students will expand receptive and

expressive vocabulary skills and develop a better

understanding of the diverse society and cultures

represented by these writings.

None

ADAPTIVE PHYSICAL

EDUCATION –

OVERVIEW

Students are provided with physical education

instruction in small groups on alternate days. Fitness

exercises, team athletics, individualized exercises for

gross motor coordination and visual perceptual

coordination are supervised by a certified special

education adaptive physical education teacher.

None

LIFE SKILLS AUTISTIC

CLASS

Autistic Program is designed for students with a

diagnosis of Autism. The students have a severe

development disorder that affects social behavior,

language and communication skills. The students are

on the extreme low level of the Autistic Spectrum.

Students are nonverbal with echolalia tendencies. The

Autistic Program fosters an environment that provides

appropriate communication and academic skills that

tailors individualized needs. This class has an 8:1:2

class ratio.

None


INSTRUCTIONAL SUPPORT PROGRAM

This special education program provides support to students with disabilities, grades 7-8 and 9-12, who

present with anxiety issues, school phobia, medical issues, emotional traumatic issues, and withdraw from

social interactions. The students can have a clinical diagnosis such as depression. Students require

academic, social and management support to develop coping skills. Related services such as counseling,

psychological, speech language, etc. are provided by school based clinical team as indicated on the IEP.

Students in grades 9-12 will participate in transition planning and services in preparation for post-

secondary life. Students will participate in special classes and/or integrated classes with non-disabled

peers per the IEP. Students in grades 9-12 will participate in state testing; Regents, RCT or New York

State Alternate Assessment, with a designation of Regents, Local or IEP diploma. The disability

classification could be ED, LD, OHI, MD, AU, etc. The special class has a 15:1:2 class ratio.

COURSE COURSE DESCRIPTION

INSTRUCTIONAL SUPPORT

PROGRAM (ISP) – ENGLISH

Read and follow written, complex directions and procedures

to solve problems and accomplish tasks. Demonstrate task

awareness by employing flexible strategies. Interpret and

evaluate data, facts, and ideas in informational texts, such as

national newspapers, online and electronic databases, and

websites. Review research data, explicit and/or implicit, and

draw conclusion(s), Develop opinion(s) based on information

and support opinion(s) with relevant information.


PROGRAM (ISP) – READING LAB

Using literature, students will expand receptive and

expressive vocabulary skills and develop a better

understanding of the diverse society and cultures represented

by these writings.


PROGRAM (ISP) – SCIENCE

Investigate the interdependence of living and non-living

things and maintaining the equilibrium (homeostasis) of the

ecosystem. Describe current theories about the origin of the

universe and solar system.


PROGRAM (ISP) – SOCIAL STUDIES

Discuss the importance of elections to the democratic process

in the United States at the federal and state levels. Compare

both the federal and state governmental powers and

responsibilities as described in the United States Constitution.

Recognize different circumstances under which countries

become involved in social, political, economic and

international issues.


PROGRAM (ISP) – MATHEMATICS

Translate words into an algebraic expression. Translate an

algebraic expression into words. Use and interpret quantities

and units correctly in graphs and data displays (function

graphs, data tables, scatter plots, and other visual displays of

quantitative information). Generate graphs and data displays

using technology.


MATHEMATICS

The Secondary Mathematics Curriculum provides students with a base foundation in algebra, geometry,

trigonometry, precalculus and calculus. All students will be programmed for 4 years of mathematics.

Algebra 9

11th

Grade

7th

Grade

Math 8

Algebra 10 ®

Geometry ®

Algebra

2

Algebra 2 and

Trigonometry

®

PreCalculus

Integrated

Algebra ®

Geometry ®

Algebra 2 and

Trigonometry ®

PreCalculus

8th

Grade

9th

Grade

10th

Grade

AP

Statistics

AP

Calculus

12th

Grade

Math 7

Integrated

Algebra ®

Geometry ®

Algebra 2 and

Trigonometry

®

Algebra 2

* Math

11 / 12

Passed

Course and

Regents

Failed

Course or

Regents

RCA > 80 and

NYS Math Level

3 or 4

Report Card Average (RCA) < 79 Report Card Average (RCA) > 80 and/or NYS ELA Level 3

or 4 and/or Teacher/Parent recommendation

* Seniors who need 1 math credit (course or

Regents) to graduate.

Reg and

RCA > 80

Geometry

College

Algebra

Reg and RCA

> 80 Reg and RCA

> 80

TR = Teacher Recommendation.

RCA

> 80; TR


MATHEMATICS DEPARTMENT COURSES

COURSE COURSE NUMBER

Regular ESL Integrated Non-Integrated

Math 7 2101X0 2101L0 2101I0 2101N0

Math 8 2201X0 2201L0 2201I0 2201N0

Transitional Math 221103

Integrated Algebra ® 2301X0 2301L0 2301I0 2301N0

Geometry 2602X0 2602L0 2602I0 2602N0

Geometry ® 2302X0 2302L0 2302I0 2302N0

Algebra 2 2603X0 2603L0 2603I0 2603N0

Algebra 2 & Trigonometry ® 2303X0 2303L0 2303I0 2303N0

PreCalculus 2304X0 2304L0 2304I0 2304N0

* Math 11-12 2605X0 2605L0 2605I0 2605N0

College Algebra 2604X0 2604L0 2604I0 2604N0

Advanced Placement Calculus (AB) 2901X0

Advanced Placement Statistics 2903X0

Algebra 9 (Mandela) 2300X1 2300X2

Integrated Algebra ® (Mandela) 2301X1 2301X2

Geometry ® (Mandela) 2302X1 2302X2

Algebra 2 & Trigonometry (Mandela) 2308X1 2308X2

Algebra 2 & Trigonometry ® (Mandela) 2303X1 2303X2

Seminar in Math (Mandela) 2305X1 2305X2

SAT MATH 2310X3

* Math 11-12 – Only for seniors who need 1 mathematics credit to graduate.



Math 7 Math 7 introduces students to basic skills such

as interpreting data and statistics, applications

of decimals, algebra – integers, equations,

patterns, and functions, fractions and number

theory, fraction applications, proportions and

percent, geometry and measurement,

probability, coordinate plane graphing.

Math 6

Math 8 Math 8 focuses on drawing conclusions from

statistical data, algebra – integers, variable

expressions, equations, inequalities, coordinate

plane graphing, rational and irrational numbers,

applications of proportions and percent,

geometry and measurement, functions and

polynomials, probability.

Candidates must have a

report card average less than 80

(< 80) in Math 7 and

achieve a level 1 or 2 on the NYS

Grade 7 Math Assessment and

Algebra Readiness score less

than 17.

Integrated

Algebra ®

1 credit

Integrated Algebra ® focuses on linear and

quadratic equations and inequalities, operations

with polynomials and algebraic fractions, right

triangle trigonometry, and probability and

statistics.

Grade 8 Integrated Algebra ®

candidates must have a

report card average of 80-100 in

Math 7 and



minimum Algebra Readiness

score of 17.

Grade 9 Integrated Algebra ®

candidates must have a


Math 8 and



minimum Algebra Readiness

score of 17.

Geometry NR

1 credit

Geometry focuses on congruence and

similarity of triangles, transformations

(rotations, reflections, translations, and glide

reflections), properties of triangles,

quadrilaterals, and circles and coordinate

geometry will be used to establish and verify

geometric relationships.



Integrated Algebra ®

Geometry ®

1 credit

Geometry ® focuses on congruence and






geometric relationships.






Algebra 2

1 credit

Algebra 2 includes the study of algebraic,

exponential and logarithmic functions; and the

discrete mathematics topics of matrices,

probability and statistics.





Geometry ®

Algebra 2 &

Trigonometry

®

1 credit

Algebra 2 and Trigonometry ® includes the

study of algebraic, exponential, logarithmic,

and trigonometric functions; and the discrete

mathematics topics of matrices, probability and

statistics.





Geometry ®

PreCalculus

1 credit

Precalculus integrates statistical and algebraic

concepts, and previews calculus while working

with functions and intuitive notions of limits.

Successful completion (65-100) of

Integrated Algebra ®, Geometry®,

Algebra 2 and Trigonometry ®

courses.

*Math 11-12

1 credit

Math 11-12 focuses on linear and quadratic

equations and inequalities, operations with

polynomials and algebraic fractions, right

triangle trigonometry, and probability and

statistics. In addition, congruence and






geometric relationships. Only offer to seniors

who need 1 math credit or Regents to graduate.

* Seniors who need one (1)

credit of math to graduate.

Successful completion (65-100)

of Integrated Algebra ® course

Successful completion (65-100)

of Geometry® course

College

Algebra

1 credit

This course is the standard course in college-level

algebra. Topics include basic concepts of algebra;

linear, quadratic, rational, radical, logarithmic,

exponential, and absolute value equations; equations

reducible to quadratic form; linear, polynomial,

rational, and absolute value inequalities, and

complex number system; graphs of linear,

polynomial, exponential, logarithmic, rational, and

absolute value functions; conic sections; inverse

functions; operations and compositions of functions;

systems of equations; sequences and series; and the

binomial theorem.


Algebra 10 ® / Integrated

Algebra ®,

Geometry / Geometry®,

Algebra 2 and Trigonometry /

Algebra 2 Trigonometry ®

courses.


MATHEMATICS ELECTIVES


Transitional

Math

1 credit

Transitional Math is coupled with Math 9 and

focuses on the critical foundations of algebra –

identify, represent and compare fractions and

decimals, operations with fractions and decimals,

operations with integers, analyze properties and

measure with 2-D and 3-D shapes (perimeter,

area, volume, surface area), solve problems with

percent, ratio and proportion, and relate similar

triangles with slope of a line.

Freshman candidates must have a


(< 80) in Math 8 and

achieve a level 1 or 2 on the

NYS Grade 8 Math

Assessment and

Algebra Readiness score less

than 17.

SAT MATH

0.5 credit

SAT Math course is designed for students who

are committed to achieving the highest SAT

score possible. Students work through an

immense amount of SAT material, including all

of the real SAT questions that are currently

available. Our goal is to ensure that our students

internalize the methods and techniques so that on

test day they can apply those methods and

techniques effortlessly.


Integrated Algebra ® and

Geometry ® courses.

Advanced

Placement

Calculus (AB)

1 credit

Advanced Placement (AP) Calculus lays the

foundation for a college-level course of Calculus.

The central theme is a combination of theoretical

study and practical applications of the elementary

functions, including trigonometric, polynomial,

exponential, logarithmic, and sequential

functions. The intuitive concept of the limit is

introduced, coupled with the definition of the

derivative and a few associated simple non

rigorous applications. Polar coordinates,

combinatorics, elementary probability,

sequences, series, and the conics are also

included.

Candidates for this course must

have a

report card average of 85-100

in PreCalculus course

Advanced

Placement

Statistics

1 credit

Advanced Placement (AP) Statistics is designed

to study the field of discrete mathematics. It will

explore both descriptive and inferential concepts,

developing the standard testing procedures and

concepts associated with statistical thinking.

Introduction to probability theory, sampling

techniques, and probability distributions will be

introduced. Confidence intervals and hypothesis

testing for sample means and proportions will

complete the inferential topics. Students are

required to take the AP Statisitscs Examination in

April.


have a


in PreCalculus course


in Geometry ® course


in Algebra 2 and Trigonometry

® course


M U S I C

MUSIC FLOWCHART

Percussion

Instrument

Band 7 & 8

Beginning Band

Advanced Band

Jazz

Ensemble H

Music Appreciation 9

Music Theory

Music

Appreciation

7

Wind

Instrument

Band 7&8

Musical Theater I

Mixed

Chorus

7 & 8

Musical Theater

/ Drama

7 &8

Musical Theater II

Concert Choir

Advanced Choir

Music

Appreciation

8


MUSIC DEPARTMENT COURSES


MUSIC

APPRECIATION 7

Grade 7 music appreciation classes provide continued

instruction and application in the elements of music,

performance opportunities through singing and playing

instruments, utilization of technology in the classroom, and

an understanding of how music functions in diverse

cultures throughout history.

6th grade General

Music

WIND

INSTRUMENTS

BAND 7&8

Wind Instrument Band is an ensemble that provides

students with learning and performance opportunities on

wind instruments. The primary focus is on the

development, continuation, and expansion of basic skills

begun the previous year that are necessary for effective

instrumental music performance. In addition to large group

ensembles, individual growth and achievement are

encouraged through participation in adjudicated solo and

ensemble contests, honor bands, and private lessons.

6th grade band;

instructor’s permission

MIXED CHORUS

7&8

7&8 middle school chorus is open to all students who have

an interest in singing. In this class, choral literature is

studied in jazz, popular, contemporary and classical fields.

Some study is given to a review of the mechanics of music,

composers, and music appreciation. Emphasis is placed on

correct vocal production, proficiency in music reading, and

performance skills. Participation in after-school rehearsals

and performances is expected. This course is foundational

to high school level chorus.

None

MUSIC

THEATER/DRAM

A 7&8

The purpose of 7&8 musical theater/drama course is to

enable students to develop knowledge and skills in the

elements of theatre arts, with an emphasis on performance

and production. The content includes acting and

characterization, movement, pantomime, vocal production,

dramatic literature and cultural perspective, playwriting,

and audience etiquette. This course is foundational to

Musical Theater 9-10.

None

MUSIC

APPRECIATION 8

Grade 8 music appreciation classes provide continued

instruction and application in the elements of music,

performance opportunities through singing and playing

instruments, utilization of technology in the classroom, and

an understanding of how music functions in diverse

cultures throughout history. This course is foundational to

Music Appreciation 9.

None



PERCUSSION

INSTRUMENT

BAND 7&8

Mixed middle school percussion band is an ensemble that

provides students with learning and performance

opportunities on percussion instruments. The primary focus

is on the development, continuation, and expansion of basic

skills begun the previous year that are necessary for

effective instrumental music performance. In addition to

large group ensembles, individual growth and achievement

are encouraged through participation in adjudicated solo

and ensemble contests, honor bands, and private lessons.

6th grade band;

instructor’s permission

MUSIC

APPRECIATION

1 credit

This course is designed for 9 grade students whose interests

are in current popular music ranging from Broadway, jazz,

rock and classical music forms. Activities will include

listening, discussion, analyzing, video viewing and

individual class projects. Students who elect this course

will gain a wider range of musical appreciation and develop

an understanding of the effects of music on everyday

society.

None

BEGINNING

BAND

1 credit

A full year course open to freshman and beginning

instrumentalists from all grades. Beginning Band provides

students with instruction in the development of technical

skills on wind instrument. Emphasis will be placed on the

development of skills in interpretation of notation and

expressive performance markings, individual and ensemble

performance techniques, and critical listening skills and

aesthetic values. The content should include, but not be

limited to, the following: production of a characteristic tone

on wind and percussion instruments; ensemble performance

techniques, including phrasing, articulation, blend, balance,

and intonation; response to conducting; performance of

band literature from varied historical periods and cultures;

composition, arrangement, and improvisation techniques;

evaluation and application of knowledge of musical form

and history; analysis and evaluation as a performer and a

listener; responsible participation in music activities;

importance of music in everyday life. MARCHING BAND

PARTICIPATION IS A REQUIREMENT OF THIS

COURSE.

8th grade band /

audition

CONCERT CHOIR

1 credit

This course is designed to acquaint the beginning singer

with basic singing techniques and elementary sight singing.

The repertoire of the Concert Choir will include standard

choral literature from Baroque period to present day

composers. Examination will include theory and

performance.

Requirements: Daily practice and school performances, as

well as other performances determined by the choral

director.

Audition, 8th Grade

Choir



MUSICAL

THEATER 1

0.5 credit

Musical Theater is opened to 9 – 10 grade students and includes the

study of the history and development of musical theater. Students

are given the opportunity to perform various repertoires and study

various stage crafts that will culminate in a dramatic presentation.

This course is foundational to Musical Theater II.

None

MUSIC

THEORY

1 credit

In this course, band and chorus students will be taught how music

is constructed and notated. Students will study note names, scales,

key signatures, rhythm and ear training. Students will also be

introduced to triads (tonic, subdominant, dominant and inversions).

Each student will be drilled in musical dictation.

Requirements: Students must learn the rules of music

composition and their applications in the writing of basic four part

chorales. At the culmination of the course, each student will be

more proficient in all aspects of music reading and in basic

composition. He/she will practice and apply these skills on the

piano keyboard. This course is a mandatory foundation class for all

instrumentation and choral music sequences.

Earned 1 Credit in

Music; Teacher

Recommendation

ADVANCED

BAND

1 credit

Advanced Band offered in grades 10 – 12. The advanced band

provides students an opportunity to further studies in instrumental

music. .This course may require extra rehearsals and performances

beyond the school day and on some Saturdays. This course will

satisfy credit towards a music sequence in instrumental band.

MARCHING BAND PARTICIPATION IS A REQUIREMENT

OF THIS COURSE.

Beginning Band;

Teacher

Recommendation

ADVANCED

CHOIR

1 credit

Advanced Choir is designed to utilize the techniques learned in

concert choir. The repertoire of advanced choir will include both

the classical and modern genres.

Requirements: Learn and memorize advanced choral music

outside of the classroom setting; performances at school concerts in

addition to other performances determined by the director. This

course will satisfy credit towards a sequence in vocal music.

Concert Choir;

Teacher

Recommendation

JAZZ

ENSEMBLE

1 credit

This class is open to 11-12th Grade. Jazz Ensemble is to develop

musical independence through knowledge of styles and

performance techniques of varied contemporary and jazz literature.

The content should include the following: production of

characteristic tone; interpretation of jazz rhythms and articulation;

composition, arrangement, and improvisation techniques;

performance of literature from various popular and jazz styles;

application of knowledge of jazz history; analysis and evaluation of

jazz literature and musical performances as a performer and a

listener; responsible participation in music activities; importance of

music in everyday life.

MARCHING BAND PARTICIPATION IS A REQUIREMENT

OF THIS COURSE.

Teacher

Recommendation



MUSICAL

THEATER

II

0.5 credit

Musical Theater is opened to 11-12 grade students who will perform

various repertoires and study various stage crafts that will culminate

in a dramatic presentation. This course is a sequential course to

Musical Theater 1. After taking Musical Theater 1 & II it will satisfy

the HS graduation requirements for one credit of music.

Musical Theater I;

Teacher

Recommendation


PHYSICAL EDUCATION

Physical Education Flowchart

12th

Grade

7th

Grade

Physical

Education 8

* Fitness for

Life 2

8th

Grade

9th

Grade

10th

Grade

Physical

Education

11th

Grade

Physical

Education 9

Fitness for

Life 1

*Fitness for

Life 3

*Take one course in

11th

and the other in

12th

Grade


HEALTH EDUCATION

Health Education Flowchart

12th

Grade

7th

Grade

Health

8th

Grade

9th

Grade

10th

Grade

11th

Grade

Health 7


PHYSICAL EDUCATION AND HEALTH DEPARTMENT COURSES


PHYSICAL

EDUCATION 7

This course will provide a basic introduction to seventh graders on

the history, skill development and fundamental rules and strategies

of various team sports. Team sports will include; Football, Soccer,

Volleyball, Field Hockey, Softball and European Handball. The

course will also introduce various recreational and physical fitness

activities for the promotion of healthy lifetime leisure skills.

None

PHYSICAL

EDUCATION 8

This course is offered to eighth graders and will focus on further

improving motor skills, incorporating game strategies and

teamwork. Students will be further exposed to an array of leisure

activities and to personal fitness and nutritional concepts through

the use of technology and daily logs.

P.E. 7

PHYSICAL

EDUCATION 9

0.5 Credit

This course offers a variety of team sports where students focus on

cooperative learning and team building skills. Students will also

develop basic motor skills, proper techniques, strategies, rules,

guidelines and exercise principles of team related activities.

None

FITNESS FOR

LIFE 1 0.5 Credit

This course offers an exposure to individual and dual activities such

as but not limited to Dance, Archery, Tennis, Swimming,

Badminton and Strength Training.

None

FITNESS FOR

LIFE 2

0.5 Credit

This course will provide students with an opportunity to learn skills

necessary to participate successfully in recreational activities. The

exposure will provide students with a lifetime leisure sport

experience that will ultimately lead to the enjoyment of a healthy

lifestyle.

None

FITNESS FOR

LIFE 3

0.5 Credit

Lifetime Fitness exposes students to the skills necessary to build a

foundation of knowledge in fitness concepts that will lead to

attaining and sustaining optimal physical condition throughout their

lives. Assessment of fitness levels, creating personal fitness and

nutritional plans, along with learning how to use your community

resources for a lifetime of fitness and healthy living, will be the

focus.

None

HEALTH 7 The middle school health course is targeted for seventh graders and

is offered as a full year course on alternate days. The course is an

introduction to building health awareness and provides students

with the necessary skills to make healthy lifestyle choices. Topics

include; Safety and Injury Prevention, Stress Management,

Nutrition and Fitness, Growth and Development, Tobacco, Alcohol

and other Drugs and Disease Prevention.

None

HEALTH

0.5 Credit

Students are required by the New York State Department of

Education to successfully complete a half credit of health education

at the high school level. The focus of the course is on building

health literacy and providing students with the skill set necessary to

obtain, interpret and implement health knowledge in a way that

enhances their life. The goal of the course is to promote a healthy

lifestyle. Lessons are standards based and students are required to

take a comprehensive midterm and final exam.

None


AIR FORCE JUNIOR RESERVE OFFICER TRAINING CORPS (ROTC)

Air Force Junior Reserve Officer Training Corps (AFJROTC) is designed by the United States

Air Force (accreditation by the Commission on International and Trans-Regional Accreditation)

to be a comprehensive four year program consisting of two main instructional areas: Aerospace

Science, and Leadership, which are taught concurrently during all four years. The Objectives of

the program are to educate and train high school students in citizenship; promote community

service; instill responsibility, character, and self-discipline; and provide instruction in air and

space fundamentals.

AIR FORCE JUNIOR RESERVE OFFICER TRAINING CORPS (ROTC)

DEPARTMENT COURSES


AFJROTC

I

1 credit

Aerospace Science I: Frontiers of Aviation History. The first year

is a history course to acquaint the students with the historical

development of flight and the role the military in history, and study

the development of flight from ancient legends through the Persian

Gulf War and beyond. Leadership Education I: Citizen, Character

& Air Force Tradition. Students are taught the role and mission of

the AFJROTC, and the USAF, the organizational structure, uniform

wear, customs & courtesies, and other military traditions, health and

wellness, fitness, individual self- control, and citizenship.

None

AFJROTC

II

1 credit

Aerospace Science II: The Science of Flight. The second year is a

science course designed to acquaint the student with the aerospace

environment, the human requirements of flight, principles of aircraft

flight, and principles of navigation. The course begins with a

discussion of the atmosphere and weather. After developing an

understanding of the environment, how that environment affects

flight is introduced. Discussions include the forces of lift, drag,

thrust, and weight. Students also learn basic navigation including

map reading, course plotting, and the effects of wind. The portion on

the Human Requirements of Flight is a survey course on human

physiology. Discussed here are the human circulatory system, the

effects of acceleration and deceleration, and protective equipment.

Leadership Education II: Leadership II hours stress

communications skills and cadet corps activities. Much information

is provided on communicating effectively, understanding groups and

teams, preparing for leadership, solving conflicts and problems, and

personal development. Written reports and speeches compliment the

academic materials. Cadet corps activities include holding positions

of greater responsibility in the planning and execution of corps

projects.

None



AFJROTC

III

1 credit

Aerospace Science III: The Exploration of Space and Exploration: An

Introduction to Astronomy. The third year is a science course that includes

Aerospace Science: The Exploration of Space and Explorations: An

Introduction to Astronomy. The Exploration of Space allows the students to

examine our Earth, the Moon and the planets, the latest advances in space

technology, and continuing challenges of space and manned spaceflight.

Leadership Education III: Life Skills and Career Opportunities. The

textbook will be helpful to students deciding which path to take after high

school. Information on how to apply for admission to college or to a

vocational or technical school is included. Information on how to begin the

job search is available to students who decide not to go to college or

vocational school. Available also is information about financial planning and

how to save, invest, and spend money wisely, as well as how not to get

caught in the credit trap. Students are informed about real life issues such as

understanding contracts, leases, wills, warranties, legal notices, and personal

bills. Citizen responsibilities such as registering to vote, jury duty, and draft

registration will be helpful to. For those students who may be moving into an

apartment of their own, information is presented on apartment shopping and

grocery shopping skills. There is information on how to prepare a résumé

and the importance of good interviewing skills. If there are students who are

interested in a career in the military, with the federal government, or an

aerospace career, information is also provided for them.

None

AFJROTC

IV

1 credit

Aerospace Science IV: This course has a list of options: (1) Management of

the Cadet Corps. Students will manage the entire corps during the fourth year.

This hands-on experience affords the students the opportunity to put the theories

of previous leadership courses into practice. All the planning, organizing,

coordinating, directing, controlling, and decision-making will be done by the

cadets. They practice their communication, decision-making, personal-

interaction, managerial, and organizational skills. (2) World Geography:

Building a Global Perspective. The fourth year is a geography course designed

to allow the students to explore and discover the processes that shape the earth,

the relationships between people and environments, and the links between people

and places. Through the study of geography, students will learn to see their world

through many different perspectives. Whether they are looking at global patterns

or the finer details of neighborhood patterns they will develop valuable insights

about the Earth, its people, and the many different kinds of relationships between

them. (3) Aviation Honors Ground School Program: Private Pilot Manual.

This course is the foundation for students interested in receiving a private pilot’s

license. When the course is completed the students should be prepared to take

and pass the Federal Aviation Administration (FAA) written examination. (4)

Policy and Organization. Establishes the foundation for students understanding

the United States Air Force and delves into the purpose of the Department of

Defense and the Air Force. (5) Survival: Survive Return. The basic survival

information found in Air Force Regulation 64-4 Survival Training Instruction

will provide training for the students in skills, knowledge, and attitudes necessary

to successfully perform fundamental tasks needed for survival. Leadership IV:

Principles of Management. Emphasis is placed on allowing the student to see

himself/herself as a manager. There are four building blocks of leadership

considered in this text from the military and civilian perspective. Attention to

these four areas will form a strong foundation for a capability to lead others –

something that can be very valuable to you for the rest of your life. The four

areas are Management Techniques, Management Decisions, Management

Functions, and Managing Self and Others.

None


S C I E N C E

The Secondary Science Curriculum provides students with a base foundation in biology, earth science,

chemistry and physics. All students will be programmed for 4 years of science.

Human

Anatomy and

Physiology

11th

Grade

7th

Grade

Science 8

Living

Environment ®

Earth

Science ®

Chemistry

®

Living

Environment ®

Earth

Science ®

Chemistry ®

Physics

®

8th

Grade

9th

Grade

10th

Grade

AP

Chem

Science 7

12th

Grade

AP

Biology

* Ecology

Living

Environment ®

Earth

Science ®

Chemistry ®

Report Card Average (RCA) > 80 and/or NYS ELA

Level 3 or 4 and Teacher/Parent recommendation

Report Card Average (RCA) < 79

Failed Course or

Regents (Reg)

Reg and

RCA > 80

Reg and RCA

> 80

* Seniors who need 1 science credit to

graduate.

AP

Chem

RCA > 80 and

NYS Science

Level 3 or 4

Reg and

RCA > 80

RCA < 79 and NYS

Science Level 1 or 2

Physics ®

Chemistry

Forensics

Reg and RCA > 80

Reg and

RCA > 80

* TR = Teacher Recommendation.


SCIENCE DEPARTMENT COURSES

COURSE COURSE NUMBER

Regular ESL Integrated Non-Integrated

Science 7 4101X0 4101L0 4101I0 4101N0

Science 8 4201X0 4201L0 4201I0 4201N0

Human Anatomy and Physiology 4601X0 4601L0 4601I0 4601N0

Living Environment ® 4301X0 4301L0 4301I0 4301N0

Earth Science ® 4302X0 4302L0 4302I0 4302N0

Chemistry ® 4303X0 4303L0 4303I0 4303N0

Chemistry 4603X0 4603L0 4603I0 4603N0

Physics ® 4304X0 4304L0 4304I0 4304N0

*Ecology 4305X0 4305L0 4305I0 4305N0

Forensics 4602X0 4602L0 4602I0 4602N0

Advanced Placement Biology 4901X0

Advanced Placement Chemistry 4902X0

Advanced Placement Environmental Science 4903X0

Human Anatomy and Physiology (Mandela) 4601X1 4601X2

Living Environment ® (Mandela) 4301X1 4301X2

Earth Science ® (Mandela) 4302X1 4302X2

Chemistry ® (Mandela) 4303X1 4303X2

Chemistry (Mandela) 4603X1 4603X2

Physics ® (Mandela) 4304X1 4304X2

*Ecology (Mandela) 4305X1 4305X2

Forensics (Mandela) 4602X1 4602X2

*Ecology - Offered only to seniors.



Science 7 Science 7 introduces students to basic skills and

concerns in Life, Earth, and Physical Science. The

main areas of study in Life Science are: The cell,

the plant kingdom, the animal kingdom, the

human body, simple living things, and ecology.

The areas of study for Earth Science are: The

interaction of the atmosphere, hydrosphere and

lithosphere, as well as volcano and earthquake

patterns, rock cycle, and weather and climate

changes. Physical Science is a study of matter and

its physical and chemical properties. Additional

topics include: motion, work, heat, waves, sound,

light, electricity, and magnetism, as well as the

chemistry of matter.

Science 6

Science 8 Science 8 introduces students to basic skills and

concerns in Life, Earth, and Physical Science.

Earth Science topics of seasonal changes,

interactions of air, water, and land, as well as the

interaction of the atmosphere, hydrosphere, and

lithosphere will be covered. Physical Science is a

study of matter and its physical and chemical

properties. Physical Science topics include:

motion, work, heat, waves, sound, light,

electricity, and magnetism, as well as the

chemistry of matter.

Science 7

Human

Anatomy

and

Physiology

1 credit

Human Anatomy and Physiology introduces

focus investigations will take students to the core

concepts of living environment - Ecology and the

Environment, Cells and Heredity, The Diversity of

Life and Human Body Systems. Science

instruction through active learning, allowing

students to read, write, draw, graph and self-assess

all in one place.

Grade 9 candidates must have a


(< 80) in Science 8 and


NYS Intermediate Science

Assessment and


NYS Grade 8 ELA Assessment.

Living

Environment

®

1 credit

The Living Environment ® course is a survey of

life processes, tools of a scientist, biochemistry of

living things and a study of the major organ

systems of animals. Students will also study life

functions of plants, reproduction in plants and

animals, genetics, ecology and evolution.

Grade 8 candidates for this course

must have


Science 7 and


NYS ELA Assessment

Grade 9 candidates for this course

must have


Science 8 and


NYS ELA Assessment



Earth

Science ®

1 credit

The Earth Science ® is an integrated study of the

Earth's history, composition and structure, its

atmosphere and oceans, its environment in space.

The lab-oriented course revolves around

approximately 65 laboratory and problem solving

activities dealing with the processes of change in the

Earth's surface, motion and measurement of the

Earth, energy of the Earth systems, meteorology, the

rock cycle, and the geologic time line.


Living Environment ® course and

Regents assessment.

Chemistry

1 credit

Chemistry ® course is designed to provide a

modern view of Chemistry suitable for students with

a wide range of skills and abilities. The topics

provide the unifying principles of Chemistry with a

basic understanding of our chemical environment.

Among the topics covered are - Matter & Energy,

Atomic Structure, Bonding, Periodic Table,

Stoichiometry, Kinetics & Equilibrium, Acids &

Bases, Redox & Electrochemistry and Organic &

Nuclear Chemistry.


have

successfully completed (65-

100) of Living Environment ®

course

report card average less than

80 (< 80) in Earth Science ®.

Chemistry ®

1 credit

Chemistry ® course is designed to provide a

modern view of Chemistry suitable for students with

a wide range of skills and abilities. The topics

provide the unifying principles of Chemistry with a

basic understanding of our chemical environment.

Among the topics covered are - Matter & Energy,

Atomic Structure, Bonding, Periodic Table,

Stoichiometry, Kinetics & Equilibrium, Acids &

Bases, Redox & Electrochemistry and Organic &

Nuclear Chemistry.


have


100) of Living Environment ®

course


100) of Integrated Algebra ®

course

report card average more than

79 (>79) in Earth Science ®

course.

Physics ®

1 credit

Physics ® course provides the unifying principles of

physics with a basic understanding of the physical

environment. Among the topics covered are

Kinematics, Gravitation, Momentum and

Conservation, Energy, Light, and Electricity are

included with extended area of study in Motion in a

Plane, Internal Energy, Geometric Optics and

Nuclear Energy.


Living Environment ®, Earth

Science ®, Chemistry® and

Integrated Algebra ® courses.

Ecology

1 credit

Ecology is a course that enables students to develop

an understanding of the natural environment and the

environmental problems the world faces. Students

will investigate the following: Fundamental

Ecological Principles, Human Population Dynamics,

Natural Resources, Energy Sources and Their Use,

Human Interaction with the Environment and

Personal and Civic Responsibility. Ecology is

offered only to seniors.

Seniors who need one (1)

credit of science to graduate.

Successfully completed (65-

100) Living Environment ®

course and Regents

assessment.

Successfully completed (65-

100) Earth Science ® course.


SCIENCE ELECTIVES


Advanced

Placement

Biology

1 credit

Advanced Placement Biology course is an in-

depth study for all major areas of Biology with an

emphasis on molecular mechanics, geared to the

preparation of the student for the Advanced

Placement exam. Fundamental concepts

applicable to both plants and animals are selected.

Cell biology, molecular biology, protein synthesis,

gene splicing, electrophoresis, and

spectrophotometry are some of the topics which

will be covered.

Candidates for this course must have

a


Living Environment ® course


Chemistry ® course


Integrated Algebra ® course

teacher recommendation

Advanced

Placement

Chemistry

1 credit

Advanced Placement Chemistry is designed to

be the equivalent of the general chemistry course

usually taken during the first college year. This is

an academic, quantitative chemistry course.

Chemistry is the study of atoms and molecules

and how they interact according to physical laws.

Such study is applicable to your everyday life and

this will be demonstrated this repeatedly

throughout the year. Topics of study include

structure of matter, states of matter, reactions,

descriptive chemistry, and chemical calculations.


have a


in Chemistry ® course

score of 80-100 on the

Chemistry Regents assessment teacher recommendation

Forensics

1 credit

Forensics is a investigative science and

technology course. Students will learn how to

observe, collect, analyze and evaluate evidence

found at crime scenes. Some of the many topics

covered are fingerprint analysis, hair and fiber

comparison, serology and crime scene analysis.


Living Environment ®, Earth

Science ®, Chemistry® and

Integrated Algebra ® courses.


SOCIAL STUDIES

Global History 1

11th

Grade

7th

Grade

US History 8

Global History 2 ®

US History and

Government ®

Participation in

Government (Semester 1 or 2)

8th

Grade

9th

Grade

10th

Grade

US History 7

12th

Grade

Economics (Semester 1 or 2)

US History and

Government ®

AP

Economics

AP World

History 2 ®

AP World

History 1

AP US History ®

Legal

Issues (Semester 1 or 2)

RCA & Reg > 80, NYS Reading Level 3

or 4 and Teacher Recommendation

AP US

Government

and Politics

RCA > 80 and Teacher Recommendation

Intro. To Sociology

(Semester 1 or 2)

Intro. To Psychology

(Semester 1 or 2)

Electives

Reg & RCA > 80 and TR Reg & RCA > 80 and Teacher Recommendation

African American Studies

(Semester 1 or 2)

Report Card Average (RCA) > 80 and/or NYS

ELA Level 3 or 4 and/or Teacher/Parent

recommendation


SOCIAL STUDIES DEPARTMENT COURSES

CLASS

COURSE NUMBER

Regular ESL Integrated

Non-

Integrated

U.S. History 7 3101XO 3101LO 3101IO 3101NO

U.S. History 8 3202XO 3202LO 3202IO 3202NO

US History and Government ® 3303XO 3303LO 3303IO 3303NO

Global History 1 3404XO 3404LO 3404IO 3404NO

Global History 2 ® 3505XO 3505LO 3505IO 3505NO

Participation in Government 3606X1 3606X2

Economics 3607X1 3607X2

Legal Issues 3609X1 3609X2

Introduction to Sociology 3801X2

Introduction to Psychology 3800X1

African American Studies 3703X0

AP World History 1 3901XO 3901LO 3901IO 3901NO

AP World History 2 ® 3902XO 3902LO 3902IO 3902NO

AP US History 3903XO 3903LO 3903IO 3903NO

AP Economics 3904XO 3904LO 3904IO 3904NO

AP US Government and Politics 3905XO 3905LO 3905IO 3905NO

US History and Government ®

(Mandela)

3303X1 3303X2

Global History 1 (Mandela) 3404X1

Global History 2 ® (Mandela) 3505X2

Participation in Government (Mandela) 3606X1 3606X2

Economics (Mandela) 3607X1 3607X2



U.S. History 7 Through the use of primary and secondary sources, students will

study the early Native American cultures, exploration and

colonization of the New World, the American Revolution, the

birth of a new nation, early expansion and conflict, and the Civil

War. Students will also examine the Constitution of the United

States and the role of state and local government.

Social Studies 6

U.S. History 8 Students in grade eight continue the study of our nation’s

history with a review of the Civil War and Reconstruction and

with an emphasis on the causes and consequences of the Civil

War. They make connections between the rise of industrializa-

tion and urbanization and contemporary social and economic

conditions. Students will investigate social, economic, and

political problems and opportunities the U.S. faced in the late

20th century and will face in the 21

st century. They will

recognize the change in the ethnic composition of American

society; the movement toward equal rights for racial minorities

and women; and the role of the United States as a major world

power

Successful completion

(65-100) of the US

History 7.

US History

and

Government

®

1 credit

U.S. History and Government, a full-year required core course

in the history of America and its people, and in the development

of its democratic institutions.

Grade 8 candidates for this

course must have

report card average of

85-100 in US History

7

achieve a level 3 or 4

on the NYS Grade 7

ELA Assessment

Global

History 1

1 credit

This course is a study of the nations and regions of the world

and focuses on the State Education Department's recommended

content understandings, concepts and themes and skills. It will

examine prehistory, Ancient Civilizations, Classical

Civilizations, and European History from Greece to the age of

exploration.

None

Global

History 2 ®

1 credit

The second year of Global History is designed to continue to

focus students on the five social studies standards, common

themes that recur across time and place, and four historical eras.


(65-100) of Global

History I.

Participation

in

Government

0.5 credit

This required course is designed to encourage the development

of civic-minded individuals capable of effectively fulfilling

their responsibilities as citizens functioning in a democracy.

US History and

Government; Students

must pass the US

History Regents exam

Economics

0.5 credit

This required course will expose students to the following:

economic systems, micro economics, macro economics, and the

world economy.


(65-100) of the U.S.

History & Government

® course.


SOCIAL STUDIES ELECTIVES


AP World

History 1

1 credit

AP World History 1 presents an approach that allows students

to "do history" by guiding them through the steps a historian

would take in analyzing historical events and evidence

worldwide over a millennium.

Candidates for this course

must have



and Government ®


(65-100) on US

History and

Government ®

achieve a level 3 or 4

on the NYS Grade 8

ELA Assessment

AP World

History 2

1 credit

AP World History 2 continues the scholarly approach that

allows students to "do history" by guiding them through the

steps a historian would take in analyzing historical events and

evidence worldwide over a millennium.

Candidates for this

course must have

successful completion

(65-100) in AP World

History 1

AP US

History

1 credit

Advanced Placement US History is a college-level elective

course offering students the opportunity to examine an in-depth

examination of the personalities, trends, interpretations, and

controversial issues which have affected, and continue to affect,

the United States during the 21st century

Candidates for this

course must have report

card average of 85-100

in AP World History 2

AP Economics

1 credit

“Advanced Placement Economics” is a college-level course

offering students the opportunity to participate in an in-depth

examination of macro and micro economic theories.

Candidates for this

course must have report

card average of 85-100

in all Social Studies

core courses

AP US

Government

and Politics

1 credit

“Advanced Placement United States Government and Politics”

is a college-level elective course offering students the

opportunity to examine an in-depth examination of the

Constitution, public policies, interpretations, and controversial

issues and case studied which have affected, and continue to

affect, the United States during the 21st century.

Candidates for this course

must have



and Government ®


(65-100) on US

History and

Government Regents


(65-100) on English

Regents


TECHNOLOGY

Computer Technology Flowchart

CTE

Integrated Office

Applications

11th

Grade

7th

Grade

Technology 8

CTE

Courses

8th

Grade

9th

Grade

10th

Grade

CTE

Courses

Technology 7

12th

Grade

CTE

Courses

CTE

Courses


TECHNOLOGY DEPARTMENT COURSES


TECHNOLOGY

7

This class will stress students working together

cooperatively, using information, resources, internet and

computers to organize data and produce information.

Keyboarding and Inspiration Visual Organizer software will

be introduced as well. Semester 1 for Fall Semester.

None

TECHNOLOGY

8

This class will explore Microsoft Office Programs like

Word, Excel, and Power Point to identify students with

technology jargon PC operations, desktop applications like

documents, spreadsheets and presentations.

None

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