richardson isd...academic success. this guidebook includes specific descriptions of graduation...
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Richardson ISDProgram of Studies2017-2018
2/2/2017
TableofContentsTable of Contents 1
INTRODUCTION 4
RISD GRADUATION PROGRAM OVERVIEW 5 FOUNDATION HIGH SCHOOL PROGRAM 6 ENDORSEMENTS 7 DISTINGUISHED LEVEL OF ACHIEVEMENT REQUIREMENTS 11 PERFORMANCE ACKNOWLEDGEMENT 11
SECONDARY DISTRICT PROGRAMS AND RELATED INFORMATION 13 ACADEMIC ACHIEVEMENT RECORD (AAR) 13 ADVANCEMENT VIA INDIVIDUAL DETERMINATION (AVID) 14 ALTERNATIVE CREDIT GUIDELINES 14 AWARDS AND HONORS GENERAL ELIGIBILITY GUIDELINES 20 CAREER PATHWAY ARTICULATION PROGRAM 23 COLLEGE AND CAREER READY PROGRAMS 24 COLLEGE VISITATION GUIDELINES 27 COMPENSATORY EDUCATION 28 COMPREHENSIVE GUIDANCE PROGRAM 28 DROP AND ADD COURSES 29 DRUG/VIOLENCE PREVENTION 29 DUKE TALENT IDENTIFICATION PROGRAM 30 EQUAL OPPORTUNITY AND NONDISCRIMINATION 30 FORMAL GPA/RANK IN CLASS 31 GRADING AND HOMEWORK GUIDELINES 33 GRADING AND REPORTING PROCEDURES 37 GRADING PROCEDURES: SCHOLASTIC PENALTIES/MAKE‐UP WORK/ ATTENDANCE 40 LIBRARY MEDIA EDUCATION 41 LIMITED ENGLISH PROFICIENCY (LEP) 41 MAGNET SCHOOL PROGRAMS 42 NATIONAL MERIT SCHOLARSHIP® PROGRAM 48 OPT‐OUT PROVISION 49 PROCEDURES FOR STUDENT APPEALS 49 PROMOTION AND RETENTION GUIDELINES 50 RESEARCH PAPER GUIDELINES 53 RICHARDSON BERKNER STEM ACADEMY 53 SERVICE LEARNING AWARD 55 SEVEN PERIOD DAY 56 SPECIAL EDUCATION 56 SUMMER PROGRAMS 57 TESTING INFORMATION 57 TEXTBOOKS 59 TRANSFER PROCEDURE 59 KEY TO ICONS 60
DESCRIPTION OF JUNIOR HIGH COURSE OFFERINGS 61 ENGLISH LANGUAGE ARTS 61 ENGLISH COURSES 61
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ENGLISH AS A SECOND LANGUAGE (ESL) COURSES 62 READING COURSES 63 SPEECH COURSES 64 MATHEMATICS 65 SCIENCE 66 SOCIAL STUDIES 68 LANGUAGES OTHER THAN ENGLISH (LOTE) 70 FINE ARTS 72 ART COURSES 72 MUSIC COURSES 73 THEATRE ARTS COURSES 76 PHYSICAL EDUCATION 77 PHYSICAL EDUCATION COURSES 77 HEALTH EDUCATION COURSES 78 CAREER AND TECHNICAL EDUCATION 78 OTHER ELECTIVES 82 ADVANCEMENT VIA INDIVIDUAL DETERMINATION (AVID) COURSES 82 GIFTED AND TALENTED (GT) COURSES 83 SPECIAL EDUCATION 83 KEY TO ICONS 85
DESCRIPTION OF HIGH SCHOOL COURSE OFFERINGS 86 ENGLISH LANGUAGE ARTS 86 ENGLISH COURSES 86 ESL COURSES 91 READING COURSES 93 SPEECH COURSES 94 JOURNALISM COURSES 95 MATHEMATICS 97 MATHEMATICS COURSES 97 SCIENCE 103 SCIENCE COURSES 104 SOCIAL STUDIES 111 SOCIAL STUDIES COURSES 111 LANGUAGES OTHER THAN ENGLISH (LOTE) 117 LOTE COURSES 118 FINE ARTS 121 ART COURSES 121 DANCE COURSES 129 MUSIC COURSES 131 THEATRE ARTS COURSES 141 PHYSICAL EDUCATION 144 HEALTH COURSES 144 PE COURSES 144 CAREER AND TECHNICAL EDUCATION 153 E‐1 Agriculture Food and Natural Resources Courses 153 E‐2 Architecture and Construction Courses 157 E‐3 Arts, AV Technology, and Communications Courses 160 E‐4 Business, Management, and Administration Courses 164 E‐5 Education and Training Courses 167 E‐6 Finance Courses 169
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E‐7 Government and Public Administration Courses 171 E‐9 Hospitality and Tourism Courses 175 E‐10 Human Services Courses 178 E‐11 Information Technology Courses 181 E‐12 Law, Public Safety, Corrections, and Security Courses 184 E‐13 Manufacturing Courses 186 E‐14 Marketing Courses 188 E‐15 Science Technology, Engineering, and Mathematics Courses 190 E‐16 Transportation, Distribution and Logistics Courses 196 OTHER CTE COURSES 199 TECHNOLOGY APPLICATIONS COURSES 199 OTHER ELECTIVES 202 SPECIAL EDUCATION 206 NON‐CREDIT COURSES GRADES 9‐12 208
APPENDIX 209 APPENDIX A: TEA/UIL Criteria For Eligibility to Participate in Extra‐Curricular Activities 210 APPENDIX B: NCAA Eligibility and NCAA Eligibility Center 217 APPENDIX C: Factors in the College Admission Decision 228 APPENDIX D: Pre‐AP/AP (Advanced Placement) Courses & Exams and Dual Credit 229 APPENDIX E: ESL PROGRAM 234 APPENDIX F: Graduation Planning Information 238 INDEX 243
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INTRODUCTION The RISD Secondary Program of Studies is an annual publication distributed through the Department of Guidance and Counseling to support RISD students during their secondary academic career, in keeping with each of the District’s vision and goals;
Vision
RISD – Where all students learn, grow, and succeed.
Mission
To serve and prepare all students for their global future
Values
Integrity * Inspiration * Inclusiveness * Innovation
RISD Focus Students are the primary focus of RISD.
And Staff is the primary focus of administration.
2020 Vision Goals
Students are highly engaged in their educational life.
Profound curriculum is the foundation for learning.
RISD has high performing, student‐focused teachers.
RISD ensures excellence in operations.
The Program of Studies provides to all students and parents important information that is critical to students’ academic success. This guidebook includes specific descriptions of graduation requirements, instructional programs, course information, grading guidelines, and other academically related district policies and guidelines. Although a primary tool for student pre‐registration, we strongly encourage you to refer to the Program of Studies throughout the school year as a resource for answers to other questions you may have concerning instructional issues. RISD maintains a strict policy of nondiscrimination and equal opportunity in all programs. Please see your guidance counselor, teacher(s), and/or principal(s) concerning additional questions or explanation of information.
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RISDGRADUATIONPROGRAMOVERVIEWFOR STUDENTS ENTERING 9th GRADE (for the first time) IN 2014‐2015 AND THEREAFTER
TEXAS GRADUATES MUST COMPLETE THE FOUNDATION HIGH SCHOOL PROGRAM
The District expects that all RISD students will fulfill the requirements of the RISD Foundation High School Program, earn at least one Endorsement, and enroll in the courses necessary to earn a Distinguished Level of Achievement. A student may graduate under the Foundation High School Program without earning an endorsement if after the student’s sophomore year:
The student and the student’s parent or person standing in parental relation to the student are advised by a school counselor of the specific benefits of graduating from high school with one or more endorsements; and
The student’s parent or person standing in parental relation to the student files with a school counselor written permission, on a form adopted by the Texas Education Agency [and available in your school counseling office] allowing the student to graduate under the Foundation High School Program without earning an endorsement. (19 TAC §74.11(b).)
The following is a snapshot of the:
Foundation High School Program
Foundation High School Program with one or more Endorsements
Foundation High School Program with Distinguished Level of Achievement
Performance Acknowledgements
Note: High School Advancement in Classification – Grades 9‐12 Mastery of at least 70 percent of the objectives on state‐approved courses is required. Grade‐level advancement for students in grades 9‐12 must be earned by course credits as follows:
Beginning Grade 10: Six (6.0) accumulated credits
Beginning Grade 11: Twelve (12.0) accumulated credits
Beginning Grade 12: Eighteen (18.0) accumulated credits See the following pages for graduation credit requirements.
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FOUNDATIONHIGHSCHOOLPROGRAMFOR STUDENTS ENTERING 9th GRADE (for the first time) IN 2014‐2015 AND THEREAFTER
FOUNDATION HIGH SCHOOL PROGRAM – 22 credits (without Endorsement)
Subject Credits Needed
English
English 1, 2, and 3
Advanced English Course
4
Mathematics
Algebra 1
Geometry
Algebra 2 (opt out provision)
3
Science
Biology
Chemistry (opt out provision)
Physics (opt out provision)
3
Social Studies
World Geography/AP Human Geography
World History (opt out provision)
US History
US Government (1/2 credit)
Economics (1/2 credit)
4
Physical Education 1
Fine Arts 1
Languages Other Than English
Two credits in the same language OR
Two credits from Computer Science 1, 2, and 3 (NOT AP Comp. Sci.)
2
Technology * 1/2
Health ** 1/2
Electives 3
*The one‐half Technology credit required for the RISD Foundation High School Program must be from Touch Systems Data Entry; Principles of Business, Marketing and Finance; or Principles of Information Technology. **The one‐half Health credit must be from Health Education 1, Principles of Health Science, or Health Science. Opt out Provision allows for flexibility in a student’s course sequence to meet individual needs where appropriate. Students who desire to opt out of certain course requirements should carefully review the implications of the action with their counselor. Course changes could alter the graduation program designation under which the student may be eligible to graduate and could affect eligibility for admission to the student’s chosen institution of higher learning. Students who wish to request to opt out of a course and enroll in an alternate course should submit the “Student/Parent Request to Opt out of Course” form to the student’s counselor. The campus Opt‐out Committee will consider the request and the student’s Personal Graduation Plan (PGP) will be updated accordingly. See Appendix F for Opt out Request
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ENDORSEMENTSFOR STUDENTS ENTERING 9th GRADE (for the first time) IN 2014‐2015 AND THEREAFTER
*The one‐half Technology credit required for the RISD Foundation High School Program must be from Touch Systems Data Entry; Principles of Business, Marketing and Finance; or Principles of Information Technology. **The one‐half Health credit must be from Health Education 1, Principles of Health Science, or Health Science.
Opt out Provision allows for flexibility in a student’s course sequence to meet individual needs where appropriate. Students who desire to opt out of certain course requirements should carefully review the implications of the action with their counselor. Course changes could alter the graduation program designation under which the student may be eligible to graduate and could affect eligibility for admission to the student’s chosen institution of higher learning. Students who wish to request to opt out of a course and enroll in an alternate course should submit the “Student/Parent Request to Opt out of Course” form to the student’s counselor. The campus Opt‐out Committee will consider the request and the student’s Personal Graduation Plan (PGP) will be updated accordingly.
See Appendix F for Opt out Request
FOUNDATION HIGH SCHOOL PROGRAM (with Endorsement)
Subject Credits Needed
English
English 1, 2, and 3
Advanced English Course
4
Mathematics
Algebra 1
Geometry
Algebra 2 (opt out provision) (required for STEM Endorsement)
Additional Math
4
Science
Biology
Chemistry (opt out provision) (required for STEM Endorsement)
Physics (opt out provision) (required for STEM Endorsement)
Additional lab‐based Science
4
Social Studies
World Geography/AP Human Geography
World History (opt out provision)
US History
US Government (1/2 credit)
Economics (1/2 credit)
4
Physical Education 1
Fine Arts 1
Languages Other Than English
Two credits in the same language OR
Two credits from Computer Science 1, 2, and 3 (NOT AP Comp. Sci.)
2
Technology * 1/2
Health ** 1/2
Electives 5
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Endorsements
Arts and Humanities
RISD offers four pathways to earn an Arts and Humanities Endorsement. A student need only meet the requirements in ONE of the following four pathways: 1. Social Studies five Social Studies credits
2. Languages Other Than English (LOTE) (not Computer Science I, II, or III) four levels in the same language in a LOTE OR two levels of the same language in a LOTE and two levels of a different language in a LOTE
3. Fine Arts select four credits from one or two of the following disciplines:
Art
Dance
Music
Theatre
4. English electives (four credits from below) English 4 (Regular or AP) Humanities Creative/Imaginative Writing Research and Technical Writing Independent Study in English
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Business and Industry
RISD offers three pathways to earn a Business and Industry Endorsement. A student need only meet the requirements in ONE of the following three pathways: 1. Academic Sequence four credits of English electives to include three levels in one of the following areas, and one other English elective credit:
Advanced Journalism Newspaper Production
Advanced Journalism Yearbook Production
Debate
2. Career and Technical Education (CTE) Sequence four credits in CTE electives from the clusters listed below:
o At least two from the same cluster
o One advanced level CTE course
Agriculture, Food, and Natural Resources
Architecture and Construction
Arts, A/V Technology, and Communications
Business Management and Administration
Finance
Hospitality and Tourism
Information Technology
Manufacturing
Marketing
Transportation, Distribution, and Logistics 3. Combination of Academic, CTE, and Technology Applications credits four credits from options 1 and 2 above (can also include credit from Web Design)
Public Services
RISD offers two pathways to earn a Public Services Endorsement. A student need only meet the requirements in ONE of the following two pathways: 1. Academic Sequence four courses in JROTC (Junior Reserve Officer Training Corps)
2. Career and Technical Education (CTE) Sequence four credits in CTE electives from the clusters listed below
o At least two from the same cluster
o One advanced level CTE course
Education and Training
Government and Public Administration
Health Science
Human Services
Law, Public Safety, Corrections, and Security
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STEM
RISD offers five pathways to earn a STEM Endorsement. A student need only meet the requirements in ONE of the following five pathways:
1. Computer Science Sequence four credits in Computer Science from the following:
Computer Science Principles
Computer Science I
Computer Science II
Computer Science III
AP Computer Science
AP Computer Science Principles
Game Programming and Design
Independent Studies in Technology Applications
2. Mathematics Sequence three credits in Mathematics by successfully completing Algebra II and two additional mathematics courses for which
Algebra II is a prerequisite (beyond Algebra 1 and Geometry)
3. Science Sequence four credits in Science by successfully completing Chemistry, Physics and 2 additional science courses (beyond Biology)
4. Career and Technical Education (CTE) Sequence four credits in CTE electives from the STEM CTE cluster
o One advanced level CTE course
5. Combination of Academic and CTE credits in addition to Algebra II, Chemistry, and Physics, a coherent sequence of three additional credits from not more than two
disciplines in numbers 1, 2, 3, and/or 4
Algebra II, chemistry, and physics are also required for the STEM Endorsement
Multidisciplinary
RISD offers three pathways to earn a Multidisciplinary Endorsement. A student need only meet the requirements in ONE of the following three pathways: 1. Foundation subject areas four credits in each of the four foundation subject areas to include English IV and chemistry and/or physics
2. Advanced Placement and/or Dual Credit four credits in AP or Dual Credit courses to include courses selected from any combination of English, mathematics,
science, social studies, economics, LOTE (not Computer Science), or fine arts 3. Academic or CTE Sequence four advanced courses that prepare students to enter the workforce/postsecondary education from within one
endorsement area or among endorsement areas that are not in a coherent sequence
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DISTINGUISHEDLEVELOFACHIEVEMENTREQUIREMENTSFOR STUDENTS ENTERING 9th GRADE (for the first time) IN 2014‐2015 AND THEREAFTER
FOUNDATION HIGH SCHOOL PROGRAM with DISTINGUISHED LEVEL OF ACHIEVEMENT – 26 CREDITS
A student may earn a distinguished level of achievement by successfully completing the Foundation Graduation Plan and each of the following:
Four credits in mathematics, which must include Algebra II
Four credits in science
The curriculum requirements for at least one endorsement
PERFORMANCEACKNOWLEDGEMENTFOR STUDENTS ENTERING 9th GRADE (for the first time) IN 2014‐2015 AND THEREAFTER
A student may earn a performance acknowledgement:
For outstanding performance o In a Dual Credit course
Complete at least 12 hours of college academic courses (Dual Credit and advanced technical credit courses) with a grade of 3.0 or higher on a 4.0 scale OR
Complete an associate degree while in high school o In Bilingualism and Biliteracy (see full explanation in Appendix F) o On an Advanced Placement test
Earn a score of 3 or above on a College Board advanced placement examination o On the PSAT, the ACT‐Plan, the SAT, or ACT
Earn a score on the PSAT that qualifies the student for recognition as a commended scholar or higher on the PSAT/National Merit Scholarship Qualifying Test
Achieve the college readiness benchmark score on at least two of the four subject tests on the ACT‐Plan
Earn a score of at least 1250 on the combined critical reading and mathematics portion of the SAT
Earn a composite score of 28 on the ACT (excluding the writing subscore)
For earning a nationally or internationally recognized business or industry certification or license. o Cosmetology Operator License – 17 years of age, high school diploma, successful completion
of state licensing exam after successful completion of the following courses: Principles of Human Services Cosmetology 1 Cosmetology 2
o Microsoft Office Specialist certification (MOS Word 2010, MOS Excel 2010 or MOS PowerPoint 2010) upon successful completion of standard test following successful completion of the following courses:
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Touch Systems Data Entry Business Information Management 1 Business Information Management 2
o Educational Aide 1 – 18 years of age, high school diploma and employed by a school district upon successful completion of the following courses: Principles of Education and Training Instructional Practices in Education and Training (Teaching Internship 1) Practicum in Education and Training (Teaching Internship 2) – not necessary for
certification o Autodesk – AutoCAD software certification upon successful completion of standard test after
successful completion of the following courses: Architectural Design Advanced Architectural Design
OR Engineering Design and Presentation Advanced Engineering Design and Presentation
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SECONDARYDISTRICTPROGRAMSANDRELATEDINFORMATION
ACADEMICACHIEVEMENTRECORD(AAR) Official Copies of the Academic Achievement Record – Universities or other entities that request official copies of the AAR directly from the RISD are responsible for obtaining authority from students for release of such records. Students may also request direct transmittal of official copies to colleges or to prospective employers. An official AAR provided by the District may be differentiated from the copy given to the student or family. The words “Official Copy” imply that the AAR is transmitted directly from the school to the authorized requesting institution without the possibility of alteration. A transcript copy should be marked or stamped “Official Copy” only at the time of its authorized release to another institution or student–approved recipient, excluding parents. This stamp or manual entry is never put on the original file document and is not placed on the copy provided to the student or family. The principal or his/her designee may also print or type his or her name and title and date the AAR. An embossed school seal may also be used on official copies of the AAR along with the “Official Copy” entry. RISD must ensure that copies of transcripts are made available to schools to which students transfer. The transfer of the AAR may not be withheld for any reason. The transcript must be forwarded to the receiving district within 30 days of a student’s enrollment in that district. The transcript is important for a student’s appropriate placement and continued education as well as for various reports and entries on the assessment forms. The right of access to the transcript is protected by law (TEC §25.002). Campus or District Academic Achievement Report Requests Procedure – Students may request copies of their AAR (transcripts) through the campus guidance office or the RISD Records Management office. A request form must be completed and signed by the student and parent (if the student is not 18 years of age or older), designating permission to send grades, college admissions, and other test scores, etc. A fee is normally assessed for this record. In order for the hard copy AAR to be “official” (required by educational institutions, scholarships, and other agencies), it must be signed and dated by a school official and the school seal must be affixed. (See “Official Copy” stipulations listed above.) Parental approval of secured electronic delivery may be obtained for the use of completing the college application process including financial and extracurricular requirements. Diploma – It is the Academic Achievement Record (AAR), not the diploma, that is used to differentiate individual accomplishments, achievements, and graduation program completion [19 TAC §74.11(b) – as amended by House Bill 181 (2015)]. A standard, undifferentiated high school diploma is awarded to all RISD students who have completed the District’s Foundation High School Program and have met state assessment requirements. Special Education and Graduation Program Completion – Students with disabilities are required to meet the RISD Foundation High School Program and earn the specified credits for this graduation program.
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An ARD committee ensures the course content meets graduation credit requirements for each student with a disability as documented in the student’s Individual Education Program (IEP). GED and Graduation Program Completion – Diplomas are not awarded to students who pass the General Educational Development (GED) exams unless they complete the requirements of the RISD Foundation High School Program and pass the requisite STAAR/EOC assessments.
ADVANCEMENTVIAINDIVIDUALDETERMINATION(AVID) The central goal of AVID courses is to prepare students in grades 7‐12 for success in postsecondary education. The content of AVID includes activities for skill development in areas specifically aligned with and designed to promote success in rigorous courses and in the foundation content areas. Students who wish to participate in AVID must complete an application and be accepted. Contact Person: Campus AVID Coordinator
ALTERNATIVECREDITGUIDELINES
Correspondence Courses and Distance Learning
The District allows enrolled students to earn a maximum of 1.0 unit of credit per semester in grades 9‐12 by taking correspondence and distance learning courses from another approved educational institution. All upcoming 9th‐12th grade students are eligible to take correspondence and distance learning courses and earn credit toward graduation. State credit is granted only under the following conditions:
1. The institution offering the course is the University of Texas at Austin, Texas Tech University, TxVSN, or other public institutions of higher education approved by the Commissioner of Education.
2. The correspondence and distance learning course includes the state‐required essential knowledge and skills for such a course.
3. The Commissioner of Education has approved the specified course. 4. Correspondence and distance learning course exam may be administered only twice.
Enrollment Process
Prior to enrollment in a correspondence and distance learning course, students must have permission from their parent and principal or counselor for enrollment in the course verifying that course prerequisites have been satisfied. All enrollment materials are available in the counseling office. Students shall not be awarded credit toward graduation if approval was not granted prior to enrollment.
Registration Fees The student is responsible for assessed fees necessary to take these optional courses. The student must arrange for the administration of the correspondence or distance learning course final exam during the school year following campus guidelines.
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Student Responsibilities for Arranging a Correspondence Course Exam High school students will not be excused to miss school to take a Correspondence Course Exam.
A conference with the student’s counselor is required to arrange for a student to take a Correspondence Course Exam.
Students may request to take a Correspondence Course during the summer. However, the student must meet with their counselor prior to the end of the school year to arrange for completion of the course and testing during the summer school session.
The student must complete and mail any required application in a timely manner so that credit and grade will be available for administration on the agreed upon date.
Correspondence and Distance Learning Course Credits Allowed A maximum of 1.0 unit of correspondence and distance learning courses per semester may be earned by enrolled 9th‐12th grade RISD students to meet requirements for graduation. Correspondence courses are rigorous and students may be enrolled in only one correspondence course at a time unless granted by principal approval. It is the student’s responsibility to review and/or request UIL, NCAA, scholarship, or other pertinent information concerning correspondence course guidelines prior to enrollment in a correspondence or distance learning course. Student Records The school principal and/or counselor will certify the results of the correspondence or distance learning course. The grade and credit shall be recorded on the Academic Achievement Record (AAR) for grades 9‐12. The school counselor will retain the student answer sheet as part of the student permanent record. Correspondence and Distance Learning Course Grades A minimum grade of 70 or above is required to earn credit in correspondence courses. Beginning with first time 9th graders in 2015‐16, grades earned in Correspondence, Distance Learning, and TxVSN courses shall be used in computing GPA/Rank. Seniors enrolled in correspondence or distance learning course work to earn credit for graduation must complete the course and submit the grade prior to the graduation ceremony. Extra‐Curricular Activities Correspondence or distance learning courses may be used to gain eligibility for participation in extra‐curricular activities. Test Administration – High School Locations (same process as CBE: Failing Courses)
Credit by Exam
Credit by Exam will be offered to students entering grades 6‐12 who wish to obtain credit for a course in which they have had no prior formal instruction. Credit by Exam will be offered to students by the Richardson ISD (in compliance with state policy). Examinations will be offered in courses approved by the Texas Education Agency at specified times. Dates for administering acceleration examinations will be announced quarterly by the Department of Advanced Academic Studies.
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Tests
The District locally‐constructed exams cover all the TEKS of the course for which credit is desired. These exams, therefore, are quite rigorous.
Fees
The District shall not charge for Credit by Exam. If a parent requests an alternative examination, the District may administer and recognize results of a test purchased by the parent or student from Texas Tech University or the University of Texas at Austin.
Credit Awarded
For a student to receive credit for a course through the Credit by Exam he or she must earn a grade of 80 or above on a district test that includes the TEKS and the local course objective. {See EDHC (LEGAL)}. Credit is awarded for regular rather than Pre‐AP or honors courses. Scores received on one‐semester tests cannot be averaged with other tests or course work. Eligibility
The student must be enrolled in RISD in grades 6‐12.
The student must not have had prior formal instruction in the course for which the examination is requested.
The student may attempt each exam only twice from two different sources in two different testing windows: January‐March, April‐June, July‐September, and October‐December.
Registration Process
The student must file an application requesting an examination for acceleration (available from the school counselor).
Applications for testing must be filed with the counselor by the due date.
The counselor will forward the completed application to the RISD Director of Advanced Academic Studies.
The Director of Advanced Academic Studies will forward the completed application to the curriculum director. The student and/or parent(s) or guardian(s) will be notified of the date, time, and locations for the examinations by the office of Advanced Academic Studies the week prior to the exam.
The school will provide adopted textbooks at the end of the school year (prior to the school district’s administrative mass vacation). It is the responsibility of the parent to request the textbooks. The school may request the parent to purchase the textbooks and return the payment when the books are returned (if textbooks are available).
Student Records
The District Curriculum Directors, the Director of Advanced Academic Studies, and the school principal or counselor will certify the results of the examination.
The grade of 80 or above will be recorded on the student’s permanent record for grades 6‐8 or on the AAR (transcript) for grades 9‐12.
The grade is not included in GPA/Rank.
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If a grade of 80 or above is not earned on the test (for each semester attempted – no averaging of grades for two semester courses allowed), the student’s permanent record or AAR (transcript) will not reflect the grade earned on this examination. An ineligible student who takes and passes a Credit by Exam will not be awarded credit for the course.
Languages Other Than English (LOTE) – Qualifications
Credit by Exam tests are administered to RISD students for specified language courses. These exams are available to students in the 6th‐12th grades for languages in which they have had no prior instruction. Students must earn a grade of 80 or above to receive credit for the course. Students interested in taking one of these exams should contact their counselor. An ineligible student who takes and passes a Credit by Exam will not be awarded credit for the course. Native speakers will typically take the CBE w/prior instruction.
Note: Care should be taken in the timing of these exams. Students may place out of a class a year or two before the next level of a language class is available. Unfortunately, the District is not in the position of changing the sequence of courses offered at various grade levels.
Transportation: Should a student be accelerated in a course offered only at another building, it is the responsibility of the parent/guardian to provide transportation.
Credit‐by‐Exam (CBE): Failing Courses
The District allows enrolled students who have failed courses to earn a maximum of one credit per semester through Credit‐by‐Exam. To be eligible for CBE:
A student must be enrolled in the district
A student must be in grades 7‐12
A student must have received a grade of at least 60 in the failed course. (No “I” for Incomplete grades will be eligible)
Failure must not have been due to excessive unexcused absences (unless approved by Campus Attendance Committee {see Board Policy FDD})
The student may not take the District CBE more than once for the same course grade
CBE cannot be averaged with another semester grade – scores received on one‐semester tests cannot be averaged with other tests or course work
Registration Process and Administration Fees The student must arrange for the administration of the CBE following campus guidelines. The student is responsible for assessed fees as necessary to take these optional exams. CBE Courses Exams and Credits Allowed The District permits eligible students in grades 7‐12 to earn CBE in all state‐approved courses. The designated tests used for CBE are those available through and administered by the University of Texas and Texas Tech University. Grades earned through CBE shall not be used in computing GPA/Rank.
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Student Records The school principal and the counselor will certify the results of the evaluation. The grade and credit shall be recorded on the permanent record for grades 7‐8 and on the Academic Achievement Record (AAR) for grades 9‐12. The school counselor will retain the student answer sheet as part of the student’s permanent record. Passing Score Requirement on Units Earned To receive credit, students must score a grade of 70 or above on the examination. Extra‐Curricular Activities CBE for failing courses may not be used to gain eligibility for participation in extra‐curricular activities. Test Administration – High School Locations All high school tests will be administered by local campus RISD staff at times that are pre‐determined at the campus and must be outside of the school day from August (within the first 5 class days) to April 15 of each school year. Various out‐of‐school test dates will be made available each semester on all RISD high school campuses. Secondary students may register for these test dates. Information concerning these test dates will be communicated each semester through the high school guidance offices. Student Responsibilities for Arranging Administration of Credit‐by‐Exam High school students will not be excused to miss school to take a Credit by Exam (CBE) test.
A conference with the student’s counselor is required to arrange administration of a CBE test at a time/date as determined by that campus.
Students may request a CBE test during the summer. The student must meet with their counselor prior to the end of school to arrange testing at a school summer location.
High School Campus Testing Administrator Responsibilities It is the responsibility of each high school to designate a testing administrator for all after school and/or Saturday test dates. This staff member will:
Coordinate the designation of Credit‐by‐Exam test administration dates and times;
Coordinate communication, location, time, test access, and fee payment process for Credit‐by‐Exam test administration process;
Supervise the students at all times and follow the testing guidelines as stipulated;
Ensure school, room, and energy use availability; and
When taking a paper test, mail the test back promptly to the approved agency at the end of the test administration.
If taking an on‐line test, the staff member is responsible for receiving and entering the test code for each test administration.
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Verification of Credit Exams The District will allow Verification of Credit exams to students who enroll in RISD from a non‐accredited school, home school, or foreign country with no official transcript.
A student must be enrolled in the District.
A student must be in grades 7‐12.
A student must have received prior instruction and must not have failed the course for which the exam is requested.
The student must not have taken the District Verification of Credit exam previously in the course for which credit is sought.
Prerequisite courses or appropriate Verification of Credit exams must be passed prior to administration of subsequent levels of exams (i.e., Algebra I must be passed prior to eligibility for the Algebra II exam).
A student must take English 1 and Algebra 1 Verification of Credit exams to use in determining initial placement in Language Arts and math. Subsequent Verification of Credit exams will be taken whenever possible but no later than the end of the school year from the date of enrollment.
For Languages Other Than English (LOTE) courses, prerequisite courses or appropriate Verification of Credit Exams are not required. For example, a student may take a LOTE Credit‐by‐Examination without having completed a prerequisite course or a previous level. Verification of Credit Exams are provided to students “having prior instruction.” Prior instruction is defined as the student having received some formal instruction in the target language at any point in his/her educational career. For example, if a student wishes to take a Spanish Credit‐by‐Examination, the student would only need to score 70% if the student had prior instruction in an elementary Spanish or bilingual program, the student studied/learned Spanish in another country, the student was enrolled in an after‐school or summer program, etc. It is the fulfillment of the TEKS or LOTE objectives as evidenced by the passing score, rather than the length of time spent in the coursework that determines mastery of the course.
Registration Process The student must arrange for the administration of the Verification of Credit exams following campus guidelines. Student Records
The school principal and/or the counselor will certify the results of the evaluation.
The grade and credit shall be recorded on the permanent record for grades 7‐8 and on the Academic Achievement Record (AAR) for grades 9‐12.
The grade is not included in GPA/Rank.
The course credit shall be identified as “Credit Verification” on the grade label of the AAR (transcript) in order not to be confused with other credit‐by‐exam grades. In those cases in which the passing grade is not earned, the AAR (transcript) will not reflect failure of the examination.
The school counselor will retain the student answer sheet as part of the student permanent record. Passing Score Requirement on Units Earned
To receive credit, student shall score a grade of 70 or above on the examination. Scores received on one‐semester tests cannot be averaged with other tests or coursework. Student/Parent Appeal Process
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Should the student and/or parent appeal the failure (grade less than a 70) of an administered verification exam, the student may arrange for a Credit‐by‐Exam (CBE) through Texas Tech University or the University of Texas at Austin (see counselor for application). The CBE for the appeal process may only be administered one time.
The student will pay all fees for the Credit‐by‐Exam/Verification of Credit.
If the student passes the Credit‐by‐Exam/Verification of Credit with at least a grade of 70, RISD will award .5 unit of credit.
Test Administration – Junior High Locations
The student must follow campus guidelines concerning regularly scheduled times set aside for taking these exams. Verification of Credit exams are normally not administered to students in grades 7 and 8 unless: 1) student claims to have earned credit toward graduation, or 2) credit is reflected on non‐accredited or home school documents. Students in these grade levels should be placed through normal procedure, i.e., age, parent conference, the administration of campus semester exams, or other local measures to assist in grade level determination.
District Created Verification of Credit Exams Available
These exams measure student mastery of the Texas Essential Knowledge and Skills (TEKS) objectives developed by the Texas Education Agency. There is no fee for these District exams. They may be taken one time to validate credit.
English 1, 2, and 3 Algebra 1, 2 Geometry Integrated Physics & Chemistry Biology Chemistry Physics Economics or Free Enterprise U.S. Government World Geography World History U.S. History after 1877 Keyboarding Health Latin 1, 2, and 3 Spanish 1, 2, and 3 German 1, 2, and 3 Japanese 1, 2, and 3 French 1, 2, and 3
Exams for RISD Entry Level Native and Near Native Spanish Students
Because the Texas Essential Knowledge and Skills (TEKS) for Languages Other Than English (LOTE) develop language ability at the most rudimentary proficiency level in all entry level classes, the assumption is that native and near‐native speakers of Spanish have already met requisite benchmarks. Therefore, in order to recognize and honor the language Spanish speakers bring with them, all RISD native and near‐native Spanish students are given the opportunity to take Credit by Exam (CBE) w/Prior Instruction. There are no prerequisites for taking the CBE. The exams are administered at students’ home campuses.
AWARDSANDHONORSGENERALELIGIBILITYGUIDELINES
The RISD Foundation High School Program maintains and enhances the District’s exemplary Pre‐AP/AP and Honors course offerings. Students who distinguish themselves academically during their secondary public
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school education in the Richardson Independent School District shall receive recognition for those achievements.
RISD General Eligibility Guidelines for Graduation Awards and Honors
Students, who complete graduation requirements in fewer than four years shall not, by that fact, lose eligibility for the following awards/honors. However, a student’s grade level class with which he/she is competing for these awards/honors is annually determined only by the total credits earned prior to the beginning of the fall semester of that school year:
o Juniors (11th grade) – 12.0 credits o Seniors (12th grade) – 18.0 credits
Students generally attend four years of this school – 9th, 10th, 11th and 12th grade. A student who plans to graduate in fewer than four years may be moved to a higher‐grade level as a result of course/credit acceleration if the student will be able to meet all graduation requirements by the intended graduation date. GPA will be recalculated according to the quality points received by the new graduating class. The student must meet with his/her counselor to determine eligibility for early graduation. Written documentation requesting the grade level change must be provided by the end of the first nine weeks of the fall semester each year (or as soon as possible) and must be retained in the student’s cumulative folder for graduation awards/honors grade level competition determination.
For Valedictorian, Salutatorian, Top Ten Graduates, and Scholastic Awards eligibility, the students must carry a minimum course load each year in grades 9 through 12. Numerical semester grades must be earned for each of those state‐approved courses.
For Valedictorian, Salutatorian, and Top Ten Graduate honors eligibility, must have been continuously enrolled in RISD in grades 10 through 12.
All Formal GPA/Rank calculations must be computed by the District Calculation Formula to determine the Valedictorian, Salutatorian, Top Ten Graduates, Honor Graduates, and Scholastic Awards.
All courses and corresponding numerical grades earned to determine Formal GPA/Rank in Class must not be modified in content and are identified by the state as regular, Honors, Pre‐AP, AP and/or IB courses in order to qualify for Valedictorian, Salutatorian, Top Ten, and/or Scholastic Awards.
Graduation Awards and Honors
VALEDICTORIAN & SALUTATORIAN – The “Valedictorian” and “Salutatorian” are the senior members
of a graduating class who have attained the two highest overall scholastic grade point averages for grades 9‐11 and the first semester and first 9 weeks of the second semester of grade 12, as determined by courses included in computing Formal GPA/Rank in Class. ELIGIBILITY – To be eligible for Valedictorian and Salutatorian honors, qualified seniors shall: 1) have been continuously enrolled in the District for all of grades 10 through 12; and 2) carry at least a minimum course load each year in grades 9 through 12 (see RISD General Eligibility Guidelines).
“TOP TEN” GRADUATES – Seniors designated as “Top Ten Graduates” are the ten graduating members
with the highest scholastic averages in grades 9‐11 and the first semester and first 9 weeks of the second semester of grade 12, as determined by courses included in computing Formal GPA/Rank in Class.
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ELIGIBILITY – To be eligible for “Top Ten Graduates”, qualified seniors shall; 1) have been in attendance in the District for all of grades 10 through 12; and 2) carry at least a minimum course load each year in grades 9 through 12 (See RISD General Eligibility Guidelines).
HONOR GRADUATES – “Honor Graduates” are those senior members of a graduating class attaining an overall average of 90 or above for grades 9‐11 and the first semester and first 9 weeks of the second semester of grade 12, as determined by courses included in computing Formal GPA. ELIGIBILITY – All seniors who receive a diploma from the District are eligible for this honor (see RISD General Eligibility Guidelines).
SCHOLASTIC AWARDS – These awards are given to the 12 seniors and 8 juniors who have the highest overall scholastic grade point averages for their class and meet the following criteria; 1) seniors must have attained the twelve highest overall scholastic grade point averages for grades 9‐11 and the first semester and first 9 weeks of the second semester of grade 12, as determined by District procedures for calculation of Formal GPA/Rank in Class; and 2) juniors must have attained the eight highest overall scholastic grade point averages for grades 9‐10 and the first semester and first 9 weeks of the second semester of grade 11 as determined by District procedures for calculation of Formal GPA/Rank in Class. (Awards to be determined and provided by individual campus). ELIGIBILITY – To be eligible for this honor, a student shall; 1) have a current year citizenship grade average of 90 or above; 2) have never been suspended from school; and 3) have never missed school without parent authorization (See RISD General Eligibility Guidelines).
TOP 10% ‐ Automatic Admission to State Colleges/Universities [TEC §51.803] In accordance with Texas Education Code (TEC), §51.803, a student is eligible for automatic admission to a college or university as an undergraduate student if the applicant earned a grade point average in the top 10 percent of the student’s high school graduating class (the University of Texas has determined that it will automatically admit all eligible 2017 summer/fall freshman applicants who rank within the top 7% of their high school graduation classes), and the applicant:
1) Successfully completed the requirements for the Distinguished Level of Achievement on the Foundations High School Program; or
2) Satisfied ACT’s College Readiness Benchmarks on the ACT assessment or earned on the SAT assessment a score of at least 1,500 out of 2,400 or the equivalent.
In accordance with Title 19 Texas Administrative Code (TAC), §5.5(e), high school rank for students seeking automatic admission to a general academic teaching institution on the basis of class rank is determined and reported as follows,
1) Class rank shall be based on the end of the 11th grade, middle of the 12th grade, or at high school graduation, whichever is most recent at the application deadline.
2) The top 10 percent of a high school class shall not contain more than 10 percent of the total class size.
3) The student’s rank shall be reported by the applicant’s high school or school district as a specific number out of a specific number total class size.
4) Class rank shall be determined by the school or school district from which the student graduated or is expected to graduate.
(An applicant who does not satisfy the course requirements is considered to have satisfied those requirements if the student completed the portion of the RISD Foundation High School Program that was available to him/her but was unable to complete a portion of the coursework solely because courses were unavailable to the student at the appropriate times in the student’s high school career as a result of circumstances outside the student’s control.)
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To qualify for automatic admission an applicant must: 1) Submit an application before the deadline established by the college or university to which the
student seeks admission; and 2) Provide a high school transcript or diploma that indicates whether the student has satisfied or
is on schedule to satisfy the requirements of the RISD Foundation High School Program (or the portion available to the student/applicant) and has earned or is on schedule to earn a Distinguished Level of Achievement.
Colleges and universities are required to admit an applicant for admission as an undergraduate student if the applicant is the child of a public servant who was killed or sustained a fatal injury in the line of duty and meets the minimum requirements, if any, established by the governing board of the college or university for high school or prior college level grade point average and performance on standardized tests. *Note: Under SB 175, passed by the 81st Legislature, the University of Texas at Austin must automatically admit enough students to fill 75% of available freshman spaces set aside for Texas residents each year. The university determines what rank a student must earn to be eligible for automatic admission each September and makes an announcement to the Texas Education Agency by September 15.
OTHER AWARDS AND GRADUATION HONORS – In the event that an award (TEA certificate or other) is made available using “highest ranking graduates” as eligibility criteria requirements, those students will be identified according to the District’s policy for “Top Ten Graduates”.
CAREERPATHWAYARTICULATIONPROGRAM What is Career Pathway Articulation? Career Pathway Articulation is a program of studies focusing on preparation for a career. The Career Pathway Articulation program, called the “Six Year Plan”, consists of a plan of studies for both high school and for the first two years’ education beyond high school in a community college. RISD and the participating community college(s) have a formal agreement between them that enables students to receive college credit for specified high school courses. Students may earn up to 15 hours of college credit at no cost to the student. A student following a Career Pathway Articulation program receives college credit for the high school courses specified when he or she:
Earns a grade of 80 or better in a Career Pathway Articulation high school course,
Continues in the Six‐Year Career Pathway Articulation program at the cooperating college campus,
Enrolls in at least three hours of college credit on campus, and
Meets the admission requirements of the college. Students have up to 15 months after high school graduation to apply for college credit earned in Career Pathway Articulation programs. Steps to Apply and Qualify for Career Pathway Articulation Credit
1. Talk to your high school counselor and your Career and Technical Education (CTE) teachers about CTE Career Pathway Articulation Courses.
2. Earn a grade of 80.0 or better in all Career Pathway Articulation courses.
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3. Before graduation, complete the necessary college paper work on on‐line applications to assure you have met the requirements in numbers 1 and 2 (above) to receive Career Pathway Articulation college credit.
4. After high school graduation, meet with a community college advisor with your AAR (transcript) and completed Career Pathway Articulation forms – you MUST enroll in at least one course in DCCCD within 12 months of high school graduation in order to redeem your escrowed Career Pathway Articulation college course credit. Note:
RISD can only guarantee college credit for these courses at Dallas County Community Colleges.
It is the student’s responsibility to request credit granting policies at other post‐secondary institutions.
Most Career Pathway Articulation courses are taken in high school as a part of the student’s elective courses program. College tuition costs are waived for these courses. Credit for the course is posted only to the high school (AAR) Academic Achievement Record (transcript) until the student redeems the college credit as stated above. A student is under no legal obligation to complete a Career Pathway Articulation program. Should career interest or direction change during or after high school, the high school credits earned in the Career Pathway Articulation program still count toward high school graduation. Contact Person: Director of Career and Technical Education.
COLLEGEANDCAREERREADYPROGRAMS
AP/Pre‐APPROGRAM RISD strongly believes that Pre‐AP and AP courses provide enhanced academic opportunities for students, assisting them in achieving post‐secondary success. The District recognizes that students may experience initial difficulty in managing the increased course requirements. To allow students sufficient time to become acclimated to the classes and experience what the Pre‐AP and AP curriculum offers, the District expects that any student enrolled in a Pre‐AP or AP class to remain in the course for the entire first six weeks. At the end of the first six weeks, students may request a schedule change to a regular class with approval. The student must change his/her schedule within three days following the conclusion of the first six weeks of the course. The raw six week grade the student earned in the first six weeks will be transferred to the newly scheduled regular class (no quality points added). After the first six weeks, the next opportunity to drop a Pre‐AP or AP course will be at the end of the semester. The student and his or her parent/legal guardian must confer with the teacher and counselor prior to withdrawing from a Pre‐AP or AP class. Advanced Placement Program (AP) Texas is one of 19 states endorsing the College Board Advanced Placement Program. RISD secondary schools offer students the opportunity to participate in College Board AP courses preparing them for AP exams offered in May of each year. The courses are regulated through a College Board Audit, which started in 2006. Once the course is authorized, colleges and universities recognize a score on the culminating AP exam as the equivalent level of work in the corresponding college course. Credit and/or advanced placement is granted by colleges and universities based on exam performance.
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Because RISD encourages each student to take the most rigorous course of study, all schools follow a policy of open enrollment. To encourage participation in these courses, beginning with the first time 9th grade class of 2013‐2014 ten (10) quality points will be added to a passing semester raw grade for use in calculating GPA and class rank. Quality points are also added for use in qualifying and maintaining the status of students for school organizations that require a specific GPA. These points represent what might have been earned in the less‐rigorous academic course. AP courses help students prepare for and succeed in college. Taking AP exams may also save money; students earning a qualifying score on an AP exam may receive college credit for a corresponding college level course. Each college and university establishes the criteria for awarding credit at their institution. Students and parents should check with individual colleges/universities or visit the College Board website at collegeboard.com for information of specific credit awards. Pre‐AP Program In addition to the District’s many exemplary AP (Advanced Placement) course offerings, the College Board Pre‐AP program is designed to equip students with the necessary skills to master future college‐level course work, including AP courses. Incorporating the Texas Essential Knowledge and Skills (TEKS), Pre‐AP courses are designed to meet the state requirements while incorporating higher level thinking activities and deeper questioning and reasoning skills. Pre‐AP courses are offered in language arts, social studies, Languages other than English (LOTE), art, mathematics, and science. All RISD schools follow a policy of open enrollment. To encourage participation in these Pre‐AP classes, five (5) quality points are added to a passing semester raw grade for use in calculating GPA and class rank. Quality points are also added for use in qualifying and maintaining the status of students of school organizations that require a specific GPA. These points represent what might have been earned in the less‐rigorous academic course. Contact Person: Executive Director of College and Career Readiness
DUALCREDIT
The Dual Credit Program offers students an opportunity to earn college credit while still in high school. Upon successful completion of a Dual Credit course, a student will earn “dual credit” – high school and college credit – simultaneously. These courses provide advanced academic instruction beyond, or in greater depth than, the Texas Essential Knowledge and Skills (TEKS) for a corresponding high school course.
The student is responsible for verifying transferability of course credit to the college/university of choice.
In Richardson ISD Dual Credit courses can be taken in a number of ways:
Courses taught at the student’s home campus before or after school
Courses taught at Richland College that can be taken in the summer or during the school year at the Richland campus
Students who are interested in Dual Credit should always contact their counselor to learn of the best opportunity for each person.
Students who are TSI (Texas Success Initiative) Complete, having taken the TSI on campus or at the Richland College campus or have a waiver for college readiness are eligible to enroll in a Dual Credit course.
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Beginning with first time 9th grade in 2015‐16, Dual Credit courses will carry 5 quality points upon successful completion (scores of 70 or higher) and will be calculated in formal rank and GPA.
TUITION AND FEES Dual Credit students may take Dual Credit tuition free; however, some fees may be assessed. Students are responsible for obtaining the college’s textbooks if the course is taught at a location other than the high school campus.
REGISTRATION The student must provide the following when registering at Richland College:
Completed application
Permission letter from the high school counselor
Official high school transcript with STAAR (EOC) scores and any SAT or ACT scores or assessment for TSI requirement
Mandatory registration *See Appendix D for more information.
Contact Person: Executive Director, College and Career Readiness
DUALENROLLMENTUniversity of Texas at Austin – OnRamps
OnRamps works through a dual‐enrollment model. Using a hybrid delivery approach, students meet rigorous university‐level college readiness standards and have the opportunity to earn UT Austin credit from a UT faculty member and high school credit from their local teacher. OnRamps incorporates an organized data and action analytics approach to support students, teachers, and districts in their pursuit of educational excellence. Credit from the University of Texas at Austin is earned through the University Extension (UEX) within the Texas Extended Campus. All OnRamps courses are guaranteed to transfer to any public institution in Texas. OnRamps courses do not require admission to the university but are aligned with courses taught to UT Austin’s residential students. A TSI qualifying score is not necessary for these courses. Students taking OnRamps courses will receive two separate grades, one for the college grade and one for the high school grade. OnRamps students will be eligible for five (5) RISD quality points to be added to their RISD rank/GPA upon successful completion of the course. Process for OnRamps Courses:
1. Students enroll in a yearlong course taught by their high school teacher for high school credit. 2. During the fall semester, OnRamps students must complete a series of required assignments that are
designated by an instructor of records at the University of Texas at Austin and earn a grade of 75% or better on the required assignments to be eligible to be dually enrolled in the university course offered during the spring semester. (Note that for students enrolled in English Courses, this process will be accelerated. They will have to submit assignments at the fall semester midpoint to be eligible for dual enrollment admission.)
3. During the spring semester, OnRamps students must complete a series of additional required assignments that are designated by the university’s instructor of records to determine successful completion of the college course.
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4. The university’s instructor of record will award the appropriate grade based on their performance for the college course. The high school teacher will separately award credit for the grade earned in the high school course, which may differ from that for the college course.
See Appendix D for more information.
Contact Person: Executive Director, College and Career Readiness
CAREERANDTECHNICALEDUCATION All secondary schools offer Career and Technical Education courses that use business/industry level software programs and certifications. Students, counselors, and teachers have access to the www.kudernavigator.com and Naviance career planning websites at the junior and senior high school campuses. Students should plan their education and career programs using personal career aptitudes and goals and information from this career website. Another informative website about careers in the Dallas‐Fort Worth area is www.twc.state.tx.us. RISD’s Career and Technical Education teachers can also provide additional information on priority occupations for the state and the metroplex areas. Career Pathway Articulation programs correlate with high priority occupations and are available at all high school campuses. The program offers students a seamless transition from high school to local community colleges. As many as 15 college credit hours may be earned at no cost to students. Career Prep (Practicum in Business Management and Practicum in Human Services) courses are offered to students who wish to gain employable skills while participating in business or industry environments. Contact Person: Director of Career and Technical Education.
COLLEGEVISITATIONGUIDELINES
RISD Junior and Senior Students – RISD encourages junior and senior students to visit college campuses to help them make decisions about higher education choices. These guidelines were developed through the collaborative efforts of District high school principals, counselors, teachers, parents, and members of the Superintendent’s Student Advisory Council (Super SAC) and are intended to assist high school campuses to consistently manage college visitation:
A maximum of four (4) college visitation days are available to students to be taken between the beginning of their junior year and the end of their senior year, as determined by the student. A student may take no more than 2 days a year (per TEC §25.087 and the Student Attendance Accounting Handbook).
Approved college visitations taken during the senior year will not be counted against senior final exam exemptions.
To obtain approval for designated college visitations (excused absence), a student must: 1) submit a note from parent/guardian prior to planned college visit(s) indicating college location(s) and absence date(s); and 2) upon return submit documentation of visit(s) submitted on college letterhead that must include student’s name and date of visit.
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Students who do not provide the necessary documents for absences for college visits will receive an unexcused absence.
Students are responsible for making up any work missed during the absences. Documentation of absences – A student who is absent from class is counted absent with the code of “excused” or “unexcused”. For the student who has been absent due to a college visit, an excused absence is coded when the student provides the necessary documentation as listed above. If that student does not provide the necessary documentation, an unexcused absence is coded.
COMPENSATORYEDUCATION The goal of RISD’s compensatory programs is to provide intensive, accelerated academic instruction for identified students who need assistance to reach their full potential. RISD has specifically designated two compensatory programs: Grade 7/8 Strategic Reading and the Life Skills Program for Student Parents. These programs are not available at every campus. Students who are eligible for compensatory education may also be served by support programs within the regular program.
COMPREHENSIVEGUIDANCEPROGRAM Students and parents are introduced to services and activities that promote academic achievement and facilitate the transition from school to college or other post‐secondary options through the grades K‐12 guidance and counseling program. RISD encourages students to pursue a course of study that is challenging enough to ensure the student is prepared to access the kinds of options that match his/her aptitudes and abilities. The student learns how to chart a realistic, challenging graduation plan – one that ensures that post‐secondary admission and/or training requirements are met. Students also have ample opportunity to explore the full range of post‐secondary educational and career alternatives and the particular requirements for admission to each. Counselors make available a number of resources that students need during the exploration process, including resources in the College and Career Center in every high school. Opportunities to interface with college admission and financial aid representatives are created and students are guided in the orderly completion of the application procedures of the institutions to which they wish to apply. Students are guided in understanding their career interests and aptitudes to prepare for the world of work. They also learn the role that standardized tests play in the admission process, including test preparation, orientation, or exercises. Finally, information about grants, scholarships, loans, and related forms of financial aid are disseminated to students along with guidance in how to apply for these various forms of assistance. Parents are strongly encouraged to meet with their student’s counselor and discuss appropriate course selection and the requirements of the RISD Foundation High School Program. It is a primary role of counselors, teachers, and administrators to provide guidance to the students and parents in making wise choices. The Secondary Program of Studies is updated annually with specific campus‐related information to assist in educational planning. Contact Person: Director of Guidance and Counseling.
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DROPANDADDCOURSES
Procedures for Schedule Changes
Determining Criteria for Schedule Changes –
Schedule changes are normally made for one or more of the following conditions: 1. A student fails a required course making a schedule adjustment necessary. 2. Change is needed as a result of credit earned in summer school. 3. Change is needed to balance class loads within the master schedule. 4. Change is needed as the result of a student having a schedule which obviously is not educationally
defensible, i.e., not having the course required or not having the courses needed for graduation. 5. Change is needed as a result of a student being elected to or administratively assigned to an activity
within the school. 6. Change is needed to enable a student to graduate in the particular year. 7. Any change which, in the judgment of the principal, is in the best interest of a student.
Adding and Dropping Courses –
1. A student may add or drop a course during the first five (5) class days of each semester if conditions essential for a schedule change are met.
2. Students dropping courses will normally be reassigned for the balance of the semester. 3. A student may drop a Pre‐AP or AP course for a regular course at the end of the first six (6) weeks or at
the end of the semester. 4. A student may drop a regular course up to and including the last day of the first nine (9) weeks of each
semester (or the 45th school day of the semester) if dropping the course, the student will still have the required number of classes (see Full‐Time Attendance Requirements).
5. A student may not drop a one‐semester course after the last day of the ninth (9th) week of each semester (or the 45th school day of the semester).
6. Written parental permission is required for any secondary student to add or drop a course.
Eligibility Requirements Must be Considered –
If a student drops a course with a failing average later than the end of the fourth week of the first grading period, it is considered a failing grade for eligibility purposes except as follows:
Dropping an advanced class, which is exempted for no‐pass, no‐play does not cause loss of eligibility unless full‐time status is affected. RISD policy requires that the student be enrolled in at least 7 state and local credit‐bearing courses for full‐time status unless the opt‐out provision has been granted by the campus administrator. (See Appendix for list of advanced classes).
Contact person: Athletics Director
DRUG/VIOLENCEPREVENTION Student Assistance Programs A priority of the district’s Student Assistance Program is to teach the dangers of drug abuse to students, teachers, administrators, and the community. Audio‐visual materials, books, pamphlets, software, reference guide, and
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special programs are available in grades K‐12. Units on drug education are included in adopted textbooks. Objectives for all grade levels are consistent with the Texas Essential Knowledge and Skills (TEKS) provided by the Texas Education Agency. The Student Assistance Program is available to all students and staff for technical assistance, information, training, and approved materials. Drug/Violence Prevention at the secondary level is integrated into the existing curriculum with the strongest emphasis in seventh grade Science and in the Health Education course. Student Assistance teams function on each secondary campus and focus on drug prevention and intervention. Peer support groups are available for all interested students. Drug/Violence Prevention education curriculum is based on the Texas Essential Knowledge and Skills (TEKS that explore the various aspects of drugs in our society. These aspects include:
Drugs as medicine
The dangerous effects of tobacco, alcohol, and other illegal drugs on physical and mental health
Individual and societal problems created by chemical abuse
Learning responsible refusal skills in the area of drug use and other dangerous situations Student Assistance Team ‐ inter‐disciplinary teams of faculty and staff trained to identify problems in students and to confront the issues in a timely and confidential manner provide drug prevention/intervention information. Support Groups – positive peer support groups are provided for all interested students. Students with special needs are referred to campus‐based or community resource support groups. Student Assistance Counselors/Program Specialists – available to all students, parents, and staff for crisis intervention or technical information, assistance, and training. Contact Person: Director of Student Assistance Programs.
DUKETALENTIDENTIFICATIONPROGRAM The Duke Talent Identification Program (TIP) is sponsored by Duke University with the objective of assisting youths who have excellent mathematical, verbal, or general intellectual ability. This program provides students with information about their ability as well as educational options that may be beneficial to them. Seventh‐grade students with qualifying state assessment scores in math or reading achievement or reasoning scores from assessments used for gifted identification are invited to participate in the fall semester of the 7th‐grade year. Outstanding scores on the SAT or ACT earn a student an invitation to a state or national recognition ceremony and to attend Duke Summer Residential Program. Students are responsible for all the costs involved with this program. Additional information about TIP may be obtained from the junior high counselor’s office or the Advanced Academic Studies office. Contact Person: Director of Advanced Academic Studies
EQUALOPPORTUNITYANDNONDISCRIMINATION The Richardson Independent School District maintains a strict policy of nondiscrimination and equal opportunity in all programs and services. The District complies with all applicable state and federal laws and regulations.
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Students are afforded equal access to regular, vocational, special education programs and activities without regard to race, religion, color, national origin, sex, or disability.
FORMALGPA/RANKINCLASS Formal Grade Point Average (GPA)/Class Rank Procedures – Because a student’s rank is confidential information, requests for rank must be made in person or in writing by the student or parent. Student rank will not be posted. Other RISD staff members receiving rank for awards, competitions, etc. must follow the rules of confidentiality at all times. Under no circumstances will the official group list of grade level GPA/Rank be shared with non‐RISD persons.
GPA is calculated by the District’s computer system including 6 decimal places to the right to determine Rank.
Rank is calculated based on the total number of students in the grade level (class) on the date that the rank is calculated.
GPA and Rank is calculated after each semester for grades 9 through 12. RISD generally calculates Rank two weeks after the end of each semester.
Background of Approved Courses Included in Formal GPA/Class Rank Each year a cumulative grade point average (GPA) and rank in class is determined through District procedures for students in grades 9‐12.
1991‐92 school year – all courses not modified in content and containing specific objectives determined by the Texas Education Agency included when computing Formal GPA/Rank computation
1991‐92 school year – Music (Band, Orchestra, and Choir) and Physical Education (not PE substitutes) included in the computation
1992‐93 school year – honors music courses included
1995‐96 school year –state‐approved substitutes for Physical Education [Athletics, Cheerleading (fall semester), Drill Team (fall semester), and Color Guard/Marching Band (fall semester)] included in the computation
Formal GPA/Rank in Class Procedures Formal GPA/Rank in Class procedures for students in grades 9‐12 will be determined by using grades earned in state‐approved courses and state‐approved substitutes. The following courses and exam grades are not included in the calculations of Formal GPA/Rank in Class:
1. Correspondence and Distance Learning Courses, TxVSN; (Beginning with first time 9th graders in 2015‐16, TxVSN, Correspondence and Distance Learning courses will count in RISD rank and GPA.)
2. Credit‐by‐Exam; 3. Exams for Acceleration; 4. Advanced Placement Exams (College Board); 5. Dual Credit courses (taught by college instructors);
(Beginning with first time 9th graders in 2015‐16, Dual Credit courses taught by college instructors will count in RISD rank and GPA.)
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6. Non‐credit courses designated with “L”; 7. Graduation courses taken prior to 9th grade.
Approved PE Equivalent Courses and Formal GPA/Rank in Class Students may take a maximum of 4.0 credits in PE/Athletics to be counted toward graduation. Additional courses and the grades/credits earned, however, will be reflected on the student’s Academic Achievement Record (AAR) and all will be utilized in the calculation of the student’s Formal GPA/Rank in Class. GPA/Rank Procedures for Special Education Modified Content Courses Those students who earn credits needed for graduation through special education modified content courses will be provided with a GPA. All courses including those which have been designated as modified content will be used to calculate that GPA. Those students who earn credits needed for graduation through special education modified content courses will also be given a corresponding rank for their GPA upon request. The GPA/Rank will be aligned with the Formal Class Rank. Repeating a Course Which Was Previously Passed Students who have previously passed a semester or full‐year course with a minimum final grade of 70 should not be allowed to repeat that course to 1) replace the previously earned grade, or 2) to earn duplicate credit. If, however, a student’s transcript reflects that a course was repeated in which credit had been previously earned, only the semester grade(s) from the first course(s) taken to earn that credit will be utilized to calculate the student’s GPA/Rank. The additional grade(s) and duplicate credit should be deleted from the student’s cumulative GPA/Rank. Use of Quality Points for GPA/Rank Calculation RISD policy [EIC (LOCAL)] stipulates the award of five (5) “quality points” for successful completion of Pre‐AP/Honors courses and ten (10) “quality points” for successful completion of AP courses. “Passing” grades must be raw semester grades of 70.0+. NOTE: Quality points are added to raw semester passing grades for GPA/Rank Calculations but are not included in raw semester grades shown on the student’s AAR (transcript). These grades and quality points may be verified at any time. The quality points will appear in a separate column on the report card when credit is awarded. The following additional guidelines also apply to the award and use of quality points. Use of Quality Points for Pre‐AP/honors/Dual Credit and/or AP Courses The District shall reward students who satisfactorily complete advanced level courses by awarding quality points in those courses for purposes of determining GPA/Rank for class rank, as follows:
1. At the end of the semester, passing grades earned in Advanced Placement (AP) Courses shall receive ten (10) quality points.
2. At the end of the semester, passing grades earned in Dual Credit courses (beginning with first time 9th graders in 2015‐16) and Pre‐AP/honors courses shall receive five (5) quality points.
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3. *All grades earned in AP, Pre‐AP, and/or honors courses taken in other districts shall receive quality points (refer to 1 & 2 above) if the following conditions are met: a. Quality points awarded from schools outside the District will not exceed or be less than the
numerical weight of quality points awarded in the District. b. The student or parents provide the official documentation from the sending school for the advanced
courses taken if that documentation has not been provided. *Students who transfer to RISD from a district which includes International Baccalaureate (IB) courses shall receive (10) quality points beginning with first time 9th graders in 2013‐14. Quality Points Guidelines for School Organizations “A” Honor Roll – Quality points will be added to the six weeks raw grade (semester grade is not used) and used in determining “A” honor roll each six weeks. National Honor Society/National Junior Honor Society – Quality points will be added to the six weeks raw grade (semester grade is not used) and used to qualify or maintain the status of a student in the National Honor Society or the National Junior Honor Society. Other Student Organizations Requiring GPA as a Criteria – Quality points will be added to the six weeks raw grade (semester grade is not used) and used to qualify or maintain the status of students for school organizations that require a specific GPA. Examples of those organizations are Beta Club, Junior Usher, and Student Council.
GRADINGANDHOMEWORKGUIDELINES
1. The school/teacher’s grading (specific for staff in IOG according to subject area) and homework guidelines (See Homework Guidelines) must be in compliance with the District’s guidelines and should be clearly communicated in writing to all students and their parents/guardians at the beginning of each school year or each semester for one semester courses. These guidelines should also be distributed to new students on the first class day upon entering RISD. Additionally, the school will provide the grading and homework guidelines in the student handbook and other publications as appropriate.
2. The principal or teacher shall keep all final examination papers and a master answer key on file through the first nine weeks of the next semester after the exam is administered for review upon request.
3. If research papers are assigned, the teacher’s guidelines must be in compliance with RISD Research paper Guidelines (see Research Paper Guidelines).
4. A student receiving an “I” (Incomplete) for a grading period has two weeks after the issuance of the report card to convert the “I” grade to an earned grade. In unusual cases when the student has missed a large quantity of work, the time may be extended by teacher permission. Otherwise, the “I” will be converted to a calculated grade with a zero “0” included for “Outstanding Work”. In all cases, the teacher must communicate to the student the nature of outstanding work and the time limitation for completing the work.
5. Averaging of Full‐Year Non‐EOC Tested Course Grades – For a student to earn credit for a course that is a full year in length, the average of the two semester grades must equal a minimum of 70 (business rules for rounding apply). The average may be determined by using first and second semester grades earned in the fall, spring, summer, or evening school sessions of the same school year, except for extenuating circumstances that are approved by the principal. (The school year is from the first day of school in the fall semester until the day before the first day of school the following fall semester.)
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The two (2) current year semester grades must average a minimum of 70 [Business Rules for Rounding apply: 1st semester (70), 2nd semester (69) = 69.5. Final grade will be 70 (1.0 credit)] for full credit to be awarded. It is the responsibility of the identified student’s teacher or principal to change either or both semester grades to higher grade(s) on the Academic Achievement record (or to provide written documentation to the counselor) in the event that the average of the two (2) semester grades is less than 70 but credit will be given by the teacher.
6. Teachers/principals/counselors shall not change grades unless an error has been made. Such grade changes shall be subject to the principal’s approval.
Homework Guidelines It is the responsibility of the campus principal to ensure that all teachers comply with the following
guidelines in accordance with District policy [EIA (LOCAL), EIB (LOCAL)]. Definition and Philosophy Homework is defined as instructionally based, out‐of‐class tasks assigned to students as an extension or elaboration of classroom work to reinforce academic skills. Homework should be an integral part of a student’s total learning experience. To derive the greatest benefit from school learning experiences, students must routinely finish related study and follow‐up work at home. Required Campus Homework Plan A consistent plan for homework assignments and evaluation shall be developed on each campus through the leadership of the principal in collaboration with the campus teachers and should be in place by the start of each school year. The written plan should include evaluation guidelines, time recommendations for assignments, clearly stated purposes for homework, strategies for teachers and parents, and the communication plan to be utilized with parents and students at the campus and classroom teacher level. The campus homework plan must be provided to parents at the beginning of the school year and to new parents when enrolling their students.
Types of Homework Assignments Practice
Practice homework is used to practice and reinforce skills already learned in class.
Preparation
Preparation of homework helps to prepare students for an upcoming lesson or unit. Homework of this type helps provide students with opportunities to gain background information in order to increase learning potential for an upcoming lesson. Preparation of assignments should be oriented to a specific purpose.
Extension
Extension homework assignments require students to produce self‐initiated projects that allow students to apply and analyze information presented in class.
Examples: 1. Design a brochure, research paper, or Power Point presentation that explains the effects of pollution
and possible solutions to this problem. 2. Prepare an ad showing the savings of an item you are selling compared to a similar item being sold
by a competitor.
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Creative
Creative homework offers students the opportunity to think critically and engage in problem‐solving activities. Creative assignments encourage students to integrate a variety of skills and concepts presented in class and to construct their personal model of understanding.
Examples: 1. Pretend you are running for a particular public office, i.e., develop a campaign slogan, speech, and
platform 2. Create a play or television program using humor as the central focus.
Evaluation of Homework
Standards for homework evaluation should be clear and precise. Evaluation guidelines shall be consistent within each school and shall be explained to all students and parents at the beginning of the school year and when new students are enrolling, including guidelines for group or team assignments. Campus evaluation standards shall include guidelines for teachers to evaluate, provide feedback, and return homework systematically to their students, thus reinforcing learning.
Time Allocation Recommendations
The frequency and amount of homework should gradually increase throughout the school years. Homework that is assigned should be coordinated among teachers to ensure that the amount of homework given is appropriate for the student. Consideration should also be given to the amount of extra‐curricular involvement of students. The following time allocations are suggested recommendations for the average student and should assist schools in developing campus homework plans (daily reading skills development is not considered part of this time):
From Kindergarten to third grade, no more than 30 minutes total per day. (Special consideration should be given to the age of the Kindergarten student).
From fourth to sixth grade, no more than 40 to 60 minutes total per day.
From seventh to twelfth grade, the recommended amount of time varies according to the type and number of subjects a student is taking. A general guideline is an average of 90 minutes total per day. Students enrolled in advanced courses generally will require larger amounts of time to complete homework.
Late work Teachers will inform students and parents of all grading guidelines at the beginning of each semester, including the three, six and nine week grading deadlines. Each grade level or content PLC must develop and use a consistent late work practice/guideline that is approved by the principal before the first day of school. A PLC is defined as English I, Geometry, 7th Grade Texas History, AP Chemistry, Spanish II, English I PAP, etc. This practice/guideline must explicitly define late work and the number of points deducted per day, etc. Teachers may enter a zero for a missing assignment. Make‐Up Make–up tests will be made available to students after any absence, including absences as a result of suspension. Students will have the same number of days plus one to complete the assignment(s) and/or assessment. Students will receive a zero for any test not made up within the specified time and/or grading period.
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Unexcused Absences The District shall not impose a grade penalty for make‐up work completed within the specified timelines after an unexcused absence, except for truancy.
Truancy
In the case of truancy, that is, the unexcused voluntary absence of a child from school without the consent of the parents, all make‐up work shall be completed within the specified timelines and a 30‐point reduction will be applied to the make‐up work grade.
Suspension
The District shall not impose a grade penalty for make‐up work completed within the specified timelines after an absence due to suspension, except in the case of academic dishonesty.
Research Papers
Research paper assignments should be graded according to grading guidelines outlined in the RISD Instructional Operating Guide (IOG). Extra Credit Assignments – Assignments given for extra credit must be aligned with curriculum standards, offered to all students, and included in the teacher’s communication given at the beginning of the course. Extra credit points must be included within the nine‐weeks averaging used to calculate grades and they may not be added as a bonus after the average is calculated. (Example: 90 average for the nine‐weeks + two points extra credit = 92 – not allowed.) Standards and purposes for extra credit assignments shall be explained to all students at the beginning of each semester. Consideration should be given to being certain that if extra credit opportunities are available, they are available to all students. Extra credit may NOT be given for things such as tissues, supplies, and progress reports.
Final Exams and Homework/New Materials/Extra‐Curricular Activities
There shall be no homework nor new materials assigned in any subject during the final week of each semester when exams are given to allow all subjects at least one day of review and study prior to examinations. Consolidation of material covered during the semester should be the sole emphasis during this time. There should be no extra‐curricular activities required during the week of semester examinations. State Assessment Guidelines Concerning Homework The tremendous benefits derived from optimal student performance on State Assessments [TAKS, STAAR, and EOC] are obvious. In order for students to be fully prepared for these critical state assessments, they should be strongly encouraged to get enough rest and to eat a healthy breakfast prior to the test administration. Moreover, all campus staff should be supportive of students’ efforts and avoid extensive homework assignments as well as administration of tests or quizzes. Additionally, long‐term projects should not be requested as due during this testing window.
Strategies for Teachers
1. Clearly communicate homework purpose and standards at the beginning of the school year to parents and students.
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2. Present assignments verbally and in writing. Choose a highly visible consistent location for posting assignments.
3. Assign homework that is valuable to the reinforcement of skills taught in the classroom. 4. Explain procedures for late work and makeup. Be sure students understand the consequences for failure
to turn in assignments and for late work. These procedures should be consistent across the campus and in compliance with District policy.
5. Clarify assignments when students feel unsure of what to do. 6. Give assignments that are designed for students to do well independently. Consideration should be
given to the amount of assistance available at home. 7. Provide an outline for long‐term projects well in advance of the due dates. 8. Make sure that the outside resources necessary to complete an assignment are readily available to all
students. 9. Provide alternative ways for students with special needs to complete assignments. Consideration
should be given for modifications/accommodations when appropriate. 10. Give assignments only for instructional purposes, not for disciplinary reasons.
Strategies for Parents and Guardians
1. Set a time and place for study – make this a priority time which supersedes everything else. Include study other than assigned homework and reading for pleasure.
2. Provide the necessary tools (paper, pencils, and reference materials) for your child to complete homework assignments.
3. Make school associations positive; recognize your child for their efforts and always make study very positive.
4. Help students plan the completion of their assignments and how to use their time well. 5. Learn with your children and show interest in their learning; discuss and develop ideas, and review
completed homework assignments with your child. 6. Assess your child’s progress along with your child. This is an excellent way to build self‐assessment
strategies. 7. Develop and attitude of positive acceptance by relating school success to effort, by being consistent and
by being supportive. 8. Set a purpose for homework and discuss it with your children (Why are you doing this? What can you
learn from it?). 9. Ask your school counselor for the annual printed Study Skills Handbook. Many other study skills
resources are available in local libraries and bookstores.
GRADINGANDREPORTINGPROCEDURES RISD Grade Reporting Procedures
Parents will be provided any relevant information concerning their child that will enhance their understanding of the child’s ability, effort, success, or progress in the school program. Teachers may use the following techniques, as applicable, in maintaining communication with parents/legal guardians:
1. Report cards with comments as appropriate 2. Written notices of good or excellent performance, attendance, etc. 3. Written notices of unsatisfactory performance, attendance, etc. 4. Personal conferences
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5. Telephone 6. Email
Grading Procedures and TEKS
The RISD has established district‐wide instruction objectives that relate to the mandated Texas Essential Knowledge and Skills (TEKS) for grade level subjects or courses. These objectives are aligned to address the academic skills needed for successful performance in the next grade or next course in a sequence of courses. Assignments, tests, projects, classroom activities, and other instructional activities must be designed so that the student’s performance indicates the level of mastery of the designated District objectives. The student’s mastery level of these objectives is a major factor in determining the grade for a subject or course. Progress Reports
At the end of the first and second three weeks of each nine‐week grading period, a notice of progress shall be provided to the parent or guardian of each student. It is the further obligation of the teacher to inform the parent/legal guardian of a student whose grade falls below 70 during the latter three weeks of the grading period. The notice of student progress will be communicated on a District form. Parent/Legal Guardian Conference
The parent/legal guardian is encouraged to conference with their child’s teacher(s) to discuss student progress. In order to do so, the parent should contact the principal’s office to schedule a meeting during the teacher’s conference period. Parents should check in with the principal’s office prior to meeting with the teacher. Teacher’s Grading and Homework Guidelines
The school/teacher’s grading and homework guidelines must be in compliance with the District’s guidelines (see Homework Guidelines) and should be clearly communicated in writing to all students and their parents/guardians at the beginning of each school year or each semester for one semester courses. These guidelines should also be distributed to new students on the first class day upon entering RISD. Additionally, the school will provide the grading and homework guidelines in the student handbook and other publications as appropriate.
Nine‐Week Numerical Averages Procedures District Report Cards
District staff efforts are always aimed at achieving optimal student performance. Grade report cards serve as a critical factor in student/parent communication and decision‐making. Each grading period, student’s grades will be based on evaluations of specific subject skills as mandated by the Texas Essential Knowledge and Skills (TEKS) curriculum. Regular communication of student’s level of knowledge and his or her ability to apply that knowledge is essential to assist the teacher, the student, and the parent to develop a clearer understanding of instructional implications and individual academic needs along with intervention opportunities that may be implemented to address those needs. To that end, progress reports will be given the third and sixth week of each nine‐week grading cycle.
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Teacher assignments, tests, projects, classroom activities, and other instructional activities are designed to evaluate student success in learning these objectives. The mastery level of these objectives is a major factor in determining student’s grade for a subject. To ensure a comprehensive evaluation, a sufficient number of grades will be taken from daily classroom and homework activities to reflect academic performance for the full nine‐weeks. Special Student Services
If the student is receiving special education services, he or she may require modifications of curriculum or accommodations. The ARD committee addresses grading and graduation requirements in student’s Individual Educational Program (IEP). Also updated goals and objectives for students receiving special education services will be sent home every nine weeks. Parent Communication
RISD strongly encourages and values parent and school partnerships as a major component of student success. The grades for each subject on the report card provide the formal documentation of the pathway to that success. Further questions and additional assistance should be addressed with the student’s teacher or, if needed, the principal. Grading Policy The nine‐week numerical grade shall reflect student performance work from a variety of instructional tasks: projects, classroom activities, homework, tests (daily, weekly, unit, etc.). Grades may not be given for things such as tissues, supplies, and progress reports. Grade level/PLC teams must have consistent sub‐category percentages in both Minor and Major Categories.
1. Minor Grades – A minimum of 14 minor grades shall be taken from classroom and homework activities to reflect the student’s performance for the full nine weeks.
a. Non‐credit courses – calculated at 50% for minor grades b. Credit courses – calculated at 40% for minor grades
2. Major Grades: In any nine weeks grade period, at least three (3) major grades (such as projects, assessments and/or performance tasks) shall be taken. No major grade shall comprise more than 25% of the nine‐week final grade. In the case of an on‐going, long‐term project, such as a research paper, multiple grades may be taken from the steps within the project. Those grades for the steps within the project would be considered minor grades.
a. Non‐credit courses – calculated at 50% for major grades b. Credit courses – calculated at 60% for major grades
3. Extra Credit Assignments – Assignments given for extra credit must be aligned with curriculum standards, offered to all students, and included in the teacher’s communication given at the beginning of the course. Extra credit points must be included within the nine‐weeks averaging used to calculate grades and they may not be added as a bonus after the average is calculated. (Example: 90 average for the nine‐weeks + two points extra credit = 92 – not allowed.) Standards and purposes for extra credit assignments shall be explained to all students at the beginning of each semester. Consideration should be given to being certain that if extra credit opportunities are available, they are available to all students. Extra credit may NOT be given for things such as tissues, supplies, and progress reports.
4. No Nine‐Week Exams Given: There will be no nine‐week examinations. There will be two or more major tests that occur within the nine‐weeks grading period.
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Note: Superintendent’s Advisory Council (SAC) must approve waivers for any changes to the Nine‐Week Grade Report. Averaging of Full Year Course Grades
For a student to earn credit for a course that is a full year in length, the average of the two semester grades must equal a minimum of 70. The average may be determined by using first and second semester grades earned in the fall, spring, summer, or evening school sessions of the same school year (business rules of rounding apply).
GRADINGPROCEDURES:SCHOLASTICPENALTIES/MAKE‐UPWORK/ATTENDANCE Tardiness
RISD recognizes that occasionally unavoidable delay will cause a student to be tardy to school or to class. A tardy student misses instructional time and causes a disruption in the educational process. Excessive or habitual tardiness cannot be tolerated. Any student who is tardy is subject to disciplinary action. Excessive tardiness could result in a violation of the mandatory attendance law. Scholastic Penalties
A student removed from his/her regular classes for any reason other than expulsion will receive an excused absence and will be expected to complete any coursework assigned within a time designated by the teacher. No grade penalty will be assessed based solely on the disciplinary infraction except in cases of cheating or truancy. Scholastic penalties may only be assessed for cheating, truancy, or expulsion (see guidelines below). Disabled students will receive instructional and related services during expulsions as determined by the Admission, Review and Dismissal (ARD) committee. Cheating, Plagiarism, Academic Dishonesty
RISD staff strives to promote integrity and ethical decision‐making in all classes and schools. Copying another person’s work, such as homework, class work, or a test, is a form of cheating. Plagiarism, which is the use of one’s own or another person’s original ideas or writing without giving credit to the true author, also is considered cheating and the student will be subject academic disciplinary action that may include loss of credit for the work in question. Teachers who have reason to believe that a student has engaged in cheating or other academic dishonesty will assess the academic penalty to be imposed. Students found to have engaged in academic dishonesty will be subject to disciplinary penalties as well. Late work Teachers will inform students and parents of all grading guidelines at the beginning of each semester, including the three, six and nine week grading deadlines. Each grade level or content PLC must develop and use a consistent late work practice/guideline that is approved by the principal before the first day of school. A PLC is defined as English I, Geometry, 7th Grade Texas History, AP Chemistry, Spanish II, English I PAP, etc. This practice/guideline must explicitly define late work and the number of points deducted per day, etc. Teachers may enter a zero for a missing assignment.
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Make‐Up Make–up tests will be made available to students after any absence, including absences as a result of suspension. Students will have the same number of days plus one to complete the assignment(s) and/or assessment. Students will receive a zero for any test not made up within the specified time and/or grading period.
Suspension – The teacher will not impose a grade penalty for make‐up work completed within the specified time lines after an absence due to suspension except in the case of academic dishonesty.
Unexcused Absences – The teacher will not impose a grade penalty for make‐up work completed within the specified time lines after an unexcused except for truancy.
Truancy – When a student is truant, that is, the unexcused voluntary absence of a student from school without parental consent, he/she may be allowed to make up work missed within the specified time lines, but a 30 point reduction will result and a 70 is the highest grade that can be earned on any missed assignment.
Attendance Committees
Except as provided by this section, a student may not be given credit for a class unless the student is in attendance for at least ninety percent (90%) of the days the class is offered. This “90 % Rule” is set out in section 25.092 of the Texas Education Code. The attendance committee will review the records of all students whose attendance drops below the 90% of the days the class is offered, whether or not a petition is filed, and may determine if the student is eligible to regain credit. If an attendance committee denies a student credit for a class, the student may appeal the decision to the Board of Trustees or the Board’s designee, according to the District’s appeal procedures (see Policy FNG).
LIBRARYMEDIAEDUCATION Throughout their secondary school years, students are expected to increase and refine their information literacy skills. Students will learn how to locate, use and evaluate information in print and electronic forms. They will develop advanced search strategies through the use of the online catalog and online resources. Students will learn what plagiarism is, how to avoid plagiarism, and how to cite their sources according to appropriate format. Students will be exposed to and read widely from a variety of genres, such as science fiction, fantasy, realistic fiction, historical fiction, mystery, sports fiction, humor, biography, poetry, short stories, and nonfiction. Contact Person: Director of Library Media Services.
LIMITEDENGLISHPROFICIENCY(LEP) Students identified as having limited English proficiency (English Language Learners) may participate in a special language program that is an integral part of the total school program. The program emphasizes the mastery of basic English language skills, enabling students to effectively participate in the regular school program as soon as possible. All ESL courses listed in the Secondary Program of Studies are for emergent English Language Learners. Please see Appendix E for more information on RISD’s ESL Program. Contact Person: Director of Secondary ESL.
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MAGNETSCHOOLPROGRAMS RISD offers a variety of magnet programs designed as unique learning opportunities for students focused on their specialized interests. Each secondary magnet school program begins with the exceptional core curriculum being taught across the District. This curriculum is then enriched by content specific to each magnet component. Many strands have been developed as programs extending across all grades from the elementary magnets through the secondary magnets, such as Latin, math, science, technology, robotics, theatre and visual arts. The junior high programs provide not only magnet enhancements within such strands as math, science and technology, but also offer programs unique to their individual campuses. This multi‐layered approach provides varying widths and depths of specialization for students within each magnet school. Described below are all magnet strands, programs and courses at the three RISD secondary magnet schools:
West Junior High Visual Arts and Technology Magnet;
Westwood Junior High: the Math, Science, Leadership Magnet; and
Richardson High School Arts, Law, and Sciences Magnet. The information meetings, applications and placement process for junior high magnet applicants begin each year in November and are completed in January, prior to pre‐registration. A similar process for high school magnet applicants begins in January and concludes in February. Students may request more information from the Office for Special Projects at the Annex of the Administration Building, 469‐593‐0442.
West Junior High Visual Arts and Technology Magnet
West Jr. High offers students a well‐balanced curriculum enriched in all subject areas through unique arts and technology programs strand, in order for students to experience, process, and integrate new skills. Students gain proficiency in technology as a learning tool while conducting research and exploring special projects. The specialized curriculum and staff at West Jr. High facilitate students’ vertical transition from elementary magnet schools and provide opportunities for rising students to accelerate into the Richardson High School (RHS) Arts, Law and Sciences Magnet. At West arts and technology blend together to create an engaging, unsurpassed approach to the junior high educational experience. Arts Strand at West Jr. High Communication Arts – a fusion of visual arts, theatre, and technology. This two‐year program produces a robust, high‐definition broadcast by proficient young media specialists, streaming the real world into West. Student production teams create daily live newscasts of investigative journalism, instructional tips, and information across a wide spectrum of topics. Bronco Broadcast News, now taking center‐stage on Bronco Boulevard, is a training platform for learning to relate stories both accurately and engagingly. Some dynamic aspects include:
Gaining skills as performers, cinematographers, producers, directors, audio engineers, editors and graphic artists;
Investigating and reporting stories from campus, local and national perspectives;
Developing interview techniques, ethics and journalistic integrity;
Practicing poise, confidence, polished speech and stage presence;
Engaging audiences through camera angles, distance and depth;
Exploring compositions of light and sound;
Training in studio production, video editing, special effects, and the use of software in the digital age;
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Using Macs that carry a full range of professional applications, such as Final Cut Pro, to maximize video literacy;
Integrating instruction and skill development into video shorts for the school;
Generating magnet recruitment productions, and as‐needed TAKS motivation videos, while working in film, television, radio and on‐line media;
Producing and supporting daily live television spots from the BBN Newsroom, a high tech installation with a workflow complementing Communications Arts at RHS; and
Collaborating with RHS Communication Arts classes, connecting students, staff and directors within the magnet strands
Communication Arts is open to all seventh grade students including neighborhood, magnet volunteer and managed choice students, through course pre‐registration in February. Eighth grade course eligibility is determined by application and audition. Theatre Arts – a program singular among RISD junior high schools. Highly creative, self‐starting, articulate, and expressive students are identified through an audition process. Some unique program elements include:
Introducing technical theatre, lighting, sound and set design;
Mastering voice expression;
Developing characterization;
Training in stage movement and terminology;
Crafting pantomime, script writing, and improvisation such as in television’s “Whose Line is it Anyway?”
Producing short plays and television commercials;
Practicing the various facets of stage management;
Collaborating and connecting with RHS Theatre Arts students and directors;
Partnering with RHS Theatre Arts seniors and faculty on joint projects, including performances in the RHS Black Box Theatre;
Earning automatic admission into RHS Theatre Arts strand upon successful completion of two years in West’s Theatre Arts program and all other junior high course work; and
Providing high school credit, including Fine Arts credit, upon successful completion of 8th grade Visual Arts – an innovative program that identifies and selects potentially highest‐caliber art students. These students then accelerate through a rigorous sequence of courses that encourages growth in artistic expression and in the skills necessary to develop visual literacy. Establishing a community of artists with similar degrees of focus and ability fosters a broadening and deepening of students’ knowledge of art. The curriculum explores elements of visual arts and principles of design through a balance of drawing, painting, graphic arts, printmaking and sculpture. Attention is given to understanding artists’ styles and techniques from the past to the present. This program encourages students to develop aesthetic, creative, and technical excellence through teaching the advanced problem solving and skills necessary to evaluate images and products of creativity. In assisting students to achieve their maximum potential as makers and consumers of visual images, this course emphasizes respect for individuality. A self‐nomination, teacher recommendation, and portfolio review comprise the selection process. Successful completion of the 7th grade is a prerequisite to 8th grade Visual Arts enrollment. Technology Strand at West Jr. High The Technology magnet strand serves all West students, providing to them the best technology in the District, first. Program advantages include:
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Initiating a one‐to‐one laptop commitment for every student, a singular achievement among district secondary schools;
Filling every classroom, across every curriculum area, with a command of technology;
Enhancing the learning experience through the integration of technology as a tool for educators, as well as learners;
Maintaining a full‐time Technology Specialist who team‐teaches with classroom instructors to individualize, facilitate and support effectively the integration of technologies into the educational process, as well as to provide full‐time hardware support for quick issue resolution;
Allocating for West teachers additional in‐service training in methodologies and strategies for incorporating technology into instruction;
Providing unparalleled student ease‐of‐access to computers in Bronco Boulevard, a software‐optimized computer lab for the entire campus and to technology “pods” available between classrooms building‐wide for student projects and guided practice; and
Advancing all West students’ use of interactive, online software as part of each course, specializing in the concepts of web mastering, business computer information systems and desktop publishing, to improve students’ technology skill sets
West Robotics – is a visual link between the elementary Math / Science / Technology Magnet (MST) and the national award winning Robotics program at the RHS Magnet. Student talent is forged in a challenging atmosphere of cohesion and collegiality, developed among vertically aligned elementary and secondary magnet programs. The MST applies the foundational concepts of math and science together through an engineering focus, and West Robotics expands this application by incorporating enriched engineering and computer programming into an extensive two‐year course. The West Robotics program capitalizes on the advantages of working as a team, in order that students gain a stronger academic and experiential foundation and can most readily accelerate into the competitive RHS Robotics program. This means that beginning students, as well as students with previous Robotics exposure, will all be challenges in this stimulating environment. West Robotics students interact regularly with the renowned RHS Robotics teams and gain additional competition opportunities. Students earn high school credit.
Westwood Junior High School: The Math, Science, Leadership Magnet
In 1996 Westwood Jr. High inaugurated the Leadership Program, the first‐known of its kind in the nation; students from across the District participated in this highly specialized program. In the fall of 1999, RISD identified Westwood Junior High as a magnet school with three components: math, science, and leadership. During planning and implementation, the initial emphasis was to enhance every math and science course so that each student would benefit from the Math and Science Magnet strands. As the program matured, specific courses have been designed to further integrate math and science and to align the curricula with programs offered in the RHS magnet. Westwood also delivers increased staff development to its educators. This training, beyond district requirements, emphasizes individual learning styles and motivational strategies, as well as creative and critical thinking techniques. Additionally, Westwood offers an extensive selection of after‐school extended day activities that provide meaningful non‐academic experiences for all students who choose to participate in the Westwood Overtime World (WOW) program. Academic assistance programs for enrichment or remediation also are available. Math Strand at Westwood Jr. High The Math strand is designed to grow thoughtful and literate decision makers of the future. This goal is achieved by first emphasizing the excellent math curriculum afforded every RISD campus and by utilizing the best
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instructional strategies so that every student can successfully and joyfully grow in math literacy. The Math Magnet program then enhances this curriculum through extensive teacher initiatives, creative classroom approaches, and curriculum applications that help expand student opportunities for individual, in‐depth study of mathematics. Westwood enriches the application of mathematics by offering students the opportunity to build and race CO2 cars, and to design and build parachutes that will safely deliver a raw egg from the rooftop of the school to the ground. Students then incorporate the use of I‐PAQ’s (a hand held PDA device) to collect, analyze and synthesize the data produced from these events. Such activities require ample equipment to engage each student in the activity. Westwood maintains the necessary specialized equipment including but not limited to portable computers, manipulatives, graphing calculators and the most current Texas Instruments technology. In addition, the Math strand offers two unique specialized courses for interested students. Math‐Based Science Exploration utilizing SMU’S Infinity Project, is a one‐of‐a‐kind, integrated course for Westwood 7th or 8th graders, designed to introduce and support advanced mathematics and applied science concepts as used in the engineering field. Modules to this course establish the connection between math and science concepts learned in the classroom with the disciplines of engineering: “Students stay engaged as they learn how key math and science concepts apply to such topics as Engineering Design, Robotics, Rocketry, Machines, Sound Engineering, Digital Imaging, Environmental Engineering, Biomedical Engineering, Structures, and Power.” Fundamental to the approach of learning math and engineering is the lab application with exciting, hands‐on activities, specialized classroom technologies, web‐based teacher support and “best‐in‐class professional development” (Sep. 23, 2010, http://www.infinity‐project.org/infinity/infinity_curr.html) for the teachers of this course. As an additional resource available from NASA researchers, the NASA Connect program demonstrates the processes of creativity, critical‐thinking, and problem‐solving skills within the context of NASA’s space exploration and cutting‐edge earth sciences. Tailored for each year’s students, math and related science topics covered may include:
Aerodynamics / race cars
Rocketry / flight equations
Solar eclipse / angular size and distance to objects in space
Supersonic aircraft / glider models
Micro‐gravity / experiments in freefall
Robots in space / surface area of computer chips
Weather satellite technology
Aircraft wings / design wings that change shape in flight
Global positioning satellites (GPS)
Earth systems / design system flow charts
Impact dynamics / crashing planes / blasting water / skidding tires
Climatological factors affecting flight
Algebra 1 for Seventh Graders – offered at Westwood. Students must show readiness for the rigor of Algebra 1 by earning 80% or above on the District’s Credit by Exam given in each quarter of the year. Students with a high “A” average in 6th‐grade math may yet find this assessment very challenging. The District’s intention for the acceleration exam is not that students may pass by “cramming” prior to the test; rather, the exam is designed for students with knowledge and skills significantly above grade level to demonstrate their mastery of additional materials. The exam covers 7th‐ and 8th‐grade math TEKS. Geometry will be available during students’ 8th‐grade year at Westwood if sufficient numbers of students pre‐register to form a class; otherwise, it will be
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available at Richardson High School. Parents would be responsible for transportation to RHS for this class. Information and applications for the exam are available from school counselors, and applications must be submitted by the posted deadline to current school counselors. Science Strand at Westwood Jr. High The Westwood Science strand is a curriculum‐based, student‐centered educational experience. Through interactive programs including the Cambridge Physics Outlet (CPO), calculator based labs (CBL), and e‐instruction (a computer assessment technique), students receive up‐to‐date access to technology and innovative teaching in all things science. Emphasis on inquiry‐based activities fosters an engaging learning atmosphere. Labquest chemistry investigations, math based science activities, and Science Olympiad are a sampling of the opportunities that allow students to connect science concepts and apply them to the real world. This focus on a variety of instructional approaches and real world applications create a stimulating academic environment that develops student potential, enthusiasm for learning, and personal success for students transitioning from elementary school, as well as those rising to high school and post‐secondary educations. Integrated Health Sciences for 8th Graders – an exciting course that includes the same curriculum as does Health Education. Instruction is extended over two semesters and utilizes applied science techniques. The Health course is enriched with experimentation in the science lab and research on respiration and heart rates, blood pressure, lung capacity, DNA extraction, blood typing, nutrition, cell structure, genetics, diseases and vaccines, as well as the effects of space, solar radiation, drugs, and alcohol on the human body. While studying health of the human body, students dissect the heart, lung, eye, kidney and brain. The utilization of Research and Design methodologies enhances the hands‐on study of body systems. In addition, the learning of Latin root words for science and medical terminology is incorporated throughout the school year. Students receive 0.5 high school required Health credit upon successful completion of the full year course. This course lends itself to collaboration with RHS students enrolled in the RHS Medical and various programs of the Sciences Magnet strand. Latin (LOTE) Instruction – underscores Latin as the language of math and science. The Latin curriculum both connects with the Latin program at Arapaho Classical Magnet and enhances the learning of vocabulary and technical language in the Math and Science strands at Westwood. The program also aligns upward, supporting the RHS Sciences Magnet programs. Leadership Strand at Westwood Jr. High Westwood’s Leadership Program is a truly unique program to RISD. The curriculum affords students opportunities to develop life‐long leadership skills in a trusting, purposeful, challenging setting of expanded experiences. These students then enter high school prepared to apply and practice their leadership skills among all the options offered on the secondary level; eventually, they move up into further leadership roles in post‐secondary educations, careers, and communities. The primary goal is for Leadership students to become successful, involved team‐builders, planners, helpers, and motivators who are goal‐oriented, organized, self‐aware, and adept decision‐makers. This series of Leadership courses focuses on exploring and applying leadership theory and skills. Seventh grade students are oriented to school, local and state issues as introduced in the following contexts:
Learning Technology Leadership Tools I&II
Getting Along with Others
Doing for Others I&II (Service Projects)
Learning About Human Behaviors
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Learning How to Work with Others
Learning About Leadership
Eighth grade students practice their leadership skills while focusing on national and global issues in the following contexts:
Practicing Methods of Influencing Others
Improving Interpersonal Skills
Service Projects I&II
Growing Together as a Team
Developing Leadership Skills
Applying Technology to Leadership Current technology usage, informative and entertaining assemblies, community service projects, and culminating spring activities round out the curriculum. Upon successful completion of two years, students earn 2.0 elective high school credits. Westwood Leadership naturally lends itself to further study in RHS’s Law Magnet strand.
Richardson Arts, Law and Sciences Magnet High School
The purpose of the Richardson Arts, Law, and Sciences Magnet is to accelerate the pursuit of professional goals and skills. Students are offered outstanding choices through its award‐winning programs. Classes within the Magnet strands at RHS are uniquely designed to support and foster students as they develop their special talents, enhance post‐secondary readiness, and prepare for select careers. Students are responsible for the same graduation requirements as all other RISD students; however, they gain advantages through career internships with community partners. These opportunities offer unique and varied experiences for all Magnet participants. Application/Requirements Selection for the RHS Magnet School is based on four factors:
Grades – Students must pass all classes and have a minimum 80% average in English, math, science and social studies. Grade requirements are subject to change, depending upon the applicant pool and space availability. Students enrolled in specified Pre‐AP courses may add five points toward reaching the minimum grade requirement.
Attendance – Consistent, good attendance must be evident; this is vital in order to keep pace with the rigor and speed of magnet courses.
Citizenship – Report card scores are considered along with any disciplinary issues.
Level of interest – This is determined from interviews, auditions and/or writing samples. Additional selection criteria, grade requirements and application guidelines may vary by strand and are described on the application. Applications are available in the guidance offices of all RISD junior high schools. Applications are due January 29 in the junior high guidance office. Interviews and auditions will be held in February. Applicants should call for available times at 469‐593‐3038.
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PROGRAM ARTS MAGNET STRAND
Communication Arts
Culinary Arts
Theatre Arts
Technical Theatre
Visual Arts
Photography LAW MAGNET STRAND
Law
SCIENCES MAGNET STRAND
Biological and Physical Science
Robotics Guidance – Every student enrolled in the Magnet School is required to be involved in the Guidance program, which is oriented to academic counseling. The RHS counselors carry out the Guidance program, including graduation program planning. Resources – The RHS Magnet also offers a variety of resources not part of a course of study, designed as educational program support, including the following:
Living Materials & Biotechnology Research Center Technology labs
Dual Credit courses Library resources
Guidance program Language Labs Transportation – Transportation is available for all students residing at least 2 miles from RHS. Buses run from the elementary school nearest to the students’ residences. UIL Eligibility Students who enroll at RISD Magnet schools at first opportunity will retain eligibility for all UIL activities. Information RISD students interested in the Richardson High School Arts, Law, and Sciences Magnet should contact their current school counselor. Registration can be processed at the current RISD campus. Students residing within RISD attendance boundaries and attending private school may enroll by contacting the Richardson High School Magnet school counseling office, 469‐593‐3038. Residence in RISD is required for admission into any Magnet school program.
NATIONALMERITSCHOLARSHIP®PROGRAM Established in 1955, National Merit Scholarship Corporation (NMSC) is an independent non‐profit corporation that operates without government assistance. NMSC’s goals are to identify and honor academically talented US
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High School students to stimulate increased support for their education and to provide efficient and effective scholarship program management for organizations that wish to sponsor college undergraduate scholarships. The competition for Merit Scholarship® awards begins in the eleventh grade. Over one million juniors in U.S. high schools take the PSAT/NMSQT in October of the fall semester, which serves as an initial screen of entrants to this highly recognition program. In late September of the senior year, high scoring participants receive Letters of Commendation. The top scorers are named semifinalists, forming a talent pool of outstanding young people representing fewer than one percent of high school seniors nationwide. Only semifinalists have an opportunity to advance in competition by completing several additional requirements, which include meeting extremely high academic standards such as school grades, recommendations, SAT‐1 scores, and academic courses. Finalists are notified of their standing in the senior year, and all Merit Scholarship Finalists are chosen from this group. At the conclusion of the competition, about 8,200 Merit program Finalists will have received Merit Scholarship awards for college undergraduate study. Texas, with about 7.5 percent of the high school graduates, receives about 7.5 percent of available 15,000 semifinalist positions, or about 1,100.
OPT‐OUTPROVISION Opt‐out Provision allows for flexibility in a student’s course sequence to meet individual needs where appropriate. Students who desire to opt out of certain otherwise required courses (LOTE, Algebra 2, English IV, Chemistry and/or Physics) should carefully review the implications of the action with their counselor. Course changes could alter the graduation program designation under which the student may be eligible to graduate and could affect eligibility for admission to an institution of higher learning. Students who wish to request to opt out of a course and enroll in an alternate course should submit the “Student/Parent Request to Opt out of Course” form to the student’s counselor. The campus Opt‐out Committee will consider the request and the student’s Personal Graduation Plan (PGP) will be updated accordingly. See Appendix F for opt‐out request form.
PROCEDURESFORSTUDENTAPPEALS Student/Parent Complaints
The purpose of this policy [Board Policy FNG (LOCAL)] is to secure, at the lowest possible level, prompt and equitable resolution of student complaints. Announcement of a decision on the student’s or parent’s presence shall constitute communication of the decision. The procedure is as follows:
1. If the complaint involves a problem with a teacher, the student/parent shall, in most circumstances, discuss and hopefully resolve the matter with the teacher.
2. If unresolved, a student/parent who has a complaint shall file a Level I complaint form with the principal within fifteen (15) calendar days of the time the student/parent knew (or should have known) of the event causing the complaint (Level I). Untimely complaints will not be considered.
3. The principal shall schedule and hold a conference with the student within seven (7) days of the request. 4. If the outcome of the conference is not to the student’s/parent’s satisfaction, the student or parent may
file a Level II appeal with the Area Assistant Superintendent within seven (7) calendars days. The hearing officer shall schedule Level II hearing within seven (7) days of receiving the appeal and shall respond in writing within seven (7) days of the conference. Contact should be made through the office of the Area Assistant Superintendent (Level II).
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5. If the complaint remains unresolved, the final level of a student appeal shall be to the Board of Trustees. The student/parent will submit a written request to the Superintendent for placement on the agenda of a future RISD Board of Trustees meeting within seven (7) days of receiving the Level II response. The Superintendent shall inform the student/parent of the date, time, and place of the meeting. The Board shall listen to the student’s/parent’s complaint and take action as it is deemed appropriate. The lack of official action by the Board shall uphold the administrative decision at Level II.
Other Student/Parent Appeals
For other student appeals, the following documents should be referenced for appropriate procedures that modify the above complaint process. Documents are on file in the principal’s office. Student Discipline – Board Policy FOD/FOAA/FAB; Student Code of Conduct Instructional Materials ‐ Board Policy EFA (LOCAL); Instructional operating Guide (IOG); Guidance and Counseling Program; Review of Materials; and Process for Review of Materials Student Activities: Publications – Board policy FMA (LOCAL) Absences and Loss of Credit – Board Policy FDD (LOCAL); Student Code of Conduct; and the Instructional Operating Guide (IOG); Promotion & Retention; Excessive Absences (Denial of Credit) Appeals Gifted Program – Instructional Operating Guide (IOG); Gifted Procedures and Appeals Special Education – Board Policy EHBA: Notice of Procedural Safeguards Section 504 – Board policy FB (LOCAL) Sexual Harassment or Abuse – Board Policy FNCJ (LOCAL) (LEGAL)
PROMOTIONANDRETENTIONGUIDELINES Promotion and Retention – Grades 7 and 8 The District shall not grant social promotions. Students shall be promoted only on the basis of academic achievement. Junior High School Promotion – Grades 7 and 8 To be promoted from one grade level to the next, a student shall attain an overall average of 70 or above for the year in all courses taken. The overall average shall be derived by averaging the final numerical score for all courses taken. In addition, students shall attain an average of 70 or above in all of the following subjects: language arts, mathematics, social studies, and science. Students with Disabilities Promotion standards or grade‐level classification of students with disabilities is determined by the amount of credits earned.
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Limited English Proficient Students In assessing students of limited English proficiency for mastery of the Texas Essential Knowledge and Skills (TEKS), the District shall be flexible in determining methods to allow the students to demonstrate knowledge or competency independent of their English language skills in the following ways:
1. Assessment in the primary language 2. Assessment using ESL methodologies 3. Assessment with multiple varied ESL instruments [see EHBE]
Promotion‐Retention Committee – Grades 7 and 8 A campus promotion‐retention committee, comprised of the principal, counselor, and specified teachers shall determine, on the basis of students’ individual strengths and weaknesses, the remedial and compensatory strategies to be used for students who fail to be promoted, but are not retained, or who are otherwise considered to be “at‐risk” for academic reasons. The committee shall monitor the progress of at‐risk students to assess their readiness to be instructed in the regular program without remedial and compensatory strategies. These strategies include EIE (LOCAL):
Required tutorials
Summer school specifically designed to assist students in mastering essential knowledge and skills necessary to attain grade‐level proficiency
Peer tutoring
Gross grade‐level instruction
Enrichment classes
Computer‐assisted instruction
Classroom centers
Learning resource centers
Variable scheduling
Reading improvement classes
Title I programs
Continuous progress classes
Required enrollment in TAKS remediation classes
Content mastery learning Standards for SSI (Student Success Initiative) for Jr. High Eighth‐grade students must pass both the reading and math portions of the State of Texas Assessments of Academic Readiness (STAAR) to be promoted to the ninth grade. The Texas Legislature enacted this requirement as part of the Student Success Initiative. Eighth‐grade students who do not perform successfully when they first take the math and reading STAAR will be retested. If a student does not pass on the second attempt, a Grade Placement Committee, consisting of the building principal, a teacher, and the parent will be formed to develop an accelerated educational plan to address the student’s instructional needs. This plan requires the student to attend SSI STAAR Summer School. At the completion of SSI STAAR Summer School the student will be retested in Reading and/or Math. Students who fail to attend SSI Summer School will be automatically returned to the 8th grade. Under the Student Success initiative, the District also must provide additional instruction to students who do not pass the STAAR tests. In addition, the Grade Placement Committee develops a plan for the delivery of that additional instruction. Our goal is to ensure that all sixth and seventh‐grade students reach grade‐level academic
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achievement. With students’ needs in mind, the Secondary Curriculum and Instruction Division developed the Student Success Initiative STAAR Summer School. SSI STAAR Summer School is designed to provide accelerated reading and math instruction for sixth and seventh‐grade students who have not successfully mastered STAAR. The program will be an intensive two‐week intervention focused on reading and math and is offered free to eligible students. High School Advancement in Classification – Grades 9‐12 Mastery of at least 70 percent of the objectives on state‐approved courses is required. Grade‐level advancement for students in grades 9‐12 must be earned by course credits as follows:
Beginning Grade 10: Six (6.0) accumulated credits Beginning Grade 11: Twelve (12.0) accumulated credits Beginning Grade 12: Eighteen (18.0) accumulated credits
Changes in grade‐level classification must be made only at the beginning of the fall semester. [See EI (LEGAL)]. See TEA/UIL Criteria for Eligibility to participate in Extra‐Curricular Activities in the Appendix for additional information concerning grade level and credit requirements. Limited English Proficient (LEP) Students In assessing students of Limited English Proficiency for mastery of the Texas Essential Knowledge and Skills, the District shall be flexible in determining methods to allow the students to demonstrate knowledge or competency independent of their English language skills in the following ways:
1. Assessment in the primary language 2. Assessment using ESL methodologies 3. Assessment with multiple varied ESL instruments [see EHBE]
Parent/Guardian Communication The parent or guardian of each student who has not successfully completed a subject or course will be notified in writing by the school. However, the parent or guardian is also strongly encouraged to conference with school staff when a student is in danger of failing or has failed an academic subject so that opinions for remediation as well as summer school program opportunities can be discussed. Excessive Absences/Denial of Credit The Campus Promotion‐Retention Committee, comprised of the principal, counselor, and specified teachers, is used to determine all placements, retention, and appeals decisions. The committee will also determine, on the basis of students’ individual strengths and weaknesses, the remedial and compensatory strategies to be used for students who fail to be promoted, but are not retained, or who are otherwise considered to be “at‐risk” for academic reasons. The committee should ensure that all students who have been denied credit for excessive absences are notified. Finally, this committee will review denial of credit due to excessive absences upon student/parent request. These appeals must be requested at the end of the affected semester. If the parent/student wishes to appeal the campus decision concerning excessive absences, they must follow the general grievance policy (FNG LOCAL). This information will also be included in the RISD Student Parent Guidebook and Student Code of Conduct.
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If a student’s attendance drops below 90% of the days the class is offered in any class, an Attendance Committee will review records and other appropriate information to determine whether credit will be granted. Refer to Policy FEC LOCAL.
RESEARCHPAPERGUIDELINES The following guidelines will be reviewed on an on‐going basis by the curriculum area directors and building principals with all teachers. Any concerns should be addressed with the campus principal. Purpose A student prepared research project should address multiple learning objectives according to the TEKS. Objectives
Brainstorming and developing research topic and research questions
Create, follow and evaluate a research plan
Gather information from a wide range of valid sources
Organize and synthesize information from multiple sources
Use appropriately cited research to support claims
Apply skills from the writing process or organize, draft, revise and edit ideas into a cohesive project Guidelines for Scoring
Students will be provided a detailed rubric before the research assignment is due outlining the grading process.
Teachers may require students to submit two copies of the research paper and may keep one copy of the paper with feedback on file. In addition, the teacher may keep all pre‐writing and research for the paper on file.
Teachers may also require that students submit the final research project electronically to an online plagiarism checking source.
Individual grades compiled from the research paper components may serve as a significant portion of the six weeks grade. However, no single grade will count more than 25% of the six weeks average.
The research paper with feedback such as scoring rubrics, written comments and/or conference notes must be returned for each student to keep in their writing portfolios prior to the end of the grading period.
RICHARDSONBERKNERSTEMACADEMY The Science, Technology, Engineering, and Mathematics (STEM) Academy prepares all of its students for success in post‐secondary pursuits including higher education and the work force.
The STEM Academy functions as a “school within a school” environment and is a highly innovative, four‐year program with a focus on college prep and careers in science, technology, engineering, and mathematics fields. All STEM Academy students will be able to integrate within Berkner High School for courses such as, but not limited to, athletics, band, drill team, and choir.
The student to teacher ratio averages 26:1, allowing for a highly personalized, project‐based, hands‐on approach with each class participating in carefully developed cross‐curriculum units. Students who enroll for the entire four year plan and take advantage of Dual Credit opportunities may earn 12‐30 hours of Dual Credits (generally equal to one year of college credit).
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The application and lottery selection process for the Berkner STEM Academy will be available during pre‐registration for the 2017‐2018 school year. The STEM Academy will be available for students in the 9th through 12th grades within the RISD. The maximum enrollment of 200 students per grade level will be determined by a lottery.
EXPERIENCES BEYOND THE TRADITIONAL CLASSROOM
The curriculum will routinely connect concepts across disciplines and frequently culminate with a product, presentation, patent design, or project. Students will be submerged in a technologically rich environment that encourages innovation, application, proficiency, and experimentation. All experiences within the STEM Academy will be rich in meaning. Many will be collaborative in nature to ensure students have developed the social skills to be productive, contributing partners in the future work environment.
Experiences will extend beyond the classroom through extracurricular events, internships, and Dual Credit courses. Special efforts will be made to involve students with a variety of experiences such as UIL competitions and Robotics.
The Berkner STEM Academy offers three educational strands for our students:
Biotechnology – Biotechnology harnesses cellular and bio molecular processes to develop technologies and products that help improve our lives and the health of the planet. Students in the Biotechnology strand are given the opportunity to work with cutting‐edge equipment in laboratories and hospitals in this exciting field.
Biotechnology courses include:
Principles of Applied Engineering – pg. 191
Biotechnology 1 – pg. 195
Biotechnology 2 – pg. 194
Practicum in STEM/Biotechnology – pg. 194
Robotics – Students in the Robotics strand will have the unique opportunity to explore engineering through programming, coding, automation VEX Robotics and even underwater robotics.
Robotics courses include:
Principles of Applied Engineering – pg. 191
Engineering Design and Presentation 1 – pg. 193
Robotics 1 – pg. 191
Robotics 2 – pg. 192
Practicum in STEM/Robotics – pg. 194
Aviation – The Berkner STEM Academy’s Aviation and Aeronautical strand can prepare students for six aviation career paths including: private/commercial pilot, remotely piloted aircrafts, aircraft maintenance, air traffic control, aviation management or mission aviation.
Aviation courses include:
Introduction to Aircraft Technology – pg. 198
Aircraft Airframe Technology – pg. 198
Aircraft Powerplant Technology – pg. 198
Practicum in Transportation/Aircraft Specialty Systems ‐ 199
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THE ROLE OF THE PARENT OR GUARDIAN
Parents will support the STEM teachers and administrators by holding their students accountable to the philosophies and standards of the Academy. These include completion of assignments, regular attendance, punctuality, and regular participation in activities benefiting their student’s academic growth. THE STEM ACADEMY STUDENT SHOULD:
Desire educational experiences to match personal strengths and/or interests
Want to explore STEM careers while preparing for college
Enjoy working on teams
Enjoy challenges and projects
Desire personal acceptance and recognition
Enjoy taking things apart and building things
Desire to get a jump on college preparation and credits
Allow curiosity to be the motivation in learning
Be committed to regular attendance
Fulfill all requirements for the RISD Foundation High School Program Applications are being distributed in the spring of 2016 at Apollo Junior High, Liberty Junior High and Berkner High School for students enrolling in 2016‐2017 school year. STEM Academy students are selected by lottery.
STEM Academy students in the Berkner attendance area are UIL competition eligible.
Contact person: Berkner STEM Academy Principal.
SERVICELEARNINGAWARD2017‐2018
An RISD Board of Trustees Honor Awarded to Our Graduates The Richardson Independent School District encourages each student to participate in service learning as an important component of his or her education. The Board of Trustees adopted a goal for all students to develop individual and civic responsibility. To help achieve this goal, the District established the Service Learning Award. The Service Learning Award offers an opportunity for students to engage in meaningful volunteer activities of their choosing to contribute to their community or selected organization and to gain recognition at graduation for those worthwhile activities.
Award Criteria To earn the Service Learning Award, students must have completed a minimum of sixty (60) hours of volunteer service hours between June 1 prior to 9th grade and March 31 of their senior year. Students may earn qualifying service hours by participating in volunteer activities through school clubs, civic organizations, community organizations, charitable organizations, religious organizations, youth organizations, or through individual activities. Students may not count hours for activities for which the student or the organization received any money or other financial benefit for participating as follows:
Students are encouraged to earn a minimum of 5 hours during 9th grade
Students are encouraged to earn a minimum of 10 hours during 10th grade
Students are encouraged to earn a minimum of 15 hours during 11th grade
Students must earn a minimum of 30 hours during 12th grade Total Hours = 60
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In addition to the 30 cumulative hours earned from grades 9‐11, senior students must complete a minimum of thirty (30) hours of volunteer service between June 1, and March 31, of their senior year. No more than 18 of the 30 required hours may be performed as a part of other school–based volunteer service requirements the student may have (e.g., National Honor Society, Girls Service League, etc.). Any 9th‐12th grade student who has a question about whether a particular activity will qualify for service learning credit should contact the grade‐ level Assistant Principal or designee in charge of Service Learning for clarification.
Verification Form Required • To receive credit for qualifying hours, a senior must prepare a detailed description of the service learning
project, state the results of the activity, and include his or her personal reflections about the meaning and effect of the activity. All hours must be submitted electronically on the student’s X2VOL site as part of Naviance. Students will need the name and active email address of the person in charge of the event in order to log hours correctly. Once the student has created the event in X2VOL, the event coordinator will receive an email to verify the student’s participation and time.
All service hours must be verified by the Assistant Principal in charge of graduation and an adult who has personal knowledge of the student’s participation in the project. Unverified hours will not be counted. RISD reserves the right to disqualify any hours that it determines do not constitute legitimate volunteer service hours.
• All project hour descriptions, personal reflections and verifications must be submitted by April 3 at 4:00 pm. The reflection is to be typed/completed when the student logs the event into X2VOL. There is a designated area for this response. Please type at least one paragraph in the reflection section.
• All volunteer service hours must be completed by March 31 of the student’s senior year.
Recognition at Graduation Ceremonies Graduating seniors who earn the Service Learning Award will receive a certificate, a medal to be worn at graduation, and recognition in the graduation program.
Contact person: Executive Director, College and Career Readiness
SEVENPERIODDAY All 9th – 12th grade students will be required to take seven classes each semester. Senior students may be allowed to take only six classes by requesting to “opt‐out” of one class with parent and administrator approval. Other exceptions may apply on an individual basis.
SPECIALEDUCATION Special education and related services are a part of a free, appropriate public education designed to meet the unique needs of students with disabilities. The mission of special education in RISD is to create a learning environment through a unified educational system, which respects and values all students. Special education students are those whose identified disabilities are so limiting as to require the provision of special services in addition to, or in place of, instruction in the regular classroom. Students with disabilities have equal access to compensatory, remedial, tutorial, and other appropriate programs available to students without disabilities. Students are identified and served by special education through a “child‐centered process” and are educated with their non‐disabled peers to the extent appropriate.
Contact Person: Executive Director of Special Student Services.
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SUMMERPROGRAMS RISD offers an academic program each summer for students at the junior and senior high school levels. Details of summer programs, participation fees, and specific course offerings are made available to students and parents each spring through brochures available in the guidance counselor’s office and on the RISD website. Students may direct questions to the counselor, individual teacher, principal, or principal. Selection of courses includes: Acceleration Course Offerings – course offerings, which satisfy graduation requirements. Credit Recovery – courses offered to provide opportunities to regain credit for failed courses. STAAR Accelerated and Intensive Instructional Program – courses designed to fulfill state requirements
to provide students who fail to meet the passing standard on state assessments and offer additional instructional support outside the normal school instructional setting.
Library services are offered in the schools where the Summer Program is held, and information skills are taught in conjunction with course work. Contact Person: Executive Director of Secondary Curriculum and Instruction.
TESTINGINFORMATION
State Testing Requirements for Graduation
STAAR: (State of Texas Assessment of Academic Readiness) – Students entering 9th grade 2011‐2012 through current school year In addition to meeting credit requirements for graduation, students must show mastery on state created STAAR End of Course (EOC) assessments. The STAAR graduation requirements apply to students first entering the ninth grade in fall 2011 and beyond. (All other high school students will graduate on the TAKS program.) STAAR, a rigorous standardized testing program, emphasizes “readiness” standards which are the knowledge and skills considered most important for success in the grade or subject that follows and for college and career readiness. The five (5) STAAR EOC assessments are:
English I (Reading and Writing combined)
English II (Reading and Writing combined)
Algebra I
Biology
US History If a student is enrolled in grade 8 or below and is taking a course for which there is a STARR EOC assessment, that student will be required to take the applicable STAAR EOC test. For example, an eighth grade student enrolled in Algebra I (Math 8 Pre‐AP) will take the STAAR Algebra I EOC, as well as the grade 8 reading, math, science, and social studies assessments.
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Will students who receive special education services take the STAAR? Yes, the admission, review, and dismissal (ARD) committee for a student who receives special education services will discuss the appropriate test format and determine which, if any, Designated Supports will be provided during testing. What do you need to graduate? To graduate, a student must earn at least Level II: Satisfactory on each of the five STAAR EOC assessments. Substitute assessments have been adopted by the Commissioner of Education. A student may use a substitute assessment in place of a corresponding EOC to meet the student’s assessment graduation requirement. An approved substitute assessment may be used in place of only one specific EOC assessment. A student is eligible to use a substitute assessment if the student received a satisfactory score on the substitute assessment as determined by the chart found on the TEA website: http://ritter.tea.state.tx.us/rules/tac/chapter101/19_0101_4002‐1.pdf It is the student’s responsibility to submit the results to the counseling office to begin the approval process. The latest information about STAAR can be found at: http://tea.texas.gov/student.assessment/staar/ Contact Person: Director of State Assessment.
Other Testing Information
PSAT/NMSQT The PSAT/NMSQT (Preliminary SAT/National Merit Scholarship Qualifying Test) is a standardized test that provides firsthand practice for the SAT and is a chance for juniors to qualify for National Merit Scholarship Corporation (NMSC) scholarship programs. PSAT is administered at each high school in October on a date determined by the College Board. SAT AND ACT COLLEGE ENTRANCE EXAMS College entrance exams (SAT and ACT) are given several times each year. Students must register for the exams (fee required), which are given at various locations. All students are encouraged to take SAT and/or ACT in the spring of their junior or the beginning of their senior year. See your counselor or the following web sites for applications:
www.act.org
www.collegeboard.com Fee waivers are available from your counselor for those who qualify. EXTENDED TIME OR OTHER ACCOMMODATIONS FOR PSAT/SAT/ACT EXAMS RISD students with documented disabilities, as stipulated by testing program officials and mandated by federal law, may request special accommodations, such as extended‐time administration of the PSAT, ACT and/or SAT. Any accommodations require special registration and approval from the testing agency. Please discuss any need for testing accommodations eligibility with your counselor well ahead of the exam dates. Depending on the required accommodations, the test may be given at the regular testing site or at the school campus.
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HIGHER EDUCATION ENROLLMENT All students entering a public college or university in Texas are required to take the TSI Assessment — unless you are already exempt (read below) — to determine your readiness for college‐level work. Based on how you perform, you may either be enrolled in a college‐level course that matches your skill level or be placed in the appropriate developmental course or intervention to improve your skills and prepare you for success in college‐level courses. There are exemptions, therefore it is important that the student check with the RISD testing office or the advising office at the Texas college or university he/she plans to attend. You may be exempt if you:
o Have met the minimum college readiness standard on SAT®, ACT, or a statewide high school test; o Have successfully completed college‐level English and math courses; o Have enrolled in a Level‐One certificate program (fewer than 43 semester credit hours); o Are not seeking a degree; or o Have been, or currently are, in the military.
Students Currently Enrolled in High School (Dual Credit Students): Students seeking college credit through Dual Credit Courses must have an assessment to determine basic reading, mathematics and writing skills. Richland College uses TSI (Texas Success Initiative), a state legislated program. Acceptance of high school students for Dual Credit enrollment with RISD and Richland is based on test scores and all Dual Credit students must either take the test or be exempt. The Richland Admissions office will check all transcripts for exemptions. Contact Person: Executive Director, Secondary College and Career Readiness
TEXTBOOKS RISD classroom textbooks are state‐owned and are issued to students free of charge. Textbooks must be returned at the end of the course. Each student is responsible for paying for lost or damaged books.
TRANSFERPROCEDURE Procedure for initiating a transfer request The Intra‐district Transfer Request form is available on the District’s website (www.risd.org), behind the “Parents and Students” tab, allowing for online completion before being printed and signed. Transfer request forms should be completed and returned to the home school. Incomplete forms will not be considered. The home school’s principal will forward the form to the receiving school’s principal. The receiving school’s principal will forward the form to the Executive Director of Elementary Curriculum, the Executive Director of High School, or the Executive Director of Junior High School. Notification of the decision for a transfer request will in most instances be communicated within sixty (60) days after a completed form is received. Transfer students are not eligible for transportation to or from school. Timelines Refer to Student/Parent Guidebook and Student Code of Conduct for timelines.
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KEYTOICONS
Arts and Humanities Endorsement Course
Business and Industry Endorsement Course
Multidisciplinary Endorsement Course
Public Services Endorsement Course
STEM Endorsement Course
Advanced Course
Multiple Period Block Course
Can fulfill RISD Foundation High School Program course requirement
Elective Course
Endorsement Pathway Markers (denotes the endorsement pathway(s) for which the course is useful)
Example: CT7220 PRINCIPLES OF BUSINESS, MARKETING AND FINANCE – 9th, 10th, 11th, 12th,
‐ means that this course counts as one of the 22 required credits (in this case, the .5 Technology credit)
‐ means that this course can count as an elective credit
‐ means that this course is useful in obtaining the Business and Industry Endorsement
‐ means that this course is useful in the second and third pathways of the Business and Industry Endorsement
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DESCRIPTIONOFJUNIORHIGHCOURSEOFFERINGS RISD provides instruction through a teacher in the classroom. However, if enrollment is insufficient, instruction options to consider may include: 1) distance learning/teleconferencing; 2) correspondence course (student fee required); 3) Dual Credit (student fee required); or travel to another campus (student must provide transportation). If none of these options is suitable, the student should discuss another course offering with the guidance counselor.
ENGLISHLANGUAGEARTS Students enrolled in Language Arts 7 and 8 regular and Pre‐AP courses are expected to continue to increase and refine their communication skills. Students are expected to write in a variety of genres. Students plan, draft, and complete written compositions in response to expository and narrative prompts, and create procedural multimedia documents. Students locate, synthesize and organize valid research.
ENGLISHCOURSES 1002 LANGUAGE ARTS – 7th 1002M/1002MI/1002MS LANGUAGE ARTS MODIFIED – 7th 1002A LANGUAGE ARTS ALTERNATE – 7th (STANDARD
The Integrated Language Arts Block (ILAB) allows students to explore reading, writing, listening, and speaking in a balanced literacy model. Students will compare and contrast genres of writing through reader’s workshop and writer’s workshop. Students will focus on analyzing author’s purpose in both the study of literary genres and in their own writing. Students will explore writing as a means to express ideas and opinions in a focused and well‐developed way. 1113 LANGUAGE ARTS – Pre‐AP – 7th
Students participate in all of the content of Language Arts 7th Integrated Language Arts Block (ILAB) while emphasizing the analysis and synthesis of various texts. Through rigorous instruction and engaging learning activities, students work with the core skills of the Pre‐AP/AP program. The course work involves: reading and writing multiple genres, acquiring apt academic vocabulary, honing composition and grammar skills, developing critical thinking skills, working in teams, creating multiple projects, and experiencing a challenging curriculum that includes embedded technological applications. This course offers expansion through academic opportunities to students who are self‐starters, who like academic stimulation, who relish active discussions, and who carry through with responsibilities. 1005 LANGUAGE ARTS – 8th 1005M/1005MI/1005MS LANGUAGE ARTS MODIFIED ‐ 8th 1005A LANGUAGE ARTS ALTERNATE ‐ 8th
The Integrated Language Arts Block (ILAB) allows students to explore reading, writing, listening, and speaking in a balanced literacy model. Students will compare and contrast genres of writing through reader’s workshop and
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writer’s workshop. Students will hone their reciprocal reading skills to become critical thinkers about the purpose and credibility of what they read. These critical reading skills will guide their written responses to text. 1116 LANGUAGE ARTS – Pre‐AP – 8th
Students participate in all of the content of Language Arts 8th Integrated Language Arts Block (ILAB) while emphasizing a deep analysis and synthesis of multiple texts. The nature of this college readiness course is one of rigorous instruction and engaging learning activities, providing students opportunities to work with the core skills of the Pre‐AP/AP program. Continuing with a demanding instruction of reading and writing in multiple genres, acquiring apt academic vocabulary, honing composition and grammar skills, enhancing critical thinking skills, and building on teamwork, this course is well‐rounded. Students experience a challenging curriculum that includes embedded technological applications. This course brings appropriate academic opportunities to students who are self‐motivated, who meet deadlines, who relish poignant/informed discussions, and who carry through with responsibilities. 1113G LANGUAGE ARTS 7 GT Pre‐AP – 7th 2101G SOCIAL STUDIES 7 GT Pre‐AP – 7th Prerequisite – Identified GT with verbal score These two courses MUST be taken concurrently This humanities style class combines the Pre‐AP 7th grade Language Arts with Pre‐AP 7th grade Texas History. While exploring the connections between Texas history, art, music and literature, students will experience innovative instruction that encourages advanced critical thinking and problem‐solving skills, creative interpretation and expression, and advanced oral, written and presentation skills. Students will be given opportunities for self‐directed study and research. 1116G LANGUAGE ARTS 8 GT Pre‐AP – 8th 2102G SOCIAL STUDIES 8 GT Pre‐AP – 8th Prerequisite – Identified GT with verbal score These two courses MUST be taken concurrently This humanities course combines Pre‐AP 8th grade Language Arts with Pre‐AP 8th grade US History, and allows students further opportunities for self‐directed study and advanced research and expository writing. Through innovative instruction, students will draw on prior knowledge to increase in critical thinking and problem solving skills, and will develop advanced oral, written and visual presentation skills. Students will be able to make connections between US History, art, music and literature.
ENGLISHASASECONDLANGUAGE(ESL)COURSES 1163 NEWCOMER LANGUAGE ARTS 7 – 7th
No credit; full year course Immigrant students acquire English language and literacy skills through a language based curriculum in this integrated Language Arts block. This program is exclusively for recently arrived immigrant students at the beginning levels of English proficiency. For ESL course sequences, see Appendix E.
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1164 NEWCOMER LANGUAGE ARTS 8 – 8th
No credit; full year course Immigrant students acquire English language and literacy skills through a language based curriculum in this integrated Language Arts block. This program is exclusively for recently arrived immigrant students at the beginning levels of English proficiency. For ESL course sequences, see Appendix E. 1061 ESL LANGUAGE ARTS 7 – 7th
No credit; full year course Students in years two or three and at the beginning or intermediate levels of English proficiency develop literacy skills in English through intensive instruction provided by ESL certified teachers trained in language acquisition and strategies for English Language Learners. Students participate in all of the content of Language Arts 7. For ESL course sequences, see Appendix E. 1063 ESL LANGUAGE ARTS 8 – 8th
No credit; full year course Students in years two or three and at the beginning or intermediate levels of English proficiency develop literacy skills in English through intensive instruction by ESL certified teachers trained in language acquisition and strategies for English Language Learners. Students participate in all of the content of Language Arts 8. For ESL course sequences, see Appendix E. For additional information contact the Director for Secondary ESL Programs.
READINGCOURSES 1509 7th GRADE STRATEGIC READING Prerequisite – None No credit; two semesters This course is an intensive, accelerated intervention in the area of reading fluency and comprehension with a structured, research‐based reading program. It is intended for students who need support in attaining grade‐level reading skills. The goal of the program is to raise student reading ability to grade level or higher and to apply reading strategies across the curriculum. 1510 8th GRADE STRATEGIC READING Prerequisite – None No credit: two semesters This course is an intensive accelerated intervention in the area of reading comprehension and fluency with a structured research based reading program. It is intended for struggling students who need support in attaining grade‐level reading skills. The goal of the program is to raise student reading ability to grade level or higher and to apply reading strategies across the curriculum. 1531 LANGUAGE SCIENCE 1 7 ‐ 7th 1537 LANGUAGE SCIENCE 1 8 – 8th 1536 LANGUAGE SCIENCE 2 7 – 7th
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1538 LANGUAGE SCIENCE 2 8 – 8th 1539 LANGUAGE SCIENCE 3 7 – 7th 1540 LANGUAGE SCIENCE 3 8 – 8th 1541 LANGUAGE SCIENCE 4 7 – 7th 1542 LANGUAGE SCIENCE 4 8 – 8th Prerequisite – None Non‐credit only; one semester (will not count toward graduation) (This course could take multiple years to complete depending on student progression through the curriculum.) This course is designed to provide remediation for students who have been identified with dyslexia under the Texas Dyslexia Law. This course provides a proven approach to teaching reading, spelling and handwriting to students who require a structured, multisensory presentation. Reliable reading and spelling patterns in the English Language are taught using multisensory discovery techniques that are intensive, systematic and sequential. 1568 ACADEMIC LITERACY FOR ESL – 7th Prerequisite – ESL students who have been in the U.S. for four or more years and at the Beginning, Intermediate, or Advanced TELPAS proficiency levels No credit; full year This course is designed to build language, improve literacy skills, and develop content knowledge for long‐term English language learners. The academic emphases of this course are: 1) language development, 2) academic vocabulary development, 3) reading comprehension, 4) and cross‐curricular writing skills. The course uses thematic, project‐based approaches to develop listening, speaking, reading, and writing skills to improve student achievement across all curriculums and establish habits conducive to future success in high school and beyond. For ESL course sequences, see Appendix E. 1569 ACADEMIC LITERACY FOR ESL – 8th Prerequisite – ESL students who have been in the U.S. for four or more years and at the Beginning, Intermediate, or Advanced TELPAS proficiency levels No credit; full year This course is designed to build language, improve literacy skills, and develop content knowledge for long‐term English language learners. The academic emphases of this course are: 1) language development, 2) academic vocabulary development, 3) reading comprehension, 4) and cross‐curricular writing skills. The course uses thematic, project‐based approaches to develop listening, speaking, reading, and writing skills to improve student achievement across all curriculums and establish habits conducive to future success in high school and beyond. For ESL course sequences, see Appendix E.
SPEECHCOURSES 1600 LEADERSHIP – 7th (Westwood Jr. High: Math, Science, Leadership Magnet ONLY)
One credit; full year course Students learn life‐long leadership skills in a hands‐on setting. The initial focus is on the individual; this is followed by team building, goal setting, planning, motivation, organizational skills, self‐awareness and decision‐making. Seventh graders apply leadership theory on school, local, and state issues. Service projects enhance the hands‐on approach to learning leadership theory.
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CT1613 LEADERSHIP 8 – 8th (Westwood Jr. High: Math, Science, Leadership Magnet ONLY)
Prerequisite – Leadership 7 One credit; full year course (Professional Communications credit) Students learn life‐long leadership skills in a hands‐on setting. The initial focus is on the individual; this is followed by team building, goal setting, planning, motivation, organizational skills, self‐awareness and decision‐making. Eighth graders apply leadership theory to national and global issues, while integrating speech communication strategies into the public sphere of leadership. Service projects enhance the hands‐on approach to learning leadership theory.
MATHEMATICS 3002 MATHEMATICS – 7th 3002M/3002MI/3002MS MATHEMATICS MODIFIED ‐ 7th 3002A MATHEMATICS ALTERNATE ‐ 7th 3060 ESL MATHEMATICS – 7th Prerequisite – None No credit; full year course The primary focal points at Grade 7 are number and operations; proportionality; expressions, equations and relationships; and measurement and data. 3004 MATHEMATICS – Pre‐AP – 7th Prerequisite – None No credit; full year course Pre‐AP 7 Mathematics is an accelerated program designed to prepare the student to study algebra in the 8th grade. The goals and content of the course are the same as Mathematics 8, but with more in‐depth problem solving experiences. The primary focal points in Mathematics 8 are proportionality; expressions, equations, relationships and foundations of functions; and measurement and data. 3006 ALGEBRA 1 ‐ Pre‐AP – 7th, 8th
Prerequisite – Grade 8 math or its equivalent; for entering 7th graders, score of 80 or above on accelerated assessment covering 7th and 8th grade Math TEKS. One credit; full year course In Pre‐AP Algebra 1, students will study linear, quadratic and exponential functions and their related transformations, equations and associated solutions. Students will study polynomials, radical expressions, sequences, law of exponents and linear systems. The students will connect functions and their associated solutions in both mathematical and real‐world situations. Students will use technology to analyze statistical relationships. These concepts will involve more in‐depth problem solving experiences than Algebra 1. 3037 MATH LAB 7 – 7th 3037MMATH LAB 7 MODIFIED ‐ 7th 3038 MATH LAB 8 – 8th 3038M MATH LAB 8 MODIFIED – 8th Prerequisite – None No credit; full year course
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A mathematical course designed to strengthen and reinforce mathematical concepts with a focus on problem solving, applications, and critical thinking skills. A strong emphasis will be placed on instructional strategies designed to reinforce the curriculum. This course will be blocked with a grade appropriate math course. 3005 MATHEMATICS – 8th 3005M/3005MI/3005MS MATHEMATICS MODIFIED ‐ 8th 3005A MATHEMATICS ALTERNATE ‐ 8th 3061 ESL MATHEMATICS – 8th Prerequisite – Mathematics 7 No credit; full year course The primary focal points for Mathematics 8 are proportionality; expressions, equations, relationships and foundations of functions; and measurement and data. 3007 GEOMETRY – Pre‐AP – 8th
Prerequisite – Pre‐AP Algebra 1 – 7th One credit; full year course Pre‐AP Geometry is designed for students who have completed Algebra 1. The goals and content of this course are the same as those for Geometry but with more in‐depth problem‐solving experiences.
SCIENCE For most standard courses, regular and Pre‐Advanced Placement (Pre‐AP) course offerings are available for students, and both course options fully address the state‐mandated essential knowledge and skills. Pre‐AP courses are designed to provide enhanced academic challenge and extensive enrichment at each grade level in preparation for students’ enrollment in College Board Advanced Placement courses in high school. Pre‐AP courses emphasize cognitive concepts and processes using higher‐level skills, independent studies, and analytical and communication skills that are consistent with the structure of the science disciplines. A minimum of 40% of instructional time is committed to laboratory/field experiences in Integrated Physics and Chemistry, and Biology.
GT Course Sequence Suggestions
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
GT Pre‐AP Science
GT Pre‐AP Physics
GT Pre‐AP Chemistry
GT AP Biology AP ChemistryAP Physics 1, 2, or AP Physics C: Mechanics, or AP Physics C: Electricity & Magnetism) AP Environmental Science
AP Science Courses* Advanced Animal Science Biotechnology 2 Advanced Plant and Soil Science
Anatomy & Physiology ‐ Honors
Earth and Space Science Engineering Design and Problem Solving
Environmental Systems Food Science Forensic Science Scientific Research and Design
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4001 SCIENCE – 7th 4001M/4001MI SCIENCE MODIFIED ‐ 7th 4001A SCIENCE ALTERNATE ‐ 7th 4060 ESL SCIENCE – 7th Prerequisite – None No credit; full year course Grade 7 science is interdisciplinary in nature; however, much of the content focus is on organisms and the environment. In grade 7, the study of science includes conducting field and laboratory investigations using scientific process skills, traditional lab equipment, and current technology. As students improve their science skills through inquiry‐based investigations and experiences, they increase their understandings through integration of these topics: matter and energy; force, motion, and energy; earth and space; and organisms and environments. 4002 SCIENCE – 7th –Pre‐AP Prerequisite – None No credit; full year course In grade 7, the study of science includes conducting field and laboratory investigations using scientific process skills, traditional lab equipment, and current technology including computers, Internet resources, hand‐held data collectors, and related probes. As students improve their science skills through inquiry‐based investigations and experiences, they increase their understandings through integration of these topics: matter and energy; force, motion and energy; earth and space; and organisms and environments. 4003 SCIENCE – 8th 4003M/4003MI SCIENCE MODIFIED ‐ 8th 4003A SCIENCE ALTERNATE ‐ 8th 4061 ESL SCIENCE – 8th Prerequisite – None No credit; full year course Grade 8 science is interdisciplinary in nature; however, much of the content focus is on earth and space science. In grade 8, the study of science includes conducting field and laboratory investigations using scientific process skills, traditional lab equipment, and current technology. As students improve their science skills through inquiry‐based investigations and experiences, they increase their understandings through integration of these topics: matter and energy; force, motion, and energy; earth and space; and organisms and environments. 4004 SCIENCE – 8th – Pre‐AP Prerequisite – None No credit; full year course In grade 8, the study of science includes laboratory and field investigations using scientific process skills, traditional lab equipment, and current technology including computers, Internet resources, hand‐held data collectors, and related probes. As students improve their science skills through inquiry‐based investigations and experiences, they increase their understandings through integration of these topics: matter and energy; force, motion and energy; earth and space; and organisms and environments. 4002G SCIENCE 7A GT Pre‐AP Block – 7th (fall semester) 4004G SCIENCE 7B GT Pre‐AP Block – 7th (spring semester) Prerequisite – Identified for GT services in Science Students will grow in scientific understanding by conducting field and laboratory investigations – engaging scientific process skills, traditional lab equipment and current, innovative technology. This two period block
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course (7A and 7B) will focus on biology (human systems, sexual and asexual reproduction, genetics, ecology), geology (climate and violent weather, earth systems), astronomy (moon phases, lunar and solar systems, stars and scientific theories on the origins of the universe), chemistry (chemical properties, periodic table, chemical reactions) and physics (gravity, energy motion, waves). 4033G GT Pre‐AP PHYSICS 8 – 8th Prerequisite – Identified as GT services in Science and Science 7 GT Pre‐AP
In this course students conduct laboratory and field investigations, use scientific methods during investigations and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: laws of motion; changes within physical systems and conservation of energy and momentum; forces; thermodynamics; characteristics and behaviors of waves; and atomic, nuclear, and quantum physics. Students who successfully complete GT Pre‐AP Physics will develop a conceptual foundation essential to interrogating chemical and biological processes studied in Pre‐AP Chemistry and AP Biology. 4031 MATH‐BASED SCIENCE EXPLORATION – 7th, 8th (Westwood Jr. High: Math, Science, and Leadership Magnet Only) Prerequisite – None No Credit; full year course This course introduces and supports advanced math concepts used in the science and engineering field. SMU’s Infinity Project provides a framework to demonstrate the processes of creativity, critical‐thinking, and problem‐solving skills in the context of engineering design, robotics, rocketry, machines, sound/environmental/biomedical engineering, digital imaging, structures and power. The NASA Connect program is an added on‐line resource to Infinity’s specialized classroom technologies. The approach: learning math, science and engineering through lab applications and hands‐on activities. 5532 INTEGRATED HEALTH SCIENCE – 8th (Westwood Jr. High: Math, Science, and Leadership Magnet Only)
Prerequisite – None One‐half credit Health Education; full year This course includes the same curriculum as Health Education. Instruction extends over two semesters, utilizing applied science techniques. The course curriculum is enriched with lab experiments and research in respiration and heart rate, blood pressure, lung capacity, DNA extraction, blood typing, nutrition, effects of space and solar radiation on the human body, cell structure, genetics, diseases, and vaccines. While studying health of the human body students dissect the heart, lung, eye, kidney, and brain. Students also learn Latin root words used in science and medical terminology.
SOCIALSTUDIES The junior high school social studies curriculum incorporates three major instructional goals: acquiring knowledge, developing attitudes and values, and developing skills and processes. Essential knowledge and skills in social studies at the junior high school grade levels continue to build upon the foundation established during the elementary school learning experiences. Eight content strands are integrated for instructional purposes and include history, geography, government, citizenship, economics, culture, science, technology, society, and social studies skills. The content, as appropriate for the course, enables students to understand the importance of patriotism, to understand the function of our free enterprise society, and to appreciate the basic democratic
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values of our state and nation. Throughout their study of social studies, students use problem‐solving and decision making skills to answer questions as well as use a variety of primary and secondary source materials. For each course, regular and Pre‐Advanced Placement (Pre‐AP) course offerings are available for students, and both course options fully address the state‐mandated essential knowledge and skills. Pre‐AP courses are designed to provide academic challenge and extensive enrichment at each grade level in preparation for students’ enrollment in College Board Advanced Placement courses in high school. Pre‐AP courses emphasize cognitive concepts and processes using higher level skills, independent studies, and analytical and communication skills that are consistent with the structure of the social science disciplines. 2001 SOCIAL STUDIES – 7th 2001M/2001MI SOCIAL STUDIES MODIFIED ‐ 7th 2001A SOCIAL STUDIES ALTERNATE ‐ 7th 2064 ESL SOCIAL STUDIES – 7th Prerequisite – None No credit; full year course Grade 7 students study the history of Texas, the full scope of Texas history, including the cultures of Native Americans living in Texas prior to European exploration, the eras of mission‐building, colonization, revolution, republic, and statehood, focusing on key individuals, events, and issues and their impact. Students identify regions of Texas and the distribution of population within and among the regions; the structure and functions of municipal, county, and state governments; the influence of the U.S. Constitution on the Texas Constitution; and the rights and responsibilities of citizens. Students identify the different racial and ethnic groups that settled in Texas to build a republic and then a state; students analyze the impact of scientific discoveries and technological innovations on the development of Texas. 2101 SOCIAL STUDIES – 7th –Pre‐AP Prerequisite – None No credit; full year course Grade 7 students study the history of Texas, the full scope of Texas history, including the cultures of Native Americans living in Texas prior to European exploration, the eras of mission‐building, colonization, revolution, republic, and statehood, focusing on key individuals, events, and issues and their impact. Students identify regions of Texas and the distribution of population within and among the regions; the structure and functions of municipal, county, and state governments; the influence of the U.S. Constitution on the Texas Constitution; and the rights and responsibilities of citizens. Students identify the different racial and ethnic groups that settled in Texas to build a republic and then a state; students analyze the impact of scientific discoveries and technological innovations on the development of Texas. 2002 SOCIAL STUDIES – 8th 2002M/2002MI SOCIAL STUDIES MODIFIED ‐ 8th 2002A SOCIAL STUDIES ALTERNATE ‐ 8th 2065 ESL SOCIAL STUDIES – 8th Prerequisite – None No credit; full year course Grade 8 students study the history of the United States from the early colonial period through Reconstruction. Content focuses on the political, economic, and social events and issues related to the colonial and revolutionary eras, the creation and ratification of the U.S. Constitution, the challenges of the early Republic, westward expansion, sectionalism, the Civil War, and Reconstruction. Throughout the course, students focus on the impact of geography on settlement patterns, the development of the political and economic systems, the rights
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and responsibilities of its citizens, and the scientific and technological innovations that created the uniqueness of the United States. 2102 SOCIAL STUDIES – 8th – Pre‐AP Prerequisite – None No credit; full year course Grade 8 students study the history of the United States from the early colonial period through Reconstruction. Content focuses on the political, economic, and social events and issues related to the colonial and revolutionary eras, the creation and ratification of the U.S. Constitution, the challenges of the early Republic, westward expansion, sectionalism, the Civil War, and Reconstruction. Throughout the course, students focus on the impact of geography on settlement patterns, the development of the political and economic systems, the rights and responsibilities of its citizens, and the scientific and technological innovations that created the uniqueness of the United States. 2101G SOCIAL STUDIES 7 GT Pre‐AP – 7th 1113G LANGUAGE ARTS 7 GT Pre‐AP – 7th Prerequisite – Identified GT with verbal score These two courses MUST be taken concurrently This humanities style class combines the Pre‐AP 7th grade Language Arts with Pre‐AP 7th grade Texas History. While exploring the connections between Texas history, art, music and literature, students will experience innovative instruction that encourages advanced critical thinking and problem‐solving skills, creative interpretation and expression, and advanced oral, written and presentation skills. Students will be given opportunities for self‐directed study and research. 2102G SOCIAL STUDIES 8 GT Pre‐AP – 8th 1116G LANGUAGE ARTS 8 GT Pre‐AP – 8th Prerequisite – Identified GT with verbal score These two courses MUST be taken concurrently This humanities course combines Pre‐AP 8th grade Language Arts with Pre‐AP 8th grade US History, and allows students further opportunities for self‐directed study and advanced research and expository writing. Through innovative instruction, students will draw on prior knowledge to increase in critical thinking and problem solving skills, and will develop advanced oral, written and visual presentation skills. Students will be able to make connections between US History, art, music and literature.
LANGUAGESOTHERTHANENGLISH(LOTE) When considering which language to study in high school, parents and students should take into account the fact that motivation is the most important factor in a student’s success. Brain research confirms that acquiring any second language makes it easier to acquire a third and a fourth, so starting with a language that has high interest for the student is key. Continuing to improve proficiency in the original language of study will become an intrinsic endeavor and improve the ability to learn more languages as they become interesting or important for future career choices. In the end, students must be ready to work in a highly competitive international economic environment, and being able to communicate in another language is an important edge. At least 2.0 units of credit gathered from the study of a language other than English should be in the same language. A concentration in an additional second language may be considered a specialization component.
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Credit for courses in languages other than English taken in grades 7 and 8 count toward graduation credit, but do not affect the student’s Grade Point Average (GPA). Course Sequence Suggestion
Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Level I → Level II → Level III Pre‐AP
→ AP Language → AP Lit. or Honors Lang. Enrichment
→ AP Lit. or Honors Lang. Enrichment
Level I → Level II orLevel II Pre‐AP
→ Level III Pre‐AP
→ AP Language → AP Lit. or Honors Lang. Enrichment
Level I → Level II orLevel II Pre‐AP
→ Level III Pre‐AP
→ AP Language
Level III Pre‐AP (Native and Near‐Native Speaker of Spanish Tracks)
→ AP Language → Honors Language Enrichment
→ AP Literature → New LOTE Level I
→ New LOTE Level II or Level II Pre‐AP
Level III Pre‐AP
→ AP Language or Literature
→ AP Language or Literature or Honors Language Enrichment
→ New LOTE Level I
→ New LOTE Level II or Level II Pre‐AP
LEVEL 1 ‐ 6101 FRENCH; 6721 JAPANESE; 6307 LATIN; 6001 SPANISH – 7th, 8th
Prerequisite – None One credit; full year course The primary focus of a Level 1 class is to develop listening and reading comprehension in students, while developing early speaking and writing skills. To meet this end, 80%‐100% of the class must be conducted in the target language. Students will read, listen to, and interpret text and audio resources in the target language; and speak and write using very basic language. (Students studying a classical language will primarily focus on reading and understanding the influence of one language and culture on another and will write using very basic language.) LEVEL 2 ‐ 6116 FRENCH; 6722 JAPANESE; 6313 LATIN; 6020 SPANISH – 8th
Prerequisite – Level 1 or Credit Exam One credit; full year course The primary focus of Level 2 classes is to bring all students to at least a novice‐high level of proficiency. A large portion of the curriculum is focused on strategies that develop interpretive skills, with an additional focus on speaking and writing. To meet this end, 85%‐100% of the class must be conducted in the target language. (Students studying a classical language will primarily focus on developing translation skills in order to promote comprehension of the language, as well as understanding the influence of one language and culture on another.) 6021 LEVEL 3 Pre‐AP SPANISH –7th, 8th
Prerequisite—Level 2 Verification of Credit Exam, teacher recommendation One credit; full year course The primary focus of the Level III Pre‐AP class in Jr. High is to bring native and heritage Spanish speaking students to at least an intermediate‐low level of proficiency in all modes of communication. Students begin exploring literary themes via authentic target language resources with plentiful teacher guidance. Students continue
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refining their ear for the language with 90%‐100% of the class conducted in the target language. Both informal and formal speaking and writing become more process‐oriented. Students begin to practice and prepare for the AP exam. 6022 AP SPANISH LANGUAGE – 8th (Lake Highlands Jr. High, Liberty Jr. High, North Jr. High, Parkhill Jr. High, West Jr. High Arts & Technology Magnet, and Westwood Jr. High ONLY)
Prerequisite – Spanish 3 Pre‐AP, teacher recommendation One credit; full year course AP Language courses emphasize the use of language for active communication. Students develop the ability to understand spoken language in various contexts, ample vocabulary for reading authentic texts, and the ability to express themselves with reasonable accuracy, fluency, and coherence in both written and spoken language. AP Language students prepare for the AP Spanish Language Exam.
FINEARTS
ARTCOURSES The junior high art program offers students opportunities for creative growth and expression through various methods of study and exploration. Students are encouraged to exhibit their work during the school year. A fee may be charged to cover costs of materials for optional art projects beyond the minimum requirements for each course.
The following are courses that CANNOT be taken in the same semester.
Course # Course Name
8142 Introductory Art 7/8
8143 Ceramics 7/8
Course # Course Name
8144 Introduction to Three‐Dimensional Sculpture Design 7/8
8145 Drawing and Painting 7/8
8142 ART – 7th, 8th – INTRODUCTORY ART 8142A ART 7/8 ALTERNATE Prerequisite – none No credit; one semester Drawing, painting, printmaking ceramics, sculpture, fibers, photographic imagery and electronic media are the processes used to express personal thoughts and ideas creatively in this survey course. Students will learn through study of perception, art methods, cultural/historical relationships and evaluation. This course provides the foundation for all other junior high art courses and is recommended for those students who plan to take art for their required fine arts course in high school. (This course cannot be taken in the same semester with Ceramics 7/8). FEES MAY APPLY. 8145 ART – 7th, 8th – DRAWING AND PAINTING 8145A DRAWING AND PAINTING ALTERNATE – 7/8 Prerequisite – Introductory Art
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No credit; one semester More advanced techniques in drawing and painting give students an opportunity to explore a variety of visual effects. Personal expression, technical skill development, and understanding artists’ styles and techniques from the past and present, careers, and critical evaluation are integrated into each unit of study. (This course cannot be taken in the same semester with Introduction to 3D Design 7/8). FEES MAY APPLY. 8144 ART –7th, 8th – INTRODUCTION TO THREE‐DIMENSIONAL SCULPTURE DESIGN Prerequisite – None No credit; one semester Three‐dimensional design involved creating sculptural art forms by modeling, carving, and assembling materials. Students may use a variety of materials including paper, clay wood, metal, and found objects to learn about the processes. In addition, students will study the historical and cultural significance of selected artists and will learn to make informed judgments about their own work and the work of other artists. (This course cannot be taken in the same semester with Drawing and Painting 7/8). FEES MAY APPLY. 8143 ART – 7th, 8th – CERAMICS 8143A CERAMICS 7/8 ALT Prerequisite – None No credit; one semester Ceramics includes study in clay modeling and hand building techniques to form more advanced ceramic art objects. Planning, creative design and problem solving are emphasized. Students will study the historical and cultural significance of ceramic art forms from around the world. (This course cannot be taken in the same semester with Introductory Art 7/8). FEES MAY APPLY. 8135 ART I – Pre‐AP – 8th (West Jr. High Arts & Technology Magnet ONLY)
Prerequisite – One full year in 7th grade Art at West Magnet Jr. High One credit; full year course Art 1 is the first course in the high school art sequence. It is an exploration of the basic techniques in design, drawing, painting, printmaking, and sculpture, with emphasis on creative problem solving. Students will develop an understanding of the creative process by examining and discussing works of art from various cultures and periods. Career opportunities are introduced. FEES MAY APPLY. 8148 ‐ INTRODUCTION TO DIGITAL PHOTOGRAPHY – 7th, 8th (Apollo Junior High ONLY) Prerequisite – None No credit; one semester course Students learn about the camera and photographic digital media, composition, and taking and editing photographs. They explore the elements of art and principles of design and digital media. FEES MAY APPLY.
MUSICCOURSES
Band Courses
8235 SYMPHONIC 4 – 7th 8236 SYMPHONIC 4 – 8th Prerequisite – Audition and approval by the director No credit; full year course
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Junior High Symphonic 4 will introduce and refine methods and techniques of performance on woodwind/brass/percussion instruments to prepare a student for a performing band. Students are encouraged to participate in RISD Chamber Music Festival. This course involves outside of school rehearsals and performances. 8237 SYMPHONIC 3 – 7th 8238 SYMPHONIC 3 – 8th Prerequisite – Audition and approval by the director No credit; full year course Junior High Symphonic 3 will emphasize the development of individual skills, ensemble playing, and rehearsal techniques. The student needs to demonstrate an appropriate level of knowledge of fundamentals and musicianship on the student’s instrument. There will be continued emphasis on individual and group musical development. This group may attend UIL contest and other competitions and performance activities. Students are encouraged to participate in All‐Region Band and RISD Chamber Music Festival. This course involves outside of school rehearsals and performances. 8241 SYMPHONIC 2 – 7th 8242 SYMPHONIC 2 – 8th Prerequisite – Audition and approval by the director No credit; full year course Junior High Symphonic 2 will emphasize the development of individual skills, ensemble playing and rehearsal techniques. The student needs to demonstrate an appropriate level of knowledge of fundamentals and musicianship on the student’s instrument. There will be continued emphasis on individual and group musical development. This group may attend UIL contest and other competitions and performance activities. Students are encouraged to participate in All‐Region Band and RISD Chamber Music Festival. This course involves outside of school rehearsals and performances. 8243 SYMPHONIC 1 – 7th 8244 SYMPHONIC 1 – 8th Prerequisite – Audition and approval by the director No credit; full year course The emphasis of the Junior High Symphonic 1 Band will be the development and refinement of individual and ensemble playing skills for brass, woodwind and percussion players who exhibit refined performance skills on their individual instruments. The students must demonstrate superior knowledge of fundamentals and musicianship on their instruments. Participation will include group, individual and small ensemble performances. This group will attend UIL contest and other competitions and performance activities. Students must participate in the All‐Region Band and RISD Chamber Music Festival. This course involves outside of school rehearsals and performances.
Choir Courses
8425 TREBLE – 7th 8426 TREBLE – 8th Prerequisite – Interest in singing No credit; full year course
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This is a beginning choral group with emphasis on teaching the basic fundamentals of music reading, choral techniques, and producing a good treble choir sound. Students may participate in RISD Vocal Music Festival and other appropriate activities. This course involves some outside of school rehearsals and performances. 8427 TENOR‐BASS – 7th 8428 TENOR‐BASS – 8th Prerequisite – Interest in singing No credit; full year course This is a beginning group with attention given to the changing voice. Emphasis of the course will be in teaching the basic fundamentals of music reading, choral techniques, and production of a good choral sound. Students will learn to sing in two, three, and possibly four parts by the end of the year. Students may participate in RISD Vocal Music Festival and other appropriate activities. This course involves outside of school rehearsals and performances. 8429 CONCERT – 7th 8430 CONCERT – 8th Prerequisite – Audition and approval by the director No credit; full year course This is an 8th grade treble choir at the junior high. It is for students who have had limited choral experience. Students may participate in RISD Vocal Music Festival and other appropriate activities. This course involves outside of school rehearsals and performances. 8431 CHORALE MIX – 7th 8432 CHORALE MIX – 8th Prerequisite – Audition and approval by the director No credit; full year course This group is the top junior high choir. This group is performance oriented with emphasis on developing large ensemble performances as well as small ensembles such as madrigals, quartets, trios, and solos. Sight‐reading techniques will be emphasized. The choir will perform SATB or SSA music with gradual development of each of the voices. Repertoire will consist of more advanced literature. Overall emphasis will be the development of good choral sound. This group will attend UIL contest and other competitions and performance activities. Students may participate in the RISD Vocal Music Festival and other appropriate activities. This course involves outside of school rehearsals and performances.
Orchestra Courses
8531 BEGINNING – 7th 8532 BEGINNING – 8th Prerequisite – Interest in orchestra and approval by the director No credit; full year course The emphasis of this class will be in learning the fundamentals for playing a string instrument and reading music to prepare the student for a performing organization. Students should participate in RISD Chamber Music Festival. This course involves outside of school rehearsals and performances. 8533 INTERMEDIATE – 7th 8534 INTERMEDIATE – 8th Prerequisite – Audition and approval by the director
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No credit; full year course This class will emphasize continued development of basic skills of orchestral performance and musicianship with increasing emphasis upon performance experience. Students should participate in RISD Chamber Music Festival. This course involves outside of school rehearsals and performances. 8535 ADVANCED – 7th 8536 ADVANCED– 8th Prerequisite – Audition and approval by the director. Wind and percussion students must have concur‐rent membership in the school band program No credit; full year course The Advanced Orchestra is the main orchestral performing group at the junior high. The students must demonstrate above average knowledge, ability, and musicianship on their instruments. The emphasis of the group will be on the development and refinement of individual and ensemble playing skills. Students must participate in the RISD Chamber Music Festival and are encouraged to audition for All Region Orchestra. This course involves outside of school rehearsals and performances.
THEATREARTSCOURSES 8325 INTRO TO THEATRE ARTS – 7th (Apollo JH, Forest Meadow JH, Lake Highlands JH, Liberty JH, North JH, Parkhill JH, Westwood JH) Prerequisite – none No credit; full year Emphasis is placed on the development of imagination and creativity, body and voice control, knowledge of dramatic structure and plot, comfort and confidence in performance, an introduction to technical theatre, basic understanding of theatrical styles and history, and various aspects of the communication process. Students will have opportunities to study improvisation, vocal technique, readers’ theatre, storytelling, and to engage in classroom productions throughout the year. 8323 THEATRE ARTS – 7th (West Jr. High School ONLY)
Prerequisite – Instructor Approval One credit; full year Emphasis is placed on the development of imagination and creativity, body and voice control, knowledge of dramatic structure and plot, comfort and confidence in performance, an introduction to technical theatre, basic understanding of theatrical styles and history, and various aspects of the communication process. Students will have opportunities to study improvisation, vocal technique, readers’ theatre, storytelling, and to engage in two classroom productions throughout the year. 8324 THEATRE ARTS 1 – 8th (West Jr. High School ONLY)
Prerequisite – Theatre Arts – 7th Emphasis is placed on the development of imagination and creativity, body and voice control, knowledge of dramatic structure and plot, comfort and confidence in performance, an introduction to technical theatre, basic understanding of theatrical styles and history, and various aspects of the communication process. Students will have opportunities to study improvisation, vocal technique, readers’ theatre, storytelling, and to engage in two classroom productions throughout the year.
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PHYSICALEDUCATION
PHYSICALEDUCATIONCOURSES Students are required to take two semesters of Physical Education during 7th and 8th grade. 5003 PHYSICAL EDUCATION A – 7th, 8th Prerequisite – None No credit; one semester This course is designed to provide students an opportunity to increase skill level in cooperative and field games, volleyball, basketball, flag football, soccer, hockey, dance and rhythms/tumbling, track and field, golf, racquet sports and softball. Aerobic conditioning and health‐related fitness concepts will be taught throughout the semester in order to increase the student’s personal fitness level. 5004 PHYSICAL EDUCATION B – 7th, 8th Prerequisite – None No credit; one semester This course is designed to provide students an opportunity to increase skill level in recreational games, hockey, dance and rhythms/tumbling, track and field, golf/racquet sports, softball, cooperative and field games, volleyball, basketball, flag football, and soccer. Aerobic conditioning using fitness circuits, jump rope, and heart rate monitors along with introductory strength and conditioning training will be taught in order to increase the student’s personal fitness level. Health‐related fitness concepts and activities will be included throughout the semester. 5030 PARTNERS TRAINING PROGRAM 7 – 7th 5031 PARTNERS TRAINING PROGRAM 8 – 8th Prerequisite – Approval of course instructor. No credit; full year Able‐bodied students learn about students with disabilities in order to better understand their conditions. Students will be trained the first few weeks of school and then proceed to physical education class where they practice making modifications to skills and games to help their friends with disabilities be more successful.
Physical Education Substitution
5015 OFF‐CAMPUS PHYSICAL EDUCATION – 7th, 8th Prerequisite – Central Administration approval (See counselor). No credit; one semester or full year course This program is a cooperative arrangement between the school district, the student, and an off‐campus facility. Activities available through the off‐campus program are limited to ballet and Olympic activities approved by the Texas Education Agency that are not offered comprehensively through the physical education or athletic departments. A tuition fee will be charged. 5112 ATHLETICS/BOYS – 7th 5113 ATHLETICS/BOYS –8th Prerequisite – Coach’s approval, Physical required No credit; full year course
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5115 ATHLETICS/GIRLS – 7th 5116 ATHLETICS/GIRLS – 8th Prerequisite – Coach’s approval, Physical required No credit; full year course
HEALTHEDUCATIONCOURSES 5531 HEALTH EDUCATION 1 – 7th, 8th
Prerequisite – None One‐half credit; one semester This course includes instruction in wellness, mental health, substance abuse, diseases, family living including human sexuality along with community and world health.
CAREERANDTECHNICALEDUCATION CT7020 TOUCH SYSTEM DATA ENTRY – 7th, 8th CT7020A TOUCH SYSTEM DATA ENTRY ALTERNATE ‐ 7th, 8th
Prerequisite – None One‐half credit; one semester The purpose of this class is to teach the “touch” keyboarding skills to address business applications in various emerging real life technologies. Components of the course include keyboarding accuracy and speed, document formatting, preparing business documents, word processing and developing social skill in an office environment. This course meets graduation requirements for .5 Technology credit. CT7009 COLLEGE AND CAREER READINESS – 7th, 8th CT7009A COLLEGE AND CAREER READINESS ALTERNATE – 7th, 8th Prerequisite – None No credit; one semester The college and career development process is a unique and exciting experience for every student. This course provides students opportunities to explore their personal goals, interests, and aptitudes as they relate to college and career concepts and determine what they want and expect for their future. By exploring valid, reliable educational and career information, students will learn more about themselves and their interests and abilities. Students will take and use interest surveys to explore college and career areas of personal interest. Virtual field trips will allow students to explore various colleges and job sites. They will hear from leading professionals in job fields of personal interest and get a one on one experience with current college students. This course is designed to guide students through the process of investigation and in the development of a college and career readiness achievement plan. Students will use the information to explore educational requirements for various colleges and a variety of exciting career paths. CT70161 INVESTIGATING ANIMATION – 7th, 8th (Forest Meadow and Apollo Junior High and West Junior High ONLY) Prerequisite – Recommended Touch System Data Entry No credit; one semester
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This basic course introduces students to careers in animation and all aspects of motion graphics. Students will develop an understanding of the history and techniques of the animation industry. Students will be provided state of the art equipment in the animation industry and will become acquainted with basic software and hardware common to the motion graphics industry. Students will be introduced to lighting, camera shots, Claymation, cut‐outs, flip books, and other rendering and modeling techniques common to the industry. CT70131 INVESTIGATING APPAREL AND FASHION DESIGN – 7th, 8th Prerequisite – None No credit; one semester Student will be given background and aspects of the textile and apparel industries as well as identify careers in the fashion, textile, and apparel industries. Students will learn safety, teamwork, leadership, and will develop basic hands‐on skills in the selection and usage of hand tools and state of the art fashion design equipment. CT70101 INVESTIGATING ARTS, AUDIO VIDEO TECHNOLOGY AND COMMUNICATIONS – 7th, 8th Prerequisites – None No credit; one semester Students will be able to develop an understanding of the various and multifaceted career opportunities in the Arts, Audio, Video Technology and communications cluster and the introductory knowledge, skill and educational requirements for those opportunities. Components include research in the areas of career opportunities, elements of art, history and evolution of the industry, communication skills, basic introduction to hardware components of the industry, software programs, basic editing, writing, publishing techniques, along with storylines, artwork, and set introduction design and layout. CT70011 INVESTIGATING BUSINESS/MARKETING – 7th, 8th Prerequisite – None No credit; one semester This course introduces students to the role of business in the lives of individuals, consumers, workers, and citizens. It will provide an overview of the business world and how it affects everyone. Components include general business functions, management, money issues, credit, banking systems and services, and entrepreneurship. CT70021 INVESTIGATING CONSTRUCTION/MANUFACTURING – 7th, 8th Prerequisite – None No credit; one semester This is an exploratory course designed for students to investigate types of activities performed in the construction and manufacturing industry. Components of the course include Computer Aided Design software, safety for the industry, hands on construction and manufacturing projects, teamwork activities, and technology related career explorations. CT70121 INVESTIGATING CULINARY ARTS – 7th, 8th Prerequisite – none No credit; one semester Students will be introduced to the basic fundamentals in the art of cooking and science of baking. Students will learn the history of food service, safety for the industry and will be introduced to the various tools, appliances and implements of the culinary industry. Students will explore the many career opportunities related to the food industry as well as laws and procedures related to foods and proper sanitation practices. The student will have opportunities in the pre‐employment laboratory to use the equipment in preparing select menus and recipes in a teamwork environment.
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CT70031 INVESTIGATING ENGINEERING/ROBOTICS – 7th, 8th Prerequisite – None No credit; one semester This course is an introductory and exploration level course in pre engineering and technology manufacturing systems. Students will utilize various software packages to design a basic robotics platform, manufacture, assemble, and demonstrate finished product. CT70041 INVESTIGATING HOSPITALITY/CULINARY ARTS AND TOURISM – 7th, 8th CT70041A INVESTIGATING HOSPITALITY/CULINARY ARTS AND TOURISM ALTERNATE – 7th, 8th Prerequisite – None No credit; one semester Students in this exploratory course experience introductory skills and information in the hospitality/culinary art and tourism career cluster. The student explores roles in each area, customer service, job safety, food service preparation and presentation, creates professional documents, family and leisure activities, featuring team working skills and activities. CT70051 INVESTIGATING HUMAN SERVICES – 7th, 8th CT70051A INVESTIGATING HUMAN SERVICES ALTERNATE – 7th, 8th Prerequisite – None No credit; one semester This exploratory course will introduce students to various components of the human service career field. Components of this course include introductions to healthy food selection and preparations, household management, general safety, clothing selection maintenance and repair skills, family and community services, and personal care services. CT70061 INVESTIGATING INFORMATION TECHNOLOGY – 7th, 8th Prerequisite – None No credit; one semester Students explore and develop computer literacy skills to adapt to emerging technologies and opportunities in the information technology careers. Students are introduced to various software programs in the areas of word processing, spread sheets, data base, presentation and web publishing techniques. CT70141 INVESTIGATING LAW ENFORCEMENT – 7th, 8th (Forest Meadow Junior High and Lake Highlands Junior High ONLY) Prerequisite – None No credit; one semester This course provides a brief overview of the history, organizations, and functions of local, state, and federal law enforcement. The course explains the role of constitutional law, legal systems, criminal law, and law enforcement terminology. The student will be presented aspects of safety for the industry, field note‐taking and report‐writing skills, and will look at different facets and procedures to protect, document, and process a crime scene. CT70091 INVESTIGATING CAREERS – 7th, 8th CT70091A INVESTIGATING CAREERS ALTERNATE – 7th, 8th Prerequisite – None No credit; one semester An exploratory course allowing students to investigate the many careers under the 16 career clusters. Also, the student will be able to identify interests and aptitudes, complete job applications, prepare resumes and will be
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introduced to interviewing skill and techniques. Students will use various software programs as Kuder, Microsoft Office Package to advance knowledge and assist in future career goals and opportunities. CT70151 CONCEPTS OF LAW – 7th, 8th (Forest Meadow Junior High and Lake Highlands Junior High ONLY) Prerequisite – None No credit; full year This course introduces students to the various professions in government administration, legal services, law enforcement, security, corrections, and fire and emergency management services. Students will also look at the roles and responsibilities of courts, private and public security, and protective services. The course is a basic overview of many careers associated in this cluster. CT70171 ELEMENTS OF ANIMATION (MOTION GRAPHICS/MODELING) – 8th (Forest Meadow and Apollo Junior High ONLY) Prerequisite – Recommended Touch System Data Entry and Exploring Animation No credit; full year This course provides the students with more opportunities in a state of the art animation lab equipped with the latest software and hardware of the animation industry. Students will use information technology applications, problem solving methods, and animation principles, using advanced software and specialty hardware items (such as three dimensional printers) and animated characters with musical scores and rendering scenes. CT7008 ELEMENTS OF ARTS, AUDIO VIDEO TECHNOLOGY, AND COMMUNICATIONS – 7th (Richardson West Jr. High Magnet and Forest Meadow Junior High ONLY) Prerequisite – None No credit; full‐year course This course is a beginning yearlong exploration course for students interested in the multi‐component cluster of Arts, Audio‐Video Technology and the Communications Industry. Students will have the opportunity to experience in a laboratory setting the following career components; history and evolution of the industry, career exploration activities, communication activities, software for the industry, writing, editing, presentation, basic introduction and basic usage of A/V hardware equipment, safety, teamwork activities and presentations, and art components required by the industry. CT7011 ELEMENTS OF MANUFACTURING, ENGINEERING AND ROBOTICS – 7th (Richardson West Jr. High Magnet and Apollo Junior High ONLY) Prerequisite – None No credit; full‐year course This course is a beginning full year course for students interested in manufacturing, engineering and robotics. Students will be provided hands on laboratory activities and will have opportunity to participate in team building and leadership activities. Students will engineer and design simple robots, built from both kits and raw materials and experience related projects representative of each field. CT7024 PRINCIPLES OF ARTS, AUDIO VIDEO TECHNOLOGY AND COMMUNICATIONS – 8th (West Jr. High Magnet and Forest Meadow ONLY)
Prerequisite – Elements of Arts, Audio Video Technology, and Communications One credit; full‐year course This course is an introductory course that gives students a general overview of the various and multifaceted career opportunities in the arts, audio/video and communications industry. Students will be provided
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experience in the following areas of instruction: Communications strategies, technology applications (email, writing, publishing, presentation, spreadsheet, database), safety regulations, ethical conduct, leadership, career opportunities, group/teamwork activities, equipment usage, formal and informal professional video presentations by identifying key elements in audio scripts and video scripts, knowledge of video cables, connectors, operation of video cameras, focusing techniques, pre‐production processes, and identify equipment , crew, and cast requirements for presentations. CT7025 PRINCIPLES OF MANUFACTURING/ENGINEERING AND ROBOTICS – 8th (West Jr. High Magnet and Apollo Junior High ONLY)
Prerequisite – None One credit; full‐year course This course provides an overview and beginning insight to the various fields of science, technology, manufacturing, engineering, and mathematics and their interrelationships. Students will be provided hands on lab activities utilizing a variety of engineering to manufacture robotics platforms, using physical and mechanical systems. The student will also participate in a team‐based culminating robotic project while maintaining an engineering notebook including design processes, development and testing, project end presentation and demonstration. 7832 WEB DESIGN – 8th (West Jr. High Magnet ONLY)
Prerequisite – None One credit; full‐year course Students in this course will build interactive websites using current professional web development software. They will design and develop these websites featuring rich internet applications, XHTML coding, cascading style sheets, JavaScript, internet protocols, legal and ethical responsibilities, interactive multimedia animation and sound design, and alternate navigation techniques. Extensive website projects will include implementation of industry standards and code validation. CT1617 PROFESSIONAL COMMUNICATIONS 8 – 8th
Prerequisite – None One‐half credit; one semester CT1613 LEADERSHIP 8 (Westwood Junior High Leadership Magnet ONLY) One credit; full year course (Westwood Junior High Leadership Magnet ONLY) Professional Communication blends written, oral and graphic communication in a career‐based environment. Careers in the global economy require individuals to be creative and have a strong background in computer and technology applications, a strong and solid academic foundation, and a proficiency in professional oral and written communications. Students will be expected to expand the ability to write, read, edit, speak, listen, apply software applications, manipulate computer graphics and conduct internet research.
OTHERELECTIVES
ADVANCEMENTVIAINDIVIDUALDETERMINATION(AVID)COURSES 9100 AVID 7 – 7th
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9105 AVID 8 – 8th Prerequisite – Application/acceptance into the program, simultaneous enrollment in at least one Pre‐AP class No credit; full year course The AVID class addresses key elements in college preparation: academic survival skills, college entry skills, tutorials, motivational activities, and career and college exploration. Additionally students will improve their oral communication skills through presentation and Socratic Seminar, participate in writing to learn activities, including note taking, learning logs, and essay writing, prepare for college entrance examinations, including the SAT and ACT, and complete and present a multi‐grade level portfolio of their work. 9160 AVID 7 EXCEL – 7th 9165 AVID 8 EXCEL – 8th Prerequisite – Application/acceptance into the program, simultaneous enrollment in at least one Pre‐AP class No credit; full year course The AVID Excel course is designed for current 7th and 8th grade ELL students who have been in U. S. schools for six or more years. The purpose of the course is to accelerate academic language acquisition and increase student access to the 9th grade AVID Elective and college preparatory courses. Through a sequential set of junior high courses, students are supported to build their academic language, leadership skills, and overall sense of commitment to school with a cohort of peers who share their same college readiness goals. The AVID Excel course sequence is made up of the AVID Excel Summer Bridge and the AVID Excel Elective with an emphasis on developing students’ academic language proficiency in all domains – reading, writing, speaking, and listening – while also developing self‐determination, leadership skills, and motivation.
GIFTEDANDTALENTED(GT)COURSES 9040G GT INDEPENDENT STUDY AND INVESTIGATIONS 7 – 7th Prerequisite – Identified GT The focus of this elective course will be to meet the special abilities, needs and interests of students through a continuation of the elementary gifted services. The curriculum will present opportunities for students to make cross‐curriculum connections through hands on problem solving and interest driven research. 9041G GT INDEPENDENT STUDY AND INVESTIGATIONS 8 – 8th Prerequisite – Identified GT By encouraging students to engage in critical thinking skills through hands‐on problem solving and interest driven research, students in this course will have opportunity to build on their own strengths and interests. This elective course is designed to meet the special abilities, interests and needs of students while helping them to make cross‐curriculum connections.
SPECIALEDUCATION Placement in any Special Education class is dependent on eligibility and the decision of the Admission, Review, and Dismissal (ARD) Committee. Placement and course selections are reviewed, at a minimum, on an annual basis. Specific goals and objectives are developed based on the student’s present levels of academic and functional performance Modified Courses Modified courses are aligned with general education curriculum in the corresponding grade levels. Students are exposed to the same Texas Essential Knowledge and Skills (TEKS) as their general education peers with changes
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to student expectations and levels of mastery. Modified coursework differs from non‐modified coursework in instructional delivery, pacing, and assessment. It is the responsibility of the ARD committee to determine student placement in modified coursework, as well as determination of the appropriate state assessment in each specific subject area. Alternate Courses Alternate courses are locally developed courses that reflect the prerequisite skills appropriate to the student’s current academic functioning along with alignment to grade level standards in each subject area. Coursework within the alternate class reflects individual student needs. Alternate coursework differs from non‐modified and modified coursework in instructional delivery, and focuses on prerequisite skill content based on the student’s goals and objectives within the IEP. It is the responsibility of the ARD committee to determine student placement in alternate coursework, as well as determination of the appropriate state assessment for the student. 7351 JOB SKILLS – 7th; 7352 JOB SKILLS – 8th No credit; one semester or one full year Job Skills prepares students to enter the job market through a study of employment issues including: recognizing what skills define particular jobs; the application processes; recognizing interests, individual attributes to enhance employability, ways to locate jobs, using community services/recourses to aid employment.* 9051 LIFE SKILLS – 7th; 9052 LIFE SKILLS – 8th No credit; one semester or one full year The areas of instruction include vocational, social and independent living skills.* 9151 SOCIAL SKILLS/PROBLEM SOLVING – 7th; 9152 SOCIAL SKILLS/PROBLEM SOLVING 8th No credit; one semester or full‐year The areas of instruction include self‐awareness and confidence, socially responsible behavior, interpersonal skills, independence, problem solving and communication. Emphasis is placed on daily living and skills and school to career skills. * 1553 FUNDAMENTALS OF READING 1‐7 – 7th 1555 FUNDAMENTALS OF READING 1‐8 – 8th No credit; one semester or full year This course offers intensive intervention for students who have significant and severe decoding weakness. The primary focus of the instruction is phonemic awareness, phonics concepts, comprehension and essential word‐attack skills. Students identified for participation in the course have demonstrated deficits in foundational literacy skills and require specialized instruction and practice time for skill development. 1554 FUNDAMENTALS OF READING 2‐7 – 7th 1556 FUNDAMENTALS OF READING 2‐8 – 8th No credit: one semester This course offers intervention to students who have demonstrated progress in Fundamentals of Reading 1 or a like program, but have been identified as needing additional review and reinforcement of phonological, vocabulary, comprehension and phonemic awareness. Students identified for participation in the course have demonstrated deficits in foundational literacy skills and require specialized instruction and practice time for skill development.
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KEYTOICONS
Arts and Humanities Endorsement Course
Business and Industry Endorsement Course
Multidisciplinary Endorsement Course
Public Services Endorsement Course
STEM Endorsement Course
Advanced Course
Multiple Period Block Course
Can fulfill RISD Foundation High School Program course requirement
Elective Course
Endorsement Pathway Markers (denotes the endorsement pathway(s) for which the course is useful)
Example: CT7220 PRINCIPLES OF BUSINESS, MARKETING AND FINANCE – 9th, 10th, 11th, 12th,
‐ means that this course counts as one of the 22 required credits (in this case, the .5 Technology credit)
‐ means that this course can count as an elective credit
‐ means that this course is useful in obtaining the Business and Industry Endorsement
‐ means that this course is useful in the second and third pathways of the Business and Industry Endorsement
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DESCRIPTIONOFHIGHSCHOOLCOURSEOFFERINGS “Standard” courses are offered on all campuses if enough students indicate interest and “Optional” courses may be offered at the campus based on teacher staffing, finance, classroom need, etc. Whenever possible, based on minimum enrollment counts, RISD provides instruction through a teacher in the classroom. However, if enrollment is insufficient, instruction options to consider may include: 1) distance learning; 2) correspondence course (student fee required); 3) Dual Credit (student fee required) or travel to another campus (student must provide transportation). If none of these options is suitable, the student should discuss another course offering with the guidance counselor.
ENGLISHLANGUAGEARTS Students enrolled in English 1, 2, 3 and 4 ‐ both on‐level and Pre‐AP/AP courses ‐ are expected to continue to increase and refine their communication skills. Students are expected to write analytical essays of different types of texts, to analyze media, to synthesize research, and to create a multimedia project. Students read and write in a variety of genres. NOTE: Each high school offers Pre‐AP courses at grades 9 and 10. AP English is offered at grades 11 and 12.
English Course Sequence Suggestions Students must complete 4.0 units including: English 1, 2, 3, and Advanced English
Grade 9 Grade 10 Grade 11 Grade 12
English 1 Pre‐AP → English 2 Pre‐AP → English 3 AP → English 4 AP/Dual Credit
English 1 → English 2 → English 3 → English 4 Reading Writing Rhetoric – OnRamps
Creative/Imaginative Writing (.5)
Research and Technical Writing (.5)
Independent Studies in English
Humanities
*The grade level sequences are suggested only and individual student academic skill level and course prerequisites must be considered. To see a full list of English electives, consult 19 TAC Chapter 110
ENGLISHCOURSES 1008 ENGLISH 1 – 9th; M1008 ENGLISH 1 – 9th (Berkner High School STEM ONLY) 1008M/1008MI/1008MS ENGLISH 1 MODIFIED ‐ 9th 1008A ENGLISH 1 ALTERNATE ‐ 9th
Prerequisite – None One credit; full year course This course presents students with grade appropriate reading and writing challenges. Students learn and practice various modes of writing, with an emphasis on appropriate text structures, purpose, grammar and mechanics. Analyses of multiple reading genres result in the development of critical thinking skills. Academic and technical vocabulary acquisition is a goal of this course, as well. Reading and writing connections serve as
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roots of oral and written production; active, insightful discussions result to yield practice in effective expression of thought. 1119 ENGLISH 1 – Pre‐AP – 9th; M1119 ENGLISH 1 Pre‐AP (Berkner High School STEM ONLY); W1119 ENGLISH 1 – Pre‐AP (Richardson High School Magnet ONLY)
Prerequisite – None One credit; full year course Students participate in all of the content of English 1 with an overlay of engaging learning activities intended to emphasize the analysis and synthesis of literature and of expository texts through classroom discourses and through multiple writing modes. Students continue to work with the core skills of the Pre‐AP/AP program, working with higher‐level texts and rigorous writing/multimedia requirements. GT HUMANITIES – 9th 1119G (Pre‐AP English 1 GT) 2106G (GT AP Human Geography)
Prerequisite – Identified GT in verbal score Two credits; full year course These two courses MUST be taken concurrently. This course combines Pre‐AP 9th grade English 1 with AP Human Geography and allows students further opportunities for self‐directed study, advanced research, and expository writing. Through innovative instruction, students think critically, solve problems, and develop both collaborative and individual presentation skills. Students will make connections between human geography and the arts. Students would be prepared and are expected to take the College Board Advanced Placement exam for Human Geography upon conclusion of the course. GT HUMANITIES – 10th 1120G (Pre‐AP English 2 GT) 2105G (GT AP World History)
Prerequisite – Identified GT in verbal score Two credits; full year course These two courses MUST be taken concurrently. This course combines Pre‐AP English 2 with AP World History and allows students further opportunities for self‐directed study, advanced research, and expository writing. Through innovative instruction, students think critically, solve problems, and develop both collaborative and individual presentation skills. Students will make connection between human geography and the arts. Students would be prepared and are expected to take the College Board Advanced Placement exam for World History upon the conclusion of the course. 1011 ENGLISH 2 – 10th M1011 ENGLISH 2 (Berkner High School STEM ONLY) 1011M/1011MI/1011MS ENGLISH 2 MODIFIED – 10th 1011A ENGLISH 2 ALTERNATE – 10th 1012/1012I INNOVATIVE ENGLISH 2 – 10th for students who failed EOC English I 1012M INNOVATIVE ENGLISH 2 MODIFIED – 10th for students who failed EOC English 1 (Pearce High School ONLY)
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M1012 INNOVATIVE ENGLISH 2 – 10th (Berkner High School STEM ONLY)
Prerequisite – English 1 or Pre‐AP English 1 One credit; full year course This course presents students with reading and writing instruction appropriate for the second year of high school. Students work equally with expository/informational and literary reading and writing, students practice 21st century skills necessary for post‐graduation achievement. Students work in and practice with a variety of modes of writing. There is an emphasis on grammar and mechanics, as well as text organization. Oral and written analyses of texts, accompanied by active, informed discussions, result in the development of critical thinking skills. Academic and technical vocabulary acquisition is a must. 1120 ENGLISH 2 – Pre‐AP – 10th M1120 ENGLISH 2 – Pre‐AP (Berkner High School STEM ONLY)
Prerequisite – English 1 or English 1 Pre‐AP One credit; full year course Students study all elements of the English 2 content with rigorous overlays to that content. The overlays prepare students with college readiness through appropriately challenging and engaging projects and learning activities which are intended to emphasize the analysis and synthesis of literature and of expository texts through classroom discussions and presentations. Students continue to work with the core skills of the Pre‐AP/AP program, working with texts and writing assignments that offer differentiated choice for individual achievement in a teamwork setting. 1014 ENGLISH 3 – 11th M1014 ENGLISH 3 (Berkner High School STEM ONLY) 1014M/1014MI/1014MS ENGLISH 3 MODIFIED – 11th 1014A ENGLISH 3 ALTERNATE – 11th 1015/1015I INNOVATIVE ENGLISH 3 – 11th – for students who failed EOC English II M1015 INNOVATIVE ENGLISH 3 – 11th (Berkner High School STEM ONLY) 1363 ESL ENGLISH 3 – 11th
Prerequisite – English 2 or Pre‐AP English 2 One credit; full year course Students practice all forms of writing (i.e. argumentative essay, resume, proposals, business forms, procedural text, summary /abstract). Students read extensively in multiple genres from expository texts and American literature. Academic vocabulary development continues as part of College and Career Readiness. Students identify valid sources for research and synthesize the gathered information. 1016 ENGLISH 3 – AP – 11th M1016 (Berkner High School STEM ONLY)
Prerequisite – English 2 or English 2 Pre‐AP One credit; full year course Students participate in all of the content of the English 3 curriculum while emphasizing the analysis and synthesis of literature through multiple forms of writing and classroom discussion. Students continue to work with the
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core skills of the Pre‐AP/AP program while reading multiple genres of literature extensively. Focus is given to language and composition skills. 1017 ENGLISH 4 – 12th M1017 (Berkner High School STEM ONLY) 1017M/1017MI/1017MS ENGLISH 4 MODIFIED – 12th 1017A ENGLISH 4 ALTERNATE – 12th 1018/1018I INNOVATIVE ENGLISH 4 – 12th – for students who failed EOC English I and/or II M1018 INNOVATIVE ENGLISH 4 – 12th – for students who failed EOC English I and/or II
Prerequisite – English 3 or English 3 AP One credit; full year course Students who take this course cannot take Reading Writing Rhetoric – OnRamps (U1017D). Students continue to practice all forms of writing including persuasive, literary, and procedural/work‐related texts. Students read extensively in multiple genres from British literature including Old English, Medieval, English Renaissance, 17th Century, 18th Century, Romantic, Victorian, and Modern/Post Modern Periods. Students research reliable, valid sources, evaluating and synthesizing the collected information. Authentic learning with real‐world connections is a goal. U1017 READING WRITING RHETORIC – ONRAMPS – 12th
Prerequisite – English 3 One credit; full year course (Upon successful completion of this course, the student will receive both RISD credit for graduation and college credit from University of Texas.) Students who take this course cannot take English 4 (1017). Reading Writing Rhetoric challenges students to develop and deepen their skills by reading, analyzing, and composing arguments. The recursive practices of invention, drafting, revising, editing, and proofreading are fundamental to the curriculum. The ELA course adheres to the English Language Arts Standards outlined in the Texas College and Career Readiness Standards as it moves students into university‐level work. 1019 ENGLISH 4 – AP – 12th; M1019 (Berkner High School STEM ONLY)
Prerequisite – English 3 or English 3 AP One credit; full year course Students participate in all of the content of the English 4 curriculum while emphasizing the analysis and synthesis of literature through multiple forms of writing and classroom discussion. Students continue to work with the core skills of the Pre‐AP/AP program while reading multiple genres of literature. Literary analysis skills are developed through critical thinking application. 1029 CREATIVE/IMAGINATIVE WRITING – 10th, 11th, 12th M1029 CREATIVE/IMAGINATIVE WRITING – 10th, 11th, 12th (Berkner High School STEM ONLY)
Prerequisite – English 1 Half credit; semester course
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Students explore the principles of creative writing. Opportunities are provided for students to produce original works in a variety of genres for a variety of audiences to submit for publication. 1032 RESEARCH AND TECHNICAL WRITING – 10th, 11th, 12th M1032 RESEARCH AND TECHNICAL WRITING – 10th, 11th, 12th (Berkner High School STEM ONLY)
Prerequisite – English 1 Half credit; one semester course Students explore the principles of research and technical writing. Opportunities are provided for students to produce original works in a variety of genres for a variety of audiences to submit for publication. 1033 HUMANITIES – 11th, 12th
Prerequisite – English I and II and passing score on English I and II EOC One credit; full year course Humanities is an interdisciplinary course in which students study major historical and cultural movements and their relationships to literature and other fine arts. Humanities students respond to aesthetic elements in texts and other art forms through outlets such as discussions, journals, oral interpretations and dramatizations. Students read widely and use written composition to show an in‐depth understanding of creative achievements in the arts and literature. Classroom discussions and presentations aid in the understanding, appreciation, and enjoyment of critical and creative achievements throughout history. Student participation is an expectation in the Humanities classroom. 1034 INDEPENDENT STUDIES IN ENGLISH – 11th, 12th
Prerequisite – English I and II and passing score on English I and II EOC One credit; full year course Students enrolled in Independent Study in English will focus on a specialized area of study such as the work of a particular author or genre. Topics may vary by campus. Students will read and write in multiple forms for a variety of audiences and purposes drafting and revising written compositions on a regular basis. 1605 VISUAL MEDIA ANALYSIS AND PRODUCTION – 9th, 10th, 11th, 12th
Prerequisite – None One‐half credit; one semester This course will include principles and techniques of the visual media as an artistic and informative medium. Students will interpret various media forms, criticizing and analyzing the significance of visual representations. Students will learn to produce effective, engaging media messages that communicate with other individuals and groups. ENGLISH FOR SPEAKERS OF OTHER LANGUAGES COURSE SEQUENCE SUGGESTIONS
Grade 9 Grade 10 Grade 11 Grade 12
Newcomer Newcomer English and Newcomer Reading
→ ESOL 2 And ESL Reading 2 and/or
→ ESL Innovative English 3 OR
→ English 4
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^Depending on Lexile score. **Students must pass the English Language Arts End of Course state assessment to be exited from ESL. Students who are not successful on the assessment but score Advanced High on TELPAS should follow this sequence. ‐‐Newcomer ELA/Reading Block satisfies English 1 requirement and awards 1.0 reading elective credit. English Language Learners who are at the beginning or intermediate level of English language proficiency may take ESOL 1 and ESOL 2 to satisfy the English 1 and English 2 requirement. See your counselor for current requirements. ‐‐All English Language Learners must complete English 3 and English 4 in order to meet graduation requirements. Some colleges and universities may not accept ESOL 1 and 2 as a substitute for English 1 and 2. ‐‐It is the student’s responsibility to check with potential colleges to determine whether ESOL credit can be used to satisfy regular English course credit. The counselor may assist the student with options if ESOL credit does not suffice, but the student must plan early.
ESLCOURSES 1368 NEWCOMER ENGLISH – 9th
Prerequisite – ESL students in year 1 in the U.S. who are classified as non‐English speakers One credit; full year course Immigrant students acquire English language and literacy skills through a language based curriculum. This program is exclusively for recently arrived immigrant students. (Student should verify college admission course requirements.) Newcomer English is blocked with Newcomer Reading. For ESL course sequences, see Appendix E. 1360 ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) 1 – 9th
Prerequisite – ESL students in years 1‐3 in the U.S. who are at the beginning and intermediate levels of language proficiency One credit; full year course – Fulfills English 1 graduation requirements Students develop literacy skills in English through intensive instruction provided by ESL certified teachers trained in language acquisition and strategies for English Language Learners. (Student should verify college admission course requirements.) For ESL course sequences, see Appendix E.
Academic Literacy Lab 2
English 3 andAcademic Literacy Lab 3
Beginning ESOL 1 and ESL Reading 1
→ ESOL 2 And ESL Reading 2 and/or Academic Literacy Lab 2
→ ESL Innovative English 3 OR
English 3 and Academic Literacy Lab 3
→ English 4
Intermediate ESOL 1 and ESL Reading 1
→ ESOL 2 and ESL Reading 2 and/or Academic Literacy Lab 2
→ ESL Innovative English 3 OR
English 3 and Academic Literacy Lab 3
→ English 4
Advanced English 1 and ESL Reading 1 or Academic Literacy Lab 1
→ English 2 and ESL Reading 2 ^ or Academic Literacy Lab 2
→ English 3 and Academic Literacy Lab 3
→ English 4
Advanced High ** English 1 and ESL Reading 1 and/or Academic Literacy Lab 1
→ English 2 andESL Reading 2^ or Academic Literacy Lab 2
→ English 3 and Academic Literacy Lab 3
→ English 4
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1361 ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) 2 –10th
Prerequisite – ESOL 1 One credit; full year course – Fulfills English 2 graduation requirements Students develop literacy skills in English through intensive instruction provided by ESL certified teachers trained in language acquisition and strategies for English Language Learners. (Student should verify college admission course requirements.) For ESL course sequences, see Appendix E. 1663 ESL INNOVATIVE ENGLISH 3 (For ESL students who received a provision on English 1 EOC and were unsuccessful on EOC English 2)
Prerequisite – ESOL 2 One credit; full year course – Fulfills English 3 graduation requirements Students develop literacy skills in English through intensive instruction provided by ESL certified teachers trained in language acquisition and strategies for English Language Learners. (Student should verify college admission course requirements). For ESL course sequences, see Appendix E. 1369 NEWCOMER READING – 9th
Prerequisite – ESL students in year 1 in the U.S. who are classified as non‐English speakers One credit; full year course Immigrant students acquire literacy skills through a language based curriculum. This program is exclusively for recently arrived immigrant students. (Student should verify college admission course requirements). Newcomer Reading is blocked with Newcomer English. For ESL course sequences, see Appendix E. 1365 ESL READING 1 – 9th, 10th, 11th, 12th
Prerequisite – ESL students in years 1‐3 in the U.S. who are at the beginning and intermediate levels of language proficiency One credit; full year course ESL Reading 1 offers English Language Learners intensive instruction in reading, writing skills, word recognition and oral language development. This course addresses individual needs through adaptive software, literature and direct instruction. (Required for Beginner and Intermediate ESL students.) For ESL course sequences, see Appendix E. 1366 ESL READING 2 – 9th, 10th, 11th, 12th
Prerequisite – ESL students in years 1‐3 in the U.S. who are at the beginning and intermediate levels of language proficiency One credit; full year course This course offers English Language Learners the skills to develop reading fluency, reading comprehension strategies and master vocabulary. (Required for Beginner and Intermediate ESL Students.) For ESL course sequences, see Appendix E. For additional information, contact the Director of Secondary ESL.
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READINGCOURSES The secondary reading program is based on the assumption that all students can profit from continued instruction in reading. All courses are elective credit. Program emphasis is on bettering all reading skills, including opportunities for reinforcement, extension, and application. Advanced courses hone the skills of students planning to go to college. 1507 ACADEMIC LITERACY LAB 1 – 9th
Prerequisite – None One credit; full year course (Required for all students who have failed grade 8 STAAR Reading) Reading 1 offers instruction in word recognition, vocabulary development, and comprehension strategies for reading with competence, confidence, and understanding. Emphasis is on individual improvement in comprehension, fluency, higher order thinking, vocabulary development, writing, study skills, and academic reading. Students will also focus on responding to a variety of texts using several modes of writing. 1512 ACADEMIC LITERACY LAB 2 – 10th
Prerequisite – None One credit; full year course (Required for all students who failed grade 9 STAAR EOC English 1) The course is designed to enhance reading and vocabulary skills by applying skills primarily to expository texts and to accompanying literary texts. Focus is on various text organizations in both fiction and non‐fiction materials. Students will also focus on responding to a variety of texts using several modes of writing. 1517 ACADEMIC LITERACY LAB 3 – 11th, 12th
Prerequisite – None One credit; full year course (Required for students who failed grade 10 STAAR EOC English II) The course is designed to enhance a student’s reading skills and content material comprehension. Emphasis is on individual improvement in reading comprehension, content area reading, vocabulary development, writing, study skills, problem solving, critical thinking, and test taking. 1530 LANGUAGE SCIENCE 1 – 9th, 10th, 11th, 12th 1532 LANGUAGE SCIENCE 2 – 9th, 10th, 11th, 12th 1533 LANGUAGE SCIENCE 3– 9th, 10th, 11th, 12th 1534 LANGUAGE SCIENCE 4– 9th, 10th, 11th, 12th 1535 LANGUAGE SCIENCE 5 – 9th, 10th, 11th, 12th Prerequisite – None No credit; one semester (This course could take multiple years to complete depending on student progression through the curriculum.) This course is designed to provide remediation for students who have been identified with dyslexia under the Texas Dyslexia Law. This course provides a proven approach to teaching reading, spelling and handwriting to students who require a structured, multisensory presentation. Reliable reading and spelling patterns in the
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English Language are taught using multisensory discovery techniques that are intensive, systematic and sequential. This course does not count toward high school graduation.
SPEECHCOURSES 1607 DEBATE 1 – 9th, 10th, 11th, 12th W1607 DEBATE 1 – 9th, 10th, 11th, 12th (Richardson High School Magnet ONLY)
Prerequisite – None One credit; full year course Students are offered instruction and practice in standard and alternative types of debate. Critical thinking instruction is an integral part of debating. 1611 DEBATE 2 – 10th, 11th, 12th
Prerequisite – Debate 1 One credit; full year course The advanced debate course offers students the opportunity to continue to apply and extend debate skills and participate in competitive activities. Development of critical and logical thinking skills continues. 1612 DEBATE 3 – 11th, 12th
Prerequisite – Debate 2 One credit; full year course The advanced debate course offers students the opportunity to continue to apply and extend debate skills and to participate in competitive activities. 1610 DEBATE 4 – 12th
Prerequisite – Debate 3 One credit; full year course The advanced debate course offers students the opportunity to continue to apply and extend debate skills and to participate in competitive activities. W1608 PUBLIC SPEAKING 1 (Richardson High School Magnet ONLY)
Pre requisite – None One credit; full year course The course surveys various facets of speech experiences such as concepts of rhetoric, topic selection and development, organization of ideas, selection of language, and preparation and presentation of speeches. Evaluation of public addresses also receives attention. 1621 ACADEMIC DECATHLON – 11th, 12th 1622 ACADEMIC DECATHLON 2 – 12th
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Prerequisite – Member of Academic Decathlon Study Team Full year course with one‐half elective credit toward graduation for the fall semester; (Non‐credit only—spring semester) This course provides training in the competitive areas of the Academic Decathlon. Students study extensively in mathematics, micro and macroeconomics, science, literature, social studies, and the fine arts. In addition, skills are developed in speech preparation and presentation, essay writing, and interview techniques. (Note: This course is a one‐half elective and is not a state‐approved speech course for graduation requirements.)
JOURNALISMCOURSES 1705 JOURNALISM 1 – 9th, 10th, 11th, 12th
Prerequisite – None One credit; full year course Journalism 1 opens the door to learning writing and producing skills for print and broadcast media. This survey course teaches writing styles from news to advertising, and what each has to contribute to the world of a free press. Layout and design techniques, photojournalism’s role in the news, and the history of mass media are just a few of the many other topics explored in this introductory class to the world of journalism. 1701 PHOTOJOURNALISM – 9th, 10th, 11th, 12th
Prerequisite – None One credit; full year course The skills involved in taking that “picture worth a thousand words” are the focus of this class. Photography for publications in a digital world involves learning camera and lighting techniques, as well as composition rules and computer processing and enhancing. This course offers the chance to learn all these competencies with a hands‐on experience. 1708 ADVANCED JOURNALISM: YEARBOOK PRODUCTION 1 – 9th, 10th, 11th, 12th
Prerequisite – Recommendation of course instructor One credit; full year course While creating a memory book that will last a lifetime, yearbook staff members are learning about magazine style layout and design, writing and editing for publication, working cooperatively with peers and adults, finance, organizational skills, and photojournalism. This course culminates in an end‐of‐year product with the publication of the school’s yearbook. 1712 ADVANCED JOURNALISM: YEARBOOK PRODUCTION 2 – 10th, 11th, 12th
Prerequisite – Advanced Journalism: Yearbook Production 1 One credit; full year course An extension of Yearbook 1, students will also serve as section editors, peer tutors to beginning staff members and will contribute to the yearbook’s decision‐making process.
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1713 ADVANCED JOURNALISM: YEARBOOK PRODUCTION 3 – 11th, 12th
Prerequisite – Advanced Journalism: Yearbook Production 2 One credit; full year course An extension of Yearbook 2, students will also serve as editors, peer tutors to beginning staff members and will contribute to the yearbook’s decision‐making processes. 1718 ADVANCED JOURNALISM: YEARBOOK PRODUCTION 4 – INDEPENDENT STUDIES IN JOURNALISM 2 – 12th
Prerequisite – Advanced Journalism: Yearbook Production 3 One credit; full year course An extension of Yearbook 3, students will also serve as editors, peer tutors to beginning staff members and will contribute to the yearbook’s decision‐making processes. 1709 ADVANCED JOURNALISM: NEWSPAPER PRODUCTION 1 – 9th, 10th, 11th, 12th
Prerequisite – Journalism 1 or recommendation of course instructor One credit; full year course Students will experience hands‐on training in journalism as a member of the school’s newspaper staff. Newspaper 1 students investigate, interview, write, design, and digitally layout each issue while also learning about advertising and circulation campaigns. Besides honing better writing skills, newspaper staff members learn advanced desktop publishing techniques and build self‐confidence. 1710 ADVANCED JOURNALISM: NEWSPAPER PRODUCTION 2 – 10th, 11th, 12th
Prerequisite – Adv. Journalism: Newspaper Production 1 or recommendation of course instructor One credit; full year course Emphasis in this course is on in‐depth reporting and advanced layout and design techniques. Students are involved in advertising and circulation campaigns. The course is one in which students cooperate with other participating persons and organizations in developing a newspaper. It is an extension of Advanced Journalism: Newspaper Production 1. 1715 ADVANCED JOURNALISM: NEWSPAPER PRODUCTION 3 – 11th, 12th
Prerequisite – Adv. Journalism: Newspaper Production 2 or recommendation of course instructor One credit; full year course An extension of Newspaper 2, students serve as editors, advertising managers, or advanced reporters. 1717 ADVANCED JOURNALISM: NEWSPAPER PRODUCTION 4 – INDEPENDENT STUDIES IN JOURNALISM 1 – 12th
Prerequisite – Advanced Journalism: Newspaper Production 3 One credit; full year course
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An extension of Newspaper 3, students will serve as editors or advanced reporters, while producing the student newspaper. 1716 BROADCAST JOURNALISM – 10th, 11th, 12th (Richardson Arts, Law, & Sciences Magnet ONLY)
Prerequisite – None One credit; full year course The course emphasizes the nature and evolution of radio and television broadcasting. Students will explore the legal and ethical responsibilities of non‐print media and analyze this form of news coverage.
MATHEMATICS
Course Sequence Suggestions Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Algebra 1 Pre‐AP → Geometry (Reg or Pre‐AP)
→ Algebra 2(Reg or Pre‐AP)
→ Pre Cal(Reg or Pre‐AP)
→ AP CalculusAP Stat Engineering Mathematics AP Computer Science
Algebra 1 Pre‐AP → Geometry (Reg or Pre‐AP)
→ Algebra 2(Reg or Pre‐AP)
→ Algebra 3 → Pre Calculus(Reg or Pre‐AP) AP Stat Engineering Mathematics AP Computer Science
Algebra 1 (Reg or Pre‐AP)
→ Geometry(Reg or Pre‐AP)
→ Algebra 2(Reg or Pre‐AP)
→ Pre Calculus (Reg or Pre‐AP)AP Stat Engineering Mathematics AP Computer Science
Algebra 1 (Reg or Pre‐AP)
→ Geometry(Reg or Pre‐AP)
→ Math Models with Applications
→ Algebra 2
*The grade level sequences are suggested only and individual student academic skill level and course prerequisites must be considered.
MATHEMATICSCOURSES 3009 ALGEBRA 1 – 9th, 10th, 11th, 12th M3009 ALGEBRA 1 (Berkner High School STEM ONLY) 3009M/3009MI/3009MS ALGEBRA 1 MODIFIED – 9th, 10th, 11th, 12th 3009A ALGEBRA 1 ALTERNATE – 9th, 10th, 11th, 12th 3066 ESL ALGEBRA 1 – 9th, 10th, 11th, 12th
Prerequisite – Grade 8 math or its equivalent One credit; full year course In Algebra 1, students will study linear, quadratic and exponential functions and their related transformations, equations and associated solutions. Students will study polynomials, radical expressions, sequences, laws of exponents and linear systems. The students will connect functions and their associated solutions in both mathematical and real‐world situations. Students will use technology to analyze statistical relationships. 3016 ALGEBRA 1 – Pre‐AP – 9th; M3016 ALGEBRA 1 – Pre‐AP (Berkner High School STEM ONLY)
One credit; full year course
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Prerequisite – Grade 8 math or its equivalent The goals and content of Pre‐AP Algebra 1 are the same as those for Algebra 1, but with more in‐depth problem solving experiences. 3122 ALGEBRAIC REASONING – 9th, 10th, 11th, 12th
One credit; full year course Prerequisite – Algebra 1 Students will broaden their knowledge of functions and relationships, including linear, quadratic, square root, rational, cubic, cube root, exponential, absolute value, and logarithmic functions. Students will study these functions through analysis and application that includes explorations of patterns and structure, number and algebraic methods, and modeling from data using tools that build to workforces and college readiness. This course meets the requirement for the fourth mathematics credit. 3012 GEOMETRY – 9th, 10th, 11th, 12th M3012 GEOMETRY (Berkner High School STEM ONLY) 3012M/3012MI/3012MS GEOMETRY MODIFIED – 9th, 10th, 11th, 12th 3012A GEOMETRY ALTERNATE – 9th, 10th, 11th, 12th 3062 ESL GEOMETRY – 9th, 10th, 11th, 12th
Prerequisite – Algebra 1 One credit; full year course In Geometry, students will explore concepts covering coordinate and transformational geometry; logical argument and constructions; proof and congruence; similarity, proof and trigonometry; two‐ and three‐dimensional figures; circles; and probability. 3010 GEOMETRY – Pre‐AP – 9th, 10th, 11th, 12th M3010 GEOMETRY – Pre‐AP – 9th, 10th, 11th, 12th (Berkner High School STEM ONLY) W3010 GEOMETRY – Pre‐AP – 9th, 10th, 11th, 12th (Richardson High School Magnet ONLY)
Prerequisite – Algebra 1 or Pre‐AP Algebra 1 One credit; full year course Pre‐AP Geometry is designed for students who have completed their first year of Algebra 1. The goals and content of this course are the same as those for Geometry but with more in‐depth problem‐solving experiences. 3015 MATHEMATIC MODELS WITH APPLICATIONS – 10th, 11th, 12th 3015M/3015MI/3015MS MATHEMATIC MODELS WITH APPLICATIONS MODIFIED – 10th, 11th, 12th 3015A MATHEMATIC MODELS WITH APPLICATIONS ALTERNATE – 10th, 11th, 12th
Prerequisite – Algebra 1 One credit; full year course In Math Models with Applications, students learn to apply mathematics through experiences in personal finance, science, engineering, fine arts and social sciences. Students use algebraic, graphical and geometric reasoning to recognize patterns and structure, model information, solve problems, and communicate solutions.
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3013 ALGEBRA 2 – 10th, 11th, 12th M3013 ALGEBRA 2 (Berkner High School STEM ONLY) 3013M/3013MI/3013MS ALGEBRA 2 MODIFIED – 10th, 11th, 12th 3013A ALGEBRA 2 ALTERNATE – 10th, 11th, 12th
Prerequisite – Algebra 1 and Geometry One credit; full year course In Algebra 2, students will broaden their knowledge of quadratic functions, exponential functions and systems of equations. Students will study logarithmic, square root, cubic, cube root, absolute value, rational functions and their related equations. Students will connect functions to their inverses and associated equations and solutions in both mathematical and real‐world situations. 3014 ALGEBRA 2 – Pre‐AP – 10th, 11th, 12th M3014 ALGEBRA 2 Pre‐AP (Berkner High School STEM ONLY) W3014 ALGEBRA 2 Pre‐AP (Richardson High School Magnet ONLY)
Prerequisite – Pre‐AP Algebra 1, Pre‐AP Geometry or Algebra 1, Geometry One credit; full year course Pre‐AP Algebra 2 is designed for students who completed the first course of Pre‐AP Algebra 1 and Pre‐AP Geometry. Pre‐AP Algebra 2 includes all of the topics of Algebra 2 but with more in‐depth problem solving experiences, including advanced Algebra topics. CT3039 STATISTICS AND BUSINESS DECISION MAKING – 10th, 11th, 12th
Prerequisite – Algebra 2 One credit; full year course Students will use a variety of graphical and numerical techniques to identify and manage risks that could impact a business organization. The student plans, monitors, and controls business day‐to‐day activities such as the operations role of finance, business ethics, purchasing activities, bid processes, accounting procedures, and capital markets and capital budgeting processes. The students will also learn risk‐management strategies and techniques in corporate finance, and analyze capital market securities to secure financing for companies such as common stocks, corporate bonds, and preferred stock options. This course meets the requirement for the fourth mathematics credit on the Foundation High School Program. 3029 ALGEBRA 3 – 11th, 12th
Prerequisite – Algebra 2 (Regular or Pre‐AP) (This course is not open to students with credit in Precalculus) One credit; full year course This course is designed for students who have completed Algebra 2 but who need to strengthen their algebra skills before taking Precalculus or College Algebra. Students will extend their mathematical understanding beyond the Algebra 2 level in a study of various types of functions and their behaviors, including linear, quadratic, square root, absolute value, exponential, and logarithmic. Inequalities and systems of equations will also be studied. The course concludes with a brief unit of study on geometry and trigonometry.
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3035 PRECALCULUS – 11th, 12th
Prerequisite – Algebra 1, Geometry, Algebra 2 (Regular or Pre‐AP) One credit; full year course Students who have completed PreCalculus OnRamps (U3035) cannot take this course. In Precalculus, students deepen their mathematical understanding and fluency with Algebra and Trigonometry and extend their ability to make connections and apply concepts. Students develop multiple strategies for analyzing complex situations, and use technology to build understanding, make connections between representations and provide support in solving problems. U3035 PRECALCULUS ONRAMPS – 11th, 12th
Prerequisite – Algebra 1, 2, Geometry and Teacher Recommendation One credit; full year course (Upon successful completion of this course, the student will receive both RISD credit for graduation and college credit from University of Texas.) Students who have completed PreCalculus (3035) cannot take this course. OnRamps PreCalculus works through a dual‐enrollment model with the University of Texas at Austin. Through a creative and connected approach, students deepen and extend their knowledge of functions, graphs, and equations from their high school Algebra and Geometry courses so that they can successfully work with the concepts in a rigorous university‐level calculus course. This course is designed to push students well beyond “drill and kill” exercises, emphasizing conceptual understanding of mathematical definitions and developing logical arguments with peers. For more information on OnRamps, see Appendix D. 3026 PRECALCULUS – Pre‐AP – 11th, 12th M3026 PRECALCULUS – Pre‐AP (Berkner High School STEM ONLY)
Prerequisite – Algebra 1, Geometry, Algebra 2 (Regular or Pre‐AP) One credit; full year course Pre‐AP Pre‐Calculus is the course in the Pre‐AP sequence, which serves as the prerequisite for Advanced Placement Calculus BC. This course stresses a rigorous analysis of complex situations while deepening their mathematical understanding and fluency with algebra and trigonometry. 3027 AP STATISTICS –12th
Prerequisite – Recommended: Geometry, Algebra 2 (Regular or Pre‐AP) (This course may be taken in 11th grade if taken concurrently with Pre‐Calculus) One credit; full year course The purpose of this course is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: Exploring Data: Observing patterns and departures from patterns; Planning a Study: Deciding what and how to measure; Anticipating Patterns: Producing models using probability and simulation; and Statistical Inference: Confirming models. AP Statistics does not prepare students for the SAT/ACT Tests.
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3024 CALCULUS AB – AP – 11th, 12th M3024 CALCULUS AB – AP (Berkner High School STEM ONLY)
Prerequisite – Precalculus (Regular or Pre‐AP) One credit; full year course Advanced Placement Calculus AB is designed for students who have a thorough knowledge of college preparatory mathematics, including Algebra, Geometry, Trigonometry, and Elementary Analysis. The course includes a study of elementary functions, properties of limits, the derivative and applications, techniques of integration, and applications of the definite integral. 3025 CALCULUS BC – AP – 12th M3025 CALCULUS BC – AP (Berkner High School STEM ONLY)
Prerequisite – Pre‐AP Precalculus One credit; full year course Advanced Placement Calculus BC is considerably more extensive than Calculus AB. The Calculus BC course includes a more in‐depth study of the topics of Calculus AB as well as a study of sequences and series and elementary differential equations. 3030 MATH LAB – 9th, 10th, 11th, 12th Prerequisite – None Non‐credit elective; will not count toward graduation. A mathematical course designed to strengthen and reinforce mathematical concepts with a focus on problem solving, applications, and critical thinking skills. A strong emphasis will be placed on instructional strategies designed to reinforce the curriculum. MT7644 DIGITAL ELECTRONICS ENGINEERING –12th (Berkner High School STEM ONLY)
Prerequisite – Principles of Engineering; Intro to Engineering Design One credit; full‐year course Teaches applied logic through work with electronic circuitry, which students also construct and test for functionality. 7810 COMPUTER SCIENCE AP – 9th, 10th, 11th, 12th
Prerequisite – Geometry or concurrent enrollment in Geometry. One credit; full year course This course prepares students to take the Computer Science A AP exam. Students learn to develop programs utilizing various problem‐solving skills and techniques. Topics include object‐oriented programming, data structures, control structures, repetition, algorithm analysis, and a case study. This course can count as a math credit. This course does not fulfill LOTE requirements. CT3401 MATHEMATICAL APPLICATIONS IN AGRICULTURE, FOOD AND NATURAL RESOURCES – 10th, 11th, 12th
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Prerequisite – 1 credit in a course in the Ag, Food & Natural Resources Cluster One credit; full‐year course This course is designed to provide students mathematic, including algebra, geometry, and data analysis in the field of agriculture, food and natural resources. Components of this course include statistics, data analysis, charting, percentages, graphs, algebraic applications, and geometric principles to solve real world agriculture related problems as lumber volume, grain drying requirements, plant growth data, energy and construction costs, gear ratio, fuel efficiency, heating efficiencies, and engine performance. MT3403 ENGINEERING MATHEMATICS – 12th (Berkner High School STEM ONLY)
Prerequisite – Algebra 2 One credit; full‐year course This is a course whereby students use a variety of mathematical methods and models to analyze problems involving data acquisition, spatial applications, electrical measurement, manufacturing processes, materials engineering, mechanical drives, pneumatics, process control systems, quality control, and robotics with computer programming. Other components include structural design, trigonometry in spatial engineering, tensile strength analysis, compression testing, air volumes, mass and volumetric flow rate, precision measurement tools, safety for the industry, and use of engineering methodologies to build prototypes. CT7306 ACCOUNTING II – 11th, 12th
Prerequisite – Accounting I One credit; full‐year course This course is a continuation of Accounting I whereby students develop Intermediate Accounting skills in areas as financial statements, bond purchases, managerial accounting concepts, budget details, taxes, compliance and regulatory issues. This course can count as a math credit for graduation. CT‐‐‐‐ FINANCIAL MATHEMATICS – 10TH, 11TH, 12TH
Prerequisite – Algebra I One credit; full year course This course is about personal money management. Students will apply critical‐thinking skills to analyze personal financial decisions based on current and projected economic factors. Students will integrate career and postsecondary education planning into financial decision making. This course can count as a math credit for graduation. WT‐‐‐‐ MANUFACTURING ENGINEERING TECHNOLOGY II – 11th, 12th (Richardson Arts, Law and Sciences Magnet ONLY)
Prerequisite – Manufacturing Engineering Technology I One Credit; full‐year course In Manufacturing Engineering Technology II, students will gain knowledge and skills in the application, design, production, and assessment of products, services, and systems and how those knowledge and skills are applied to manufacturing. The study of Manufacturing Engineering Technology II will allow students to reinforce, apply, and transfer academic knowledge and skills to a variety of interesting and relevant activities, problems, and settings. This course can count as a math credit for graduation.
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CT‐‐‐‐ APPLIED MATHEMATICS FOR TECHNICAL PROFESSIONALS – 11th, 12th
Prerequisite – Algebra 1 and Geometry Recommended One credit; full‐year course Applied Mathematics for Technical Professionals uses problem‐solving situations, hands‐on activities, and technology to extend mathematical thinking and engage student reasoning. Situations relating to technical applications provide students opportunities to make connections with mathematics and the workplace. In addition, students will learn the skills necessary to communicate using mathematics. Hands‐on activities will allow students to model, explore, and develop abstract concepts applicable to technical careers. This course can count as a math credit for graduation.
SCIENCE
For most standard courses for graduation, regular as well as Pre‐Advanced Placement (Pre‐AP) or Advanced Placement (AP) course offerings may be available for students. All course options fully address the state‐mandated essential knowledge and skills. Pre‐AP courses are designed to provide academic challenge and extensive enrichment at each grade level in preparation for students’ enrollment in College Board Advanced Placement courses in their junior and senior years. Pre‐AP and AP courses emphasize cognitive concepts and processes using higher‐level skills, independent studies, mathematical applications, and analytical and communication skills that are consistent with the structure of the science disciplines. A minimum of 40% of instructional time is committed to laboratory/field experiences in all 9‐12 science courses.
Course Sequence Suggestions Grade 9 Grade 10 Grade 11 Grade 12
Biology OR Biology Pre‐AP
→ Chemistry OR Chemistry Pre‐AP
→ Physics ORAP Physics 1
→ AP Science Courses* Earth and Space Science Environmental Systems Advanced Animal Science
Advanced Biotechnology
Advanced Plant and Soil Science
Anatomy & Physiology ‐ Honors
Engineering Design and Problem Solving
Food Science Forensic Science Scientific Research and Design
Physics
Biology → IPC → Chemistry or Physics
→
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GT Course Sequence Suggestions Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
GT Pre‐AP Science
GT Pre‐AP Physics
GT Pre‐AP Chemistry
GT AP Biology AP ChemistryAP Physics 1, 2, AP Physics C: Mechanics, or AP Physics C: Electricity and Magnetism AP Environmental Science
AP Science Courses* Advanced Animal Science Biotechnology 2 Advanced Plant and Soil Science
Anatomy & Physiology ‐ Honors
Earth and Space Science Engineering Design and Problem Solving
Environmental Systems Food Science Forensic Science Scientific Research and Design
*The grade level sequences are suggested only and individual student academic skill level and course prerequisites must be considered.
Note: We strongly recommend that science be taken through the senior year.
SCIENCECOURSES 4007 BIOLOGY – 9th, 10th, 11th, 12th 4007M/4007MI BIOLOGY MODIFIED – 9th, 10th, 11th, 12th 4007A BIOLOGY ALTERNATE – 9th, 10th, 11th, 12th 4064 ESL BIOLOGY – 9th, 10th, 11th
Prerequisite – None One credit; full year course In Biology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Biology study a variety of topics that include: structures and functions of cells and viruses; growth and development of organisms; cells, tissues, and organs; nucleic acids and genetics; biological evolution, taxonomy; metabolism and energy transfers in living organisms; living systems; homeostasis; and ecosystems and the environment. 4006 BIOLOGY Pre‐AP – 9th, 10th, 11th, 12th M4006 BIOLOGY Pre‐AP (Berkner High School STEM ONLY) W4006 BIOLOGY Pre‐AP (Richardson High School Magnet ONLY)
Prerequisite – None One Credit; full year course In Biology Pre‐AP students will develop advanced inquiry and reasoning skills, such as designing a plan for collecting data analyzing data, apply mathematical routines, and connecting concepts in and across domains. Students will study a variety of topics that include: structures and functions of cells and viruses; growth and development of organisms; cells, tissues, and organs; nucleic acids and genetics; biological evolution, taxonomy; metabolism and energy transfers in living organisms; living systems; homeostasis; and ecosystems and the environment. These topics are the same as taught in the regular course but covered in greater detail.
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4013 BIOLOGY – AP – 11th, 12th M4013 BIOLOGY – AP – 11th, 12th (Berkner High School STEM ONLY) 4013G GT BIOLOGY – AP – 11th, 12th
Prerequisite – Regular or Pre‐AP Biology; Regular or Pre‐AP Chemistry (or concurrent enrollment) One credit; full year course AP Biology is the equivalent to a two‐semester college introductory biology course. It is a laboratory‐oriented course, which includes the study of basic concepts and principles of specific life processes. Students will develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting concepts in and across domains. The expectation is that the student takes the AP Biology test at the end of the course. 4005 INTEGRATED PHYSICS & CHEMISTRY – 9th, 10th, 11th, 12th 4005M/4005MI INTEGRATED PHYSICS & CHEMISTRY MODIFIED – 9th, 10th, 11th, 12th 4005A INTEGRATED PHYSICS & CHEMISTRY ALTERNATE – 9th, 10th, 11th, 12th 4065 ESL INTEGRATED PHYSICS & CHEMISTRY – 9th, 10th, 11th, 12th
Prerequisite – none One credit; full year course In Integrated Physics and Chemistry, students conduct laboratory and field investigations, use scientific methods during investigation, and make informed decisions using critical thinking and scientific problem solving. This course integrates the disciplines of physics and chemistry in the following topics: force, motion, energy, and matter. 4008 CHEMISTRY – 10th, 11th, 12th 4008M CHEMISTRY MODIFIED – 10th, 11th, 12th 4008A CHEMISTRY ALTERNATE – 10th, 11th, 12th
Prerequisite – Algebra 1 and one credit of science. One credit; full year course In Chemistry, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem‐solving. Students study a variety of topics that include: characteristics of matter, use of the Periodic Table, development of atomic theory and chemical bonding, chemical stoichiometry, gas laws, solution chemistry, thermochemistry, and nuclear chemistry. Students will investigate how chemistry is an integral part of our daily lives. 4009 CHEMISTRY – Pre‐AP – 10th, 11th, 12th M4009 CHEMISTRY – Pre‐AP (Berkner High School STEM ONLY) W4009 CHEMISTRY – Pre‐AP (Richardson High School Magnet ONLY) 4009G GT Pre‐AP CHEMISTRY – 9th
Prerequisite – Algebra 1 and one credit of science One credit; full year course The Pre‐AP chemistry course offers students extensive inquiry experiences in which the major concepts involving chemical changes of matter are developed through experiments and classroom discussion. Experiments and their results are the central aspects of the curriculum. Advanced level research of selected chemistry topics is
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conducted as independent study under the supervision of the instructor. This course includes topics taught in the regular course but covered in greater detail. Mathematical applications are emphasized. 4014 CHEMISTRY – AP – 11th, 12th M4014 CHEMISTRY – AP – 11th, 12th
Prerequisite – Regular or Pre‐AP Chemistry, Algebra 2; recommended: Regular Physics or AP Physics 1, Precalculus (or concurrent enrollment) One credit; full year course AP Chemistry is designed to be the equivalent of the general chemistry course taken during the first year. The student in such a course will attain a depth of understanding of fundamentals and competence in dealing with chemical problems. Students will develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting concepts in and across domains. The expectation is that the student takes the AP Chemistry test at the end of the course. 4010 PHYSICS – 9th, 10th, 11th, 12th M4011 PHYSICS Pre‐AP (Berkner High School STEM ONLY) 4010M PHYSICS MODIFIED – 11th, 12th 4010A PHYSICS ALTERNATE – 11th, 12th
Prerequisite – None; recommended: Algebra I (or concurrent enrollment) One credit; full year course Students who take this course cannot take Physics – OnRamps (U4010). In Physics, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem‐solving. Students study a variety of topics that include: laws of motion; changes within physical systems and conservation of energy and momentum; forces; thermodynamics; characteristics and behavior of waves; and atomic, nuclear, and quantum physics. Students who successfully complete Physics will acquire factual knowledge within a conceptual framework, practice experimental design and interpretation, work collaboratively with colleagues, and develop critical thinking skills. U4010 PHYSICS – ONRAMPS – 11th, 12th
Prerequisite – Algebra 1 (Geometry and Algebra 2 preferred) One credit; full year course (Upon successful completion of this course, the student will receive both RISD credit for graduation and college credit from University of Texas.) Students who have taken Physics (4010) cannot take this course. This course introduces big ideas in physics such as Newtonian mechanics, which describes objects changing their state of motion because of forces causing them to accelerate; and it reinforces the general idea that the behavior of many objects in the world can be described precisely with simple mathematics. This is an algebra‐based (non‐calculus) course in mechanics that fulfills a general physics requirement (proficiency in Algebra and Geometry is assumed). Students will practice problem solving and analyzing physical situation involving motion, force, energy, rotations, heat, oscillations, waves, and sound. They will explore concepts in small groups, develop ideas, and explain those ideas. This course lays the groundwork for college majors including engineering, physics, chemistry, and mathematics.
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4028 PHYSICS I: Algebra‐based – AP – 11th, 12th M4028 PHYSICS I: Algebra‐based – AP – 11th, 12th (Berkner High School STEM ONLY) W4028 PHYSICS I: Algebra‐based – AP – 11th, 12th (Richardson High School Magnet ONLY)
Prerequisite – Geometry; recommended Algebra II (or concurrent enrollment) One credit; full year course AP Physics 1: Algebra‐based is equivalent to the first semester of a typical introductory, algebra‐based, college physics course. Topics include Newtonian mechanics (including rotational dynamics and angular momentum); work, energy, and power; mechanical waves and sound; and an introduction to electrical circuits. The expectation is that the student takes the Physics 1 AP test at the end of the course. 4029 PHYSICS II: Algebra‐based – AP – 12th
Prerequisite – Physics I: Algebra‐based AP, Algebra II; recommended Precalculus (or concurrent enrollment) One credit; full year course AP Physics 2: Algebra‐based is equivalent to the second semester of a typical introductory, algebra‐based, college physics course. Topics include fluid mechanics; thermodynamics; electricity and magnetism; optics; atomic and nuclear physics. The expectation is that the student takes the Physics 2 AP test at the end of the course. 4021 PHYSICS C: ELECTRICITY AND MAGNETISM – AP – 12th
Prerequisite—Physics or AP Physics 1; Calculus (or concurrent enrollment) One credit; full year course This course is a calculus‐based, college‐level physics course, especially appropriate for students planning to specialize or major in physical science or engineering. The course explores topics such as electrostatics; conductors, capacitors, and dielectrics; electric circuits; magnetic fields; and electromagnetism. Introductory differential and integral calculus is used throughout the course. The expectation is that the student takes the AP Physics C: Electricity & Magnetism test at the end of the year. 4022 PHYSICS C: MECHANICS – AP – 12th
Prerequisite—Physics or AP Physics 1; Calculus (or concurrent enrollment) One credit; full year course This course is a calculus‐based, college‐level physics course, especially appropriate for students planning to specialize or major in physical science or engineering. The course explores topics such as kinematics; Newton’s laws of motion; work, energy and power; systems of particles and linear momentum; circular motion and rotation; and oscillations and gravitation. Introductory differential and integral calculus is used throughout the course. The expectation is that the student takes the AP Physics C: Mechanics test at the end of the year. CT4411 ADVANCED ANIMAL SCIENCE – 12th
One credit; full year course Prerequisite – 3 credits of Science, Principles of A, Food and Natural Resources; and Small Animal Management
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This course examines the interrelatedness of human, scientific, and technological dimensions of livestock production. Instruction is designed to allow for the application of scientific and technological aspects of animal science through field and laboratory experiences. Students, for at least 40% of instructional time, will conduct field and laboratory investigations using safe, environmentally appropriate, and ethical practices in a simulated environment as well as real field observations that extend beyond the classroom. (TEA Science credit option.) CT4401 ADVANCED PLANT AND SOIL SCIENCE – 12th (Richardson High School ONLY) CT4401M ADVANCED PLANT AND SOIL SCIENCE MODIFIED – 12th (Richardson High School ONLY)
One credit; full‐year course This course is designed to prepare students for careers in the food and fiber industry. Components of the course include; soil science, relationships between resources and environmental systems, water systems, components of plant science in relation to crop production, basic plant makeup, genetics, plant chemistry at the cellular level, and resources needed for producing domesticated plants. Practical application includes ecosystems, soil fertility, irrigation, use of fossil fuels, alternate energy, crop species by area, food crop genetics and variations, and fertilizer analysis. 4032 EARTH AND SPACE SCIENCE – 11th, 12th 4032M/4032MI EARTH AND SPACE SCIENCE MODIFIED – 11th, 12th
Prerequisite – Three credits in Science (or concurrent enrollment in third), and three credits in Math (or concurrent enrollment in third) One credit; full year course Students who take this course cannot take Geoscience – OnRamps (U4032). Earth and Space Science is a capstone course designed to build on students’ prior scientific and academic knowledge and skills to develop understanding of Earth’s system in space and time. Students will use an Earth systems approach to studying the three themes of Earth in space and time, solid Earth, and fluid Earth. U4032 GEOSCIENCE – ONRAMPS – 11th, 12th
Prerequisite – Biology and Chemistry One credit; full year course (Upon successful completion of this course, the student will receive both RISD credit for graduation and college credit from University of Texas.) Students who take this course cannot take Earth and Space Science (4032). This course covers the fundamentals of how Earth works, and how its various systems – the lithosphere, atmosphere, hydrosphere, and biosphere – interact to form the complex world in which we live. Many of the most complex scientific problems of this century – energy resources, water supply, and climate change – require the skills introduced in this class to solve. Students will be introduced to the major areas of geoscience and will develop critical, creative and geological problem solving skills as applied to 21st century scientific problems. CT4405 ENGINEERING DESIGN AND PROBLEM SOLVING – 11th, 12th MT4405 ENGINEERING DESIGN AND PROBLEM SOLVING – 11th, 12th (Berkner High School STEM ONLY)
Prerequisite – Geometry, Algebra II, Chemistry, Physics. One credit, full‐year course
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This course is designed to stimulate students’ ingenuity, intellectual talents, and practical skills in devising solution to engineering design problems. Students use the engineering design process cycle to investigate, design, plan, create, and evaluate solutions. Components of the course include; engineering design problem and solutions, critical thinking skills, engineering careers, implications of technology, math models to develop solutions, relevant chemical, biological, mechanical, electrical and physical properties of materials, open and closed loop systems, culminating in an engineering design project. MT4412 PRINCIPLES OF ENGINEERING – 10th (Berkner High School STEM ONLY)
Prerequisite – Introduction to Engineering Design One credit; full‐year course Students explore technology systems and manufacturing processes to find out how math, science, and technology help people. 4018 ENVIRONMENTAL SYSTEMS – 11th, 12th 4018M/4018MI ENVIRONMENTAL SYSTEMS MODIFIED – 11th, 12th 4018A ENVIRONMENTAL SYSTEMS ALTERNATE – 11th, 12th
Prerequisite – Regular or Pre‐AP Biology and one credit in physical science (IPC, Chemistry or Physics) One credit; full year course In Environmental Systems, students conduct field and laboratory investigations, use scientific methods and equipment during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: biotic and abiotic factors in habitats; ecosystems and biomes; interrelationships among resources and an environmental system; sources and flow of energy through an environmental system; relationship between carrying capacity and changes in populations and ecosystems; and changes in environments. 4019 ENVIRONMENTAL SCIENCE – AP – 11th, 12th W4019 ENVIRONMENTAL SCIENCE – AP – 11Tth, 12th (Richardson High School Magnet ONLY)
Prerequisite – Regular or Pre‐AP Biology, one credit in physical science (IPC, Chemistry or Physics), Algebra I One credit; full year course AP Environmental Science is the equivalent of a one‐semester, introductory college course in environmental science. AP Environmental Science is a course providing students with the scientific principles, concepts, and methodologies required to understand the inter‐relationships of the natural world. In addition, it will offer students opportunities to identify and analyze environmental problems, to evaluate risks associated with these problems, and to examine alternative solutions for resolving or preventing them. The expectation is that the student takes the AP Environmental Science test at the end of the course. CT4403 FOOD SCIENCE – 11th, 12th
Prerequisite – Three credits of science, Principles of Hospitality and Tourism One credit; full‐year course This course is the study of the nature of foods, the causes of deterioration, the principles underlying food processing, and the improvement of foods for the consuming public with 40 percent of instruction laboratory based. Components of the course include scientific methods and inquiry, food safety and microbiology, food
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chemical properties, food enzymes and properties, food additives, food basic nutrients, food groups, USDA guidelines, and food preservation. CT4404 FORENSIC SCIENCE – 11th, 12th WT4404 FORENSIC SCIENCE (Richardson High School Magnet ONLY) CT4404M/CT4404MI FORENSIC SCIENCE MODIFIED – 11th, 12th
Prerequisite: Regular or Pre‐AP Biology, Regular or Pre‐AP Chemistry; recommended Principles of Law, Public Safety, Corrections and Security and Law Enforcement I One credit; full‐year course Forensic Science uses a structured and scientific approach to the investigation of crimes of assault, abuse, neglect, domestic violence, accidental death, homicide, and the psychology of criminal behavior. Components of this course include; critical thinking skills, safety, systematic investigations, laboratory procedures, fingerprinting, DNA testing, ballistic and bullet marks, anthropology, decomposition, serology and toxicology tests. CT4407 ANATOMY & PHYSIOLOGY‐HONORS – 10th, 11th, 12th
Prerequisite – Three credits of science (or concurrent enrollment in third year) One credit; full year course In Anatomy and Physiology of Human Systems students conduct field and laboratory investigations, use scientific methods and equipment during investigations, and make informed decisions using critical thinking and scientific problem solving. Students will study a variety of topics that includes: structures and functions of organs and systems and their interactions with each other and their environment, and body processes that maintain homeostasis. CT4408 SCIENTIFIC RESEARCH & DESIGN – 11th, 12th
Prerequisite—One credit of science One credit; full year course In Scientific Research and Design, students conduct field and laboratory investigations, use scientific methods and equipment during investigations, and make informed decisions using critical thinking and scientific problem solving. Students will study a variety of topics that include: formulating hypotheses to guide experiments; analyzing published research; collecting, organizing and evaluating data; synthesizing valid conclusions; and communicating conclusions to an audience of professionals. CT4409 MEDICAL MICROBIOLOGY – 10th, 11th, 12th
Prerequisite – Three credits of science One‐half credit; one semester In Medical Microbiology, students conduct field and laboratory investigations, use scientific methods and equipment during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that includes: the relationship between microbes and health maintenance, and the role of microbes in infectious diseases.
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CT4410 PATHOPHYSIOLOGY – 11th, 12th
Prerequisite – Three credits in science One‐half credit; one semester In Pathophysiology, students conduct field and laboratory investigations, use scientific methods and equipment during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: mechanisms of pathology; process of pathogenesis; study of human diseases; and effects of disease prevention and control.
SOCIALSTUDIES
The high school social studies curriculum incorporates three major instructional goals: acquiring knowledge, developing attitudes and values, and developing skills and processes. Essential knowledge and skills in social studies at high school grade levels continue to build upon the foundation established during the elementary and junior high school learning experiences. Eight content strands are integrated for instructional purposes and include history; geography; government; citizenship; economics; culture; science, technology, and society; and social studies skills. Each course enables students to understand the importance of patriotism, and the function of our free enterprise society, and to appreciate the basic democratic values of our state and nation. For every course, students use problem solving and decision‐making skills to answer questions as well as use a variety of primary and secondary source materials.
For each social studies course required for graduation, regular as well as Advanced Placement (AP) course offerings may be available for students. AP courses are taught at the college level using college texts. Three elective Advanced Placement courses are offered in: European History, Psychology, and Human Geography. All course options address the state‐mandated essential knowledge and skills (TEKS). AP courses place greater emphasis on cognitive concepts and processes using higher‐level skills, independent studies and analytical and communication skills that are consistent with the structure of the social science disciplines.
Course Sequence Suggestions Grade 9 Grade 10 Grade 11 Grade 12
W. Geography OR Human Geography (AP)
→ W. History (reg. or AP) → US History (reg. or AP) Elective Options: Any other Social Studies (reg. or AP) electives
→ US Govt. (reg. or AP)and Economics (reg. or AP) Elective Options: Any other Social Studies (reg. or AP) electives
W. Geography → W. History (reg. or AP) → US History (reg. or AP)US Govt. (reg. or AP) and Economics (reg. or AP)
→ Elective Options:Any other Social Studies (reg. or AP) electives
SOCIALSTUDIESCOURSES
2006 WORLD GEOGRAPHY STUDIES – 9th M2006 WORLD GEOGRAPHY STUDIES – 9th (Berkner High School STEM ONLY) 2006M/2006MI WORLD GEOGRAPHY STUDIES MODIFIED – 9th 2006A WORLD GEOGRAPHY STUDIES ALTERNATE – 9th 2067 ESL WORLD GEOGRAPHY – 9th
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Prerequisite – None One credit; full year course This course describes the influence of geography on events of the past and present. A significant portion of the course centers around the physical processes; the characteristics of major land forms, climates, and ecosystems and their relationships; the political, economic, and social processes that shape cultural patterns of regions; types and patterns of settlement; the distribution and movement of world population; relationships among people, places, and environments; and the concept of region. 2106 HUMAN GEOGRAPHY – AP* – 9th, 10th, 11th, 12th; M2106 HUMAN GEOGRAPHY – AP (Berkner High School STEM ONLY); W2106 HUMAN GEOGRAPHY – AP (Richardson High School Magnet ONLY)
Prerequisite – None One credit; full year course AP Human Geography introduces students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice. Combined with the TEKS for World Geography, this one year course satisfies the state requirement while preparing students for the AP Human Geography exam in May. *Students may fulfill the graduation requirement in World Geography Studies by taking either World Geography Studies or Advanced Placement (AP) Human Geography. Students who have earned 1.0 unit of credit in World Geography may enroll in Advanced Placement (AP) Human Geography for state elective credit. GT HUMANITIES – 9th 2106G (GT AP Human Geography) 1119G (Pre‐AP English 1 GT)
Prerequisite – Identified GT in verbal score Two credits; full year course These two courses MUST be taken concurrently. This course combines Pre‐AP 9th grade English 1 with AP Human Geography and allows students further opportunities for self‐directed study, advanced research, and expository writing. Through innovative instruction, students think critically, solve problems, and develop both collaborative and individual presentation skills. Students will make connections between human geography and the arts. Students would be prepared and are expected to take the College Board Advanced Placement exam for Human Geography upon conclusion of the course. 2004 WORLD HISTORY STUDIES – 10th; M2004 WORLD HISTORY STUDIES (Berkner High School STEM ONLY) 2004M/2004MI WORLD HISTORY STUDIES MODIFIED – 10th 2004A WORLD HISTORY STUDIES ALTERNATE – 10th 2068 ESL WORLD HISTORY – 10th
Prerequisite – World Geography One credit; full year course This course offers students an overview of the entire history of humankind, its significant people, events, and issues from the earliest times to the present. Traditional historical points of reference in world history are identified as students analyze important events and issues in western civilization as well as in civilizations in
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other parts of the world. Students analyze the process by which democratic‐republican governments evolved as well as the ideas from historic documents that influenced that process, and the history and impact of major religious and philosophical traditions. 2105 WORLD HISTORY STUDIES – AP* – 10th M2105 WORLD HISTORY STUDIES – AP* (Berkner High School STEM ONLY)
Prerequisite – World Geography One credit; full year course This course is taught at college level, using college texts, and is designed to develop greater understanding of the development of global processes and contacts, in interaction with different types of human societies and advanced through a combination of factual knowledge with an emphasis on analytical skills. Focused primarily on the past thousand years, the course builds on an understanding of cultural, institutional, and technological precedents that set the human stage prior to 1000 C.E. The AP exam is offered in May. Combined with the TEKS for World History, this one year course satisfies the state requirement while preparing students for the AP World History exam in May. *Students may fulfill the graduation requirement in World History Studies by taking either World History Studies or Advanced Placement (AP) World History Studies. Students who have earned 1.0 unit of credit in World History may enroll in Advanced Placement (AP) World History for state elective credit. GT HUMANITIES – 10th 2105G (GT AP World History) 1120G (Pre‐AP English 2 GT)
Prerequisite – Identified GT in verbal score Two credits; full year course These two courses MUST be taken concurrently. This course combines Pre‐AP English 2 with AP World History and allows students further opportunities for self‐directed study, advanced research, and expository writing. Through innovative instruction, students think critically, solve problems, and develop both collaborative and individual presentation skills. Students will make connection between human geography and the arts. Students would be prepared and are expected to take the College Board Advanced Placement exam for World History upon the conclusion of the course. 2003 U.S. HISTORY STUDIES SINCE RECONSTRUCTION – 11th; M2003 U.S. HISTORY STUDIES SINCE RECONSTRUCTION (Berkner High School STEM ONLY) 2003M/2003MI U.S. HISTORY STUDIES SINCE RECONSTRUCTION MODIFIED – 11th 2003A U.S. HISTORY STUDIES SINCE RECONSTRUCTION ALTERNATE – 11th 2069 ESL U.S. HISTORY STUDIES SINCE RECONSTRUCTION– 11th
Prerequisite – World Geography and World History One credit; full year course In this course, students study U.S. history from 1877 to the present. Historical content focuses on the political, economic, and social events and issues related to industrialization, urbanization, major wars, domestic and foreign policies of the Cold War and post‐Cold War eras, and reform movements including civil rights. Students examine the impact of constitutional issues on American society, evaluate the dynamic relationships of the
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federal government, analyze efforts to expand the democratic process, and describe the relationships between the arts and the times during which they were created. 2015 U.S. HISTORY – AP – 11th* M2015 U.S. HISTORY – AP (Berkner High School STEM ONLY) W2015 U.S. HISTORY – AP – 11th (Richardson High School Magnet ONLY)
Prerequisite – World Geography and World History One credit; full year course This survey course is taught at college level, using college texts, and addresses the historical span from discovery and exploration to the present. Elements of geography that are essential for full understanding of historical events and issues are included and are designed to build geographic skills. Instructional strategies emphasize higher level thinking skills and creative thought processes. Students use a variety of rich primary and secondary source materials such as biographies and autobiographies and landmark Supreme Court cases. Research using analytical and communication skills are required consistent with historical methodology. Combined with the TEKS for United States History Studies Since Reconstruction, this one‐year course satisfies the state requirement while preparing students for the AP United States History exam in May. *Students may fulfill the graduation requirement in United States History Studies Since Reconstruction by taking either United States History Studies Since Reconstruction or Advanced Placement (AP) United States History. Students who have earned 1.0 unit of credit in United States History Studies Since Reconstruction may enroll in Advanced Placement (AP) United States History for state elective credit. U2003 U.S. HISTORY 1492‐1865 AND SINCE 1865 – ONRAMPS – 11th
Prerequisite – Teacher Recommendation One credit; full year course Students who complete this course may not take U.S. History 2003. (Upon successful completion of this course, the student will receive both RISD credit for graduation and college credit from University of Texas.) OnRamps U.S. History works through a dual‐enrollment model with the University of Texas at Austin. This college‐level course is designed to teach the students about U.S. History from two different time periods, 1492‐1865 and all history from 1865 to present. For more information about OnRamps, see Appendix D. 2007 U.S. GOVERNMENT – 11th, 12th M2007 U.S. GOVERNMENT (Berkner High School STEM ONLY) 2007M/2007MI U.S. GOVERNMENT MODIFIED – 11th, 12th 2007A U.S. GOVERNMENT ALTERNATE – 11th, 12th 2062 ESL U. S. GOVERNMENT – 11th, 12th
Prerequisite – None One‐half credit; one semester The focus of this course is on the principles and beliefs upon which the U.S. was founded and on the structure, functions, and powers of government at the national, state, and local levels, culminating the civic and governmental content and concepts studied from Kindergarten through required secondary courses. A significant focus is on the U.S. Constitution, its underlying principles and ideas, and the form of government it
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created, the role of government in the U.S. free enterprise system, and the relationship between governmental policies and the culture of the United States. 2008 U.S. GOVERNMENT AND POLITICS – AP* – 11th, 12th M2008 U.S. GOVERNMENT AND POLITICS – AP (Berkner High School STEM ONLY)
Prerequisite – U.S. History Studies since Reconstruction recommended One‐half credit; one semester This college level course uses college texts. Students study the same content and concepts of U.S. Government with a stronger emphasis on higher level thinking skills and creative thought processes. Research using analytical and communication skills is required. Combined with the TEKS for U.S. Government, this one year course satisfies the state requirement while preparing students for the AP U.S. Government and Politics exam in May. *Students may fulfill the graduation requirement in U. S. Government by taking either U. S. Government or Advanced Placement (AP) U. S. Government and Politics. Students who have earned .5 unit of credit in U. S. Government may enroll in Advanced Placement (AP) U. S. Government and Politics for state elective credit. 2010 ECONOMICS WITH EMPHASIS ON THE FREE ENTERPRISE SYSTEM AND ITS BENEFITS – 11th, 12th; M2010 ECONOMICS WITH EMPHASIS ON THE FREE ENTERPRISE SYSTEM AND ITS BENEFITS (Berkner High School STEM ONLY) 2010M/2010MI ECONOMICS WITH EMPHASIS ON THE FREE ENTERPRISE SYSTEM AND ITS BENEFITS MODIFIED – 11th, 12th 2010A ECONOMICS WITH EMPHASIS ON THE FREE ENTERPRISE SYSTEM AND ITS BENEFITS ALTERNATE – 11th, 12th 2063 ESL ECONOMICS WITH EMPHASIS ON THE FREE ENTERPRISE SYSTEM AND ITS BENEFITS – 11th, 12th
Prerequisite – None One‐half credit; one semester This course focuses on the basic principles concerning production, consumption, and distribution of goods and services in the U.S. and a comparison with those in other countries around the world. Students examine the rights and responsibilities of consumers and businesses, types of business ownership and market structures and the basic concepts of consumer economics. Students create economic models and evaluate economic‐activity patterns. 2011 MACROECONOMICS – AP* – 11th, 12th M2011 MACROECONOMICS – AP (Berkner High School STEM ONLY) W2011 MACROECONOMICS – AP (Richardson Arts, Law and Sciences Magnet ONLY)
Prerequisite – U.S. History Studies Since Reconstruction recommended One‐half credit; one semester Course content is designed to give students a thorough understanding of the principles of economics that apply to an economic system as a whole. Emphasis is placed on the study of national income and price determination, economic performance measures, economic growth, and international economics; the study of basic principles of production, consumption, and distribution of goods and services through a theoretical framework, the American free enterprise system, the role of government, and consumer economics. Combined with the TEKS for Economics with Emphasis on the Free Enterprise System and Its Benefits, this one year course satisfies the state requirement while preparing students for the AP Macroeconomics exam in May.
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*Students may fulfill the graduation requirement in Economics with Emphasis on the Free Enterprise System and Its Benefits by taking either Economics with Emphasis on the Free Enterprise System and Its Benefits or Advanced Placement (AP) Macroeconomics. Students who have earned .5 unit of credit in Economics with Emphasis on the Free Enterprise System and Its Benefits may enroll in Advanced Placement (AP) Macroeconomics for state elective credit. 2016 EUROPEAN HISTORY – AP – 10th, 11th, 12th M2016 EUROPEAN HISTORY – AP – 10th, 11th, 12th (Berkner High School STEM ONLY)
Prerequisite – World History Studies and/or World Geo. Studies One credit; full year course In this elective college‐level course using college texts, students examine the history of Europe through the twentieth century. Students explore and analyze various aspects of European history including intellectual and cultural history, political and diplomatic history, and social and economic history. Research using analytical and communication skills consistent with historical methodology is required. The AP Exam is offered in May. 2012 PSYCHOLOGY – 11th, 12th
Prerequisite – None One‐half credit; one semester In this elective course students consider the development of the individual and the personality and how the knowledge, methods, and theories of this discipline are applied to the explanation of human behavior. The study of psychology is based on an historical framework and relies on effective collection and analysis of data. Content emphases are human development, elements of learning, motivation, bases of behavior, personality, social psychology, and careers in psychology. 2013 PSYCHOLOGY – AP* – 11th, 12th
Prerequisite – None One‐half credit; one semester This elective course introduces students to the scientific basis of psychology and how the knowledge, methods, and theories of this discipline are applied to the explanation of human behavior. Content emphases include theoretical approaches and research methods, biological bases of behavior, human development, personality, abnormal psychology, and social psychology. The AP Exam is offered in May. *Students who have earned .5 unit of credit in Psychology may enroll in Advanced Placement (AP) Psychology for state elective credit. 2009 SOCIOLOGY – 10th, 11th, 12th
Prerequisite – None One‐half credit; one semester In this elective course students study dynamics and models of individual and group relationships as well as basic institutions. Students study topics such as the history and systems of sociology, cultural and social norms, social institutions, mass communication, and contemporary problems.
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2024 PERSONAL FINANCIAL LITERACY – 10th, 11th, 12th
Prerequisite – None One‐half credit; one semester Personal Financial Literacy will develop citizens who have the knowledge and skills to make sound, informed financial decisions that will allow them to lead financially secure lifestyles and understand personal financial responsibility. Students will apply critical‐thinking and problem‐solving skills to analyze decisions involving earning and spending, saving and investing, credit and borrowing, insuring and protecting, and college and post‐secondary education and training. 2019 SPECIAL TOPICS IN SOCIAL STUDIES: STREET LAW – 10th, 11th, 12th *** W2019 SPECIAL TOPICS IN SOCIAL STUDIES: STREET LAW – 10th, 11th, 12th (Richardson Arts, Law, & Sciences Magnet ONLY)
Prerequisite – U. S. Government recommended One‐half credit; one semester In this elective course students study the American legal system, its development, and how it works today. Students apply the knowledge and skills of the social sciences to their study of the legal system and investigate law‐related careers. Critical‐thinking, problem solving and decision making skills are important elements of the course as is the communication of information in written, oral, and visual forms. W2008 LAW 1: AP GOVERNMENT – 10th, 11th, 12th (Richardson Arts, Law, & Sciences Magnet ONLY)
Prerequisite – Recommendation of course instructor and Magnet Coordinator One‐half credit; one semester course This course is designed for students entering the RHS Magnet’s Law program. Students are enrolled in US Government and Politics‐AP, during the fall semester. Law 1: AP Government is taught with an emphasis in jurisprudence. W2014 SPECIAL TOPICS IN SOCIAL STUDIES: LAW 2 – 11th, 12th (Richardson Arts, Law, & Sciences Magnet ONLY) ***
Prerequisite – Law 1: AP Government and Law1: Economics One credit; full year course Through the understanding of jurisprudence, students will gain knowledge of the two aspects of practicing law – civil and criminal. Areas of study include but are not limited to Procedural law, Tort law, Contract law, Property law, Homicide, Crimes against the Person, Theft, Robbery, and more. ***Students may earn a maximum of two state elective credits in a course with the prefix, Special Topics in Social Studies.
LANGUAGESOTHERTHANENGLISH(LOTE) When considering which language to study in high school, parents and students should take into account the fact that motivation is the most important factor in a student’s success. Brain research confirms that acquiring
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any second language makes it easier to acquire a third and a fourth, so starting with a language that has high interest for the student is key. Continuing to improve proficiency in the original language of study will become an intrinsic endeavor and improve the ability to learn more languages as they become interesting or important for future career choices. In the end, students must be ready to work in a highly competitive international economic environment, and being able to communicate in another language is an important edge.
Course Sequence Suggestions Note: Some colleges require a minimum 3 years of foreign language.
FRENCH/GERMAN/JAPANESE/LATIN/SPANISH Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12
Level I → Level 2 → Level 3 Pre‐AP → AP Language → AP Lit. or Honors Lang. Enrichment
→ AP Lit. or Honors Lang. Enrichment
Level 1 → Level 2 or Level 2 Pre‐AP
→ Level 3 Pre‐AP → AP Language → AP Lit. or Honors Lang. Enrichment
Level 1 → Level 2 or Level 2 Pre‐AP
→ Level 3 Pre‐AP → AP Language
Level 3 Pre‐AP (Native and Near‐Native Speaker of Spanish Tracks)
→ AP Language → Honors Language Enrichment
→ AP Literature → New LOTE Level 1
→ New LOTE Level 2 or Level 2 Pre‐AP
Level 3 Pre‐AP → AP Language or Literature
→ AP Language or Literature or Honors Language Enrichment
→ New LOTE Level 1
→ New LOTE Level 2 or Level 2 Pre‐AP
Note: We strongly recommend that a LOTE be taken as early as possible and continued through senior year. District data indicates that the longer students wait to enroll in a LOTE, the more difficulty they may experience in the successful completion of the class.
LOTECOURSES LEVEL 1 ‐ 6102 FRENCH; 6701 JAPANESE; 6301 LATIN; 6002 SPANISH – 9th, 10th, 11th, 12th
Prerequisite – None One credit; full year course The primary focus of a Level 1 class is to develop listening and reading comprehension in students, while developing early speaking and writing skills. To meet this end, 80%‐100% of the class must be conducted in the target language. Students will read, listen to, and interpret text and audio resources in the target language; and speak and write using very basic language. (Students studying a classical language will primarily focus on reading and understanding the influence of one language and culture on another and will write using very basic language.) LEVEL 2 BASIC COMMUNICATION ‐ 6106 FRENCH; 6702 JAPANESE; 6305 LATIN; 6006 SPANISH – 9th, 10th, 11th, 12th
Prerequisite – Level 1 Credit Exam One credit; full year course The primary focus of Level 2 classes is to bring all students to at least a novice‐high level of proficiency. A large portion of the curriculum is focused on strategies that develop interpretive skills, with an additional focus on speaking and writing for basic communication. To meet this end, 85%‐100% of the class must be conducted in
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the target language, with appropriate scaffolding to facilitate development of communication skills for students. (Students studying a classical language will primarily focus on developing translation skills in order to promote comprehension of the language, as well as understanding the influence of one language and culture on another.) LEVEL 2 Pre‐AP ‐ 6107 FRENCH; 6016 SPANISH – 9th, 10th, 11th, 12th
Prerequisite – Level 1 or Credit Exam One credit; full year course The primary focus of Level 2 classes is to bring all students to at least a novice‐high level of proficiency. A large portion of the curriculum is focused on strategies that develop interpretive skills, with an additional focus on speaking and writing. To meet this end, 85%‐100% of the class must be conducted in the target language. Activities and assessments in Level 2 Pre‐AP begin to introduce students to the AP format. LEVEL 3 – Pre‐AP ‐ 6110 FRENCH; 6204 GERMAN; 6703 JAPANESE; 6306 LATIN; 6011 SPANISH – 9th, 10th, 11th, 12th
Prerequisite—Level 2 or Credit Exam One credit; full year course The primary focus of the Level III Pre‐AP class is to bring all students to at least an intermediate‐low level of proficiency in all modes of communication, and to begin preparation for the AP Language course and exam. Students begin exploring literary themes via authentic target language resources with plentiful teacher guidance. Students continue refining their ear for the language with 90%‐100% of the class conducted in the target language. Formal and informal speaking and writing become more process‐ oriented. (Students studying a classical language will be introduced to authentic Latin texts with an emphasis on literary style. The primary focus is on reading and translation.) Students begin to practice and prepare for the AP exam. LEVEL 3 – 6109 FRENCH; 6010 SPANISH – 9th, 10th, 11th, 12th
Prerequisite‐French/Spanish Level 2 One credit; full year course The primary focus of the Level III class is to bring all students at least to an intermediate‐low level of proficiency in all modes of communication. Students begin exploring literary themes via authentic target language resources with plentiful teacher guidance. Students continue refining their ear for the language with 90%‐100% of the class conducted in the target language. Both formal and informal speaking and writing become more process oriented. 6111 AP FRENCH LANGUAGE AND CULTURE; 6205 AP GERMAN LANGUAGE AND CULTURE; 6013 AP SPANISH LANGUAGE – 9th, 10th, 11th, 12th
Prerequisite – Level 3 Pre‐AP/Regular or Credit Exam One credit; full year course AP Language and Culture courses emphasize the use of language for active communication. Students develop the ability to understand spoken language in various contexts, ample vocabulary for reading authentic texts, and the ability to express themselves with reasonable accuracy, fluency, and coherence in both written and spoken language. Students should reach a proficiency level of at least intermediate‐high. AP Language and Culture students prepare for the AP Spanish, French, or German Language and Culture Exam.
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6012 LEVEL 4 – SPANISH – 9th, 10th, 11th, 12th
Prerequisite – Spanish 3 One credit; full year course The primary focus of the Level IV class is to bring all students to at least an intermediate‐high level of proficiency in all modes of communication. Students continue reading novels and exploring cultural topics with plentiful teacher guidance. Students continue refining their ear for the language with 95%‐100% of the class conducted in the target language. Speaking and writing fluctuate between informal and formal presentations. 6014 AP SPANISH LITERATURE – 10th, 11th, 12th
Prerequisite – Level 3 Pre‐AP or Spanish Credit Exam One credit; full year course AP Literature courses are comparable to a third‐year college introduction to target‐language literature. They are based on required reading lists provided by The College Board. These works are of literary significance and represent various historical periods, literary movements, genres, geographical areas, and population groups within the Spanish‐speaking world. Students will interpret and analyze literature in the target language, in preparation for the AP Literature Exam. 6320 LATIN CULTURAL AND LINGUISTIC TOPICS – 10th, 11th, 12th
Prerequisite – None One‐half credit; one semester course This course is a one‐semester intensive study of the Latin and Greek roots, prefixes, and their derivatives that are relevant to legal, medical, and scientific education and professions. Students will increase their verbal comprehension and vocabulary skills through knowledge of the Greek and Latin elements. 6704 AP JAPANESE LANGUAGE AND CULTURE – 10th, 11th, 12th
Prerequisite – Japanese 3H/3 Pre‐AP One credit; full year course This course supports students who have completed the equivalent of approximately 300 hours of college‐level classroom instruction as they develop the productive, receptive, and cultural skills necessary to communicate with coherence, relative fluency, and cultural appropriateness with native speakers of Japanese. Students are expected to reach the Intermediate Low to Intermediate Mid‐range of the ACTFL Proficiency Guidelines, as they prepare for the AP Japanese Language and Culture Exam. HONORS ‐ 6115 FRENCH; 6206 GERMAN; 6705 JAPANESE; 6015 SPANISH LANGUAGE ENRICHMENT – 11th, 12th
Prerequisite – AP French, German or Spanish Language One credit; full year course The Honors French, German, Japanese or Spanish Language courses are a continuation of the AP Language and Culture courses, designed to give the students an additional year of advanced language study to help them
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acquire greater proficiency in all aspects of the target language and to prepare for college language courses and/or the AP French, German, Japanese or Spanish Language and Culture exam. The course content is similar to the AP Language or Language and Culture course. 6311 AP LATIN – 10th, 11th, 12th
Prerequisite – Level 3 Pre‐AP One credit; full year course AP Latin is designed to provide advanced high school students with a rich and rigorous Latin course, approximately equivalent to an upper‐intermediate (typically fourth or fifth semester) college or university Latin course. Students who successfully complete the course are able to read, understand, translate, and analyze Latin poetry and prose. The syllabus of required readings includes poetry selections from the Aeneid by Vergil and prose selections from Caesar’s Gallic Wars. AP Latin students prepare and practice for the AP Latin Exam.
FINEARTS
ARTCOURSES The high school art program offers students opportunities for creative growth and expression through various methods of study and exploration. Students are encouraged to exhibit their work during the school year. A fee may be charged to cover costs of materials for optional art projects beyond the minimum requirements for each course. ART LEVEL I: NOTE: Art I is the prerequisite for any Art Course with the exception of AP Art History FA8105 ART 1 – 9th, 10th, 11th, 12th FA8105A ART 1 ALT – 9th, 10th, 11th, 12th
Prerequisite – None One credit; full year course Art 1 is an introductory course in which students will learn how to use the elements of art and principles of design and apply them using a variety of 2D and 3D media with emphasis on creative problem solving. This course lays the basic foundation for learning art processes, procedures, theories, history and art judgment. The approach is experimental in use of materials (drawing, painting, printmaking, fibers, ceramics, sculpture, jewelry, photography) but structured to provide students a strong foundation in design, drawing and vocabulary. This is a great course for any student who is interested in a well‐rounded experience in art. FEES MAY APPLY. FA8106 ART 1 – Pre‐AP – 9th, 10th, 11th, 12th WF8106 ART 1 – Pre‐AP – 9th, 10th, 11th, 12th (Richardson Arts, Law and Sciences Magnet ONLY)
Prerequisite – None One credit; full year course Art 1 Pre‐AP is an accelerated course for students who are preparing for more rigorous, higher‐ level art courses like AP Studio Art. The content of this course is similar to Art 1 but students are expected to move more quickly through concepts in terms of quality and quantity of work in order to develop their own variations and
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experimental approaches. Students are required to maintain a journal/sketchbook documenting the development of ideas and approaches to solving problems, and research about artists, styles, cultures, and images. FEES MAY APPLY. FA8153 ART AND MEDIA COMMUNICATIONS – 9th, 10th, 11th, 12th
Prerequisite ‐ None One credit; full year course Art and Media Communications combines relevant experiential study of modern, postmodern, and contemporary visual art and design with student learning in media literacy and technology applications. Students will learn how to bridge traditional hand skills with current technology applications such as animations, digital images, multimedia presentation, digital video, websites, and interactive or site‐based installations and performances. FEES MAY APPLY. FA8154 ART AND MEDIA COMMUNICATIONS ‐ Pre‐AP – 9th, 10th, 11th, 12th WF8154 ART AND MEDIA COMMUNICATIONS – Pre‐AP – 9th, 10th, 11th, 12th
Prerequisite ‐ None One credit; full year course Art and Media Communications Pre‐AP is an accelerated course for students who are preparing for more rigorous, higher‐level Art courses. The goals and content of this course are similar to those of regular Art and Media Communications, but students are expected to move more quickly through concepts and assignments in order to develop their own variations and experimental approaches. Students are required to maintain a sketchbook documenting the development of ideas and approaches to solving a problem, noting research about artists, styles, cultures and images. FEES MAY APPLY. FA8160 ART I: FOUNDATION STUDIO ART 2‐DIMENSIONAL DESIGN – 9th, 10th, 11th, 12th (Richardson High School ONLY)
Prerequisite – None (students can only take ONE Art I Foundation Course) One credit; full year course Students will be introduced to drawing, painting and color study using the elements of art and principles of design. Drawing will consist of sequential learning steps with emphasis on developing shading skills. Color studies will include but not be restricted to using liquid and dry based media. This course lays the basic foundation for learning art processes, procedures, theories, history and art judgment. The approach is experimental in use of materials (drawing, painting, and printmaking) but structured to provide students a strong foundation in design, drawing and vocabulary. Computer‐manipulated works are incorporated into the curriculum. FEES MAY APPLY. FA8161 ART I: FOUNDATION STUDIO ART 2‐DIMENSIONAL DESIGN Pre‐AP – 9th, 10th, 11th, 12th (Richardson High School ONLY)
Prerequisite – None (students can only take ONE Art I Foundation Course) One credit; full year course This is an accelerated course for students who are preparing for more rigorous, higher‐level art courses like AP Studio Art. The content of this course is similar to Art I: Foundation Studio Art 2D Design, but students are
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expected to move more quickly through the concepts in terms of quality and quantity of work in order to develop their own variations and experimental approaches with a large variety of materials. Students are required to maintain a visual journal/sketchbook documenting the development of ideas and approaches to solving problems, research about artists, styles, cultures and images. FEES MAY APPLY. FA8163 ART I: FOUNDATION STUDIO ART 3‐DIMENSIONAL DESIGN – 9th, 10th, 11th, 12th (Richardson High School ONLY)
Prerequisite – None (students can only take ONE Art I Foundation Course) One credit; full year course Students will be introduced to additive sculpture, subtractive sculpture and ceramics techniques. Students will also be introduced to the elements of art and principles of design and a variety of drawing and painting techniques through the creation of 3D forms. This course lays the basic foundation for learning art processes, procedures, theories, history and art judgment. Computer‐manipulated works are incorporated into the curriculum. FEES MAY APPLY. FA8164 ART I: FOUNDATION STUDIO ART 3‐DIMENSIONAL DESIGN Pre‐AP – 9th, 10th, 11th, 12th (Richardson High School ONLY)
Prerequisite – None (students can only take ONE Art 1 Foundation Course) One credit; full year course This is an accelerated course for students who are preparing for more rigorous, higher‐level art courses like AP Studio Art. The content of this course is similar to Art I: Foundation Studio Art 3D Design, but students are expected to move more quickly through the concepts and techniques in terms of quality and proficiency of work in order to develop their own variations and experimental approaches. Students are required to maintain a visual journal/sketchbook documenting the development of ideas and approaches to solving problems, research about artists, styles, cultures and images. FEES MAY APPLY. ART LEVEL II: Art courses at this level offer in‐depth art experiences. They are flexible in scope and allow students to make choices from a broad range of art areas. Opportunities for observation and perce3ption, creative expression, historical and cultural relevance and critical evaluation are components of all courses. NOTE: Before a student can advance to an Art Level II course, they must complete Art I. FA8107 ART LEVEL II: DRAWING 1–10th, 11th, 12th FA8107A ART LEVEL II: DRAWING 1 ALT –10th, 11th, 12th WF8107 ART LEVEL II: DRAWING 1 – 9th, 10th, 11th, 12th (Richardson Arts, Law and Sciences Magnet ONLY)
Prerequisite – Any Art Level I course One credit; full year course Art Level II: Drawing 1 will enable students to learn progressively more advanced ways to apply the elements of art and principles of design using a variety of 3D drawing media with emphasis on creative and critical thinking. This may include printmaking and computer‐generated art. They will also explore the philosophical nature of art and learn how to make critical judgments about art. Subject matter may include life drawing, linear perspective, figures and landscapes. Historical and aesthetic study will cover artists from a variety of periods and styles. FEES MAY APPLY.
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FA8108 ART LEVEL II: DRAWING 1 – Pre‐AP –10th, 11th, 12th WF8108 ART LEVEL II: DRAWING 1 – Pre‐AP – 9th, 10th, 11th, 12th (Richardson Arts, Law and Sciences Magnet ONLY)
Prerequisite – Any Art Level I course One credit; full year course Art Level II: Drawing 1 Pre‐AP is an accelerated course for students who are preparing for more rigorous, higher‐level art courses like AP Studio Art. The students will learn more advanced ways to apply the elements of art and principles of design using a variety of 2D drawing media. This may include printmaking and computer‐generated art. Students will study the historical and cultural influences on art as well as explore the philosophical nature and make critical judgments about art. FEES MAY APPLY. FA8115 ART LEVEL II: PAINTING 1 – 10th, 11th, 12th FA8115A ART LEVEL II: PAINTING 1 ALT – 10th, 11th, 12th
Prerequisite – Any Art Level I course One credit; full year course Art Level II: Paining 1 will focus on furthering the skills and techniques acquired in Art 1 with more challenging and advanced projects and learning experiences. Art Level II Paining 1 allows the student the opportunity to work with a large variety of wet media. This will include but not be limited to drawing, color theory, painting and printmaking. FEES MAY APPLY. FA8116 ART LEVEL II: PAINTING 1 – Pre‐AP – 10th, 11th, 12th WF8116 ART LEVEL II: PAINTING 1 – Pre‐AP – 9th, 10th, 11th, 12th (Richardson Arts Law and Sciences Magnet ONLY)
Prerequisite – Any Art Level I course One credit; full year course Art Level II: Painting 1 Pre‐AP is an accelerated course that concentrates on exploring and improving painting skills and techni ques with acrylic, watercolor, and/or oil paint. Students are expected to develop work habits and responsibility so that they may successfully complete more rigorous design problems. While the content of Art Level II: Painting 1 is included, development of a series or collection of pieces with a central theme will be the goal. FEES MAY APPLY. FA8140 ART LEVEL II: CERAMICS 1 – 10th, 11th, 12th
Prerequisite – Any Art Level I course One credit; full year course Students apply art elements and principles through different methods and materials. They explore methods such as wheel throwing, slab, coil and pinch; separately and in combination. Students produce functional and experimental two‐ and three‐dimensional clay forms. They explore surface treatments such as stamping, scraping, glazing, under glazing, staining, painting and firing. FEES MAY APPLY.
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FA8141 ART LEVEL II: CERAMICS 1 – Pre‐AP – 10th, 11th, 12th
Prerequisite – Any Art Level I course One credit; full year course This accelerated Art Level II Pre‐AP course in Ceramics is for students who are preparing for more rigorous, higher‐level art courses. The content is similar to that of Art Level II: Ceramics 1, but students are expected to move more quickly through concepts and assignments in order to develop a series or collection of forms related to a central concept or idea. This course will prepare the student for AP Studio Art: 3D Design Portfolio. FEES MAY APPLY. FA8134 ART LEVEL II: SCULPTURE 1 – 10th, 11th, 12th
Prerequisite – Any Art Level I course One credit; full year course Art Level II: Sculpture 1 is a course that focuses solely on 3‐Dimensional art forms. The student will learn how to use the elements of art and principles of design and apply them using a variety of media such as cardboard, clay, papier‐mâché, wire, metal and plaster. Students may be provided the opportunity to design and construct jewelry objects and develop an understanding of skills and craftsmanship. The student will study the historical and cultural influences on art and explore the philosophical nature of art. They will learn how to make critical judgments about 3D art forms. FEES MAY APPLY. FA8135 ART LEVEL II: SCULPTURE 1 – Pre‐AP – 10th, 11th, 12th WF8135 ART LEVEL II: SCULPTURE 1 – Pre‐AP – 9th, 10th, 11th, 12th (Richardson Arts, Law and Sciences Magnet ONLY)
Prerequisite – Any Art Level I course One credit; full year course This accelerated Art Level II Pre‐AP course in 3D sculptural art forms is for students who are preparing for more rigorous, higher‐level art courses. The content is similar to those of Art Level II: Sculpture 1, but students are expected to move more quickly through concepts and assignments in order to develop a series or collection of sculpture related to a central concept or idea. This course will prepare the student for AP Studio Art: 3D Design Portfolio. FEES MAY APPLY. WF8128 PRINTMAKING I Pre‐AP – 9th, 10th, 11th, 12th (Richardson Arts, Law and Sciences Magnet ONLY)
Prerequisite – Any Art Level I course One credit; full year course Students use principles and elements of design with emphasis on positive‐negative space. They experiment with mono‐prints, multiple prints, reduction printings, and materials such as linoleum, cardboard, found objects, wood and electronics. They also study various processes such as relief, planographic, intaglio, stencil, photographic and papermaking. FEES MAY APPLY. FA8121 ART LEVEL II: DIGITAL PHOTOGRAPHY AND MEDIA 1 – 10th, 11th, 12th
Prerequisite – Any Art Level I course
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One credit; full year course In this Art Level II course, the learners will explore visual art and graphic design through the use of the camera and other electronic media using the Adobe Creative Suite. Students will design original artwork electronically, using the elements of art and principles of design. Critical analysis, historical and cultural references, independent research and personal expression are an ongoing part of this course. Artwork will be manipulated using a variety of digital software and digital cameras. Real world visual art and graphic design challenges will be investigated. FEES MAY APPLY. FA8122 ART LEVEL II: DIGITAL PHOTOGRAPHY AND MEDIA 1 – Pre‐AP – 10th, 11th, 12th WF8122 ART LEVEL II: DIGITAL PHOTOGRAPHY AND MEDIA 1 – Pre‐AP ‐ 9th, 10th, 11th, 12th (Richardson Arts, Law and Sciences Magnet ONLY)
Prerequisite – Any Art Level I course One credit; full year course This is an accelerated course in more advanced digital media techniques. Students are expected to develop work habits and responsibility so that they may complete more rigorous visual images using the computer and camera. The students will explore visual art and graphic design through the use of the camera and other electronic media using the Adobe Creative Suite. Learners will design original artwork electronically using the elements of art and principles of design. Critical analysis, historical and cultural references, independent research, and personal expression are an ongoing part of this course. Artwork will be manipulated using a variety of digital art software and digital cameras. Real world visual art and graphic design challenges will be investigated. FEES MAY APPLY. WF8156 DIGITAL ART AND MEDIA 1 – Pre‐AP – 9th, 10th, 11th, 12th (Richardson Arts, Law & Sciences Magnet ONLY)
Prerequisite – Art 1 (regular or Pre‐AP) or Art and Media Communications (regular or Pre‐AP) One credit; full year course Digital Art and Media 1 Pre‐AP offers students their first in‐depth experiences involving producing original visual images using technology. Computers, digital tablets, scanners, and digital cameras will be used to design, edit, and manipulate original works of art. The commercial and career applications of this media are discussed and researched. This course is recommended for students who plan to take AP Art in preparation for the AP 2 Dimensional Portfolio or the AP Drawing Examination. FEES MAY APPLY. ART LEVEL III: Courses offer in‐depth art experiences. They are flexible in scope allowing students to make choices from a broad range of art areas. Opportunities for observation and perception, creative expression, historical and cultural relevance and critical evaluation are components of all Level III courses. In addition to the regular curriculum, students may enroll in weighted art courses which require the completion of extra work as described in the Fine Arts Curriculum documents. NOTE: Before a student can advance to a Level III Art Course, they must complete any Art Level II Course. FA8123 ART LEVEL III: DIGITAL PHOTOGRAPHY & MEDIA 2 – 10th, 11th, 12th
Prerequisite – Digital Photography & Media 1 (Regular/Pre‐AP) One credit; full year course
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The student will continue to explore the creative aspects of digital photography & media by scanning and manipulating images to create original artwork through the use of the camera and other electronic media using the Adobe Creative Suite. They will also study historical aspects of digital media. Multimedia presentations and areas of personal interest will be investigated and produced. FEES MAY APPLY. FA8124 ART LEVEL III: DIGITAL PHOTOGRAPHY & MEDIA 2 – Pre‐AP – 10th, 11th, 12th WF8124 ART LEVEL III: DIGITAL PHOTOGRAPHY & MEDIA 2 – Pre‐AP – 10th, 11th, 12th (Richardson Arts Law & Sciences Magnet ONLY)
Prerequisite – Digital Photography & Media 1 (Regular/Pre‐AP) One credit; full year course This course is an accelerated course in more advanced digital media techniques. Students are expected to develop work habits and responsibility so that they may complete more rigorous visual images using the computer and camera. The student will continue to explore the creative aspects of digital photography & media by scanning and manipulating images to create original artwork through the use of the camera and other electronic media using the Adobe Creative Suite. They also study historical aspects of digital media. Multimedia presentations and areas of personal interest will be investigated and produced. FEES MAY APPLY. WF8157 DESIGN 2 – 11th, 12th (Richardson Arts, Law, and Sciences Magnet ONLY)
Prerequisite – Art level 2 course One credit; full year course Design 2 offers the students their first in‐depth experiences in a visual communication using a combination of forms, words, and images. The commercial applications of graphic design and career preparation are a key focus of the course. Logo design, typography, corporate identity, and product package design will be explored. FEES MAY APPLY. FA8109 ART LEVEL III: STUDIO ART 2D – 10th, 11th, 12th WF8110 ART LEVEL III: STUDIO ART 2D – Pre‐AP – 10th, 11th, 12th (Richardson Arts, Law and Sciences Magnet ONLY)
Prerequisite – Art Level II Course One credit; full year course This course is for students who want to continue to develop their skills while addressing a very broad interpretation of drawing issues and media. Purposeful decision‐making about how to use the elements and principles of art in an integrative way to demonstrate mastery of 2D is required. Mediums and processes could include graphic design, digital imaging, photography, collage, fabric design, weaving, illustration, drawing, painting, and printmaking. FEES MAY APPLY. FA8142 ART LEVEL III: STUDIO ART 3D – 11th, 12th
Prerequisite – Art Level II Course One credit; full year course This Art Level III course will provide an in‐depth approach to developing skills related to a broad range of 3D media and processes, and development of personal and creative solutions to visual problems. We will also
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explore the historical and cultural context within which works are created. By the end of the course, the student will have completed the “Breadth” section of the AP Studio Art. FEES MAY APPLY. ART LEVEL IV: Courses allow students to choose the area or areas of personal interest in which they desire to work in‐depth. Students explore increasingly complicated and challenging processes and media. Students begin to develop personal style and evaluate their own work more critically. Level IV courses require the completion of extra work as described in the Visual Arts Curriculum documents, and these courses receive weighted credit; however, there are some Level IV courses in which students may take and receive regular credits. NOTE: Before a student can advance to a Level IV Art Course, they must complete an Art Level III Course. FA8111 ART LEVEL IV: STUDIO ART 4 –12th
Prerequisite – Art Level III Course One credit; full year course This course is for students who want to continue to develop their skills while addressing a very broad interpretation of drawing issues and media. Purposeful decision‐making about how to use the elements and principles of art in an integrative way to demonstrate mastery of 2D is required. Mediums and processes could include graphic design, digital imaging, photography, collage, fabric design, weaving, illustration, drawing, painting, and printmaking. FEES MAY APPLY. AP (Advanced Placement) Courses FA8151 ART HISTORY– AP – 10th, 11th, 12th
Prerequisite – Approval of course instructor One credit; full year course This introductory college level course provides the student with an understanding and knowledge of architecture, sculpture, paining, and other art forms within diverse historical and cultural contexts. Students examine and critically analyze major forms of artistic expression from the past and the present from a variety of cultures. Art History also emphasizes understanding works in context, considering such issues as form, content and the function of works of art. This course requires a high degree of commitment to academic work to meet college standards. FA8133 AP STUDIO ART: 2D DESIGN PORTFOLIO – 11th, 12th WF8133 AP STUDIO ART: 2D DESIGN PORTFOLIO – 11th, 12th (Richardson Arts, Law and Sciences Magnet ONLY)
Prerequisite – Art Level II Course or instructor approval One credit; full year course Students develop a portfolio addressing a very broad interpretation of drawing issues and media. Purposeful decision‐making about how to use the elements and principles of art in an integrative way to demonstrate mastery of 2D is required. Mediums and processes could include graphic design, digital imaging, photography, collage, fabric design, weaving, illustration, painting, and printmaking. Work will be divided into three sections of the portfolio including quality, concentration and breadth. FEES MAY APPLY.
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FA8112 AP STUDIO ART: DRAWING PORTFOLIO – 11th, 12th WF8112 AP STUDIO ART: DRAWING PORTFOLIO – 11th, 12th (Richardson Arts, Law and Sciences Magnet ONLY)
Prerequisite – Art Level II Course or instructor approval One credit; full year course Students develop a portfolio addressing a very broad interpretation of drawing issues and media. Light, shade, line quality, rendering of form, composition, surface manipulation, and illusion of depth can be addressed. Abstract, observational, and inventive works through a variety of means, which could include painting, printmaking, mixed media, etc. may be used. Work will be divided into three sections of the portfolio including quality, concentration, and breadth. FEES MAY APPLY. FA8150 AP STUDIO ART: THREE‐DIMENSIONAL DESIGN PORTFOLIO – 11th, 12th WF8150 AP STUDIO ART: THREE‐DIMENSIONAL DESIGN PORTFOLIO – 11th, 12th (Richardson Arts, Law and Sciences Magnet ONLY)
Prerequisite – Art level II course or instructor approval One credit; full year course Students develop a portfolio addressing sculptural issues. Portfolios will demonstrate an understanding of design principles as they relate to depth and space through any 3D approach including figurative or nonfigurative. Mediums and processes could include sculpture, architectural models, metal work, ceramics, and 3D fiber arts. Work will be divided into three sections of the portfolio including quality, concentration, and breadth. FEES MAY APPLY. Other Courses for Art Credit CT7100 PRINCIPLES AND ELEMENTS OF FLORAL DESIGN – 10th, 11th, 12th
Prerequisite – None One credit; full‐year course This course is designed to develop students’ ability to identify and demonstrate the principles and techniques related to floral design, as well as develop an understanding of the management of floral enterprises. In a laboratory setting students will identify techniques in floral art, interiorscape design principles and techniques. Students will prepare corsages, boutonnieres, and flower arrangements for various occasions. Students will utilize skills for trimming, cutting, fertilizing, pruning, regular and tropical flowering plants. The student will also learn the employability skills for a successful employee and by identifying entrepreneurship, career development opportunities in the field of floral design and interior landscape development. (TEA Fine Arts credit option.) FEES MAY APPLY.
DANCECOURSES FA8029 DANCE 1 – 9th, 10th, 11th, 12th
Prerequisite – None One credit; full year course
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This is a co‐ed course, which introduces students to concepts and techniques of one or more dance forms. The forms of dance may include modern, classical ballet, tap, jazz, and folk/ethnic (i.e., country western). Dimensions of creativity, choreography, and artistic judgment will be explored. Health‐related fitness activities will also be included. FA8030 DANCE 2 – 10th, 11th, 12th
Prerequisite – Dance 1 One credit; full year course Dance 2 continues to develop the concepts and techniques, which are included in Dance 1. FA8040 DRILL TEAM PREP (DANCE 1) – 9th, 10th, 11th
Prerequisite – None One‐half credit for fall semester Students will learn dance techniques, drill team techniques, flexibility, high kicks and other skills needed to prepare for drill team auditions, which are held in December of each year. After auditions, students who make drill team enroll in FA8021. Those who do not make drill team enroll in FA8029 for the spring semester. FA8041 PRE DRILL TEAM (DANCE 1) – 9th, 10th, 11th
Prerequisite – Selection through Audition One‐half credit for spring semester FA8042 DRILL TEAM 2 (DANCE 2) – 10th FA8043 DRILL TEAM 3 (DANCE 3) – 11th FA8044 DRILL TEAM 4 (DANCE 4) – 12th
Prerequisite – Selection through Audition One credit; full year course This course is the drill team class. Students learn various forms of dance including modern, classical ballet, tap, jazz, and folk/ethnic (i.e., country western). Dimensions of creativity, choreography, and artistic judgment will be explored. Routines for performances are learned and perfected. Students may also earn up to one credit of PE substitution for the fall semester based on the drill team activity. (see P.E. Substitution for more information.) FA8071 DRILL TEAM OFFICERS 1 (fall semester) – 11th, 12th FA8072 DRILL TEAM OFFICERS 2 (spring semester) – 11th, 12th
Prerequisite – one credit in Drill Team II or Drill Team III and approval from Director One credit; full year course This course is a dance class for drill team officers only. Students learn various forms of dance including modern, classical ballet, tap, jazz and folk/ethnic. In addition, students will learn leadership qualities, characteristics and skills to be a leader of their squads as well as attend “officer” practices outside of the school day.
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FA8045 C&W DANCE TEAM PREP (DANCE 1) – 9th, 10th, 11th
Prerequisite – none One‐half credit spring semester Students will learn dance techniques including Country and Western dance flexibility and other skills needed to prepare for country & western dance team auditions. FA8046 C&W TEAM 2 (DANCE 2) – 10th FA8047 C&W TEAM 3 (DANCE 3) – 11th FA8048 C&W TEAM 4 (DANCE 4) – 12th (Lake Highlands High School – 11th, 12th only)
Prerequisite – Selection through Audition One credit; full year course This course is the Country/Western performance team. Students learn various forms of dance. Dimensions of creativity, choreography, and artistic judgment will be explored. Routines for performances are learned and perfected. Students may also earn up to one credit of PE Substitution credit for the spring semester based on the performance activity. (See P.E. Substitutions: Drill Team for more information.) FA8036 FOLKLORICO 1 – 9th (Lake Highlands Freshman Center ONLY) FA8037 FOLKLORICO 2 – 10th (Lake Highlands High School ONLY) FA8038 FOLKLORICO 3 – 11th (Lake Highlands High School ONLY) FA8039 FOLKLORICO 4 – 12th (Lake Highlands High School ONLY)
Prerequisite – Approval from Director One credit; full year course This is a co‐ed “PERFORMANCE” dance course/class. Students learn ballet folklorico (Mexican traditional dances) from the basic steps to the most complex combinations and dances. The ballet works on musical pieces that reflect various regions and folk music. Many of the ensemble’s works reflect the traditions of many indigenous cultures. In addition to regular class time practices, the class will perform outside the school day.
MUSICCOURSES
Band Courses
FA8209 SYMPHONIC 5 – 9th FA8210 SYMPHONIC 5 –10th FA8211 SYMPHONIC 5 –11th FA8212 SYMPHONIC 5 –12th
Prerequisite – Audition and approval by the director. Students must be enrolled for first semester and be a member of the marching band. One credit; full year course This is a performing group of brass, woodwind, and percussion players who exhibit moderate performance skills. This course will emphasize the continued development of ensemble playing and rehearsal techniques. It will emphasize individual and group musical development. The band may attend UIL contest and possibly other
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contests in the spring. Course enrollment requires participation in the marching band. Students may be required to participate in RISD Chamber Music Festival. This course involves outside of school rehearsals, performances, and travel. FA8213 SYMPHONIC 4 – 9th FA8214 SYMPHONIC 4–10th FA8215 SYMPHONIC 4 –11th FA8216 SYMPHONIC 4 –12th
Prerequisite – Audition and approval by the director. Students must be enrolled for first semester and be a member of the marching band. One credit; full year course This course is a performing group of brass, woodwind, and percussion players who exhibit moderate performance skills. This course will emphasize the continued development of ensemble playing and rehearsal techniques. It will emphasize individual and group musical development. The band may attend UIL contest and possibly other contests in the spring. Course enrollment requires participation in the marching band. Students may be required to participate in RISD Chamber Music Festival. This course involves outside of school rehearsals, performances, and travel. FA8217 SYMPHONIC 4 – HONORS – 9th FA8218 SYMPHONIC 4 – HONORS –10th FA8219 SYMPHONIC 4 – HONORS –11th FA8220 SYMPHONIC 4 – HONORS –12th
Prerequisite – Open to Symphonic 4 band students who have made an A or B in previous band courses, demonstrate by audition sufficient instrumental and musical proficiency and are recommended for the course by the Director of Bands. Students must be enrolled for first semester and be a member of the marching band. One credit; full year course This course is for band students who wish to broaden their Symphonic 4 musical experiences. The course will emphasize an expansion of the essential elements and Symphonic 4 expectations, and provide students the opportunity to develop qualities of independent musicianship. Students will be required to perform solos or other appropriate works from their instrument’s repertoire, research music and composers, and study styles relative to their instrument. They will also attend and critique concerts as well as explore other appropriate learning experiences as directed by the teacher. Course enrollment requires participation in the marching band. Students are required to prepare All‐Region audition materials and RISD Chamber Music Festival materials. This course involves outside of school rehearsals, performances, and travel. FA8250 SYMPHONIC 3 – 9th FA8251 SYMPHONIC 3 – 10th FA8252 SYMPHONIC 3 – 11th FA8253 SYMPHONIC 3 – 12th
Prerequisite – Audition and approval by the director. Students must be enrolled for first semester and be a member of the marching band. One credit; full year course
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This course is a performing group of brass, woodwind, and percussion players who exhibit above average performance skills. This group will participate in UIL contests and other appropriate contests throughout the year. Course enrollment requires participation in the marching band. Students may be required to participate in All‐Region auditions and RISD Chamber Music Festival. This course involves outside of school rehearsals, performances, and travel. FA8254 SYMPHONIC 3 HONORS – 9th FA8255 SYMPHONIC 3 HONORS – 10th FA8256 SYMPHONIC 3 HONORS – 11th FA8257 SYMPHONIC 3 HONORS – 12th
Prerequisite – Open to Symphonic 3 band students who have made an A or B in previous band courses, demonstrate by audition sufficient instrumental and musical proficiency and are recommended for the course by the Director of Bands. Students must be enrolled for first semester and be a member of the marching band. One credit; full year course This course is for band students who wish to broaden their Symphonic 3 musical experiences. The course will emphasize an expansion of the essential elements and Symphonic 3 expectations, and provide students the opportunity to develop qualities of independent musicianship. Students will be required to perform solos or other appropriate works from their instrument's repertoire, research music and composers, and study styles relative to their instrument. They will also attend and critique concerts as well as explore other appropriate learning experiences as directed by the teacher. Course enrollment requires participation in the marching band. Students are required to prepare All‐Region audition materials and RISD Chamber Music Festival materials. This course involves outside of school rehearsals, performances, and travel. FA8221 SYMPHONIC 2 – 9th FA8222 SYMPHONIC 2 –10th FA8223 SYMPHONIC 2 –11th FA8224 SYMPHONIC 2 –12th
Prerequisite – Audition and approval by the director. Students must be enrolled for first semester and be a member of the marching band. One credit; full year course This course is a performing group of brass, woodwind, and percussion players who exhibit above average performance skills. This group will participate in UIL contests and other appropriate contests throughout the year. Course enrollment requires participation in the marching band. Students may be required to participate in All‐Region auditions and RISD Chamber Music Festival. This course involves outside of school rehearsals, performances, and travel. FA8225 SYMPHONIC 2 – HONORS – 9th FA8226 SYMPHONIC 2 – HONORS –10th FA8227 SYMPHONIC 2 – HONORS –11th FA8228 SYMPHONIC 2 – HONORS –12th
Prerequisite – Open to Symphonic 2 band students who have made an A or B in previous band courses, demonstrate by audition sufficient instrumental and musical proficiency and are recommended for the course by the Director of Bands. Students must be enrolled for first semester and be a member of the marching band.
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One credit; full year course This course is for band students who wish to broaden their Symphonic 2 musical experiences. The course will emphasize an expansion of the essential elements and Symphonic 2 expectations, and provide students the opportunity to develop qualities of independent musicianship. Students will be required to perform solos or other appropriate works from their instrument's repertoire, research music and composers, and study styles relative to their instrument. They will also attend and critique concerts as well as explore other appropriate learning experiences as directed by the teacher. Course enrollment requires participation in the marching band. Students are required to prepare All‐Region audition materials and RISD Chamber Music Festival materials. This course involves outside of school rehearsals, performances, and travel. FA8229 SYMPHONIC 1 – 9th FA8230 SYMPHONIC 1 –10th FA8231 SYMPHONIC 1 –11th FA8232 SYMPHONIC 1 –12th
Prerequisite – Audition and approval by the director. Students must be enrolled for first semester and be a member of the marching band. One credit; full year course A performing group of brass, woodwind, and percussion players who exhibit refined performance skills on their individual instruments. Participation will include group, individual and small ensemble performance. The group will attend UIL and other appropriate contests throughout the year. Course enrollment requires participation in the marching band. Students are required to prepare All‐Region audition materials and RISD Chamber Music Festival materials. This course involves outside of school rehearsals, performances, and travel. FA8233 SYMPHONIC 1 – HONORS – 9th FA8234 SYMPHONIC 1 – HONORS –10th FA8235 SYMPHONIC 1 – HONORS –11th FA8236 SYMPHONIC 1 – HONORS –12th
Prerequisite – Open to Symphonic 1 band students who have made an A or B in previous band courses, demonstrate by audition sufficient instrumental and musical proficiency and are recommended for the course by the Director of Bands. Students must be enrolled for first semester and be a member of the marching band. One credit; full year course This course is for band students who wish to broaden their Symphonic 1 musical experiences. The course will emphasize an expansion of the essential elements Symphonic 1 expectations, and provide students the opportunity to develop qualities of independent musicianship. Students will be required to perform solos or other appropriate works from their instrument’s repertoire, research music and composers, and study styles relative to their instrument. They will also attend and critique concerts as well as explore other appropriate learning experiences as directed by the teacher. Course enrollment requires participation in the marching band. Students are required to prepare All‐Region audition materials and RISD Chamber Music Festival materials. This course involves outside of school rehearsals, performances, and travel. FA8237 STAGE/JAZZ – 9th FA8238 STAGE/JAZZ –10th FA8239 STAGE/JAZZ –11th FA8240 STAGE/JAZZ –12th
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Prerequisite – Audition and approval by the Stage/Jazz Band Director. Music students (band, choir orchestra) must have concurrent membership in their parent organization. Exception may be made only for those who play piano, organ, guitar, bass, or vocalists with the approval of the Director of Bands, the Director of Fine Arts, and the campus Principal. Music students who elect to drop their parent organization and audition for Stage/Jazz Band for one of the listed music exceptions may not audition until one year has elapsed from the time they dropped their parent organization. Priority placement for exceptions will be given to music students participating in one of the school parent organizations. One credit; full year course Stage/Jazz band offers students the opportunity to develop performance skills in the various stage/jazz styles. Improvisation and basic arranging techniques will be an integral part of the course objectives. This course involves outside of school rehearsals, performances, and travel. PE5325 COLOR GUARD (fall semester); PE5026 WINTER GUARD (spring semester) – 9th PE5327 COLOR GUARD (fall semester); PE5028 WINTER GUARD (spring semester) – 10th PE5329 COLOR GUARD (fall semester); PE5030 WINTER GUARD (spring semester) – 11th PE5331 COLOR GUARD (fall semester); PE5532 WINTER GUARD (spring semester) – 12th
Prerequisite – Audition and approval of the band director. Students must be enrolled for the first semester and be a member of the marching band. Band students who elect to drop band may audition for Color Guard, only with the band director’s permission. One‐half credit fall semester for Color Guard; No credit spring semester for Winter Guard This is a course for participation in Color Guard associated with the marching band in the fall semester. Students enrolled receive a .5 PE substitution credit for fall semester. PE5325 and PE5327 earn credit for PE Substitution: Marching Band. PE5329 and PE5331 earn credit for PE Substitution: Drill Team The Winter Guard meets during the spring semester and prepares students for participation in Winter Guard performances and competitions. Students enrolled receive local credit only for Winter Guard in the spring semester. Local credit does not count toward high school graduation. This course involves outside of school rehearsals, performances, and travel.
Choir Courses
FA8308 TREBLE – 9th FA8309 TREBLE –10th FA8310 TREBLE –11th FA8311 TREBLE –12th
Prerequisite – Interest in singing. One credit; full year course This choir is primarily for study of basic music skills through the performance of treble music. This group will attend UIL contest. Students may participate in Solo and Ensemble and other appropriate activities. This course involves outside of school rehearsals and performances.
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FA8312 TREBLE – HONORS – 9th FA8313 TREBLE – HONORS –10th FA8314 TREBLE – HONORS –11th FA8315 TREBLE – HONORS –12th
Prerequisite – Audition and approval by the director. One credit; full year course This course is for choir students who wish to broaden their Treble musical experiences. The course will emphasize an expansion of the essential elements and Treble Choir expectations, and provide students the opportunity to develop qualities of independent musicianship. Students will be required to perform solos or ensembles, research music and composers, and study styles. They will also attend and critique concerts as well as explore other appropriate learning experiences as directed by the teacher. Students are required to prepare All‐Region audition materials and Solo and Ensemble materials. This course involves outside of school rehearsals and performances. FA8316 TENOR/BASS – 9th FA8317 TENOR/BASS – 10th FA8318 TENOR/BASS – 11th FA8319 TENOR/BASS – 12th
Prerequisite – Interest in singing. One credit; full year course This choir is primarily for study of basic music skills through the performance of tenor‐bass music. Students may participate in Solo and Ensemble Contest and other appropriate activities. This course involves outside of school rehearsals and performances FA8320 TENOR/BASS – HONORS – 9th FA8321 TENOR/BASS – HONORS – 10th FA8322 TENOR/BASS – HONORS –11th FA8323 TENOR/BASS – HONORS – 12th
Prerequisite – Audition and approval by the director. One credit; full year course This course is for choir students who wish to broaden their Tenor‐Bass musical experiences. The course will emphasize an expansion of the essential elements and Tenor‐Bass Choir expectations, and provide students the opportunity to develop qualities of independent musicianship. Students will be required to perform solos or ensembles, research music and composers, and study styles. They will also attend and critique concerts as well as explore other appropriate learning experiences as directed by the teacher. Students are required to prepare All‐Region audition materials and Solo and Ensemble materials. This course involves outside of school rehearsals and performances. FA8324 CONCERT – 9th FA8325 CONCERT –10th FA8326 CONCERT –11th FA8327 CONCERT –12th
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Prerequisite – Interest in singing. One credit; full year course This is a training choir at the high school level and is available when A Cappella and Junior Varsity courses already exist. Students may participate in Solo and Ensemble and other appropriate activities. This course involves outside of school rehearsals and performances. FA8328 CONCERT – HONORS – 9th FA8329 CONCERT – HONORS –10th FA8330 CONCERT – HONORS –11th FA8331 CONCERT – HONORS –12th
Prerequisite – Audition and approval by the director. One credit; full year course This course is for choir students who wish to broaden their Concert musical experiences. The course will emphasize an expansion of the essential elements and Concert Choir expectations, and provide students the opportunity to develop qualities of independent musicianship. Students will be required to perform solos or ensembles, research music and composers, and study styles. They will also attend and critique concerts as well as explore other appropriate learning experiences as directed by the teacher. Students are required to prepare All‐Region audition materials and Solo and Ensemble materials. This course involves outside of school rehearsals and performances. FA8332 JUNIOR VARSITY – 9th FA8333 JUNIOR VARSITY –10th FA8334 JUNIOR VARSITY –11th FA8335 JUNIOR VARSITY –12th
Prerequisite – Audition and approval by the director. One credit; full year course This course is a preparatory choir for the A Cappella Choir. The emphasis will be on the study of basic choral concepts and sight singing. This group will prepare music for UIL contest. Students may participate in Solo and Ensemble and other appropriate activities. This course involves outside of school rehearsals and performances. FA8336 JUNIOR VARSITY – HONORS – 9th FA8337 JUNIOR VARSITY – HONORS –10th FA8338 JUNIOR VARSITY – HONORS –11th FA8339 JUNIOR VARSITY – HONORS –12th
Prerequisite – Audition and approval by the director. One credit; full year course This course is for choir students who wish to broaden their Junior Varsity musical experiences. The course will emphasize an expansion of the essential elements and Junior Varsity Choir expectations, and provide students with the opportunity to develop qualities of independent musicianship. Students will be required to perform solos or other appropriate works, research music and composers, and study styles. They will also attend and critique concerts as well as explore other appropriate learning experiences as directed by the teacher. Students are required to prepare All‐Region audition materials and Solo and Ensemble materials. This course involves outside of school rehearsals and performances.
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FA8348 A CAPPELLA – 9th FA8349 A CAPPELLA –10th FA8350 A CAPPELLA –11th FA8351 A CAPPELLA –12th
Prerequisite – Audition and approval by the director. One credit; full year course This is the select mixed choir at the high school. It is performance‐oriented with emphasis on developing group performances and small ensemble performances such as madrigals, quartets, trios and solos. The fundamentals of singing will be stressed through advanced literature. This group will attend UIL contest and other appropriate contests throughout the year. Students may participate in All‐Region auditions, Solo and Ensemble activities, and others deemed appropriate by the director. This course involves outside of school rehearsals and performances. FA8352 A CAPPELLA – HONORS – 9th FA8353 A CAPPELLA – HONORS –10th FA8354 A CAPPELLA – HONORS –11th FA8355 A CAPPELLA – HONORS –12th
Prerequisite – Audition and approval by the director. One credit; full year course This course is for choir students who wish to broaden their A Cappella musical experiences. The course will emphasize an expansion of the essential elements and A Cappella Choir expectations, and provide students the opportunity to develop qualities of independent musicianship. Students will be required to perform solos or other appropriate works from their research music and composers, and study styles. They will also attend and critique concerts as well as explore other appropriate learning experiences as directed by the teacher. Students are required to prepare All‐Region audition materials and Solo and Ensemble materials. This course involves outside of school rehearsals and performances. FA8357 VOCAL ENSEMBLE – 10th FA8358 VOCAL ENSEMBLE –11th FA8359 VOCAL ENSEMBLE –12th
Prerequisites – Audition and approval by the director. To participate in vocal ensemble (pop choir), a student must have concurrent membership in the school choir program. Exceptions may be made only for instrumentalists with the approval of the choir director, the Director of Fine Arts, and the campus principal. One credit; full year course This is a special interest course for outstanding choir students. Opportunities include small groups such as madrigal choir, show choir, pop choir, etc. This course involves outside of school rehearsals and performances.
Music Theory
FA8365 MUSIC THEORY – AP – 11th, 12th
Prerequisites – Basic music knowledge and interest in learning about the theory of music
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One credit; full year course A student in grade 11 or 12 may receive one fine arts credit by taking Music Theory. (Enrollment is through Music Department Staff approval.) This course requires previous music training and is primarily designed for students planning to major in music in college. This is a rigorous course emphasizing the study of music notation, harmony, sight‐reading, sight‐singing, basic keyboard knowledge, ear training, composition, arranging, and style analysis.
Orchestra Courses
FA8408 SYMPHONY ORCHESTRA (Varsity) – 9th FA8409 SYMPHONY ORCHESTRA (Varsity) –10th FA8410 SYMPHONY ORCHESTRA (Varsity) –11th FA8411 SYMPHONY ORCHESTRA (Varsity) –12th
Prerequisite – Audition and approval by the director. One credit; full year course This GROUP is a performing group for orchestra students who exhibit an appropriate level of performance skills on their individual instruments. Performance of concert music as assigned by the director is expected. Students are expected to continue to develop individual skills and ensemble skills. Students are expected to prepare All‐Region music during the fall; auditioning for All‐Region Orchestra is encouraged. Students are encouraged to perform a solo in the Richardson Chamber Music Festival or UIL Solo‐Ensemble Contest. This course involved outside of school rehearsals, performances, and travel. FA8412 SYMPHONY ORCHESTRA HONORS (Varsity) – 9th FA8413 SYMPHONY ORCHESTRA HONORS (Varsity) –10th FA8414 SYMPHONY ORCHESTRA HONORS (Varsity) –11th FA8415 SYMPHONY ORCHESTRA HONORS (Varsity) –12th
Prerequisite – Audition and approval by the director. One credit; full year course This course is for string orchestra students who wish to broaden their Symphony musical experiences. The course will emphasize an expansion of the essential elements and Symphony expectations, and provide students the opportunity to develop qualities of independent musicianship. Students will be required to perform solos or other appropriate works from their instrument’s repertoire, research music and composers, and study styles relative to their instrument. They will also attend and critique concerts as well as explore other appropriate learning experiences as directed by the teacher. Students are required to prepare All‐Region audition materials and RISD Chamber Music Festival materials. This course involves outside of school rehearsals, performances, and travel. FA8416 PHILHARMONIC ORCHESTRA (Non Varsity) – 9th FA8417 PHILHARMONIC ORCHESTRA (Non Varsity) – 10th FA8418 PHILHARMONIC ORCHESTRA (Non Varsity) – 11th FA8419 PHILHARMONIC ORCHESTRA (Non Varsity) – 12th
Prerequisite – Audition and approval by the director. One credit; full year course
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This group is a performing group for orchestra students who exhibit an appropriate level of performance skills on their individual instruments. Performance of concert music as assigned by the director is expected. Students are expected to continue to develop individual skills and ensemble skills. Students are expected to prepare All‐Region music during the fall; auditioning for All‐Region Orchestra is encouraged. Students are encouraged to perform a solo in the Richardson Chamber Music Festival or UIL Solo‐Ensemble Contest. This course involves outside of school rehearsals, performances, and travel. FA8420 PHILHARMONIC ORCHESTRA HONORS (Non Varsity) – 9th FA8421 PHILHARMONIC ORCHESTRA HONORS (Non Varsity) – 10th FA8422 PHILHARMONIC ORCHESTRA HONORS (Non Varsity) – 11th FA8423 PHILHARMONIC ORCHESTRA HONORS (Non Varsity) – 12th
Prerequisite – Audition and approval by the director. One credit; full year course This course is for string orchestra students who wish to broaden their Philharmonic Orchestra musical experiences. The course will emphasize an expansion of the essential elements and Philharmonic Orchestra expectations, and provide students the opportunity to develop qualities of independent musicianship. Students will be required to perform solos or other appropriate works from their instrument’s repertoire, research music and composers, and study styles relative to their instrument. They will also attend and critique concerts as well as explore other appropriate learning experiences as directed by the teacher. Students are required to prepare All‐Region audition materials and RISD Chamber Music Festival materials. This course involves outside of school rehearsals, performances, and travel. FA8424 CONCERT ORCHESTRA – 9th FA8425 CONCERT ORCHESTRA –10th FA8426 CONCERT ORCHESTRA –11th FA8427 CONCERT ORCHESTRA –12th
Prerequisite – Audition and approval by the director. One credit; full year course Performance of concert music as assigned by the director is expected. This course focuses on development of individual skills and ensemble skills. Performance of concert music as assigned by the director is expected. Students are encouraged to participate in the Richardson Chamber Music Festival. Students will attend sectional rehearsals and/or joint rehearsals before or after school. This group may perform at UIL Concert and Sight Reading Contest. This course involves outside of school rehearsals, performances, and travel. FA8428 CONCERT ORCHESTRA HONORS ‐ 9th FA8429 CONCERT ORCHESTRA HONORS ‐ 10th FA8430 CONCERT ORCHESTRA HONORS ‐ 11th FA8431 CONCERT ORCHESTRA HONORS ‐ 12th
Prerequisite – Audition and approval by the director. One credit; full year course This course is for string orchestra students who wish to broaden their Concert Orchestra musical experiences. The course will emphasize an expansion of the essential elements and Concert Orchestra expectations, and provide students the opportunity to develop qualities of independent musicianship. Students will be required
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to perform solos or other appropriate works from their instrument’s repertoire, research music and composers, and study styles relative to their instrument. They will also attend and critique concerts as well as explore other appropriate learning experiences as directed by the teacher. Students are required to prepare All‐Region audition materials and RISD Chamber Music Festival materials. This course involves outside of school rehearsals, performances, and travel. FA8432 INTERMEDIATE ORCHESTRA (Non Varsity) – 9th FA8433 INTERMEDIATE ORCHESTRA (Non Varsity) –10th FA8434 INTERMEDIATE ORCHESTRA (Non Varsity) –11th FA8435 INTERMEDIATE ORCHESTRA (Non Varsity) –12th
Prerequisite – Audition and approval by the director. One credit; full year course This group is a performing group for orchestra students who exhibit an appropriate level of performance skills on their individual instruments. Performance of concert music as assigned by the director is expected. Students are expected to continue to develop individual skills and ensemble skills. Students are expected to prepare All‐Region music during the fall; auditioning for All‐Region Orchestra is encouraged. Students are encouraged to perform a solo in the Richardson Chamber Music Festival or UIL Solo‐Ensemble Contest. This course involves outside of school rehearsals, performances, and travel. FA8436 INTERMEDIATE ORCHESTRA HONORS (Non Varsity) ‐ 9th FA8437 INTERMEDIATE ORCHESTRA HONORS (Non Varsity) ‐ 10th FA8438 INTERMEDIATE ORCHESTRA HONORS (Non Varsity) ‐ 11th FA8439 INTERMEDIATE ORCHESTRA HONORS (Non Varsity) ‐ 12th
Prerequisite – Audition and approval by the director. One credit; full year course This course is for string orchestra students who wish to broaden their Freshmen Orchestra musical experiences. The course will emphasize an expansion of the essential elements and Freshmen Orchestra expectations, and provide students the opportunity to develop qualities of independent musicianship. Students will be required to perform solos or other appropriate works from their instrument’s repertoire, research music and composers, and study styles relative to their instrument. They will also attend and critique concerts as well as explore other appropriate learning experiences as directed by the teacher. Students are required to prepare All‐Region audition materials and RISD Chamber Music Festival materials. This course involves outside of school rehearsals, performances, and travel.
THEATREARTSCOURSES FA8506 THEATRE ARTS 1 – 9th, 10th, 11th, 12th; WF8506 THEATRE ARTS 1 (Richardson High School Magnet ONLY)
Prerequisite – None One credit; full year course Emphasis is placed on character development, voice training, and practical execution on the performance level. Students will have opportunities to study mime, pantomime, improvisation, production elements, and theatrical styles, and theatre history.
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FA8510 THEATRE ARTS 2 – 10th, 11th, 12th; WF8510 THEATRE ARTS 2 (Richardson High School Magnet ONLY)
Prerequisite – Theatre Arts 1 and/or teacher approval One credit; full year course Techniques receive continued emphasis with performance at an independent level showing a higher degree of proficiency. The teacher, based on demonstrated ability, may determine class placement. FA8513 THEATRE ARTS 3 – 11th, 12th
Prerequisite – Theatre Arts 2 and/or teacher approval One credit; full year course Activities are designed with emphasis on research, production of original work, and/or performance using skills of specific areas of study. The teacher, based on demonstrated ability, may determine class placement. FA8515 THEATRE ARTS 4 – 12th WF8515 THEATRE ARTS 4 – 12th (Richardson High School Magnet ONLY)
Prerequisite – Theatre Arts 3 and teacher approval One credit; full year course Advanced activities are designed with emphasis on research, production of original work, and/or performance using skills of specific areas of study. The teacher, based on demonstrated ability, may determine class placement. FA8516 TECHNICAL THEATRE 1 – 9th, 10th, 11th, 12th WF8516 TECHNICAL THEATRE 1 (Richardson High School Magnet ONLY)
Prerequisite – Theatre Arts and/or teacher approval One credit; full year course Technical Theatre 1 is a practical laboratory course including all elements of technical theatre that is employed in play production. FA8520 TECHNICAL THEATRE 2 – 10th, 11th, 12th WF8520 TECHNICAL THEATRE 2 (Richardson High School Magnet ONLY)
Prerequisite – Technical Theatre 1 and/or teacher approval One credit; full year course The course is a practical laboratory course extending the concepts introduced in Technical Theatre 1. Students work on projects necessary for play production. The teacher, based upon demonstrated student ability, may determine class placement. FA8523 TECHNICAL THEATRE 3 – 11th, 12th WF8523 TECHNICAL THEATRE 3 (Richardson High School Magnet ONLY)
Prerequisite – Technical Theatre 2 and/or teacher approval
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One credit; full year course The course is a practical laboratory course extending the concepts introduced in Technical Theatre 2. Students work on projects necessary for play production. The teacher, based on demonstrated ability, may determine class placement. FA8525 TECHNICAL THEATRE 4 – 12th WF8525 TECHNICAL THEATRE 4 (Richardson High School Magnet ONLY)
Prerequisite – Technical Theatre 3 and/or teacher approval One credit; full year course The course is a practical laboratory course extending the concepts introduced in Technical Theatre 3. Students work on projects necessary for play production. The teacher, based on demonstrated ability, may determine class placement. FA8526 THEATRE PRODUCTION 1 – 9th, 10th, 11th, 12th
Prerequisite – teacher approval One credit; full year course Students refine skills in production techniques, participate in major productions, and study and observe professional acting. FA8530 THEATRE PRODUCTION 2 – 10th, 11th, 12th
Prerequisite – Theatre Production 1 and/or teacher approval One credit; full year course The course is designed as a co‐curricular laboratory for the exploration, development, and synthesis of all the elements of theatre. The teacher based upon demonstrated student ability may determine class placement. FA8533 THEATRE PRODUCTION 3 – 11th, 12th WF8533 THEATRE PRODUCTION 3 – 11th, 12th (Richardson Arts, Law & Sciences Magnet ONLY)
Prerequisite – Theatre Production 2 and/or teacher approval One credit; full year course The course provides an advanced laboratory setting, synthesizing all elements of theatre. The teacher based on demonstrated student ability may determine class placement. FA8535 THEATRE PRODUCTION 4 – 12th WF8535 THEATRE PRODUCTION 4 – 12th (Richardson Arts, Law & Sciences Magnet ONLY)
Prerequisite – Theatre Production 3 and/or teacher approval One credit; full year course The course continues to provide an advanced laboratory setting synthesizing all elements of theatre. The teacher based on demonstrated student ability may determine class placement.
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WF8536 STAGE COMBAT – 9th, 10th, 11th, 12th (Richardson High School Magnet ONLY)
Prerequisite – Teacher Approval One credit; full year course Students will learn a variety of techniques to make them more confident stage performers. These techniques include: pantomime, character movement, hand‐to‐hand stage combat, and combat with sabers as well as modern, jazz, ballroom, and tap dancing. WF8540 STAGE DIRECTING I – 11th, 12th (Richardson High School Magnet ONLY) fall semester WF8541 STAGE DIRECTING II – 11th, 12th (Richardson High School Magnet ONLY) spring semester
Prerequisite – Theatre Arts 1 and/or Teacher Approval Two credits; full year course Students will study theory and techniques used to bring a dramatic text to life on the stage. This include drama and artistic design theory, translating text to the stage, working with actors, and auditioning techniques; all students are required to produce a published 20‐30 minute stage play.
PHYSICALEDUCATION
HEALTHCOURSES One‐half (.5) unit of credit is required for graduation from high school. 5530 HEALTH EDUCATION 1 – 9th, 10th, 11th, 12th 5530A HEALTH EDUCATION 1 ALTERNATE – 9th, 10th, 11th, 12th
Prerequisite – None One‐half credit; one semester This course includes instruction in wellness, mental health, substance abuse, diseases, family living including human sexuality instruction along with community and world health.
PECOURSES One (1.0) credit in P.E. or P.E. substitution is required for graduation. A student may earn up to four (4.0) credits in P.E. and/or P.E. substitutions toward graduation. P.E. Courses:
Foundations of Personal Fitness (.5 credit)* (Grades 9‐12)
Adventure/Outdoor Education (.5 credit) * (Grades 9‐12)
Aerobic Activities* The following courses earn credit for Aerobic Activities. A student may earn only one (1.0) credit for any combination of the following courses:
o Dance Aerobics (.5 credit) (Grades 9‐12) o Personal Development (.5 credit) (Grades 9‐12)
Individual or Team Sports* The following courses earn credit for Individual and Team Sports. A student may earn only one (1.0) credit for any combination of the following courses:
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o Individual Sports (.5 credit) (Grades 9‐12) o Team Sports (.5 credit) (Grades 9‐12) o Partners Training Program (.5 credit) (Grades 9‐12)
P.E. Substitutions:
Athletics (.5 to 1.0 credit) (Grades 9‐12)
Off‐Campus P.E. (.5 to 1.0 credit) (Grades 9‐12)
JROTC 1* (1.0 credit) (Grades 9‐12)
Marching Band (.5 credit fall semester)* (Grades 9‐12)
Cheerleading (.5 credit fall semester)* (Grades 10‐12)
Drill Team (.5 credit fall semester)* (Grades 9‐12)
Country Western Dance Team (Grades 10‐12) Students may earn up to four (4.0) credits of P.E. and/or P.E. substitution courses for graduation credit. *P.E. courses and some substitution courses have a maximum number of times they may be taken for PE Credit.
PE5020 FOUNDATIONS OF PERSONAL FITNESS A – 9th, 10th, 11th, 12th PE5021 FOUNDATIONS OF PERSONAL FITNESS B – 9th, 10th, 11th, 12th
Prerequisite – None One‐half credit; one semester Required textbook and physical activity lab course includes principles of exercise, health and skill‐related fitness, nutrition, stress and consumer management. Students will learn to develop, evaluate and maintain their own personal exercise program. Students use both the classroom and gymnasium to master these skills. PE5028 ADVENTURE/OUTDOOR EDUCATION – 9th, 10th, 11th, 12th
Prerequisite – None One‐half credit; one semester This course allows a student to participate in adventure/outdoor education activities that provide enjoyment and challenge and that can be pursued for a lifetime. Units include personal fitness, lifetime sports, water activities, camping and hiking, orienteering and map skills. This course may be repeated to earn a total of (1.0) credit in Adventure/Outdoor Education. AEROBIC ACTIVITIES: The following courses earn credit for Aerobic Activities. A student may earn only one (1.0) credit for any combination of the following courses: PE5022 DANCE/AEROBIC ACTIVITIES A (fall semester) – 9th, 10th, 11th, 12th PE5023 DANCE/AEROBIC ACTIVITIES B (spring semester) – 9th, 10th, 11th, 12th WP5022/WP5023 (RHS Theatre Magnet ONLY)
Prerequisite – None One‐half credit; one semester This is a co‐ed course that introduces students to concepts and techniques of one or more dance forms. The forms of dance may include modern, classical ballet, tap, jazz, and folk/ethnic (i.e., country western). Dimensions
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of creativity, choreography, and artistic judgment will be explored. Health‐related fitness activities and testing will also be included. PE5024 PERSONAL DEVELOPMENT/AEROBIC ACTIVITIES A (fall semester) – 9th, 10th, 11th, 12th PE5025 PERSONAL DEVELOPMENT/AEROBIC ACTIVITIES B (spring semester) – 9th, 10th, 11th, 12th
Prerequisite – None One‐half credit; one semester This course provides the opportunity for personal assessment and goal setting in strength and resistance training, and aerobic fitness and conditioning. Health‐related fitness concepts and activities will be included throughout the semester. INDIVIDUAL AND TEAM SPORTS: The following courses earn credit for Individual and Team Sports. A student may earn only one (1.0) credit for any combination of the following courses: PE5026 INDIVIDUAL SPORTS A (fall semester) – 9th, 10th, 11th, 12th PE5027 INDIVIDUAL SPORTS B (spring semester) – 9th, 10th, 11th, 12th
Prerequisite – None One‐half credit; one semester This course provides the opportunity to participate in and develop skills in lifetime sports such as, but not limited to: tennis, table tennis, badminton, archery, golf, and aerobic conditioning using heart rate monitors. Health‐related fitness concepts and activities will be included throughout the semester. PE5030 PARTNERS TRAINING PROGRAM A (fall semester) – 9th, 10th, 11th, 12th PE5031 PARTNERS TRAINING PROGRAM B (spring semester) – 9th, 10th, 11th, 12th
Prerequisite – Approval of course instructor. One‐half credit; one semester Able‐bodied students learn about students with disabilities in order to better understand their conditions. Students will be trained the first few weeks of school and then proceed to physical education class where they practice making modifications to skills and games to help their friends with disabilities be more successful. NOTE: in schools where the number of special students exceeds the number of available partners, a combined program will be offered. PE5034 TEAM SPORTS A (fall semester) – 9th, 10th, 11th, 12th PE5035 TEAM SPORTS B (spring semester) – 9th, 10th, 11th, 12th
Prerequisite – None One‐half credit; one semester This course provides the opportunity to participate in and develop more advanced skills in team sports such as, but not limited to: soccer, basketball, volleyball and softball. Health‐related fitness concepts, activities, and testing will be included throughout the semester.
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P.E. Substitution
PE5122 ATHLETICS/FOOTBALL (fall semester); PE5222 (spring semester) – 9th PE5123 ATHLETICS/FOOTBALL (fall semester); PE5223 (spring semester) – 10th PE5124 ATHLETICS/FOOTBALL (fall semester); PE5224 (spring semester) – 11th
Prerequisite – Coach’s approval One credit; full year course PE5125 ATHLETICS/FOOTBALL – 12th
One‐half credit; fall semester only PE5126 ATHLETICS/BASKETBALL – BOYS (fall semester); PE5226 (spring semester) ‐ 9th PE5127 ATHLETICS/BASKETBALL – BOYS (fall semester); PE5227 (spring semester) ‐ 10th PE5128 ATHLETICS/BASKETBALL – BOYS (fall semester); PE5228 (spring semester) ‐ 11th PE5129 ATHLETICS/BASKETBALL – BOYS (fall semester); PE5229 (spring semester) ‐ 12th
Prerequisite – Coach’s approval One credit; full year course PE5142 ATHLETICS/BASKETBALL – GIRLS (fall semester); PE5242 (spring semester) ‐ 9th PE5143ATHLETICS/BASKETBALL – GIRLS (fall semester); PE5243 (spring semester) ‐ 10th PE5144 ATHLETICS/BASKETBALL – GIRLS (fall semester); PE5244 (spring semester) ‐ 11th PE5145 ATHLETICS/BASKETBALL – GIRLS (fall semester); PE5245 (spring semester) ‐ 12th
Prerequisite – Coach’s approval One credit; full year course PE5174 ATHLETICS/GOLF – BOYS/GIRLS (fall semester); PE5274 (spring semester) ‐ 9th PE5175 ATHLETICS/GOLF – BOYS/GIRLS (fall semester); PE5275 (spring semester) ‐ 10th PE5176 ATHLETICS/GOLF – BOYS/GIRLS (fall semester); PE5276 (spring semester) ‐ 11th PE5177 ATHLETICS/GOLF – BOYS/GIRLS (fall semester); PE5277 (spring semester) ‐ 12th
Prerequisite – Coach’s approval One credit; full year course Parents/students are responsible for daily transportation to and from practice. PE5178 ATHLETICS/TENNIS – BOYS/GIRLS (fall semester); PE5278 (spring semester) ‐ 9th PE5179 ATHLETICS/TENNIS – BOYS/GIRLS (fall semester); PE5279 (spring semester) ‐ 10th PE5180 ATHLETICS/TENNIS – BOYS/GIRLS (fall semester); PE5280 (spring semester) ‐ 11th PE5181 ATHLETICS/TENNIS – BOYS/GIRLS (fall semester); PE5281 (spring semester) ‐ 12th
Prerequisite – Coach’s approval One credit; full year course
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PE5146 ATHLETICS/VOLLEYBALL (fall semester); PE5246 (spring semester) – 9th PE5147 ATHLETICS/VOLLEYBALL (fall semester); PE5247 (spring semester) – 10th PE5148 ATHLETICS/VOLLEYBALL (fall semester); PE5248 (spring semester) – 11th PE5149 ATHLETICS/VOLLEYBALL (fall semester); PE5249 (spring semester) – 12th
Prerequisite – Coach’s approval One credit; full year course PE5134 ATHLETICS/SOCCER – BOYS (fall semester); PE5234 (spring semester) – 9th PE5135 ATHLETICS/SOCCER – BOYS (fall semester); PE5235 (spring semester) – 10th PE5136 ATHLETICS/SOCCER – BOYS (fall semester); PE5236 (spring semester) – 11th PE5137 ATHLETICS/SOCCER – BOYS (fall semester); PE5237 (spring semester) – 12th
Prerequisite – Coach’s approval One credit; full year course PE5164 ATHLETICS/SOCCER – GIRLS (fall semester); PE5264 (spring semester) – 9th PE5165 ATHLETICS/SOCCER – GIRLS (fall semester); PE5265 (spring semester) – 10th PE5166 ATHLETICS/SOCCER – GIRLS (fall semester); PE5266 (spring semester) – 11th PE5167 ATHLETICS/SOCCER – GIRLS (fall semester); PE5267 (spring semester) – 12th
Prerequisite – Coach’s approval One credit; full year course PE5182 ATHLETICS/GYMNASTICS – BOYS/GIRLS (fall semester); PE5282 (spring semester) – 9th PE5183 ATHLETICS/GYMNASTICS – BOYS/GIRLS (fall semester); PE5283 (spring semester) – 10th PE5184 ATHLETICS/GYMNASTICS – BOYS/GIRLS (fall semester); PE5284 (spring semester) – 11th PE5185 ATHLETICS/GYMNASTICS – BOYS/GIRLS (fall semester); PE5285 (spring semester) – 12th
Prerequisite – Coach’s approval One credit; full year course Parents/student responsible for daily transportation to and from practice located at MST. PE5344 ATHLETICS/WRESTLING (fall semester); PE5444 (spring semester) – 9th PE5345 ATHLETICS/WRESTLING (fall semester); PE5445 (spring semester) – 10th PE5346 ATHLETICS/WRESTLING (fall semester); PE5446 (spring semester) – 11th PE5347 ATHLETICS/WRESTLING (fall semester); PE5447 (spring semester) – 12th
Prerequisite – Coach’s approval One credit; full year course PE5186 ATHLETICS/SWIMMING – BOYS/GIRLS (fall semester); PE5286 (spring semester) – 9th PE5187 ATHLETICS/SWIMMING – BOYS/GIRLS (fall semester); PE5287 (spring semester) – 10th PE5188 ATHLETICS/SWIMMING – BOYS/GIRLS (fall semester); PE5288 (spring semester) – 11th
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PE5189 ATHLETICS/SWIMMING – BOYS/GIRLS (fall semester); PE5289 (spring semester) – 12th
Prerequisite – Coach’s approval One credit; full year course PE5238 ATHLETICS/TRACK – BOYS (spring semester) – 9th PE5239 ATHLETICS/TRACK – BOYS (spring semester) – 10th PE5240 ATHLETICS/TRACK – BOYS (spring semester) – 11th PE5241 ATHLETICS/TRACK – BOYS (spring semester) – 12th
Prerequisite – Coach’s approval One‐half credit; spring semester only
PE5270 ATHLETICS/TRACK ‐ GIRLS (spring semester) – 9th PE5271 ATHLETICS/TRACK ‐ GIRLS (spring semester) – 10th PE5272 ATHLETICS/TRACK ‐ GIRLS (spring semester) – 11th PE5273 ATHLETICS/TRACK ‐ GIRLS (spring semester) – 12th
Prerequisite – Coach’s approval One‐half credit; spring semester only
PE5130 ATHLETICS/BASEBALL – BOYS (fall semester); PE5230 (spring semester) – 9th PE5131 ATHLETICS/BASEBALL – BOYS (fall semester); PE5231 (spring semester) – 10th PE5132 ATHLETICS/BASEBALL – BOYS (fall semester); PE5232 (spring semester) – 11th PE5133 ATHLETICS/BASEBALL – BOYS (fall semester); PE5233 (spring semester) – 12th
Prerequisite – Coach’s approval One credit; full year course
PE5160 ATHLETICS/SOFTBALL – GIRLS (fall semester); PE 5260 (spring semester) – 9th PE5161 ATHLETICS/SOFTBALL – GIRLS (fall semester); PE 5261 (spring semester) – 10th PE5162 ATHLETICS/SOFTBALL – GIRLS (fall semester); PE 5262 (spring semester) – 11th PE5163 ATHLETICS/SOFTBALL – GIRLS (fall semester); PE 5263 (spring semester) – 12th
Prerequisite – Coach’s approval One credit; full year course PE5138 ATHLETICS/CROSS COUNTRY – BOYS (fall semester) – 9th PE5139 ATHLETICS/CROSS COUNTRY – BOYS (fall semester) – 10th PE5140 ATHLETICS/CROSS COUNTRY – BOYS (fall semester) – 11th PE5141 ATHLETICS/CROSS COUNTRY – BOYS (fall semester) – 12th
Prerequisite – Coach’s approval One‐half credit; fall semester only
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PE5170 ATHLETICS/CROSS COUNTRY – GIRLS (fall semester) – 9th PE5171 ATHLETICS/CROSS COUNTRY – GIRLS (fall semester) – 10th PE5172 ATHLETICS/CROSS COUNTRY – GIRLS (fall semester) – 11th PE5173 ATHLETICS/CROSS COUNTRY – GIRLS (fall semester) – 12th
Prerequisite – Coach’s approval One‐half credit; fall semester only PE5360 ATHLETICS TRAINER (fall semester); PE5460 (spring semester) – 9th PE5361 ATHLETICS TRAINER (fall semester); PE5461 (spring semester) – 10th PE5362 ATHLETICS TRAINER (fall semester); PE5462 (spring semester) – 11th PE5363 ATHLETICS TRAINER (fall semester); PE5463 (spring semester) – 12th
Prerequisite – Coach’s approval One‐half credit per semester PE5305 OFF‐CAMPUS PHYSICAL EDUCATION (fall semester); PE5306 (spring semester) – 9th PE5307 OFF‐CAMPUS PHYSICAL EDUCATION (fall semester); PE5308 (spring semester) – 10th PE5309 OFF‐CAMPUS PHYSICAL EDUCATION (fall semester); PE5310 (spring semester) – 11th PE5311 OFF‐CAMPUS PHYSICAL EDUCATION (fall semester); PE5312 (spring semester) – 12th
Prerequisite – Central Administration approval (See counselor) One‐half credit; one semester This program is a cooperative arrangement between the school district, the student, and an off‐campus facility. Activities available through the Off‐Campus Program are limited to ballet and Olympic type activities approved by the Texas Education Agency that are not offered comprehensively through the physical education or athletic departments. (Grades earned for Off‐Campus PE are included in the GPA.) A tuition fee will be charged. PE5337 ARMY JUNIOR ROTC 1 – 9th, 10th, 11th, 12th (Berkner High School ONLY)
Prerequisite – None One credit; full‐year course Army JROTC focuses on the development of better citizens and leaders in an interactive environment. Students learn to appreciate ethical values, develop leadership potential, think logically and communicate effectively both orally and in writing. While learning to be members of a team, the student also learns about the importance of physical fitness and will develop mental management abilities. NOTE: Only JROTC 1 earns P.E. Substitution credit. JROTC 2, JROTC 3 and JROTC 4 are described in the “Other Electives” section of the high school course descriptions and earn elective credit towards graduation and the Public Services Endoresement. The following activities earn up to one (1.0) P.E. Substitution credit based on the moderate to vigorous physical activity involved.
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PE5340 JV CHEERLEADER (fall semester); PE5341 (spring semester) ‐ 10th
Prerequisite – Elected One‐half credit of PE Substitution: Cheerleading in the fall semester. One‐half local credit for spring semester. Local credit does not count toward high school graduation. PE5317 VARSITY CHEERLEADER (fall semester); PE5318 (spring semester) ‐ 10th
Prerequisite – Elected One‐half credit of PE substitution: Cheerleading in the fall semester. One‐half local credit for spring semester. Local credit does not count toward high school graduation PE5319 VARSITY CHEERLEADER (fall semester); PE5320 (spring semester) ‐ 11th
Prerequisite – Elected One‐half credit of PE substitution: Cheerleading in the fall semester. One‐half local credit for spring semester. Local credit does not count toward high school graduation PE5321 VARSITY CHEERLEADER (fall semester); PE5322 (spring semester) ‐ 12th
Prerequisite – Elected One‐half credit of Aerobic Activities in the fall semester, unless the student has previously earned the maximum of one (1.0) credit for Aerobic Activities in other classes. One‐half local credit for spring semester. Local credit does not count toward high school graduation. A student may earn a maximum of one (1.0) credit of Cheerleading and a maximum of one (1.0) credit of Aerobic Activities.
P.E. Substitution: Marching Band PE5333 MARCHING BAND – 1st semester of fall marching season PE5334 MARCHING BAND – 2nd semester of fall marching season
Prerequisite – Audition One‐half P.E. Substitution Credit for participation in the marching season Students are not enrolled in this course. Band members are enrolled in Fine Arts: Band (See Fine Art – Music) The P.E. Substitution is added to Academic History at the end of the semester with a grade of pass/fail. This grade does not count in GPA/Rank. PE5325 COLOR GUARD (fall semester); PE5326 WINTER GUARD (spring semester) – 9th PE5327 COLOR GUARD (fall semester); PE5328 WINTER GUARD (spring semester) – 10th PE5329 COLOR GUARD (fall semester); PE5330 WINTER GUARD (spring semester) – 11th PE5331 COLOR GUARD (fall semester); PE5332 WINTER GUARD (spring semester) – 12th
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Prerequisite – Audition and approval of the band director. Students must be enrolled for the first semester and be a member of the marching band. Band students who elect to drop band may audition for Color Guard, only with the band director’s permission. One‐half credit fall semester for Color Guard; No credit spring semester for Winter Guard This is a course for participation in Color Guard associated with the marching band in the fall semester. Students enrolled receive a .5 PE substitution credit for fall semester. PE5325 and PE5327 earn credit for PE Substitution: Marching Band. PE5329 and PE5331 earn credit for PE Substitution: Drill Team The Winter Guard meets during the spring semester and prepares students for participation in Winter Guard performances and competitions. Students enrolled receive local credit only for Winter Guard in the spring semester. Local credit does not count toward high school graduation. This course involves outside of school rehearsals, performances, and travel. PE5335 PE SUBSTITUTION CREDIT FOR DRILL TEAM – 1st fall semester drill team PE5336 PE SUBSTITUTION CREDIT FOR DRILL TEAM – 2nd fall semester drill team
Prerequisite – Audition One‐half P.E. Substitution Credit for participation in the fall drill team activity. This course does not appear on the students’ schedule. Drill Team members are enrolled in Fine Arts: FA8042, FA8043 or FA8044. (See Fine Art: Dance) The P.E. Substitution is added to Academic History at the end of the semester with a grade of pass/fail. This grade does not count in GPA/Rank. PE5338 PE SUBSTITUTION CREDIT FOR CW DANCE TEAM A –1st spring semester country/western dance team PE5339 PE SUBSTITUTION CREDIT FOR CW DANCE TEAM B –2nd spring semester country/western dance team
Prerequisite – Audition One‐half credit for P.E. Substitution (Drill Team) for participation in the spring country/western dance team. This course does not appear on the students’ schedule. CW Dance Team members are enrolled in Fine Arts: FA8046, FA8047 or FA8048 (See Fine Art: Dance). The P.E. Substitution is added to Academic History at the end of the semester with a grade of pass/fail. This grade does not count in GPA/Rank. For specific guidelines, contact the campus administrator or Executive Director of Curriculum and Instruction.
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CAREERANDTECHNICALEDUCATION
E‐1AgricultureFoodandNaturalResourcesCourses
Industry Certifications/Licenses available in this Cluster:
Floral Certification OSHA Career Safe
Private Pesticide Applicator Texas Certified Nursery Professional
Texas Master Gardener
CT7101 PRINCIPLES OF AGRICULTURE, FOOD AND NATURAL RESOURCES – 9th, 10th, 11th, 12th
Prerequisite – None One credit; full‐year course This course allows students to develop knowledge and skills regarding career opportunities, personal development, agriculture industry standards, details, practices and expectations in the fields of agriculture, food, and natural resources. The student through classroom and lab experiences the following course components; cultural diversity, history of the agriculture industry, leadership organizations, communication skills, mathematical problem solving skills, information technology skills, plus plant, animal, and ag processing skills specific to food systems as well as agriculture economics in relation to the world economy. CT7102 HORTICULTURE SCIENCE – 10th, 11th, 12th (Richardson High School ONLY)
Prerequisite – None One credit; full‐year course A laboratory‐oriented course designed to develop skills in the various areas of the horticulture industry. Course components include management and production of horticultural plants, identification of pests and diseases of plants, proper safety for the industry, tools identification and usage, career opportunities, marketing and management skills for the industry. CT7103 LANDSCAPE DESIGN AND MANAGEMENT – 10th, 11th, 12th (Richardson High School ONLY)
Prerequisite – None One‐half credit; one semester course Landscape Design and Management is designed to develop an understanding of landscape design and management techniques and practices. To prepare for careers in horticultural systems, students must attain academic skills and knowledge, acquire technical knowledge and skills related to horticultural systems and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply and transfer their knowledge and skills and technologies in a variety of settings.
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CT7107 TURF GRASS MANAGEMENT – 10th, 11th, 12th (Richardson High School ONLY)
Prerequisite – None One‐half credit; one semester course Turf grass management is designed to develop an understanding of turf grass management techniques and practices. To prepare for careers in horticultural systems, students must attain academic skills and knowledge, acquire technical knowledge and skills related to horticultural systems and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings. CT7100 FLORAL DESIGN – 9th, 10th, 11th, 12th (Richardson High School ONLY)
Prerequisite – None One credit; full‐year course This course is designed to develop students’ ability to identify and demonstrate the principles and techniques related to floral design, as well as develop an understanding of the management of floral enterprises. In a laboratory setting students will identify techniques in floral art, interiorscape design principles and techniques. Students will prepare corsages, boutonnieres, and flower arrangements for various occasions. Students will utilize skills for trimming, cutting, fertilizing, pruning, regular and tropical flowering plants. The student will also learn the employability skills for a successful employee and by identifying entrepreneurship, career development opportunities in the field of floral design and interior landscape development. CT4401 ADVANCED PLANT AND SOIL SCIENCE – 11th, 12th (Richardson High School ONLY)
Prerequisite – Three units of Science One credit; full‐year course This course is designed to prepare students for careers in the food and fiber industry. Components of the course include; soil science, relationships between resources and environmental systems, water systems, components of plant science in relation to crop production, basic plant makeup, genetics, plant chemistry at the cellular level, and resources needed for producing domesticated plants. Practical application includes ecosystems, soil fertility, irrigation, use of fossil fuels, alternate energy, crop species by area, food crop genetics and variations, and fertilizer analysis. This course can count as a science credit. CT3401 MATHEMATICAL APPLICATIONS IN AGRICULTURE, FOOD AND NATURAL RESOURCES – 10th, 11th, 12th
Prerequisite – Algebra I, Geometry One credit; full‐year course This course is designed to provide students mathematic, including algebra, geometry, and data analysis in the field of agriculture, food and natural resources. Components of this course include statistics, data analysis, charting, percentages, graphs, algebraic applications, and geometric principles to solve real world agriculture related problems as lumber volume, grain drying requirements, plant growth data, energy and construction costs, gear ratio, fuel efficiency, heating efficiencies, and engine performance.
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CT7105 PRACTICUM IN AGRICULTURE, HORTICULTURE, FOOD AND NATURAL RESOURCES – 11th, 12th
Prerequisite – Recommended one course in Agriculture, Horticulture, Food or Natural Resources Two credits; full‐year course Practicum in Agriculture, Food and Natural Resources is designed to give students supervised practical application of knowledge and skills. Practicum experiences can occur in a variety of locations appropriate to the nature and level of experiences such as employment, independent study, internships, assistantships, mentorships, or laboratories. To prepare for careers in agriculture, food and natural resources, students must attain academic skills and knowledge, acquire technical knowledge and skills related to the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings. CT7104 SMALL ANIMAL MANAGEMENT – 10th, 11th, 12th
Prerequisite – None One‐half credit; one semester course This course prepares students for careers in the field of small animal management and care. Students will acquire knowledge and skills related to animal systems, career opportunities, career entry requirements, safety for the industry, and industry expectations. Suggested small animals, which may be included in the course of study, include, but are not limited to, small mammals, amphibians, reptiles, avian, dogs, and cats. CT7108 EQUINE SCIENCE – 10th, 11th, 12th
Prerequisite – None One‐half credit; one semester course In Equine Science, students will acquire knowledge and skills related to equine animal systems and the equine industry. Equine Science may address topics related to horses, donkeys, and mules. To prepare for careers in the field of animal science, students must enhance academic knowledge and skills, acquire knowledge and skills related to animal systems, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings. CT7106 VETERINARY MEDICAL APPLICATIONS – 11th, 12th
Prerequisite – None One credit; full‐year course This course provides training in the veterinary assistant field. The course includes but is not limited to; animal training and restraint, health and safety, sanitation, surgical preparation, anatomy, physiology, medical terminology, infectious diseases, instrument and equipment identification, vaccine preparation and injection techniques, laws and ethics, communication skills, and veterinary office procedures. CT4411 ADVANCED ANIMAL SCIENCE – 11th, 12th
One credit; full year course
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Prerequisite – 3 credits of Science, Principles of Agriculture, Food and Natural Resources; and Small Animal Management This course examines the interrelatedness of human, scientific, and technological dimensions of livestock production. Instruction is designed to allow for the application of scientific and technological aspects of animal science through field and laboratory experiences. Students, for at least 40% of instructional time, will conduct field and laboratory investigations using safe, environmentally appropriate, and ethical practices in a simulated environment as well as real field observations that extend beyond the classroom. (TEA Science credit option.) CT7110 PROJECT BASED RESEARCH – 11th, 12th WT7110 PROJECT BASED RESEARCH – 11th, 12th (Richardson High School Magnet ONLY)
Prerequisite – CTE Sequence Coursework in any cluster area One credit; full‐year course Project‐Based Research is a course for students to research a real‐world problem. Students are matched with a mentor from the business or professional community to develop an original project on a topic related to career interests. Students use scientific methods of investigation to conduct in‐depth research, compile findings, and present their findings to an audience that includes experts in the field. To attain academic success, students must have opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.
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E‐2ArchitectureandConstructionCourses
Industry Certifications/Licenses available in this Cluster:
Autodesk Certifications OSHA Career Safe
NCCER Certifications: Carpentry, Construction Technology, and Electrical
CT7130 PRINCIPLES OF ARCHITECTURE ‐ 9th, 10th, 11th, 12th
Prerequisite – None One credit; full‐year course Principles of Architecture provides an overview to the various fields of architecture, interior design, and construction management. Achieving proficiency in decision making and problem solving is an essential skill for career planning and lifelong learning. Students use self‐knowledge, education, and career information to set and achieve realistic career and educational goals. Job‐specific training can be provided through training modules that identify career goals in trade and industry areas. Classroom studies include topics such as safety, work ethics, communication, information technology applications, systems, health, environment, leadership, teamwork, ethical and legal responsibility, employability, and career development and include skills such as problem solving, critical thinking, and reading technical drawings. CT77127 PRINCIPLES OF CONSTRUCTION – 9th, 10th, 11th, 12th (Lake Highlands High School ONLY)
Prerequisite – None One credit; full year course Principles of Construction is intended to provide an introduction and lay a solid foundation for those students entering the construction or craft skilled areas. The course provides a strong knowledge of construction safety, construction mathematics, and common hand and power tools. This course also provides communication and occupation skills to assist the student in obtaining and maintaining employment.
CT7125 CONSTRUCTION TECHNOLOGY I – 10th, 11th, 12th (Lake Highlands High School ONLY)
Prerequisite – None Two credits; full‐year course This course is designed to prepare students to enter the work force as carpenters, building maintenance supervisors, or prepare for a postsecondary degree in construction management, architecture, or engineering. Major components of the course include safety, tool usage, building materials, codes, framing, drywall, roofing, and building fixtures.
CT7122 CONSTRUCTION TECHNOLOGY II ‐ 11th, 12th (Lake Highlands High School Only)
Prerequisite – Construction Technology I Two credits; full‐year course Students gain advanced knowledge and skills specific to those needed to enter the workforce as carpenters, building maintenance technicians, supervisors and prepare for a postsecondary degree in construction
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management, architecture, or engineering. Major components are architectural drawings, safety, roof framing, and exterior/interior finish out skills. CT7132 PRACTICUM IN CONSTRUCTION TECHNOLOGY –12th (Lake Highlands High School Only)
Prerequisite – Construction Technology II Two credits; full‐year course This is an occupationally designed course whereby students in either on the job training or in specific laboratory training areas learn the function, safety, and applications of the tools, equipment, technologies and materials in construction technology. Students gain advanced knowledge and skill specific to those needed to enter the work force as carpenters, building maintenance technicians, apprenticeship training or prepare for postsecondary training or a degree in construction science.
CT7124 ARCHITECTURAL DESIGN I ‐ 10th, 11th, 12th
Prerequisite – None One credit; full‐year course This course prepares students to enter a career in architecture and construction or prepare toward a postsecondary degree in architecture, engineering, construction science, drafting, interior design, and landscape architecture. Students will use the latest version of Autocad software focusing on the development of original working drawings, freehand sketching, communication processes, US CADD standards, layer management, presentation drawings and model building. Students will also be exposed to the concepts of energy in relation to “smart house” technology as well as the new “green” architecture as related to the field of existing architecture.
CT7121 ARCHITECTURAL DESIGN II – 11th, 12th
Prerequisite – Architectural Design I Two credits; full‐year course A continuation of Architecture Design with students transfer of basic single dimension images to three dimensional objects by use of three dimensional printers, mills and lasers, orthographic projection, multi‐view drawings, standards, specifications, and geometric tolerances. Students will continue with Autocad utilizing programs as Architecture Desktop, Civil 3D, Inventor, 3DS Max. CT7129 PRACTICUM IN ARCHITECTURAL DESIGN ‐ 12th
Prerequisite – Recommended Architectural Design I or Architectural Design II Two credits; full‐year course This is an occupationally designed course whereby students in either on the job training or in specific laboratory training areas learn the function, safety, applications, of the tools, equipment, technologies, and materials used in this specific field. The student selects and designs multimedia communications and animation technology to assist in specific architectural design models used in the industry.
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CT7126 INTERIOR DESIGN I – 10th, 11th, 12th
Prerequisite – None One credit; full‐year course Interior design is a technical course that addresses psychological, physiological, and sociological need of individuals by enhancing the environment in which they live and work. Emphasis is placed on the selection of color, pattern, texture, and fabrics for furniture, accessories, windows, walls, floors, and ceilings. Other units covered include furniture styles, lighting, furniture arranging, floor plans, and styles of architecture. The course culminates in a project of designing and decorating a room of the student’s choice.
CT7123 INTERIOR DESIGN II ‐ 11th, 12th
Prerequisite – Interior Design I Two credits; full‐year course This course is an advanced continuation of Interior Design. Course components include tool identification and usage, safety for the industry, architectural computer design, identification of furniture styles, periods and designs, upholstery devices for repair and refinish, identification of various types and properties of woods, and basic interior design theory throughout residential and commercial properties.
CT7127 PRACTICUM IN INTERIOR DESIGN ‐ 12th
Prerequisite – Recommended Interior Design I or Interior Design II Two credits; full‐year course This is a specifically designed laboratory or on the job training course designed to provide advanced training in interior design. The student will learn safety, work ethics, employability characteristics of a successful worker, as well as the functions of the tools, safety, equipment, technologies, and materials used in the industry. The student will be able to use multimedia communications and animation technology to meet specific interior design needs as well as the usage of modeling and modular interior design units.
CT7110 PROJECT BASED RESEARCH – 11th, 12th WT7110 PROJECT BASED RESEARCH – 11th, 12th (Richardson High School Magnet ONLY)
Prerequisite – CTE Sequence Coursework in any cluster area One credit; full‐year course Project‐Based Research is a course for students to research a real‐world problem. Students are matched with a mentor from the business or professional community to develop an original project on a topic related to career interests. Students use scientific methods of investigation to conduct in‐depth research, compile findings, and present their findings to an audience that includes experts in the field. To attain academic success, students must have opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.
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E‐3Arts,AVTechnology,andCommunicationsCourses
Industry Certifications/Licenses available in this Cluster:
Audio Systems Certificate Broadcast Technologist Certificate
Flash Television Operator Certificate
CT7200 PRINCIPLES OF ARTS, AUDIO VIDEO TECHNOLOGY AND COMMUNICATIONS – 9th, 10th, 11th, 12th WT7200 PRINCIPLES OF ARTS, AUDIO VIDEO TECHNOLOGY AND COMMUNICATIONS – 9th, 10th, 11th and 12th (Richardson Arts, Law & Sciences Magnet ONLY)
Prerequisite – None One credit; full ‐year course This course is an introductory course that gives the students a general overview of the various and multifaceted career opportunities in the arts, audio/video and communications industry. Students will be provided experiences in the following areas of instruction: Communications strategies, technology applications (email, writing, publishing, presentation, spreadsheet, database), safety regulations, ethical conduct, leadership, career opportunities, group/teamwork activities, equipment usage, formal and informal professional presentations. Various software will be available for the student including ISM (Independent Student Media) from Hollywood, California. CT7204 ANIMATION I – 10th, 11th, 12th
Prerequisite – None One credit; full‐year course Careers in animation span all aspects of motion graphics. Students in this course will be provided with the following components; professional communication strategies, problem solving methods, technology applications, safety, leadership, computer hardware components, various software programs, sound editing, design elements, character design, lighting and camera shots, flip books, claymation, symbol usage, editing, and creation of animation projects plus storyline. CT7213 ANIMATION II ‐ 11th, 12th
Prerequisite – Animation I Two credits; full‐year course This course is a continuation of Animation whereby students in this course expand on curriculum to create two and three‐dimensional animations. Students will develop advanced technical skills by using the following production techniques; transitions, edits, framing, lighting, cycles, layers, line, color, shape, texture, color theory, and additive color theory. Students will also be exposed to pre‐production and postproduction processes, modeling characters, animating lighting and developing rigs for animation with visual effects as rain, snow, and fire. CT7216 PRACTICUM IN ANIMATION – 11th, 12th
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Prerequisite – Animation I Two credits; full‐year course This course is a continuation of Animation I whereby students expand on curriculum to create two‐ and three‐dimensional animations. Students will develop advanced technical skills by using the following production techniques; transitions, edits, framing, lighting, cycles, layers, line, color, shape, texture, color theory, and additive color theory. Students will also be exposed to pre‐production and post‐production processes, modeling characters, animating lighting and developing rigs for animation with visual effects such as rain, snow, and fire. Students engage in job specific training through on site lab or on‐the‐job training. CT7205 AUDIO VIDEO PRODUCTION I – 9th, 10th, 11th, 12th WT7205 AUDIO VIDEO PRODUCTION I – 9th, 10th, 11th, 12th (Richardson Arts, Law & Sciences Magnet ONLY)
Prerequisite – None One credit; full‐year course This course places emphasis on pre‐production, production, and post‐production audio and video applications. Major components include communications strategies, design systems, ethical decision making, writing audio scripts, audio music, tape, tapeless file formats, analog/digital formats, framing, focusing techniques, camera and tripod movements, linear systems, digital platforms, production processes, animation effects, and utilization of computer‐based productivity tools. CT7206 AUDIO VIDEO PRODUCTION II – 10th, 11th, 12th WT7206 AUDIO VIDEO PRODUCTION II – 10th, 11th and 12th (Richardson Arts, Law & Sciences Magnet ONLY)
Prerequisite – Audio Video Production I One credit; full‐year course A continuation of Audio Video Production with students applying learned professional communications strategies, leadership, and use of AV technical skill for efficiency. Components include setting up editing systems, trouble shooting, wireless transmission systems, recording system metering, props, sound effects, distribution, talent work and crew contracts, freelance self‐promotion techniques, time based mathematics, studio productions, and standards established by the Federal Communications Commission. CT7211 PRACTICUM IN AUDIO VIDEO PRODUCTION ‐ 11th, 12th WT7211 PRACTICUM IN AUDIO VIDEO PRODUCTION – 11th, 12th (Richardson High School Magnet ONLY)
Prerequisite – Recommended Audio Video Production II Two credits; full‐year course Instruction is designed to provide job‐specific training for entry‐level employment in on site laboratory or on the job training. Students will script, shoot, edit, direct, and produce in video media settings. Students will be expected to develop an increased understanding of the industry using state of the art equipment and technology through advanced audio, video, or animation format. CT7208 FASHION DESIGN I – 10th, 11th, 12th
Prerequisite – None
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One credit; full‐year course Careers in fashion span all aspects of the textile and apparel industries. This course focuses on apparel from the perspectives of personal decision‐making related to apparel, the apparel industry, and career preparations. Components of the course include evaluations of clothing care products, equipment, proper safety procedures, basic clothing design skills, fabric identification and selection, and application of design elements by designing, constructing, and altering apparel. CT7214 FASHION DESIGN II – 11th, 12th
Prerequisite – Fashion Design I Two credits; full‐year course This course offers an advanced continuation of Fashion Design, whereby students employ basic skills into employment opportunities in the Apparel industry. Students will utilize state of the art equipment in a lab setting to learn the following components: garment development, worldwide fashion, dyeing, printing, fashion figure drawing, color characteristics, garment fitting, pattern making/alterations, fabric textures, wardrobe coordination, and garment construction. CT7210 PRACTICUM IN FASHION DESIGN ‐ 11th, 12th
Prerequisite – Recommended Fashion Design I or Fashion Design II Two credits; full‐year course This is an occupational specific course for laboratory or on the job training for students participating in a coherent sequence of career and technical education courses in the field of fashion design. The course covers knowledge and skills particular to the fashion design industry and focuses on safety, garment construction and design while using current and state of the art equipment and technology for the industry. CT7207 COMMERCIAL PHOTOGRAPHY I – 9th, 10th, 11th, 12th WT7207 COMMERCIAL PHOTOGRAPHY I – 9th, 10th, 11th, 12th (Richardson Arts, Law & Sciences Magnet ONLY)
Prerequisite – None One credit; full‐year course Students in this course develop an understanding of the commercial photography industry with a focus on creating quality photographs as well as develop knowledge and skills for success in the Arts, Audio/Video Communications career cluster. Components of the course include; technology applications, safety, commercial photography systems, teamwork, leadership skills, ethics, copyright laws, camera types, lenses and their applications, photographic composition and layout, black and white/color photography, lighting techniques, matting and framing, and use of current industry‐standard production processes. CT7215 COMMERCIAL PHOTOGRAPHY II – 10th, 11th, 12th
Prerequisite – Commercial Photography I Two credits; full‐year course Students will be able to develop an advanced technical understanding and skills of the commercial photography industry with a focus on producing, promoting, and presenting professional quality photographs.
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Components of the course include; problem solving methods, safety, ethics, time‐management skills, defined purpose photographs, art and photography relationships, varied camera and lens usage, high speed photography, photographic mediums, lighting conditions, advanced technological hardware and software for the industry, plus maintenance of a career portfolio to document work experiences, licenses, certifications, and work samples. CT1609 PROFESSIONAL COMMUNICATIONS – 9th, 10th, 11th, 12th
Prerequisite – None One‐half credit; one semester Professional Communication blends written, oral, and graphic communication in a career‐based environment. Careers in the global economy require individuals to be creative and have a strong background in computer and technology applications, a strong and solid academic foundation, and a proficiency in professional oral and written communications. Students will be expected to expand the ability to write, read, edit, speak, listen, apply software applications, manipulate computer graphics, and conduct internet research. (TEA Speech credit option.) CT7110 PROJECT BASED RESEARCH – 11th, 12th WT7110 PROJECT BASED RESEARCH – 11th, 12th (Richardson High School Magnet ONLY)
Prerequisite – CTE Sequence Coursework in any cluster area One credit; full‐year course Project‐Based Research is a course for students to research a real‐world problem. Students are matched with a mentor from the business or professional community to develop an original project on a topic related to career interests. Students use scientific methods of investigation to conduct in‐depth research, compile findings, and present their findings to an audience that includes experts in the field. To attain academic success, students must have opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.
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E‐4Business,Management,andAdministrationCourses
Industry Certifications/Licenses available in this Cluster:
Microsoft Certified Application Specialist (MCAS) National Professional Certificate in Customer Service
Office Proficiency Assessment Certification CT7221 TOUCH SYSTEM DATA ENTRY – 9th, 10th CT7221A TOUCH SYSTEM DATA ENTRY ALTERNATE – 9th, 10th
Prerequisite – None One‐half credit; one semester course The purpose of this course is to teach the “touch” keyboarding skills to address business application in various emerging real life technologies. Components of this course include keyboarding accuracy, speed, document formatting, business documents, word processing, and developing social skills in an office environment. This course meets graduation requirements for .5 Technology credit. CT7220 PRINCIPLES OF BUSINESS, MARKETING, AND FINANCE – 9th, 10th, 11th
Prerequisite – None One credit; full‐year course Students gain knowledge and skills in the different aspects of the business world. Components of the course include the role of business in a global society, business ethics, economic systems, organized labor, costs and profits in finance, sales process, advertising, personal finance, and career opportunities. This course meets graduation requirements for .5 Technology credit. CT7222 BUSINESS INFORMATION MANAGEMENT I ‐‐ 9th, 10th, 11th, 12th CT7222M BUSINESS INFORMATION MANAGEMENT I MODIFIED – 9th, 10th, 11th, 12th
Prerequisite – Touch System Data Entry; Concurrent enrollment in Touch System Data Entry; or instructor approval required One credit; full‐year course Business Information Management I prepares students to apply technology skills to personal/workplace business situations focusing on word processing, spreadsheet, database, telecommunications, desktop publishing, presentation management, networking, operating systems, and emerging technologies. Students develop intermediate level skills in this course. CT7223 BUSINESS INFORMATION MANAGEMENT II – 10th, 11th, 12th
Prerequisite – Business Information Management I or instructor approval One credit; full‐year course Provides advanced technology skills required in the business environment; includes workplace technology standards in applications of word processing, spreadsheets, databases, telecommunications, desktop publishing, presentation management, networking, operating systems, and emerging technologies; and develops advanced level skills.
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CT7274 BUSINESS LAW – 11th, 12th
Prerequisite – None One credit; full year course Business Law provides insight into the evolution and development of laws that govern business in our society. Students will develop a clear understanding of their rights and duties within the business environment. CT7225 VIRTUAL BUSINESS – 10th, 11th, 12th
Prerequisite – None One‐half credit; one semester course Students will organize a virtual business of their own. They will be able to identify steps needed to locate customers, set fees, develop client contacts, utilizing components as online and offline marketing, office services, billings and collections, business records, recordkeeping, customer records, leadership and career development activities. CT7226 BUSINESS MANAGEMENT – 10th, 11th, 12th
Prerequisite – None One credit; full‐year course In this course, students analyze the primary functions of management and leadership, which are planning, organizing, staffing, directing or leading and controlling. Students will also develop a broad base of knowledge that includes the legal, managerial, marketing, financial, ethical, and international dimensions of business to make appropriate managerial decisions. CT7230 PRACTICUM IN BUSINESS MANAGEMENT (Career Prep 1) – 11th, 12th
Prerequisite – Preferred Business Information Management 1; student is 16 years old; Coordinator approval. Three credits; full‐year course Practicum in Business Management is designed to give students supervised practical application of previously studied knowledge and skills. Practicum experiences occur in a paid or unpaid arrangement and a variety of locations appropriate to the nature and level of experience. Students implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and to make a successful transition to the workforce or postsecondary education. Students apply technical skills to address business applications of emerging technologies. Students develop a foundation in the economic, financial, technological, international, social, and ethical aspects of business to become competent consumers, employees, and entrepreneurs. Students enhance reading, writing, computing, communication, and reasoning skills and apply them to the business environment. Students incorporate a broad base of knowledge that includes the legal, managerial, marketing, financial, ethical, and international dimensions of business to make appropriate business decisions. CT7231 PRACTICUM IN BUSINESS MANAGEMENT 2 (Career Prep 2) – 12th
Prerequisite —Completion of Practicum in Business Management; student is 16 years old; Coordinator approval. Three credits; full year course
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Practicum in Business 2 is a continuation in the on‐the‐job program designed for students desiring skills and/or careers in selected office occupations such as administrative assistant, general office clerk, receptionist, bank clerk, medical or legal clerk, accounting, or recordkeeping. The course of study is coordinated with practical work experience students receive. CT7110 PROJECT‐BASED RESEARCH – 11th, 12th
One credit; full year course Prerequisite – CTE Sequence Coursework in any cluster area Project‐Based Research is a course for students to research a real‐world problem. Students are matched with a mentor from the business or professional community to develop an original project on a topic related to career interests. Students use scientific methods of investigation to conducting in‐depth research, compile findings, and present their findings to an audience that includes experts in the field. To attain academic success, students must have opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.
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E‐5EducationandTrainingCourses
Industry Certifications/Licenses available in this Cluster:
Educational Aide Certificate 1
CT7240 PRINCIPLES OF EDUCATION AND TRAINING – 9th, 10th CT7240A PRINCIPLES OF EDUCATION AND TRAINING ALTERNATE – 9th, 10th
Prerequisite – None One credit; full year course This course is designed for students to gain an understanding of the basic knowledge and skills essential to careers within the education and training career cluster. Students complete career investigations in education, administration, and support services. The student also explores options in the various fields of education based on interest area and explores the different levels of education‐elementary, secondary, and post‐secondary. CT7241 HUMAN GROWTH AND DEVELOPMENT ‐ 10th, 11th, 12th
Prerequisite – None One credit; full‐year course This course is an examination of human development across the lifespan with emphasis upon research, theoretical perspectives, and common physical, cognitive, emotional, and social developmental milestones. Components include prenatal care, newborns, children, adolescents, adults along with their care and protection at each level. CT7232 PRACTICUM IN EDUCATION AND TRAINING 1 (Teaching Internship 1 – 11th, 12th,
Prerequisite – None Two credits; full‐year course This course provides classroom instruction in combination with off‐campus, unpaid internship in an educational setting through which the high school student gains an understanding of the challenges and potentials of careers in education. Students who successfully complete one year are eligible to receive an open contract to teach in RISD through the Grow Your Own Teacher Program. CT7233 PRACTICUM IN EDUCATION AND TRAINING 2 (Teaching Internship 2) – 12th
Prerequisite – Instructional Practices in Education and Training Two credits, full‐year course This course provides classroom instruction in combination with off‐campus, unpaid internship in an educational setting through which the high school student gains an understanding of the challenges and potentials of careers in education. Students who successfully complete one year are eligible to receive an open contract to teach in RISD through the Grow Your Own Teacher Program.
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CT7110 PROJECT‐BASED RESEARCH – 11th, 12th
Prerequisite – CTE Sequence Coursework in any cluster area One credit; full year course Project‐Based Research is a course for students to research a real‐world problem. Students are matched with a mentor from the business or professional community to develop an original project on a topic related to career interests. Students use scientific methods of investigation to conduct in‐depth research, compile findings, and present their findings to an audience that includes experts in the field. To attain academic success, students must have opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.
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E‐6FinanceCourses
Industry Certifications/Licenses available in this Cluster:
Booking Fundamentals Certificate
CT7302 BANKING AND FINANCIAL SERVICES – 10th, 11th, 12th
Prerequisite – None One‐half credit; one semester course Students in this course develop knowledge and skills in the economic, financial, technological, international, social, and ethical aspects of banking to become competent consumers, employees, and entrepreneurs. Course components include the role of banking, banking processes and services, career requirements, bank security programs, banking laws and regulations, customer relationships, E‐compliance issues, federal regulations and banking equipment. CT7305 ACCOUNTING I – 10th, 11th, 12th
Prerequisite – None One credit; full‐year course This course introduces students to accounting concepts, principles, and procedures and helps prepare them for advanced Accounting courses in postsecondary as well as enables them to conduct personal business. Components include; careers in the industry, accounting technology tools, accounting cycle, T accounts, work sheets, trial balances, cash control procedures, journals, taxes, receivable functions, inventory records, cash flow, laws and regulations.
CT7306 ACCOUNTING II – 11th, 12th
Prerequisite – Accounting I One credit; full‐year course This course is a continuation of Accounting I whereby students develop Intermediate Accounting skills in areas as financial statements, bond purchases, managerial accounting concepts, budget details, taxes, compliance and regulatory issues. This course can count as a math credit for graduation. CT3039 STATISTICS AND BUSINESS DECISION MAKING – 11th, 12th
Prerequisite – Recommended Algebra 2 and Accounting I One credit; full year course Students will use a variety of graphical and numerical techniques to identify and manage risks that could impact a business organization. The student plans, monitors, and controls business day‐to‐day activities such as the operations role of finance, business ethics, purchasing activities, bid processes, accounting procedures, and capital markets and capital budgeting processes. The students will also learn risk‐management strategies and techniques in corporate finance, and analyze capital market securities to secure financing for companies such as common stocks, corporate bonds, and preferred stock options. This course meets the requirement for the fourth mathematics credit on the Foundation High School Program.
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CT7301 MONEY MATTERS – 9th, 10th, 11th, 12th
Prerequisite – None One credit; full‐year course Students will determine methods of achieving long‐term financial goals through investment, tax planning, asset allocation, risk management, retirement and estate planning.
CT7303 SECURITIES AND INVESTMENTS – 10th, 11th, 12th
Prerequisite –None One credit; full‐year course Students will describe and abide by laws and regulations in order to manage business operations and transactions in the securities industry; access, process, maintain, evaluate, and disseminate information to assist in making decisions common to the securities industry. CT7304 INSURANCE OPERATIONS – 10th, 11th, 12th
Prerequisite – None One credit; full‐year course Students will describe and abide by laws and regulations in order to manage business operations and transactions in the insurance industry, access, process, maintain, evaluate, and disseminate information to assist in making decisions common to the insurance industry. CT‐‐‐‐ FINANCIAL MATHEMATICS – 10th, 11th, 12th
Prerequisite – Algebra I One credit; full year course This course is about personal money management. Students will apply critical‐thinking skills to analyze personal financial decisions based on current and projected economic factors. Students will integrate career and postsecondary education planning into financial decision making. This course can count as a math credit for graduation. CT7110 PROJECT‐BASED RESEARCH – 11th, 12th
Prerequisite – CTE Sequence Coursework in any cluster area One credit; full year course Project‐Based Research is a course for students to research a real‐world problem. Students are matched with a mentor from the business or professional community to develop an original project on a topic related to career interests. Students use scientific methods of investigation to conduct in‐depth research, compile findings, and present their findings to an audience that includes experts in the field. To attain academic success, students must have opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.
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E‐7GovernmentandPublicAdministrationCourses
Industry Certifications/Licenses available in this Cluster:
Code Enforcement Officer Security Contractor Class B
CT7320 PRINCIPLES OF GOVERNMENT AND PUBLIC ADMINISTRATION, 9th, 10th, 11th WT7320 PRINCIPLES OF GOVERNMENT AND PUBLIC ADMINISTRATION (Richardson High School Magnet ONLY)
Prerequisite – None One credit; full‐year course This course introduces students to foundations of governmental functions and career opportunities within the United States. Components of the course include; history of major political ideas and form of government, rights guaranteed by the US constitution, personal and civic responsibilities, voluntary participation in a democratic society, government and culture, government and geography, and comparisons between state and national governmental bodies. CT7321 NATIONAL SECURITY, 10th, 11th, and 12th,
Prerequisite – None One credit; full‐year course National Security introduces the students to the aspects of disaster management. Course components include simulation exercises related to natural disasters, man‐made disaster, and terroristic events. CT7110 PROJECT‐BASED RESEARCH – 11th, 12th
Prerequisite – CTE Sequence Coursework in any cluster area One credit; full year course Project‐Based Research is a course for students to research a real‐world problem. Students are matched with a mentor from the business or professional community to develop an original project on a topic related to career interests. Students use scientific methods of investigation to conduct in‐depth research, compile findings, and present their findings to an audience that includes experts in the field. To attain academic success, students must have opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.
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E‐8HealthScienceCourses
Industry Certifications/Licenses available in this Cluster:
Certified Coding Associate (CCA) Certified Medical Assistant (CMA)
Certified Nurse Aide Emergency Care Attendant
Emergency Medical Dispatcher Emergency Medical Technician‐Basic Licensed Vocational Nurse (LVN)
OSHA Career Safe Pharmacy Technician (CPhT)
Phlebotomy Technician Sterile Processing and Distribution Technician
CT7339 PRINCIPLES OF HEALTH SCIENCE – 9th, 10th
Prerequisite – None One credit; full year course This course is designed to give an overview of the therapeutic, diagnostic, environmental, and informational systems of the health care industry. Principles of Health Science focuses on health careers, exploration, leadership development, ethical and legal responsibilities, the history of health care, and economics of health care as well as in specific areas as client care, safety, first aid, and CPR. This course also prepares the student for the transition to clinical or work‐based experience in the health care field, and satisfies the .5 Health credit graduation requirement. CT7321 HEALTH SCIENCE THEORY/CLINICAL – 10th, 11th, 12th
Prerequisite – Principles of Health Science and Biology Two credits; full‐year course This course is designed to develop health care specific knowledge and skills utilizing the following components; effective communications leadership, ethical and legal responsibilities, disease prevention, client care, safety, career opportunities, first aid, and CPR. Health Science prepares the student for the transition to clinical or work based experiences in health care using classroom and pre‐employment laboratory instruction. This course can satisfy the Health .5 credit graduation requirement. CT7333 PRACTICUM IN HEALTH SCIENCE CLINICAL ROTATIONS – 11th, 12th (All campuses)
Prerequisite – Health Science and Biology Two credits; full‐year course Practicum in Health Science is designed to provide for the development of multi‐occupational knowledge and skills related to a wide variety of health careers. In this course students will go through clinical rotations at an area hospital or health care facility. The rotation areas will include such departments as; radiology, emergency, physical therapy, surgery, and many others. In these rotations, students observe and obtain hand‐on trainings from health professionals in real‐life experiences. Students taking this course cannot take Practicum in Health Science 1. CT7323 PRACTICUM IN HEALTH SCIENCE 1 – 11th, 12th
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Prerequisite – Health Science and Biology Two credits; full‐year course The practicum courses in health Science offer a wide range of health science experiences for students. Students in this course will select and pursue a wide range of health science career specializations that will lead to certifications in their particular interest fields. Students may select from a wide range of specific health careers such as but not limited to; Medical Assistant, Phlebotomy Tech, EKG Tech, Patient Care Tech, Physical Therapy Aide, Nursing Assistant, Medical Administrative Assistant, Billing and Coding Assistant, Pharmacy Assistant, etc. The course may be taught in a two‐block or three‐block setting dependent upon student schedules and internship partner and certificate requirements. Students taking this course cannot take Practicum in Health Science Clinical Rotations. CT7334 PRACTICUM IN HEALTH SCIENCE 2 – 12th
Prerequisites – Practicum in Health Science Two credits; full‐year course An occupationally specific course designed to provide knowledge and skill for certification or licensure in an allied health career. Students develop advanced clinical skill necessary for employment in the health care industry. The course may be taught by different methodologies such as pre‐employment lab, cooperative education or an occupationally specific course with clinical training at area hospitals or other health care facility. CT4407 ANATOMY AND PHYSIOLOGY‐HONORS – 10th, 11th, 12th
Prerequisite – Science Academic core component requirement or concurrent enrollment One credit; full‐year course In this class students will conduct field and laboratory investigations, use scientific methods and equipment during investigations, and make informed decisions using critical thinking and scientific problem solving. Students will study a variety of topics that include: structures and functions of organs and systems and their interactions with each other and their environment, and body processes that maintain homeostasis. This course can count as a science credit. CT4409 MEDICAL MICROBIOLOGY – 10th, 11th, 12th
Prerequisite – Science Academic Core Component requirement or concurrent enrollment One credit; full‐year course In Medical Microbiology, students conduct field and laboratory investigations, use scientific methods and equipment during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include the relationship between microbes and health maintenance, and the role of microbes in infectious diseases. This course can count as a science credit. CT4410 PATHOPHYSIOLOGY – 11th, 12th
Prerequisite – Regular or Pre‐AP Biology, Regular or Pre‐AP Chemistry, Anatomy and Physiology One‐half credit; one semester course In this course students conduct field and laboratory investigations, use scientific methods and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include:
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mechanisms of pathology; process of pathogenesis study of human diseases; and effects of disease prevention and control. This course can count as a science credit. CT‐‐‐‐ MATHEMATICS FOR MEDICAL PROFESSIONALS
Prerequisite – Geometry and Algebra II One credit; full‐year course The Mathematics for Medical Professionals course is designed to serve as the driving force behind the Texas essential knowledge and skills for mathematics, guided by the college and career readiness standards. By embedding statistics, probability, and finance, while focusing on fluency and solid understanding in medical mathematics, students will extend and apply mathematical skills necessary for health science professions. Course content consists primarily of high school level mathematics concepts and their applications to health science professions. CT7338 WORLD HEALTH RESEARCH – 12th
Prerequisite – Biology and Chemistry One credit; full‐year course This course examines major world health problems and emerging technologies as solutions to these medical concerns. Components of the course include; synopsis of world major health problems, global health care, clinical engineering technologies, clinical trials, clinical research, role of the Food and Drug Administration, implication and limitations of vaccines, immune systems, cancer, cardiovascular diseases, technologies to prevent vital organ failure, culminating with a student project that addresses a major health problem. CT7110 PROJECT‐BASED RESEARCH – 11th, 12th
One credit; full year course Prerequisite – CTE Sequence Coursework in any cluster area Project‐Based Research is a course for students to research a real‐world problem. Students are matched with a mentor from the business or professional community to develop an original project on a topic related to career interests. Students use scientific methods of investigation to conduct in‐depth research, compile findings, and present their findings to an audience that includes experts in the field. To attain academic success, students must have opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.
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E‐9HospitalityandTourismCourses
Industry Certifications/Licenses available in this Cluster:
Certified Culinary Specialist OSHA Career Safe Certification
Serv Safe Certification
CT7400 PRINCIPLES OF HOSPITALITY AND TOURISM – 9th, 10th, 11th, 12th CT7400A PRINCIPLES OF HOSPITALITY AND TOURISM ALTERNATE – 9th, 10th, 11th, 12th
Prerequisite – None One credit; full‐year course This is an introductory course for the hospitality and tourism industry, which includes lodging; travel and tourism; recreation, amusements, attractions, resorts, and restaurants. Components of the course include time management, career goals, technology software applications, teamwork skills, job safety, roles of the industry, and research skills applicable to the industry. WT7409 PRINCIPLES OF HOSPITALITY, CULINARY ARTS, AND TOURISM – 9th, 10th, 11th, 12th (Richardson Arts, Law and Sciences Magnet ONLY)
Prerequisite – None One‐half credit; one semester course This is an introductory course for the Hospitality and Culinary Arts industry. Components of the course include time management, teamwork skills, job safety, roles in the industry, food production, healthy food choices, nutrition, sanitation, basic skills and techniques involved in basic cookery while exploring career opportunities in the food service industry. WT7411 INTRODUCTION TO CULINARY ARTS – 9th 10th, 11th, 12th (Richardson Arts, Law and Sciences Magnet ONLY)
Prerequisite – None One credit; full‐year course Introduction to Culinary Arts will emphasize the principles of planning, organizing, staffing, directing, and controlling the management of a variety of food service operations. The course will provide insight into the operation of a well‐run restaurant. Introduction to Culinary Arts will provide insight into food production skills, various levels of industry management, and hospitality skills. This is an entry level course for students interested in pursuing a career in the food service industry. This course is offered as a classroom and laboratory‐based course. WT7403 CULINARY ARTS – 10th, 11th, 12th (Richardson Arts, Law and Sciences Magnet ONLY)
Prerequisite – Interview Two credits; full‐year course Culinary Arts is designed to prepare students for the growing demands of accomplished chefs, sous‐chef, and restaurant managers. While learning food preparation in a state‐of‐the‐art commercial kitchen, students will also develop the necessary skills for food preparation and restaurant management.
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WT7404 PRACTICUM IN CULINARY ARTS – 11th, 12th (Richardson Arts, Law and Sciences Magnet ONLY)
Prerequisite – Culinary Arts and Interview Two credits, full‐year course This course provides occupationally specific hands on training designed to develop knowledge and skills for employment in the area of food production, management, and services. Instruction includes operation and management of a foodservice establishment, marketing strategies, quantity food production skills, food presentation and service techniques, and technology applications in the foodservice industry. Students have the opportunity to exhibit their skills and knowledge in an onsite state of the art kitchen and café. WT7405 PRACTICUM IN CULINARY ARTS 2 – 12th (Richardson Arts, Law and Sciences Magnet ONLY)
Prerequisite – Practicum in Culinary Arts Two credits; full year course This course is part of a continuation of Practicum in Culinary Arts. Students will continue with advanced culinary arts training either on site or on selected certified training sites in restaurants away from campus. CT7402 TRAVEL AND TOURISM MANAGEMENT –10th, 11th, 12th
Prerequisite – None One credit; full‐year course This course incorporates management principles and procedures for the travel and tourism industry as well as destination geography, airlines, international travel, cruising, travel by rail, lodging, recreation, amusements, attractions, and resorts. Students experience a multitude of learning activities utilizing technology information tools in industry areas as safety, team‐building skills, people behavior skills, employability and communication skills, reservation techniques, and create multimedia publications. CT7406 HOSPITALITY SERVICES –11th, 12th
Prerequisite – Students must have completed one full credit in Hospitality and Tourism cluster from CT7400‐ Principles of Hospitality and Tourism or CT7402‐Travel and Tourism Management Two credits; full‐year course An advanced course designed to provide students additional technical preparation in hospitality related industries. Instruction may be delivered through laboratory training or through non‐paid internships. Course components include communication skills, career research, team and department roles, advanced food service skills, hotel service skills and advanced travel and tourism skills. CT7407 PRACTICUM IN HOSPITALITY SERVICES – 11th, 12th
Prerequisite – Students must have completed one full credit in Hospitality and Tourism cluster from CT7400‐ Principles of Hospitality and Tourism or CT7402‐Travel and Tourism Management or CT7406‐Hospitality Services Two credits; full‐year course
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This course is a two‐hour block for non‐paid internships, which provides occupationally specific training designed to develop knowledge and skills for employment in the multifaceted hospitality services industry. Emphasized are career options; managing multiple family, community, and career roles; business procedures; laws; industry technology applications; safety; sanitation; customer relations; and other knowledge and skills for employment. CT7408 PRACTICUM IN HOSPITALITY SERVICES 2 – 12th
Prerequisite – Practicum in Hospitality and Tourism Two credits; full‐year course This course is a two‐hour block for non‐paid internships, which provides occupationally specific training designed to develop knowledge and skills for employment in the multifaceted hospitality services industry. There will be continued emphasis from Hospitality Services & Tourism 1 for employment in lodging operations and food and beverage operations. Content includes an orientation to supportive operations such as sales and marketing, quantity food production, human resources, accounting, security, and engineering. CT4403 FOOD SCIENCE – 12th
Prerequisite – Three units of science, Principles of Hospitality and Tourism One credit; full‐year course This course is the study of the nature of foods, the causes of deterioration, the principles underlying food processing, and the improvement of foods for the consuming public with 40 percent of instruction laboratory based. Components of the course include scientific methods and inquiry, food safety and microbiology, food chemical properties, food enzymes and properties, food additives, food basic nutrients, food groups, USDA guidelines, and food preservation. This course can count as a science credit. CT7110 PROJECT‐BASED RESEARCH – 11th, 12th
Prerequisite – CTE Sequence Coursework in any cluster area One credit; full year course Project‐Based Research is a course for students to research a real‐world problem. Students are matched with a mentor from the business or professional community to develop an original project on a topic related to career interests. Students use scientific methods of investigation to conduct in‐depth research, compile findings, and present their findings to an audience that includes experts in the field. To attain academic success, students must have opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.
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E‐10HumanServicesCourses
Industry Certifications/Licenses available in this Cluster: CPR Certification
Child Development Associate (CDA) Cosmetology Operator License
OSHA Career Safe Red Cross Certificate
CT7420 PRINCIPLES OF HUMAN SERVICES – 9th, 10th, 11th, 12th CT7420A PRINCIPLES OF HUMAN SERVICES ALTERNATE – 9th, 10th, 11th, 12th
Prerequisite – None One credit; full‐year course This course will enable students to develop skills in the human service field in areas including counseling, mental health, family and community resources, personal care services as grooming, personal wellness, clothing selection, consumerism, child needs and development, family services, foods, nutrition, and career opportunities. CT7428 COSMETOLOGY I–10th, 11th (Berkner and Lake Highlands High Schools ONLY)
Prerequisite – Suggested‐Principles of Human Services OR Introduction to Cosmetology Two credits; full‐year course This course is part of a planned 1500 clock hour, two‐year sequence of classroom and lab instruction. One thousand laboratory clock hours plus 500 academic hours awarded upon the completion of the laboratory hours en route to earning a state license and permit from TDLR. Instruction is designed to provide job‐specific training for entry‐level employment in cosmetology careers. Instruction includes sterilization and sanitation processes, shampooing and rinsing hair, application of creams and color rinses, application of scalp and hair treatments, shaping and thinning hair, hair‐styling, permanent waving, hair coloring, manicuring, facial massage and make‐up. CT7429 COSMETOLOGY II –11th, 12th, (Berkner and Lake Highlands High Schools ONLY)
Prerequisite – Cosmetology I Two credits; full‐year course The second year continuance of Cosmetology I allowing students to earn the necessary hours to earn state license and permit from TDLR upon passing state examination and completing in class course hours. CT7421 DOLLARS AND SENSE – 11th, 12th CT7421A DOLLARS AND SENSE ALTERNATE – 11th, 12th
Prerequisite – None One‐half credit; one semester course This course focuses on consumer practices and responsibilities, money management process, decision‐making skills, impact of technology, and preparation for human service careers. Major components of the course
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include; management of personal finances, consumer skills related to housing, relationships of the environments to family resources, relationships between the economic systems and consumer actions, and entrepreneurial endeavors, banking, budgeting, credit, and insurance. CT7422 LIFETIME NUTRITION AND WELLNESS – 9th, 10th, 11th, 12th CT7422A LIFETIME NUTRITION AND WELLNESS ALTERNATE – 9th, 10th, 11th, 12th
Prerequisite – None One‐half credit; one semester course This course is designed to help students make informed choices that promote wellness in relation to sound nutrition. Units of study for this course include; principles of cooking, kitchen management skills, meal planning, nutrition, eating disorders, principles of digestion and metabolism ,diets, safety, sanitation, food management, and careers in nutrition. CT7424 CHILD DEVELOPMENT –10th, 11th, 12th
Prerequisite – None One credit; full‐year course Child Development is designed to develop knowledge and skills related to the growth and care of children. The course begins with a focus on parenting skills and the impact of parenthood on the individual, while addressing concepts relating to prenatal and postnatal development and care from infancy through elementary years. The course includes parenting techniques for special needs children and addresses causes and prevention of child abuse. CT7431 PRACTICUM IN HUMAN SERVICES –11th, 12th (Career Prep 1) (Must be taken concurrently with Extended Practicum in Human Services)
Prerequisite – Student is 16 years old and coordinator approval Three credits; full‐year course For college and non‐college bound students, these courses offer experience in careers such as childcare, food services, hospitality services, commercial/housekeeping services, fabrics and apparel, and home furnishings. Emphasis is placed on these careers through classroom instruction and practical experience in part‐time, paid employment. The course of study includes employability skills, human relations, consumer responsibilities, money management and career exploration. CT7432 PRACTICUM HUMAN SERVICES 2 – 12th (Career Prep 2) (Must be taken concurrently with Extended Practicum in Human Services)
Prerequisite – Practicum Human Services 1 and coordinator approval Three credits; full‐year course For college and non‐college bound students, these courses offer experience in careers such as childcare, food services, hospitality services, commercial/housekeeping services, fabrics and apparel, and home furnishings. Emphasis is placed on these careers through classroom instruction and practical experience in part‐time, paid employment. The course of study includes employability skills, human relations, consumer responsibilities, money management and career exploration.
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CT7110 PROJECT‐BASED RESEARCH – 11th, 12th
Prerequisite – CTE Sequence Coursework in any cluster area One credit; full year course Project‐Based Research is a course for students to research a real‐world problem. Students are matched with a mentor from the business or professional community to develop an original project on a topic related to career interests. Students use scientific methods of investigation to conduct in‐depth research, compile findings, and present their findings to an audience that includes experts in the field. To attain academic success, students must have opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.
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E‐11InformationTechnologyCourses
Industry Certifications/Licenses available in this Cluster: A+ Certification
CCENT (CISCO Certified Entry Network CCNA certification
CST (Certified Computer Service Technician) JAVA Programming Certification (Instructor approval)
CT7500 PRINCIPLES OF INFORMATION TECHNOLOGY – 9th, 10th
Prerequisite – None One credit; full‐year course This course prepares students to apply information technology skills to personal/workplace environments focusing on identification of hardware components, various software platforms, network systems, word processing, spread sheet and data base technology and presentation management technology along with web publishing techniques. This course meets graduation requirements for .5 Technology credit. CT7507 INTRODUCTION TO GEOGRAPHIC INFORMATION SYSTEMS – 9th, 10th, 11th, 12th (Lake Highlands and Pearce High Schools Only)
Prerequisite – None One credit; full‐year course The purpose of this class is to introduce students to Geographic Information Systems (GIS) and Remote Sensing (RS) technology through academic study and applied instruction. Teachers and students will use a locally customized Geographic Information System (GIS) to learn about their local community using the same data, imagery and software that NASA uses. Students will participate in structured, applied learning exercises taken from existing data sources, as well as conduct new study of these data sources.
CT7504 GEOGRAPHIC INFORMATION SYSTEMS 1 –10th, 11th, 12th (Lake Highlands and Pearce High Schools Only)
Prerequisite – Introduction to GIS One credit; full‐year course The purpose of this class is to provide students with advanced instruction in Geographic Information Systems (GIS) and Remote Sensing (RS) technology through focused academic study and continued emphasis on applied instruction that began in the introduction class. While student projects until this point were smaller in scope, this class will provide emphasis placed on special geographic projects dealing with the local community environment that will be planned, conducted, and presented by the student, with guidance from the instructor and community/industry mentors.
CT7501 COMPUTER MAINTENANCE –10th, 11th, 12th
Prerequisite – None One credit; full‐year course
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This course focuses on the assembly and disassembly of modern computer systems for students desiring to work in the area of computer repair or technical support. The operation and check out of system board circuitry, computer architecture, and schematic diagrams will be presented. Students also will be trained in troubleshooting system abnormalities while integrating basic electronics and hardware needed to properly diagnose malfunctions. CT7502 COMPUTER TECHNICIAN –11th, 12th
Prerequisite – Computer Maintenance Two credits; full‐year course This is an advanced course whereby students gain knowledge and skill in the area of computer technologies, including knowledge of electrical and electronic theory, computer principles, and components related to the installation, diagnosis, service, and repair of computer based technology systems. Major components include safety, tool identification and usage, microprocessor theory, storage processes, digital, analog, input and output theories, complex IT projects, security threats, service and maintenance, troubleshooting, complete work orders, estimations, read an interpret technical documents as schematics, drawings, charts, diagrams, technical manuals, and creates a personal portfolio of personal projects and accomplishments, as academics, volunteer experience, employment experience, awards, and certifications.
CT7503 DIGITAL MEDIA – 9th, 10th, 11th, 12th WT7503 DIGITAL MEDIA – 9th, 10th, 11th, 12th (Richardson High School Magnet ONLY)
Prerequisite – None One credit; full‐year course Through the study of digital and interactive media and its application in information technology, students will design and create multimedia projects. Additional components of the course include; design and layout principles, lighting, color theory, typography, bitmap graphics, digital hardware, digital graphics, transfer video images, podcasting, streaming, linear and nonlinear animation, web page design, and project management such as a storyboard, and stage development.
CT7505 CISCO INTERNETWORKING TECHNOLOGIES 1 –10th, 11th, 12th
Prerequisite – Algebra I One credit; full‐year course Internetworking Technologies 1 is a course designed for students interested in obtaining skills and certifications in CISCO wireless networking for home and small businesses. The curriculum presents basic networking education to equip students with knowledge and skill that can be applied toward entry‐level ICT careers.
CT7506 CISCO INTERNETWORKING TECHNOLOGIES 2 – 11th, 12th
Prerequisite – CISCO Internetworking Technologies One credit; full‐year course This course is designed for CISCO CCNT students to further their skills in both wireless and traditional internetworking systems. CCNA Explorations is composed of four areas: Network Fundamentals, Routing Protocols and Concepts, LAN Switching and Wireless, and accessing the WAN.
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CT7110 PROJECT‐BASED RESEARCH – 11th, 12th
Prerequisite – CTE Sequence Coursework in any cluster area One credit; full year course Project‐Based Research is a course for students to research a real‐world problem. Students are matched with a mentor from the business or professional community to develop an original project on a topic related to career interests. Students use scientific methods of investigation to conduct in‐depth research, compile findings, and present their findings to an audience that includes experts in the field. To attain academic success, students must have opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.
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E‐12Law,PublicSafety,Corrections,andSecurityCourses
Industry Certifications/Licenses available in this Cluster:
Correctional Officer Security Contractor Class B
Security Officer 911 Certificate
CT7520 PRINCIPLES OF LAW, PUBLIC SAFETY, CORRECTIONS, AND SECURITY – 9th, 10th, 11th, 12th (Lake Highlands High School ONLY)
Prerequisite – None One credit; full‐ year course This course introduces students to professions in law enforcement, security, corrections, and fire and emergency services. Components of the course include safety, legal responsibilities, interagency cooperation, philosophical development of criminal law, roles of the professional, roles and functions of courts systems, roles and functions of the correctional system, and roles and functions of private security agencies and fire protection services. CT7521 LAW ENFORCEMENT I –10th, 11th, 12th (Lake Highlands High School ONLY)
Prerequisite – None One credit; full‐year course A course designed as a study of the history and philosophy of criminal justice and its ethical considerations. Crime is defined. Its nature and impact are explored. Instruction includes an overview of the criminal justice system, law enforcement and the court systems, a study of prosecution and defense, trial processes, and corrections and penal systems. This course can be part of a Tech‐Prep coherent sequence in Criminal Justice with appropriate approval. CT7522 LAW ENFORCEMENT II –11th, 12th (Lake Highlands High School ONLY)
Prerequisite – Law Enforcement I One credit; full‐ year course A continuation of Law Enforcement I featuring the following components; Use of telecommunication (911 emergency communications) equipment, testimony presentations, anger management techniques, domestic violence, civil law enforcement, alcohol and beverage laws, crowd management, transportation, motor vehicle accidents, managing explosives, infrastructure protection, and new emerging technologies in law enforcement. CT4404 FORENSIC SCIENCE – 11th, 12th WT4404 FORENSIC SCIENCE (Richardson High School Magnet ONLY) CT4404M/MI FORENSIC SCIENCE MODIFIED – 11th, 12th
Prerequisite – Biology and Chemistry One credit; full‐year course
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Forensic Science uses a structured and scientific approach to the investigation of crimes of assault, abuse, neglect, domestic violence, accidental death, homicide, and the psychology of criminal behavior. Components of this course include; critical thinking skills, safety, systematic investigations, laboratory procedures, fingerprinting, DNA testing, ballistic and bullet marks, anthropology, decomposition, serology and toxicology tests. This course can count as a science credit. CT7524 FEDERAL LAW ENFORCEMENT AND PROTECTIVE SERVICES – 10th, 11th, 12th (Lake Highlands High School Only)
Prerequisite – None One credit; full‐year course This course provides instruction in the history and philosophy of security; ethical considerations, the nature and impact of security; and an overview of security systems, agencies, and practices. The concepts and skills for security officer plus Texas’ rules and regulations, security specialist training and certification, organization of personnel, risk analysis and surveys, security applications, security problems, and the future of security services. CT7523 CORRECTIONAL SERVICES – 10th, 11th, 12th (Lake Highlands High School ONLY)
Prerequisite – None One credit; full‐year course Students prepare for certifications required for employment as a correctional officer. Components include history of correctional services, ethics, safety, first aid, infection control, laws of correctional systems, individuals with disabilities, conflict resolution skills, and conflict management skills. CT7525 PRACTICUM IN LAW, PUBLIC SAFETY, CORRECTIONS, AND SECURITY – 11th, and 12th (Lake Highlands High School ONLY)
Prerequisite ‐‐Law Enforcement 1 or Law Enforcement 2 Two credits; full‐year course This is an occupationally designed course whereby students in either an on‐the‐job training experience, or in a specific laboratory training area on site whereby students learn the functions, safety, application of tools, equipment, and technologies in the specific fields of Law, Public Safety, Corrections, and Security. Students may be enrolled in paid or non‐paid on‐the‐job training experiences, as well as non‐paid internships in the various related industries. CT7110 PROJECT‐BASED RESEARCH – 11th, 12th
Prerequisite – CTE Sequence Coursework in any cluster area One credit; full year course Project‐Based Research is a course for students to research a real‐world problem. Students are matched with a mentor from the business or professional community to develop an original project on a topic related to career interests. Students use scientific methods of investigation to conduct in‐depth research, compile findings, and present their findings to an audience that includes experts in the field. To attain academic success, students must have opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.
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E‐13ManufacturingCourses
Industry Certifications/Licenses available in this Cluster: NCCER Industrial Course Certificate
OSHA Career Safe
CT7540 PRINCIPLES OF MANUFACTURING/ ENGINEERING AND ROBOTICS – 9th, 10th, 11th, 12th
Prerequisite – None One credit; full‐year course This course provides an overview and beginning insight to the various fields of science, technology, manufacturing, engineering, and mathematics, and their interrelationships. Students will be provided hands on lab activities utilizing a variety of engineering to manufacture robotics platforms and other manufacturing projects using physical and mechanical systems. The students will also participate in a team‐based culminating robotic project while maintaining and engineering notebook including design processes, development and testing, project end presentation and demonstration. WT7541 PRECISION METAL MANUFACTURING I – 10th, 11th, 12th (Richardson High School Arts, Law & Sciences Magnet ONLY)
Prerequisite – None Two credits; full‐year course This course prepares students basic knowledge of the metal trades industry and its relationships with engineering systems as robotics, electronics, and engineering design. Major components include safety, identification and use of hand and power tools for the industry, design and interpret blue prints and schematic drawings, mathematical applications of measurement, basic numerical control operations, and developing proficiencies in cutting processes, lathe procedures, and mill procedures, basic welding and cutting while designing projects displaying knowledge and skills of the industry. WT7544 PRECISION METAL MANUFACTURING II – 11th, 12th (Richardson Arts, Law and Sciences Magnet ONLY)
Prerequisite – Precision Metals Manufacturing Two credits; full‐year course This course is designed to provide skills in the areas of safety, blueprint reading, mechanical drawing, engineering design, metallurgy, hydraulics, precision measurements, shop mathematics, power and hand tools, utilizing state of the art equipment and technology. Formats may range from full metal labs including production mill, lathes, welders to Computer Integrated Manufacturing components included in virtual and enhanced robotic precision metal virtual simulations and real CNC and robotic control metal manufactured devices. CT7542 MANUFACTURING ENGINEERING TECHNOLOGY I – 11th, 12th (Pearce High School ONLY) WT7542 MANUFACTURING ENGINEERING TECHNOLOGY I – 11th, 12th (Richardson High School Magnet ONLY)
Prerequisite – Concepts of Engineering Technology; Engineering Design and Presentation
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One credit; full‐year course In this course students gain advance knowledge and skill in the application, technology, design, production, and assessment of systems, products, services and how these skills are applied to manufacturing with robotic systems. Major components of the course include software skills, safety, logic controls, electronic control devices, computer numerical control operations, mechanical, fluid, electrical, and thermal systems, quality control systems, hand and power tool identification and operation, whereby enabling the student to transfer academic knowledge and skills to a variety of interesting and relevant hands on activities in an advanced robotic manufacturing setting. WT7545 MANUFACTURING ENGINEERING TECHNOLOGY II – 11th, 12th (Richardson Arts, Law and Sciences Magnet ONLY)
Prerequisite – Manufacturing Engineering Technology I One Credit; full‐year course In Manufacturing Engineering Technology II, students will gain knowledge and skills in the application, design, production, and assessment of products, services, and systems and how those knowledge and skills are applied to manufacturing. The study of Manufacturing Engineering Technology II will allow students to reinforce, apply, and transfer academic knowledge and skills to a variety of interesting and relevant activities, problems, and settings. This course can count as a math credit for graduation. WT7543 PRACTICUM IN MANUFACTURING, ENGINEERING, AND ROBOTICS – 11th, 12th (Richardson Arts, Law and Sciences Magnet ONLY)
Prerequisite – Robotics and Automation, Teacher Interview and approval Two credits; full‐year course The practicum course is a capstone experience where students continue in advanced instruction of science, technology, engineering, robot and systems design. Students will create complex robotic systems and functions utilizing advanced software, CNC precision metal machining and design, computer aided design software, and advanced manufacturing system utilizations. Autodesk certifications/Student electronics Certifications, OSHA Career Safe certifications CT7110 PROJECT‐BASED RESEARCH – 11th, 12th
Prerequisite – CTE Sequence Coursework in any cluster area One credit; full year course Project‐Based Research is a course for students to research a real‐world problem. Students are matched with a mentor from the business or professional community to develop an original project on a topic related to career interests. Students use scientific methods of investigation to conduct in‐depth research, compile findings, and present their findings to an audience that includes experts in the field. To attain academic success, students must have opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.
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E‐14MarketingCourses
Industry Certifications/Licenses available in this Cluster: National Professional Certificate in Customer Service
CT7602 SPORTS AND ENTERTAINMENT MARKETING – 10th, 11th, 12th
Prerequisite – None One‐half credit; one semester course In this course students explore the intriguing world of sports and entertainment from the perspective of Marketing. Sports and entertainment marketing cover topics such as college and amateur sports, professional sports, licensing products, public images, and marketing entertainment. Students will design marketing strategies, products, and promotional activities for the sports and entertainment industries. CT7601 FASHION MARKETING – 10th, 11th, 12th
Prerequisite – None One‐half credit; one semester course Explore the marketing business world through the eyes of the fashion industry. Students will get the best of both worlds in this one semester elective course as they learn basic fashion marketing concepts, product selection, branding, pricing strategies, advertising, and promotions. Through exciting projects based on real world scenarios, students receive and understanding of how fashion marketing has changed over the decades, along with learning interesting facts about their favorite designers and their role in fashion today. CT7607 SOCIAL MEDIA MARKETING – 10th, 11th, 12th
Prerequisite – None One‐half credit; one semester course This class looks at the rise of social media and how marketers are integrating social media tools in their overall marketing strategy. The course will investigate how the marketing community measures success in the new world of social media. Students will manage a successful social media presence for an organization, understand techniques for gaining customer and consumer buy‐in to achieve marketing goals, and properly select social media platforms to engage consumers and monitor and measure the results of these efforts. CT7605 PRACTICUM IN MARKETING I (Career Preparation 1) – 11th, 12th
Prerequisite – Student is 16 years old and Coordinator approval Three credits; full‐year course Practicum in Marketing I instruction is designed to meet the needs of persons who desire to enter and improve their knowledge and ability in occupations involving one or more of the marketing functions. Students are employed in retail businesses in areas such as sales, warehousing, or customer services, in addition to receiving daily classroom instruction. Classroom studies include human relations, distribution systems, marketing and communication, management principles, business policies, business law, etc.
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CT7606 PRACTICUM IN MARKETING II (Career Preparation 2) – 12th
Prerequisite – Practicum in Marketing I and Coordinator approval Three credits; full‐year course This is an advanced course of marketing which includes the study of business management and small business ownership through classroom instruction and on‐the‐job experiences. CT7110 PROJECT‐BASED RESEARCH – 11th, 12th
Prerequisite – CTE Sequence Coursework in any cluster area One credit; full year course Project‐Based Research is a course for students to research a real‐world problem. Students are matched with a mentor from the business or professional community to develop an original project on a topic related to career interests. Students use scientific methods of investigation to conduct in‐depth research, compile findings, and present their findings to an audience that includes experts in the field. To attain academic success, students must have opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.
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E‐15ScienceTechnology,Engineering,andMathematicsCourses
Industry Certifications/Licenses available in this Cluster: Autodesk Certification
SET Student Electronics Certification OSHA Career Safe Certifications
CT7621 PRINCIPLES OF APPLIED ENGINEERING – 9th, 10th, 11th, 12th WT7621 PRINCIPLES OF APPLIED ENGINEERING – 9th, 10th, 11th, 12th (Richardson High School Magnet ONLY)
Prerequisite – None One credit; full‐year course This course provides students with an introductory overview into the various fields of science, engineering, mathematics, as related to robotic and technology systems. Major components include design software, safety, identification of tools and usage, teamwork, system modeling and designs, controls, basic automation systems, applications and relations in physical and mechanical systems, process control systems, culminating in a team‐based project while assuming different roles as a team member, maintaining an engineering notebook, testing, and presenting the project. MT7621 PRINCIPLES OF APPLIED ENGINEERING STEM ACADEMY – 9th, 10th, 11th, 12th (Berkner STEM ONLY)
Prerequisite – None One credit; full year course Students in this course will investigate the components of engineering and technology systems while thinking critically, and will apply the fundamental principles of system modeling and design while using appropriate tools of the engineering industry. The student will be presented opportunities and careers in fields related to process controls in technological systems, engineering, and science careers while understanding the opportunities and careers in fields related to biotechnology, physical, and mechanical systems. Students will also investigate basic robotic engineering systems using computer aided design software, basic control and automation systems. The student will participate in team based projects while assuming different roles as the team member and will present the project using clear and concise communication skills. CT7631 ROBOTICS I – 10th, 11th, 12th WT7631 ROBOTICS I – 10th, 11th, 12th (Richardson High School Arts, Law, and Sciences Magnet ONLY)
Prerequisite – Principles of Engineering or Concepts of Engineering One credit; full‐year course Students will be exposed to various facets of robotic and automation technology by using various robotics platforms, system components, and programming software. Components include safety, hand and power tools, technology systems, torque and power factors, simulated software, gear ratio, basic electronics, design processes, mathematical controls, robotic arm control, automated processes, culminating in a team built robotic prototype or automated induced completed product.
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MT7631 ROBOTICS I – 10th, 11th, 12th (Berkner STEM Academy ONLY)
Prerequisite – Engineering Design and Presentation One credit; full‐year course Students enrolled in the course will demonstrate knowledge and skill necessary for the robotic and automation industry. Through implementation of design process, students will transfer advanced academic skills to component designs in a project based environment. Students will use state of the art simulation equipment and software that mirrors the actual industrial robotics and automation world. They will program and be able to use robotics components such as industrial robotic arms, automated conveyor systems, laser systems, automated simulation mills and lathes with robotic quality control vision systems. Students will develop an understanding of the advanced concepts of physics, robotics, and automation by utilization of advanced engineering design methodologies. The student will also build prototypes using the appropriate tools, materials, and techniques while in a group team engineering situation. CT7‐‐‐ ROBOTICS II – 11th, 12th (Pearce High School and Richardson High School ONLY)
Prerequisite – Robotics I One credit; full year course In Robotics 2, students will explore artificial intelligence and advanced programming in the automation robotic industry. Through the implementation of the various design processes, students will transfer academic skills to component design in a project‐based environment. Students will build prototypes and use advanced software to test and improve their designs while demonstrating productions, engineering and problem‐solving skills in a real state‐of‐the‐art world environment. MT7‐‐‐ ROBOTICS II– 11th, 12th (Berkner STEM Academy ONLY)
Prerequisite – Robotics I One credit; full year course In Robotics 2, students will explore artificial intelligence and advanced programming in the automation robotic industry. Through the implementation of the various design processes, students will transfer academic skills to component design in a project‐based environment. Students will build prototypes and use advanced software to test and improve their designs while demonstrating productions, engineering and problem‐solving skills in a real state‐of‐the‐art world environment. CT7622 ENGINEERING DESIGN AND PRESENTATION I – 10th, 11th, 12th WT7622 ENGINEERING DESIGN AND PRESENTATION I – 10th, 11th, 12th (Richardson High School Magnet ONLY)
Prerequisite – None One credit; full‐year course Students enrolled in this course will demonstrate knowledge and skills of the process of drafting design as it applies to engineering fields using multiple software applications and tools necessary to produce and present working, drawing, solid model renderings, prototypes. Components of the course include safety and proper work habits, sketching, engineering design methodologies, component design, multi view projections, auxiliary vies, section vies, geometric designs, triangulation methods, piercing points, intersection of planes, file structure and management, potential patent product design, and prototype preparation.
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MT7622 ENGINEERING DESIGN AND PRESENTATION I – 10th, 11th, 12th (Berkner STEM Academy ONLY)
Prerequisite – Concepts of Engineering and Technology One credit; full‐year course Students in this course will demonstrate knowledge and skills of the process of drafting design as it applies to engineering fields using multiple software applications and tools necessary to produce and present working drawings, solid model renderings, and prototypes. Particular emphasis will be placed on mechanical construction devices and their use to design engineering concepts to solve specific design problems. The student will build a prototype or working model using appropriate tools such a 3D printer, materials and techniques and present the prototype from software renderings using a variety of media. CT7625 ENGINEERING DESIGN AND PRESENTATION II – 11th, 12th
Prerequisite – Engineering Design and Presentation Two credits; full‐year course This course is a continuation of Engineering Design and Presentation whereby students continue the use of advanced prototypes and three‐dimensional designs utilizing a variety of advanced software programs and peripheral hardware equipment as 3 Dimensional Printers, mills, and lathes. Components include teamwork processes, safety for the industry, project documentation, block diagrams, detailed part drawings, electronic schematics, sub‐assembly diagrams, and prepare advanced development drawings with usage of prototype hardware systems and devices. CT7623 ELECTRONICS AC/DC – 10th, 11th, 12th (Richardson High School ONLY)
Prerequisite – None One credit; full‐year course Students in this course will be able to demonstrate knowledge and applications of circuits, electronic measurements, and basic electronic implementation. Major course components include safety, identification and use of hand and power tools, technical knowledge and terms of electronics, electronic theory, electric motors, generators, transformers, circuits, troubleshooting, and improvement of product design, patents, and building prototypes. Students will have the opportunity to train on NIDA instruction suite the standard for industrial trainings as well as have opportunities to earn certifications for the industry as SET Student Electronics Technician Certification and OSHA career safe. (Special Note – Students have the option of selecting one of three Electronics courses for state credit; Electronics CT7623, Electronics/Robotics CT7627, or Electronics/Automotive CT7705 dependent upon the student’s choice of career pathway. If a student enrolls in more than one of these courses, only local credit will be given for the selected additional course or courses). CT7627 ELECTRONICS/ROBOTICS AC/DC – 10th, 11th, 12th (Richardson High School ONLY)
Prerequisite – None One credit; full‐year course Note description for Electronics, but adding additional and specialized components specific to robot engineering as automated systems, sensors, and advanced control loops. (Special Note – Students have the option of selecting one of three Electronics courses for state credit; Electronics CT7623, Electronics/Robotics CT7627, or Electronics/Automotive CT7705 dependent upon the student’s choice of career pathway. If a student enrolls in more than one of these courses, only local credit will be given for the selected additional course or courses).
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CT7624 SOLID STATE ELECTRONICS – 11th, 12th (Richardson High School ONLY)
Prerequisite – Electronics AC/DC Two credits; full‐year course Students in this course will demonstrate knowledge and applications of advanced circuits, electrical measurement, and electrical implementation used in the electronics and computer industry. Components of the course include safety, team projects, project documentations, advanced troubleshooting, industry schematics, AC and DC circuits, prototypes, and “green energy and environmental technology, (Home Digital Technology Integrations whereby students gain the DHTI + industry certification. CT7629 PRACTICUM IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS – 11th, 12th
Prerequisite – Concepts of Engineering Technology, Engineering Design and Presentation Two credits; full‐year course This practicum course is a paid or unpaid capstone experience for students participating in coherent sequence of career and technical education courses in the science, technology, engineering and mathematics career cluster. Major components of the course include; professional standards required by the industry, critical thinking and problem solving, oral and written communication skills, leadership and teamwork skills, safety for the industry. Students will have the opportunity to experience on the job trainings in either at school laboratories or in actual away from campus training sites either paid or unpaid representing training in the areas of Engineering/Technology/Science and Mathematics fields. MT7629 PRACTICUM IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS/Robotics – 11th, 12th (Berkner STEM Academy ONLY)
Prerequisite – Engineering Design and Presentation, Robotics and Automation Two credits; full‐year course This practicum course may be taught as a paid or unpaid capstone experience course for students participating in the Robotics Engineering Strand at the STEM Academy at BHS. Delivery of the course may be taught in internships away from campus or in actual state of the art on‐campus pre‐employment laboratories. This is a project based course that targets professional standards of the industry, critical thinking and problem solving, oral and written communication skills, leadership and teamwork skills, and safety for the industry. Students will explore the many facets of robotics including but not limited to mobile robotics, industrial mechanized robotics, and underwater robotics. MT7629 PRACTICUM IN SCIENCE, TECHNOLOGY ENGINEERING, AND MATHEMATICS/Biotechnology – 11th, 12th (Berkner STEM Academy ONLY)
Prerequisite – Advanced Biotechnology This practicum course is a paid or nonpaid internship experience for students participating in the STEM Biotechnology related fields. Students may be taught on campus in state of the arts pre‐employment laboratories that offer real world experiences or taught with industrial partners in actual real world locations. The course may be offered as a two‐block or three‐block course dependent upon student schedule and internship requirements.
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CT4405 ENGINEERING DESIGN AND PROBLEM SOLVING – 12th MT4405 ENGINEERING DESIGN AND PROBLEM SOLVING – 12th (Berkner High School STEM only)
Prerequisite – Geometry, Algebra II, Chemistry, Physics One credit, full‐year course This course is designed to stimulate students’ ingenuity, intellectual talents, and practical skills in devising solution to engineering design problems. Students use the engineering design process cycle to investigate, design, plan, create, and evaluate solutions. Components of the course include; engineering design problem and solutions, critical thinking skills, engineering careers, implications of technology, math models to develop solutions, relevant chemical, biological, mechanical, electrical and physical properties of materials, open and closed loop systems, culminating in an engineering design project. MT7633 BIOTECHNOLOGY 1 – 9th, 10th, 11th, 12th (Berkner STEM Academy ONLY)
Prerequisite – Principles of Applied Engineering One credit; full‐year course This course provides an overview of biotechnology, bioengineering, and related fields. Students study the important agricultural, environmental, economic and political roles of bioenergy and biological remediation through the roles of nanoscience and nanotechnology in biotechnology medical research and future trends in the industry. The course will be delivered through various project based learning methodologies in both classroom and laboratory settings. MT7634 BIOTECHNOLOGY 2 – 10th, 11th, 12th (Berkner STEM Academy ONLY)
Prerequisite – Biotechnology One credit; full‐year course Students in this course will apply advanced academic knowledge to the emerging fields of biotechnology such as forensics, agriculture, regulatory, and medicine. Student will have the opportunity to use state of the art industrial equipment, perform statistical analysis, and practice quality control techniques. At least forty percent of course time will be spent using laboratory and field hands‐on investigations. MT3403 ENGINEERING MATHEMATICS – 12th (Berkner STEM Academy ONLY)
Prerequisite – 3 credits in math One credit; full‐year course This is a course whereby students use a variety of mathematical methods and models to analyze problems involving data acquisition, spatial applications, electrical measurement, manufacturing processes, materials engineering, mechanical drives, pneumatics, process control systems, quality control, and robotics with computer programming. Other components include structural design, trigonometry in spatial engineering, tensile strength analysis, compression testing, air volumes, mass and volumetric flow rate, precision measurement tools, safety for the industry, and use of engineering methodologies to build prototypes. This course will count as a fourth math course for the DAP and Recommended Program and as a math credit for the RISD High School Program.
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CT4408 SCIENTIFIC RESEARCH & DESIGN – 11th, 12th
Prerequisite—One credit of science One credit; full year course In Scientific Research and Design, students conduct field and laboratory investigations, use scientific methods and equipment during investigations, and make informed decisions using critical thinking and scientific problem solving. Students will study a variety of topics that include: formulating hypotheses to guide experiments; analyzing published research; collecting, organizing and evaluating data; synthesizing valid conclusions; and communicating conclusions to an audience of professionals. CT7110 PROJECT‐BASED RESEARCH – 11th, 12th
Prerequisite – CTE Sequence Coursework in any cluster area One credit; full year course Project‐Based Research is a course for students to research a real‐world problem. Students are matched with a mentor from the business or professional community to develop an original project on a topic related to career interests. Students use scientific methods of investigation to conduct in‐depth research, compile findings, and present their findings to an audience that includes experts in the field. To attain academic success, students must have opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.
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E‐16Transportation,DistributionandLogisticsCourses
Industry Certifications/Licenses available in this Cluster:
ASE OSHA Career Safe
CT7709 PRINCIPLES OF TRANSPORTATION SYSTEMS– 9th, 10th, 11th, 12th (Richardson High School ONLY)
Prerequisite – None One credit; full‐year course In Principles of Transportation Systems, students will gain knowledge and skills in the safe application, design, production, and assessment of products, services, and systems. This knowledge includes the history, laws and regulations, and common practices used in the transportation industry. Students should apply knowledge and skills in the application, design, and production of technology as it relates to the transportation industries. This course allows students to reinforce, apply, and transfer their academic knowledge and skills to a variety of interesting and relevant activities, problems, and settings. CT7701 ENERGY AND POWER OF TRANSPORTATION SYSTEMS –10th, 11th, 12th (Richardson High School ONLY)
Prerequisite – Recommended Principles of Transportation Systems One credit; full‐year course This is an introductory course for Automotive Technology. Components include safety, identification and use of hand and power tools for the industry, identification of major motor vehicle components, customer relations, ethics, perform precision measurements, pre diagnosis of vehicular system malfunctions, read and interpret parts catalogues, service repair manuals and factory specified bulletins. CT7705 AC/DC ELECTRONICS/AUTOMOTIVE – 10th, 11th, 12th (Richardson High School ONLY)
Prerequisite – None One credit; full‐year course Note description for Electronics but electronic specialization for the automotive industry. Students will have the opportunity to train on advanced virtual software and electrical training software and hardware with the capstone project of the class to design and build a small electric car. (Special Note – Students have the option of selecting one of three Electronics courses for state credit; AC/DC Electronics CT7623, AC/DC Electronics/Robotics CT7627, or AC/DC Electronics/Automotive CT7705 dependent upon the student’s choice of career pathway. If a student enrolls in more than one of these courses, only local credit will be given for the selected additional course or courses). CT7702 AUTOMOTIVE TECHNOLOGY I: MAINTENANCE AND LIGHT REPAIR – 10th, 11th, 12th (Richardson High School ONLY)
Prerequisite – None Two credits; full‐year course Automotive Technology I: Maintenance and Light Repair includes knowledge of the major automotive systems
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and the principles of diagnosing and servicing these systems. This course includes applicable safety and environmental rules and regulations. Students will gain knowledge and skills in the repair, maintenance, and diagnosis of vehicle systems. This study will allow students to reinforce, apply, and transfer academic knowledge and skills to a variety of interesting and relevant activities, problems, and settings. The focus of this course is to teach safety, tool identification, proper tool use, and employability. MT7708 INTRODUCTION TO AIRCRAFT TECHNOLOGY – 9th, 10th, 11th, 12th (Berkner STEM Academy ONLY)
Prerequisite – None One credit; full‐year course Introduction to Aircraft Technology is designed to teach the theory of operation of aircraft airframes, powerplants, and associated maintenance and repair practices. Maintenance and repair practices include knowledge of the function, diagnosis, and service of general curriculum subjects, airframe structures, airframe systems and components, powerplant theory and maintenance, and powerplant systems and components of aircraft. Industry recognized professional licensures, certifications, and registrations are available for students who meet the requirements set forth by the accrediting organization. MT7706 AIRCRAFT AIRFRAME TECHNOLOGY – 10th, 11th, 12th (Berkner STEM Academy ONLY)
Prerequisite – Introduction to Aircraft Technology Two credits; full‐year course Aircraft Airframe Technology is designed to teach the theory of operation of aircraft airframes and associated maintenance and repair practices. Airframe maintenance and repair practices include knowledge of the function, diagnosis, and service of airframe structures, systems, and components of aircraft. CT7703 AUTOMOTIVE TECHNOLOGY II: AUTOMOTIVE SERVICE – 11th, 12th (Richardson High School ONLY)
Prerequisite – Automotive Technology I: Maintenance and Light Repair Two credits; full‐year course Instruction is designed to provide advanced occupational specific training for employment in the automotive technology and service career field. Second year instruction includes more specific laboratory experiences utilizing client or lab provided vehicles and advanced hands on experience in the areas of fuel systems, engines, power trains, emission systems, chassis, electrical systems, brakes, heating and air conditioning, manual transmissions, and suspension systems. Other components include customer relations, diagnostics, ethics, safety, cost estimations, interpretations of parts catalogues, online service repair agencies, and use of factory specified bulletins. MT7707 AIRCRAFT POWERPLANT TECHNOLOGY – 11th, 12th (Berkner STEM Academy ONLY)
Prerequisite – Introduction to Aircraft Technology Two credits; full year course Aircraft Powerplant Technology is designed to teach the theory of operation of aircraft and associated maintenance and repair practices. Powerplant maintenance and repair practices include knowledge of the theory, function, diagnosis, and service of powerplant, systems, and components of aircraft. Industry‐recognized professional licensures, certifications, and registrations are available for students who meet the requirements set forth by the accrediting organization.
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CT7710 PRACTICUM IN TRANSPORTATION SYSTEMS – 11th, 12th (Richardson High School ONLY)
Prerequisite – Automotive Technology II: Automotive Service Two credits; full‐year course Students receive on the job training in paid or non‐paid internships located either in the campus lab or in job experiences off campus whereby developing advanced knowledge and skills required to obtain additional certificates and advanced training in the transportation industry. MT7704 PRACTICUM IN TRANSPORTATION/AIRCRAFT SPECIALTY SYSTEMS – 11th, 12th (Berkner STEM Academy ONLY)
Prerequisite – Aircraft Powerplant Technology Two credits; full‐year course Students receive on‐the‐job training in paid or non‐paid internships located either on site in state of the art industrial aviation lab or in specific job training experiences off campus in all related aircraft industries. Course may be offered as a two‐block or three‐block course dependent upon student schedule, industry internship requirement, or need for certifications. CT7110 PROJECT‐BASED RESEARCH – 11th, 12th
Prerequisite – CTE Sequence Coursework in any cluster area One credit; full year course Project‐Based Research is a course for students to research a real‐world problem. Students are matched with a mentor from the business or professional community to develop an original project on a topic related to career interests. Students use scientific methods of investigation to conduct in‐depth research, compile findings, and present their findings to an audience that includes experts in the field. To attain academic success, students must have opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings.
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OTHERCTECOURSES CT7111 PROFESSIONAL INTERNSHIP PROGRAM (PIP) – 12th
Prerequisite‐ Teacher Recommendation; student application; interview with the PIP Coordinator; acceptance is determined in the spring of the junior year. One credit; one semester only This course is designed for high school seniors who have excelled in academic performance and have demonstrated leadership abilities. Students are given the opportunity to explore specific career interests by being matched with a mentor from the business or professional community in non‐paid internship training at various sites in the local community. Students develop a project on a topic related to their career internship by using scientific methods of investigation to conduct in‐depth research, and present their findings to an audience that includes experts in the field. Students must provide their own transportation to and from the internship. CT‐‐‐‐ APPLIED MATHEMATICS FOR TECHNICAL PROFESSIONALS – 11th, 12th
Prerequisite – Algebra 1 and Geometry Recommended One credit; full‐year course Applied Mathematics for Technical Professionals uses problem‐solving situations, hands‐on activities, and technology to extend mathematical thinking and engage student reasoning. Situations relating to technical applications provide students opportunities to make connections with mathematics and the workplace. In addition, students will learn the skills necessary to communicate using mathematics. Hands‐on activities will allow students to model, explore, and develop abstract concepts applicable to technical careers. This course can count as a math credit for graduation. CT7902 PARENTING EDUCATION FOR SCHOOL AGE PARENTS 1 – 9th, 10th CT7903 PARENTING EDUCATION FOR SCHOOL AGE PARENTS 2 – 11th, 12th
Prerequisite – Request services through the home school; must be a pregnant or a parenting student (see counselor) One‐half credit or one credit; one semester or one full year in 7th, 8th, 9th, 10th, 11th, 12th grades This state‐mandated program is designed to serve those Richardson Independent School District students who are pregnant and parenting. The program is structured to provide students with a supportive setting in which they have the opportunity to continue their studies and to participate in prenatal class instruction and pregnancy related services.
TECHNOLOGYAPPLICATIONSCOURSES 7822 TECHNOLOGY APPLICATIONS INDEPENDENT STUDY: DIGITAL AND INTERACTIVE MULTIMEDIA 2 – 10th, 11th, 12th
Prerequisite – Digital and Interactive Multimedia One credit; full‐year course This course is an advanced study for students desiring to acquire advanced skills applicable to multimedia professions. Students determine problem to be solved, form hypotheses, and develop strategies for task.
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Students are expected to use research strategies and a variety of electronic formats, including text, audio, video, and graphics.
7831 WEB DESIGN – 9th, 10th, 11th, 12th
Prerequisite – None One credit; full‐year course Students in this course will build interactive websites using current professional web development software. They will design and develop these websites featuring rich internet applications, XHTML coding, cascading style sheets, JavaScript, internet protocols, legal and ethical responsibilities, interactive multimedia animation and sound design, and alternate navigation techniques. Extensive website projects will include implementation of industry standards and code validation
‐‐‐‐ TECHOLOGY APPLICATIONS INDEPENDENT STUDY: WEB DESIGN 2 – 10th, 11th, 12th
Prerequisite – Web Design and instructor recommendation; Computer Science 1 recommended One credit; full‐year course Advanced study for students to create and edit www pages using web authoring tools. This course focuses on scripting, development of publishing strategies, information security, web animation, and the formation of digital technology into real products. Students work with district designers on campus web‐site design and maintenance.
7807 COMPUTER SCIENCE PRINCIPLES – 9th, 10th, 11th, 12th
Prerequisite – none One credit; full‐year course This course is designed as an entry‐level course for those students just beginning the study of computer science. Students will foster their creativity and innovation skills through opportunities to design, implement, and present solutions to real world problems. Students will create interactive stories, games, animations, algorithms, web pages, and effective user interfaces. Students will learn digital citizenship by researching current laws and regulations by practicing integrity and respect. Students also will gain an understanding of the principles of computer science through the study of technology operations and concepts. 7808 COMPUTER SCIENCE 1 – 9th, 10th, 11th, 12th
Prerequisite – Algebra 1 or concurrent enrollment in Algebra 1 One credit; full‐year course Computer Science I will foster students' creativity and innovation by presenting opportunities to design, implement, and present meaningful programs. In an object‐oriented environment students will design, code, test and debug computer programs to solve problems. Programming topics will include object‐oriented design, data types, variables, methods, encapsulation, control structures, iteration, algorithms, logical and relational operators, random numbers and one‐dimensional arrays. U7808 COMPUTER SCIENCE – ONRAMPS – 10th, 11th, 12th
Prerequisite – Algebra 1 (Algebra 2 or concurrent enrollment in Algebra 2 preferred)
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One credit; full year course Students who complete this course cannot take 7808 Computer Science 1. (Upon successful completion of this course, the student will receive both RISD credit for graduation and college credit from University of Texas.) Students will develop basic programming skills while focusing on the power and excitement of computing. This course will show how computing impacts nearly every aspect of life. Students will learn how computational thinking can help solve real‐world problems in varied fields such as forensics, social networking, and artificial intelligence.
7809 COMPUTER SCIENCE 2 – 10th, 11th, 12th
Prerequisite – AP Computer Science 1 and instructor recommendation One credit; full‐year course Computer Science 2 increases the understanding of object‐oriented programming started in Computer Science 1. Computer Science 2 includes topics needed for the AP Computer Science exam and can offer an alternative path to the AP Computer Science test. Topics include data structures, algorithm analysis, case study, inheritance, interfaces, regression, polymorphism and two‐dimensional arrays.
7815 COMPUTER SCIENCE 3 –11th, 12th
Prerequisite – Computer Science 2 or Computer Science 1 ‐ AP One credit; full‐year course Computer Science 3 reinforces and increases the depth of understanding of the basic concepts of Computer Science. It covers advanced programming concepts as an extension of the topics taught in Computer Science 2 and AP Computer Science. This includes data structures, access methods, recursive programming, software development and building a strong logic foundation.
7810 AP COMPUTER SCIENCE – 9th, 10th, 11th, 12th
Prerequisite – Geometry or concurrent enrollment in Geometry One credit; full‐year course This course prepares students to take the Computer Science A AP exam. Students learn to develop programs utilizing various problem‐solving skills and techniques. Topics include object‐oriented programming, data structures, control structures, repetition, algorithm analysis, and a case study. This course can count as a math credit. 7805 AP COMPUTER SCIENCE PRINCIPLES – 9th, 10th, 11th, 12th
Prerequisite – Algebra 1 with a strong foundation in basic algebraic concepts dealing with function notations One credit; full‐year course AP Computer Science Principles introduces students to the central ideas of computer science, inviting students to develop the computational thinking vital for success across multiple disciplines. This course is unique in its focus on fostering students to be creative and encouraging students to apply creative processes when developing computational artifacts. Students design and implement innovative solutions using an interactive process similar to what artist, writers, computer scientists and engineers use to bring ideas to life. This course prepares students for the AP Computer Science Principles exam.
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7834 TECHNOLOGY APPLICATIONS INDEPENDENT STUDY: COMPUTER SCIENCE 4–11th, 12th
Prerequisite – Computer Science 3, or Computer Science 2/Computer Science AP with instructor approval. One credit; full‐year course This course expands Computer Science 3 with the advanced study of object‐oriented programming. Possible topics include advanced graphics, new computer languages, server‐based applications and interactive web applications. Large projects, project planning and team programming will be a major emphasis. Students in this course may elect to complete the Java Programming Certification with instructor approval.
7827 GAME PROGRAMMING AND DESIGN – 9th, 10th, 11th, 12th
Prerequisite – Algebra I One credit; full‐year course This course will provide students with opportunities to design, implement, and present meaningful programs through a variety of media. Through data analysis, students will include the identification of task requirements, plan search strategies, and use programming concepts to access, analyze, and evaluate information to design games. Students will create a storyboard, write programs, create backgrounds, sound mechanics, write game rules, evaluate and test the finished game project. Students will also demonstrate an understanding of artificial intelligence whereby developing and implementing artificial intelligence. Students will also explore and understand safety, legal, cultural, and societal issues relating to digital citizenship.
OTHERELECTIVES 9112 AP SEMINAR – CAPSTONE – 10th, 11th, 12th
Prerequisite – None One credit; full year course This foundational course is the first of two courses and provides students with opportunities to think critically and creatively, research, explore, pose solutions, develop arguments, collaborate, and communicate using various media. Students explore real‐word issues through a cross‐curricular lens and consider multiple points of view to develop deep understanding of complex issues as they make connections between these issues and their own lives. Students read articles, research studies and foundation/philosophical texts; listen to and view speeches, broadcasts, and personal accounts; and experience artistic and literary works to gain a rich appreciation and understanding of issues. Teachers have the flexibility to choose appropriate themes that allow for deep exploration based on student interests, local and civic issues, global or international topics, and concepts from other AP courses. 9113 AP RESEARCH – CAPSTONE – 11th, 12th
Prerequisite – AP Seminar ‐ Capstone One credit; full year course AP Capstone is an innovative diploma program from the College Board that equips students with the independent research, collaborative teamwork, and communication skills that are increasingly valued by colleges. AP Capstone is built on the foundation of two AP courses – AP Seminar and AP Research – and is designed to complement and enhance the in‐depth, discipline‐specific study experienced in other AP courses.
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In AP Seminar, students investigate real‐world issues from multiple perspectives, gathering and analyzing information from various sources to develop credible and valid evidence‐based independent research in order to produce and defend a scholarly academic paper. 9093 RICHLAND DUAL CREDIT AM BLOCK – 11th, 12th 9097 RICHLAND DUAL CREDIT PM BLOCK – 11th, 12th (Endorsement dependent on course taken) These courses – both academic and CTE – allow high school students to simultaneously earn high school and college credit courses at the Richland College campus. While some courses are offered in the morning (first three periods of the high school academic day), others will be offered in the afternoon (last three periods of the high school academic day). All courses on the Richland College campus will include Richland College students. These courses are tuition free; however students must purchase textbooks for courses being offered on the Richland campus. Students, along with their counselors, must register for these courses directly with Richland College. A TSI qualifying score is required for the dual credit classes, unless it is a CTE course. See Appendix D for TSI exemptions and assessment scores. 9101 AVID – 9th 9102 AVID – 10th 9103 AVID – 11th 9104 AVID – 12th
Prerequisite – application and acceptance into the program, simultaneous enrollment in at least one Pre‐AP course and/or AP course One credit; full year course The AVID class addresses key elements in college preparation: academic survival skills, college entry skills, tutorials, motivational activities, and career and college exploration. Additionally students will improve their oral communication skills through presentation and Socratic Seminar, participate in writing to learn activities, including note taking, learning logs, and essay writing, prepare for college entrance examinations, including the SAT and ACT, and complete and present a multi‐grade level portfolio of their work.
9071 COLLEGE AND CAREER READINESS PREP – 11th, 12th M9071 COLLEGE AND CAREER READINESS PREP – 11th, 12th (Berkner High School STEM Magnet ONLY)
Prerequisite – Seniors with approval from Principal One credit; full year course College and Career Readiness Prep course is designed to equip students with the knowledge, skills, and abilities necessary to be active and successful learners in future college and career endeavors. Students will examine learning strategies that are proven to lead to academic success such as goal‐setting, effective time management, handling stress, note‐taking, active reading, test‐taking strategies (PSAT/SAT/ACT), and conducting research. This course provides the means and training for students to research financial scholarships and grant opportunities, complete applications and explore technical schools, colleges and universities. This course will help students meet post‐secondary educational opportunities. 9110 COLLEGE PREPARATORY COURSE ENGLISH LANGUAGE ARTS – 12th
Prerequisite – none
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One credit; full year course Purpose: Texas HB 5 (section 28) – Each school district shall partner with at least one institution of higher education to develop and provide courses in college preparatory mathematics and English language arts. This course is designed to increase the college readiness of current high school students in English Language Arts. This course covers the ten Student Learning Objectives (SLO’s) as defined by the state of Texas for indicating college readiness in English (Integrated Reading and Writing). In addition, this course aligns with the Texas College and Career Readiness Standards (CCRS) in the areas of writing, reading and research. This course is also in compliance with multiple Texas Essential Knowledge and Skills (TEKS) for English Language Arts and Reading, specifically English III and English IV. 9111 COLLEGE PREPARATORY COURSE MATHEMATICS – 12th
Prerequisite – none One credit; full year course Purpose: Texas HB 5 (section 28) – Each school district shall partner with at least one institution of higher education to develop and provide courses in college preparatory mathematics and English language arts. This course is designed to increase the college readiness of current high school students in Mathematics. 9074 ADVANCED STUDY SKILLS – 11th, 12th M9074 ADVANCED STUDY SKILLS – 11th, 12th (Berkner High School STEM ONLY) Prerequisite – Enrollment in 3 or more AP and/or Dual Credit Courses No credit; full year In preparation and support for AP and Dual Credit courses, self‐motivated students may take this course to assist with study time. Students will be assigned to a teacher and/or computer lab to work on multiple advanced courses. PE5337 ARMY JUNIOR ROTC 1 – 9th, 10th, 11th, 12th (Berkner High School ONLY) 5401 ARMY JUNIOR ROTC 2 –10th, 11th, 12th (Berkner High School ONLY) 5402 ARMY JUNIOR ROTC 3 –11th, 12th (Berkner High School ONLY) 5403 ARMY JUNIOR ROTC 4 –12th (Berkner High School ONLY)
Prerequisite – None One credit; full‐year course Army JROTC focuses on the development of better citizens and leaders in an interactive environment. Students learn to appreciate ethical values, develop leadership potential, think logically and communicate effectively both orally and in writing. While learning to be members of a team, the student also learns about the importance of physical fitness and will develop mental management abilities. 9001 LEADERSHIP TRAINING PROGRAM (STUDENT LEADERSHIP) – 11th, 12th
Prerequisite – Application, teacher recommendation and interview One credit; full year course This course is designed for high school juniors and seniors who are presently in leadership positions or who aspire to these positions. These students have excelled in academic performance and have demonstrated some leadership abilities in their school career. Students will be given training and practice goal setting, project planning, team building, and evaluation to help them develop their potential as leaders.
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9072 RICHARDSON YOUTH LEADERSHIP PROGRAM – 11th Prerequisite – Application and limited enrollment No‐credit; full year course (does not count toward graduation but appears on the student’s AAR) Leadership Richardson Alumni Association, in cooperation with the Richardson ISD offers this non‐credit to provide leadership training to RISD 11th graders in order to develop an awareness and understanding of the dynamics of the highly complex, rapidly changing technological society we live in. During a period of six months, participants will spend one afternoon per month (school‐excused absence, but work must be made up) at various businesses in the Richardson area. Participants are involved in activities designed to enhance their leadership and team building skills. Through interaction with a wide range of respected business and civic leaders, the participants develop an understanding of our community needs and the challenges facing them as future leaders. Upcoming juniors are eligible to apply in the spring of their sophomore year. See counselor for application.
5535 PALS 1 (PEER HELPING) – 11th, 12th
Prerequisite – Advisory Committee Approval One‐half credit, one semester; or one credit, full year course This course is a program in which high school students selected by their peers are trained to work as peer facilitators with students on their own campus, and/or in feeder junior high and elementary schools. Students are trained in a variety of helping skills which will enable them to assist other students in having a more positive and productive school experience. The course provides practical knowledge and skills for addressing dropouts, substance abuse, violence prevention, depression, absenteeism, and other areas of concern. 5536 PALS 2 (PEER MEDIATION) – 11th, 12th
Prerequisite – Approval of course instructor. One‐half credit, one semester; or one credit, full year course PALS 2 incorporates all of the TEKS of PALS 1 with emphasis on peer mediation; conflict resolution; violence prevention; and community service. The peer mediators will assist feeder schools in the implementation and management of peer mediation teams. This course provides practical knowledge and skills as well as actual field experience for students potentially interested in careers in dispute resolution and other helping professions. 5538 PEER TUTOR 1 – 9th, 10th, 11th, 12th 5539 PEER TUTOR 2 – 9th, 10th, 11th, 12th 5540 PEER TUTOR 3 – 10th, 11th, 12th 5541 PEER TUTOR 4 – 10th, 11th, 12th
Prerequisite – Approval of course instructor One‐half credit; one semester Peer Tutor is designed to promote an inclusive educational environment for at‐risk and special education inclusion students. Peer Coaching for Students is a course where positive peers make a positive impact in their fellow peer’s lives. It provides students the opportunity to develop leadership skills. The general and special education teachers collaborate and develop learning strategies, activities, and projects for students with disabilities based from student’s individualized education plans to master the TEKS. The peer coaches obtain initial training in confidentiality for one week and continuous mini sessions throughout the semester. Peer coaches will assist general and special education teachers to develop innovative ways to learn. Ultimately the peer coach strives to motivate fellow students to reach for higher goals.
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SPECIALEDUCATION
SPECIAL EDUCATION COURSES Placement in any Special Education class is dependent on eligibility and the decision of the Admission, Review, and Dismissal (ARD) Committee. Placement and course selections are reviewed, at a minimum, on an annual basis. Specific goals and objectives are developed based on the student’s present levels of academic and functional performance Modified Courses Modified courses are aligned with general education curriculum in the corresponding grade levels. Students are exposed to the same Texas Essential Knowledge and Skills (TEKS) as their general education peers with changes to student expectations and levels of mastery. Modified coursework differs from non‐modified coursework in instructional delivery, pacing, and assessment. It is the responsibility of the ARD committee to determine student placement in modified coursework, as well as determination of the appropriate state assessment in each specific subject area. Some modified coursework may not be used to satisfy course requirements towards an Endorsement. Alternate Courses Alternate courses are locally developed courses that reflect the prerequisite skills appropriate to the student’s current academic functioning along with alignment to grade level standards in each subject area. Coursework within the alternate class reflects individual student needs. Alternate coursework differs from non‐modified and modified coursework in instructional delivery, and focuses on prerequisite skill content based on the student’s goals and objectives within the IEP. It is the responsibility of the ARD committee to determine student placement in alternate coursework, as well as determination of the appropriate state assessment for the student. Some alternate coursework may not be used to satisfy course requirements towards an Endorsement. Locally Developed Courses Locally developed courses are approved by the Richardson Independent School District in those situations where substantial alterations of authorized courses, or new offerings, are required to more appropriately meet the educational needs of students served in special education. Locally developed courses are developed to effectively support the intent of the designated course of instruction, but may or may not retain the original integrity of the course assigned TEKS. The Special Education Department supports locally developed courses as a means to further develop and cultivate the unique talents, interests, needs and abilities of students with disabilities and to foster educational improvement and excellence through innovative course development at the local level. Locally developed course credits may be applied toward graduation upon the receipt of 22 traditional credits on their official transcript. The following courses could be taught in either a general education or special education setting. PE5052 RECREATION AND LEISURE A – 9th PE5053 RECREATION AND LEISURE B – 9th PE5054 RECREATION AND LEISURE A – 10th PE5055 RECREATION AND LEISURE B – 10th PE5056 RECREATION AND LEISURE A – 11th
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PE5057 RECREATION AND LEISURE B – 11th PE5058 RECREATION AND LEISURE A – 12th PE5059 RECREATION AND LEISURE B – 12th One‐half credit; one semester The Recreation and Leisure course is designed to help the student recognize a variety of individual interests, hobbies and abilities. Students will develop leisure activities that foster continued personal growth.* 7353, 73532, 73533 JOB SKILLS – 9th 7354, 73542, 73543 JOB SKILLS – 10th 7355, 73552, 73553 JOB SKILLS – 11th 7556, 75562, 75563 JOB SKILLS – 12th One‐half credit to three credits; one semester or full year Locally Developed Course Job Skills prepares students to enter the job market through a study of employment issues including: recognizing what skills define particular jobs; the application processes; recognizing interests, individual attributes to enhance employability, ways to locate jobs, using community services/resources to aid employment.* 9053, 90532, 90533 LIFE SKILLS – 9th 9054, 90542, 90543 LIFE SKILLS – 10th 9055, 90552, 90553 LIFE SKILLS – 11th 9158, 91582, 91583 LIFE SKILLS – 12th One‐half credit to three credits; one semester or full year Locally Developed Course The areas of instruction include vocational, social and independent living skills.* 9153 SOCIAL SKILLS/PROBLEM SOLVING ‐ 1 – 9th 9154 SOCIAL SKILLS/PROBLEM SOLVING ‐ 1 – 10th 9155 SOCIAL SKILLS/PROBLEM SOLVING ‐ 1 – 11th 9157 SOCIAL SKILLS/PROBLEM SOLVING ‐ 1 – 12th One‐half credit to three credits; one semester or full year Locally Developed Course The areas of instruction include self‐awareness and confidence, socially responsible behavior, interpersonal skills, independence, problem solving, and communication. Emphasis is placed on daily living skills and school to career skills.* 7357, 73572, 73573 ON THE JOB TRAINING – 11th 7558, 75582, 75583 ON THE JOB TRAINING – 12th One‐half to three credits; one semester or full year Locally Developed Course This area of instruction is provided in a part‐time or full‐time competitive job in the community. The student enrolled in On the Job Training will provided an opportunity to develop skills related to awareness, career exploration, work habits, community resources, social skills, and general vocational skills. Placement in this class is an ARD decision and changes instruction to Vocational Adjustment Class (VAC).* 1550 FUNDAMENTALS OF READING 1 – 9th, 10th, 11th, 12th
One credit; full year course This course offers intensive intervention for students who have severe reading weaknesses. The primary focus of the instruction is phonemic awareness, phonics concepts, comprehension and essential word‐attack skills. Students identified for participation in the course have demonstrated deficits in foundational literacy skills and require specialized instruction and targeted interventions for skill development.
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1559 FUNDAMENTALS OF READING 2 – 9th, 10th, 11th, 12th
One credit; full year course Prerequisite – Fundamentals of Reading 1 This course offers intensive intervention for students who have severe reading weaknesses. The primary focus of the instruction is phonemic awareness, phonics concepts, comprehension and essential word‐attack skills. Students identified for participation in the course have demonstrated deficits in foundational literacy skills and require specialized instruction and targeted interventions for skill development. 1650 FUNDAMENTALS OF READING 3 – 9th, 10th, 11th, 12th
One credit; full year course Prerequisite – Fundamentals of Reading 2 This course offers intensive intervention for students who have severe reading weaknesses. The primary focus of the instruction is phonemic awareness, phonics concepts, comprehension and essential word‐attack skills. Students identified for participation in the course have demonstrated deficits in foundational literacy skills and require specialized instruction and targeted interventions for skill development.
NON‐CREDITCOURSESGRADES9‐12
The following courses do not earn credit toward graduation. • CHEERLEADER—non‐credit in spring semester • MATH LAB • RICHARDSON YOUTH LEADERSHIP PROGRAM
ADVANCED STUDY SKILLS
LANGUAGE SCIENCE ASSISTANTS: • COMPUTER ASSISTANT • LAB ASSISTANT • LIBRARY ASSISTANT • OFFICE ASSISTANT • TEACHER AIDE
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APPENDIX
Appendix A
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APPENDIXA:TEA/UILCriteriaForEligibilitytoParticipateinExtra‐CurricularActivities
This information is taken in part from TEA‐UIL Side by Side 2010‐2011, a document which provides member schools notice of TEA/SBOE regulations which relate to UIL and all other extra‐curricular activities sponsored or sanctioned by the school district. This condensed information is not meant to serve as a complete resource guide. The complete document is retained by principals, counselors, and UIL academic/fine arts coordinators and sponsors/coaches. For other questions contact:
Athletics: Dr. Susan Elza, Director of Athletics; [email protected]
Music: Brad Kent, Director of Music; [email protected]
Academics: David Stevens, Director of Academics; [email protected]
Policy: Dr. Jamey Harrison, Deputy Director; [email protected] For additional information also see: http://www.utexas.edu/admin/uil/admin/side/acad.html. Do not contact Texas Education Agency, as the Commissioner of Education has instructed Agency staff to refer all calls to UIL. For additional information, contact your coach/teacher or RISD Athletic Director. ACADEMIC REQUIREMENTS ~ RISD uses a nine week grading period. However, per UIL/TEA, eligibility for the first grading period of the year is determined after the first six weeks. 1. What standards determine academic eligibility for UIL activities for the first grading of the school
year? UIL participants are eligible to participate in contests during the first six‐weeks of the school year provided the following standards have been met:
Students beginning grades nine and below must have been promoted from the previous grade prior to the beginning of the current school year.
Students beginning their second year of high school must have earned five credits which count toward state high school graduation requirements.
Students beginning their third year of high school either must have earned a total of ten credits which count toward state high school graduation credits or have earned a total of five credits which count toward state high school graduation requirements during the 12 months preceding the first day of the current school year.
Students beginning their fourth year of high school either must have earned a total of 15 credits which count toward state high school graduation credits or have earned a total of five credits which count toward state high school graduation requirements during the 12 months preceding the first day of the current school year.
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Exceptions:
a) When a migrant student enrolls for the first time during a school year, all criteria above applies. All other students who enroll too late to earn a passing grade for a grading period are ineligible.
b) High school students transferring from out‐of‐state may be eligible the first grading period of
the school year if they meet the criteria cited above or school officials are able to determine that they would have been eligible if they had remained in the out‐of‐state school from which they are transferring.
2. What standards determine academic eligibility for UIL activities after the first six weeks of the
school year?
A student who receives, at the end of any grading period (after the first six weeks of the school year), a grade below 70 in any class (other than an identified class eligible for exemption) or a student with disabilities who fails to meet the standards in the Individual Education Plan (IEP) may not participate in extracurricular activities for three school weeks. An ineligible student may practice or rehearse, however. The student regains eligibility after the seven calendar day waiting period has ended following a grading period or the three school week evaluation period when the principal and teachers determine that he or she has earned a passing grade (70 or above) in all classes, other than those that are exempted.
3 What is the Student Success Initiative (SSI) and how does it impact academic eligibility for the first
six weeks of the school year?
Enacted by the 76th Texas Legislature in 1999 and amended in the 81st session in 2009 to include an accelerated instruction provision, the Student Success Initiative (SSI) grade advancement requirements apply to the STAAR reading and mathematics tests at grades 5 and 8. As specified by these requirements, a student may advance to the next grade level only by demonstrating proficiency on these tests or by completing all accelerated instruction required by the grade placement committee (GPC), and having the next school year given additional accelerated instruction during the course of the year.
To assist districts and charter schools in meeting the accelerated instruction provision after the third administration of the test, TEA is allowing districts and charter schools to apply for an expedited waiver to adjust the timeline for providing accelerated instruction to students who fail the third administration. If you have questions or need further clarification about this information, please contact the Student Assessment Division or the State Waiver Unit at TEA. The GPC would determine if a student advanced through this process would be considered as “promoted” or “placed” for purposes of academic eligibility for the first six weeks of the school year under No Pass, No Play requirements. If the GPC places the student into the next grade, regardless of when the decision is made, the student in question is academically ineligible for the first six weeks of school. If the student is passing all courses at the end of the first six weeks (other than identified honors courses), the student can regain academic eligibility after the seven calendar day grace period.
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If, prior to the first day of school, the GPC promotes the student to the next grade, the student is academically eligible. If the GPC promotes the student to the next grade on or after the first day of school, the student in question is academically ineligible for the first six weeks of school. If the student is passing all courses at the end of the first six weeks (other than identified honors courses), the student can regain academic eligibility after the seven calendar day grace period.
4 How many physical education credits may be counted in the credit requirements for academic
eligibility the first six weeks of the school year?
a. Students may count only credits that may be applied toward state graduation requirements. Students are required to take one (1) unit in Physical Education (PE) toward state graduation requirements, but may take additional PE credit s as electives.
5 If students enroll in grade 9 for the first time at the beginning of the second semester, how many credits must they have to play football during the first six weeks of the following school year?
a. At least two and one‐half credits.
6 Are elementary/junior high students subject to no‐pass, no‐play provisions?
a. Yes. State law for eligibility applies to all grade levels for extra‐curricular activities. In the case of UIL activities, a student who is retained for any reason in grade 8 is not eligible for the first six weeks of the following school year. A student who is academically promoted due to summer school or credit‐by‐exam (TEC §28.023) regains eligibility for the first six weeks of the school year.
7 May students earn credits in summer school or correspondence courses to meet requirements for extra‐curricular eligibility?
a. Yes. Credits earned prior to the first day of the school year in summer school, in correspondence courses, or by passing credit‐by‐examination may be used to determine eligibility for extra‐curricular activities.
8 Are 7th and 8th grade students eligible to participate in UIL activities the first six weeks of the school year if they were held back on parental request, even though the student has passed all subjects and would otherwise have been promoted?
a. No. These students are ineligible for the first six weeks because they were not promoted from one grade level to the next.
b. A student held back one year in the 7th or 8th grade for athletic purposes shall lose the fourth year of eligibility after entering the 9th grade. A student held back for two years for athletic purposes shall lose the third and fourth years of eligibility after entering the 9th grade. One of the determining factors used in determining why a student repeats grades is an examination of the student’s grades. Parents should be notified that it is likely that their child will be subject to the consequences listed above if the student was ready to be
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academically promoted.
9 What standards determine the eligibility of special education students?
a. Academic Standards for the First Six‐Weeks of the School Year: The ARD Committee determines and specifies in the IEP (Individual Education Plan) what a student must achieve to be promoted or placed into the next grade level. The ARD Committee also determines the number of credits needed to be eligible for UIL activities during the first six weeks of the school year.
b. Academic Standards for Weeks 7‐36: A special education student is eligible if his/her IEP requirements have been met. If a student who has received a failing grade is later referred for special education and found eligible for special education services, the ARD Committee cannot restore the student’s eligibility for extra‐curricular activities. In accordance with state law, the ARD Committee will specify what the IEP requirements will be for the upcoming grading period, and the student will immediately begin work towards achievement of the IEP requirements. At the end of that grading period, the student would be eligible if the requirements of the IEP are met.
c. Full Time Status: For UIL activities, the ARD Committee determines the number of courses a special education student must be enrolled in to be eligible, based on the student’s individual educational needs.
d. 504 Eligibility: Eligibility standards for students identified as disabled under Section 504 are the same as for regular education students. However, Section 504 students are to be considered for IDEA eligibility if the Section 504 committee determines that because of his/her disability, the student cannot master the essential knowledge and skills in order to meet the regular academic standards as identified in §33.081 of the Education Code (i.e., the “No Pass No Play” law). If a Section 504 student meets the eligibility requirements to be served as a special education student, the information provided above applies in determining his/her eligibility.
SEMESTER GRADES ~ Schools with traditional 6 week grading periods and 18‐week semesters must continue to use the third six‐week grade of the first semester to determine eligibility since the law requires eligibility to be based on the previous grading period during the school year.
ENROLLMENT REQUIREMENTS ~ 1. How many classes must an RISD student be enrolled in to be a full‐time student?
According to RISD policy, a student must be enrolled in classes for at least five (5) hours per day [EED (LOCAL)]. Any “credit course” counts.
2. Can a college course be counted among the classes necessary for a student to be considered full‐time for participation in extra‐curricular activities?
Yes. TAC §74.25 Students must be receiving high school credit for the course to be counted toward the five hours of class per day.
3. May a student enroll in more than one physical education class in the same school day?
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The Texas Administrative Code does not prohibit a student from enrolling in any number of state approved courses. However, UIL rules specifically prohibit students from being enrolled in more than one physical education and/or athletic class; Exception: PE Substitute: JROTC, Cheerleading, Drill Team, Marching Band.
ADVANCED CLASSES IDENTIFIED FOR NO‐PASS, NO‐PLAY EXEMPTION ~ Advanced classes are identified on the following pages. By state standards a grade less than 70 in any of the identified advanced classes (grades 7‐12) does not affect a student’s eligibility. 1. If a student drops an exempt class with a grade lower than 70, is the student ineligible?
No. Dropping an exempt class with a failing grade does not cause loss of eligibility because the class is “exempt” from no‐pass, no‐play. Dropping an exempt class which is exempted for no‐pass, no‐play does not cause loss of eligibility unless full‐time status is affected. (RISD policy requires at least 5 state and local credit‐bearing courses for full‐time status.)
DROPPING A CLASS WITH A FAILING GRADE ~ A student may not drop a class in which he/she has a failing average later than the end of the first four weeks of the class without it being considered a failing grade for eligibility purposes. Dropping a class with a grade lower than 70 at the end of a grading period causes a student to lose eligibility until seven calendar days after the end of the three school‐week evaluation period. Dropping a class with a grade lower than 70 after the 4th week into the course causes the student to lose eligibility for the next three school‐week evaluation period.
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TEA/UIL Advanced Courses No‐Pass, No‐Play Exemptions 2016‐2017 School Year
Senate Bill 1517, allows exemptions for students enrolled in certain advanced courses from the requirement that the student be suspended from participation in extracurricular activities for receiving an unsatisfactory grade. The following are identified as honors classes as referred to in the Texas Education Code §33.081 (d) (1):
All College Board Advanced Placement courses.
Dual Credit courses in English language arts, Languages Other Than English, Mathematics, Science, and Social Studies.
Precalculcus
Language Other Than English Level, IV‐VII
Prior to the start of the school year, districts may identify additional honors courses in the subject area of English language arts, mathematics, science, social studies, economics or languages other than English. RISD has identified the additional courses for the 2012‐2013 school year as shown on the chart on the following page:
For information on non‐UIL activities please see the TEA UIL Side by Side at www.uiltexas.org.
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2015‐16 List of Courses Exempt from the No Pass – No Play Rules
Advanced Placement and International Baccalaureate (in All Disciplines)
Dual Credit(ELA, Math, Sci., Soc. Studies, Econ. LOTE)
Honors (ELA, Math, Sci., Soc. Studies, Econ. LOTE)
AP English 3 AP English 4 AP Seminar
Composition I and II (English 4)World Lit 2332 (English 4) World Lit 2333 (English 4) British Lit 2322 (English 4)
Language Arts 7 Pre‐APLanguage Arts 8 Pre‐AP English 1 Pre‐AP English 2 Pre‐AP
AP Statistics AP Calculus AB AP Calculus BC
College Algebra Calculus I and II
Precalculus Precalculus ‐ Pre‐AP Math 7 Pre‐AP Math 8 Pre‐AP (Algebra 1) Algebra 1 Pre‐AP Algebra 2 Pre‐AP Geometry Pre‐AP
AP Biology AP Chemistry AP Physics 1 AP Physics 2 AP Physics C AP Environmental Science
Fundamentals of Astronomy General Introductory Astronomy College Physics I
Science 7 Pre‐AP Science 8 Pre‐AP Biology Pre‐AP Chemistry Pre‐AP Physics Pre‐AP Anatomy & Physiology (Honors)
AP Human Geography AP World History Studies AP U.S. History AP U.S. Government & Politics AP Macroeconomics AP European History AP Psychology
Federal Government (American Government) Intro. To Psychology Intro. To Sociology Principles of Economics I History US Western Civilization (European History) Macroeconomics
Social Studies 7 Pre‐AP Social Studies 8 Pre‐AP
AP Spanish Language – 8th AP Spanish Language AP Spanish Literature AP French Language AP German Language AP Japanese Language and Culture AP Latin ‐ Vergil
Beginning Spanish Conversation Beginning Spanish I and II Intermediate Spanish I and II Beginning French I and II Intermediate French I and II Beginning Japanese I and II Intermediate Japanese I and II Beginning German I and II Intermediate German I and II
Spanish 3 Pre‐AP (7‐8) Spanish 2 and 3 – Pre‐AP (9‐12) Spanish 4 Spanish, French, German and Japanese ‐ Language Enrichment (Honors) French 2 and 3 – Pre‐AP German 3 – Pre‐AP Japanese 3 – Pre‐AP Latin 3 – Pre‐AP
AP Art Drawing AP Art History AP Two‐Dimensional Design Portfolio
AP Three Dimensional Design Portfolio
AP Music Theory AP Computer Science
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APPENDIXB:NCAAEligibilityandNCAAEligibilityCenter
What is the NCAA? The National Collegiate Athletic Association is a member‐led organization dedicated to the well‐being and lifelong success of college athletes. For more information about the NCAA, please go to www.NCAA.org. What is the NCAA Eligibility Center? The NCAA Eligibility Center certifies the academic and amateur credentials of all college‐bound student‐athletes who wish to compete in NCAA Division I or II athletics. To assist with this process, the Eligibility Center staff is eager to foster a cooperative environment of education and partnership with high schools, high school coaches and college‐bound student‐athletes. Ultimately, the individual student‐athlete is responsible for achieving and protecting his or her eligibility status. Eligibility Center Contact Information 877‐262‐1492 NCAA Eligibility Center: Certification Processing PO Box 7136 Indianapolis, IN 46207‐7136 Package or overnight delivery: Certification Processing 1802 Alonzo Watford Sr. Drive Indianapolis, IN 46202 Web Address: www.eligibilitycenter.org
Steps to Achieving Your Eligibility Freshmen and Sophomores Start planning now! Work hard to get the best grades possible. Take classes that match your school’s list of NCAA courses You can receive your school’s list of NCAA courses at www.eligibilitycenter.org
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Juniors At the beginning of your junior year, register at www.eligibilitycenter.org and complete the
amateurism questionnaire. Register to take the ACT, SAT or both and use the Eligibility Center code (9999) as a score recipient. Double check to make sure the courses you have taken match your school’s list of NCAA courses. Ask your guidance counselor to send an official transcript to the NCAA Eligibility Center after
completing your junior year. If you have attended more than one high school, the NCAA Eligibility Center will need official transcripts from all high schools attended. (The Eligibility Center does NOT accept faxed transcripts or test scores.)
Prior to registration for classes for your senior year, check with your guidance counselor to determine the amount of core courses that you need to complete your senior year.
Seniors Take the SAT and/or ACT again if necessary. The Eligibility Center will use the best scores from each
section of the ACT or SAT to determine your best cumulative score. Continue to take college prep courses. Check the courses you have taken to match your school’s list of NCAA courses. Review your amateurism questionnaire responses and request final amateurism certification on or
after April 1 (for fall enrollees) or October 1 (for spring enrollees). Continue to work hard to get the best grades possible. Graduate on time (in eight academic semesters). After graduation, ask your guidance counselor to send your final transcript with proof of graduation.
Confirmation Form (formerly Form 48-H)
NCAA Approved Core-Courses for Initial Eligibility
The NCAA has approved the following courses for use in establishing the initial‐eligibility certification status of student‐athletes from this school. Some course titles may begin with one of the following prefixes. These prefixes are defined as follows: The NCAA has approved the following courses for use in establishing the initial‐eligibility certification status of student‐athletes from RISD schools. Some course titles may begin with the following prefix. This prefix is defined as follows:
= Only students who have received proper NCAA approval for their diagnosed learning disability may receive credit for these approved courses.
Courses designated with a '=' symbol are courses that may be used only by students with a diagnosed disability. Please note, not all high schools will have courses with this designation. Also, in order for a student to receive credit for a course designed for students with disabilities, the student must have provided verification of his or her disability status by presenting to the NCAA Eligibility Center either: (1) a nonstandard ACT or SAT score; or (2) notice of disability designation by the NCAA Disability Services staff.
NOT OFFICIAL (MUST MAIL YOUR SCHOOL FORM)
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NCAA legislation permits a student to receive credit for a core course only one time. As a result, if a student repeats a core course, the student will only receive credit once for the core course, and the highest grade earned in the course will be included in the calculation of the student's core course grade point average. Likewise, if a student completes a course that is duplicative in content with another core course, the student will only receive credit for one of the duplicative courses, and the course with the highest grade earned will be included in the calculation of the student's core course grade point average.
IMPORTANT NOTE: The NCAA has adopted a new standard for initial‐eligibility. Computer science courses cannot be used to fulfill core course requirements for student‐athletes first entering a collegiate institution on or after August 1, 2005.
English
=COMMUNICATION APPLICATIONS/Modified =CREATIVE/IMAG WRITING/ Modified =DEBATE 1/ Modified =ENGLISH 1/ Modified =ENGLISH 2/ Modified =ENGLISH 3/ Modified =ENGLISH 4/ Modified =SPEECH COMM/ Modified COMMUNICATION APPLICATION (COMMAPP) CREATIVE/IMAG WRITING DEBATE 1 DEBATE 2 DEBATE 3 ENGLISH 1 ENGLISH 1/PRE-AP ENGLISH 2 ENGLISH 2/PRE-AP ENGLISH 3 ENGLISH LANGUAGE 3/AP ENGLISH 4 ENGLISH LITERATURE 4/AP PUBLIC SPKG 1 PUBLIC SPKG 2 PUBLIC SPKG 3
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Social Science
=ECONOMICS/Modified US GOVT =US GOVT/ Modified US GOVT/AP =US HISTORY/ Modified US HISTORY =WORLD GEOG STUDIES/ Modified US HISTORY/AP/IB =WORLD HIST STUDIES/ Modified US HISTORY/PRE-AP AM CULTURE/H WORLD GEOG STUDIES AP HUMAN GEOGRAPHY WORLD GEOGRAPHY/PRE-AP ECON/FREE ENTERPRISE (ECO-FE) WORLD HIST STUDIES ECON/MACRO/AP WORLD HIST STUDIES/AP ECON/MICRO/AP WORLD HIST STUDIES/H EURO STUDY/AP/IB (EUHIST/AP) WORLD HIST STUDIES/PRE-AP INTRO/LAW 1 INTRO/LAW 2 MACROECON/H/AP PSYCHOLOGY PSYCHOLOGY/AP SOCIOLOGY SPTSS: AM CULTURE STUDIES SS PROB/ADV/CURR ISS (SS/ADV) SS PROB/ADV/CURR ISS/H (SS/ADV) SS PROB/ADV/MOD GL PERS (SS/ADV) SS PROB/ADV/PRELAW (SS/ADV) STSS LAW 2 STSS: AM CULTURE STUDIES (SPTSS4) STSS: LAW 1&2 (SPTSS) STSS: STREET LAW (SPTSS3) STSS: TX CRIMINAL LAW (SPTSS2)
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Mathematics
=ALGEBRA 1/ Modified =ALGEBRA 2/ Modified =GEOMETRY/ Modified ALGEBRA 1 ALGEBRA 1/PRE-AP ALGEBRA 2 ALGEBRA 2/PRE-AP ALGEBRA 3 - INSTUMTH ANALY GEOM CALC AB/AP/IB CALC BC/AP/IB ENGINEERING MATHEMATICS GEOMETRY GEOMETRY/PRE-AP PRECALCULUS PRECALCULUS/H/PRE-AP PROB/STATS STATISTICS/AP
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Natural/Physical Science (X=lab requirement)
=PHYS SCIENCE/Modifield X MEDICAL MICROBIOLOGY =AQUATIC SCIENCE/ Modifield X PATHOPHYSIOLOGY X =ASTRONOMY/ Modifield X PHYS SCIENCE X =BIOLOGY 1/ Modifield X PHYSICS 1 X =CHEMISTRY 1/ Modifield X PHYSICS 1/AP X =ENVIR SCIENCE/ Modifield X PHYSICS 2 X =ENVIRSYS/ Modifield X PHYSICS 2/AP/IB X =GEOLOGY/ Modifield X PHYSICS/H/PRE-AP X =GEOLOGY/METEOROLOGY/OCEANOGRAPHY/ Modifield
X
=GEOLOGY/METEOROLOGY/OCEANOGRAPHY/S(GMO) X SCIENTIFIC RESEARCH & DESIGN (SCI/R&D) X =INTEGRATED PHYSICS/CHEM/ Modifield X X =MARINE SCIENCE/ Modifield X =PHYSICS/ Modifield X ANAT/PHYS (PHYS/ANT) X ANAT/PHYS/H/PRE-AP X AQUATIC SCIENCE (MAR SCI) X ASTRONOMY X BIOLOGY 1 X BIOLOGY 2 X BIOLOGY/AP X BIOLOGY/PRE-AP X CHEMISTRY 1 X CHEMISTRY 1/PRE-AP X CHEMISTRY 2 X CHEMISTRY 2/AP/IB X EARTH AND SPACE SCIENCE X ENGINEERING DESIGN PROBLEM X ENVIR SCIENCE X ENVIR SCIENCE/AP X ENVIRONMENTAL SYSTEMS X FORENSIC SCIENCE X GEOLOGY X GEOLOGY, METEOROLOGY, OCEANOGRAPHY (GMO) X INTEGRATED PHYSICS/CHEM (IPC) X
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Additional Core Courses Important Note: Computer science courses cannot be used to fulfill core course requirements for student-athletes first entering a collegiate institution on or after August 1, 2005.
FRENCH 1 FRENCH 1 PREP A (.5 MAX CRD YR) FRENCH 1 PREP B (.5 MAX CRD YR) FRENCH 1A(.5 MAX CRD YR) FRENCH 1B (.5 MAX CRD YR) FRENCH 2 FRENCH 2 INT A (.5 MAX CRD YR) FRENCH 2 INT B (.5 MAX CRD YR) FRENCH 2A (.5 MAX CRD YR) FRENCH 2B (.5 MAX CRD YR) FRENCH 3 FRENCH 3/H/PRE-AP FRENCH 4/AP/IB FRENCH 5/AP/IB GERMAN 1 GERMAN 1 PREP A (.5 MAX CRD YR) GERMAN 1 PREP B (.5 MAX CRD YR) GERMAN 1/H GERMAN 2 GERMAN 3 GERMAN 3/H/PRE-AP GERMAN 4/AP/IB GERMAN 5/H/PRE-AP JAPANESE 1 JAPANESE 1 PREP A (.5 MAX CRD YR) JAPANESE 1 PREP B (.5 MAX CRD YR) JAPANESE 2 JAPANESE 3/H/PRE-AP JAPANESE 4/AP/IB LATIN 1 LATIN 1 PREP A (.5 MAX CRD YR) LATIN 1 PREP B (.5 MAX CRD YR) LATIN 1A (.5 MAX CRD YR) LATIN 1B (.5 MAX CRD YR) LATIN 2 LATIN 3/H/PRE-AP/AP LATIN 4 VERGIL/AP LATIN 4/H/PRE-AP/AP LATIN 5/AP/IB CATULLUS-HORACE PRINCIPLES OF KNOWLEDGE 1 [04.17.00] PRINCIPLES OF KNOWLEDGE 2 [04.17.00] SPAN/SPAN SPKG (SPK F SPAN 1)/PRE-AP SPAN/SPAN SPKG (SPK F SPAN1) SPAN/SPAN SPKG (SPK S SPAN 2)/PRE-AP SPAN/SPAN SPKG (SPK S SPAN2) SPANISH 1 SPANISH 1 PREP A (.5 MAX CRD YR) SPANISH 1 PREP B (.5 MAX CRD YR) SPANISH 1A (.5 MAX CRD YR) SPANISH 1B (.5 MAX CRD YR)
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SPANISH 2 SPANISH 2 INT A (.5 MAX CRD YR) SPANISH 2 INT B (.5 MAX CRD YR) SPANISH 2A (.5 MAX CRD YR) SPANISH 2B (.5 MAX CRD YR) SPANISH 3 SPANISH 3/H/PRE-AP SPANISH 4 SPANISH 4/AP/IB SPANISH 5/AP/IB
List of Denied Core Courses (Form 48H)
The following course(s) DO NOT qualify as NCAA core course(s) and therefore CANNOT BE USED for NCAA initial-eligibility certification.
1036 ESL 1 =MATH MODELS W/APPL/MODIFIED (DENIED 2014-15 and BEYOND) 1037 ESL 2 MATH MODELS W/APPL (NCAA DENIED 2014-15 and BEYOND) 1038 ESL 3 3122 ALGEBRAIC REASONING (NCAA DENIED 2015-16) NEWCOMER ENGLISH 4024 LAB MANAGEMENT RESEARCH AND TECHNICAL WRITING ADVANCED PLANT & SOIL SCIENCE 1605 INTRO TO RADIO/TV FOOD SCIENCE 1705 JOURNALISM 1 INTRO PHY SCIENCE 1709 JOURNALISM 1/ADV LAB MANAGEMENT 1710 JOURNALISM 2/ADV LAB MANAGEMENT/H 1715 JOURNALISM 3/ADV =COMPTR SCI 1/S 1716 BROADCAST JOURNALISM BUS CMP APPL (BCOMAP1)(NCAA DENIED 7.97) =ANAL VIS MEDIA/S (PB NCAA DENIED 5/98) BUS CMPTR APPL (BCOMAP1)(PRIOR TO 93-94) ANALYSIS VIS MEDIA (PB NCAA DENY 6.98) BUS CMPTR PROG 1 (BCOMPRI) BROADCAST INTRO DHS (BRCT JOUR) BUS INFOR PROC (BINFOP) BROADCAST JOUR (BRCT JOUR) CMPTR APPL (CA) COLL READ (CREADING) CMPTR MATH 1 (COMPMTH1) COR LANG ARTS 1, 2, 3, 4 CMPTR MATH 2 (COMPMTH 2) CRITICAL THINK/READ CMPTR SCI 1 (COMSCI1) IND STUDY ENG CMPTR SCI 1/AP (COMSCI1/AP) IRADIO/TV COMM (INTRORT) CMPTR SCI 1/AP/IB JOURNALISM 1 CMPTR SCI 1/H (COMSCI1/H) NEWSP 1, 2, 3 CMPTR SCI 2 (COMSC2) PHOTO JOURN CMPTR SCI 2/AP/IB RADIO/TV FALL CMPTR SCI 2/H READ/ADV (NCAA DENIED 7.97) CMPTR SCI 3/AP/IB YEARBOOK 1 (YRBKMAG1) CONSTR GRPH (CAD CSG) YEARBOOK 2 (YRBKMAG2) MANUF GRPH (CAD MG) YEARBOOK 3 (YRBKMAG3) MICROCMPTR APPL LAW INTERN (PB NCAA DENY 6.98) TAIS: COMPUTER SCIENCE 3007 FUND OF MATH WORD PROC/ADV (WDPRO/ADV) 3011 CONSUMER MATH ORAL INTERPRETATION 1 (NCAA DENIED 2014-15 and BEYOND) 3015 3016 MATH OF MONEY 1A/1B 4024 LAB MANAGEMENT =MTHMOD (PB NCAA DENIED) MATH APPS IN AGRICULTURE MTH MONY 1A, 1B
NOTE: Distance Learning and Plato courses taken in Evening and Non-Traditional and/or day school do not meet the required core course criteria. Please see your school counselor.
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NCAA Frequently Asked Questions The following questions and answers come from NCAA website Frequently Asked Questions for Academic Eligibility. Q: Will courses taken after my senior year meet core‐course requirements?
For Division I, maybe. Only courses completed in grades nine through 12 will qualify as core courses for Division I. If you graduate from high school on schedule (in eight semesters) with your incoming ninth grade class, you may use one core course completed in the year after graduation (summer or academic year). You may complete the core course at a location other than the high school from which you graduated and may initially enroll full time at a collegiate institution at any time after completion of the core course. For Division II, yes. All core courses completed before your full‐time enrollment at any college may be used by the NCAA Eligibility Center. For students with diagnosed disabilities
For Division I only, beginning August 1, 2010, a student must graduate “on time” in order to use up to three (3) additional approved core courses taken before full‐time enrollment in college.
For Division II only, students may use any approved core courses taken before full‐time enrollment in college.
For Divisions I and II, students may use courses for students with education‐impacting disabilities that are designated on the high school’s list of NCAA courses.
Q: How is my core‐course GPA calculated?
Your core course GPA is the numerical average of your best grades achieved for all required core courses. If you have taken extra core course, those courses will be used in your GPA only if they improve your GPA.
Q: How is the NCAA core grade‐point average different from a student's overall grade point average?
The NCAA core course grade point average is calculated using only NCAA‐approved core courses in the required number of units. High school grade‐point averages generally include the grades from most or all courses attempted in grades nine through 12.
Q: May courses taken in eighth grade satisfy core‐course requirements?
A high school course taken in eighth grade may be taken if the course is on the high school transcript with a grade and a credit and the course appears on the high school’s list of approved core courses.
Q: May independent‐study, internet and correspondence course count as core courses?
Yes, if the following conditions are met (beginning August 1, 2010)
1. Courses that are taught through distance learning, online, credit recovery, etc. need to be comparable in length, content and rigor to courses taught in traditional classroom setting. Students may not skip lessons or test out of modules. The course must be four‐year college
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preparatory. (NOTE: RISD PLATO courses taken during the fall and spring semesters do not currently meet these criteria.)
2. All courses must include ongoing access between the instructor and student, as well as regular interaction for purposes of teaching, evaluating and providing assistance. This may include, for example, exchanging of e‐mails between student and teacher, feedback on assignments, and the opportunity for the teacher to engage the student in individual instruction. Any course taken must have defined time period for completion. For example, it should be clear whether the course is meant to be taken for an entire semester or during a more condensed time frame, such as six weeks.
Nontraditional courses completed prior to August 1, 2010, will be reviewed under NCAA standards in place prior to August 1, 2010. It is important to remember that all courses need to be rigorous and four‐year college preparatory in nature. Students should be encouraged to take courses that are quantitatively and qualitatively the same as courses offered through traditional means, and to take courses that will prepare them for the academic rigors they will face at a four‐year college or university. To read more about this new rule, go to www.eligibilitycenter.org and click the “high School Administrators Enter Here” link, then the “Resources” page and read the documents related to online/virtual/credit recovery courses. Q: Do pass‐fail grades count?
Maybe, these grades may satisfy your core‐course requirements. The NCAA Eligibility Center will assign your high school’s lowest passing grade for a pass/fail class so long as the course receives credit toward graduation.
Q: May college courses count as core courses?
College courses may be used to satisfy core‐curriculum requirements if the courses are accepted and awarded credit by the high school for any student and meet all other requirements for core courses. For NCAA Division I only, such courses must be placed on the student’s high school transcript. RISD Dual Credit courses do NOT appear on the high school’s NCAA List of Approved Core Courses.
Q: May courses taken at high school “A” be accepted if they appear on high school “B’s” transcript? No. High school “A” may provide the NCAA Eligibility Center with an official copy of high school “B’s” transcript, but grades from one high school cannot be accepted on another high school’s transcript.
Q: How are courses taken over two years counted?
A one‐year course that is spread over a longer period of time is considered one course and will receive a maximum of one core course credit. (Example: elementary algebra, spread over two years would receive one unit of credit.)
Q: How do I know which courses are core courses?
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You may view your high school’s list of NCAA‐approved core courses at website: www.eligibilitycenter.org. (On the General Information page of that website, select List of Approved Core Courses). Or, you may ask your high school counselor for the list.
Q: How does the NCAA treat courses similar in content?
Some approved core courses might be considered duplicates. That is, the content of one course is the same as that of another, even though the classes might have been different titles. If you have taken two classes considered to be duplicates, you will receive only one core course credit (typically for the course with the higher grade). Please ask your high school counselor if you have questions about duplicate courses.
Q: Can students with a diagnosed disability use courses that are designated for students with a
disability to meet NCAA core‐course requirements?
Students with appropriately diagnosed disabilities may use courses designed for students with education impacted disabilities to meet NCAA core course requirements. Courses for students with disabilities must appear on the high school's list of NCAA Approved Core Courses (formerly Form 48‐H) in order for a student to receive NCAA credit for the course.
Q: Will credit‐by‐exam courses meet core‐course requirements?
No. Courses completed through credit‐by‐exam may not be used. Q: Are vocational courses acceptable?
No. Traditional vocational courses are not acceptable. These include courses such as agriculture, auto mechanics, accounting and health.
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APPENDIXC:FactorsintheCollegeAdmissionDecisionPercent of colleges attributing levels of importance to factors in the admission decision:
Factor Considerable
Importance Moderate
Importance Limited
Importance No
Importance
Grades in College Prep Courses 79.2% 13.0% 6.9% 0.9%
Grades in All Courses 60.3 31.0 8.7 --
Strength of Curriculum 60.2 26.8 10.0 3.0
Admission Test Scores (SAT, ACT) 55.7 32.5 7.9 3.9
Essay or Writing Sample 22.1 39.0 21.6 17.3
Counselor Recommendation 17.3 42.4 27.3 13.0
Student’s Demonstrated Interest 16.9 33.3 26.8 22.9
Teacher Recommendation 15.2 43.5 27.8 13.5
Class Rank 14.0 37.7 32.0 16.2
Subject Tests (AP, IB) 7.0 35.2 32.6 25.1
Portfolio 6.6 10.0 30.6 52.8
Extracurricular Activities 5.6 43.3 34.6 16.5
SAT II Scores 5.3 8.4 23.0 63.3
Interview 3.5 23.1 28.4 45.0
State Graduation Exam Scores 3.5 11.0 25.4 60.1
Work 0.9 21.3 44.8 33.0
Source: NACAC Admission Trends Survey 2014
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APPENDIXD:Pre‐AP/AP(AdvancedPlacement)Courses&ExamsandDualCredit
Pre-AP/AP Richardson ISD offers students the opportunity to participate in College Board Pre‐AP/AP courses and exams. The Pre‐AP/AP courses and exams challenge students on a more disciplined, structured, higher academic level, while introducing them to and preparing them for a college education. Pre‐AP/AP Courses and Exam FAQs 1. What is the Pre‐AP/AP Program?
The Pre‐AP/AP Program, administered by The College Board and taught at RISD secondary schools, allows students to participate in college preparation courses leading to a college level course and possibly earn college credit while still in high school. Secondary schools and colleges offer this program to give qualified students the opportunity to show mastery in college‐level courses by taking the AP exams in May of each school year.
2. What are the advantages of my student taking Pre‐AP/AP courses?
The main advantage of taking a Pre‐AP/AP course is better preparation for college and the ability to earn college credit while in high school. Research shows that students master in‐depth content at the college level more easily after completing Pre‐AP/AP courses in high school. Students also acquire sophisticated academic skills and increased self‐confidence helpful in college transition.
3. How does a Pre‐AP/AP class compare to other secondary school courses?
Pre‐AP/AP classes are more challenging and stimulating but take more time and require more course work.
4. Are modifications or accommodations allowed for Pre‐AP or AP courses?
Enrollment in Pre‐AP and AP classes should be discussed in a student’s annual meeting. If a student requires accommodations beyond what would be allowable for an advanced class, the counselor will work with the student to identify a more suitable class. For example, such accommodations as additional time to complete assignments, preferential seating, or copies of teacher notes do not alter the rigor of the class and could be implemented; however, accommodations such as reduced or altered content affect the rigor or content of the course, and would not be appropriate. The Pre‐AP and AP curriculum from the College Board is very strict and accommodations that alter the rigor of the class can disqualify the student from receiving the advanced credit. RISD will consider each situation individually.
5. Why should I encourage my student to take a Pre‐AP/AP class? Won’t it hurt my child’s GPA/Rank?
Students who succeed in Pre‐AP/AP courses generally do well in college as a result of rigorous academic preparation. At the end of the semester, RISD students earn five (5) quality points in Pre‐AP courses for passing semester grades and ten (10) quality points in AP courses for passing semester grades. This score represents what might have been earned in the regular academic course.
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6. What background does my student need to succeed in a Pre‐AP/AP course? RISD and the College Board endorse an open‐enrollment policy. Students and parents should consider the following when determining if advanced classes are appropriate.
Is the student task oriented?
Is the student a proficient reader?
Is the student able to prioritize his/her time and maintain an organizational system?
Is the student willing to seek help from teachers as soon as problems arise?
Is the student experiencing little difficulty with regular level courses? The keys to success are maturity, motivation, self‐discipline, and academic preparation.
7. What Pre‐AP courses do RISD secondary schools offer?
Pre‐AP Language Arts Courses grades 7‐10 Pre‐AP Social Studies Courses grades 7‐8 Pre‐AP Math Courses grades 7‐10 Pre‐AP Science Courses grades 7‐10 Pre‐AP Languages Other Than English grades 9‐12 Pre‐AP Art Courses grades 9‐12
8. What AP courses/exams do high schools offer?
Nationally, high schools are not required by the state to offer AP courses. However, RISD high schools offer 30 courses district‐wide in 18 disciplines coordinated and administered by the College Board.
9. How can I assist my student to do well in Pre‐AP/AP courses?
Preparation for Pre‐AP/AP courses should begin early. Encourage your student’s academic pursuits, help him or her schedule time wisely, encourage and require strong study skills, set up a good study atmosphere, and participate in Pre‐AP/AP course planning with your school counselor, principal, and/or teacher. Parental/Guardian support is important.
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RICHLAND DUAL CREDIT/OnRamps DUAL ENROLLMENT OPPORTUNITIES
DUAL CREDIT – RICHLAND COLLEGE CAMPUS: 9093 Richland AM Block 9097 Richland PM Block Prerequisite – Texas Success Initiative (TSI) or Approved TSI Exemption
TAKS ACT SAT Prior March 2016 SAT After March 2016
Reading/Writing 2200 & 3 English 19 Verbal 500 EBRW 480
Math 2200 Math 19 Math 500 Math 530
Composite 23 Composite 1070
Placing Students in Dual Credit Courses Based on TSI Assessment Scores
Math 350‐390 College
Ready
Math 1314
Math 1332
Math 1324
Math 2342
Reading 351‐390 College
Ready
Writing College Ready
Essay Score > 5
OR
Essay Score 4 and >
363
Number of credits available for the course will be based on the course(s) being taken.
Dual Credit – Richland College Campus: These courses – both academic and CTE – allow high school students to simultaneously earn high school and college credit at the Richland College campus. While some courses are offered in the morning (first three periods of the high school academic day, others will be offered in the afternoon (last three periods). All courses on the Richland campus will include Richland College students. These courses are tuition free; however students must purchase textbook for courses being offered on the Richland Campus. Students, along with their counselors, must register for these courses directly with Richland College. A TSI qualifying score is required for the dual credit classes, unless it is a CTE course.
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Dual Credit – Richland College Campus Course Offerings
College Course HS Course Prerequisite TSI
Requirements High School Credits
Accounting
Acct 2301 Pripl of Financial Acct TSI Math 0.5
Acct 2302 Pripl of Managerial Acct Acct 2301 0.5
Business Office Systems and Support
POFT 1127 Touch Data Entry 0.5
POFI 1301 Bus Info Mgmt 1 1
Electronics
CETT 1405 Adv Electronics 2nd sem CETT 1403 1
CETT 1403# Adv Electronics 1st sem HS Alg II (rec) 1
English
Engl 1301 Comp 1 Eng 3 or 4 TSI Writing 0.5
Engl 1302 Comp 2 Eng 3 or 4 ENG 1301 0.5
Engl World Literature 2332 Eng 4 Eng 1301 0.5
Engl Worl Literature 2333 Eng 4 Eng 1301 0.5
Speech 1311 Prof Comm TSI Writing 0.5
Engr Tech - Manufacturing
DFTG 1309# CAD 1
MCHN 1338# Machine Shop I 2
MCHN 1326# CAM 2
History
Govt 2305 US Govt TSI Writing 0.5
Econ 2301 Economics TSI Reading 0.5
Hist 1301* US Hist 1st Sem TSI Writing 0.5
Hist 1302* US Hist 2nd Sem TSI Writing 0.5
Psyc 2301 Psychology TSI Reading 0.5
Soci 1301 Sociology TSI Writing 0.5
Languages Other Than English
Spanish 1411 Spanish 1 TSI Reading 1
Japanese 1411 Japanese TSI Reading 1
French 1411 French TSI Reading 1
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Math
Math 1314 Pre‐Calculus TSI Math
1.0 if both 1314 and 1316 are taken
PreCalculus is both semesters = Math 1314 and Math 1316 if taken
Multi-media Visual Design
ARTV 1303# Basic Animation 1
* EOC assessment required
# Transportation is not Provided Dual Credit – High School Campus: Prerequisite – Texas Success Initiative (TSI) or Approved TSI Exemption
Dual Credit Courses allow students an opportunity to earn college credit and high school credit (dual credit) in both academic and CTE courses at the student’s home high school campus. These courses are tuition free, but may have some fees associated with them based on the course being taught. Students who entered high school during the 2015‐2016 school year and thereafter will be eligible for five (5) quality points to be added to the student’s rank/GPA upon successful completion of the course. TSI qualifying score is required for the dual credit classes, unless it is a CTE course. University of Texas at Austin OnRamps Dual Enrollment Courses: U1017 English 4 Reading and Writing the Rhetoric of American Identity – OnRamps Prerequisite – Credit for English I, II and Teacher Recommendation
U3035 PreCalculus – OnRamps Prerequisite – Algebra I, II, Geometry and Teacher Recommendation
U4010 Physics – OnRamps Prerequisite – Algebra I, II, Geometry, Trigonometry or PreCalculus Recommended
U4032 Geoscience – OnRamps Prerequisite – Biology and Chemistry; or IPC and Chemistry and Teacher Recommendation
OnRamps works through a dual‐enrollment model. Using a hybrid delivery approach, students meet rigorous university‐level college readiness standards and have the opportunity to earn UT Austin credit from a UT faculty member and high school credit from their local teacher. All OnRamps courses are guaranteed to transfer to any public institution in Texas. OnRamps incorporates an organized data and action analytics approach to support students, teachers, and districts in their pursuit of educational excellence. Students taking OnRamps courses will receive two separate grades, one for the college grade and one for the high school grade. OnRamps students will be eligible for five (5) RISD quality points to be added to their RISD rank/GPA upon successful completion of the course. A TSI qualifying score is not necessary for these classes.
Appendix E
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APPENDIXE:ESLPROGRAM
ENGLISH AS A SECOND LANGUAGE PROGRAM
7TH GRADE JUNIOR HIGH SCHOOL YEAR 1‐NEWCOMER COURSES
PROFICIENCY LEVEL
(COMP. SCORE)
BEGINNER
COURSE COURSE COURSE COURSE COURSE COURSE
ESL NEWCOMER ILAB ESL
SHELTERED SCIENCE
ESLSHELTERED
SOCIAL STUDIES
ESLSHELTERED MATH
ELECTIVE COURSE
ELECTIVE COURSE
COURSE CODE(S)
7TH 1163
7TH ‐4060
7TH ‐2064
7TH ‐3060
CRITERIA NEWCOMER PROGRAM RESERVED FOR 1ST YEAR STUDENTS NEW TO THE US
NEWCOMER STUDENTS WHO HAVE BEEN IDENTIFIED BY THE NIC AS LIMITED IN THEIR LANGUAGE LEVEL
YEAR 2‐3 TRANSITIONAL COURSESPROFICIENCY
LEVEL (COMP. SCORE) BEGINNER/
INTERMEDIATE
COURSE COURSE COURSE COURSE COURSE COURSE COURSE
ESL ILAB ESL
READ 180 ESL SHELTERED
SCIENCE
ESL SHELTERED
SOCIAL STUDIES
ESL SHELTERED MATH
ELECTIVE COURSE ELECTIVE COURSE
COURSE CODE(S) 7TH‐1061
7TH:‐1561
7TH‐ 4060
7TH‐ 2064
7TH‐ 3060
CRITERIA STUDENTS WHO ARE CLASSIFIED 2‐3 YEARS
YEAR 4+ STUDENTS MAY ALSO QUALIFY BASED ON NEED (E.G.‐SIFE, UNSCHOOLED ASYLEE/REFUGEE, SP. ED.)
YEAR 3‐6+ COURSES
PROFICIENCY LEVEL
(COMP. SCORE)
INTERMEDIATE ADVANCED
ADVANCED HIGH
COURSE *COURSE
GENERAL ED CURRICULUM
ILAB, MATH, SCIENCE, SOCIAL STUDIES
ACADEMIC LITERACY (FOR ELLS IN THEIR 5TH + YEAR OF SCHOOL)
7TH 1561 & 8TH 1563
CRITERIA
STUDENTS AT THE INTERMEDIATE, ADVANCE, OR ADVANCED HIGH TELPAS LEVEL WHO ARE IN THEIR 5TH YEAR OR BEYOND SHOULD BE PLACED IN ACADEMIC LITERACY.
MUST BE PLACED WITH A DUAL CERTIFIED ELAR/ESL TEACHER.
ACADEMIC LANGUAGE SUPPORT TO BE INTEGRATED IN MAINSTREAM GENERAL EDUCATION COURSES.
Appendix E
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8TH GRADE JUNIOR HIGH SCHOOL YEAR 1‐NEWCOMER COURSES
PROFICIENCY LEVEL
(COMP. SCORE)
BEGINNER
COURSE COURSE COURSE COURSE COURSE COURSE
ESL NEWCOMER ILAB ESL
SHELTERED SCIENCE
ESLSHELTERED
SOCIAL STUDIES
ESLSHELTERED MATH
ELECTIVE COURSE
ELECTIVE COURSE
COURSE CODE(S)
8TH 1164 8TH ‐4061 8TH ‐ 2065 8TH ‐3061
CRITERIA NEWCOMER PROGRAM RESERVED FOR 1ST YEAR STUDENTS NEW TO THE US
NEWCOMER STUDENTS WHO HAVE BEEN IDENTIFIED BY THE NIC AS LIMITED IN THEIR LANGUAGE LEVEL
YEAR 2‐3 TRANSITIONAL COURSESPROFICIENCY
LEVEL (COMP. SCORE) BEGINNER/
INTERMEDIATE
COURSE COURSE COURSE COURSE COURSE COURSE
ESL ILAB ESL SHELTERED
SCIENCE
ESL SHELTERED
SOCIAL STUDIES
ESL SHELTERED MATH
ELECTIVE COURSE ELECTIVE COURSE
COURSE CODE(S) 8TH‐ 1063 8TH‐ 4061 8TH‐ 2065 8TH‐ 3061
CRITERIA STUDENTS WHO ARE CLASSIFIED 2‐3 YEARS
YEAR 4+ STUDENTS MAY ALSO QUALIFY BASED ON NEED (E.G.‐SIFE, UNSCHOOLED ASYLEE/REFUGEE, SP. ED.)
YEAR 3‐6+ COURSES
PROFICIENCY LEVEL
(COMP. SCORE)
INTERMEDIATE
ADVANCED ADVANCED HIGH
COURSE *COURSES
GENERAL ED CURRICULUM MATH, SCIENCE, SOCIAL STUDIES, ELECTIVES
ACADEMIC LITERACY (FOR ELLS IN THEIR 5TH + YEAR OF SCHOOL)
7TH 1561 & 8TH 1563
CRITERIA
STUDENTS AT THE INTERMEDIATE, ADVANCED, OR ADVANCED HIGH TELPAS LEVEL WHO ARE IN THEIR 5TH YEAR OR BEYOND SHOULD BE PLACED IN ACADEMIC LITERACY
MUST BE PLACED WITH A DUAL CERTIFIED ELAR/ESL TEACHER
ACADEMIC LANGUAGE SUPPORT TO BE INTEGRATED IN MAINSTREAM GENERAL EDUCATION COURSES.
If you have any questions regarding the appropriate placement of an ESL student, please contact the Secondary ESL Department.
Appendix E
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ENGLISH AS A SECOND LANGUAGE PROGRAM
HIGH SCHOOL YEAR 1‐NEWCOMER PROGRAM
PROFICIENCY LEVEL
(COMP. SCORE) COURSE COURSE COURSE COURSE COURSE
BEGINNER ESL NEWCOMER BLOCK (ELAR) ESL
SHELTERED SCIENCE
ESLSHELTERED
SOCIAL STUDIES
ESL SHELTERED MATH
ELECTIVE COURSE
COURSE CODE(S)
NEWCOMER ESL‐1368 NEWCOMER READ‐1369
ESL IPC: 4066
ESL WORLD
GEOGRAPHY: 2067
ESL ALGEBRA I:
CRITERIA NEWCOMER PROGRAM RESERVED FOR 1ST YEAR STUDENTS NEW TO THE US
NEWCOMER STUDENTS WHO HAVE BEEN IDENTIFIED BY THE NEWCOMER INTAKE CENTER AS NON‐ENGLISH SPEAKING (NES)
YEAR 2‐3 TRANSITIONAL PROGRAMPROFICIENCY
LEVEL (COMP. SCORE)
COURSE COURSE COURSE COURSE COURSE COURSE COURSE
BEGINNER/ INTERMEDIATE
ESL LANGUAGE
ARTS
ESL READ 180
ESL SHELTERED SCIENCE
ESL SHELTERED
SOCIAL STUDIES
ESL SHELTERED MATH
ELECTIVE COURSE
ELECTIVE COURSE
COURSE CODE(S)
ESOL I: 1360 OR
ESOL II: 1361
ESL INNOVATIVE ENGLISH III
ESL READ 180 I: 1365 OR
ESL READ 180 II: 1366
ESL IPC: 4066 OR
ESL BIOLOGY: 4064
ESL WORLD
GEOGRAPHY: 2067 OR
ESL WORLD
HISTORY: 2068 OR
ESL US HISTORY: 2069
ESL ALGEBRA I: 3066 OR
ESL GEOMETRY: 3067
CRITERIA
STUDENTS WHO HAVE BEEN IN THE U.S. 3 YEARS OR LESS
STUDENTS WHO ARE THE BEGINNER, INTERMEDIATE, OR ADVANCED TELPAS COMPOSITE LEVEL
STUDENTS PLACED ACCORDING TO TRANSCRIPT REQUIREMENTS
STUDENTS PLACED ACCORDING TO GRADUATION REQUIREMENTS
YEAR 4‐6+ PROGRAM PROFICIENCY
LEVEL (COMP. SCORE)
COURSE COURSE COURSES
ADVANCED ELA
READ 180 *IF LEXILE IS BELOW 850 OR ACADEMIC
LITERACY LAB
GENERAL ED CURRICULUM MATH, SCIENCE, SOCIAL STUDIES, ELECTIVES
NOTES
STUDENTS IN THEIR 4TH YEAR AND BEYOND IN U.S. SCHOOLS WILL BE MAINSTREAMED INTO GENERAL EDUCATION COURSES
WITH ACADEMIC LANGUAGE SUPPORT IMPLEMENTED WITH INSTRUCTION
TEACHERS WHO HAVE THESE STUDENTS IN THEIR CLASS MUST BE SHELTERED TRAINED
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If you have any questions regarding the appropriate placement of an ESL student, please contact the Secondary ESL Department.
RISD Newcomer Academies
Rationale: Secondary students who arrive in American schools with limited English ability or literacy skills often lack immediate access to the standard middle school and high school curricula. A Newcomer Center is a supportive environment that focuses on the unique needs of language learners, including content instruction, while also familiarizing them with the culture and expectations of an American school setting. The goal is to provide accelerated instruction, language acquisition, and social/emotional support to newcomer students who, upon transitioning to home campuses, will be academically and socially prepared to be on track for graduation. RISD Newcomer Academies for 2017‐18: Richardson International World Academy will serve recently arrived newcomer immigrant middle and high school students up to age 21 who have little or no English literacy skills. Newcomers will receive intensive instruction in English in order to access the instructional program alongside native speaking peers. In addition to language acquisition needs, additional support to deal with unique social and cultural needs such as stress, trauma, closing literacy and academic gaps, and targeted dropout prevention strategies will be provided. RISD newcomers will be educated using research based methodology for Second Language Learners. All Newcomer staff will be highly qualified and extensively trained in instructional strategies that meet the students’ academic, linguistic and affective needs.
Appendix F
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APPENDIXF:GraduationPlanningInformation
Performance Acknowledgement – Bilingualism and Biliteracy
A student may earn a performance acknowledgement on the student’s diploma and transcript for outstanding performance in bilingualism and biliteracy as follows:
By demonstrating proficiency in accordance with school district grading policy in two or more languages by: o Completing all English language arts requirements and maintaining a minimum grade point average (GPA) of the
equivalent of 80 on a scale of 100, and o Completion of a minimum of three credits in the same language in a language other than English with a minimum
GPA of the equivalent of 80 on a scale of 100, or o Demonstrated proficiency in the Texas Essential Knowledge and Skills for Level IV or higher in a language other
than English with a minimum GPA of the equivalent of 80 on a scale of 100, or o Completion of at least three credits in foundation subject area courses in a language other than English with a
minimum GPA of 80 on a scale of 100, or o Demonstrated proficiency in one or more languages other than English through one of the following methods: A score of 3 or higher on a College Board Advanced Placement exam for a language other than English, or Performance on a national assessment of language proficiency in a language other than English of at least
Intermediate High or its equivalent
In addition to meeting the requirements above, to earn a performance acknowledgement in bilingualism and biliteracy, and English language learner must also have; o Participated in and met the exit criteria for a bilingual or English as a second language (ESL) program, and o Scored at the Advanced High level on the Texas English Language Proficiency Assessment System (TELPAS)
Appendix F
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Opt Out Provision RISD’s Opt Out Provision allows for flexibility in a; student’s course requirements to meet individual needs when appropriate. Students who desire to opt out of certain course requirements should carefully review the implications of the action with their counselor, as course changes could affect eligibility for admission to an institution of higher learning. Students requesting to opt out of a course and enroll in an alternate course must submit the “Student/Parent Request to Opt Out of Course” form (see next page). The campus Opt‐Out Committee will consider the request and the student’s Personal Graduation Plan (PGP) will be updated accordingly.
Algebra II A student may opt out of Algebra II if:
ARD or § 504 committee determined Algebra II is an inappropriate course sequence for student
Algebra I STAAR/EOC score indicates that Algebra II is an inappropriate course sequence for student
Student has attempted and has been unsuccessful in passing the course
Course is not consistent with student’s graduation plan
Appropriate alternate mathematics credit may be selected from any other mathematics course or combination of courses.
Chemistry, Physics A student may opt out of Chemistry and/or Physics if:
ARD or § 504 committee determined that Chemistry/Physics is an inappropriate course sequence for student
Biology and/or Algebra I STAAR/EOC scores indicate that Chemistry/Physics is an inappropriate course sequence for student
Student has attempted and has been unsuccessful in passing the course(s)
Course is not consistent with student’s graduation plan
Any student opting out of both Chemistry and Physics MUST take IPC plus one additional science course.
Appropriate alternate science course may be selected from any lab‐based science course at the same level or higher than the opt out course.
World History A student may opt out of World History if he/she demonstrates an interest in or preference for:
AP European History
AP Psychology (.5 credit – must be paired with Sociology)
Psychology (.5 credit – must be paired with Sociology)
Sociology (.5 credit – must be pared with Psychology or AP Psychology)
Language Other Than English (LOTE) A student may opt out of LOTE/Computer Language if:
ARD or § 504 committee determined that LOTE is an inappropriate content area for student; A student who, due to a disability, is unable to complete two credits in the same language in a language other than English may substitute a combination of two credits from English language arts, mathematics, science, or social studies, or two credits in career and technical education or technology applications for the LOTE credit requirements.
Based on (any student) performance in LOTE level 1, it is unlikely that the student will be successful in LOTE level 2 or if the LOTE level 2 is not offered; Appropriate alternate LOTE courses include LOTE level 1 in a different LOTE than the first credit or computer language, World History (if World History opt out was taken – student may not receive Social Studies credit AND LOTE credit for World History). *Computer Science I, II, and III (not Computer Science AP) meet the LOTE requirements for graduation and therefore do not require an opt out.
Appendix F
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RICHARDSON INDEPENDENT SCHOOL DISTRICT Foundation High School Program: Request to Opt Out of Course
I. STUDENT/PARENT REQUEST TO OPT OUT OF COURSE
Student Name: ___________________________________________ Student ID: ______________________
Campus: _________________________________________ Counselor: _____________________________ Identify which course(s) you request to opt out of:
_____ Algebra II _____ Chemistry _____ Physics _____ World History _____ Languages Other Than English Reason(s) for request: _________________________________________________________________________ By signing this form I/we acknowledge that I/we am/are aware of and understand the benefits of taking all courses recommended under the RISD Foundation High School Program and have had the opportunity to talk with the student’s counselor and teachers about this request. I/we further understand that altering the RISD Foundation High School Program could affect the student’s eligibility for admission to an institution of higher learning.
____________________________________________ _______________________________________________ Signature: Parent Date Signature: Student Date II. CAMPUS OPT-OUT COMMITTEE
SCHOOL ADMINISTRATOR CERTIFICATION: This student meets the identified criteria to opt out of the identified course/courses required under the RISD Foundation Graduation Program. Admin. Initials: __________ Algebra II Approved course substitution for Algebra II: _________________________ _____ ARD or § 504 committee determined Algebra II is an inappropriate course sequence for student _____ Algebra I STAAR/EOC score indicates Algebra II is an inappropriate course sequence for student _____ Student has attempted and has been unsuccessful in passing Algebra II _____ Course is not consistent with student’s graduation plan
Chemistry / Physics (Circle one or both - if both opt outs are taken, student must take IPC as one of the substitutions) Approved course substitution(s): ___________________________ _____ ARD or § 504 committee determined that Chemistry/Physics is an inappropriate course sequence for student _____ Biology &/or Algebra I STAAR/EOC scores indicate Chemistry/Physics is an inappropriate course sequence for student _____ Student has attempted and has been unsuccessful in passing the course(s) _____ Student endorsement interest requires an alternate course sequence _____ Course is not consistent with student’s graduation plan World History Approved course substitution circled below Student interest/preference for: (circle selected course(s)) AP European History (1.0 credit); Psychology (.5 credit); APsychology (.5 credit); Sociology (.5 credit) LOTE Approved course substitution(s): _________________________________________ _____ ARD or § 504 committee determined that LOTE is an inappropriate content area for student _____ Based on performance in first LOTE course, student is unlikely to pass the second credit of LOTE
___________________________________________ _________________________________________ School Administrator Date Counselor Date
___________________________________________ _________________________________________ Teacher Date Special Education Representative (where applicable) Date
The RISD Board of Trustees approved the RISD Foundation High School Program to comply with state requirements and to ensure an academic program that provides an appropriate level of rigor while offering students choice and flexibility to meet their individual needs. Students who desire to opt out of certain course requirements should carefully review the implications of the action with their counselor. Course changes could alter the graduation program designation under which the student may be eligible to graduate and could affect eligibility for admission to an institution of higher learning. Students who wish to request to opt out of a course requirement and enroll in an alternate course(s) should submit the completed Parent/Student portion of the form to the student’s counselor. The campus Opt-out Committee will consider the request and the Student’s Personal Graduation Plan (PGP) will be updated to reflect any approved changes.
Appendix F
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RICHARDSON INDEPENDENT SCHOOL DISTRICT Foundation High School Program – Endorsement Opt-Out Notice and Agreement
NOTICE: The Texas Education Code requires students entering ninth grade to identify in the writing the endorsement(s) that the student intends to earn by the time the student graduates. TEX. EDUC. CODE § 28.025(b). A student may graduate under the Foundation High School Program without earning an endorsement if, after the student’s sophomore year, the student and the student’s parent/guardian are notified of the benefits of graduating with an endorsement/Distinguished Level of Achievement and the student’s parent/guardian gives written permission for the student to opt out of an endorsement. Id. Information about the benefits of graduating with an endorsement/Distinguished Level of Achievement is available in the Graduation Toolkit, (produced in partnership by the Texas Education Agency (TEA), the Texas Higher Education Coordinating Board, and the Texas Workforce Commission). The Graduation Toolkit is available on the Texas Education Agency’s (TEA) website at http://www.tea.state.tx.us/communications/grad_toolkit/booklet.pdf. A copy of the information also is available from the RISD Counselor’s office.
REQUEST TO OPT-OUT: Students who wish to graduate under the Foundation High School Program without earning an endorsement must submit this completed form to their school counselor.
STUDENT INFORMATION Name: _____________________________________________ Student ID#: _________________________ Grade: __________ Campus: ___________________________ Counselor: ________________________ Student Signature: ___________________________________
PARENT/GUARDIAN CONSENT My signature below confirms I have read this Endorsement Opt-Out Notice and Agreement and that I have received information about the benefits of graduating with an endorsement/Distinguished Level of Achievement. I hereby request that the Richardson Independent School District allow my student to graduate under the Foundation High School Program without earning an endorsement. ___________________________________________________ __________________________________ Signature: Parent/Guardian Date Signed Printed Name
SCHOOL ADMINISTRATOR VERIFICATION My signature confirms that the student Identified above : _____ has completed his or her sophomore year of high school. _____ and his or her parent/guardian have received information from a school counselor of the specific benefits of
graduating from high school with one or more endorsements. _____ does meet the criteria under TEC § 28.025(b) to pursue the Foundation High School Program without an
endorsement. _____ does not meet the criteria under TEC § 28.025(b) to pursue the Foundation High School Program without an
endorsement. __________________________________________________ ____________________________________ Signature/Title: School Administrator Date Signed Printed Name
SCHOOL COUNSELOR ACKNOWLEDGMENT Date Received: _________________________________ Signature: _____________________________ Date Benefits Information Provided: _________________
Appendix F
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OCTOBER 2014
Texas Education Agency Graduation Toolkit
Distinguished Level of Achievement – Benefits Choices determine options
Most of the very best jobs available now and in the future require education and training beyond a high school diploma. Whether you intend to pursue a high-demand, industry workforce credential from a community or technical college or a traditional four-year degree from a university, the choices made in high school will determine your future options.
To best prepare yourself now for the transition to post-high school education or quality workforce training, choosing and taking the right classes is essential. The Distinguished Level of Achievement will ensure the best preparation for
your future.
Why it matters — Benefits
Credential Technical College
The Distinguished Level of Achievement opens a world of educational and employment opportunities for you beyond high school. The Distinguished Level of Achievement will:
• Allow you to compete for Top 10% automatic admissions eligibility at any Texas public university;
• Position you among those first in line for a TEXAS Grant* to help pay for university tuition and fees; and
• Ensure you are a more competitive applicant at the most selective colleges and universities. *Must be financially qualified
What it means The Distinguished Level of Achievement requires more math and more science than the Foundation High School Program. The Distinguished Level of Achievement requires:
• A total of four credits in math, including Algebra II;
• A total of four credits in science; and
• Successful completion of an endorsement in your area of interest. Advantages
• Opportunity to earn an endorsement in an area of interest
• More college and university options
• More financial aid options
• Better preparation for college-level coursework at community/technical colleges and universities
• Opportunity for immediate enrollment in classes related to your chosen field of study
• Strong foundation to successfully complete an industry workforce credential or college degree
Texas Education Agency Texas Workforce Commission www.tea.state.tx.us www.twc.state.tx.us
Texas Higher Education Coordinating Board www.thecb.state.tx.us
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INDEX
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A
A CAPPELLA CHOIR .......................................................... 138 A CAPPELLA CHOIR – HONORS ........................................ 138 AC/DC ELECTRONICS/AUTOMOTIVE ............................... 196 ACADEMIC ACHIEVEMENT RECORD (AAR) ........................ 13 ACADEMIC DECATHLON .................................................... 94 Academic Literacy Lab 1 ................................................... 93 Academic Literacy Lab 2 ................................................... 93 Academic Literacy Lab 3 ................................................... 93 ACCOUNTING 1 ............................................................... 169 ACCOUNTING 2 ....................................................... 102, 169 Advanced Animal Science ............................................... 155 ADVANCED ANIMAL SCIENCE ......................................... 107 Advanced Journalism
Newspaper Production ................................................ 96 Newspaper Production 2 ............................................. 96 Newspaper Production 3 ............................................. 96 Newspaper Production 4 ............................................. 96 Yearbook Production 2 ................................................ 95 Yearbook Production 3 ................................................ 96 Yearbook Production 4 ................................................ 96
ADVANCED JOURNALISM: YEARBOOK PRODUCTION ....... 95 ADVANCED ORCHESTRA ................................................... 76 ADVANCED PLANT AND SOIL SCIENCE .................... 108, 154 Advanced Study Skills ..................................................... 204 ADVANCEMENT VIA INDIVIDUAL DETERMINATION ......... 14 ADVENTURE/OUTDOOR EDUCATION ............................. 145 Agebra 2 ............................................................................ 99 AIRCRAFT AIRFRAME TECHNOLOGY ............................... 197 Aircraft Powerplant Technology ..................................... 197 ALGEBRA 1 ........................................................................ 97 ALGEBRA 1 – 7th ............................................................... 65 Algebra 1 – PreAP ............................................................. 97 Algebra 2 – PreAP ............................................................. 99 Algebra 3 ........................................................................... 99 Algebraic Reasoning .......................................................... 98 ALTERNATIVE CREDIT GUIDELINES ................................... 14 ANATOMY & PHYSIOLOGY‐HONORS ............................... 110 ANATOMY AND PHYSIOLOGY‐HONORS .......................... 173 Animation I ..................................................................... 160 Animation II .................................................................... 160 AP Computer Science ...................................................... 201 AP Computer Science Principles ..................................... 201 AP RESEARCH ‐ CAPSTONE COURSE ................................ 202 AP SEMINAR ‐ CAPSTONE COURSE ................................. 202 AP/PreAP
Questions and Answers for Parents on courses and exams .................................................................... 229
AP/PreAP Program ............................................................ 24 APPENDIX A: TEA/UIL Criteria For Eligibility to ............... 210 APPENDIX B: NCAA Eligibility .......................................... 217 APPENDIX C: Factors in the College Admission Decision 228 APPENDIX F ‐ GRADUATION PLANNING .......................... 238 Applied Mathematics for Technical Professionals .. 103, 199 ARCHITECTURAL DESIGN ................................................ 158 ARCHITECTURAL DESIGN II ............................................. 158
ARMY JUNIOR ROTC ....................................................... 204 ARMY JUNIOR ROTC 1 .................................................... 150 ART – 7th, 8th – CERAMICS .............................................. 73 ART – 7th, 8th – DRAWING AND PAINTING ...................... 72 ART – 7th, 8th – INTRODUCTION TO THREE‐DIMENSIONAL
DESIGN ........................................................................ 73 ART – 7th, 8th – INTRODUCTORY ART .............................. 72 Art 1
Foundation Studio Art 2/D ........................................ 122 Foundation Studio Art 2/D ‐ Pre‐AP .......................... 122
ART 1 .............................................................................. 121 ART 1 – PreAP ................................................................. 121 Art 1 Foundation Studio Art 3/D ‐ Pre‐AP ...................... 123 Art and Media Communications .................................... 122 Art and Media Communications ‐ Pre‐AP ....................... 122 Art History – AP .............................................................. 128 ART I – PreAP – 8th ........................................................... 73 Art Level 2
Ceramics 1 ................................................................. 124 Drawing ..................................................................... 123 Drawing 1 – PreAP ..................................................... 124 Painting – PreAP ........................................................ 124 Painting 1 ................................................................... 124 Sculpture 1 ................................................................ 125
Art Level 2 – Ceramics – PreAP ....................................... 125 Art Level 2 – Sculpture – PreAP ...................................... 125 ATHLETICS TRAINER ....................................................... 150 ATHLETICS/BASEBALL ..................................................... 149 ATHLETICS/BASKETBALL ................................................. 147 ATHLETICS/BOYS JR. HIGH ................................................ 77 ATHLETICS/CROSS COUNTRY .......................................... 149 ATHLETICS/FOOTBALL .................................................... 147 ATHLETICS/GIRLS JR. HIGH ............................................... 78 ATHLETICS/GOLF ............................................................ 147 ATHLETICS/GYMNASTICS ................................................ 148 ATHLETICS/SOCCER ........................................................ 148 ATHLETICS/SOFTBALL ..................................................... 149 ATHLETICS/SWIMMING .................................................. 148 ATHLETICS/TENNIS ......................................................... 147 ATHLETICS/TRACK .......................................................... 149 ATHLETICS/VOLLEYBALL ................................................. 148 ATHLETICS/WRESTLING .................................................. 148 Audio Video Production 1 .............................................. 161 Audio Video Production II .............................................. 161 AUTOMOTIVE TECHNOLOGY I
MAINTENANCE AND LIGHT REPAIR ........................... 196 AUTOMOTIVE TECHNOLOGY II
AUTOMOTIVE SERVICE .............................................. 197 AVID – 7th, 8th ................................................................. 83 AVID Excel ........................................................................ 83 AVID HIGH SCHOOL ........................................................ 203 Awards and Honors
"Top Ten" Graduates ................................................... 21 Honor Graduates ......................................................... 22 Scholastic Awards ........................................................ 22 Top 10% ....................................................................... 22 Valedictorian & Salutatorian ....................................... 21
AWARDS AND HONORS .................................................... 20
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B
BANKING AND FINANCIAL SERVICES ............................... 169 BEGINNING ORCHESTRA ................................................... 75 BERKNER STEM ACADEMY ................................................ 53 BIOLOGY ......................................................................... 104 BIOLOGY – AP ................................................................. 105 Biology ‐ AP ‐ GT ............................................................. 105 BIOLOGY PreAP ............................................................... 104 BIOTECHNOLOGY 1 ......................................................... 194 BIOTECHNOLOGY 2 ......................................................... 194 Broadcast Journalism ........................................................ 97 BUSINESS INFORMATION MANAGEMENT 1 ................... 164 BUSINESS INFORMATION MANAGEMENT 2 ................... 164 BUSINESS LAW ................................................................ 165 Business Management .................................................... 165
C
C&W DANCE TEAM PREP (DANCE 1)............................... 131 C&W TEAM 2 (DANCE 2) ................................................. 131 CALCULUS AB ‐ AP ........................................................... 101 CALCULUS BC – AP .......................................................... 101 Career and Technical Education ....................................... 27 CAREER PATHWAY ARTICULATION PROGRAM ................. 23 CHEERLEADER JV ............................................................. 151 CHEERLEADER VARSITY ................................................... 151 CHEMISTRY ..................................................................... 105 CHEMISTRY – AP ............................................................. 106 CHEMISTRY – PreAP ........................................................ 105 Chemistry ‐ Pre‐AP ‐ GT .................................................. 105 CHILD DEVELOPMENT ..................................................... 179 CHORALE – 7th, 8th .......................................................... 75 CISCO INTERNETWORKING TECHNOLOGIES 1 ................ 182 CISCO INTERNETWORKING TECHNOLOGIES 2 ................ 182 College and Career Readiness ‐ 7th, 8th ........................... 78 College and Career Readiness Prep ................................ 203 COLLEGE AND CAREER READY PROGRAM ........................ 24 COLLEGE PREPARATORY COURSE ENGLISH LANGUAGE
ARTS ........................................................................... 203 COLLEGE PREPARATORY COURSE MATHEMATICS .......... 204 COLLEGE VISITATION GUIDELINES .................................... 27 Color Guard ..................................................................... 135 COLOR GUARD ................................................................ 151 COMMERCIAL PHOTOGRAPHY ....................................... 162 COMMERCIAL PHOTOGRAPHY II ..................................... 162 COMPENSATORY EDUCATION .......................................... 28 COMPREHENSIVE GUIDANCE PROGRAM .......................... 28 COMPUTER MAINTENANCE ............................................ 181 COMPUTER SCIENCE – AP .............................................. 101 Computer Science ‐ OnRamps ........................................ 200 COMPUTER SCIENCE 1 .................................................... 200 COMPUTER SCIENCE 2 .................................................... 201 COMPUTER SCIENCE 3 .................................................... 201 Computer Science 4 ........................................................ 202 Computer Science Principles .......................................... 200 COMPUTER TECHNICIAN................................................. 182 Concepts of Animation ..................................................... 81
Concepts of Law ............................................................... 81 CONCERT CHOIR ....................................................... 75, 136 CONCERT CHOIR – HONORS ........................................... 137 CONCERT ORCHESTRA .................................................... 140 CONCERT ORCHESTRA HONORS ..................................... 140 Construction Technology ............................................... 157 Construction Technology II ............................................. 157 CORRECTIONAL SERVICES .............................................. 185 Correspondence Courses and Distance Learning ............. 14 COSMETOLOGY 2 ........................................................... 178 COSMETOLOGY I ............................................................ 178 COURSE OPT OUT FORM ................................................ 240 CREATIVE/IMAGINATIVE WRITING ................................... 89 Credit‐by‐Exam (CBE) ....................................................... 17 CULINARY ARTS .............................................................. 175 CW DANCE TEAM ........................................................... 152
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DANCE 1 ......................................................................... 129 DANCE 2 ......................................................................... 130 DANCE/AEROBIC ACTIVITIES .......................................... 145 DEBATE 1 .......................................................................... 94 DEBATE 2 .......................................................................... 94 DEBATE 3 .......................................................................... 94 DEBATE 4 .......................................................................... 94 Design 2 .......................................................................... 127 Digital art and Media 1 – PreAP ..................................... 126 DIGITAL ELECTRONICS ENGINEERING ............................. 101 Digital Media .................................................................. 182 Digital Photography & Media 2 ...................................... 126 Digital Photography and Media 1 ................................... 125 Digital Photography and Media 1 – PreAP ..................... 126 Digital Photography and Media 2 – PreAP ..................... 127 DISTINGUISHED LEVEL OF ACHIEVEMENT ........................ 11 Dollars and Sense ........................................................... 178 DRILL TEAM .................................................................... 152 DRILL TEAM 2 (DANCE 2) ................................................ 130 DRILL TEAM PREP (DANCE)............................................. 130 DROP AND ADD COURSES ................................................ 29 DRUG/VIOLENCE PREVENTION ........................................ 29 Dual Credit ......................................................25, 31, 48, 59 DUAL CREDIT .................................................................. 231 Dual Enrollment
OnRamps ..................................................................... 26 DUKE TALENT IDENTIFICATION PROGRAM ...................... 30
E
EARTH AND SPACE SCIENCE ........................................... 108 ECONOMICS WITH EMPHASIS ON THE FREE ENTERPRISE
SYSTEM AND ITS BENEFITS ........................................ 115 ELECTRONICS AC/DC ...................................................... 192 ELECTRONICS/ROBOTICS AC/DC .................................... 192 Elements of Arts, A/V Technology and Communications . 81 Elements of Manufacturing, Engineering and Robotics ... 81 ENDORSEMENT OPT OUT FORM .................................... 241
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ENDORSEMENT/DISTINGUISHED LEVEL OF ACHIEVEMENT ‐ BENEFITS .................................................................... 242
ENERGY AND POWER OF TRANSPORTATION SYSTEMS .. 196 ENGINEERING DESIGN AND PRESENTATION I ................. 191 ENGINEERING DESIGN AND PRESENTATION II ................ 192 ENGINEERING DESIGN AND PRESENTATION‐STEM
Academy .................................................................... 192 ENGINEERING DESIGN AND PROBLEM SOLVING .... 108, 194 ENGINEERING MATHEMATICS ................................ 102, 194 ENGLISH ............................................................................ 87 ENGLISH 1 ......................................................................... 86 ENGLISH 1 – PreAP ............................................................ 87 ENGLISH 2 – PreAP ............................................................ 88 ENGLISH 3 ......................................................................... 88 ENGLISH 3 – AP ................................................................. 88 ENGLISH 4 ......................................................................... 89 ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) 191 ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) 292 ENVIRONMENTAL SCIENCE – AP ..................................... 109 ENVIRONMENTAL SYSTEMS ............................................ 109 Equine Science ................................................................ 155 ESL 2 – 7th, 8th ................................................................. 63 ESL Algebra 1 .................................................................... 97 ESL Biology ...................................................................... 104 ESL Economics ................................................................. 115 ESL Geometry.................................................................... 98 ESL Innovative English 3 .................................................... 92 ESL Integrated Physics & Chemistry ................................ 105 ESL PROGRAM ................................................................. 234 ESL Reading 1 .................................................................... 92 ESL Reading 2 .................................................................... 92 ESL READING 8 .................................................................. 64 ESL READING JUNIOR HIGH ............................................... 64 ESL US Government ........................................................ 114 ESL US History ................................................................. 113 ESL World Geography ..................................................... 111 ESL World History ........................................................... 112 EUROPEAN HISTORY – AP ............................................... 116 Exams for Acceleration ..................................................... 15 Exams for RISD Entry Level Native and Near Native Spanish
Students ....................................................................... 20
F
Factors in the College Admission Decision...................... 228 Fashion Design I .............................................................. 161 Fashion Design II ............................................................. 162 FASHION MARKETING ..................................................... 188 Federal Law Enforcement and Protective Services ......... 185 Financial Mathematics ............................................ 102, 170 Floral Design ................................................................... 154 Folklorico Dance ............................................................. 131 FOOD SCIENCE ........................................................ 109, 177 FORENSIC SCIENCE .................................................. 110, 184 FORMAL GPA/RANK IN CLASS ........................................... 31 FOUNDATION HIGH SCHOOL PROGRAM ............................ 6 Foundation High School Program w/Endorsement ............ 7 FOUNDATIONS OF PERSONAL FITNESS ........................... 145
Fundamentals of Reading 1 7th and 8th .......................... 84 Fundamentals of Reading 2 ‐ 7th and 8th ........................ 84 FUNDAMENTALS OF READING High School Courses ...... 207
G
GAME PROGRAMMING AND DESIGN ............................. 202 GEOGRAPHIC INFORMATION SYSTEMS 1 ....................... 181 Geometry ......................................................................... 98 Geometry – PreAP ............................................................ 98 GEOMETRY – PreAP .......................................................... 66 Geoscience ‐ OnRamps ................................................... 108 Grading and Homework Guidelines
Extra Credit Assignments ............................................. 36 Final Exams and Homework ........................................ 36 Late Work .................................................................... 35 Make‐Up Work ............................................................ 35 Research Papers .......................................................... 36 Suspension .................................................................. 36 Truancy ........................................................................ 36 Types of Homework Assignments ............................... 34 Unexcused Absences ................................................... 36
GRADING AND HOMEWORK GUIDELINES ........................ 33 Grading and Reporting Procedures
Conferences ................................................................. 38 Progress Reports ......................................................... 38 Report Cards ................................................................ 37 Scholastic Penalties, Make‐up Work, and Attendance 40 Teachers Guidelines .................................................... 38 TEKS ............................................................................. 38
GRADING AND REPORTING PROCEDURES ........................ 37 GT Humanities ‐ 9th ......................................................... 87 GT Humanities 10th.......................................................... 87
H
HEALTH EDUCATION 1 .................................................... 144 HEALTH EDUCATION 1 – 8th ............................................ 78 HEALTH SCIENCE THEORY/CLINICAL ............................... 172 High School Courses
Band .......................................................................... 131 Career and Technical Education ................................ 153 Choir .......................................................................... 135 Dance ‐ Fine Arts ....................................................... 129 English Language Arts Courses .................................... 86 ESOL Courses ............................................................... 90 Health Education ....................................................... 144 Journalism ................................................................... 95 Languages other than English (LOTE) ........................ 117 Mathematics ............................................................... 97 Music Theory ............................................................. 138 Orchestra ................................................................... 139 Other CTE Courses ..................................................... 199 PE 144 Physical Education ..................................................... 144 Reading ........................................................................ 93 Science ....................................................................... 103 Social Studies ............................................................. 111
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Special Education ....................................................... 206 Speech .......................................................................... 94 Theatre Arts ............................................................... 141
HORTICULTURE SCIENCE ................................................. 153 HOSPITALITY SERVICES ................................................... 176 HUMAN GEOGRAPHY – AP ............................................. 112 HUMAN GROWTH AND DEVELOPMENT ......................... 167 HUMANITIES ..................................................................... 90
I
Independent Studies in English ......................................... 90 Independent Study and Investigations 7 .......................... 83 Independent Study and Investigations 8 .......................... 83 INDIVIDUAL SPORTS ........................................................ 146 Innovative English 2 .......................................................... 88 Innovative English 3 .......................................................... 88 INSURANCE OPERATIONS ............................................... 170 INTEGRATED HEALTH SCIENCE ......................................... 68 INTEGRATED PHYSICS & CHEMISTRY .............................. 105 Interior Design I .............................................................. 159 Interior Design II ............................................................. 159 INTERMEDIATE ORCHESTRA ............................................. 75 INTERMEDIATE ORCHESTRA (Non Varsity) ..................... 141 INTERMEDIATE ORCHESTRA HONORS ............................ 141 Intro to Theatre Arts ......................................................... 76 INTRODUCTION TO AIRCRAFT TECHNOLOGY ................. 197 Introduction to Culinary Arts .......................................... 175 INTRODUCTION TO GEOGRAPHIC INFORMATION SYSTEMS
................................................................................... 181 Investigating Animation .................................................... 78 Investigating Apparel and Fashion Design ........................ 79 Investigating Arts, Audio Video Technology and
Communications .......................................................... 79 Investigating Business/Marketing ..................................... 79 Investigating Careers ........................................................ 80 Investigating Construction/Manufacturing ....................... 79 Investigating Culinary Arts ................................................ 79 Investigating Engineering/Robotics .................................. 80 Investigating Hospitality/Culinary Arts and Tourism ........ 80 Investigating Human Services ........................................... 80 Investigating Information Technology .............................. 80 Investigating Law Enforcement ........................................ 80
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JOB SKILLS ....................................................................... 207 JOB SKILLS 7, 8 .................................................................. 84 JOURNALISM 1 .................................................................. 95 Junior High
Gifted and Talented Courses ........................................ 83 Junior High Courses
Art Courses ................................................................... 72 AVID Courses ................................................................ 82 Career and Technical Education ................................... 78 Choir ............................................................................. 74 ESOL and ESL ................................................................ 62 Gifted and Talented Courses ........................................ 83
Health Education ......................................................... 78 Language Arts/English ................................................. 61 LOTE ‐ Languages Other Than English ......................... 70 Mathematics ............................................................... 65 Music Courses ............................................................. 73 Orchestra ..................................................................... 75 Physical Education ....................................................... 77 Reading ........................................................................ 63 Science ......................................................................... 66 Social Studies ............................................................... 68 Special Education ........................................................ 83 Speech Courses ........................................................... 64 Theatre Arts Courses ................................................... 76
JUNIOR VARSITY CHOIR .................................................. 137 JUNIOR VARSITY CHOIR – HONORS ................................ 137
L
Landscape Design and Management.............................. 153 LANGUAGE ARTS – 7th ..................................................... 61 LANGUAGE ARTS – 8th ..................................................... 61 LANGUAGE ARTS – PreAP ‐ 7th ........................................ 61 LANGUAGE SCIENCE ......................................................... 93 LANGUAGES OTHER THAN ENGLISH ‐ AP ....................... 119 LANGUAGES OTHER THAN ENGLISH ‐ HONORS ............. 120 LANGUAGES OTHER THAN ENGLISH ‐ LATIN ‐ AP ........... 121 LANGUAGES OTHER THAN ENGLISH ‐ LATIN CULTURAL
AND LINGUISTIC TOPICS ............................................ 120 LANGUAGES OTHER THAN ENGLISH AP JAPANESE
LANGUAGE AND CULTURE......................................... 120 LANGUAGES OTHER THAN ENGLISH AP –SPANISH
LITERATURE ............................................................... 120 LANGUAGES OTHER THAN ENGLISH LEVEL 4 – SPANISH 120 LAW 1: AP Government .................................................. 117 LAW ENFORCEMENT I .................................................... 184 LAW ENFORCEMENT II ................................................... 184 LEADERSHIP ...................................................................... 64 LEADERSHIP TRAINING PROGRAM ................................. 204 LEVEL 1LANGUAGES OTHER THAN ENGLISH .................. 118 LEVEL 2 LANGUAGES OTHER THAN ENGLISH ................... 71
Basic Communication ................................................ 118 LEVEL 2 LANGUAGES OTHER THAN ENGLISH Pre‐AP ...... 119 LEVEL 3 LANGUAGES OTHER THAN ENGLISH ................. 119 Level 3 LANGUAGES OTHER THAN ENGLISH ‐ Pre‐AP ..... 119 LEVEL 3 PreAP SPANISH .................................................... 71 LIBRARY MEDIA EDUCATION ............................................ 41 LIFE SKILLS ...................................................................... 207 LIFE SKILLS FOUNDATIONS JR HIGH .................................. 84 LIFETIME NUTRITION AND WELLNESS ............................ 179 LIMITED ENGLISH PROFICIENCY ....................................... 41
M
MACROECONOMICS – AP ............................................... 115 Magnet School Program
Richardson Arts, Law, and Sciences Magnet High School ................................................................................ 47
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Westwood Junior High Math, Science and Leadership Magnet .................................................................... 44
Magnet School Programs West Jr. High Visual Arts and Technology Magnet ....... 42
MAGNET SCHOOL PROGRAMS ......................................... 42 Manufacturing Engineering Technology 2 ...................... 102 Manufacturing Engineering Technology I ....................... 186 Manufacturing Engineering Technology II ...................... 187 MARCHING BAND ........................................................... 151 MATH LAB 7‐8 ................................................................... 65 MATH LAB HIGH SCHOOL ............................................... 101 MATH‐BASED SCIENCE EXPLORATION .............................. 68 MATHEMATIC MODELS WITH APPLICATIONS ................... 98 MATHEMATICAL APPLICATIONS IN AGRICULTURE, FOOD
AND NATURAL RESOURCES ................................ 101, 154 MATHEMATICS – 7th ........................................................ 65 MATHEMATICS – PreAP – 7th ........................................... 65 MATHEMATICS 8 ............................................................... 66 MATHEMATICS FOR MEDICAL PROFESSIONALS ............. 174 MEDICAL MICROBIOLOGY ....................................... 110, 173 MONEY MATTERS ........................................................... 170 MUSIC THEORY – AP ....................................................... 138
N
NATIONAL MERIT SCHOLARSHIP® PROGRAM ................... 48 NATIONAL SECURITY ....................................................... 171 NCAA
Eligibility ..................................................................... 217 Newcomer English ............................................................ 91 Newcomer Reading ........................................................... 92 Nine‐Week Numerical Averages Procedures .................... 38 NON‐CREDIT COURSES GRADES 9‐12 .............................. 208 NONDISCRIMINATION POLICY .......................................... 30
O
OFF‐CAMPUS PHYSICAL EDUCATION .............................. 150 OFF‐CAMPUS PHYSICAL EDUCATION – 7th, 8th ............... 77 ON THE JOB TRAINING .................................................... 207 OTHER CTE COURSES ...................................................... 202
P
PALS 1 (PEER HELPING) ................................................... 205 PALS 2 (PEER MEDIATION) .............................................. 205 Parenting Education for School Age Parents .................. 199 Partners Training Program ................................................ 77 PARTNERS TRAINING PROGRAM .................................... 146 PARTNERS TRAINING PROGRAM – 7th, 8th ...................... 77 PATHOPHYSIOLOGY ................................................ 111, 173 PEER TUTOR COURSES .................................................... 205 PERFORMANCE ACKNOWLEDGEMENT ............................. 11 PERSONAL DEVELOPMENT/AEROBIC ACTIVITIES ............ 146 Personal Financial Literacy .............................................. 117 PHILHARMONIC ORCHESTRA (Non Varsity) .................... 139 PHILHARMONIC ORCHESTRA HONORS (Non Varsity) ..... 140 PHOTOJOURNALISM ......................................................... 95
PHYSICAL EDUCATION A ................................................... 77 PHYSICAL EDUCATION B ................................................... 77 PHYSICS .......................................................................... 106 Physics – II – AP .............................................................. 107 Physics ‐ OnRamps ......................................................... 106 Physics 1 ‐ AP .................................................................. 107 Physics C
Electricity and Magnetism AP .................................... 107 Mechanics AP ............................................................ 107
Practicum in Agriculture, Horticulture, Food and Natural Resources .................................................................. 155
Practicum in Animation .................................................. 160 Practicum in Architectural Design .................................. 158 Practicum in Audio Video Production ............................ 161 PRACTICUM IN BUSINESS MANAGEMENT ..................... 165 PRACTICUM IN BUSINESS MANAGEMENT 2 ................... 165 Practicum in Construction Technology ........................... 158 PRACTICUM IN CULINARY ARTS ..................................... 176 PRACTICUM IN CULINARY ARTS 2 .................................. 176 Practicum in Education and Training 1 ........................... 167 PRACTICUM IN EDUCATION AND TRAINING 2 ............... 167 Practicum in Fashion Design........................................... 162 Practicum in Health Science 1 ........................................ 172 Practicum in Health Science 2 ........................................ 173 PRACTICUM IN HEALTH SCIENCE CLINICAL ROTATIONS . 172 Practicum in Hospitality Services ................................... 176 PRACTICUM IN HOSPITALITY SERVICES 2 ....................... 177 PRACTICUM IN HUMAN SERVICES .................................. 179 PRACTICUM IN HUMAN SERVICES 2 ............................... 179 Practicum in Interior Design ........................................... 159 Practicum in Law, Public Safety, Corrections and Security
................................................................................... 185 PRACTICUM IN MANUFACTURING, ENGINEERING, AND
ROBOTICS .................................................................. 187 Practicum in Marketing I ................................................ 188 Practicum in Marketing II ............................................... 189 PRACTICUM IN SCIENCE, TECHNOLOGY ENGINEERING,
AND MATHEMATICS/Biotechnology ......................... 193 PRACTICUM IN SCIENCE, TECHNOLOGY, ENGINEERING,
AND MATHEMATICS .................................................. 193 PRACTICUM IN SCIENCE, TECHNOLOGY, ENGINEERING,
AND MATHEMATICS/Robotics ................................... 193 Practicum in Transportation Systems ............................. 198 PRACTICUM IN TRANSPORTATION/AIRCRAFT SPECIALTY
SYSTEMS .................................................................... 198 PRE DRILL TEAM (DANCE 1) ............................................ 130 PreAP/AP
PreAP/AP Questions & Answers ................................ 229 PreCalculus ..................................................................... 100 PreCalculus – PreAP ....................................................... 100 PreCalculus OnRamps .................................................... 100 Precision Metal Manufacturing I .................................... 186 Precision Metal Manufacturing II ................................... 186 PRINCIPLES AND ELEMENTS OF FLORAL DESIGN............ 129 PRINCIPLES OF AGRICULTURE, FOOD AND NATURAL
RESOURCES ................................................................ 153 Principles of Applied Engineering ................................... 190 Principles of Architecture ............................................... 157
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Principles of Arts, A/V Technology and Communications . 81 PRINCIPLES OF ARTS, AUDIO VIDEO TECHNOLOGY AND
COMMUNICATIONS ................................................... 160 PRINCIPLES OF BUSINESS, MARKETING AND FINANCE .... 60,
85 PRINCIPLES OF BUSINESS, MARKETING, AND FINANCE .. 164 Principles of Construction ............................................... 157 PRINCIPLES OF EDUCATION AND TRAINING ................... 167 PRINCIPLES OF ENGINEERING ......................................... 109 PRINCIPLES OF GOVERNMENT AND PUBLIC
ADMINISTRATION ...................................................... 171 PRINCIPLES OF HEALTH SCIENCE .................................... 172 PRINCIPLES OF HOSPITALITY AND TOURISM .................. 175 PRINCIPLES OF HOSPITALITY, CULINARY ARTS, AND
TOURISM .................................................................... 175 PRINCIPLES OF HUMAN SERVICES .................................. 178 PRINCIPLES OF INFORMATION TECHNOLOGY ................ 181 PRINCIPLES OF LAW, PUBLIC SAFETY, CORRECTIONS, AND
SECURITY .................................................................... 184 PRINCIPLES OF MANUFACTURING .................................... 82 PRINCIPLES OF MANUFACTURING/ ENGINEERING AND
ROBOTICS ................................................................... 186 Principles of Transportation Systems ............................. 196 Printmaking 1 ‐ Pre‐AP .................................................... 125 PROBLEM SOLVING 7, 8 .................................................... 84 PROCEDURES FOR STUDENT APPEALS .............................. 49 Professional Communications ........................................ 163 Professional Communications 8........................................ 82 Professional Internship Program .................................... 199 Project Based Research................................................... 156 PROMOTION AND RETENTION GUIDELINES ..................... 50 PSYCHOLOGY .................................................................. 116 PSYCHOLOGY – AP .......................................................... 116 PUBLIC SPEAKING 1........................................................... 94
R
Reading Writing Rhetoric ‐ OnRamps ............................... 89 RECREATION AND LEISURE FOUNDATIONS .................... 206 Research and Technical Writing ........................................ 90 RESEARCH PAPER GUIDELINES .......................................... 53 RICHARDSON YOUTH LEADERSHIP PROGRAM................ 205 Richland Dual Credit AM / PM Block ............................... 203 RISD Graduation Plans
High School Program ............................................ 86, 118 Recommended Program ............................................ 103
Robotics I ........................................................................ 190 Robotics II ....................................................................... 191
S
SCIENCE – 7th ................................................................... 67 SCIENCE – 7th –PreAP ....................................................... 67 SCIENCE – 8th ................................................................... 67 SCIENCE – 8th – PreAP ...................................................... 67 SCIENTIFIC RESEARCH & DESIGN ............................ 110, 195 SECURITIES AND INVESTMENTS ...................................... 170 SERVICE LEARNING AWARD .............................................. 55
Small Animal Management ............................................ 155 Social Media Marketing .................................................. 188 SOCIAL SKILLS/PROBLEM SOLVING ................................ 207 Social Studies
Special Requirements ................................ 111, 117, 230 SOCIAL STUDIES – 7th ...................................................... 69 SOCIAL STUDIES – 7th –PreAP .......................................... 69 SOCIAL STUDIES – 8th ...................................................... 69 SOCIAL STUDIES – 8th – PreAP ......................................... 70 SOCIOLOGY ..................................................................... 116 SOLID STATE ELECTRONICS ............................................ 193 SPANISH LANGUAGE AP – 8th .......................................... 72 SPECIAL EDUCATION .......................................... 56, 83, 206 Special Student Services ............................................. 39, 56 SPECIAL TOPICS IN SOCIAL STUDIES: LAW 2 ................... 117 SPECIAL TOPICS IN SOCIAL STUDIES: STREET LAW ......... 117 SPORTS AND ENTERTAINMENT MARKETING ................. 188 STAGE COMBAT .............................................................. 144 Stage Directing ............................................................... 144 Stage/Jazz Band .............................................................. 134 Statistics ‐ AP .................................................................. 100 Statistics and Business Decision Making .................. 99, 169 STRATEGIC READING ........................................................ 63 STRATEGIC READING 8th GRADE ...................................... 63 Studio Art
2D Design Portfolio ‐ AP ............................................ 128 3D Design Portfolio .................................................... 129 Drawing Portfolio ‐ AP ............................................... 129
Studio Art 2/D ................................................................ 127 Studio Art 3/D ................................................................ 127 Studio Art 4 .................................................................... 128 SUMMER PROGRAMS ...................................................... 57 Symphonic Band 1 .......................................................... 134 Symphonic Band 1 – HONORS ........................................ 134 Symphonic Band 2 .......................................................... 133 Symphonic Band 2 – HONORS ........................................ 133 Symphonic Band 3 .......................................................... 132 Symphonic Band 3 HONORS ........................................... 133 Symphonic Band 4 .......................................................... 132 Symphonic Band 4 – HONORS ........................................ 132 Symphonic Band 5 .......................................................... 131 SYMPHONY ORCHESTRA (Varsity) .................................. 139 SYMPHONY ORCHESTRA HONORS (Varsity) ................... 139
T
TEA/UIL Advanced Courses No‐Pass, No‐Play Exemptions ................................................................................... 215
TEAM SPORTS ................................................................. 146 TECHNICAL THEATRE 1 ................................................... 142 TECHNICAL THEATRE 2 ................................................... 142 TECHNICAL THEATRE 3 ................................................... 142 TECHNICAL THEATRE 4 ................................................... 143 Technology Applications Courses ................................... 199 TECHNOLOGY APPLICATIONS INDEPENDENT STUDY ..... 199 TECHOLOGY APPLICATIONS INDEPENDENT STUDY: WEB
DESIGN 2 ................................................................... 200 TENOR/BASS CHOIR ....................................................... 136
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TENOR/BASS CHOIR – HONORS ...................................... 136 TENOR‐BASS CHOIR – 7th, 8th .......................................... 75 Testing Information .......................................................... 58
PSAT/NMSQT ............................................................... 58 SAT and ACT College Entrance Exams .......................... 58 THEA............................................................................. 59
TESTING INFORMATION .................................................... 57 TEXTBOOKS ....................................................................... 59 THEATRE ARTS – 7th ......................................................... 76 THEATRE ARTS 1 ............................................................. 141 THEATRE ARTS 2 ............................................................. 142 THEATRE ARTS 3 ............................................................. 142 THEATRE ARTS 4 ............................................................. 142 THEATRE ARTS 8th ............................................................ 76 THEATRE PRODUCTION 1 ................................................ 143 THEATRE PRODUCTION 2 ................................................ 143 THEATRE PRODUCTION 3 ................................................ 143 THEATRE PRODUCTION 4 ................................................ 143 Touch System Data Entry ‐ 7th, 8th .................................. 78 TOUCH SYSTEM DATA ENTRY HIGH SCHOOL .................. 164 TRANSFER PROCEDURE ..................................................... 59 TRAVEL AND TOURISM MANAGEMENT .......................... 176 TREBLE CHOIR ................................................................. 135 TREBLE CHOIR – 7th, 8th ................................................... 74 TREBLE CHOIR – HONORS ............................................... 136 Turf Grass Management ................................................. 154
U
U.S. GOVERNMENT ........................................................ 114 U.S. GOVERNMENT AND POLITICS – AP ......................... 115 U.S. HISTORY – AP .......................................................... 114 U.S. HISTORY STUDIES SINCE RECONSTRUCTION ........... 113 UIL Criteria for Eligibility ................................................. 210
V
Verification of Credit Exams ............................................. 19 Veterinary Medical Applications .................................... 155 VIRTUAL BUSINESS ......................................................... 165 Visual Media Analysis and Production ............................. 90 VOCAL ENSEMBLE .......................................................... 138
W
WEB DESIGN ................................................................... 200 WEB DESIGN – 8th ............................................................ 82 Winter Guard ................................................................. 135 WORLD GEOGRAPHY STUDIES ....................................... 111 World Health Research .................................................. 174 WORLD HISTORY STUDIES .............................................. 112 WORLD HISTORY STUDIES – AP ...................................... 113