MINUTES Stafford County School Board

MINUTES

Regular Meeting of the Stafford County School Board

December 12, 2017 7:00 p.m.

School Board Chambers Alvin York Bandy Administrative Complex 31 Stafford Avenue // Stafford, Virginia 22554

1. CALL TO ORDER 1.01 Call to Order/Roll Call School Board Chair Holly Hazard convened the meeting at 7:00 p.m. with the following School Board (Board) members present: Holly Hazard – Chair (Hartwood District); C. Scott Hirons – Vice Chair (Falmouth District); Christopher Connelly (Garrisonville District); Jamie Decatur (Griffis-Widewater District); Irene Egan (Aquia District); Patricia Healy (Rock Hill District); and Dewayne McOsker (George Washington District). Also present were Superintendent Dr. W. Bruce Benson; and Clerk of the School Board Melissa Hall.

2. PLEDGE OF ALLEGIANCE 2.01 Presentation of the National Colors and Pledge of Allegiance The National Colors were presented by Brooke Point High School’s Navy Junior Reserve Officers’ Training Corps (JROTC) Color Guard troop.

3. APPROVAL OF AGENDA 3.01 Approval of Agenda Mr. Hirons moved, and Ms. Egan seconded, that the Board approve the December 12, 2017 meeting agenda with no changes. The motion passed unanimously.

4. AWARDS/RECOGNITIONS 4.01 Presentation of Awards T. Benton Gayle Middle School Principal Robin Lloyd recognized the school’s librarian, Nathan Sekinger, for being named the Virginia State Librarian of the Year. Fine and Performing Arts Facilitator Annamarie Bollino recognized the Stafford County student musicians who recently competed against hundreds of students from across the Commonwealth and were selected for the 2017 Virginia Music Educators Association All-Virginia Jazz Ensemble: Kyle Smith (Colonial Forge High School), Davis Smith (Stafford High School), and Adrian Avelar (Stafford High School).

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Ms. Bollino also recognized the Stafford County student singers who recently competed against hundreds of students from across the Commonwealth and were selected for the 2017 Virginia Music Educators Association Honors Choir: Kayla Rush and Marcus Lopes from Colonial Forge High School, Catherine Crowell and Thomas Bush from Mountain View High School, and Alyssa Lemmon from Stafford High School. Director of Strategic Communication and Community Engagement Sherrie Johnson announced the Stafford County Public Schools (SCPS) employees who have reached their 25th, 30th, 35th, and 40th anniversaries with the division:  25 Years – Barbara Humphrey, Mary Charlotte Moyer, Barbara Perry, Diane Holland, Susan Bowler, Joann Lavoie, Cassie Dye, Amy MacRae, Karen Hitchens, and Kristen McKinney- Nash;  30 Years – Deborah Reep, Andrew Hayes, Bonnie Martin, Barbara Yonts, Sheila Speed, Debra Fenton, Debra Goding, Barbara Majors, and Paige Schuppin;  35 Years – Constance Engelhardt, Lynn Newton, and Nelson Kahle; and  40 Years – Thomas Harris and Mary Grace McGraw. 4.02 Recognition of Christopher P. Connelly for His Contributions to Stafford County Public Schools (EXHIBIT A) The School Board members issued a Resolution (EXHIBIT A) to recognize Mr. Connelly for his years of dedicated service as a member of the Stafford County School Board. 4.03 Recognition of C. Scott Hirons for His Contributions to Stafford County Public Schools (EXHIBIT B) The School Board members issued a Resolution (EXHIBIT B) to recognize Mr. Hirons for his many years of dedicated service as a member of the Stafford County School Board. Ms. Hazard presented several congratulatory letters and mementos to Mr. Hirons from various schools. 4.04 Recognition of Holly H. Hazard for her Service as Chairman of the Stafford County School Board. Dr. Benson recognized Ms. Hazard for her dedication and leadership while serving for two years (2016-2017) as the chairman of the School Board. Dr. Benson presented Ms. Hazard with a mounted gavel as a memento of her experience as chairman.

5. STAFF REPORTS 5.01 Advanced Placement (AP) Program Evaluation Report (EXHIBITS C1-C2) Supervisor of the Office of Assessment, Accountability and Program Evaluation Dr. Elaina Parrish introduced Dr. Rebecca Towery. Dr. Towery serves as the division’s accountability specialist for program evaluations. Dr. Towery provided copies of the program evaluation report for the AP Program (EXHIBIT C1). She also provided a condensed “at-a-glance” summary (EXHIBIT C2) of the report. Dr. Towery then briefly summarized the findings of the program assessment and invited questions and comments from School Board members. The School Board members thanked Dr. Towery for this excellent report. Ms. Egan asked if the three program evaluation reports would be on the agenda for in-depth discussion at the Board’s planning session in January. Ms. Hazard and Mr. McOsker strongly recommended that School Board members schedule a work session to focus on the three reports.

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Ms. Healy expressed concern about the apparent demographic disparities in the division’s AP program. 5.02 Update on Modified Meal/Negative Debt Policies for School Nutrition (EXHIBIT D) Director of School Nutrition Berkley Dunbrack provided an update on the recently revised policies for modified meals and negative student debt. At their August 8, 2017 meeting, the School Board directed that these policies be revised on a trial basis to allow students to eat a regular meal (rather than a modified meal) even when a student’s meal account had a negative balance. Mr. Dunbrack reported that, since the new policy went into effect, student meal debts have rapidly skyrocketed (see slides 5-6 of EXHIBIT D). Staff estimates that at the current rate, the division stands to accrue approximately $90,000 in unpaid debt by the end of the school year. Mr. Dunbrack explained that the vast majority of the unpaid debt is at the elementary and middle school levels. He also stated that these are not students who are on free and reduced lunches. School Board members discussed options for improving the rate of debt repayment. Dr. Benson cautioned the Board against choosing options that would tie academic achievement to meal debt repayment. Dr. Benson stated that, if the School Board wishes to continue this pilot initiative, they will need to identify where the funds will come from to cover the unpaid meal debts at year-end. Ms. Healy requested that Mr. Dunbrack provide a breakdown of the unpaid debts by school. Ms. Egan requested that this issue be added to the agenda for the School Board’s upcoming planning session. Ms. Hazard thanked Mr. Dunbrack for this report, and requested that he bring back to the Board a revised policy. Mr. McOsker seconded Ms. Hazard’s request. 5.03 Resource Utilization Study Update (EXHIBIT E) Dr. Benson stated that the division completed an efficiency study in March 2015, which included 98 recommendations for improvement. He provided a status update (EXHIBIT E) on the actions which have been undertaken to comply with those recommendations. Dr. Benson reported that one of the recommended actions was the creation of a business advisory committee. He stated that the committee has recently been established and will hold its first meeting this month. Dr. Benson also reported that there were some recommendations which have been implemented, but which did not result in the improvements or savings that were originally hoped for. One of those was shared services with the County Government for grass cutting. Dr. Benson reported that there were several other recommendations which were not implemented because they were, upon further investigation, deemed to be unnecessary or not worthwhile. For example, the recommendation to increase the number of teacher planning periods was determined to be unnecessary after research revealed that many other school divisions do not have the higher number of planning periods. Mr. Hirons requested that Dr. Benson give a copy of the original efficiency study to the two School Board members-elect (Dr. Sarah Chase and Pamela Yeung).

6. CITIZEN COMMENTS 6.01 Citizen Comments The following citizens made comments:  Deborah Conley, of the School Board’s Fine and Performing Arts Advisory Committee:

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Ms. Conley thanked the Board for adding funding to the fiscal year 2018 (FY18) budget for the district music performance assessment fees. She reported that the committee will conduct a student survey in January regarding the availability of fine arts programs and student interest in the programs. The committee also continues their work on the high school educational specifications for fine art, and the committee plans to visit several more Virginia high schools. The committee will report to the Board in June 2018 on their findings from these school visits, as well as the results from the student survey. In closing, Ms. Conley respectfully repeated her committee’s oft-voiced request to begin providing co- curricular supplements for all middle school orchestra and theater arts teachers. Currently, at the middle school level, it is only the band and chorus teachers who receive these supplements;  Lesley Cook, of Stafford Equality: Ms. Cook stated that she is excited to see that the School Board will be voting on the proposed new committee on equity and diversity. She strongly encouraged the Board to specifically include lesbian/gay/bisexual/transgender (LGBT) students and teachers on the committee;  Susan Randall: Ms. Randall expressed concern regarding the future of Ferry Farm Elementary School. She described the School Board’s long history of neglecting to address the aged condition and outdated design of this facility, and demanded that the Board members act now to renovate this school;  Paul Wadowski: Mr. Wadowski made a number of complaints regarding the School Board; and  Milton Braden: Mr. Braden commented on the demographic disparities in the division’s AP Program. He wondered how the Board would address these disparities.

7. BOARD MEMBER COMMITTEE REPORTS/COMMENTS 7.01 Board Member Committee Reports Ms. Decatur stated that the Special Education Advisory Committee met on November 20. This committee needs more members, and Ms. Decatur encouraged citizens (including students) to join the committee. The next meeting will be held on January 22 at 6:00 p.m. Ms. Decatur also stated that there was a meeting of the School Board’s and Board of Supervisors’ (BOS) Joint Capital Improvement Plan (CIP) Oversight Committee on December 6. Mr. Hirons added that the School Board and BOS would meet jointly on December 19 to discuss the recommendations from the Joint CIP Oversight Committee. The meeting will be open to the public. Mr. McOsker reported that the School Board’s Gifted Advisory Committee met on December 4. He reminded his fellow Board members that the school division still needs three more gifted education FTE positions at the elementary school level. Ms. Egan stated that the School Board’s CIP Advisory Committee still desperately needs new members. She encouraged citizens to volunteer to be part of this committee. Ms. Egan also reported that the Joint Schools Working Committee would reconvene in January, once the new School Board and BOS members have taken their seats. 7.02 Board Member Comments The School Board members wished everyone happy holidays, and thanked the school division’s librarians for the gift of wonderful, home-baked cookies. Ms. Decatur congratulated North Stafford High School on the opening of their brand new, state-of- the-art library. She also thanked those division personnel who coordinated the recent First-Year Teacher Dinner.

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Mr. Connelly praised Rodney Thompson Middle School and Colonial Forge High School on their winter festivals. He was very impressed by the schools’ music programs. Mr. Hirons congratulated the Colonial Forge and Stafford High School football teams on their successful season, as well as their exemplary sportsmanship. Ms. Hazard praised the many fine arts programs within the school division. She also stated that the division’s Service Excellence Banquet will be held on Thursday of this week at Mountain View High School. Ms. Hazard also commented on the exciting new Joint CIP initiative between the School Board and the Board of Supervisors.

8. SUPERINTENDENT’S COMMENTS 8.01 Superintendent’s Comments Dr. Benson reported that he met with approximately 80 teachers yesterday to begin working on crafting a new curriculum framework.

9. CONSENT ITEMS 9.01 Approve the Minutes of the November 13, 2017 Special Called Meeting and the November 14, 2017 Regular Meeting. (EXHIBITS F1-F2) 9.02 Approve the December 12, 2017 Personnel Report of Resignations and Appointments. 9.03 Approve the Appointment of Additional Members to the 2017-2018 School Board Advisory Committees. Ms. Healy moved, and Ms. Egan seconded, that the Board approve the Consent Agenda items (Items 9.01 through 9.03). The motion passed unanimously.

10. ACTION ITEMS 10.01 Approve the Superintendent’s Recommendations for Proposed Amendments/No Changes to Policies Assigned to the Office of the Superintendent as Delineated in Agenda. (EXHIBITS G1- G10) Ms. Egan moved, and Mr. Hirons seconded, that the Board approve Item 10.01. The motion passed unanimously. 10.02 Approve the Creation of a Superintendent’s Equity, Diversity and Opportunity Committee. (EXHIBIT H) Ms. Egan moved, and Ms. Decatur seconded, that the Board approve Item 10.02. The motion passed unanimously. Ms. Hazard explained that there has been ongoing discussion amongst the Board since August on this issue. There are numerous other school divisions who are currently grappling with the need for this type of committee. The proposed committee structure (EXHIBIT H) was crafted using examples from several of those other school divisions. Ms. Decatur urged the Board to approve the creation of this committee. 10.03 Approve the Conversion of Three Full-Time Equivalent (FTE) Elementary Teacher Positions to: One Autism Self-Contained Teacher FTE, One Emotional Disabilities (ED) Self-Contained Teacher FTE, and Three Autism Program Paraprofessional FTEs; and Approve Three New ED Program Paraprofessional FTEs.

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Executive Director of Human Resources Lisa Boatwright stated that the School Board approved the addition of three elementary contingency positions in August; however, a need has arisen for positions in the areas of autism and ED at the elementary school level. Therefore, staff requests that the Board allow the three approved positions to be converted to one (1) autism teacher, one (1) ED teacher, and three (3) autism program paraprofessionals. Staff additionally requests that the Board approve three new ED program paraprofessionals to support the new classes. Ms. Boatwright explained that the paraprofessionals would only be hired when needed. These positions are required in order for the school division to be in compliance with Federal and State laws. Ms. Egan moved, and Ms. Healy seconded, that the Board approve Item 10.03. The motion passed unanimously.

11. INFORMATION ITEMS The following items were presented for the Board’s information with action scheduled at the January 9, 2018 meeting unless otherwise noted. 11.01 Approve a Stafford County Utility Easement to Install a Sanitary Force Main Across North Stafford High School Property in Support of the County’s New Fire Station #14 (Located Off of Shelton Shop Road). (EXHIBITS I1-I2) Ms. Healy requested that staff obtain an easement document from the County before bringing this agenda item back to the Board for approval in January. 11.02 Approve the Back Page of the 2018-2019 School Year Student Calendar. (EXHIBIT J) Mr. Hirons stated that there seems to be a small formatting error in the far right column, which should be corrected before the document goes to the printer. Ms. Healy requested that this agenda item be added to the Consent agenda at the next School Board meeting. 11.03 Approve the 2018-2019 High School Program of Studies/School Course Catalog. (EXHIBIT K1- K2) Mr. Nichols reported that this document (EXHIBIT K1) is traditionally distributed to students in February, and the plan for this year is to hand it out to students during the February 21, 2018 registration night at the five high schools. Executive Director of Learning and Organizational Development Dr. Jan Streich explained that a committee was formed to develop the 2018-2019 High School Program of Studies. She provided an overview (EXHIBIT K2) of the changes that were recommended by the committee. The Program of Studies contains several brand new course offerings:  Exploring Local History;  Geospatial Technology II;  Cybersecurity Software Operations; and  Firefighting. Dr. Streich reported that the firefighting course would require funding. The total cost of the program is estimated at $245,168, which would be shared between the school division and the county government. The SCPS share of the cost would be $122,584; however, it is believed that a Perkins grant could be secured to cover approximately $30,000-$40,000 for the cost of non-consumable equipment. (Uniforms are on the State-approved equipment list for funding under the Perkins grant.) All five high schools would be eligible to participate in the firefighting program.

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Mr. Hirons requested that staff insert an additional disclaimer to the Program of Studies that clearly informs students and parents that these courses will not be offered if funding is not available. Mr. McOsker stated that he supports the implementation of a new firefighting course. Ms. Hazard stated that she would not be willing to support a firefighting course unless a formal memorandum of agreement can be secured between the School Board and the BOS, or between the school division and the county government. Dr. Streich reported that the proposed Program of Studies also contains changes to grade requirements (see slides 6-9 of EXHIBIT K2). For the AP Program, the committee proposed that each AP student receive weighted credit for successful completion of the AP course. This is a change from previous programs of studies that required all AP students to take the AP test to receive weighted credit for the course. Since SCPS requires AP students to pay the required AP test fee (unless they qualify for a free or reduced test fee rate), there is significant concern that the test fee may be a barrier that prevents students taking AP courses. In an effort to increase access to rigorous courses, Dr. Streich reported that the committee recommended that SCPS continues to encourage students to take the AP test, while also offering an SCPS-designed end-of-course assessment to students who choose not to take the AP test. If a student so desires, he/she may take both exams. AP students who are taking the AP test would be exempt from the SCPS end-of-course assessment. 11.04 Approve the Conversion of Three Full-Time Equivalent (FTE) Elementary Teacher Positions to: One Autism Self-Contained Teacher FTE, One Emotional Disabilities Self-Contained Teacher FTE, and Three Autism Program Paraprofessional FTEs; and Approve Three New Emotional Disabilities Program Paraprofessional FTEs. Ms. Egan moved, and Ms. Healy seconded, that the Board move this item to Action. The motion passed unanimously Item moved to Action (see Item 10.03 above).

12. ANNOUNCEMENT OF UPCOMING MEETINGS 12.01 Next Meeting of the School Board The next meeting of the School Board will be held on January 9, 2018.

13. CLOSED SESSION 13.01 Convene in Closed Session Mr. Hirons moved, and Ms. Egan seconded, that the Board convene a closed meeting to discuss or consider three specific personnel matters pursuant to the personnel exemption at Section 2.2- 3711(A)(1) of the Code of Virginia. The motion passed unanimously.

14. CLOSED SESSION CERTIFICATION/ACTION 14.01 Closed Session Certification Mr. Hirons moved, and Ms. Egan seconded, that the Board convened a closed meeting on this date and, to the best of each member’s knowledge, only public business matters lawfully exempted from open meeting requirements, and only such public business matters as were identified in the motion convening the closed meeting, were heard, discussed, and/or considered by the Board during the closed meeting. The motion passed unanimously.

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14.02 Action from Closed Session – Personnel Matters Ms. Healy moved, and Mr. Hirons seconded, that the Board approve the personnel actions as recommended by the Superintendent. The motion passed unanimously.

15. ADJOURNMENT 15.01 Adjournment The Chair adjourned the meeting at 10:30 p.m.

Holly H. Hazard, Chair Stafford County School Board

Melissa D. Hall, Clerk Stafford County School Board

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STATUS AND PROCESS ASSESSMENT: ADVANCED PLACEMENT PROGRAMMING

TABLE OF CONTENTS

Executive Summary ...... 4

Literature Review ...... 5 Issues of Equity and Access in AP ...... 5 Expansion of Access ...... 6 Potential Benefits of AP ...... 7 Educational Quality and Consistency ...... 9 ...... 9 ...... 12 ...... 12 ...... 13

Methodology ...... 15

Overview & Findings ...... 18 ...... 18 ...... 18 ...... 20 ...... 22 ...... 22 ...... 23 ...... 30 ...... 34 ...... 42 ...... 43

Recommendations ...... 45 ...... 45 ...... 46 ...... 48 ...... 49

Appendices ...... 50 Appendix A - ...... 50 Appendix B - ...... 51 Appendix C - . . . . DRAFT...... 58 Appendix D - ...... 62 Appendix E - ...... 64 Appendix F - ...... 65 Appendix G - ...... 80 Appendix H - ...... 83 Appendix I - ...... 84

References ...... 86

Status & Process Evaluation: AP | Stafford County Public Schools 3 EXECUTIVE SUMMARY

Advanced Placement programming has existed for well option, which is embedded as one option under APPX over fifty years in the United States. A test based pro- with some additional SCPS specific requirements. The gram, participants do not have to take an AP course APDS is a distinct diploma recognition generated by in order to take the exam, but many school divisions SCPS where students complete a subject area concen- across the country provide AP specific coursework to tration within AP offerings. The program has also facilitate student preparation for the AP exams. The historically included a service-learning component exams are graded on a score of 1-5, with a three con- and final project. As of last year, that project was em- sidered qualifying. bedded into the AP Capstone, a two-course research The Advanced Placement Programs of Excellence sequence developed by the College Board. (APPX) is a program created by and unique to the Stafford County Public School System. The program Based on the qualitative and quantitative data collected offers two different types of locally awarded diploma during this status and process assessment, the OAAP distinctions that students can choose to pursue: the recommends continuing to offer AP programming in Advanced Placement International Diploma (APID) SCPS, with consideration given to whether or not to and the Advanced Placement Distinguished Scholars continue the APPX program as a part of those offer- (APDS). The APID is a College Board created diploma ings. The office also recommends the following:

1. Set division-wide goals for Advanced Placement programming. 2. Strategize Advanced Placement offerings across the five high schools. 3. Consider how and if the division wants to continue utilizing the APPX program. 4. Adopt transparency in communicating about different AP curricular options. 5. Improve data collection and analysis for AP programming. 6. Ensure that teachers receive adequate training and support for providing instruction for AP coursework. 7. Ensure AP coordinators receive specific division-led training and guidance to undergird AP programming in Stafford County. 8. Carefully consider the most appropriate person or persons to handle AP and APPX coordination at each high school. 9. Monitor the proposed approach to how weighted credit is assigned for AP coursework approach to how weighted credit is assigned for AP coursework. 10. Consider adopting division-wide means of monitoring student preparation for AP exams. 11. Evaluate and strengthen recruitment efforts, ensuring all students have the opportunity to take the rigorous prerequisites necessary to prepare for AP and other rigorous coursework. 12. Consider the impact of the school calendar in light of AP coursework and alternative access to AP coursework. 13. Consider pursuing additional grant opportunities, such as the NMSI sponsored grant, to help facilitate student participation in AP coursework and provide support and incentives for AP educators. DRAFT 14. Consider adopting division-wide policies to ensure that students with varying life circumstances are not discouraged from pursuing AP programs in SCPS by test fees and the lack of study halls.

4 Status & Process Evaluation: AP | Stafford County Public Schools LITERATURE REVIEW

History Rothschild (1999) explains that over the course of the same year, the FAE shifted support in favor of a pro- In the early 1900s, education went through the same posal put forth by university leaders and professors industrialization occurring elsewhere in the country, from Harvard University, Princeton University, and in which schools consolidated into factory models of Yale University, who had met with leaders and teachers education with administrators as factory managers and from the elite boarding schools of Andover, Exeter and teachers as the assembly line workers, producing edu- Lawrenceville to generate a plan to bridge the divide cation (Tyack and Cuban, 1995). As schools consoli- between secondary and tertiary education. Ultimately, dated and one-room school houses declined, America they drafted what became the Advanced Placement witnessed the rise of the comprehensive high school. program, now simply known as AP. They generated a A subsequent gap grew between secondary and ter- plan by which gifted and advanced students would be tiary education. As access to high school expanded able to sit and test out of the introductory level course- during the Progressive Era with the advent of manda- work based on advanced work done in high school, tory school laws, the transition between high school minimizing the amount of repetition being done and college appeared to grow more awkward, with between secondary school and college, particularly some students over prepared for the introductory level for students at elite independent schools with rigorous classes at the college level and some underprepared academics. (Tyack and Cuban, 1995; Rothschild, 1999). Academic preparation intensified following the end of World War Seven schools introduced what would become AP II and the advent of the Cold War. courses in the fall of 1953, with another ten schools adding the courses during the course of that first One response to concerns about the synchronization school year. The following spring, the participating of secondary and tertiary education emerged from schools asked ETS to administer the first AP exams, the Ford Foundation. Rothschild (1999) notes that in which, from the outset were graded on a scale of 1 to 5, 1951 the Ford Foundation established a Fund for the where a three is considered passing (Rothschild, 1999, Advancement of Education (FAE) that sought out tal- Andrews, 2003). As of 1955, the program had expand- ented high school students who would graduate early ed to twenty-seven schools; oversight of the program following their sophomore year in high school and moved from ETS to the College Board. The College begin attending colleges and universities. The pro- Board subsequently continued the expansion of the gram provided scholarships to the University of Chi- program and began providing professional develop- cago, Columbia University, University of Wisconsin ment for teachers who would be preparing students for or Yale University to sixteen year olds who had shown the AP exams (Andrews, 2003). immense promise. The program aimed to create a smoother transition between high school and college Since its inception, AP has grown exponentially, with for advanced students, while also ensuring they com- the only brief dip in growth occurring during the pleted at least two years of collegeDRAFT before turning 18 counterculture era of the late 60s (Rothschild, 1999). and registering for the draft. For many administrators Schools can choose to offer any number of the thir- at the high school and district level, however, losing ty-eight AP courses that currently exist, ranging from some of their best students for their final two years Calculus to English Literature to Chinese. The follow- of high school was not desirous; they responded with ing chart provides a listing of all the AP courses that vocal opposition through the National Association of schools can offer: Secondary School Principals (Rothschild, 1999). The FAE ultimately moved support away from this initiative.

Status & Process Evaluation: AP | Stafford County Public Schools 5 LITERATURE REVIEW

from the College Board (2016), 2,611,172 students Subject Area AP Course Offering took at least one AP class last year, and students took AP Capstone Research, Seminar 4,704,980 AP tests in the spring of 2016. Arts Art History, Music Theory, Studio Art: 2-D Design, Studio Art: 3-D Much of the growth of the AP program can be at- Design, Studio Art: Drawing tributed to increased calls from the U.S. Education English English Language, English Literature Department (USED) and legislation such as No Child History & Social Science Comparative Government, Euro- Left Behind for school systems to increase access to AP, pean History, Human Geography, International Baccalaureate (IB), and dual-enrollment Macroeconomics, Microeconomics, Psychology, U.S. Government and (DE) programs and coursework, particularly in light of Politics, U.S. History, World History Adelman’s seminal work on the importance of rigorous Math & Computer Science Calculus AB, Calculus BC, Com- coursework to student success in higher education. puter Science A, Computer Science Growth of the AP program can also be attributed to Principles, Statistics what some have deemed an “academic arms race” Science Biology, Chemistry, Environmental Science, Physics C: Electricity and (Atkinson as cited in Geiser and Santelices, 2004), in Magnetism, Physics C: Mechanics, which students compete to add as many highlights as Physics 1: Algebra-based, Physics 2: possible to their resumes. The following chart illus- Algebra based trates the awards and distinctions issued by College World Language & Culture Chinese Language and Culture, French Language and Culture, Ger- Board for which students can compete. man Language and Culture, Italian Language and Culture, Japanese National AP Scholar Award: In order to earn this Language and Culture, Latin, Span- distinction, students have to have a minimum average ish Language and Culture, Spanish Literature and Culture score of 4 across all AP exams taken, with scores of 4 or 5 on eight or more AP exams.

Students do not have to take an AP course in order to State AP Scholar: This is awarded to one male and one register and participate in an AP exam. In addition, female student from each state and Washington, D.C. for most AP courses, teachers do not have to have AP who achieve passing scores (3 or higher) on the most specific training, although many school divisions will exams, who have the highest mean score. send their teachers to training prior to their initial instruction in AP coursework or when the College Board AP Scholar with Distinction: Students qualify for this revises a subject’s curricula. Educators do have to have recognition by earning a minimum average of 3.5 on a syllabus approved by the College Board in order to all AP Exams taken, and achieve scores of 3 or higher offer an AP course, however (Byrd, Ellington, Gross, on at least five AP exams. Jago, and Stern, 2007). AP Scholar with Honor: Earning a minimum average Participation in AP courses and exams has expand- of 3.25 for all AP exams taken and a 3 or higher on ed exponentially since their initialDRAFT offerings. College four or more of the exams allow students to earn this Board notes that by 2003, over 1 million students distinction. participated in approximately 1.74 million AP exams. By 2013, the Tennessee Department of Education AP Scholar Award: Students can earn this award by noted that 33 percent of all U.S. students from that earning a minimum score of 3 on a minimum of three graduating class took a minimum of one AP exam in AP exams. high school and 20 percent of students in that graduating class earned a passing score. According to data

6 Status & Process Evaluation: AP | Stafford County Public Schools LITERATURE REVIEW

Issues of Equity and Access in AP 4.3 percent of males) and race/ethnicity (10.3 percent of Asian-Americans, 5.3 percent of whites, 2.4 percent From its beginnings, as a program stemming from a of Hispanics, and .5 percent of African-Americans). partnership between elite private independent schools As a whole, a mere 2.4 percent of students attending and Ivy League universities, AP has faced those who public secondary schools achieved a 3 or more on at have called for increased equity and access. The AP least one AP exam. Again, these statistics reflect the organization itself, over the last thirty years, has invest- median. ed in research to increase those underrepresented in AP courses, particularly minorities, and students from Tennessee’s Board of Education (Batiwalla, 2014) ana- low socioeconomic (SES) backgrounds. The College lyzed efforts throughout the state to expand access to Entrance Examination Board (2003) acknowledges AP course offerings and testing for low SES students. that it worked to increase the number of students They found a discrepancy between students who had from minority and low SES in the 1980s and 1990s, scored high enough on the end of course (EOC) state developing ‘Pre-AP Initiatives’ and ‘AP Vertical Teams’ level assessments to be considered ‘AP ready’ and the as methods to increase access to AP courses. The number of students who actually had access to AP Vertical Teams approach is somewhat comparable to courses, enrolled in those courses, sat for the tests the Middle Years Program (MYP) used in IB; its goals and passed the tests. They found that at each of those involve increasing rigor in middle school in order to stages, the number of students decreased, with low-SES provide the scaffolding needed to complete the more students going through the entire process at a lower advanced AP coursework in high school. rate than students not identified as low-SES. They also observed significant variation between schools The Educational Testing Service published research throughout the state, prompting recommendations in 2008 focused on continued inequity in access to outlined by the individual concerns seen in various AP programming. Handwerk, Tognatta, Coley and schools. Gitomer’s (2008) report noted that while 58 percent of public high schools in the United States offer some Despite attempts to increase minority and low SES level of AP programming, they divided that break- student participation in AP coursework, the progress down into schools designated as “Low AP” schools and in diversifying AP coursework has had mixed results. “High AP Schools.” High AP schools included those Kyburg, Herberg-Davis and Callahan (2007) noted schools who offer at least one AP course in English, a substantial increase in the number of minorities Math and AP Science/Computer Science. Low AP participating in AP coursework in the first decade of schools include any that do not meet this criterion. the 2000s, but they also noted that the percentage of For individual schools, this means that even if they had minority students passing those AP exams declined. students taking five AP history and social science ex- In the qualitative research Hertberg-Davis, Callahan ams and one English exam, they would be considered a and Kyburg (2006) conducted in schools with IB and Low AP school. Handwerk et al. (2008) found that 24 AP programs, minority students in both programs ex- percent of schools fell under the Low AP designation, pressed feeling alienated and alone in classes made up while 34 percent fell under the highDRAFT AP designation. largely of white suburban students. Other minorities There were racial/ethnic discrepancies in who had expressed that their motivation in taking the AP or IB access to AP programming; 94 percent of Asians had coursework stemmed from a desire to disprove per- access to schools where a minimum of one student was ceived stereotypes that minorities were less intelligent taking an AP exam, as opposed to 81 percent of Afri- and would somehow not be able to successfully com- can-Americans. A median of only five percent of high plete challenging coursework, such as that found in the school students in schools offering AP participate, with AP and IB curricula. a disparity between gender (6.1 percent of females to

Status & Process Evaluation: AP | Stafford County Public Schools 7 LITERATURE REVIEW

Expansion of Access to 23,691 in 2002” (Andrews, 2003, p. 7). The increase in the number of Hispanic students participating in AP The Kyburg et al. (2007) study found that schools that in SREB states was even larger: in 1993, 7,058 Hispan- were most successful in increasing both participation ics participated in AP exams in SREB states, by 2002 and achievement from minority and/or low-SES stu- that number had increased to 34,676. While the per- dents took a holistic approach to improving access to centage of students passing the exams had decreased the accelerated programs provided by AP and IB. They as access had expanded to more students nationally, noted that this approach tended to stem from the dis- the “numbers of black students in SREB states who trict level down to the school and classroom level with passed AP exams more than tripled between 1993 and all levels involved in increasing access for historically 2002 – from 3,492 to 10,623. Hispanic students made underrepresented populations. The approach centered an even more dramatic gain – from 5,926 to 26,023 in on providing a rigorous curriculum prior to actually 2002” (Andrews, 2003, p.9). The SREB also sought to enrolling in AP or IB coursework. The College Board increase access to AP coursework to students of low also shifted the way it reported statistical information socio-economic status in schools without AP offerings in its Advanced Placement Report to the Nation in through AP Nexus, which used federal funds to pro- the early 2000s, to deter schools from excluding stu- vide AP coursework on-line. The program took place dents from AP offerings for fear that they would be in Georgia, South Carolina and Tennesssee (Andrews, negatively impacted by the College Board’s reporting 2003). methodology (Kaye, 2006). The new reporting sche- ma included (1) the percentage of graduating seniors Despite the progress noted in the 2003 SREB report, a who had participated in at least one AP test and (2) subsequent SREB report from 2006 noted the contin- the percentage of graduating seniors who had earned a ued need to expand access, citing gaps in the percent- passing score (a 3, 4 or 5) on at least one AP test (Kaye, age of AP participants from different segments of the 2006). population (Kaye, 2006). The report noted that despite African-American students constituting 22 percent of Three separate College Board studies (Haag, 1983 as the population in SREB states in 2005, the made up cited in Camara and Millsap; Camara and Millsap, only 11 percent of AP test takers. This paralleled na- 1998; Ewing, Camara, and Millsap, 2006) have noted tional statistics in which African-Americans made up the correlation between student PSAT/NMSQT and thirteen percent of the overarching school population success in AP coursework and exams. The studies yet six percent of AP test takers. note the potential of using PSAT scores for identifying additional students who might be good candidates for A number of federally and philanthropy funded pro- Advanced Placement Coursework, while also caution- grams have also sought to increase access to AP pro- ing against using them exclusively. grams. The Advanced Placement Incentive Program in Texas is one such initiative. Jackson’s (2010) study The Southern Regional Education Board has also of the Advanced Placement Incentive Program (APIP) examined AP access (Andrews, DRAFT2003; Kaye, 2006). An- in Texas found positive results after the third year of drews (2003) noted that SREB states as of 2003 offered implementation. The APIP couples teacher training, AP at a rate of 74 percent, a rate nine percentage points curriculum provision, and vertical alignment and higher than the 65 percent nationally. The number training, with cash incentives for teachers and students of students taking AP exams in SREB states doubled based on AP test scores. Jackson found significant between 1992 and 2003, and the author notes gains gains for minorities on subsequent SAT performance, in minority participation, noting that the number of after the third year of APIP implementation. African-American students participating in AP exams through public schools “increased from 9,004 in 1993 Byrd, Ellington, Gross, Jago and Stern (2007) also

8 Status & Process Evaluation: AP | Stafford County Public Schools LITERATURE REVIEW noted the involvement of philanthropists in expanding number of different sources. Since AP courses are of- AP access. The National Math and Science Initiative fered individually, schools can pick and choose which (NMSI), initially supported largely by ExxonMobil AP courses they would like to offer, depending on stu- provided $13 million to see increases in the number dent and community interest. This ‘a la carte’ approach of school divisions offering AP coursework in math- facilitates adoption by many schools, as teachers do ematics, science and English content areas. The Bill not have to have specific training, and there are no fees and Melinda Gates Foundation provided $16 million levied for offering AP coursework. May, Rodriguez, to fund expansion of the College Board’s EXCELerator Sirinides, Perna, Yee and Random (2013) argue that program in Chicago, Illinois, Washington, D.C., and schools will not consider offering programs such as Duval County, Florida; the program aimed to increase IB, AP and dual enrollment (DE) without a minimum access to historically underrepresented populations. number of students who they believe would participate in these curricular options. As a result, historically Potential Benefits of AP small, rural districts are less likely to offer accelerated programs such as AP where the numbers may not Adelman’s seminal Tools in the Toolbox works (1999, support the program. That being said, some divisions 2006) drew significant attention to the need to increase have used creative strategies, such as acquiring grants, the availability of rigorous curricula in preparation for to facilitate the development of accelerated program- college, noting that those students who did not have ming. access to rigorous curricula such as that used by AP and IB, had higher attrition rates. Kyburg et al. (2007) Students have noted the belief that taking AP and IB noted four key perceived benefits to school systems classes will facilitate entrance to better colleges and and students which they believe account for the dra- universities (Kyburg et al, 2007; Hertberg-Davis et matic growth in both AP and IB curricula. First, they al, 2006). Geiser and Santelices (2004) research ac- note that each program provides clear curricula and knowledged that in the University of California (UC) teacher training. There is also the perception that stu- system, students who had taken AP, IB or other honors dents will be able to finish college more quickly, there- coursework were allotted an additional ‘point’ as part by decreasing the cost of college. Third, there is the of their admissions calculations. Other colleges and perception that taking AP or IB coursework will result universities have similar approaches, trying to in some in students better prepared for college. Finally, there is way give ‘credit’ to students who take more ambitious an underlying belief that taking AP and IB courses will schedules. In adopting an AP or IB program, schools facilitate acceptance into top tier colleges and universi- are essentially adopting programs with brand recog- ties. An earlier Hertberg-Davis (2006) study identified nition. A course that is ‘honors’ or ‘gifted and talent- similar benefits that motivate students to take (and ed’ might vary tremendously from school to school, divisions to offer) either AP or IB coursework. division to division, and state to state in the United States’ decentralized education systems; AP provides AP’s popularity stems partially from its easily replica- a label that is easily recognized by major colleges and ble status. The College Board createsDRAFT the curriculum universities. framework for each course, and there are numerous resources available from the College Board or other Hertberg-Davis et al. (2006) further identified the private suppliers for designing curriculum. A vast net- student held perception that taking AP classes would work of AP teachers and established AP conferences enable a head-start on a college education, putting further facilitates the communication of teaching strat- them in a better position for their long term academ- egies, course content and other facets of the AP curric- ic and career goals. Despite the opportunity to earn ulum and exams. Teachers can easily obtain training college credit, there is mixed evidence that earning AP in whichever AP course they will be teaching, from a credit actually results in students completing college

Status & Process Evaluation: AP | Stafford County Public Schools 9 LITERATURE REVIEW more quickly. Kyburg et al. (2007) noted that while number of researchers (Van Tassel-Baska, 2001; Ble- there are anecdotal stories of students graduating ske-Rechek, Lubinski and Benbow, 2004; Hertberg-Da- early, no actual research has confirmed statistically vis et al., 2006) have pointed out the potential benefits significant early graduation rates. This is an area that to gifted students from the accelerated and more warrants continued monitoring, but will likely consis- intense curriculum frequently associated with AP tently vary on a student by student basis depending on coursework. The Hertberg-Davis study (2006) noted performance on the AP exams, major selected, level of that both AP and IB students find their coursework in financial pressure to complete college early, and other these classes to be an improvement over mainstream variables. coursework as a result of “(a) the opportunity to learn with students of similar ability, motivation, and aca- Kyburg et al. (2007) noted that many students believe demic interests; and (b) the adult-like relationships that they will be “better prepared for college” (p. 178) they had with their AP and IB teachers” (Hertberg-Da- by taking AP or IB coursework. Students believe that vis et al, p.54). However, the authors caution that participation in AP or IB coursework will help them neither AP nor IB was designed to meet the holistic develop the academic skills they need to be successful educational needs of gifted students, and recommend in the world of higher education. They cite research that schools utilizing those offerings as the only meth- from Paige and Marcus (2004) that suggested this od of providing services to students identified as gifted viewpoint is particularly true for students who will be consider the use of scaffolding and differentiation to first generation college attenders or who have a peer ensure students’ needs are met. group that does not value attaining higher education. The Hertberg-Davis (2006) study further identified Educational Quality and Consistency that for many students in AP or IB classes, the increased rigor found in AP and IB classes was seen as a While AP coursework has received numerous acco- relief to students frustrated with being bored in reg- lades, research is still exploring the level of educational ular and, at times, even honors classes. Whether AP quality provided by AP curricula. In the Hertberg-Da- (or IB) coursework provides the best option for gifted vis (2006) study, AP quality (like other course quality) secondary students is debatable for the Hertberg-Davis seemed directly tied to the quality of the educators research team, but the curricula provides enough chal- teaching the classes. While students reported that AP lenging content to keep many gifted and high achievers and IB courses tended to have some of the best teach- more engaged. ers in the school, their students did report significant variation amongst AP teachers, as teachers sometimes Kyburg et al (2007) note that these perceived benefits taught AP coursework without having formal training, have “resulted in a reduction in the number of alterna- or they had received training from different sources tive options for meeting the academic needs of talent- and in different approaches resulting in different -in ed students at the secondary level. These pressures, structional practices. Occasionally, AP teachers might combined with Federal government assertions that AP even be teaching outside of their content area (Klop- courses can help reduce the achievementDRAFT gap, suggest fenstein, 2003), or their endorsement in that subject an urgent need to examine whether students with high area stemmed from passing a subject based Praxis potential from diverse backgrounds are, in fact, well exam (one way to add content area endorsements at served by these AP and IB programs” (p.180). the secondary level in several states, including Virgin- ia). While students emphatically praised some of the AP programming is also viewed as one option for AP teachers for being the best in the school, students providing services to students identified as gifted at the noted other AP teachers who did not seem prepared secondary level (Hertberg-Davis et al., 2006; Kyburg et to teach the content of a course, or who used a course al., 2007; Virginia Department of Education, 2013). A framework that was not actually at the academic level

10 Status & Process Evaluation: AP | Stafford County Public Schools LITERATURE REVIEW required for success on the AP exam. Vanderbrook ipate in AP courses do better academically in their first (2006) conducted a qualitative study of gifted females year of college than those who do not, regardless of and AP and IB coursework also noted that while the how they perform on the AP exams. Byrd et al. (2007) students praised some of the teachers in both programs argue that students in AP and IB coursework “devel- as excellent, others were found wanting either because op knowledge and skills that better prepare them for of content gaps (in the school with AP) or attitudes college” (p. 6). that hindered the learning process (in the school with IB). However, other researchers have noted that simply taking AP coursework does not seem to have any cor- The study also found that AP coursework tended to relation to college performance. Klopfenstein (2010, as focus on extensive breadth of content knowledge, with- cited in Warne et al, 2015), found that simply earning out an emphasis on depth, something also noted by good grades in AP classes did not result in students Byrd et al. (2007) in their analysis of IB and AP course- graduating from college more quickly. Geiser and San- work. This likely fits the historical role of AP course- telices (2004) also found a lack of correlation between work in creating a bridge between secondary and high- AP participation and GPA during the freshman year er education, as well as the role of the AP course as a or persistence in college after freshman year. They potential substitute for an introductory, survey level looked at college attendees through the UC system, college course in various subjects. As a result of the and found that simply taking Advanced Placement, quantity of material teachers need to cover in an AP Honors or IB coursework did not result in either high- course, both teachers and students noted the reliance er college grades or increased persistence in college. on lecture by AP educators. While neither teachers Level of performance on the corresponding AP exams nor students preferred lecture for learning, both felt it did demonstrate an impact on both college grades was necessary with the amount of content that needed and persistence, as did level of performance on the to be covered during the school year. subject area tests with the SAT II. According to their research, taking numerous AP courses had no impact Nevertheless, Byrd et al. (2007) view both AP and IB on students’ performance in college, while taking AP curricular options as superior to most of the state stan- courses in which one achieves high scores on the cor- dards currently guiding much of school accountability responding AP exam has been shown to have a posi- across the nation under the last two iterations of the tive correlation, at least in the UC system. Adelman’s Elementary and Secondary Act: No Child Left Behind Toolbox Revisited (2006) argued that the rigor needed and Every Student Succeeds Act. They note: “It’s diffi- to be successful in higher education was found largely cult to understand why more states don’t emulate these through scores achieved on AP exams than on the AP programs rather than paying twice: once to develop courses themselves. their own standards and assessments that don’t function effectively, and again to fund these independent The College Board conducted research comparing the programs because they do a better job” (Byrd et al., performance of participants in AP and dual enroll- 2007, p.18). DRAFTment coursework (Wyatt, Patterson and DiGiacomo, 2015). They found that students who achieved a 3 College Acceptance, Persistence and Performance or higher on a minimum of one AP exam had higher Adelman (1999, 2006) noted the urgency of student persistence and performance rates than students who exposure to rigorous coursework in secondary edu- had participated in dual enrollment coursework at cation in order to be prepared for the rigor of tertiary either two year or four year tertiary institutions. For education upon enrollment. His research noted both students who scored lower than a 3 on at least one AP and IB coursework as options to achieve this. Ac- exam, the comparison with students who had partici- cording to the SREB (Kaye, 2006), students who partic- pated in dual enrollment varied by whether the tertiary

Status & Process Evaluation: AP | Stafford County Public Schools 11 LITERATURE REVIEW institution was a two or four year institution. Students ginia to provide examples of how varying institutions who scored lower than a 3 on at least one AP exam assign credit. still demonstrated higher performance and persistence than students who had participated in a dual enroll- Appendix A provides a guide for credit offered for AP ment course at a two-year institution, but not more students at Virginia Tech and the University of Vir- than those students who had participated in a dual en- ginia to provide examples of how varying institutions rollment course at a four year institution. The study’s assign credit. authors did acknowledge some limitations to the study, such as the inability to control for student motivation AP Programming in Virginia in their statistical modelling. Virginia routinely ranks among the top AP performing Like IB, AP provides the opportunity for students to states in the nation. The Southern Regional Education earn college credit. Colleges and Universities vary in Board has twice noted Virginia’s top performance in the minimum scores they require from students to re- the country (Andrews, 2003; Kaye, 2006). Andrews ceive college credit. Some Ivy League schools will not (2003) noted that in 2002 Virginia had the highest give college credit at all for AP exams, while others will number of AP exams taken by juniors and seniors in provide credit for scores of 3, 4, and 5. Legislation put a nation-wide comparison. Kaye (2006) noted that in into effect by the Virginia General Assembly stipulates: 2005, Virginia ranked in the “top ten nationally in the “The State Council of Higher Education for Virginia percentage of graduates who had taken at least one (Council), in consultation with the governing board AP exam” (p. 2). The state also rated in the top ten for of each public institution of higher education, shall “percentage of graduates who had passed at least one establish a policy for Advanced Placement, Cambridge exam” (p. 2). That same report, however, also noted Advanced (A/AS), College-Level Examination Pro- the gap in black student participation in AP examina- gram (CLEP), or International Baccalaureate examinations in various states. Virginia had a sixteen percent tions. The policy shall: participation gap between the percentage of black students in the state and the percentage of black students 1. Outline the conditions necessary for higher educa- taking AP exams. tion’s course credit or other academic requirements that the student satisfies by achieving the minimum One way Virginia has facilitated participation in AP required scores on such examinations; and exams of its overarching population has been through the Early Scholars Program and Virtual Virginia 2. Identify each public institution of higher education’s (VDOE, 2017). Early Scholars enables high school course credit or other academic requirements that the students to earn a minimum of fifteen hours, or one student satisfies by achieving the minimum required semester, of college credit for their participation in col- scores on such examinations; and lege level coursework, including Advanced Placement (AP), dual enrollment (DE), International Baccalau- 3. Ensure, to the extent possible,DRAFT that the grant of reate (IB) or Cambridge coursework. Virtual Virginia course credit is consistent across each public institu- provides access to students to participate in AP course- tion of higher education and each such examination. work through on-line instruction in partnership with B. The Council and each public institution of higher a student’s base school. This allows students who are education shall make the policy available to the public interested in AP courses that cannot be supported by on its website” (Virginia Code 23.1-906, 2015, as cited their division for one reason or another the opportu- by State Council for Higher Education for Virginia). nity to take a broader range of AP offerings. Appendix Appendix A provides a guide for credit offered for IB B illustrates the AP courses offered through Virtual students at Virginia Tech and the University of Vir- Virginia across the state.

12 Status & Process Evaluation: AP | Stafford County Public Schools LITERATURE REVIEW

AP Programming in Comparison Divisions high schools. Students can also participate in AP coursework through the regional governor’s school in All of Stafford County Public School’s comparison which Fauquier participates, the Mountain Vista Gov- divisions offer AP programming as part of their high ernor’s School for Science, Math and Technology. All school programming options, albeit with variations students participating in AP coursework are required from division to division in terms of specific courses to take the corresponding AP exam, however the divi- offered, policies on weighted credit, and coordination sion covers the cost of the AP exam. Students receive of testing. Like SCPS, all the comparison divisions a weighted credit of 1.0 for AP coursework provided have access to additional AP coursework through Vir- they complete the exam. Certain courses are offered tual Virginia. The following provides a brief overview as both AP and dual enrollment, through partnerships of some of the characteristics of AP programming in with Lord Fairfax Community College, Richard Bland each of SCPS’ comparison divisions, as information College, and James Madison University. was available: Hanover County Public Schools Albermarle County Public Schools Hanover County offers AP courses as well as the IB Albermarle offers AP coursework at all three of its high Diploma Programme at each of its five high schools. schools. There is a specialty center at each of its high Students do not receive weighted credit for their com- schools, but none of those use an AP based curricula; pletion of AP coursework, regardless of whether they some use dual enrollment courses. Students receive take the exam. Students are responsible for paying the weighted credit for completing the AP course, regard- fees for AP exams. less of whether or not they participate in the corresponding AP exam. Students and/or their families Henrico County Public Schools pay the corresponding AP test fees, with some funds Henrico County also offers AP options at all nine of available for students who demonstrate financial need. their high schools, with variation from one high school to another. Each high school houses a specialty center, Chesapeake City Public Schools and while no specialty center has a curricula that is All of Chesapeake’s seven high schools offer AP offer- solely based on AP curricula, all include AP course- ings, with variation depending on high school char- work as part of the overarching program. There is no acteristics. Students receive a weighted credit of .05 one coordinator for AP at the division level, however for AP course work (.025 is given for accelerated and the Research and Planning Department typically an- honors courses). The weight is given regardless of alyzes division performance and participation for AP whether students participate in the corresponding AP exams. At the school level, there is a site coordinator, exam. Students are responsible for paying the fees for typically the head counselor. When educators first AP exams. begin teaching AP courses the division sends them to the College Board training offered in Williamsburg. Chesterfield County Public Schools The division noted that due to the timing during the Chesterfield County offers APDRAFT coursework within its school year of the College Board’s offering of training nine high schools as well as through its specialty cen- for experienced AP teachers, that few are able to attend ters, which frequently incorporate AP coursework as subsequent training. Counselors at each high school part of their curricular continuum. Weighted credit is allocate funds to those students who need financial given for completion of an AP course only if students assistance for AP exams according to free and reduced complete the corresponding AP exam. meal status, however, the division notes that frequently available funds do not cover all of the financial need Fauquier County Public Schools demonstrated. Students receive weighted credit for Fauquier County also offers AP coursework at its four their AP coursework, regardless of whether or not they

Status & Process Evaluation: AP | Stafford County Public Schools 13 LITERATURE REVIEW complete the corresponding AP test. Students taking curriculum. The division provides weighted credit to AP, dual enrollment (DE) and IB Diploma courses all students for completing the AP course, regardless of receive 1.0 quality points, and honors and Middle Year whether the student participates in the AP exam. AP IB courses receive 0.5 quality points. offerings can vary from school to school, depending on other offerings at a particular school. Loudoun County Public Schools In Loudoun County, all sixteen high schools offer AP course offerings. There are no specialty or magnet programs that utilize an AP focused curriculum. Testing fees are covered by the students and their families. Co- ordination for AP is handled by school counselling at both the individual school and division level. Students receive 1.0 quality points for the AP course, regardless of whether the students take the corresponding AP exam. The division earned placement on the College Board’s honor roll in 2011 and 2016 for simultaneously increasing the number of students enrolled and passing AP coursework (Nadler, 2016).

Prince William County Public Schools All twelve of Prince William County’s high schools offer AP curricular options with variation based on the school. The two high schools hosting IB programs, for example may not offer the same AP options as other high schools. The division offers an in-house AP specialty program, the Advanced Placement Scholars Specialty Program (AP Scholars), at two high schools: Patriot High School and Woodbridge High School. The program requires that students participate in two or more pre-AP or AP courses annually, complete six AP courses prior to graduation, sixty hours of community service and a senior research project. Like all its specialty programs, Prince William provides transportation to students who wish to participate through their system of express bus stops. The division covers the costs of AP fees for students. Students receive weighted credit for participating in AP courses regardless of whether they take the APDRAFT exam. Prince William also recently began offering the AP Capstone.

Spotsylvania County Public Schools Spotsylvania County offers AP course offerings at five of its high schools. They also offer the AP capstone, and participate with Stafford County, King George and Caroline counties in the regional Commonwealth Governor’s school, which utilizes a primarily AP based

14 Status & Process Evaluation: AP | Stafford County Public Schools METHODOLOGY

The Office of Assessment, Accountability and Program Evaluation (OAAP) carried out a mixed-methods study as part of the evaluation of the Advanced Placement Programming in Stafford County Public Schools. This approach couples quantitative and qualitative methodologies to provide a richer review of a program. Babbie (2008) and Patton (2010) have both noted that utilization of both quantitative and qualitative methodologies can be used to complement and confirm the results that each approach generates. This evaluation is a status and process evaluation, as outlined in Program Evaluation in Stafford County Public Schools: Refocusing Our Efforts. A comprehensive evaluation will be scheduled at a later time.

Initial work for the evaluation involved carrying out a literature review of national and international research on the Advanced Placement program. Using available databases, such as JStor, ERIC and SAGE Journals, the OAAP accountability specialist for program evaluation curated peer-reviewed research articles on the AP program. Ad- ditional literature reviewed included reports from educational organizations and state level education research departments.

Based on common threads that emerged in the literature review, the OAAP drafted initial evaluation questions on the AP programs in SCPS:

• How many students are currently enrolled in AP classes at each school? What is the breakdown of participation per specific classes over the last five years? What is the demographic breakdown? • Which AP courses are offered where? • What do the AP scores look like across the county? • How many students have participated in the APPX program and/or graduated with the APPX seal? • How is recruitment for the AP program carried out at each school? • What is the interest level from parents and students in the AP program? • What is the cost of AP/APPX? What are the associated funding streams? • What is the experience of a student participating in AP? • What kind of training do teachers receive to teach in the AP program? • How does the AP program in SCPS compare to other AP programs in comparison divisions? • To what extent are SCPS students taking AP classes through Virtual Virginia? Which courses? How do scores compare between courses taken through Virtual Virginia versus in person? • What does retention look likeDRAFT for AP teachers? • What are the goals of AP in Stafford County? What are the expected outcomes? What is the logic model behind AP? Do the goals vary across sites? How so?

Status & Process Evaluation: AP | Stafford County Public Schools 15 METHODOLOGY

Due to time constraints and available data, not all of Board on AP test participation and student perfor- these questions were able to be answered as part of this mance. The OAAP used descriptive statistics to ana- Status and Process Assessment. These areas are ad- lyze the available data. The OAAP also worked with dressed in the Recommendations section. the Department of Finance, Department of Human Resources, and Department of Learning and Organiza- Qualitative Data tional Development to analyze the financial impact of the AP programs. In examining the AP programming in Stafford quali- tatively, the OAAP developed semi-structured inter- The OAAP coupled the descriptive statistics and -fi view protocols based on the qualitative work of Rubin nancials with the survey administered via Qualtrics to and Rubin (2005). The OAAP also obtained insight parents and guardians of AP students. Those surveys for the interview protocols from the Hertberg-Davis can be found in Appendices E and F. There were 272 et al. (2005) qualitative study of AP and IB programs, parents and guardians of AP students who participated the culture elements of the Towery and Duffie (2010) in the survey. As noted in the bar graph below, most study of freshmen academies in Louisville, Kentucky, parents and guardians reported having one student and the status and process assessments conducted thus involved in the program. Two hundred eighteen far of the CGS and IB programs. The OAAP carried parents and guardians noted having one student in AP out qualitative interviews with principals, AP coordi- programming, fifty parents and guardians noted hav- nators, and APPX coordinators at all five high schools. ing two students in AP programming, three selected The interview protocols can be found in Appendix having three AP students, and one noted having more C. During interviews, the OAAP took detailed notes, than four. identifying common themes across multiple inter- Number of Students Currently Involved in AP views and stakeholders. Ideally, qualitative interviews (Parent/Guardian Survey) would have been held with a wider array of stakeholders, however, time constraints prohibited qualitative 1 interviews with teachers, parents and students. The OAAP did utilize Qualtrics to send a survey consisting 2 predominately of qualitative questions to all AP teachers in the division. The survey questions administered 3 to teachers are found in Appendix D. The OAAP sent the largely qualitative teacher survey or questionnaire to 98 teachers, of whom 39 completed the questions 4 asked. In addition, the OAAP administered surveys more including qualitative components to current parents of students participating in AP coursework, and AP students who were given permission to participate in the survey. DRAFT Quantitative Data When asked the grade level of their AP students, parents and guardians reported having 41 students in In gathering quantitative data, the OAAP worked with 9th grade, 78 students in 10th grade, 105 students in the Department of Instructional Technology and Stu- 11th grade, and 94 students in twelfth grade who were dent Information Systems to compile data, matching participating in AP programming in SCPS, as seen in available division-wide data with data from the College the bar graph below.

16 Status & Process Evaluation: AP | Stafford County Public Schools METHODOLOGY

Grade Level of Students in AP Coursework (Parent/ The end of the AP parent and guardian survey provid- Guardian Survey) ed an opportunity for parents to give permission for students to participate in a corresponding AP survey 9th Grade for students. From those parents and guardians who completed the survey, 131 students received permission to complete the AP survey. Of those 131 students, 10th Grade 31 students completed the AP survey. Students responded from all five high schools to varying degrees, as illustrated in the bar graph below. 11th Grade Number of Student Respondents from Each High 12th Grade School 4 7

Parents and guardians whose AP students were attending certain high schools participated at higher rates than others. As seen in the chart below, 101 parents 7 and guardians noted their student(s) participating in AP attended Colonial Forge High School, 58 reported 13 Stafford High School, 48 reported North Stafford High School, 45 reported Brooke Point High School, and 34 reported Mountain View High School. 2

Brooke Point high School Colonial Forge High School Mountain View High School High School that AP Student(s) Attend North Stafford High School Stafford High School (Parent Survey) 45

58 Over seventy percent of student respondents were upperclassmen, as illustrated in the bar graph below. DRAFTSelf-Reported Grade Level of Student Respondents 48 101

9th Grade (3) 10th Grade (6) 11th Grade (12) 12th Grade (11) 34

Brooke Point high School Colonial Forge High School Mountain View High School North Stafford High School Stafford High School

Status & Process Evaluation: AP | Stafford County Public Schools 17 OVERVIEW & FINDINGS

AP Adoption Programs Currently Utilizing AP

Stafford County Public Schools began offering its first Currently, there are a number of programs within the AP classes during the 1979-1980 school year. That year division that use AP programming as part of the over- the division offered AP English. Over time, the num- arching programming structure. The Commonwealth ber of AP offerings has expanded both as the division Governor’s School has a curriculum heavily concen- has grown, College Board AP offerings have grown, trated with AP curriculum, and the Stafford Academy and alternative access routes, such as Virtual Virgin- for Technology (STAT) programs often use some AP ia, have emerged. In addition, the division secured courses as part of their overarching curriculum con- a grant from 2012-2015 that provided incentives to tinuum. The APPX program, a SCPS created division students and teachers for AP participation and qualify- program, focuses specifically on guiding students ing scores. through a continuum of AP coursework, community service, and, as of last year, a research experience Expansion with NMSI Grant through AP capstone. The AP Capstone program is new to the division and students can participate From 2012 to 2015, SCPS had a grant for North through APPX or through completion of the Capstone Stafford, Colonial Forge and Stafford High Schools as a standalone option. through the Virginia Advanced Studies Strategies (VASS) organization in partnership with the National Staffing Math and Science Institute (NMSI) and funded by the Department of Defense. Appendix G illustrates the AP Coordinators letter provided to parents the first year of the grant explaining the grant’s benefits to students. At each high school, there is a designated person, or The NMSI grant provided funding for students and persons, to coordinate the AP testing and program- teachers to incentivize AP participation. The grant off- ming. The role is assigned to an existing position or set the cost of tests for students, covering fifty percent positions, and does not constitute a separate position. of the test fee for AP exams in English, Math and Sci- Frequently the role is assigned to a counselor, how- ence courses. In addition, students who scored a 3, 4 ever, it can also be assigned to a testing coordinator, or 5 on their AP exams could earn $100 cash for their or a small team involving an administrator, counselor performance on the exams in those subject areas. The and teacher or testing coordinator. Each school has a grant also provided access to Saturday study sessions in slightly different approach to who will handle the vari- partnership with other school divisions participating ous aspects of coordinating the AP testing. in the grant. In addition, some schools have the coordinator(s) For teachers, the NMSI grant also provided incentives work with the AP program from year to year, as long as and support. Through VASS, teachersDRAFT received train- the staff remains with the school, while other schools ing in Richmond on instructional approaches and rotate the responsibility to different people every so techniques. In addition, teachers could receive mon- many years. etary compensation based on the number of students achieving 3, 4 or 5s on the AP exams in the English, Training for AP coordinators is largely left to individu- Mathematics and Science subject area. al schools. Handbooks are provided from central office for coding purposes, and some coordinators are able to learn from peers or learn about various AP trainings that they might attend. Training is inconsistent, how-

18 Status & Process Evaluation: AP | Stafford County Public Schools OVERVIEW & FINDINGS ever, leaving some coordinators to feel overwhelmed most experience. The average respondent had close to when they begin the process. eighteen years of experience teaching.

APPX Coordinators In terms of the length of time the respondents had spent teaching AP coursework that ranged from a min- Three SCPS high schools participate in the APPX imum of one year to a maximum of thirty-eight years. program: Colonial Forge High School, North Staf- The average AP teaching experience level of respon- ford High School, and Stafford High School. There is dents was approximately eight and a half years. an APPX coordinator at each of those schools, who When asked whether they had received training prior complete the APPX coordination duties in addition to to teaching AP coursework, the majority of respon- their other assigned duties. At two schools this duty dents, approximately seventy-seven percent, noted is assigned to a counselor, while at a third, the duty is they had received training prior to beginning teaching assigned to a Focus teacher. The coordinators receive the AP coursework, as seen in the graph below. no additional compensation for the time they put into coordinating the program. Percentage of Respondents Who Attended Training Prior to Teaching AP Coursework AP Teachers 23.08% Like AP coordinators, who is designated to teach AP coursework is largely determined on a school by school basis. In the survey administered by OAAP, respondents noted a range of experience, both in teaching as a whole and in teaching AP coursework specifically as noted in the statistical charts below.

Years of Teaching Experience Reported by AP Teach- 76.92% er Survey Respondents n=39 yes no Mini- Maxi- Mean Standard Total mum mum Deviation Respon- dents Of those respondents who did attend training, many Number of 3 39 17.74 9.91 39 noted attending during the NMSI grant, while others Years Teaching noted attending summer College Board training of various sorts, such as those held at William and Mary. Respondents had varied responses when asked wheth- Years of AP Teaching Experience Reported by AP er they felt prepared to begin teaching AP coursework. Teacher Survey Respondents A number noted the benefits of attending a three to DRAFTfive day training, although this was not universal. Mini- Maxi- Mean Standard Total There were some AP teachers who felt the training they mum mum Deviation Respon- dents had attended was inadequate preparation for teaching Years Teaching 1 38 8.53 7.51 38 the AP course. Those teachers who expressed feeling AP Coursework the most prepared when they started teaching AP, usually did so crediting a combination of factors, such As seen in the response rates, of survey respondents, as attending training, mentorship, having an advanced all of the AP teachers had taught for a minimum of degree in the subject area, and PLC support. Those three years, with thirty-nine years representing the teachers who expressed feeling unprepared, frequently

Status & Process Evaluation: AP | Stafford County Public Schools 19 OVERVIEW & FINDINGS began teaching multiple AP courses at once, lacked Appendix H includes a complete listing of AP offerings peer or mentor support, and had not attended training at each high school over the last five years. For each or the training they received was inadequate, due to school, the sections of traditional classroom AP op- short duration or quality of facilitator. A number of tions, Virtual Virginia AP courses, and courses avail- teachers noted that regardless of preparation, the first able through the Commonwealth Governor’s school couple years teaching AP definitely involved a learning are designated by distinct charts. AP courses that are curve, one that they themselves did not fully recognize part of the STAT program, are included in the over- until after their first few years teaching the coursework. arching listing of traditional AP offerings, but include Structure of AP Programming and Components the STAT identifier in the course title. While all five high schools offer AP programming to some degree, each school has tailored the AP offerings There is variation at this time across the division in the and programming based on (1) other programming AP courses offered through traditional means. Some offered at the school and (2) stakeholder demand. of this is due to other alternatives such as IB and DE at different schools. It is uncertain at this time whether Across the county, there are 28 different AP courses the differences are due to variation in demand, recruit- being offered in the division this school year (2017- ment strategies, or other factors. 2018). The following chart illustrates the distinct AP courses being offered at a minimum of one of the five APPX high schools, through traditional means. The APPX program was created by Stafford County Traditional AP Offerings Across All Five High Schools in 2017-2018 Public Schools to facilitate students completing AP AP Art History (Non-Studio Elective) courses in academic concentrations of their choice, AP Biology (and Lab) and to encourage service learning. The program is AP Calculus AB offered at Colonial Forge High School, North Staf- AP Calculus BC ford High School, and Stafford High School, the three AP Chemistry (and Lab) schools not offering the IB Diploma Programme. AP Computer Science A AP Computer Science Principles These three high schools also host the Commonwealth AP English 11: Language/Composition Governor’s School sites in the division. AP English: Literature/Composition AP Environmental Science The stated goals of the program are as follows: AP European History AP French AP German • “To increase student exposure to college level AP Human Geography materials and skills; and to provide students oppor- AP Latin (Virgil) tunities to achieve success in Advanced Placement AP Macroeconomics courses with academic support and guidance from AP Microeconomics administrators, teachers, and counselors AP Music Theory AP Physics 1 DRAFT• To provide individualized learning experiences that AP Physics 2 capitalize on the student’s unique interests, abili- AP Psychology ties, and future goals AP Spanish • To provide students additional opportunities to be AP Statistics AP Studio Art recognized for their outstanding academic efforts AP U.S. Government and Politics/Comp Government and achievements AP United States Government • To create an opportunity for students to achieve AP United States History qualifying scores for colleges that help reduce the AP World History financial costs associated with higher education”

20 Status & Process Evaluation: AP | Stafford County Public Schools OVERVIEW & FINDINGS

(SCPS, 2017). “James Farmer Global Studies Scholar – A concen- The program offers two different diploma options tration in Social Studies courses with a research to students. The first, created by the College Board, paper/project that reflects a theme/concept of that but delegated to the APPX program in SCPS, is the nature. AP exam scores in Social Studies courses Advanced Placement International Diploma (APID). must be 3 or higher. In order to earn this diploma, College Board (2017) notes that students must do the following: Sir Isaac Newton Science/Mathematics (STEM) Scholar – A concentration in the areas of Science • Score a three or higher on five or more distinct AP and Math (STEM) with a research paper/project exams. that reflects a theme/concept of that nature. AP • Designate on their AP coursework that their exam scores in Science and Math courses must be 3 scores be sent to a university outside of the U.S. or higher. • Complete AP exams in the following areas: • Two world language and culture exams (different Thomas Jefferson Renaissance Scholar – A concen- languages) or one world language and culture tration in the areas of English, World Language and exam and one English course. Humanities courses with a research paper/project • One exam emphasizing a global outlook (can that reflects a theme/concept of that nature. AP include Art History, Comparative Government exam scores in English, World Language and Hu- and Politics, Environmental Science, Human manities courses must be 3 or higher. Geography, Macroeconomics, or World History). • One AP exam in math, science or computer Palmer Hayden Arts, Humanities, and Linguis- science. tics Scholar – A concentration in, Fine and Per- • One additional AP exam in a chosen content area. forming Arts, World Language, and Humanities courses with a research paper/project that reflects The above requirements will allow a student to earn a theme/ concept of that nature. AP exam scores in the APID from College Board. To be considered for the Fine and Performing Arts, Linguistic, and AP the APPX APID distinction at graduation, however, Capstone courses must be 3 or higher.” students also need to complete the state and county graduation requirements, have participated in six AP To complete the APDS, students need to complete all courses and their corresponding AP exams, and the state and county graduation requirements, complete AP Capstone, which includes the two course sequence six AP courses and the corresponding AP exams ac- of AP Seminar and AP Research to complete the ser- cording to the content specializations above. Students vice-learning portfolio/project designated under the need to earn scores of three or higher in three of their APPX requirements. content specialization courses and two AP exams of their choice. Students will also need to complete the The second APPX diploma option, designated the AP Capstone as part of the AP coursework to meet Advanced Placement Distinguished Scholars (APDS) the service-learning portfolio/project component of was created within SCPS, and DRAFTencourages students to APPX. follow a course progression in an academic content area of their choice. The following curricular concen- The inclusion of the AP Capstone to largely fulfill trations for students are as specified: the service-learning component of the APPX program began last year, when SCPS first began offering the Capstone progression, although the two course research based experience is also available to students not participating in the APPX program.

Status & Process Evaluation: AP | Stafford County Public Schools 21 OVERVIEW & FINDINGS

The following chart illustrates the number of students as the APPX coordination duties are assigned as an who have participated at some point in the APPX pro- additional area for APPX coordinators to handle in gram. The specific concentrations were not available addition to the duties their other jobs might require. for all schools, so that information has been left out of Others mentioned the challenge of completing the the analysis. service-learning component of the program. Anoth- er challenge mentioned stemmed from the fact that Number of APPX Participants Since Fall 2013 APPX is a program created in-house that lacks external recognition beyond Stafford County, with the ex- APPX School Total Participants ception of the APID portion aligned with the College CFHS 153 Board. These represent three distinct challenges the NSHS 120 program has faced in generating graduates, but there SSHS 160 could be additional factors that this status and process Grand Total 431 evaluation did not unearth.

While a number of students have participated in the Community Partnerships program at some point in their progression through high school since its inception, SCPS has had very few Partnerships with various community organizations students who have fully completed the APPX program. vary according to class and sub-program as AP programming does not constitute a singular program in The following chart illustrates the number of graduates and of itself. Establishing community partnerships is since 2015: largely left up to individual teachers and individual AP courses. Number of APPX Graduates by School The APPX program has historically included a service APPX School 2015 2016 2017 Grand Total learning component that students complete as part of CFHS 3 3 their continuum of studies, which included 50 hours of NSHS 4 6 4 14 community service and the completion of a final proj- SSHS 1 2 3 ect. Designated the Community Leadership and Ser- Grand Total 4 7 10 21 vice above Self (CLASS), this combined service-learning and research project/paper combines elements of North Stafford High School has had the highest num- the Creativity, Activity, Service (CAS) component of ber of APPX graduates each year, with fourteen stu- the IB Diploma with the creation of a final product or dents graduating having completed the APPX program paper akin to the Extended Essay in the IB Diploma over the last three years. Stafford Senior High School Programme or the Culminating Experience in Gov- had four students graduate having completed the pro- ernor’s School, with its own character embedded in gram over the last two years, and Colonial Forge High inclusion of the service-learning to the final product. School had its first three APPXDRAFT graduates last year. Beginning last year, the program embedded the cre- Based on 431 participants, the 21 graduates the divi- ation of the final product within the umbrella of the sion has had from the program represent a completion AP Capstone, a two course sequence that focuses on rate of 4.8 percent. the academic research process.

It is unknown at this time all of the factors that have While the APPX coordinators expressed mixed opin- led to low completion rates of the program. In inter- ions about this requirement, its inclusion does lead views, some mentioned the challenge of dedicating to students getting involved in the community with time to following up with students in the program, various organizations through the service-learning

22 Status & Process Evaluation: AP | Stafford County Public Schools OVERVIEW & FINDINGS component. Some vocalized that it was the strongest ors will frequently recommend that certain students aspect of the program. Other interviewees, however, participate in AP coursework based on prior academic believed that the service-learning component led to performance. More recently, the division-wide par- high attrition rates in the program. ticipation in the PSAT has enabled schools to utilize new tools from the College Board to examine student Incorporation of Technology readiness for various AP courses based on the individual analysis of PSAT performance given to schools. Since the AP programming does not constitute a Counselors can then use this information to identify singular program in and of itself, the incorporation of students who might be good candidates for AP course- technology can vary widely based on teacher instruc- work in specific courses, even if their grades might tional style and/or the program within which the AP indicate other-wise. course is being taught. The CGS program uses primarily AP coursework, and has a vast degree of technology Like in other programs the OAAP has examined, indi- incorporation due to the regional nature of the pro- vidual teachers themselves also frequently play a pivot- gram, as discussed in detail in the CGS Status and Pro- al role in recruiting students for individual AP courses. cess Assessment Evaluation from September of 2017. Interviewees noted that students frequently develop APPX largely focuses on guiding students through relationships with teachers who teach AP coursework, their chosen concentration in AP coursework, service and that relationship will spur students to try a more component, and AP capstone and therefore does not challenging AP course taught by that teacher. include any direct technology components. This past year, CFHS did purchase a number of Chromebooks Lastly, a number of interviewees noted that student for the APPX program that are intended for use with interest in individual subjects also becomes an indirect the AP Capstone component, also open to students recruitment tool. The interviewees noted that students outside of the APPX program. The Chromebooks will frequently try their first AP course in a content will be used by students completing the two course area with which they are most confident and comfort- sequence of research courses to conduct research and able with the content. From that initial AP course, writing. students may or may not continue to take additional AP coursework, depending on the experience of that Student Recruitment and Application Process first class. Students do not complete an application to participate in AP coursework. Certain programs utilizing AP For APPX, the APPX coordinator often visits middle coursework, however, do have either an application or schools for student recruitment, presenting to 8th statement of intent that students complete to partici- grade students. There is also an APPX display at the pate in the program. The Commonwealth Governor’s Signature Programs Night held annually in the fall. School has a full application process detailed in the In the parent and student surveys, respondents noted CGS Status and Process Assessment from 2017. The that students most frequently learned about AP offer- APPX program involves a statementDRAFT of intent type of ings in the division during middle school, as illustrated application, which can be found in Appendix I. This in the bar graphs below. statement of intent application is available via the division’s webpage.

In qualitative interviews with administrators and AP coordinators, most interviewees noted a relatively informal recruitment process for AP at-large, heavily focused on counselor and teacher initiative. Counsel-

Status & Process Evaluation: AP | Stafford County Public Schools 23 OVERVIEW & FINDINGS When Family Learned about AP (Parent/Guardian After ‘Other’, parents and guardians reported learning Survey) about AP options in SCPS most frequently through a school counselor, representing 59 of 295 responses, and through 0pen-house events, such as the Signature 17.63% Programs Night, representing 57 of 295 responses. 25.08% Ways Families First Learned about Advanced Place- ment in Stafford County (Parent Survey)

57.63% when my student(s) were in elementary when my student(s) were in middle school when my student(s) were in high school

When Student Learned About AP Programs (Stu- Open- School Gifted School Classroom Another Other House counselor resources/ administrator teacher family event (for dent Survey) example: Focus signature teacher 17.65% programs 17.65% night) On the student survey, respondents also noted having learned about AP offerings in a wide range of ways, as seen below.

Ways Students First Learned about AP in Stafford County (Student Survey)

64.71% when I was in elementary school when I was in middle school when I was in high school When asked about how they learned about the pro- Open- School Gifted School Class- Another Other gram, respondents to the parent and guardian survey House counselor resources/ adminis- room family event Focus trator teacher noted a wide-range of ways in which they learned (for DRAFTexample: teacher signature about the program. As seen in the bar graph below, no programs one category represented a majority of respondents. night) A plurality responded with ‘other’, representing 75 of Students reflected a range of methods by which they 295 responses. The highest responses under ‘other’ learned about the program, as seen above. School included (1) learning about AP through another pro- counselors, classroom teachers, other families repre- gram, such as CGS or IB, (2) common knowledge, (3) sented the most frequently selected options, but with personal experience with AP, or from another person minimal differences from the other categories. Under within the immediate family, such as an older sibling. the other category, students typically mentioned a

24 Status & Process Evaluation: AP | Stafford County Public Schools OVERVIEW & FINDINGS family member. The wide variation in responses from how to rank APPX due to a lack of familiarity with the students and parents could indicate a holistic approach program. to recruitment or a haphazard approach that SCPS may want to examine further. AP Culture

In the surveys administered by OAAP, parents and Since AP programming does not constitute a singu- students were also asked about their motivation for lar program in and of itself, but a curricular option choosing the AP program. Parents and students utilized by certain programs, the associated culture consistently rated academic rigor/challenge, the op- is fairly loosely affiliated. Students who take a high portunity for college credit and opportunity for college number of AP courses at a school might end up having preparation as their top motivating factors in pursuing a significant number of courses together, which might AP programming options, as noted in the bar graphs facilitate the development of community. However, below. there is nothing inherent about the AP programming in SCPS that fosters academic press holistically. Motivation for Considering the AP Program (Par- ent/Guardian Survey) The same is true for the APPX program. Due to the fact that APPX coordinators are managing the pro- Academic Rigor/ gram in addition to their other duties embedded in Challenge their job as a counselor or Focus teacher, there is Opportunity for college credit minimal time to enable coordinators to do more than meet with students individually on a periodic basis to Opportunity for college preperation monitor their completion of the metrics outlined in the description of the different APPX program options. Opportunity to take a class with a specific That being said, from survey responses from parents teacher and students, most students involved in AP program- Other ming within the division are also involved in ex- tra-curricular activities, as seen in the graph of student responses below. Motivation for Considering the AP Program (Stu- dent Survey) Participation in Extracurricular Activities (Student Survey)

6.67% Academic Rigor/ Challenge 16.67%

Opportunity for college credit 3.33% Opportunity for college preperation Opportunity to take DRAFT a class with a specific teacher

Other

Parents and guardians, teachers, and students all demonstrated unfamiliarity with the APPX program. 73.33% In ranking the components of AP programming in the Yes, school related Yes, non-school related division, many parents noted that they did not know Yes, school related and non-school related No

Status & Process Evaluation: AP | Stafford County Public Schools 25 OVERVIEW & FINDINGS

A percentage of student survey respondents noted didn’t know what they are.” One parent noted, “De- participation in either school or non-school related spite meetings with counselors, the role of the capstone extracurricular activities, with the highest percentage remained unclear. I don’t know what APPX references.” of student respondents noting doing both. Some noted struggling to understand AP in general, as the parent who noted “Very little information was In both parent and student surveys, the OAAP asked given to us about AP classes. We understand very little parents and students to note which aspects of the AP and do not understand the above question. We feel programming in SCPS they considered to be most there is a lack of communication between families and important. Student and parent responses were very the school system.” similar in this area, stressing the importance of the teachers, number of AP courses, and variety of AP In explaining the importance of teachers, one student course options, as seen in the graphic representations noted, “I think the big thing is to have many options of survey responses below. taught by excellent teachers, with students committed to learn.” Another noted, “The quality of AP teachers Rating of Importance Level of AP Program in SCPS is a necessity as well as that can be the deciding factor (Parent/Guardian Survey) for how the entire year will unfold.” Parents echoed the importance of the quality of AP teachers to the program. One noted, “Trained teachers are key to the success of the kids.” Another noted, “Quality surpass- es quantity. Properly trained and knowledgeable AP teachers that prepare their students well is far better than more AP teachers who are not properly trained and do not properly teach and prepare students for the exams.”

In terms of the importance of AP course options, one Rating of Importance Level of AP Program in SCPS student observed, “I think it is important to provide (Student Survey) a variety of types of classes for students who want to succeed academically. For me I did not have the time to do CGS but I still wanted the same education…. It is also important to provide the AP classes that are not as common.” Another highlighted the newly introduced AP Capstone course, noting, “The AP Capstone is a necessary college prep class. Every AP student should take it as it has been one of the most useful classes I have taken.” Parents also emphasized the importance DRAFTof AP curricular options. One noted, “The availability When asked if they wanted to share anything about the of AP course is needed to encourage students to partic- way they had rated different components, students and ipate and provide a variety to choose from.” parents had a variety of rationale to share. Students and parents noted that sometimes they rated some When asked about what they liked best about AP of the components above lower based on unfamiliar- programming in SCPS, most parents noted the prepa- ity with those aspects of program offerings. As one ration their students were receiving for college, op- student explained, “Some of the programs were rated portunity for college credit, the rigor of coursework, lower than they probably should be simply because I and degree of challenge for their students. One parent

26 Status & Process Evaluation: AP | Stafford County Public Schools OVERVIEW & FINDINGS observed the best aspect was “the rigor that requires Students also frequently mentioned issues of equity of her to actually study and WORK to achieve the goals access, either through access to specific coursework set out.” Another parent noted, “Challenging students or calendar constraints. One student noted, “Increase then rewarding them when it’s finished is a great incen- availability… Having the AP classes be equal across all tive for students to push themselves during the high the high schools.” Another reflected, “Starting school school years. Preparing them for college and to expose a month later than others gives a disadvantage, but them to college level classes can only benefit them now summer homework isn’t reliable-maybe try and think and in the future.” College credit also frequently made of another way to make up for that month without it into parent comments in this area. One parent ob- overloading students with homework during our own served, “My eldest, currently a freshman in college, will school year and reliably teach/test material without complete his B.S. in Computer Science in 3 years and physically being in a classroom.” his M.S. in Computer Science in his 4th year. He’s able to do this because he completed so many AP courses Finances for AP while in SCPS high school.” Parents frequently mentioned teacher quality here as well: “...in order to teach Direct Costs students at the AP level, the teachers tend to be experts in their field…The impact of having teachers who have There are no fees assessed directly to schools to offer worked in industry and are subject matter experts who AP courses, however, there are costs associated with can share their love of an area and their knowledge is offering AP coursework in terms of resources, teacher in my opinion what makes the difference.” A few par- training, and test fees. Divisions vary as to whether ents also highlighted CGS or the AP Capstone as being the school system or students cover the cost of the test pivotal for their students. fees. The following pivot tables demonstrate the fiscal year 2017 expenditures associated with AP program- For students, the best aspects of AP routinely men- ming in Stafford County. Each pivot illustrates the tioned included enjoying their coursework, the same financial breakdown, but does so either by illus- teachers (including content knowledge, quality of trating (1) who spent the money, (2) the location at instruction, and feeling treated more like an ‘adult’), which money was spent, or (3) the categories in which peer support, the challenge/rigor, and opportunity for the money was spent. college credit. As one student summarized, “I enjoy learning at an accelerated pace and being in classes Total by Location in which my classmates do not judge me for being an Expenditure Site Expenditures overachiever.” Stafford High 137,188.39 North Stafford High 115,090.59 In terms of what they would change, a number of par- Brooke Point High 94,632.19 ents mentioned issues of access, such as with AP elec- Colonial Forge High 234,476.47 tives in the world languages and the fine arts. Another Mountain View High 51,029.15 frustration is the lack of alignment between the SCPS Learning and Organizational Development 152.95 calendar and the Virtual VirginiaDRAFT calendar, coupled Total Expenditures* 632,569.74 with students not being able to access resources and Total Expenditures, less test fee reimbursement 319,235.74 assignments until SCPS begins, despite Virtual Virgin- *The grand total includes $327,108.55 of testing fees that are largely ia beginning earlier. Parents also mentioned a desire reimbursed by students. for increased opportunities for AP in IB schools, with some noting a student’s participation in CGS solely for Expenditures by site largely correlate with schools that access to the AP curricula. offer the most AP offerings and have the highest levels of AP enrollment. The two high schools offering the

Status & Process Evaluation: AP | Stafford County Public Schools 27 OVERVIEW & FINDINGS IB Diploma Programme have the lowest expenditures Total Expenditures 632,569.74 associated with AP. The number of Dual Enrollment Total Expenditures, less test fee 319,235.74 courses offered (outside the scope of this evaluation) reimbursement will also impact the expenditures associated with AP *The test fees equate to a total $327,108.55 that is largely reimbursed by programming. This is clarified in the following pivot students. table that illustrates the breakdown of costs at each location: Expenditure Type Category Total Expenditures Expenditure Type by School Activity And Program Fees 1,979.00 Site and Category of Spending Total Expenditures Computers, Parts, Accessories 4,737.50 Stafford High 137,188.39 Fees Seminars And Conference 15,340.00 Activity And Program Fees 432.00 Food And Refreshments 0.00 Fees Seminars And Conference 3,935.00 Instructional Supplies 277.20 Textbooks And Workbooks 53,598.79 Textbooks And Workbooks 273,515.20 Travel Seminars And Conference 2,752.78 Travel Seminars And Conference 9,612.29 Tuition Paid - AP* 76,469.82 Tuition Paid - AP* 327,108.55 North Stafford High 115,090.59 Total Expenditures 632,569.74 Activity And Program Fees 576.00 Total Expenditures, less test fee reimbursement 319,235.74 Fees Seminars And Conference 5,140.00 *The test fees equates to a total $327,108.55 that is largely reimbursed by Textbooks And Workbooks 42,664.50 students. Travel Seminars And Conference 3,604.18 Tuition Pd-Fed/State/IB/DE/AP* 63,105.91 As seen in the pivot tables above, the bulk of the Brooke Point High 94,632.19 expenditures associated with AP revolve around the Fees Seminars And Conference 1,135.00 testing fees assessed for AP exams. In SCPS, schools Instructional Supplies 277.20 pay the test fee for all registered students, and then stu- Textbooks And Workbooks 53,434.55 dents reimburse the schools. As a result, the vast ma- Travel Seminars And Conference 385.62 jority of this money is returned to the school system, as Tuition Paid - AP* 39,399.82 illustrated in the two distinct total lines. The other ma- Colonial Forge High 234,476.47 jor category of spending from this past year involved Activity And Program Fees 971.00 textbooks, which is a variable figure from year to year Computers, Parts, Accessories 4,737.50 based on textbook adoptions cycles. Last year, history Fees Seminars And Conference 4,445.00 and social studies textbooks were adopted across the Textbooks And Workbooks 100,622.26 division, which accounts for the significant expendi- Travel Seminars And Conference 2,869.71 tures associated with Advanced Placement program- Tuition Paid - AP* 120,831.00 ming and textbooks. The Department of Learning Mountain View High 51,029.15 and Organizational Development spent $152.95 on a Fees Seminars And Conference 685.00 textbook for a Virtual Virginia offered AP course. The text will be utilized across high schools as needed. Textbooks And Workbooks DRAFT23,042.15 Tuition Paid - AP* 27,302.00 Learning and Organizational Development 152.95 The third largest category of expenditures for AP Food And Refreshments 0.00 related programming involves conferences and train- Instructional Supplies 0.00 ings. Not all teachers attend a conference or training Textbooks And Workbooks 152.95 prior to beginning to teach AP coursework, however, a Travel Seminars And Conference 0.00 significant number attend a College Board training or Tuition Paid - AP* 0.00 conference prior to beginning AP instruction, to gain

28 Status & Process Evaluation: AP | Stafford County Public Schools OVERVIEW & FINDINGS familiarity with the curriculum. exams to take. A significant number of students noted taking all exams corresponding to the AP coursework Spending for the APPX program has not been tracked in which they are enrolled. Other students noted that separately from the broader AP spending in the divi- they chose which AP exams to take based on how sion so it is impossible to know how much money the prepared they felt for the exam. A few noted taking division has spent directly on that program. As an a non-AP accelerated course corresponding to an AP in-house program that largely involves a progression course, and choosing to try to prepare for the AP exam of course work, the APPX primarily involves indi- independently. rect costs, although some funds have been set aside for trainings in years past. In addition, this past year The following pivots illustrate the number of AP exams Colonial Forge spent $4,737.50 on Chromebooks for taken by different segments of the SCPS population, the APPX program, primarily for the AP Capstone as well as the number of tests with scores achieving a course that have been recently embedded into APPX. qualifying score of a 3 or above. The courses are also available to non-APPX students. Overall, the vast majority of the costs associated with Number of AP Exams Taken APPX are indirect. by Gender School Year Female Male Grand Indirect Costs Total 2013 2091 1628 3719 There are also indirect costs associated with the broad- 2014 2263 1730 3993 er AP and APPX programs. Time is the most perti- 2015 2233 1734 3967 nent, as AP and APPX coordinators can both expend 2016 2127 1637 3764 significant time on AP related duties. For AP coordi- 2017 2077 1800 3877 nators, the time spent at exam time is significant, par- Grand Total 10791 8529 19320 ticularly if those duties fall to one person. For APPX, Number of AP Exams Where the amount of time most coordinators can dedicate in Students light of other duties is minimal. Each coordinator es- Scored a 3 or Higher by sentially determines how much time they can sacrifice Gender form other assigned duties to coordinate the program. School Year Female Male Grand Total Demographics and Performance Data 2013 1142 1040 2182 2014 1320 1055 2375 2015 1315 1081 2396 The OAAP worked with the Department of Instruc- tional Technology and Information Services to compile 2016 1225 990 2215 data on AP test participation and performance as well 2017 1178 1129 2307 as APPX participation. Grand Total 6180 5295 11475

AP Testing DRAFTAs seen in the pivot tables above, there are higher numbers of AP exams being completed and being Students both in and out of AP coursework can opt completed with passing scores by female students in to take AP tests. For SCPS students enrolled in AP SCPS. In the pivot tables below, one can see the varia- coursework, students must take the corresponding AP tion in participation across racial and ethnic groups in exam in order to receive weighted credit. In the stu- the division. dents’ survey administered by OAAP, students received a question asking about how they decided which AP

Status & Process Evaluation: AP | Stafford County Public Schools 29 OVERVIEW & FINDINGS Number of AP Tests Taken by Students Across Ethnic and Racial Groups

S cho ol Year American Indian/ Asian Black Hawaiian/ White Two or Hispanic Total Alaska Native Pacific Islander More 2013 7 211 364 10 2615 254 258 3719 2014 12 223 381 16 2795 241 325 3993 2015 11 202 396 13 2653 283 409 3967 2016 11 229 403 6 2409 269 437 3764 2017 10 248 396 11 2465 275 472 3877 Total 51 1113 1940 56 12937 1322 1901 19320

Number of AP Tests Where Students Scored a 3 or Higher by Students Across Ethnic and Racial Groups Year American Indian/ Asian Black Hawaiian/ White Two or Hispanic Total Alaska Native Pacific Islander More 2013 5 136 146 2 1631 122 140 2182 2014 5 146 157 5 1731 127 204 2375 2015 6 121 160 5 1699 174 231 2396 2016 8 130 163 4 1505 168 237 2215 2017 8 145 161 6 1565 176 246 2307 Total 32 678 787 22 8131 767 1058 11475

The number of AP exams in which students from additional demographic groups were completed and completed with threes or above can be found in Appendix J. There are clear disparities across demographics in AP exam participation.

It is worth noting the increase in Hispanic participation over the course of the three years during which SCPS had the NMSI grant. While the number of AP exams completed by Hispanics has consistently increased over the last three years, the greatest increases were seen during the period in which SCPS had the additional support through the NMSI grant for students completing AP exams.

The following pivot provides the average AP scores of SCPS AP test participants over the last five years, broken down by subject.

SCPS Average AP Scores AP Subject 2013 2014 2015 2016 2017 Grand Total Art History 2.00 2.36 2.92 2.83 3.15 2.67 Biology DRAFT2.79 2.85 3.03 3.10 3.16 2.98 Calculus AB 2.84 2.99 3.05 3.20 2.72 2.95 Calculus BC 3.12 2.85 3.09 3.08 3.31 3.10 Calculus BC: AB Subscore 3.65 3.20 3.63 3.50 3.66 3.54 Chemistry 2.57 2.39 2.94 2.64 2.58 2.59 Chinese Language and Culture 5.00 5.00

30 Status & Process Evaluation: AP | Stafford County Public Schools OVERVIEW & FINDINGS

Comparative Government and Pol- 2.73 2.80 2.67 2.71 2.90 2.76 itics Computer Science A 2.28 2.38 2.45 2.47 2.36 2.41 Computer Science Principles 3.11 3.11 English Language and Composition 2.94 2.92 3.05 2.96 2.90 2.95 English Literature and Composition 3.11 3.12 3.25 3.31 2.98 3.15 Environmental Science 2.71 3.03 3.09 3.07 3.21 3.04 European History 3.22 2.78 2.87 2.56 2.99 2.91 French Language and Culture 2.75 2.56 2.55 5.00 2.40 2.62 German Language and Culture 2.80 3.20 3.00 4.00 3.00 3.10 Human Geography 3.00 3.03 3.23 2.85 3.11 3.05 Japanese Language and Culture 5.00 5.00 5.00 Latin 2.60 2.46 3.50 2.50 3.00 2.69 Macroeconomics 3.38 2.58 3.20 2.92 3.54 3.06 Microeconomics 3.63 3.27 2.99 3.09 3.22 3.17 Music Aural Subscore 2.36 2.58 2.00 3.00 2.48 Music Non 2.93 2.33 1.33 2.57 Music Non-Aural Subscore 2.52 2.52 Music Theory 2.57 2.52 2.00 2.33 2.46 Physics 1 2.31 2.11 2.50 2.33 Physics 2 2.63 2.00 2.00 2.50 Physics B 3.43 3.05 3.25 Physics C: Electricity and Magne- 3.00 3.00 tism Physics C: Mechanics 4.00 3.00 3.50 Psychology 3.55 3.48 3.71 3.43 3.12 3.45 Seminar 3.02 3.02 Spanish Language and Culture 3.21 3.85 3.54 3.31 3.47 3.47 Statistics 2.69 2.74 2.81 2.64 2.59 2.70 Studio Art: 2 3.75 3.10 3.50 3.00 3.29 Studio Art: 2 D Design Portfolio 4.20 4.20 Studio Art: 3 2.00 2.00 Studio Art: Drawing PortfolioDRAFT3.18 3.43 3.88 3.56 3.45 3.47 United States Government and 2.67 2.63 2.67 2.73 2.84 2.71 Politics United States History 2.51 2.52 2.56 2.65 2.48 2.54 World History 2.58 2.71 2.60 2.50 2.76 2.64 Grand Total 2.86 2.85 2.91 2.87 2.87 2.87

Status & Process Evaluation: AP | Stafford County Public Schools 31 OVERVIEW & FINDINGS

The following pivots illustrate the number of AP exams completed by APPX participants, as well as the number of tests where APPX participants scored a three or higher.

Number of AP Tests Taken by APPX Participants* Year Tests Taken 2013 107 2014 291 2015 500 2016 565 2017 479 Grand Total 1942 *An APPX participant includes any student who at some point in their high school career was a participant in the APPX program. The length of participation is unspecified due to lack of available data.

Number of AP Tests Where Students Scored a 3 or Higher by APPX Participants* Row Labels Grand Total 2013 70 2014 199 2015 346 2016 401 2017 341 Grand Total 1357 *An APPX participant includes any student who at some point in their high school career was a participant in the APPX program. The lengthDRAFT of participation is unspecified due to lack of available data.

32 Status & Process Evaluation: AP | Stafford County Public Schools OVERVIEW & FINDINGS The following pivot table illustrates the average scores of APPX participants across AP subjects over the last five years.

Average APPX Participant AP Scores AP Subject 2013 2014 2015 2016 2017 Grand Total Art History 3.00 3.00 2.00 2.67 Biology 2.50 3.20 3.08 3.52 3.37 3.24 Calculus AB 4.00 3.40 2.79 3.28 2.43 2.85 Calculus BC 4.00 3.63 2.62 3.46 3.85 3.39 Calculus BC: AB Subscore 4.00 3.88 3.31 3.54 4.14 3.72 Chemistry 2.00 2.75 2.40 2.58 2.67 2.56 Comparative Government and Politics 2.00 3.00 2.85 2.89 3.40 3.06 Computer Science A 1.00 2.93 2.43 2.50 2.56 Computer Science Principles 3.50 3.50 English Language and Composition 3.80 2.97 3.40 3.04 3.18 3.21 English Literature and Composition 4.00 3.43 3.49 3.25 3.44 Environmental Science 3.00 3.29 3.43 3.21 3.94 3.40 European History 3.53 2.64 3.33 2.78 3.50 3.10 French Language and Culture 2.00 2.50 2.25 2.33 German Language and Culture 1.00 1.00 Human Geography 2.89 3.05 2.69 3.35 3.10 3.01 Latin 3.00 2.50 2.67 Macroeconomics 3.00 3.33 4.17 3.83 3.70 Microeconomics 3.00 3.89 3.88 4.00 3.79 Music Aural Subscore 2.00 2.00 2.00 Music Non-Aural Subscore 2.00 1.00 1.50 Music Theory 2.00 2.00 2.00 Physics 1 2.20 2.35 2.64 2.42 Physics 2 2.00 2.00 Physics B 4.00 3.00 3.67 Psychology 5.00 4.55 4.42 3.96 3.94 4.14 Seminar 3.10 3.10 Spanish Language and Culture 3.40 2.75 2.50 2.92 Statistics 4.00 3.09 3.40 2.98 2.67 3.00 Studio Art: 2 3.00 3.00 Studio Art: Drawing Portfolio DRAFT3.50 4.00 3.67 United States Government and Politics 3.00 3.53 2.92 2.98 3.23 3.11 United States History 3.80 2.79 2.94 2.98 2.95 2.96 World History 2.64 3.04 2.83 2.94 3.00 2.92 Grand Total 3.08 3.15 3.14 3.17 3.17 3.15

Status & Process Evaluation: AP | Stafford County Public Schools 33 OVERVIEW & FINDINGS

The following pivots illustrate the average SAT scores of APPX participants and graduates as compared with the SCPS average.

Average SAT Scores in SCPS S cho ol Year Critical Reading Evidence Based Read- Mathematics Writing Skills Grand ing & Writing Total 2012/2013 513.97 511.39 491.64 505.67 2013/2014 517.79 514.59 488.39 506.92 2014/2015 518.38 518.82 490.74 509.32 2015/2016 518.87 572.64 532.48 482.33 525.07 2016/2017 547.22 528.17 537.70 Grand Total 517.04 554.46 521.09 489.02 515.26

Average SAT Scores of APPX Partici- pants* S cho ol Year Critical Reading Evidence Based Reading Mathematics Writing Skills Grand & Writing Total 2012/2013 625.56 628.89 597.78 617.41 2013/2014 568.36 566.23 532.46 555.68 2014/2015 583.89 583.17 555.33 574.13 2015/2016 564.35 608.67 584.55 533.80 573.00 2016/2017 619.64 611.31 615.47 Grand Total 576.12 615.50 589.36 545.65 579.94 *An APPX participant includes any student who at some point in their high school career was a participant in the APPX program. The length of participation is unspecified due to lack of available data.

Average SAT Scores of APPX Graduates S cho ol Year Critical Reading Evidence Based Read- Mathematics Writing Skills Grand ing & Writing Total 2013/2014 638.00 DRAFT656.00 608.00 634.00 2014/2015 623.57 614.29 618.57 618.81 2015/2016 594.67 610.00 624.58 590.00 607.14 2016/2017 645.56 672.22 658.89 Grand Total 612.94 627.78 633.08 604.41 620.36

34 Status & Process Evaluation: AP | Stafford County Public Schools OVERVIEW & FINDINGS

Data Collection and Evaluations

While routine data collection was a part of the NMSI grant, there have been no other external evaluations done of AP programming in Stafford County, as far as the OAAP is aware. The division-wide Evergreen Evaluation did examine all curricular offerings in the division, of which AP programs are a part. That evaluation did not include any AP specific recommendations, but did suggest that SCPS consider the way in which it determines which courses to offer across high schools.

The College Board provides annual data to the division identifying the performance of individual students on the AP exams.

APPX has been tracked through a combination of the Synergy database and more informal Microsoft Word and Excel charts and spreadsheets.

DRAFT

Status & Process Evaluation: AP | Stafford County Public Schools 35 RECOMMENDATIONS

The OAAP recommends continuing to offer AP pro- 3 Consider how and if the division wants to gramming in Stafford County. As a widely recognized continue utilizing the APPX program. set of college preparatory curricula, the College Board’s AP options provide students in all five high schools exposure to rigorous academic programming as noted Unlike the other programs examined by the OAAP by Adelman (1999, 2006). The OAAP does have the thus far, there was no strong vocalization of the impor- following recommendations, based on the qualitative tance of the APPX program to the division. One staff and quantitative data collected for this report: member noted that the program did help provide a push for students who demonstrated academic poten- 1 Set division-wide goals for Advanced Placement tial, but perhaps needed additional motivation to push programming. them to the next level of academic achievement. An- other staff member felt that the service-learning com- At present, Stafford County does not have any stated, ponent of the program was the most valuable, while division-wide goals for the use of AP programming. another felt like the service-learning piece contributes Identifying what the division most wants to achieve by to high attrition rates from the program. The program offering AP courses in preparation for AP exams will could have the potential to serve as a way to provide help the division to better make decisions about which more academic press (Lee and Smith, 1999; Lee and AP coursework to offer, where to offer it, and how to Ready, 2007) for students participating in AP course- increase access. . In addition, Kyburg et al. (2007) not- work outside of programs such as STAT and CGS, but ed the importance of a holistic division-led approach this would require more intentional attention given at to increasing access to rigorous academic program- the division level to coordination for the program. In ming and increasing minority participation. addition, the division would likely want to give some attention to garnering better recognition for the pro- 2 Strategize Advanced Placement offerings gram, at least at a state level, to provide some broader across the five high schools. recognition to students who complete the program, something mentioned by some stakeholders.

The OAAP does recommend considering how SCPS, Adopt transparency in communicating about 4 as a division, can best offer AP curricular options different AP curricular options. across the five high schools in the midst of other programming options available, such as Dual Enrollment SCPS offers a wide-range of programming in high and International Baccalaureate. In schools focused school. Many of the signature programs in the division on other programming, consideration might be giv- utilize AP coursework as part of the overarching pro- en to how students can gain access to AP coursework gram, such as CGS, STAT, and the APPX program. It through a variety of options. Since the College Board is important that the division communicates clearly in does not require students to takeDRAFT an AP course to take the recruitment for these programs what the program’s the AP test, the division could also consider potential goals are, how AP coursework is utilized. Some of the provision of test preparation for students where stu- programs utilizing AP coursework are recognized at dents might be participating in a different program or the state or national level, while others are recognized curricular option but remain interested in having the at a division level. It is important that SCPS does its AP test option. best to ensure that stakeholders understand those differences. For example, APPX is a program that was created within the division and is recognized at a division level. Some stakeholders noted confusion

36 Status & Process Evaluation: AP | Stafford County Public Schools RECOMMENDATIONS about this, and how at one point they thought it was a of the NMSI grant, but upon the grant’s end, many of state or national level program, only to find out that it the training opportunities have faded. Many SCPS was not. In the teacher survey, there were AP teach- teachers still attend College Board training, but others ers who expressed the belief that APPX was a College start the class without training. In surveys, AP teachers Board sponsored program. As a division, SCPS needs noted not receiving any training could make the tran- to ensure steps are taken to be transparent about the sition to teaching AP very challenging. Regardless of different characteristics of various signature programs whether or not a teacher has the opportunity to attend offered. training, support during the first couple years of teaching AP within and across schools in the division will 5 Improve data collection and analysis for AP facilitate teacher development, if AP teachers are able programming. to work with others who have experience in teaching the subject. Many AP teachers noted in the survey the The OAAP recommends improving coordination importance of having (1) strong content knowledge, across the division amongst AP coordinators, the (2) AP training, and (3) professional peer network to OAAP, and the Office of Instructional Technology and facilitate their development as an AP teacher. Information Services to facilitate accurate data collection before, during and following the testing process. 7 Ensure AP coordinators receive specific division-led Data collection and analysis occurs at multiple stages training and guidance to undergird AP program during the AP process. Coordinators help fill out ming in Stafford County. initial paperwork and input data, the OAAP receives score reports and analysis from the College Board, and In qualitative interviews, most AP coordinators ex- the Office of Instructional Technology and Informa- pressed receiving little guidance from the division tion Services inputs the College Board data into the when they began their AP coordination duties. Most Synergy database. Increased collaboration and coor- noted that they learned via others who had previously dination between these three areas will improve more had the role, or heard via word of mouth about College accurate longitudinal data collection and analysis to Board training they could attend. This led to some better understand AP programming in Stafford feeling overwhelmed when they first assumed their County. duties. Careful coordination between the OAAP and LOD could facilitate division-wide preparation for AP Ensure that teachers receive adequate training and coordinators and teachers, as needed, to ensure that all 6 support for providing instruction for AP course involved in the AP testing process understand and are work. utilizing division-wide procedures.

In the literature, nationally, one challenge of Advanced 8 Carefully consider the most appropriate person or Placement coursework can be maintaining consistent persons to handle AP and APPX coordination at quality (Hertberg-Davis et al., 2006). Since the College each high school. Board only requires that a syllabusDRAFT be submitted and approved in order for a teacher to teach an AP course, Frequently, AP coordination is assigned to coun- there is little accountability externally to ensure that selors at each high school, pulling counselors from teachers providing instruction in AP coursework have their actual duties as counselors. Occasionally, the been prepared to adequately prepare students for the counselor is one part of a broader team involving an AP tests in corresponding subjects. The exception to assistant principal and teacher or testing coordinator this includes the AP Capstone, for which teachers are working together to coordinate the AP testing process required to attend training. SCPS had significant sup- at a school, which alleviates the work load falling to port with providing AP training through the duration any one person. In addition, having an administra-

Status & Process Evaluation: AP | Stafford County Public Schools 37 RECOMMENDATIONS tor involved in some capacity, helps minimize any programs in the division. At present, the cost involved complications that might arise if the AP coordinator in taking AP exams could be deterring students from needs to provide directives for who is overseeing, what challenging themselves with more rigorous course- rooms will be used, etc., that might lead to tension or work. In qualitative interviews, some did express con- questioning of someone in a non-administrative role. cerns that a change in policy could have some unin- Other schools utilized their testing coordinator for the tended detrimental effects. Some concerns mentioned AP process, which also seemed to work well to facili- included methods of monitoring how well teachers tate the AP process. were preparing students for AP exams, whether student participation in AP exams would significantly dip, Regular rotation of the AP coordination can also cause and whether school rankings could be impacted. complications, as there is a learning curve involved, As a result of these concerns, the OAAP recommends and a person might just be mastering what needs to that various stakeholders conduct some logic model- be done through the testing process when the role ing to consider the potential impacts of such a policy is shifted to a new person who then begins learning change, both positive and negative. If the division the process all over again. While rotation does allow makes the decision to eliminate the requirement multiple people to become familiar with the AP testing for students to take the AP exam in order to receive process, it inhibits people from becoming truly adept weighed credit, the OAAP recommends adopting at the coordination process. monitoring metrics to evaluate the policy change.

For APPX, schools currently use a mix of counselors 10 Consider adopting division-wide means of monitor- and FOCUS teachers or dedicated gifted teachers to ing student preparation for AP exams. facilitate the APPX program. If the division wants to foster greater community and academic press in Regardless of the decision made in regards to the divi- the APPX program, it might be beneficial to consider sion’s policy towards weighted credit for AP exams, the which of these roles would enable the best facilitation OAAP recommends that the division consider some of the development of the program, or if there is an al- alternative ways to determine AP teacher effectiveness ternative professional in the school building who could other than pass rates on the College Board’s AP exam. best facilitate the development of the program. Using previously released AP exams could be one way to help gauge student preparation in AP coursework. 9 Consider altering the approach to how weighted Careful consideration should also be given to consider credit is assigned for AP coursework. how AP educators provide scaffolding and carry out recruitment. During the course of this evaluation, discussions have begun to consider whether or not to decouple a stu- 11 Evaluate and strengthen recruitment efforts, ensur- dent’s completion of the AP test from the receipt of ing all students have the opportunity to take weighted credit. Through this school year, weighted the rigorous prerequisites necessary to prepare for credit for AP coursework will beDRAFT granted only for those AP and other rigorous coursework. students who take the AP test, however this is not the case in the CGS program. The OAAP recommends Most students and their families are learning about the considering whether aligning the division’s approach AP programming available to SCPS in middle school. with the approach used in most of our comparison Like other programs the accountability specialist for divisions and by the regional CGS program would be program evaluation has examined, the OAAP rec- worth pursuing. Creating a consistent policy across ommends considering expanding awareness of AP the division could potentially expand access to AP programming earlier, even into elementary school to programming and provide consistency across AP avoid students and their families making curricular

38 Status & Process Evaluation: AP | Stafford County Public Schools RECOMMENDATIONS decisions that would preclude participation in more ed groups in the division. Seeking additional funding academically rigorous programming such as Advanced opportunities that would facilitate off-setting the cost Placement. In addition, ensuring that students are of AP to families, provide incentives for educators, exposed to rigorous academic curricula in elementary provide academic support for students, and/or provide and middle school will facilitate student preparation professional support for educators could help off-set for AP level coursework in high school. some of the training costs associated with AP programming, allow more students to participate in AP 12 Consider the impact of the school calendar in light programming, and improve the overarching quality of of AP coursework and alternative access to AP AP programming in the division. coursework. 14 Consider adopting division-wide policies to ensure In the parent surveys, a number of parents noted the that students with varying life circumstances are impact of the misalignment that can occur with AP not discouraged from pursuing AP programs in courses and the Stafford County school calendar. This SCPS by test fees and the lack of study halls. was particularly emphasized for students taking their coursework through Virtual Virginia, who did not ob- For students with varying life circumstances, there tain access to the materials and course when the course can be a number of obstacles to participating in AP started on-line, due to the later school year start-date coursework. The test fees, while frequently covered by in SCPS. This also could impact students in CGS, who schools for students who qualify for free and reduced work in partnership with schools in King George and meals (FRM), can be a burden, particularly if students Spotsylvania counties who have earlier start dates, or are taking more than one AP course. SCPS needs to will in the upcoming school years. Due to AP testing consider how to support families trying to access AP in May, students in all AP courses are crunched for coursework in light of the requirement that students time to cover all of the content area in the time allot- cover test fees. Students in the division have varying ted. If SCPS continues to use a post-Labor Day calen- levels of social and cultural capital as well (Bourdieu, dar start date, it might consider options to ensure that 1977; Coleman, 1988; Lareau, 1989), which can make students accessing AP through CGS or Virtual Virginia accessing AP coursework and programming difficult are able to access the materials, webpage and other in areas ranging from learning about the program, to critical aspects of the course to prevent students from participating due to time constraints such as working starting the course behind. to contribute to supporting the family. Consideration should be given to how the division can utilize its re- 13 Consider pursuing additional grant opportunities, sources to facilitate student participation. such as the NMSI sponsored grant, to help facilitate student participation in AP coursework and provide support and incentives for AP educators. DRAFT In interviews and surveys, the impact of the NMSI grant on SCPS’ AP programming was distinct. Nu- merous AP coordinators, administrators and educators mentioned the impact of the program on AP offerings in Stafford County. Jackson’s (2010) research on the APIP in Texas, another incentive based program for students and educators, led to increased access to AP coursework for minorities and other underrepresent-

Status & Process Evaluation: AP | Stafford County Public Schools 39 APPENDICES APPENDIX A - COLLEGE CREDIT

AP Credit Given at Virginia Tech and the University of Virginia Virginia Tech

Students can earn credit for AP coursework. Examples of credit earned include the following: Course Score Credits Earned Biology 3 6 (For biology electives, not for life science majors) Biology 4,5 6 (Can apply to life science majors) English Language and Composition or Literature and 3 3 Composition English Language and Composition or Literature and 4,5 6 Composition Statistics 3-4 3 Statistics 5 6 Comparative Government and Politics 3-5 3 (Political Science Majors must have at least a 4 to receive credit.)

University of Virginia

The University of Virginia will provide either advanced standing credit, which provides course exemption and credit hours, or advanced placement, which provides course exemption alone for AP scores they deem qualifying if they are taken prior to a student’s senior year in high school. Students have to apply for credit on a case by case basis. DRAFT

40 Status & Process Evaluation: AP | Stafford County Public Schools APPENDICES APPENDIX B - VIRTUAL VIRGINIA

Virtual Virginia AP Options across the State

Advanced Placement Art History Fall Block, Full Year, Spring Block 1 Advanced Placement Biology Fall Block, Full Year, Spring Block 1 Advanced Placement Calculus AB Full Year 1 Advanced Placement Calculus BC Full Year 1 Advanced Placement Chinese Language and Culture Full Year 1 Advanced Placement Computer Science A Full Year 1 Advanced Placement English Language and Composition Fall Block, Full Year, Spring Block 1 Advanced Placement English Literature and Composition Fall Block, Full Year, Spring Block 1 Advanced Placement Environmental Science Fall Block, Full Year, Spring Block 1 Advanced Placement European History Fall Block, Full Year, Spring Block 1 Advanced Placement French Language and Culture Full Year 1 Advanced Placement Government and Politics: Comparative Fall Block, Full Year, Spring Block 1 Advanced Placement Government and Politics: US Fall Block, Full Year, Spring Block 1 Advanced Placement Human Geography Fall Block, Full Year, Spring Block 1 Advanced Placement Latin Full Year 1 Advanced Placement Macroeconomics Fall Semester, Spring Semester .5 Advanced Placement Microeconomics Fall Semester, Spring Semester .5 Advanced Placement Music Theory Full Year 1 Advanced Placement Physics 1 Fall Block, Full Year 1 Advanced Placement Physics 2 Full Year, Spring Block 1 Advanced Placement Psychology Fall Block, Full Year, Spring Block 1 Advanced Placement Spanish Language and Culture Full Year 1 Advanced Placement Spanish Literature and Culture Full Year 1 Advanced Placement Statistics Fall Block, Full Year, Spring Block 1 Advanced Placement US History Fall Block, Full Year, Spring Block 1 Advanced Placement World HistoryDRAFTFall Block, Full Year, Spring Block 1

Status & Process Evaluation: AP | Stafford County Public Schools 41 APPENDIX C - INTERVIEW PROTOCOLS APPENDICES

Potential Questions for the AP Coordinator Interview Protocols:

Personal Background

1. How did you come to work in education? a. Original plan/Career switcher? b. How did you come to work with SCPS? With your current school? 2. How did you first get involved with the AP program? (Training?) 3. How would you describe your role with AP?

AP Recruitment, Structure and Implementation

4. How would you describe the AP program at [specific high school]? In SCPS as a whole? 5. What do you see as the goal of the AP program? 6. Can you describe how a student decides to get involved with the AP program? 7. What have been some challenges and successes with coordinating AP?

Academic Rigor/Press

8. Do you feel students are prepared for AP coursework? a. How so/not? b. What, if anything, do students typically do to prepare for AP? 9. How do students decide what AP classes to take as part of AP? . Does anyone help them decide what to take? Who? 10. Do you think students are challenged through the AP program? How so/not? 11. If a student started to struggle in an AP class, is there anyone he or she would go to? Who?

Program Culture

12. What has it been like working with the AP program? 13. What are some influencing factors on the AP program in SCPS? 14. What do you think is the best thing, if anything, about the AP program in SCPS? What would be the worst thing/thing you’d most want to change, if anything? 15. Is there anything else youDRAFT would like to add?

42 Status & Process Evaluation: AP | Stafford County Public Schools APPENDICES APPENDIX C - INTERVIEW PROTOCOLS

Potential Questions for the APPX Coordinator Interview Protocols: Personal Background

1. How did you come to work in education? a. Original plan/Career switcher? b. How did you come to work with SCPS? With your current school? 2. How did you first get involved with AP and the APPX program? 3. How would you describe your role with APPX? (Schedule? Interaction with teachers/students/parents?)

APPX Recruitment, Structure and Implementation

4. How would you describe the APPX program? 5. What do you see as the goal of the APPX program? 6. Can you describe how a student gets involved with the APPX program? What’s the recruitment process like? 7. What have been some challenges and successes with implementing APPX?

Academic Rigor/Press

8. Do you feel students are prepared for AP coursework and the other requirements of the APPX program? a. How so/not? b. What, if anything, do students typically do to prepare for the APPX requirements? 9. How do students decide what classes to take as part of the APPX program? Does anyone help them decide what to take? Who? 10. Do you think students are challenged through APPX? 11. If a student started to struggle with the APPX requirements or in an AP class, is there anyone he or she would go to? Who?

Program Culture

12. What has it been like working with the APPX program? 13. How has APPX impacted the AP program in Stafford? 14. What do you think is the best thing, if anything, about the APPX program? What would be the worst thing/thing you’d most want to change, if anything? 15. Is there anything else youDRAFT would like to add?

Status & Process Evaluation: AP | Stafford County Public Schools 43 APPENDIX D - TEACHER SURVEY APPENDICES APPENDIX D - TEACHER SURVEY

AP Teacher Survey

Start of Block: Default Question Block

The following questions are designed to help SCPS better understand the teacher experience with the AP program. Your time and input are greatly appreciated.

Q1 How many years have you been teaching? Years Teaching (1)

Q4 How many years have you been teaching AP coursework? Years Teaching AP Coursework (1)

Q4 Did you attend training before beginning to teach AP courses? o Yes (1) o No (2)

Q5 What type of training did you attend? ______

Q6 Did you feel adequately preparedDRAFT to begin teaching AP? Why or why not? ______

44 Status & Process Evaluation: AP | Stafford County Public Schools APPENDICES APPENDIX D - TEACHER SURVEY

Q9 Do you teach at a school with the APPX program? o Yes (1) o No (2) o Unsure (3)

Q7 What do you see as the goal(s) of the AP program in SCPS? Of the APPX program? ______

Q8 How do students typically get involved with the AP program in SCPS? With APPX? ______

Q10 Do you think students are prepared to begin their AP coursework? How so or not? ______

Q11 Do you think students are challenged through the AP program in SCPS? Through APPX? How so or not? ______DRAFT ______

Q12 What do you see as influencing factors on the AP program in SCPS? ______

Status & Process Evaluation: AP | Stafford County Public Schools 45 APPENDIX D - TEACHER SURVEY APPENDICES

______

Q13 What has it been like teaching in the AP program in SCPS? ______

Q14 What do you see as the best thing about the AP program in SCPS? ______

Q16 What would you change about the AP program if you could? Why? ______End of Block: Default Question DRAFTBlock

46 Status & Process Evaluation: AP | Stafford County Public Schools APPENDIX D - TEACHER SURVEY APPENDICES APPENDIX E - PARENT SURVEY

AP Parent Survey

Start of Block: IB Overview Questions

Q31

The following questions are designed to help SCPS better understand the student and parent experience in the Advanced Placement (AP) program. Your time and input are greatly appreciated.

Q34 In what ways does your student(s) participate in AP coursework? Select all that apply. ▢ Student takes AP courses a la carte (1) ▢ Student is working to complete the AP capstone (2) ▢ Student is in the APPX program (3) ▢ Student is in CGS (4)

Q1 How did your family first hear about the Advanced Placement (AP) programs in SCPS? o Open-House Event (For example: Signature Programs Night) (1) o School counselor (2) o Gifted Resource/Focus teacher (3) o School administrator (4) o Classroom teacher (5) o Another family (6) o Other: (7) ______

Q3 When did your family first learn about different AP opportunities in SCPS? o When my student(s) were in elementary (1) o When my student(s) were in middle school (2) o When my student(s) were in high school (3)

Q2 How many of your students are currently involved in AP? o 1 (1) o 2 (2) o 3 (3) o 4 (4) o More than 4 (5) DRAFT Q24 What grade(s) are your AP student(s) in high school? Select all that apply. ▢ 9th grade (3) ▢ 10th grade (4) ▢ 11th grade (1) ▢ 12th grade (2)

Status & Process Evaluation: AP | Stafford County Public Schools 47 APPENDIX E - PARENT SURVEY APPENDICES Q26 Which high school(s) does your student(s) attend? ▢ Brooke Point High School (1) ▢ Colonial Forge High School (3) ▢ Mountain View High School (2) ▢ North Stafford High School (4) ▢ Stafford High School (5)

Q33 What motivated your family to consider the AP program? Please select all that apply. ▢ Academic rigor/challenge (3) ▢ Opportunity for college credit (2) ▢ Opportunity for college preparation (1) ▢ Opportunity to take a class with a specific teacher (6) ▢ Other (5) ______

Q35 Do/Did your student(s) participate in any of the other types of coursework/programming with SCPS in addition to AP? Select all that apply. ▢ Dual Enrollment (DE) (1) ▢ International Baccalaureate (IB) (2) ▢ Stafford Academy for Technology (STAT) (4) ▢ Other (5) ______

Q44 If you selected one of the options above, which specific courses did your student(s) choose? Why? ______

End of Block: IB Overview Questions

Start of Block: First Student Questions

Q10 Please indicate the number of AP courses in the following subject areas in which your first, and or only student has participated.

Fine and Performing Arts (3) World Languages (2) DRAFT English (4)

History and Social Sciences (5)

Mathematics (6)

Sciences (7)

48 Status & Process Evaluation: AP | Stafford County Public Schools APPENDICES APPENDIX E - PARENT SURVEY

Q27 Does your first or only student in AP participate in extracurricular activities? o Yes, school related. (1) o Yes, non-school related. (2) o Yes, school related and non-school related. (3) o No (4)

Q37 What are your first or only AP student's post high school plans? ▢ Four-year college or university (1) ▢ Military enlistment (2) ▢ Two-year college (3) ▢ Vocational Training (Please specify) (4) ______▢ Work/Career (Please specify) (5) ______

End of Block: First Student Questions

Start of Block: Second Student Questions

Q35 Please indicate the number of AP courses in the following subject areas in which your second student has participated.

Fine and Performing Arts (3)

World Languages (2)

English (4)

History and Social Sciences (5)

Mathematics (6)

Sciences (7)

Other Electives (8)

Q38 Does your second student in AP participate in extracurricular activities? o Yes, school related. (1) o Yes, non-school related. (2) o Yes, school related and non-schoolDRAFT related. (3) o No (4)

Q38 What are your second AP student's post high school plans? ▢ Four-year college or university (1) ▢ Military enlistment (2) ▢ Two-year college (3) ▢ Vocational Training (Please specify) (4) ______▢ Work/Career (Please specify) (5) ______

Status & Process Evaluation: AP | Stafford County Public Schools 49 APPENDIX E - PARENT SURVEY APPENDICES

End of Block: Second Student Questions

Start of Block: Third Student Questions

Q36 Please indicate the number of AP courses in the following subject areas in which your third student has participated.

Fine and Performing Arts (3)

World Languages (2)

English (4)

History and Social Sciences (5)

Mathematics (6)

Sciences (7)

Q41 Does your third student in AP participate in extracurricular activities? o Yes, school related. (1) o Yes, non-school related. (2) o Yes, school related and non-school related. (3) o No (4)

Q39 What are your third AP student's post high school plans? ▢ Four-year college or university (1) ▢ Military enlistment (2) ▢ Two-year college (3) ▢ Vocational Training (Please specify) (4) ______▢ Work/Career (Please specify) (5) ______End of Block: Third Student QuestionsDRAFT

50 Status & Process Evaluation: AP | Stafford County Public Schools APPENDICES APPENDIX F - STUDENT SURVEY

Start of Block: 4th Student Questions

Q40 Please indicate the number of AP courses in the following subject areas in which your fourth student has participated.

Fine and Performing Arts (3)

World Languages (2)

English (4)

History and Social Sciences (5)

Mathematics (6)

Sciences (7)

Q42 Does your fourth student in AP participate in extracurricular activities? o Yes, school related. (1) o Yes, non-school related. (2) o Yes, school related and non-school related. (3) o No (4)

Q41 What are your fourth AP student's post high school plans? ▢ Four-year college or university (1) ▢ Military enlistment (2) ▢ Two-year college (3) ▢ Vocational Training (Please specify) (4) ______▢ Work/Career (Please specify) (5) ______End of Block: 4th Student QuestionsDRAFT

Status & Process Evaluation: AP | Stafford County Public Schools 51 APPENDIX F - STUDENT SURVEY APPENDICES Start of Block: Program Components

Q11 Please rate the level of importance you place on the following aspects of the AP program on a scale of 1 to 5, where 1 signifies that the particular aspect is not important at all and 5 signifies a particular aspect is integrally important to the program. We welcome any commentary you might wish to provide as to your selection.

AP Capstone (1)

APPX (2)

Commonwealth Governor's School (3)

Number of AP Courses Available (4)

Variety of AP Course Options (5)

AP Teachers (9)

Other (8)

Q29 Is there anything you would like to share about the way you rated the program components above? ______

Q15 What, if anything, has been the best thing about the AP programs in SCPS for your student(s)? ______DRAFT ______

52 Status & Process Evaluation: AP | Stafford County Public Schools APPENDICES APPENDIX F - STUDENT SURVEY

Q16 What, if anything, would you as a parent most like to change about the AP programs in SCPS? ______

Q17 Is there anything else you would like to add about your family's experience in with AP programming? ______

Q34 We would also like to survey AP students to better understand their experience with the AP programming in SCPS. Do you give consent for your student to participate in a survey on AP? o Yes (1) o No (2)

Display This Question: If We would also like to survey AP students to better understand their experience with the AP progra... = Yes

Q32 If you give your permission for your student(s) to take a survey on their experience with AP programs, please provide your student(s)' e-mail below. Participation is voluntary. o Student E-mail (1) ______o Second Student's E-mail (2) ______o Third Student's E-mail (3) ______o Fourth Student's E-mail (4) ______End of Block: Program ComponentsDRAFT

Status & Process Evaluation: AP | Stafford County Public Schools 53 APPENDIX F - STUDENT SURVEY APPENDICES

AP Student Survey

Start of Block: IB Overview Questions

Q31

The following questions are designed to help SCPS better understand the student experience in the Advanced Placement (AP) program. Your time and input are greatly appreciated.

Q34 In what way do you participate in AP coursework? Select all that apply. ▢ AP courses a la carte (1) ▢ AP Capstone program (2) ▢ APPX program (3) ▢ CGS program (4)

Q1 How did you first hear about the Advanced Placement (AP) programs in SCPS? o Open-House Event (For example: Signature Programs Night) (1) o School counselor (2) o Gifted Resource/Focus teacher (3) o School administrator (4) o Classroom teacher (5) o Another family (6) o Other: (7) ______

Q3 When did you first hear about the Advanced Placement (AP) programs in SCPS? o When I was in elementary (1) o When I was in middle school (2) o When I was in high schoolDRAFT (3)

Q32 What motivated you to participate in the AP program? Please, select all that apply. ▢ Academic rigor/challenge (3) ▢ Opportunity for college credit (2) ▢ Opportunity for college preparation (1) ▢ Opportunity to take a class with a specific teacher (6) ▢ Other (5) ______

54 Status & Process Evaluation: AP | Stafford County Public Schools APPENDICES APPENDIX F - STUDENT SURVEY

Q24 What grade are you in high school? o 9th grade (3) o 10th grade (4) o 11th grade (1) o 12th grade (2)

Q26 Which high school do you attend? ▢ Brooke Point High School (1) ▢ Colonial Forge High School (3) ▢ Mountain View High School (2) ▢ North Stafford High School (4) ▢ Stafford High School (5)

Q33 Do you or did you participate in any of the other types of coursework/programming with SCPS in addition to AP? Select all that apply. ▢ Dual Enrollment (DE) (1) ▢ International Baccalaureate (IB) (2) ▢ Stafford Academy for Technology (STAT) (4) ▢ Other (5) ______

Page Break

Q20 If you selected one of the options above, which specific courses did you choose? Why? ______End of Block: IB Overview QuestionsDRAFT Start of Block: First Student Questions

Status & Process Evaluation: AP | Stafford County Public Schools 55 APPENDIX F - STUDENT SURVEY APPENDICES

Q36 Please indicate the number of AP courses in the following subject areas in which you have or are participating Fine and Performing Arts (3)

World Languages (2)

English (4)

History and Social Sciences (5)

Mathematics (6)

Sciences (7)

Other Electives (8)

Q17 How many AP exams have you taken? o 1 (1) o 2 (2) o 3 (3) o 4 (4) o 5 (5) o 6 (6) o 7 (7) o 8 (8) o 9 (9) o 10 (10) o Other: (12) ______

Q18 How do you determine which AP exams you will or will not take? ______DRAFT ______

56 Status & Process Evaluation: AP | Stafford County Public Schools APPENDICES APPENDIX F - STUDENT SURVEY

Q27 Do you participate in extracurricular activities? o Yes, school related. (1) o Yes, non-school related. (2) o Yes, school related and non-school related. (3) o No (4)

Q38 What are your post high school plans? ▢ Four-year college or university (1) ▢ Military enlistment (2) ▢ Two-year college (3) ▢ Vocational Training (Please specify) (4) ______▢ Work/Career (Please specify) (5) ______

End of Block: First Student Questions

Start of Block: Program Components

Q40 Please rate the level of importance you place on the following aspects of the AP program on a scale of 1 to 5, where 1 signifies that the particular aspect is not important at all and 5 signifies a particular aspect is integrally important to the program. We welcome any commentary you might wish to provide as to your selection.

AP Capstone (1)

APPX (2)

Commonwealth Governor's School (3)

Quantity of AP Courses Available (4)

Variety of AP Course Options (5)

AP Teachers (9)

Other (8) DRAFT

Q29 Is there anything you would like to share about the way you rated the program components above? ______

Status & Process Evaluation: AP | Stafford County Public Schools 57 APPENDIX F - STUDENT SURVEY APPENDICES

Q15 What, if anything, has been the best thing about the AP programs in SCPS for you as a student? ______Q16 What, if anything, would you as a student most like to change about the AP programs in SCPS? ______

Q17 Is there anything else you would like to add about your experience with AP programming in SCPS? ______

End of Block: Program Components DRAFT

58 Status & Process Evaluation: AP | Stafford County Public Schools APPENDIX H - DIVISION AP OFFERINGS APPENDICES BPHS AP Offerings 2015-16 AP Offerings (Traditional Classroom) Course Title Course Length Total Enrolled AP United States History YR 20 AP United States History YR 19 AP United States History YR 18 AP United States History YR 17 AP World History YR 30 AP World History YR 31 AP World History YR 26 AP United States Government YR 28 AP United States Government YR 18 AP U.S. Government and Politics/Comp Government YR 29 AP U.S. Government and Politics/Comp Government YR 26 AP Calculus AB YR 21 AP Calculus AB YR 15 AP Computer Science A YR 7 AP Computer Science A STAT YR 9 AP Statistics YR 19

AP Offerings (Virtual Virginia) Course Title Course Length Total Enrolled AP English: Literature/Composition YR 0 AP English: Language/Composition YR 0 AP Human Geography S2B 0 AP Human Geography YR 1 AP Human Geography YR 1 AP Human Geography YR 1 AP Human Geography YR 0 AP Human Geography YR 0 AP U.S. Government and Politics/Comp Government YR 0 AP Microeconomics S1B 1 AP Microeconomics YR 0 AP Macroeconomics DRAFTYR 0 AP Macroeconomics S2B 1 AP Psychology YR 2 AP Psychology YR 2 AP Psychology YR 0 AP Calculus BC YR 2 AP Calculus BC YR 1 AP Calculus BC YR 0 AP Calculus BC YR 0 Status & Process Evaluation: AP | Stafford County Public Schools 59 APPENDICES APPENDIX H - DIVISION AP OFFERINGS

AP Calculus BC YR 1 AP Computer Science A YR 0 AP Statistics YR 0 AP Statistics YR 0 AP Environmental Science YR 1 AP Environmental Science YR 0 AP Environmental Science YR 1 AP Environmental Science YR 0 AP Environmental Science YR 1 AP Physics B YR 1 AP Physics B YR 0 AP Spanish YR 1 AP Art History (Non-Studio Elective) YR 1

AP Offerings (CGS) Course Title Course Length Total Enrolled AP English 12 - CGS YR 4 AP English: Language/Composition - CGS YR 2 AP Human Geography - CGS YR 4 AP U.S. History - CGS YR 2 AP European History - CGS YR 6 AP U.S. Government - CGS YR 8 AP Calculus BC - CGS YR 1 AP Calculus BC - CGS YR 0 AP Statistics - CGS YR 3 AP Environmental Science-CGS YR 6 AP Biology - CGS YR 8 AP Physics B YR 0 AP Physics 1 - CGS DRAFTYR 4

60 Status & Process Evaluation: AP | Stafford County Public Schools APPENDIX H - DIVISION AP OFFERINGS APPENDICES BPHS AP Offerings 2016-17 AP Offerings (Traditional Classroom) Course Title Course Length Total Enrolled AP English: Literature/Composition YR 13 AP English: Literature/Composition YR 11 AP United States History YR 23 AP United States History YR 25 AP United States History YR 28 AP United States History YR 19 AP United States History YR 1 AP World History YR 29 AP World History YR 25 AP World History YR 27 AP World History YR 21 AP United States Government YR 20 AP United States Government YR 29 AP U.S. Government and Politics/Comp Government YR 34 AP U.S. Government and Politics/Comp Government YR 28 AP U.S. Government and Politics/Comp Government YR 1 AP Calculus AB YR 24 AP Calculus AB YR 27 AP Computer Science A YR 5 AP Computer Science A YR 4 AP Computer Science A STAT YR 17 AP Computer Science A STAT YR 16 AP Computer Science Principles YR 16 AP Computer Science Principles YR 18 AP Statistics YR 14 AP Computer Science Principles YR 0 AP Computer Science Principles YR 0 AP Computer Science Principles YR 0

AP Offerings (Virtual Virginia) Course Title DRAFTTerm Code Total Students AP English: Literature/Composition YR 1 AP English: Literature/Composition YR 1 AP English: Literature/Composition YR 0 AP English 11: Language/Composition YR 0 AP English 11: Language/Composition YR 2 AP English 11: Language/Composition S1B 0 AP Human Geography YR 1 AP Human Geography YR 1

Status & Process Evaluation: AP | Stafford County Public Schools 61 APPENDICES APPENDIX H - DIVISION AP OFFERINGS

AP Human Geography YR 0 AP Human Geography YR 0 AP United States Government YR 0 AP Microeconomics YR 0 AP Microeconomics S1B 1 AP Macroeconomics S2B 1 AP Calculus AB YR 1 AP Calculus BC YR 0 AP Computer Science A YR 1 AP Environmental Science YR 1 AP Environmental Science YR 1 AP Biology YR 1 AP Biology YR 1 AP Biology YR 0 AP Biology YR 1 AP Spanish YR 1 AP Spanish YR 0 AP Spanish S2B 0 AP Art History (Non-Studio Elective) YR 1 AP Art History (Non-Studio Elective) YR 1 AP Art History (Non-Studio Elective) YR 0

AP Offerings (CGS) Course Title Course Length Total Enrolled AP English 12 - CGS YR 2 AP English: Language/Composition - CGS YR 9 AP Human Geography - CGS YR 2 AP U.S. History - CGS YR 9 AP European History - CGS YR 6 AP U.S. Government - CGS YR 6 AP Calculus BC - CGS YR 2 AP Calculus BC - CGS YR 7 AP Statistics - CGS YR 0 AP Environmental Science-CGS YR 6 AP Biology - CGS DRAFTYR 6 AP Physics 1 - CGS YR 2

62 Status & Process Evaluation: AP | Stafford County Public Schools APPENDIX H - DIVISION AP OFFERINGS APPENDICES BPHS AP Offerings 2017-18 AP Offerings (Traditional Classroom) Course Title Course Length Total Students Enrolled AP United States History YR 28 AP United States History YR 28 AP United States History YR 22 AP United States History YR 24 AP United States History YR 27 AP World History YR 27 AP World History YR 28 AP World History YR 23 AP United States Government YR 30 AP United States Government YR 29 AP United States Government YR 19 AP U.S. Government and Politics/Comp Government YR 24 AP U.S. Government and Politics/Comp Government YR 19 AP U.S. Government and Politics/Comp Government YR 24 AP Calculus AB YR 22 AP Calculus AB YR 27 AP Computer Science A YR 7 AP Computer Science A YR 2 AP Computer Science A STAT YR 18 AP Computer Science Principles YR 3 AP Statistics YR 17 AP Physics 1 YR 4

AP Offerings (Virtual Virginia) Course Title Course Length Total Students Enrolled AP English 11: Language/Composition YR 1 AP Human Geography YR 1 AP European History YR 1 AP United States Government YR 1 AP United States Government YR 0 AP Microeconomics DRAFTS1B 1 AP Macroeconomics S2B 1 AP Macroeconomics YR 1 AP Psychology YR 1 AP Psychology YR 0 AP Computer Science A YR 1 AP Statistics YR 0 AP Statistics YR 1 Status & Process Evaluation: AP | Stafford County Public Schools 63 APPENDICES APPENDIX H - DIVISION AP OFFERINGS

AP Statistics YR 1 AP Environmental Science YR 1 AP Environmental Science YR 1 AP Environmental Science YR 1 AP Biology YR 1 AP Physics B YR 1 AP Physics B YR 1 AP Art History (Non-Studio Elective) S2B 1 AP Art History (Non-Studio Elective) S1B 0 AP Art History (Non-Studio Elective) YR 1

AP Offerings (CGS) Course Title Course Length Total Students Enrolled AP English 12 - CGS YR 8 AP English: Language/Composition - CGS YR 5 AP Human Geography - CGS YR 8 AP U.S. History - CGS YR 5 AP European History - CGS YR 15 AP U.S. Government - CGS YR 4 AP Calculus BC - CGS YR 5 AP Statistics - CGS YR 8 AP Environmental Science-CGS YR 15 AP Biology - CGS YR 4 AP Physics 1 - CGS YR 8 DRAFT

64 Status & Process Evaluation: AP | Stafford County Public Schools APPENDIX H - DIVISION AP OFFERINGS APPENDICES CFHS AP Offerings 2015-16 AP Offerings (Traditional Classroom) Course Title Course Length Total Enrolled AP English: Literature/Composition YR 22 AP English: Literature/Composition YR 23 AP English: Literature/Composition YR 23 AP English 11: Language/Composition YR 30 AP English 11: Language/Composition YR 24 AP English 11: Language/Composition YR 26 AP Human Geography YR 30 AP United States History YR 28 AP United States History YR 25 AP United States History YR 1 AP United States History YR 29 AP United States History YR 29 AP United States History YR 30 AP United States History YR 26 AP United States History YR 2 AP World History YR 28 AP World History YR 26 AP World History YR 32 AP World History YR 27 AP World History YR 27 AP World History YR 2 AP World History YR 1 AP U.S. Government and Politics/Comp Government YR 19 AP U.S. Government and Politics/Comp Government YR 16 AP U.S. Government and Politics/Comp Government YR 21 AP U.S. Government and Politics/Comp Government YR 18 AP U.S. Government and Politics/Comp Government YR 1 AP Microeconomics YR 1 AP Microeconomics YR 30 AP Macroeconomics YR 24 AP Psychology DRAFTYR 29 AP Psychology YR 27 AP Psychology YR 25 AP Psychology YR 27 AP Psychology YR 22 AP Psychology YR 24 AP Psychology YR 1 AP Calculus AB YR 19 AP Calculus AB YR 21 Status & Process Evaluation: AP | Stafford County Public Schools 65 APPENDICES APPENDIX H - DIVISION AP OFFERINGS

AP Calculus BC YR 16 AP Calculus BC YR 13 AP Computer Science A YR 19 AP Computer Science A YR 13 AP Computer Science A STAT* YR 2 AP Statistics YR 27 AP Statistics YR 27 AP Statistics YR 24 AP Computer Science Principles YR 18 AP Computer Science Principles YR 12 AP Environmental Science YR 23 AP Environmental Science YR 20 AP Environmental Science YR 21 AP Environmental Science YR 1 AP Environmental Science YR 1 AP Biology YR 23 AP Biology YR 20 AP Biology Lab YR 23 AP Biology Lab YR 20 AP Chemistry YR 16 AP Chemistry Lab YR 16 AP Physics 1 YR 22 AP French YR 1 AP German YR 1 AP Latin (Virgil) YR 6 AP Spanish YR 5 AP Studio Art (2-D Design Portfolio) YR 2 AP Studio Art (Drawing Portfolio) YR 0 AP Art History (Non-Studio Elective) YR 4

AP Offerings (Virtual Virginia) Course Title Course Length Total Enrolled AP Human Geography DRAFTYR 0 AP World History YR 0 AP Latin (Virgil) YR 0 AP Latin (Virgil) YR 0

66 Status & Process Evaluation: AP | Stafford County Public Schools APPENDIX H - DIVISION AP OFFERINGS APPENDICES

AP Offerings (CGS) Course Title Course Length Total Enrolled AP English 12 - CGS YR 14 AP English: Language/Composition - CGS YR 14 AP English: Language/Composition YR 1 AP Human Geography - CGS YR 14 AP U.S. History - CGS YR 14 AP European History - CGS YR 32 AP U.S. Government - CGS YR 21 AP Calculus BC - CGS YR 5 AP Calculus BC - CGS YR 9 AP Statistics - CGS YR 9 AP Environmental Science-CGS YR 32 AP Biology - CGS YR 21 AP Physics 1 - CGS YR 14

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Status & Process Evaluation: AP | Stafford County Public Schools 67 APPENDICES APPENDIX H - DIVISION AP OFFERINGS CFHS AP Offerings 2016-17 AP Offerings (Traditional Classroom) Course Title Course Length Total Enrolled AP English: Literature/Composition YR 23 AP English: Literature/Composition YR 20 AP English: Literature/Composition YR 26 AP English: Literature/Composition YR 14 AP English 11: Language/Composition YR 26 AP English 11: Language/Composition YR 24 AP English 11: Language/Composition YR 21 AP Human Geography YR 32 AP United States History YR 21 AP United States History YR 26 AP United States History YR 23 AP United States History YR 19 AP United States History YR 21 AP United States History YR 24 AP World History YR 27 AP World History YR 25 AP World History YR 26 AP World History YR 27 AP World History YR 26 AP World History YR 25 AP U.S. Government and Politics/Comp Government YR 21 AP U.S. Government and Politics/Comp Government YR 21 AP U.S. Government and Politics/Comp Government YR 14 AP Microeconomics YR 33 AP Microeconomics YR 33 AP Macroeconomics YR 19 AP Psychology YR 31 AP Psychology YR 30 AP Psychology YR 26 AP Psychology YR 30 AP Psychology DRAFTYR 25 AP Psychology YR 28 AP Psychology YR 2 AP Psychology YR 1 AP Calculus AB YR 24 AP Calculus AB YR 22 AP Calculus BC YR 23 AP Computer Science A YR 24

68 Status & Process Evaluation: AP | Stafford County Public Schools APPENDIX H - DIVISION AP OFFERINGS APPENDICES

AP Computer Science A YR 1 AP Computer Science A YR 1 AP Computer Science A STAT YR 0 AP Computer Science Principles YR 28 AP Statistics YR 34 AP Statistics YR 28 AP Statistics YR 24 AP Computer Science Principles YR 0 AP Environmental Science YR 27 AP Environmental Science YR 19 AP Biology YR 18 AP Biology YR 12 AP Biology Lab YR 18 AP Biology Lab YR 12 AP Chemistry YR 10 AP Chemistry Lab YR 10 AP Physics 1 YR 24 AP Physics 1 YR 25 AP French YR 6 AP German YR 3 AP Spanish YR 13 AP Studio Art (2-D Design Portfolio) YR 4 AP Studio Art (2-D Design Portfolio) YR 1 AP Studio Art (3-D Design Portfolio) YR 1 AP Studio Art (Drawing Portfolio) YR 1 AP Art History (Non-Studio Elective) YR 4

AP Offerings (Virtual Virginia) Course Title Course Length Total Enrolled AP European History YR 1 AP Calculus AB DRAFTYR 1 AP Computer Science A YR 0 AP Computer Science A YR 0 AP Computer Science A YR 0 AP Computer Science A YR 1 AP Latin (Virgil) YR 0 AP Latin (Virgil) YR 0 AP Latin (Virgil) YR 0

Status & Process Evaluation: AP | Stafford County Public Schools 69 APPENDICES APPENDIX H - DIVISION AP OFFERINGS

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70 Status & Process Evaluation: AP | Stafford County Public Schools APPENDIX H - DIVISION AP OFFERINGS APPENDICES CFHS AP Offerings 2017-18

AP Offerings (Traditional Classroom) Course Title Course Length Total Enrolled AP English: Literature/Composition YR 17 AP English: Literature/Composition YR 18 AP English: Literature/Composition YR 17 AP English: Literature/Composition YR 15 AP English 11: Language/Composition YR 29 AP English 11: Language/Composition YR 30 AP English 11: Language/Composition YR 30 AP Human Geography YR 24 AP United States History YR 24 AP United States History YR 26 AP United States History YR 1 AP United States History YR 30 AP United States History YR 28 AP United States History YR 26 AP United States History YR 27 AP World History YR 27 AP World History YR 25 AP World History YR 27 AP World History YR 29 AP World History YR 28 AP United States Government YR 17 AP United States Government YR 30 AP United States Government YR 30 AP U.S. Government and Politics/Comp Government YR 28 AP Microeconomics YR 27 AP Microeconomics YR 27 AP Macroeconomics YR 16 AP Macroeconomics YR 25 AP Psychology YR 26 AP Psychology DRAFTYR 29 AP Psychology YR 21 AP Psychology YR 30 AP Psychology YR 25 AP Psychology YR 25 AP Psychology YR 30 AP Calculus AB YR 31 AP Calculus AB YR 26 AP Calculus BC YR 15 Status & Process Evaluation: AP | Stafford County Public Schools 71 APPENDICES APPENDIX H - DIVISION AP OFFERINGS

AP Computer Science A YR 21 AP Computer Science A YR 1 AP Computer Science A YR 4 AP Computer Science A STAT YR 0 AP Statistics YR 31 AP Statistics YR 28 AP Statistics YR 22 AP Computer Science Principles YR 22 AP Environmental Science YR 25 AP Environmental Science YR 18 AP Environmental Science YR 23 AP Biology YR 29 AP Biology YR 27 AP Biology Lab YR 29 AP Biology Lab YR 27 AP Chemistry YR 24 AP Chemistry Lab YR 24 AP Physics 1 YR 1 AP Physics 1 YR 0 AP Physics 1 YR 16 AP Physics 1 YR 21 AP Physics 1 YR 15 AP Physics 1 YR 9 AP French YR 1 AP German YR 3 AP Latin (Virgil) YR 8 AP Spanish YR 10 AP Studio Art (2-D Design Portfolio) YR 1 AP Studio Art (Drawing Portfolio) YR 1 AP Studio Art (Drawing Portfolio) YR 0 AP Studio Art (Drawing Portfolio) YR 2 AP Art History (Non-Studio Elective) YR 13 AP Music Theory DRAFTYR 4 AP Offerings (Virtual Virginia) Course Title Course Length Total Enrolled AP U.S. Government and Politics/Comp YR 1 AP Computer Science A YR 0 AP Spanish YR 1 AP Spanish YR 0

72 Status & Process Evaluation: AP | Stafford County Public Schools APPENDIX H - DIVISION AP OFFERINGS APPENDICES

AP Offerings (CGS) Course Title Course Length Total Students Enrolled AP English 12 - CGS YR 14 AP English: Language/Composition - CGS YR 26 AP Human Geography - CGS YR 14 AP U.S. History - CGS YR 26 AP European History - CGS YR 31 AP U.S. Government - CGS YR 0 AP U.S. Government - CGS YR 26 AP Calculus BC - CGS YR 3 AP Calculus BC - CGS YR 20 AP Statistics - CGS YR 11 AP Environmental Science-CGS YR 31 AP Biology - CGS YR 26 AP Physics 1 - CGS YR 14

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Status & Process Evaluation: AP | Stafford County Public Schools 73 APPENDICES APPENDIX H - DIVISION AP OFFERINGS MVHS AP Offerings 2015-16 AP Offerings (Traditional Classroom) Course Title Course Length Total Enrolled AP United States History YR 203 AP United States History YR 203 AP United States History YR 203 AP United States History YR 203 AP United States History YR 203 AP European History YR 207 AP European History YR 207 AP United States Government YR 205 AP U.S. Government and Politics/Comp Government YR 205 AP U.S. Government and Politics/Comp Government YR 205 AP U.S. Government and Politics/Comp Government YR 205 AP U.S. Government and Politics/Comp Government YR 205 AP U.S. Government and Politics/Comp Government YR 205 AP U.S. Government and Politics/Comp Government YR 205 AP U.S. Government and Politics/Comp Government YR 205 AP Calculus AB YR 405 AP Calculus AB YR 405 AP Computer Science A YR 411 AP Computer Science A YR 411 AP Studio Art (Drawing Portfolio) YR 109

AP Offerings (Virtual Virginia) Course Title Course Length Total Students Enrolled AP Human Geography YR 1 AP World History YR 2 AP European History YR 1 AP U.S. Government and Politics/Comp Govern- S1B 0 ment AP Macroeconomics YR 0 AP Psychology DRAFTYR 0 AP Calculus BC YR 1 AP Calculus BC YR 1 AP Art History (Non-Studio Elective) YR 1

74 Status & Process Evaluation: AP | Stafford County Public Schools APPENDIXH - DIVISION AP OFFERINGS APPENDICES AP Offerings (CGS) Course Title Course Length Total Students Enrolled AP English 12 - CGS YR 5 AP English: Language/Composition - CGS YR 16 AP Human Geography - CGS YR 5 AP U.S. History - CGS YR 16 AP European History - CGS YR 6 AP U.S. Government - CGS YR 8 AP Calculus BC - CGS YR 14 AP Statistics - CGS YR 5 AP Environmental Science-CGS YR 6 AP Biology - CGS YR 8 AP Physics B YR 5

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Status & Process Evaluation: AP | Stafford County Public Schools 75 APPENDICES APPENDIX H - DIVISION AP OFFERINGS MVHS AP Offerings 2016-17 AP Offerings (Traditional Classroom) Course Title Course Length Total Enrolled AP United States History YR 1 AP United States History YR 20 AP United States History YR 23 AP United States History YR 23 AP United States History YR 21 AP European History YR 12 AP European History YR 1 AP U.S. Government and Politics/Comp Government YR 26 AP U.S. Government and Politics/Comp Government YR 25 AP U.S. Government and Politics/Comp Government YR 21 AP U.S. Government and Politics/Comp Government YR 13 AP U.S. Government and Politics/Comp Government YR 26 AP U.S. Government and Politics/Comp Government YR 27 AP Calculus AB YR 25 AP Computer Science A YR 14 AP Computer Science A STAT YR 1 AP Computer Science A STAT YR 2 AP Computer Science Principles YR 0 AP Computer Science Principles YR 0 AP Computer Science Principles YR 13 AP Computer Science Principles YR 12 AP Computer Science Principles YR 3 AP Statistics YR 1 AP Statistics YR 17 AP Computer Science Principles YR 2 AP Computer Science Principles YR 0 AP Computer Science Principles YR 0 AP Studio Art (Drawing Portfolio) YR 3

AP Offerings (Virtual Virginia) Course Title DRAFTCourse Length Total Students Enrolled AP Calculus BC YR 1 AP Calculus BC YR 0 AP Calculus BC YR 1 AP Art History (Non-Studio Elective) YR 1

76 Status & Process Evaluation: AP | Stafford County Public Schools APPENDICES APPENDIX H - DIVISION AP OFFERINGS

AP Offerings (CGS) Course Title Course Length Total Enrolled AP English 12 - CGS YR 16 AP English: Language/Composition - CGS YR 6 AP Human Geography - CGS YR 16 AP U.S. History - CGS YR 6 AP European History - CGS YR 7 AP U.S. Government - CGS YR 7 AP Calculus BC - CGS YR 2 AP Statistics - CGS YR 16 AP Environmental Science-CGS YR 7 AP Biology - CGS YR 7 AP Physics B YR 16

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Status & Process Evaluation: AP | Stafford County Public Schools 77 APPENDICES APPENDIX H - DIVISION AP OFFERINGS MVHS AP Offerings 2017-18

AP Offerings (Traditional Classroom) Course Title Course Length Total Enrolled AP United States History YR 19 AP United States History YR 23 AP United States History YR 22 AP United States History YR 22 AP European History YR 11 AP U.S. Government and Politics/Comp Government YR 31 AP U.S. Government and Politics/Comp Government YR 31 AP U.S. Government and Politics/Comp Government YR 31 AP U.S. Government and Politics/Comp Government YR 20 AP U.S. Government and Politics/Comp Government YR 20 AP U.S. Government and Politics/Comp Government YR 25 AP Calculus AB YR 11 AP Calculus AB YR 11 AP Calculus AB YR 1 AP Computer Science A YR 27 AP Computer Science A STAT YR 1 AP Computer Science Principles YR 19 AP Statistics YR 18 AP Biology YR 1 AP Physics 1 YR 6 AP Studio Art (Drawing Portfolio) YR 1

AP Offerings (Virtual Virginia) Course Title Course Length Total Students En- rolled AP Calculus AB YR 1 AP Biology YR 1 AP Physics 2 YR 1 AP Spanish YR 0 AP Art History (Non-Studio Elective)DRAFTS2B 0 AP Art History (Non-Studio Elective) YR 1

78 Status & Process Evaluation: AP | Stafford County Public Schools APPENDICES APPENDIX H - DIVISION AP OFFERINGS AP Offerings (CGS) Course Title Course Length Total Students En- rolled AP English 12 - CGS YR 5 AP English: Language/Composition - CGS YR 6 AP Human Geography - CGS YR 5 AP U.S. History - CGS YR 6 AP European History - CGS YR 11 AP U.S. Government - CGS YR 5 AP Calculus BC - CGS YR 6 AP Statistics - CGS YR 5 AP Environmental Science-CGS YR 11 AP Biology - CGS YR 5 AP Physics 1 - CGS YR 5

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Status & Process Evaluation: AP | Stafford County Public Schools 79 APPENDICES APPENDIX H - DIVISION AP OFFERINGS NSHS AP Offerings 2015-16

AP Offerings (Traditional Classroom) Course Title Course Length Total Enrolled AP English: Literature/Composition YR 28 AP English 11: Language/Composition YR 24 AP English 11: Language/Composition YR 28 AP English 11: Language/Composition YR 25 AP Human Geography S2B 1 AP Human Geography YR 12 AP United States History YR 30 AP United States History YR 25 AP United States History YR 1 AP World History YR 30 AP U.S. Government and Politics/Comp Government YR 25 AP U.S. Government and Politics/Comp Government YR 26 AP Psychology YR 1 AP Psychology YR 31 AP Psychology YR 32 AP Psychology YR 30 AP Psychology YR 31 AP Calculus AB YR 20 AP Computer Science A YR 3 AP Computer Science A STAT YR 0 AP Computer Science A YR 15 AP Statistics YR 29 AP Statistics YR 28 AP Environmental Science YR 16 AP Biology YR 15 AP Spanish YR 4

AP Offerings (Virtual Virginia) Course Title Course Length Total Enrolled AP Human Geography DRAFTYR 1 AP Human Geography YR 0 AP World History YR 1 AP Microeconomics S1B 1 AP Microeconomics S1B 2 AP Microeconomics S1B 0 AP Microeconomics S1B 5 AP Microeconomics S2B 1 AP Macroeconomics S1B 1 80 Status & Process Evaluation: AP | Stafford County Public Schools APPENDICES APPENDIX H - DIVISION AP OFFERINGS

AP Macroeconomics S2B 1 AP Macroeconomics S2B 0 AP Macroeconomics S2B 2 AP Macroeconomics S2B 0 AP Macroeconomics S2B 5 AP Psychology YR 1 AP Psychology YR 0 AP Psychology YR 1 AP Psychology YR 1 AP Environmental Science YR 1 AP Environmental Science YR 1 AP Environmental Science YR 1 AP Environmental Science YR 1 AP Environmental Science YR 1 AP Biology S2B 1

AP Offerings (CGS) Course Title Course Length Total Enrolled AP English 12 - CGS YR 18 AP English: Language/Composition - CGS YR 24 AP Human Geography - CGS YR 17 AP U.S. History - CGS YR 24 AP European History - CGS YR 18 AP U.S. Government - CGS YR 19 AP Calculus BC - CGS YR 21 AP Statistics - CGS YR 23 AP Environmental Science-CGS YR 18 AP Biology - CGS YR 19 AP Physics B DRAFTYR 27

Status & Process Evaluation: AP | Stafford County Public Schools 81 APPENDICES APPENDIX H - DIVISION AP OFFERINGS NSHS AP Offerings 2016-17 AP Offerings (Traditional Classroom) Course Title Course Length Total Enrolled AP English: Literature/Composition YR 19 AP English: Literature/Composition YR 27 AP English: Literature/Composition YR 1 AP English 11: Language/Composition YR 25 AP English 11: Language/Composition YR 23 AP United States History YR 20 AP United States History YR 26 AP United States History YR 25 AP World History YR 21 AP U.S. Government and Politics/Comp Government YR 25 AP U.S. Government and Politics/Comp Government YR 24 AP Psychology YR 22 AP Psychology YR 25 AP Psychology YR 27 AP Psychology YR 27 AP Calculus AB YR 25 AP Calculus AB YR 22 AP Computer Science A STAT YR 1 AP Computer Science Principles YR 20 AP Statistics YR 27 AP Computer Science Principles YR 0 AP Environmental Science YR 15 AP Biology YR 24 AP Chemistry YR 6 AP Physics B YR 17 AP Spanish YR 5

AP Offerings (Virtual Virginia) Course Title Course Length Total Enrolled AP English: Literature/Composition YR 1 AP Human Geography DRAFTYR 1 AP Human Geography YR 1 AP Human Geography YR 2 AP Human Geography YR 1 AP Human Geography YR 2 AP World History YR 1 AP World History YR 0 AP United States Government YR 1 AP Calculus AB YR 0 82 Status & Process Evaluation: AP | Stafford County Public Schools APPENDICES APPENDIX H - DIVISION AP OFFERINGS

AP Calculus AB YR 0 AP Calculus AB YR 0 AP Calculus BC YR 1 AP Calculus BC YR 0 AP Statistics YR 0 AP Environmental Science YR 1 AP Environmental Science YR 0 AP French YR 1 AP French YR 1 AP Art History (Non-Studio Elective) YR 1

AP Offerings (CGS)

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Status & Process Evaluation: AP | Stafford County Public Schools 83 APPENDICES APPENDIX H - DIVISION AP OFFERINGS NSHS AP Offerings 2017-18

AP Offerings (Traditional Classroom) Course Title Course Length Total Enrolled AP English: Literature/Composition YR 15 AP English: Literature/Composition YR 17 AP English 11: Language/Composition YR 31 AP English 11: Language/Composition YR 23 AP Human Geography YR 18 AP United States History YR 26 AP United States History YR 16 AP United States History YR 26 AP World History YR 14 AP U.S. Government and Politics/Comp Government YR 27 AP U.S. Government and Politics/Comp Government YR 20 AP U.S. Government and Politics/Comp Government YR 21 AP Psychology YR 29 AP Psychology YR 30 AP Psychology YR 29 AP Calculus AB YR 24 AP Calculus AB YR 23 AP Computer Science Principles YR 27 AP Statistics YR 26 AP Statistics YR 19 AP Environmental Science YR 23 AP Biology YR 25 AP Biology YR 24 AP Chemistry YR 12 AP Physics 1 YR 24 AP Physics 1 YR 17 AP Spanish YR 2 AP Music Theory YR 3 AP Offerings (Virtual Virginia)DRAFT Course Title Course Length Total Enrolled AP English: Literature/Composition YR 0 AP Human Geography YR 1 AP Human Geography YR 1 AP World History YR 0 AP World History YR 1 AP Microeconomics YR 0 AP Microeconomics S1B 1 84 Status & Process Evaluation: AP | Stafford County Public Schools APPENDICES APPENDIX H - DIVISION AP OFFERINGS AP Microeconomics S2B 1 AP Microeconomics YR 1 AP Microeconomics S1B 1 AP Microeconomics S1B 1 AP Macroeconomics S1B 1 AP Macroeconomics S2B 2 AP Macroeconomics YR 0 AP Macroeconomics S2B 1 AP Macroeconomics YR 1 AP Macroeconomics S2B 1 AP Calculus BC YR 1 AP Environmental Science YR 1 AP Environmental Science YR 1 AP Biology YR 1 AP Art History (Non-Studio Elective) YR 0

AP Offerings (CGS) Course Title Course Length Total Enrolled AP English 12 - CGS YR 18 AP English: Language/Composition - CGS YR 13 AP Human Geography - CGS YR 16 AP U.S. History - CGS YR 13 AP European History - CGS YR 32 AP U.S. Government - CGS YR 19 AP Calculus BC - CGS YR 15 AP Statistics - CGS YR 17 AP Environmental Science-CGS YR 32 AP Biology - CGS YR 18 AP Physics 1 - CGS DRAFTYR 17

Status & Process Evaluation: AP | Stafford County Public Schools 85 APPENDIX H - DIVISION AP OFFERINGS APPENDICES SHS AP Offerings 2015-16

AP Offerings (Traditional Classroom) Course Title Course Length Total Enrolled AP English: Literature/Composition YR 19 AP English: Literature/Composition YR 0 AP English 11: Language/Composition YR 24 AP English 11: Language/Composition YR 25 AP English 11: Language/Composition YR 25 AP English 11: Language/Composition YR 19 AP English 11: Language/Composition YR 21 AP English 11: Language/Composition YR 19 AP English: Language/Composition YR 1 AP English: Language/Composition YR 2 AP English: Language/Composition YR 2 AP Human Geography YR 26 AP Human Geography - CGS YR 17 AP Human Geography YR 2 AP United States History YR 18 AP United States History YR 20 AP United States History YR 14 AP United States History YR 25 AP United States History YR 19 AP United States History YR 0 AP United States History YR 1 AP United States History YR 4 AP United States History YR 1 AP World History YR 22 AP World History YR 21 AP World History YR 2 AP European History YR 5 AP European History YR 1 AP United States Government YR 15 AP United States Government DRAFTYR 14 AP United States Government YR 21 AP Psychology YR 21 AP Psychology YR 14 AP Psychology YR 23 AP Psychology YR 4 AP Psychology YR 1 AP Calculus AB YR 25 AP Calculus AB YR 21 86 Status & Process Evaluation: AP | Stafford County Public Schools APPENDICES APPENDIX H - DIVISION AP OFFERINGS AP Calculus AB YR 16 AP Calculus BC YR 14 AP Computer Science A YR 23 AP Computer Science A YR 25 AP Computer Science A YR 1 AP Computer Science A STAT YR 0 AP Statistics YR 12 AP Statistics YR 12 AP Statistics YR 12 AP Statistics YR 1 AP Statistics YR 4 AP Statistics YR 1 AP Environmental Science YR 17 AP Environmental Science YR 11 AP Environmental Science YR 2 AP Biology YR 20 AP Biology YR 21 AP Biology YR 16 AP Biology Lab YR 23 AP Biology Lab YR 16 AP Biology Lab YR 20 AP Biology YR 2 AP Chemistry YR 15 AP Chemistry YR 13 AP Chemistry Lab YR 15 AP Chemistry Lab YR 13 AP Physics 1 YR 22 AP Physics 1 YR 19 AP Spanish YR 17 AP Studio Art (Drawing Portfolio) YR 9

AP Offerings (Virtual Virginia) Course Title Course Length Total Enrolled AP Human Geography DRAFTYR 1 AP Microeconomics S1B 1 AP Microeconomics S2B 1 AP Macroeconomics S2B 1 AP Macroeconomics S1B 1 AP Calculus BC YR 1 AP Physics 2 YR 1

Status & Process Evaluation: AP | Stafford County Public Schools 87 APPENDIX H - DIVISION AP OFFERINGS APPENDICES AP Offerings (CGS) Course Title Course Length Total Enrolled AP English 12 - CGS YR 17 AP English: Language/Composition - CGS YR 26 AP U.S. History - CGS YR 26 AP European History - CGS YR 24 AP U.S. Government - CGS YR 18 AP Calculus BC - CGS YR 5 AP Calculus BC - CGS YR 16 AP Statistics - CGS YR 12 AP Environmental Science-CGS YR 23 AP Biology - CGS YR 18 AP Physics 1 - CGS YR 17

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88 Status & Process Evaluation: AP | Stafford County Public Schools APPENDICES APPENDIX H - DIVISION AP OFFERINGS SHS AP Offerings 2016-17

AP Offerings (Traditional Classroom) Course Title Course Length Total Enrolled AP English: Literature/Composition YR 19 AP English: Literature/Composition YR 4 AP English 11: Language/Composition YR 21 AP English 11: Language/Composition YR 19 AP English 11: Language/Composition YR 23 AP English 11: Language/Composition YR 26 AP English 11: Language/Composition YR 23 AP Human Geography YR 24 AP Human Geography YR 4 AP United States History YR 23 AP United States History YR 25 AP United States History YR 25 AP United States History YR 22 AP United States History YR 1 AP United States History YR 1 AP United States History YR 3 AP World History YR 18 AP World History YR 25 AP World History YR 19 AP World History YR 24 AP World History YR 1 AP World History YR 0 AP World History YR 0 AP World History YR 0 AP European History YR 0 AP United States Government YR 27 AP United States Government YR 27 AP Psychology YR 24 AP Psychology YR 16 AP Psychology DRAFTYR 26 AP Psychology YR 1 AP Psychology YR 1 AP Psychology YR 0 AP Calculus AB YR 22 AP Calculus AB YR 15 AP Calculus AB YR 14 AP Calculus BC YR 18 AP Calculus BC YR 1

Status & Process Evaluation: AP | Stafford County Public Schools 89 APPENDIX H - DIVISION AP OFFERINGS APPENDICES

AP Calculus BC YR 1 AP Computer Science A YR 25 AP Computer Science A YR 1 AP Computer Science A YR 1 AP Computer Science A STAT YR 4 AP Computer Science A STAT YR 6 AP Computer Science Principles YR 0 AP Statistics YR 19 AP Statistics YR 2 AP Computer Science Principles YR 6 AP Environmental Science YR 24 AP Environmental Science YR 2 AP Biology YR 24 AP Biology YR 24 AP Biology Lab YR 24 AP Biology Lab YR 25 AP Biology YR 1 AP Chemistry YR 15 AP Chemistry Lab YR 16 AP Chemistry YR 1 AP Physics 1 YR 13 AP Physics 1 YR 13 AP German YR 1 AP Spanish YR 13 AP Studio Art (Drawing Portfolio) YR 12

AP Offerings (Virtual Virginia) Course Title Course Length Total Students Enrolled AP English: Literature/Composition YR 1 AP Human Geography YR 0 AP United States Government YR 1 AP United States Government YR 1 AP U.S. Government and Politics/Comp YR 1 AP U.S. Government and Politics/CompDRAFTYR 1 AP Microeconomics S2B 0 AP Microeconomics S2B 1 AP Microeconomics S1B 0 AP Microeconomics S1B 1 AP Microeconomics S1B 1 AP Macroeconomics S2B 1 AP Macroeconomics S2B 0

90 Status & Process Evaluation: AP | Stafford County Public Schools APPENDICES APPENDIX H - DIVISION AP OFFERINGS

AP Macroeconomics S1B 1 AP Macroeconomics S2B 0 AP Macroeconomics S2B 1 AP Psychology YR 0 AP Psychology YR 1 AP Psychology YR 1 AP Statistics YR 0 AP Physics B YR 1 AP Physics 2 YR 1 AP LATIN (Virgil) YR 1 AP Art History (Non-Studio Elective) YR 1 AP Art History (Non-Studio Elective) YR 2 AP Art History (Non-Studio Elective) YR 0 AP Art History (Non-Studio Elective) YR 1

AP Offerings (CGS) Course Title Course Length Total Students Enrolled AP English 12 - CGS YR 26 AP English: Language/Composition - CGS YR 15 AP Human Geography - CGS YR 26 AP U.S. History - CGS YR 15 AP European History - CGS YR 21 AP U.S. Government - CGS YR 21 AP Calculus BC - CGS YR 6 AP Calculus BC - CGS YR 10 AP Statistics - CGS YR 20 AP Environmental Science-CGS YR 21 AP Biology - CGS YR 21 AP Physics 1 - CGS DRAFTYR 26

Status & Process Evaluation: AP | Stafford County Public Schools 91 APPENDIX H - DIVISION AP OFFERINGS APPENDICES SHS AP Offerings 2017-18 AP Offerings (Traditional Classroom) Course Title Course Length Total Enrolled AP English: Literature/Composition YR 13 AP English 11: Language/Composition YR 17 AP English 11: Language/Composition YR 23 AP English 11: Language/Composition YR 23 AP English 11: Language/Composition YR 19 AP Human Geography YR 30 AP Human Geography YR 1 AP Human Geography YR 27 AP United States History YR 17 AP United States History YR 17 AP United States History YR 22 AP United States History YR 26 AP United States History YR 24 AP World History YR 20 AP World History YR 21 AP World History YR 24 AP World History YR 1 AP United States Government YR 27 AP United States Government YR 19 AP Psychology YR 17 AP Psychology YR 14 AP Psychology YR 19 AP Calculus AB YR 28 AP Calculus AB YR 22 AP Calculus AB YR 21 AP Computer Science A YR 27 AP Computer Science A STAT YR 2 AP Statistics YR 13 AP Statistics YR 12 AP Environmental Science YR 13 AP Biology DRAFTYR 23 AP Biology YR 18 AP Biology Lab YR 23 AP Biology Lab YR 18 AP Chemistry YR 21 AP Chemistry Lab YR 21 AP Physics 1 YR 4 AP Physics 1 YR 22 AP Physics 1 YR 14 92 Status & Process Evaluation: AP | Stafford County Public Schools APPENDICES APPENDIX H - DIVISION AP OFFERINGS SY2015-2016 AP Physics 2 YR 8 AP French YR 0 AP German YR 4 AP Spanish YR 21 AP Studio Art (Drawing Portfolio) YR 4

AP Offerings (Virtual Virginia) Course Title Course Length Total Students Enrolled AP English 11: Language/Composition YR 2 AP Human Geography YR 0 AP United States History YR 1 AP United States Government YR 1 AP Microeconomics S1B 1 AP Microeconomics S1B 1 AP Macroeconomics S2B 1 AP Macroeconomics S2B 1 AP Psychology YR 1 AP Psychology YR 1 AP Calculus AB YR 0 AP Calculus BC YR 1 AP Physics 2 YR 1 AP French YR 1 AP French YR 1 AP Art History (Non-Studio Elective) YR 1

AP Offerings (CGS) Course Title Course Length Total Students Enrolled AP English 12 - CGS YR 13 AP English: Language/Composition - CGS YR 21 AP Human Geography - CGS YR 13 AP U.S. History - CGS YR 21 AP European History - CGS YR 26 AP U.S. Government - CGS YR 19 AP Calculus BC - CGS DRAFTYR 21 AP Statistics - CGS YR 10 AP Environmental Science-CGS YR 26 AP Biology - CGS YR 19 AP Physics 1 - CGS YR 13

Status & Process Evaluation: AP | Stafford County Public Schools 93 APPENDIX I - APPX STATEMENT OF INTENT APPENDICES

A SCPS Signature Program “Scaling New Heights ... Achieving New Dreams”

Dear Student and Family:

Thank you for your interest in the Advanced Placement Programs of Excellence (APPX), a Stafford County Public Schools Signature Program. APPX includes the Advanced Placement International Diploma (APID) and the Advanced Placement Distinguished Scholars Program (APDS). The most unique aspect of APPX is that each student will also complete a service-learning research project through the Advanced Placement (AP) Capstone Program to fulfill the goal of achieving Community Service Leadership and Service Above Self (C.L.A.S.S.). We are excited to offer these programs in Stafford County, and we look forward to your participation in an All Century, Signature Program that prepares students for future success in the world.

There are many aspects of the program that make it special including a wide range of course offerings. The unique requirement of the AP Capstone Program, which includes the C.L.A.S.S. research project, enables an individual’s work to differentiate their application to colleges and universities. This program is open to all students interested in pursuing AP coursework offered at their respective schools and willing to demonstrate responsible citizenship through a service-learning component. Please be sure to include the following information in your registration agreement:

□ Advanced Placement Program Registration Agreement (page 6) □ Statement of Intent and Signatures (page 7) □ Early College Scholars Agreement (page 8) □ Completed Essay (pages 9 - 11) □ All required signatures in designated areas of the registration agreement

If you have questions or needDRAFT assistance, please contact your school counselor or the APPX coordinator at your high school.

Best Wishes!

94 Status & Process Evaluation: AP | Stafford County Public Schools

Page | 1 Updated: 3.8.17

APPENDICES APPENDIX J - DEMOGRAPHIC BREAKDOWN

Number of AP Tests Taken by Student Population Subsets Test Year Identified as Gifted FRM Qualifying Receiving Special EL Status Education Services 2013 1341 50 9 44 2014 1600 166 17 95 2015 1563 338 27 126 2016 1454 357 16 138 2017 1430 454 34 182 Total 7388 1360 103 585

Number of AP Tests Where Students Scored a 3 or Higher by Students Identified as Gifted Test Year Identified as Gifted FRM Qualifying Receiving Special EL Status Education Services 2013 1067 28 4 25 2014 1216 79 11 58 2015 1211 160 9 52 2016 1121 172 6 62 2017 1129 206 17 83 Total 5744 645 47 280 DRAFT

Status & Process Evaluation: AP | Stafford County Public Schools 95 APPENDICES APPENDIX K - TEXTBOOKS

SY2015-2016 Independence Movements 200 $33.00 $6,600.00

Number Price per Total US Civil War - Causes, Course 200 $35.00 $7,000.00 Subject of Books Book and Effects 1840-77

Health 1-3 Emergence of the Americas in 200 $35.00 $7,000.00 Global Affairs 1880-1929 The Healthy Eating and Active 300 $42.00 $ 12,600.00 Time Club Curriculum The Second World War and the 200 $35.00 $7,000.00 Americas 1933-1945 Health 4-5

Eat Well and Keep Moving 205 $69.00 $ 14,145.00 IB Math Health 6-8 Mathematics Higher Level for 120 $65.00 $7,800.00 Teen Health 800 $93.54 $ 74,832.00 the IB Diploma

Five for Life 40 $290.00 $ 11,600.00 IB Theory of Knowledge

Fitness for Life 800 $49.00 $ 39,200.00 Theory of Knowledge 130 $62.00 $8,060.00 Health 9-10 Comprehensive Health 500 $114.98 $ 57,490.00 Total for SY2015- $ Reproductive & Sexual Health 500 $9.00 $ 4,500.00

Driver’s Education 2016

VADETS Student Workbook 2,306 $1.95 $ 4,496.70

Art K-5

Explorations in Art, K 17 $820.95 $ 13,956.15

Explorations in Art, 1 425 $69.44 $ 29,512.00

Explorations in Art, 2 425 $69.44 $ 29,512.00

Explorations in Art, 3 425 $69.44 $ 29,512.00

Explorations in Art, 4 425 $69.44 $ 29,512.00

Explorations in Art, 5 425 $69.44 $ 29,512.00

Art 6-8

The Visual Experience 240 $99.44 $ 23,865.60

Exploring Visual Design 240 $115.44 $ 27,705.60

Art 9-12

The Visual Experience eBook 10 $1,873.95 $18,739.50

Beginning Sculpture 125 $63.95 $7,993.75

5 $86.95 $434.75

Communicating Through 125 $96.96 $12,120.00 Graphic Design

5 $1,573.95 $7,869.75

Experience Printmaking 125 $63.95 $7,993.75

5 $86.96 $434.80

Experience Clay 125 $93.96 $11,745.00

5 $1,573.95 $7,869.75

Discovering Art History 10 $1,799.95 $17,999.50

Gardner’s Art Through the 150 $174.00 $26,100.00 Ages: A Global History

Exploring Art: A Global, 125 $185.75 $23,218.75 Thematic Approach

Communicating Through 30 $93.96 $2,818.80 Graphic Design

Photography 30 $106.47 $3,194.10 AP Computer Science DRAFT Invitation to Computer Science 120 $148.95 $17,874.00

IB Bus Management

Business Management 80 $99.00 $7,920.00

IB History

History and Conflict Intervention 200 $46.00 $9,200.00

Authoritarian States 200 $35.00 $7,000.00

Causes and Effects of 20th 200 $35.00 $7,000.00 Century Wars

The Cold War: Superpower 200 $35.00 $7,000.00 Tensions and Rivalries

96 Status & Process Evaluation: AP | Stafford County Public Schools APPENDIX K - TEXTBOOKS APPENDICES Textbooks to Purchase (2016-2017 School Year) Subject Number of Price per Book Total Books

Social Studies K-5 Our World: Our Community 2,000 $56.50 $ 113,000.00 Our World: Our State Virginia 2,000 $56.50 $ 113,000.00 Our World: Our United States 2,000 $58.50 $ 117,000.00 Our World: Ancient World Cultures 2,050 $58.50 $ 119,925.00 Our Virginia: Past & Present 2,200 $78.50 $ 172,700.00 Our America to 1865 2,250 $78.50 $ 176,625.00 Social Studies 6-8 Our America: 1865 to Present 2,250 $78.50 $ 176,625.00 Our State and Nation: Civics 2,200 $57.50 $ 126,500.00 Discovering World Geography 2,300 $100.98 $ 232,254.00 Social Studies 9-12 World History and Geography 2,300 $102.00 $ 234,600.00 World His & Geo: Modern Times 2,400 $101.25 $ 243,000.00 US History and Geography 2,300 $119.16 $ 274,068.00 US Government: Our Democracy 2,200 $117.45 $ 258,390.00 AP World History Ways of the World 400 $140.29 $ 56,116.00 AP US History America’s History for the AP 520 $157.29 $ 81,790.80 American History: Connecting (CGS) 105 $156.00 $ 16,380.00 AP European History The Western Heritage Since 1300 50 $121.97 $ 6,098.50 (CGS) 105 $121.97 $ 12,806.85 AP Human Geography The Cultural Landscape: An Intro 100 $146.47 $ 14,647.00 (CGS) 100 $146.47 $ 14,647.00 AP Economics Krugman’s Economics for AP 130 $190.44 $ 24,757.20 AP US Government Government in America 2014 DRAFT150 $137.97 $ 20,695.50 American Government (CGS) 105 $156.25 $ 16,406.25 AP Comparative Gov’t/Politics AP Comparative Gov’t/Politics 350 $14.95 $ 5,232.50 Psychology Understanding Psychology 550 $98.25 $ 54,037.50 Total for SY2016-2017 $ 2,681,302.10

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Ewing, M., Camara, W., Millsap, R. (2006). The relationship between PSAT/NMSQT scores and AP examination grades: A follow up study.DRAFT College Board. Retrieved from ED561058. Geiser, S. and Santelices, V. (2004). The Role of Advanced Placement and Honors Courses in College Admis sions. Center for Studies in Higher Education, University of California, Berkeley. Retrieved from ERIC (ED492533).

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98 Status & Process Evaluation: AP | Stafford County Public Schools REFERENCES

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Kaye, R. (2006). Progress in Advanced Placement and International Baccalaureate in SREB states. Southern Regional Education Board. Retrieved from ERIC (ED492557).

Klopfenstein, K. (2003). Recommendations for maintaining the quality of advanced placement programs. American Secondary Education. 32(1), 39-48. Retrieved from https://www.utdallas.edu/research/tsperc/ pdf/jrnl_klopfenstein_2004_recommendations_maintaining_ap_programs.pdf.

Kyburg, R., Hertberg-Davis, H, Callahan, C. (2007). Advanced placement and international baccalaureate programs: Optimal learning environments for talented minorities? Journal of Advanced Academics. 18(2), 172-215. Retrieved from ERIC (EJ767449).

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Lee and Ready (2007). Schools within Schools: Possibilities and Pitfalls of High School Reform. New York: Teachers College Press.

Lee, V. E., & Smith, J. B. (1999). Social support and achievement for young adolescents in Chicago: The role of school academic press. American Educational Research Journal, 36(4), 907-945. Retrieved from SAGE journals.

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Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications. DRAFT

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State Council of Higher Education for Virginia. Virginia public higher education policy on course credit for AP, Cambridge, CLEP and IB. Retrieved from http://www.schev.edu/docs/default-source/institution-sec tion/GuidancePolicy/policies-and-guidelines/vapolicyoncoursecredit.pdf

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Wyatt, J., Patterson, B., and DiGiacomo, F. (2015) A comparison of the college outcomes of AP and dual enroll ment students. College Board. Retrieved from https://research.collegeboard.org/publications/compari son-college-outcomes-ap-and-dual-enrollment-students. DRAFT

100 Status & Process Evaluation: AP | Stafford County Public Schools 31 Stafford Avenue Stafford, VA 22554 (540) 658-6000 DRAFTwww.staffordschools.net

Status & Process Evaluation: AP | Stafford County Public Schools 101 STATUS & PROCESS EVALUATION: ADVANCED PLACEMENT

Advanced Placement programming has existed for well over ment Programs of Excellence (APPX) is a program created fifty years in the United States. A test based program, par- by and unique to the Stafford County Public School System. ticipants do not have to take an AP course in order to take The program offers two different types of locally awarded the exam, but many school divisions across the country pro- diploma distinctions that students can choose to pursue: the vide AP specific coursework to facilitate student preparation Advanced Placement International Diploma (APID), which for the AP exams. The exams are graded on a score of 1-5, aligns with a College Board distinction, and the Advanced with a three considered qualifying. The Advanced Place- Placement Distinguished Scholars (APDS).

METHODOLOGY

• How many students are currently enrolled in AP classes at each school? What is the breakdown of participation per specific classes over the last five years? What is the demographic breakdown? • Which AP courses are offered where? • What do the AP scores look like across the county? • How many students have participated in the APPX program and/or graduated with the APPX seal? • How is recruitment for the AP program carried out at each school? • What is the interest level from parents and students in the AP program? • What is the cost of AP/APPX? What are the associated funding streams? • What is the experience of a student participating in AP? • What kind of training do teachers receive to teach in the AP program? • How does the AP program in SCPS compare to other AP programs in comparison divisions? • To what extent are SCPS students taking AP classes through Virtual Virginia? Which courses? How do scores compare between courses taken through Virtual Virginia versus in person? • What does retention look like for AP teachers? • What are the goals of AP in Stafford County? What are the expected outcomes? What is the logic model behind AP? Do the goals vary across sites? How so?

OVERVIEW & FINDINGS When Families Learned (parent survey) How Families Learned (parent survey) 17.63% 25.08%

Percentage of Students Traveling for CGS

Open- School Gifted School Classroom Another Other House counselor resources/ administrator teacher family event (for Focus 57.63% example: signature teacher when my student(s) were in elementary when my student(s) were in middle school programs when my student(s) were in high school night) OVERVIEW & FINDINGS

Finances There are no fees assessed directly to schools to offer AP courses, Instructional Supplies 0.00 however, there are costs associated with offering AP coursework Textbooks And Workbooks 152.95 in terms of resources, teacher training, and test fees. Divisions Travel Seminars And Conference 0.00 vary as to whether the school system or students cover the cost Tuition Paid - AP* 0.00 of the test fees. The bulk of spending associated with AP revolves Total Expenditures 632,569.74 around the testing fees assessed for AP exams, which is largely Total Expenditures, less test fee reimbursement 319,235.74 reimbursed by students. The other major category of spending *The test fees equate to a total $327,108.55 that is largely reimbursed by students. from this past year involved textbooks, which is a variable figure Expenditure Type from year to year based on textbook adoptions cycles. The third Category Total Expenditures largest category of expenditures for AP related programming Activity And Program Fees 1,979.00 involves conferences and trainings. Not all teachers attend Computers, Parts, Accessories 4,737.50 a conference or training prior to beginning to teach AP Fees Seminars And Conference 15,340.00 coursework, however, a significant number attend a College Food And Refreshments 0.00 Board training or conference prior to beginning AP instruction. Instructional Supplies 277.20 Textbooks And Workbooks 273,515.20 Expenditure Type by School Fiscal Year 2017 Travel Seminars And Conference 9,612.29 SCPS Salary & Additional Salary Costs Site and Category of Spending Total Expenditures Tuition Paid - AP* 327,108.55 Stafford High 137,188.39 Total Expenditures 632,569.74 Activity And Program Fees 432.00 Total Expenditures, less test fee reimburse- 319,235.74 ment Fees Seminars And Conference 3,935.00 Textbooks And Workbooks 53,598.79 AP Teachers in SCPS Travel Seminars And Conference 2,752.78 Percentage of Respondents Who Attended Training Prior to Teaching AP Coursework Tuition Paid - AP* 76,469.82 Number of APPX Graduates by School North Stafford High 115,090.59 Activity And Program Fees 576.00 APPX School 2015 2016 2017 Grand Fees Seminars And Conference 5,140.00 23.08% Total Textbooks And Workbooks 42,664.50 CFHS 3 3 Travel Seminars And Conference 3,604.18 NSHS 4 6 4 14 Tuition Pd - AP* 63,105.91 SSHS 1 2 3 Brooke Point High 94,632.19 Grand Total 4 7 10 21 Fees Seminars And Conference 1,135.00 Instructional Supplies 277.20 Textbooks And Workbooks 53,434.55 Travel Seminars And Conference 385.62 76.92% Tuition Paid - AP* 39,399.82 Colonial Forge High 234,476.47 Activity And Program Fees 971.00 yes no Computers, Parts, Accessories 4,737.50 n=39 CGS & Gifted Student SAT Scores Fees Seminars And Conference 4,445.00 Textbooks And Workbooks 100,622.26 Years of Teaching Experience Reported by AP Teacher Survey Respondents Travel Seminars And Conference 2,869.71 Minimum Maximum Mean Standard Total Respondents Tuition Paid - AP* 120,831.00 Deviation Mountain View High 51,029.15 Number of Years Teaching 3 39 17.74 9.91 39 CGS Student SAT Scores (Students enrolled from 2012-13 to 2016-17) Fees Seminars And Conference 685.00 Textbooks And Workbooks 23,042.15 Years of AP Teaching Experience Reported by AP Teacher Survey Respondents Tuition Paid - AP* 27,302.00 Minimum Maximum Mean Standard Total Respondents Deviation Learning and Organizational Development 152.95 Years Teaching AP Coursework 1 38 8.53 7.51 38 Food And Refreshments 0.00 Advanced Placement Programs of Excellence (APPX)

The Advanced Placement Programs of Excellence (APPX) is a largely SCPS created program with two main tracks: the Advanced Placement International Diploma in conjunction with College Board and the Advanced Placement Distinguished Scholars, following one of the curricular tracks below:

“James Farmer Global Studies Scholar – A concentration in Social Studies courses with a research paper/project that reflects a theme/concept of that nature. AP exam scores in Social Studies courses must be 3 or higher.

Sir Isaac Newton Science/Mathematics (STEM) Scholar – A concentration in the areas of Science and Math (STEM) with a research paper/project that reflects a theme/concept of that nature. AP exam scores in Science and Math courses must be 3 or higher.

Thomas Jefferson Renaissance Scholar – A concentration in the areas of English, World Language and Humanities courses with a research paper/project that reflects a theme/concept of that nature. AP exam scores in English, World Language and Humanities courses must be 3 or higher.

Palmer Hayden Arts, Humanities, and Linguistics Scholar – A concentration in, Fine and Perform- ing Arts, World Language, and Humanities courses with a research paper/project that reflects a theme/ concept of that nature. AP exam scores in the Fine and Performing Arts, Linguistic, and AP Capstone courses must be 3 or higher.”

Number of APPX Graduates by School Number of APPX Participants Since Fall 2013 APPX School 2015 2016 2017 Grand APPX School Total Participants Total CFHS 153 CFHS 3 3 NSHS 120 NSHS 4 6 4 14 SSHS 160 SSHS 1 2 3 Grand Total 4 7 10 21 Grand Total 431

Average SAT Scores of APPX Participants* S cho ol Year Critical Reading Evidence Based Reading Mathematics Writing Skills Grand & Writing Total 2012/2013 625.56 628.89 597.78 617.41 2013/2014 568.36 566.23 532.46 555.68 2014/2015 583.89 583.17 555.33 574.13 2015/2016 564.35 608.67 584.55 533.80 573.00 2016/2017 619.64 611.31 615.47 Grand Total 576.12 615.50 589.36 545.65 579.94 *An APPX participant includes any student who at some point in their high school career was a participant in the APPX program. The length of participation is unspecified due to lack of available data. OVERVIEW & FINDINGS

Demographics Number of AP Tests Taken by Students Across Racial and Ethnic Groups S cho ol Year American Indian/ Asian Black Hawaiian/ White Two or More Hispanic Total Alaska Native Pacific Islander 2013 7 211 364 10 2615 254 258 3719 2014 12 223 381 16 2795 241 325 3993 2015 11 202 396 13 2653 283 409 3967 2016 11 229 403 6 2409 269 437 3764 2017 10 248 396 11 2465 275 472 3877 Total 51 1113 1940 56 12937 1322 1901 19320 Number of AP Tests Where Students Scored a 3 or Higher Across Ethnic and Racial Year American Indian/ Asian Black Hawaiian/ White Two or More Hispanic Total Alaska Native Pacific Islander 2013 5 136 146 2 1631 122 140 2182 2014 5 146 157 5 1731 127 204 2375 2015 6 121 160 5 1699 174 231 2396 2016 8 130 163 4 1505 168 237 2215 2017 8 145 161 6 1565 176 246 2307 Total 32 678 787 22 8131 767 1058 11475

RECOMMENDATIONS

1. Set division-wide goals for Advanced Placement programming. 2. Strategize Advanced Placement offerings across the five high schools. 3. Consider how and if the division wants to continue utilizing the APPX program. 4. Adopt transparency in communicating about different AP curricular options. 5. Improve data collection and analysis for AP programming. 6. Ensure that teachers receive adequate training and support for providing instruction for AP coursework. 7. Ensure AP coordinators receive specific division-led training and guidance to undergird AP programming in Stafford County. 8. Carefully consider the most appropriate person or persons to handle AP and APPX coordination at each high school. 9. Monitor the proposed approach to how weighted credit is assigned for AP coursework approach to how weighted credit is assigned for AP coursework. 10. Consider adopting division-wide means of monitoring student preparation for AP exams. 11. Evaluate and strengthen recruitment efforts, ensuring all students have the opportunity to take the rigorous prerequisites necessary to prepare for AP and other rigorous coursework. 12. Consider the impact of the school calendar in light of AP coursework and alternative access to AP coursework. 13. Consider pursuing additional grant opportunities, such as the NMSI sponsored grant, to help facilitate student participation in AP coursework and provide support and incentives for AP educators. 14. Consider adopting division-wide policies to ensure that students with varying life circumstances are not discouraged from pursuing AP programs in SCPS by test fees and the lack of study halls. School Nutrition: Account Debt and Modified Meal Policies UPDATES BERKLEY DUNBRACK, DIRECTOR, STAFFORD COUNTY SCHOOL NUTRITION

1 Previous Policies Account Debt: . Students are allowed to charge a meal to their account if there are insufficient funds. . Elementary students may charge up to 3 days worth of meals to their accounts. Middle and High School students may charge 2 days worth. . Students may not charge a la carte items to their accounts. . Once an account goes negative, the student is made aware and the parent/guardian is contacted by the automatic call system.

Modified Meals: . When the charge limit has been reached on a student’s account, they are offered a modified meal. This meal consists of a cheese sandwich, a piece of fruit, and a milk.

2 Previous Policies (cont.) Modified Meals . Every student with insufficient funds is offered a modified lunch. They have the option to refuse this meal. . While every attempt is made to provide this meal without creating an awkward situation for the student, it remains difficult for everyone involved. . The original meal is saved when possible. Items such as milk, and any other packaged item, can be used again. Any single-serve items (slices of pizza, sides of hot vegetables) can not be returned to the line for sale.

3 Current Policies In Place Modified Meals

. Students receive a standard lunch regardless of financial situation. Parent’s are contacted directly if their student/s has exceeded their credit limit.

Account Debt

. Credit is extended to students in order to allow parents time to replenish account. This opportunity for credit will be extended for the entire school year.

4 Financial Impact

*The following reflects numbers from the beginning of each school year through November 31.* . 2016 – 2017: Credit Extended = $110,732.65 Credit Repaid = $101,413 NET = -$9,319.65

. 2017 – 2018: Credit Extended = $113,815.49 Credit Repaid = $85,845.76 NET = -$27,969.73

5 Additional Thoughts

.Based on current figures, the financial liability on the district has more nearly tripled due to uncollected debt.

. At the current rate, the district stands to accrue around $90,000 in unpaid debt by the end of the school year. This would require School Nutrition to seek additional funding from the district.

. These figures will continue to be monitored on a monthly basis to analyze any additional financial shortfalls.

6 Resource Utilization Study Update as of 12/11/17

Section Recommendation FY16 FY17 FY18 Comments 2.0 Division Organization and Management Strengthen team building sessions to create a Ongoing 2.1 level of trust and understanding between Board X P members and the administration X: Completed Complete the 2015 self-assessment and Deferred to Board 2.2 implement an annual School Board self- P NA evaluation. IP: In progress Consider the use of a timed agenda to keep the Deferred to Board 2.3 School Board on schedule and curtail the lengthy NA Board meetings. P: Planned Restructure the Central Office of Stafford County NA: Not being 2.4 Public Schools and add the position of Chief IP X considered at this Operations Officer (COO). time Implement an accountability tracking system for 2.5 X the Superintendent’s Cabinet. Expand the Cabinet to include three principal representatives (one for each level), and create 2.6 X an Executive Staff Group of the Superintendent’s direct reports. 2.7 Create a Business Advisory Group. IP Initial meeting December 2017 Create (or Recreate) a Strategic Planning Committee consisting of SCPS Board members, administrators, teachers, parents, government leaders, and community leaders to augment 2.8 X strategic planning efforts and direct the redevelopment or rejuvenation of a comprehensive strategic plan for Stafford County Public Schools. Develop an institutionalized budget planning 2.9 process designed to reflect strategic planning X outcomes and support accountability needs. More closely monitor expenditures for Ongoing outsourced legal services and assign additional 2.10 P IP legal responsibility to the Executive Director for Administration and Legal Services. Conduct a comprehensive evaluation of all legal 2.11 P IP services at least every five years.

1 Resource Utilization Study Update as of 12/11/17

Section Recommendation FY16 FY17 FY18 Comments Develop a Communications Plan for Stafford A three-year plan has been 2.12 County Public Schools. X X IP developed and is being implemented. Establish a division-wide Public Relations On hold 2.13 P Committee. Revise the job description for the Public 2.14 X Information Officer. 2.15 Restructure the Stafford Education Foundation. X Involve students in supporting the Stafford 2.16 IP Education Foundation. 3.0 Instructional Services Dedicate time in leadership meetings to identify 3.1 and agree upon a unifying vision for instruction in X the division. Reorganize the instructional unit of the central 3.2 office in SCPS, and re-assign job responsibilities to IP P X positions more closely aligned to key roles. Expand the Office of Testing and Accountability to make program evaluation a core function 3.3 X underpinning division actions and the determination of effectiveness. Include representation of principals at Cabinet 3.4 X meetings and rotate them annually. Develop centrally identified parameters within Ongoing 3.5 which principals are empowered to make IP X decisions and be held accountable for adherence. Systematize and expand the use of student data Ongoing for decisions regarding program and instructional 3.6 IP X effectiveness and related revisions, staffing, and professional development. Expand the vertical articulation committees of teachers from kindergarten through high school to discuss, evaluate, and plan curricular initiatives 3.7 IP IP X and revisions, and to develop accountability processes that ensure consistent implementation.

2 Resource Utilization Study Update as of 12/11/17

Section Recommendation FY16 FY17 FY18 Comments Eliminate the current mid-term and year-end 3.8 exam schedule and implement quarterly IP NA benchmark tests. Use the project management protocol and recommended program evaluation processes to identify cost-effective programs tied to the SCPS 3.9 IP X vision for students for retention, elimination, or collapsing of programs, including a reduction of one Governor’s School in SCPS. Reduce course offerings through the establishment of non-negotiable parameters for student course enrollment in conjunction with a 3.10 IP X plan for eliminating mid-day bus runs to transport students to courses offered at other schools. Re-define the role and delivery model of the SCPS Documenting current model 3.11 Gifted Program in conjunction with IP and ensuring universal Recommendations 3-1 and 3-19. screening Develop strategies to remediate the identified Continual collaboration with factors impacting secondary course options for secondary and instructional 3.12 students. IP IP leaders to develop effective scheduling models and course offerings across the division. Eliminate a minimum one-half of teacher Recommend to not implement planning time in the SCPS examination of a as our current process is in 3.13 X unified secondary schedule to include staffing alignment with our implications and related costs. comparison school divisions. Develop and adhere to a school staffing formula Developed and initiated the that takes multiple factors into account to ensure implementation of new greater equity for all students. staffing formulas to meet the 3.14 IP IP IP specific needs of individual schools. Continue to monitor and adjust accordingly. Examine current special education paraprofessional staffing in conjunction with 3.15 X budgetary shortfalls and legal ramifications, and cut staff where indicated.

3 Resource Utilization Study Update as of 12/11/17

Section Recommendation FY16 FY17 FY18 Comments Review costs of the day programs annually and Ongoing 3.16 provide funding requests to the county for IP IP IP additional support costs. Reduce the number and length of training Proposed inclusion of sessions for Assistant Principals responsible for diagnosticians at each special education to quarterly as a first step in elementary school to facilitate protecting their time; allow principals to eligibility meetings and 3.17 X & IP IP determine who conducts meetings at elementary relieving APs. Six training and middle schools; and move responsibility for sessions scheduled for 2017- eligibilities to central office, instead of school 18. staff. Make placement of special education programs a Program placement decisions more proactive, inclusive decision beyond the include cabinet level leaders, 3.18 Student Services Unit in the central office. X principals, and assistant principals. Criteria are used in selection of schools. Use innovation rather than tradition to re-design Replaced our traditional the SCPS approach to professional development model by implementing the 3.19 and expand the name, staffing, and scope of the X new Learning and former Office of Professional Learning. Organizational Development restructure. Develop and implement a plan for leadership Beginning stages of developing 3.20 IP development. a leadership capacity plan. Develop a vision for SCPS instructional Instructional Technology technology, integrate it into division-level Department collaborating with 3.21 decision making, ensure that the appropriate IP the Learning and Organization employees are involved in discussions, and hold Development Department. staff accountable for its realization. Define parameters for the role of the ITRT, and Revisiting roles and place supervision of ITRTs under the Supervisor responsibilities with 3.22 IP of Instructional Technology. reorganization. There are budget implications for FY19. Eliminate one of the distance learning platforms currently in use in SCPS and identify the one that is most cost-effective and applicable to student 3.23 X needs and identify specific criteria for courses, grades, students, and circumstances under which it will be used.

4 Resource Utilization Study Update as of 12/11/17

Section Recommendation FY16 FY17 FY18 Comments 4.0 Financial Management Proceed with the purchase and implementation of the MUNIS system so that the full capability 4.1 X and benefits of the system is realized in time for the start of 2016-17 fiscal year. Reorganize the Financial Services Department to bring the Budget and Grants functional area 4.2 X under the leadership of the Director of Finance and Accounting. Annually review and update the Finance Manual. Aligning with Munis 4.3 IP implementation Establish a working group of county and school On hold until decision is made division administrators and at least one School on how the two entities will Board member to work through and clearly work together. 4.4 articulate the reasoning behind some of the IP county’s requirements, and lay out a plan of action for how the mechanics of these provisions will be applied. Move responsibility for Capital Budget Joint process in place 4.5 compilation and oversight to Financial Services. Begin designing and developing financial reports 4.6 X that meet stakeholder needs as soon as practical. Hire an Internal Auditor and establish an Internal Pursuing joint purchasing 4.7 Audit function that reports directly to the NA office in place of internal Superintendent. auditor. Work with the vendor and user departments to ensure that the user department signs off on all contract payments, and that procedures are put 4.8 IP into place to ensure that pertinent and useful information currently maintained on the spreadsheet will be captured in the system. Establish documented guidance on how rebate Budgeted 50% of projection. 4.9 revenues and expenditures will be handled in the IP X future.

5 Resource Utilization Study Update as of 12/11/17

Section Recommendation FY16 FY17 FY18 Comments Ensure that purchasing approval pathways are set up in such a way to provide appropriate encumbrance controls for budgeting purposes, 4.10 X while preventing the need for every request to be manually approved by the Financial Services Department. Ensure that all manual processes, and particularly 4.11 the major issues in the process flows, are X addressed as the new system is implemented. As the MUNIS system is implemented, include a SCPS will have to be fully bi-weekly or bi-monthly payroll as a desired operational with the new component of the system and move the cut-off HR/Payroll module for at least 4.12 dates closer to the actual pay dates for all NA a full year and the employee payrolls. self service aspects of the system prior to assessing this possibility. 5.0 Human Resources Management Move all human resources functions currently The current facility that performed by the Transportation and Nutrition houses HR limits the capacity 5.1 Services Departments to the SCPS Human to accomplish this objective. It Resources Department. remains an important priority objective. Reorganize the Human Resources Department to It makes better sense to do improve efficiency of operations. this after the HR phase of Munis goes live. Roles and functional duties and 5.2 NA responsibilities can better be seen in light of the overall system and its operational effectiveness. Move the responsibility for student civil rights data management to Student Information Systems; move the responsibility of creating the 5.3 annual instructional calendar to the Instruction X Department; and eliminate maintenance of the rent list as a responsibility of the Human Resources Department.

6 Resource Utilization Study Update as of 12/11/17

Section Recommendation FY16 FY17 FY18 Comments Implement a metric tracking system that captures Recommend that this run outcome data for all major human resources concurrent with the 5.4 IP functions and report on metrics annually to the implementation of Baldrige Superintendent and Board. standards for the division. Implement a comprehensive orientation program Planning for FY19 5.5 for central office staff. Explore alternative methods for delivering 5.6 P substitute training. Implement an electronic employee records Planning for FY19 5.7 management system for record maintenance. Implement an electronic document imaging Exploration of cost to benefit 5.8 system to convert paper documents to electronic P and affordability is needed. media. Develop a list of critical need positions and authorize the Human Resources Department to 5.9 X make job offers and obtain signed contracts prior to formal budget approval. Develop and adopt a Compensation Philosophy 5.10 IP for Stafford County Public Schools. Adopt a systematic approach for slotting new or revised classifications into the SCPS salary 5.11 schedule that accounts for external and internal X equity, and ensure the Human Resources Department makes all slotting decisions. Conduct a comprehensive classification and 5.12 compensation study for non-instructional staff to IP address potential issues of external equity. Review and revise job descriptions on an annual 5.13 IP basis to ensure accuracy is maintained. 6.0 Operational Services Establish and use Facilities Management Key Using School Dude Work Performance Indicators (KPI) to evaluate past Order Management System to 6.1 IP performance and benchmark against peer assist and will extend to organizations. community use in FY19.

7 Resource Utilization Study Update as of 12/11/17

Section Recommendation FY16 FY17 FY18 Comments Restructure the Facilities Services unit to fully We are considering this in- integrate all sections/departments with a focus conjunction with 6.8, on process improvement and systems however, we are collecting 6.2 management. P data throughout FY17 to help staff evaluate whether this is feasible or the right thing to do. Establish the Facilities Services “Above and Beyond the Call of Duty” (ABCD) Award to 6.3 recognize employee contributions to organization goals and customer service. Consider a competitive re-solicitation of Needs reevaluation. contracted long-range facility planning services 6.4 including outsourcing of selected in-house planning support functions, as part of restructuring of Facilities Services. Conduct a comprehensive facilities condition Not funded. assessment, including an upgrade to the 6.5 SchoolDude “CapitalForecastDirect” management information system. Conduct a feasibility study to consolidate middle Staff believes that schools and re-purpose space made available to consolidation of MS is not facilitate needed programs and/or balance school feasible, nor prudent with the accommodation of enrollments. projected enrollments in the future and the ever changing 6.6 X growth picture. After MS redistricting, the majority of our MS enjoy enrollment levels in the mid 80% of design capacity. Expand the PMI program and place higher This effort was started in FY16 priority on scheduling preventive maintenance and continues. 6.7 IP inspection work as a substantial cost avoidance and budget savings practice.

8 Resource Utilization Study Update as of 12/11/17

Section Recommendation FY16 FY17 FY18 Comments Restructure the Operations and Maintenance We are considering this in- Department to a zone maintenance organization conjunction with 6.2, 6.8 with an integrated, competitive, customer-based P however, we are collecting performance measurement system. data to help staff evaluate whether this is feasible. Establish a facilities work coordination unit for We agree, but a new FTE will 6.9 oversight, integration, and support of the P be required. Facilities Management System. Expand the role of the Head Custodian to that of We are slowly phasing out the Building Energy and Safety Technician. in-house custodian through attrition to all contract support. Staff does not feel adding these duties to the contract would provide the 6.10 X oversight these activities require and feel that when reviewing 6.2 and 6.8 that making potential changes to duties of site based maintenance personnel would be of more value. Restructure custodial staff and procedures to Evaluated and not deemed 6.11 NA implement a true team cleaning process. feasible. Consider outsourcing remaining custodial SCPS made a commitment to operations through re-solicitation of competitive slowly transition to all 6.12 proposals for an Award Fee Incentive Contract, X contracted custodial including dedicated division contract operations through attrition. administration. Consider additional outsourcing of grounds Pilot program evaluated and 6.13 IP IP NA maintenance operations. determined not cost effective. Expand the behavior management portion of the Staff has added the Energy SCPS energy management program, and install an Management module of energy accounting system with standard School Dude to assist with this measurement and verification protocols. task. Behavior management 6.14 IP IP portion will take time to fully execute the plan and even longer for results to become apparent.

9 Resource Utilization Study Update as of 12/11/17

Section Recommendation FY16 FY17 FY18 Comments Restructure the Community Use of Facilities Additional funding required. policy and regulations to streamline the application process and centralize policy 6.15 P administration and fee collection in order to increase rental income and optimize cost recovery. Establish guidelines for the number and type of field trips that can be accommodated daily 6.16 X without negatively impacting regular afternoon routes. Adjust pricing for field trips to fully recover the 6.17 P cost for providing the trips. Open the Request for Proposals to charter buses Current policy outlines current and private vehicles, and develop guidelines for guidelines. 6.18 when charter buses should be used to enhance P the safety and comfort of students and chaperones. Purchase the Tyler GPS module and immediately 6.19 implement a fully automated timekeeping and X monitoring system Appoint a committee to identify a list of potential county-owned properties where buses could be 6.20 securely parked, and make recommendations for P permanent parking locations that will address the growing needs. Develop an online tool for parents to use for notifying the Pupil Transportation Department of the childcare locations for their children, and 6.21 seek assistance from campus administrators and NA the Public Relations Office in publicizing the need for this information at least two weeks in advance of the start of school. Establish a process for more accurately setting contract hours based on historic information, and 6.22 only amend contracts when no routing changes NA or reassignment of duties is possible to bring the drivers into compliance with contract hours.

10 Resource Utilization Study Update as of 12/11/17

Section Recommendation FY16 FY17 FY18 Comments Convene a committee of pupil transportation and fleet management staff to set the cyclical bus 6.23 replacement plan with an identified funding IP arrangement and source of funds that will ensure that buses remain safe and efficient. Immediately begin charging the Food and Capital offset put in place. Nutrition Fund for direct costs, and for allowable 6.24 NA indirect costs based on a percentage of gross revenues. Centralize reporting of the Computer Not recommended for Technicians/Trainers (CTTs) and use a set staffing implementation at this time. ratio to determine the number of CTTs needed in This recommendation would 6.25 X the division. require reduction in school based CTTs and should be part of a larger personnel review. 6.26 Reorganize the SCPS Technology Department. IP/P Review and revise the three job descriptions 6.27 X associated with the SIS. Form a Technology Executive Committee to include representatives from the business 6.28 X administrative areas, school leaders, and user groups. Explore using Capital Funds to maintain the Funded through operating 6.29 computer replacement cycle and fund large P funds in proposed FY19 technology projects. budget. Develop basic school and central office Revision to technology SOP in 6.30 IP IP technology templates/models. progress. Eliminate mobile phones for Technology 6.31 X Department staff. Create and implement a communications plan and standard operating procedure for 6.32 X announcing system downtime resulting from scheduled maintenance. Provide Technology Department staff with access 6.33 X to the E-Helpdesk software over the internet.

11 Resource Utilization Study Update as of 12/11/17

Section Recommendation FY16 FY17 FY18 Comments Develop and implement a Preventative To be documented in Maintenance Checklist as a foundation for a technology SOP. 6.34 IP division-wide annual maintenance plan for SCPS computers.

12 DRAFT DRAFT MINUTES

Stafford County School Board Meeting with Representatives from Parent/Teacher Organizations (PTOs) and Parent/Teacher Associations (PTAs) Regarding the Fiscal Year 2019 (FY19) Budget

November 13, 2017 School Board Chambers Alvin York Bandy Administrative Complex 31 Stafford Avenue // Stafford, Virginia 22554

School Board Members in Attendance PTO/PTA Representatives in Attendance Holly Hazard, Chair (Hartwood District) Christi Huggins H.H. Poole Middle School (HHPMS) PTO Jamie Decatur (Griffis-Widewater District) Dianna Kronquist Irene Egan (Aquia District) HHPMS PTO Patricia Healy (Rock Hill District) Katie Lewis Dewayne McOsker (George Washington District) Garrisonville Elementary School (GES) PTO

David Sultan

Drew Middle School (DMS) PTO School Board Members Absent Jennifer Johnston C. Scott Hirons, Vice-Chair (Falmouth District) Anthony Burns Elementary School (ABES) PTO Christopher Connelly (Garrisonville District) Katie Hodgkins

Winding Creek Elementary School (WCES) PTO

Others in Attendance Kim Grant Margaret Brent Elementary School (MBES) PTO Superintendent Dr. W. Bruce Benson Michael Kainn Associate Superintendent of Instructional Falmouth Elementary School (FES) PTO Services Pam Kahle Amy Burba Chief Financial Officer Chris Fulmer North Stafford High School (NSHS) PTO Clerk of the Board Melissa Hall Heather Murphy Rocky Run Elementary School (RRES) PTO Kristen Dono RRES PTO

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Ms. Hazard opened the meeting at 6:00 p.m. by welcoming the PTO/PTA representatives and thanking them for their participation in the FY19 budget discussion. She also provided copies of the School Board’s FY19 Budget Priorities document (EXHIBIT A). Dr. Benson explained the budget development process, stating that the School Board establishes budget goals in the autumn. These are essentially their baseline expectations for items which should be included in the final budget. For FY19, the School Board has stated that teacher and employee compensation is a top priority, as is class size reduction and student achievement. To develop a budget, the Superintendent coordinates closely with a number of stakeholders from across the division, including (but not limited to) department heads, Stafford Education Association representatives, and teacher representatives. Then, in January and February, the Superintendent and the School Board make final edits to the Superintendent’s budget proposal. The School Board’s budget proposal is submitted to the County Board of Supervisors (BOS) in March. Mr. Fulmer and Mr. McOsker explained that approximately 45% of the division’s funding comes from the State, less than 5% is from the Federal government, and the remainder (more than 50%) comes from the County. Ms. Healy added that the State’s contribution goes down if local tax revenues go up. Ms. Healy encouraged the PTO/PTA representatives to voice their concerns/requests related to the FY19 budget. The following comments were made by PTO/PTA representatives:  The top two requests being voiced by teachers at MBES are for more technology equipment and more classroom space. The MBES PTO has spent a tremendous amount of money on ChromeBooks, but there are still not nearly enough for all of the classrooms.  Technology is also a great need at HHPMS. The PTO has raised money to purchase ChromeBooks, but they are only able to make a small impact on the overall technology needs at the school. There is also a parent who wishes to donate one cart full of ChromeBooks. The difficulty in this scenario is that the parent can get a lower price on the equipment if he purchases them directly, rather than through the SCPS contract, but the school is obligated to purchase them via the contract due to software licensing requirements.  In other states and localities, there have been bond referendums specifically for classroom technology; through these, each classroom receives computers dedicated to that space.  How does SCPS compare to other divisions in the area of classroom technology?  The paraprofessional compensation scale needs to be greatly improved; these employees are grossly underpaid.  How many classrooms currently have technology and how many do not?  At the elementary level, the assistant principals are overtaxed with office work, which prevents them from interacting with students and parents. An additional assistant principal position, even if only on a part-time basis, would be tremendously beneficial.  Also at the elementary level, additional office positions are needed. The current staffing levels at elementary school offices are inadequate for the work load. Additionally, these offices need to be staffed during the summer months.

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 RRES and WCES both have playgrounds which are so small, they don’t accommodate all of the school’s students. The students have to rotate during the week. Students only have a playground day once or twice each week. The rest of the week, they spend their recreation time on a fenced-in grassy area or bus ramp.  As part of the NSHS library rebuild project, some items were deleted from the project. It would be very beneficial to re-use the old locker room as another type of space.  FES needs another nurse, or at least a nurse assistant.  It was suggested that the School Board chairman and the Superintendent meet once per month with all of the PTO/PTA presidents to forge a strong relationship and maintain open lines of communication.  Another suggestion was to create SCPS email addresses for each PTO/PTA to ensure continuity regardless of who is currently serving as president. Currently, the presidents simply use their own email addresses, which is problematic.  How often does the School Board hold this meeting? Ms. Hazard reported that there are citizens in her rural district who do not have internet access due to the lack of infrastructure. She stated that ensuring internet access for students in every corner of the county should be a priority for the entire community. Ms. Healy asked if it was possible to find out how many of the current ChromeBooks and laptops were purchased by the division versus how many were purchased by PTOs/PTAs. Ms. Egan stated that there are other options to raise funds for school technology, not just referenda. For example, the County could raise taxes by just a couple of cents and earmark those new revenues for school technology. Dr. Benson reported that SCPS does compare very well to other divisions in this region when it comes to classroom technology. Most other divisions of comparable size are much closer to a one-to-one ratio for students and computers. However, now that SCPS is moving to the more affordable ChromeBooks, inroads are steadily being made in this area. Mr. McOsker explained that the division will need to add two million dollars to the paraprofessional salary scale just to get this employee group up to the bottom of the market. Ms. Decatur encouraged the PTO/PTA representatives to come to the Board of Supervisors (BOS) meetings when the School Board’s FY19 funding request is presented to the BOS for review and approval. She stated that citizen input and support is critically important. Ms. Hazard stated that the elementary school assistant principals should have time in their daily routine to learn the role of the principal. Ms. Egan stated that the bus drivers are another employee group which desperately needs to have their salary scales adjusted upward. Ms. Hazard explained that the State does not currently provide funding for any school nurse positions; however, the School Board and the BOS will be lobbying to get this changed. Having at least one nurse in every public school is necessary for ensuring the safety of all students. Ms. Hazard explained that this particular meeting on the budget is held every year in early November. Ms. Egan added that the Superintendent also holds “listening tours” throughout the school year, and the PTO/PTA representatives are encouraged to attend and voice their concerns.

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Dr. Benson stated that he also holds a Parent Advisory Committee meeting once per month. Next year, this meeting will be held again in early November. The invitation will be sent directly from the School Board Clerk to all of the PTO/PTA presidents and vice-presidents, with courtesy copies to the principals. Ms. Hazard stated that, in the past, PTO/PTA presidents would hold regular, monthly meetings. This may be something that they wish to do again. The meeting adjourned at 8:05 p.m.

Holly H. Hazard, Chair Stafford County School Board

Melissa D. Hall, Clerk Stafford County School Board

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Stafford County School Board

School Board Chambers Alvin York Bandy Administrative Complex 31 Stafford Avenue // Stafford, Virginia 22554

Regular Meeting November 14, 2017

1. CALL TO ORDER 1.01 Call to Order/Roll Call School Board Chair Holly Hazard convened the meeting at 6:00 p.m. with the following School Board (Board) members present: Holly Hazard – Chair (Hartwood District); C. Scott Hirons – Vice Chair (Falmouth District); Christopher Connelly (Garrisonville District); Jamie Decatur (Griffis-Widewater District); Irene Egan (Aquia District); Patricia Healy (Rock Hill District); and Dewayne McOsker (George Washington District). Also present were Superintendent Dr. W. Bruce Benson; and Clerk of the School Board Melissa Hall.

2. CLOSED SESSION 2.01 Convene in Closed Session Ms. Egan moved, and Ms. Healy seconded, that the Board convene a closed meeting in order to consider or discuss a probable litigation matter [pursuant to Section 2.2-3711(A)(7) of the Virginia Code] and to consider or discuss legal advice [pursuant to Section 2.2-3711(A)(8) of the Virginia Code]. The motion was immediately amended by Ms. Egan, and seconded by Ms. Healy, to cancel the closed session originally scheduled at the end of today’s meeting and incorporate the three personnel matters from that closed session into this closed session, which is to consider or discuss three personnel matters [pursuant to Section 2.2-3711(A)(1) of the Virginia Code]. The motion passed unanimously. Note: At 6:58 p.m., the School Board temporarily suspended the closed session and stated that, in the interest of time, the closed session would be resumed at the end of today’s meeting so that the Board members could continue their consideration and discussion of the matters cited above. (See Item 15 below.)

3. PLEDGE OF ALLEGIANCE 3.01 Color Guard Presentation and Pledge of Allegiance The National Colors were presented by the color guard troop from the Colonial Forge High School (CFHS) Army Junior Reserve Officers’ Training Corps (JROTC).

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4. APPROVAL OF AGENDA 4.01 Approval of Agenda Mr. McOsker moved, and Ms. Healy seconded, that the Board approve the November 14, 2017 meeting agenda with the following revision: Amend Item 11.07 by removing Attachments 4 and 5. The motion passed unanimously.

5. SPECIAL PRESENTATIONS 5.01 Special Presentation by Dr. Janet Gullickson, President of Germanna Community College (GCC) Ms. Hazard invited to the podium Ms. Mania Rayner, who serves as the Stafford County representative on the GCC Board. Ms. Rayner introduced the new president of GCC, Dr. Janet Gullickson, who made a brief presentation to the School Board on her institution’s current and future educational offerings. Dr. Gullickson further reported that GCC will be expanding their Stafford facility in spring 2018.

6. AWARDS/RECOGNITIONS 6.01 Awards Greg Daniel, principal of CFHS, announced that the CFHS music department has received the 2017 SupportMusic Merit Award from the National Association for Music Merchants Foundation. The award recognizes the CFHS music department for their commitment to music education and is a “school only” award, as part of the Best Communities for Music Education program. The staff of the CFHS music department are Robert Gillette, Barbara Perry, and Deborah Tripp.

7. STAFF REPORTS 7.01 High School Class Size Report (EXHIBTS A1-A5) Associate Superintendent of Instructional Services Pam Kahle provided the high school class size report (EXHBITS A1-A4). Ms. Kahle further provided a summary (EXHIBIT A5) of the report, and stated that the current average core class size at the high school level is 23.8 students, compared to 22.5 in 2016-2017, and 23.5 in 2015-2016. However, the number of core classes with 28 or more students has decreased since last year (see slides 2-5 of EXHIBIT A5). Ms. Kahle further reported that the current average elective class size is 23.5 students, compared to 22.8 in 2016-2017, and 24.0 in 2015-2016. The number of elective classes with 33 or more students has increased since last year; however, it should be noted that all of these larger classes are physical education, band, and chorus classes (see slides 6-8 of EXHIBIT A5). Ms. Egan asked what anomalies exist among the core classes. Ms. Kahle stated that, as an example, Brooke Point High School has a physics class which started with 18 students but now has only eight students due to 10 students having dropped the class. On the other end of the spectrum, several physical education, band, and chorus classes grew in size during the first few weeks of the school year. Ms. Egan requested that staff provide data on how many large classes are being taught by long-term substitutes rather than full-time teachers. Ms. Healy requested that staff provide data on how many of the long-term substitutes are licensed teachers. Mr. McOsker requested that the data be provided for all schools, not just high schools.

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Ms. Hirons thanked Ms. Kahle and her staff for preparing this report. He acknowledged that these class size reports are very labor-intensive. He encouraged his fellow Board members to continue to work on the class size reduction initiative. Mr. Hirons suggested that the Board revise the staffing standards and increase the full-time equivalent (FTE) positions at the high schools to further reduce class sizes. Mr. McOsker asked if world language is considered to be a core class. Ms. Kahle stated that it is considered a core class in this school division. Ms. Hazard stated that, as the Board’s liaison to the Fine and Performing Arts Advisory Committee, she will raise with the committee the issue of the large band and chorus class sizes. She also requested that staff provide data on the smallest core and elective class sizes. 7.02 Program Evaluation Report for International Baccalaureate (IB) Program (EXHIBITS B1-B2) Supervisor of the Office of Assessment, Accountability, and Program Evaluation (OAAP) Dr. Elaina Parrish introduced Dr. Rebecca Towery. Dr. Towery is an accountability specialist for program evaluations within the OAAP. Dr. Towery provided two documents: The Report-at-a-Glance summary (EXHIBIT B1) and the program evaluation report itself (EXHIBIT B2). Dr. Towery reported that the IB program is offered at two of the Stafford County Public Schools (SCPS) high schools. She also provided historical background information on the IB program. Mr. McOsker noted that the executive summary contains a recommendation by the OAAP that the IB program be continued. He requested that staff revise the executive summary on the program evaluation report for the Commonwealth Governor’s School (CGS) by adding a similar statement about continuing the CGS program. Mr. McOsker also requested that staff clean up some of the appendices on the IB report where the text is so small as to be illegible. Ms. Hazard thanked Dr. Towery and the OAAP staff for their hard work on this program evaluation.

8. CITIZEN COMMENTS 8.01 Public Hearing on Superintendent’s Fiscal Year 2019 (FY19) Funding Request The following citizens made comments regarding the Superintendent’s FY19 funding request:  Harry Mack: Mr. Mack stated that, two years ago, Stafford Senior High School (SSHS) was late in opening due to construction issues, and it was announced at that time that the contractor would be held accountable (to the tune of $1,000 per day) for the time over-run. Mr. Mack stated that, since the school’s new electronic sign has only recently been installed, he calculates that the contractor owes approximately $710,000 in penalties. Mr. Mack requested that, if the division receives these monies from the contractor, that they be used for the sole benefit of SSHS; and  Dana Brown: Ms. Brown suggested that the division add study halls back into the budget for high schools. She stated the division should “get rid of” the gifted teacher positions at the high school level and use those monies for the study halls instead. Ms. Brown also suggested that the division bring back a bridge-type program. 8.02 Public Comments The following citizens made comments:  Dana Brown: Ms. Brown stated that, on agenda Item 13.02 (policy changes), the attachments were not “red-lined.” This made it very difficult for readers to ascertain what is

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being changed on each document. Ms. Brown also commended the division on the recent dual enrollment agreement with Richard Bland College. Ms. Brown closed by saying that there are almost 40 classes that are extremely small in size, most of which are IB and foreign language courses. She stated that the division should not be wasting FTEs and classroom spaces for these small courses.

9. BOARD MEMBER COMMITTEE REPORTS/COMMENTS 9.01 Student Discipline Committee Report Mr. Hirons reported that the Student Discipline Committee met on October 19 to consider one student disciplinary matter. The Committee expelled Student “A” and authorized the student to attend the Regional Alternative Education Program. 9.02 Board Member Committee Reports Mr. Hirons reported that the Capital Improvement Program (CIP) Oversight Committee will meet twice more (November 20 and December 6). This committee is made up of members from the School Board’s Finance and Budget (FAB) Committee and the Board of Supervisors’ FAB Committee. The CIP Oversight Committee will discuss the recommendations that they have received from the CIP Technical Review Committee. The next regular meeting of the School Board’s FAB Committee will occur on December 7 at 4:30 p.m. Ms. Hazard reported that the School Board’s Governance Committee met last Thursday and discussed several important issues. The Committee will be bringing several proposed documents to the Board for consideration in the near future. 9.03 Board Member Comments Ms. Egan thanked everyone for casting their votes on Election Day last week, especially in the Aquia District. She also welcomed the newly elected School Board members Dr. Sarah Chase and Ms. Pamela Yeung, and newly elected Aquia Supervisor Cindy Shelton. Ms. Egan also thanked the Parent/Teacher Organization (PTO) and Parent/Teacher Association (PTA) representatives who participated in last night’s School Board meeting on the FY19 budget. She stated that the Learn and Serve food drive will be held on Thursday of this week, and the Black Hawks will be competing against North Stafford High School this Friday. Ms. Healy recognized the Mountain View High School (MVHS) girls’ field hockey team for winning the state championship for a second consecutive year. She would like to invite them to the next School Board meeting to be honored for their accomplishment. Ms. Healy welcomed the two newly elected School Board members. Mr. Connelly congratulated Ms. Yeung on her election as the new Garrisonville District representative on the School Board, and wished her every success. Ms. Decatur thanked the PTO and PTA representatives for their input into the FY19 budget. She encouraged all citizens to give their input and participate in the budget development process by making their voices heard at both the School Board meetings and the Board of Supervisors meetings. Citizen input is critically important. Ms. Decatur also congratulated the two newly elected School Board members. Mr. McOsker thanked Dr. Chase and Ms. Yeung for running for the two School Board seats and their willingness to become public servants. He also thanked the PTA and PTO representatives for their participation at last night’s meeting. He was slightly disappointed in the low turnout, and hopes that there will be a higher attendance at next year’s meeting (November 12, 2018). Mr. McOsker also thanked all of the division staff who worked on the three class size reports.

Approved by School Board on XXX P a g e 4 Regular Meeting DRAFT November 14, 2017

Mr. Hirons congratulated Dr. Chase on being elected as the new Falmouth District representative on the School Board, and offered his assistance during the transition phase. Mr. Hirons also addressed Mr. Mack’s earlier comments regarding the penalty payments received from the contractor on the SSHS sign installation. He explained that the contractor was only subjected to fines on Phase I of the project, and the fines were paid not in dollars but rather an in-kind donation of a new athletic field. Mr. Hirons reported that the SSHS football team is in the playoffs for the first time in many years, which is very inspiring and exciting for the students. Mr. Hirons commended Coach Hampton for the current strength and cohesion of the SSHS football team. Ms. Hazard congratulated the MVHS field hockey team on their championship win. Also, the MVHS Marine Corps JROTC had their inaugural ball this year; the school’s Band Together to Fight Hunger event was a tremendous success, as well. Ms. Hazard welcomed the two newly elected School Board members. She reported that she will be hosting a budget and growth community meeting in her district (Hartwood). Ms. Hazard stated that the School Board and the Board of Supervisors must continue to address the growth issue within the county, as well as the lack of internet infrastructure in the most rural areas. Currently, there are a number of rural sectors which do not have infrastructure in place, and those students are therefore without access to the internet in their homes. Ms. Hazard asked if Mr. McOsker and Dr. Benson had their recommendations prepared yet for the 2019-2020 school year calendar development process. She reminded Mr. McOsker that the School Board has been asking since August for the recommendations that Mr. McOsker was supposed to bring forward. Staff are not able to begin the development process until the recommendations are received and approved by the Board. Mr. McOsker suggested waiting until the new Board members have been sworn into office. Ms. Egan stated that she does not want to wait; it needs to be expedited. If Mr. McOsker is not able to do this, she suggested handing the entire matter over to Dr. Benson.

10. SUPERINTENDENT’S COMMENTS 10.01 Superintendent’s Comments Dr. Benson stated that this is American Education Week, which has been celebrated since 1921. He thanked the men and women who serve as part of SCPS, and expressed his pride in the division.

11. CONSENT ITEMS 11.01 Approve the Minutes for the October 10, 2017 Regular Meeting, the October 24, 2017 Special Called Meeting, and the October 24, 2017 Regular Meeting. (EXHIBITS C1-C3) 11.02 Approve the November 14, 2017 Personnel Report of Resignations and Appointments. 11.03 Approve the Proposed Revisions to the School Board’s FY19 Budget Development Calendar. (EXHIBIT D) 11.04 Excuse a Student from Compulsory Attendance by Reason of Bona Fide Religious Belief. 11.05 Approve the Appointment of Additional Members for the 2017-2018 School Board Advisory Committees. 11.06 Approve the Renewal of the Annual Maintenance and Support Contract with Edupoint Education Systems for the Synergy Student Information System in the Amount of $184,280 from Budgeted FY18 Funds.

Approved by School Board on XXX P a g e 5 Regular Meeting DRAFT November 14, 2017

11.07 Approve a New Joint CIP Process. (EXHIBITS E1-E3) Ms. Egan moved, and Mr. Hirons seconded, that the Board approve the Consent Agenda items (Items 11.01 through 11.07). The motion passed unanimously. Note: Item 11.07 was submitted with five attachments; however, the School Board removed Attachments 4 and 5 before approving the Consent Items.

12. ACTION ITEMS 12.01 Approve the Award of a Professional Service Contract in the Amount Not to Exceed $115,000 to Apex Companies, LLC, Using Annual Operating Funds in Support of Lead Testing of Potable Water at All SCPS Facilities. (EXHIBITS F1-F3) Mr. Hirons moved, and Ms. Healy seconded, that the Board approve Item 12.01. The motion passed unanimously. Ms. Egan stated that Anne E. Moncure Elementary School is not on the list of schools to be tested, and asked why that was so. Assistant Superintendent of Operations Scott Horan stated that it was simply a typographical error; the school has, indeed, already been tested. He will ensure the list is corrected. Mr. McOsker referred to Attachment 3 (EXHIBIT F3) and requested clarification on what the document is showing. Mr. Horan explained that the document shows (in the second column from the far right) how many individual locations at each school had lead results of higher than 15 parts- per-billion (ppb). Mr. McOsker asked about mitigation measures. Mr. Horan explained that the testing results are not yet finalized. Staff is waiting for the results to ascertain whether the lead contamination is coming from the fixtures themselves or the water lines. Once that is determined, staff will develop appropriate mitigation plans. Some repairs will be as simple as replacing faucets.

13. INFORMATION ITEMS The following items were presented for the Board’s information with action scheduled at the December 12, 2017 meeting unless otherwise noted. 13.01 Approve the Award of a Professional Service Contract in the Amount Not to Exceed $115,000 to Apex Companies, LLC, Using Annual Operating Funds in Support of Lead Testing of Potable Water at All SCPS Facilities. (EXHIBITS F1-F3) Ms. Healy moved, and Mr. McOsker seconded, that the Board move this item to Action. The motion passed unanimously Item moved to Action (see Item 12.01 above). 13.02 Approve the Superintendent’s Recommendations for Proposed Amendments/No Changes to Policies Assigned to the Office of the Superintendent as Delineated in Agenda. Dr. Benson explained that state regulation mandates that each policy must be reviewed at least once every five years. Staff also revise policies as needed for various reasons (i.e., statute changes, staff recommendations, recommendations from the Virginia School Boards Association, etc.). Dr. Benson stated that he and his cabinet-level staff will be reviewing all policies over the next 12 months and bringing them to the School Board for re-approval as required by the state regulation. Ms. Decatur asked what system is used for this process. Dr. Benson stated that the BoardDocs system is used, which is fully electronic and paperless. He will take into account Ms. Brown’s comments above and will work with his staff to ensure the public copies are easy to understand.

Approved by School Board on XXX P a g e 6 Regular Meeting DRAFT November 14, 2017

Mr. McOsker stated that Policy 1108 currently states that the first meeting of each month (known as the “business meeting”) will not include an agenda item for Board Member Comments. He requested that the policy be revised to allow for Board Member Comments in these meetings. Ms. Hazard suggested that this be discussed at the Board’s planning retreat in January. 13.03 Approve the Formation of a Superintendent’s Committee to Focus on Student Excellence and Opportunity Through Equality. (EXHIBITS G1-G2) Ms. Hazard stated that Fairfax County Public Schools has a longstanding committee called the Student Excellence and Opportunity Through Equality Committee (EXHIBIT G1). Additionally, Henrico County Public Schools announced two days ago that they are creating an Office of Equity and Diversity (EXHIBIT G2). Ms. Hazard added that it is clearly the will of the local community that the issue of diversity and equality be addressed within SCPS, as evidenced by the many citizen and student comments made during Board meetings in recent months. She suggested that the School Board begin to discuss the formation of a task force or committee. Ms. Egan fully agreed, but opined that this should not be a School Board committee. Rather, it should be spearheaded by the Superintendent. Ms. Decatur stated that she is pleased to see this on the agenda, and hopes that whatever form this takes (task force or committee), she hopes that it will include substantial input from students. She also commended those students who have consistently and courageously brought this issue to the forefront of the public discussion in the past several months. Ms. Healy stated that this is a good time for this issue to be addressed, with the three program evaluations clearly showing the diversity (or lack thereof) in the CGS, IB and Advanced Placement programs. 13.04 Discuss Future Meetings Regarding Program Reviews and Training/Planning. Ms. Hazard stated that the School Board had originally scheduled a half-day work session on Saturday, December 16, for the discussion of the three program evaluations. However, it has since been determined that this date is not ideal. Ms. Hazard stated that the Board also needs to hold a planning/training session to learn about new and revised laws, etc. She asked the Board if they wish to consolidate the work session and planning/training session into one meeting, and hold it in January. The Board agreed to cancel the December 16 work session. They further agreed to have the School Board Clerk conduct a poll to determine the best date in January for the meeting. The proposed dates are January 20 and 27. A back-up date in February will also be chosen (in case of inclement weather).

14. ANNOUNCEMENT OF UPCOMING MEETINGS 14.01 Next Meeting of the School Board The next regular meeting of the School Board will be held on December 12, 2017, at 7:00 p.m.

15. RESUMATION OF CLOSED SESSION

At this time, the Board resumed the Closed Session which was convened at the beginning of the meeting (see Item 2.01 above).

16. CLOSED SESSION CERTIFICATION/ACTON 16.01 Closed Session Certification

Approved by School Board on XXX P a g e 7 Regular Meeting DRAFT November 14, 2017

Mr. Hirons moved, and Ms. Healy seconded, that the Board convened a closed meeting on this date and, to the best of each member’s knowledge, only public business matters lawfully exempted from open meeting requirements, and only such public business matters as were identified in the motion convening the closed meeting, were heard, discussed, and/or considered by the Board during the closed meeting. The motion passed unanimously 16.02 Actions from Closed Session – Personnel Matters Ms. Healy moved, and Ms. Egan seconded, that the Board accept the Superintendent’s recommendations for Employees A and B. The motion passed unanimously. 16.03 Actions from Closed Session – Personnel Matters Ms. Healy moved, and Ms. Egan seconded, that the Board accept the Superintendent’s recommendations for Employees C and D. The motion passed unanimously

17. ADJOURNMENT 17.01 Adjournment The Chair adjourned the meeting at 9:25 p.m.

Holly H. Hazard, Chair Stafford County School Board

Melissa D. Hall, Clerk Stafford County School Board

Approved by School Board on XXX P a g e 8 1101 District Organization, Philosophy and Goals 1101

SCHOOL BOARD LEGAL STATUS

PURPOSE: To establish the legal status of The School Board of Stafford County

The authority of the School Board of Stafford County has been established by the Constitution of Virginia, the Code of Virginia, and the regulations of the State Board of Education.

The members of the School Board of Stafford County are constitutional officers of the Commonwealth.

The School Board of Stafford County governs the school division.

The School Board of Stafford County is a corporate body whose official title shall be "School Board of Stafford County.”

Adopted: 06/24/08 Reviewed by School Board: XX/XX/XX ****************

Legal Ref.: Constitution of Virginia, Article VIII, §7Code of Virginia, 1950, as amended, §§ 22.1-1, 22.1-2, 22.1-28, 22.1-31, 22.1-71.

VSBA Cross Ref.: BB

THE SCHOOL BOARD OF STAFFORD COUNTY 1103 District Organization, Philosophy and Goals 1103

SCHOOL BOARD AUTHORITY, DUTIES AND RESPONSIBILITIES

PURPOSE: To enumerate the authority, duties, and responsibilities of the School Board of Stafford County

The board is a body corporate, and in its corporate capacity is vested with all the powers and charged with all the duties, obligations, and responsibilities imposed upon school boards by law and may sue, be sued, contract, be contracted with, and purchase, take, hold, lease and convey school property, both real and personal. Individual board members shall have no authority or duties except as may be assigned to them by the board as a whole.

Duties and Responsibilities

The board shall:

1. Appoint the division superintendent of schools; 2. Adopt policies to control all aspects of the division’s operations within the limits of the law; 3. Adopt policy to pProvide for the day-to-day supervision of schools; 4. Be the final authority in the use of its statutory powers and the exercise of its prudent judgment within the limits of the law; 5. Assure that school laws are properly explained, enforced, and observed; 6. Secure, by visitation or otherwise, needed information about the conduct of the division’s public schools and assure that they are operated efficiently according to state and federal law and State Board of Education rules and regulations; 7. Care for, manage, and control the property of the division; 8. Provide for the construction, furnishing, equipping, maintenance, and operation of school facilities and other such structures as may be required for both the instructional and non-instructional responsibilities of the school division through purchases, leases, or other contracts; 9. Provide for the consolidation of schools, the redistricting of school boundaries, or the adoption of pupil assignment plans whenever such procedures have been determined to contribute to the efficiency of the division;

THE SCHOOL BOARD OF STAFFORD COUNTY 1103 District Organization, Philosophy and Goals 1103

SCHOOL BOARD AUTHORITY, DUTIES AND RESPONSIBILITIES

10. Operate and maintain, consistent with state statutes and regulations of the State Board of Education, the public schools in the division and determine the length of the school term, the studies to be pursued, the methods of teaching and the governance of the schools; 11. Control school finances including, but not limited to, examining and approving the budget and capital outlays, awarding contracts, fixing salary schedules and wages, overseeing all business transactions, and regular auditing of all accounts; 12. Upon recommendation of the superintendent, employ, re- employ, apportion duties, evaluate, and provide for all related personnel actions; 13. Present the needs of the schools to the governing body; 14. Represent the school’s and the division’s educational programs before the public; 15. Obtain public comment through a public hearing not less than ten days after reasonable notice to the public in a newspaper of general circulation in the school division prior to providing for: a. The consolidation of schools; b. The transfer from the division of the administration of all instructional services for any public school classroom or all non-instructional services in the school division pursuant to a contract with any private entity or organization; and, c. The redistricting of school boundaries or adopting any pupil assignment plan affecting the assignment of fifteen percent or more of the pupils in average daily membership in the affected school.

Such public hearing may be held at the same time and place as the meeting of the School Board at which the proposed action is taken if the public hearing is held before the action is taken.

16. Survey, at least annually, the school division to identify critical shortages of administrative personnel and teachers by subject matter, and report such critical shortages to the Superintendent of Public Instruction and to the Virginia Retirement System or request the superintendent/designee to conduct such survey and submit such report to the school board, the Superintendent of Public Instruction, and the Virginia Retirement System;

THE SCHOOL BOARD OF STAFFORD COUNTY` 2 1103 District Organization, Philosophy and Goals 1103

SCHOOL BOARD AUTHORITY, DUTIES AND RESPONSIBILITIES

17. Ensure that the schools within the division are registered with the appropriate authorities to receive electronic notice of the registration or re-registration of any sex offender within the division pursuant to Va. Code §9.1-914; and, 18. Perform such other duties as shall be prescribed by the State Board of Education or as are imposed by law.

Adopted: 06/24/08 Revised: 09/10/08 Reviewed: 08/31/09 Amended by School Board: XX/XX/XX

****************

Legal Refs.: Code of Virginia, 1950, as amended, §§§ 22.1-71, 22.1-78, 22.1-79, §9.1-914.

VSBA Cross Ref.: AF, BBA, BBAA, KN

THE SCHOOL BOARD OF STAFFORD COUNTY` 3 1104 District Organization, Philosophy and Goals 1104

BOARD MEMBER QUALIFICATIONS

PURPOSE: To define the requirements to serve as a member of the board

The board shall consist of seven (7) members – one from each of the seven election districts of Stafford County, Virginia.

Qualifications of School Board Members

At the time of appointment or election to office, each member of the board must be a qualified voter and bona fide resident of the division and district which they represent and meet any other criteria set forth in state law. If a board member shall cease to be a resident of the division or that district which the board member represents, the position on the board shall be deemed vacant.

No employee of the board shall be eligible to serve on the board.

Members shall serve a term of four years upon election, unless otherwise limited by law. A member appointed or elected to fill a vacancy shall serve that period of time permitted by law.

Board Member Oath of Office

All new board members shall qualify by taking the oath prescribed for officers of the Commonwealth on or before the day of the initial meeting of the new board. Failure to take the oath of office within the time allowed by law renders the office vacant.

Orientation

Promptly following notification of appointment or election, each new member shall participate in an orientation program provided under the direction of the division superintendent.

Board Member Removal from Office

Any School Board member may be removed from office in accordance with the provisions of Sections 24.2-230 through 24.2-238 of the Code of Virginia.

Adopted: 06/24/08

THE SCHOOL BOARD OF STAFFORD COUNTY 1104 District Organization, Philosophy and Goals 1104

BOARD MEMBER QUALIFICATIONS Reviewed: 08/31/09 Reviewed: 12/17/12 Readopted: 12/12/13 Amended by School Board: XX/XX/XX ****************

Legal Ref.: Code of Virginia, 1950, as amended, §§15.2-1522, 15.2-1524, 15.2-410, 15.2-531, 15.2-837, 15.2-627, 22.1-29, 22.1-30, 22.1-39, 22.1-40, 22.1-44, 22.1-47, 22.1-50, 22.1-53, 22.1-57.3, 24.2-266, 24.2-228, 24.2-230 through 24.2-238, 49- 1.49-322.1-29, 22.1-30, 22.1-57.3

VSBA Cross Ref.: BBD, BBE, BBBA, BBBC

THE SCHOOL BOARD OF STAFFORD COUNTY 1105 District Organization, Philosophy and Goals 1105

SCHOOL BOARD POLICIES

PURPOSE: To provide for the development, maintenance, review, and suspension of board policies

Adoption of new policies or revision of existing policies is solely the responsibility of the School Board of Stafford County.

Proposals for new policies or revisions to current policies may be submitted by any interested citizen, division employee, or member of the board. Proposals shall be submitted to the superintendent for referral to the board as may be appropriate.

Except in the case of an emergency, policy recommendations shall appear twice before the board; once for information followed by a second reading for adoption consideration.

The formal adoption of policies will be recorded in the minutes of the board meeting. Only those statements adopted and recorded in the minutes will be regarded as official policy of the board. Policies will be effective immediately upon adoption unless a specific effective date is included as a part of the motion to adopt.

Policy Codification System

The board directs that its policies be organized using the following codification series:

1000 District Organization, Philosophy and Goals 2000 Student Services 3000 Teaching and Learning 4000 Human Resources Services 5000 Financial Management 6000 Information Systems Services 7000 Support Services 8000 Facilities Services 9000 Business, Governmental, and Community Relations

Policy Maintenance

The superintendent/designee is directed to maintain the board’s policy reference files, to provide for the proper coding of new policy statements, and to cause to be published and kept current both printed and electronic copies of the board’s policy manual.

THE SCHOOL BOARD OF STAFFORD COUNTY 1105 District Organization, Philosophy and Goals 1105

SCHOOL BOARD POLICIES

Distribution

Current copies of the division’s policy manual shall be in an electronic format and available on the division’s web page at all times.

Policy Review and Evaluation

The superintendent/designee shall review all applicable policies on an annual basis as necessitated by amendment to law or judicial decision and shall inform the board of policies that are out-of-date, in need of revision, or that should be adopted. Review of all policies shall be conducted not less than once each five year period in accordance with The Code of Virginia, 1950, as Amended, Section 22.1-253-13:7.

Action in the Absence of Policy

The superintendent shall have the authority to take prudent administrative action in situations for which no policy governs. The superintendent shall inform the board promptly of the action which shall be subject to review by the board at its next regularly scheduled meeting.

Suspension of Policies

The policies of the board are subject to suspension, amendment, or alteration upon a majority vote of the board at a regular or special meeting. The proposed suspension, amendment, or alteration shall appear before the board for two consecutive meetings prior to adoption; once for information and once for action except, in the case of an emergency, the board may waive this rule and take immediate action following proper public notification.

Adopted: 06/24/08 Edited by Superintendent: 09/28/09 Reviewed: 09/17/12 Readopted: 12/12/13 Amended: 09/26/17 Reviewed by School Board: XX/XX/XX **************** Legal Ref.: Code of Virginia, 1950, as amended, §§22.1-78, 22.1-253.13:7.

THE SCHOOL BOARD OF STAFFORD COUNTY 2 1105 District Organization, Philosophy and Goals 1105

SCHOOL BOARD POLICIES

VSBA Cross Ref: BF, BFC, BFE, CH, CHO

THE SCHOOL BOARD OF STAFFORD COUNTY 3 1106 District Organization, Philosophy and Goals 1106

SCHOOL BOARD MEMBER COMPENSATION, BENEFITS, AND EXPENSES

PURPOSE: To provide for the compensation of board members, to define the benefits for which they are eligible, and to identify authorized expenses for reimbursement

Each member of the board shall receive an annual salary as provided by law and approved by the board. Members are eligible to participate in the health insurance program for either an individual or family.

Expenses incurred in the performance of official duties by a board member shall be reimbursed consistent with the current rules of the division upon presentation of an expense voucher with the necessary receipts attached and/or a report claiming eligible mileage.

Adopted: 06/24/08 Reviewed: 09/17/12 Readopted: 12/12/13 Reviewed by School Board: XX/XX/XX ****************

Legal Refs.: Code of Virginia, 1950, as amended, §§ 15.2- 1414.1 et seq., 22.1-32, 22.1-55, 22.1-85.

VSBA Cross Ref.: BHD

THE SCHOOL BOARD OF STAFFORD COUNTY 1107 District Organization, Philosophy and Goals 1107

SCHOOL BOARD OFFICERS

PURPOSE: To define the officers of the board, their terms of office and duties, and to describe vacancy procedures

The officers of the board shall be a chairman and a vice-chairman. The chairman and the vice-chairman shall be elected for a one-year term at the organizational meeting of the board. The chairman can serve a maximum of two consecutive terms, becoming eligible to serve again after one year out of office.

School Board Chairman

The duties of the chairman shall be to preside at all meetings of the board, to perform such other duties as may be prescribed by law or by action of the board, and sign all legal documents approved by the board.

The chairman, as a member of the board, has a vote on all matters before the board which come to a vote, but does not have an additional vote as chairman in case of a tie.

Vice-Chairman

The vice-chairman, if present, shall preside in the absence of the chairman, and shall be empowered to act in all matters in case of the absence or inability of the chairman to act or as provided by resolution of the board. If neither the chairman or vice-chairman is present, the majority of board members present, if they constitute a quorum, shall elect one from among themselves to chair the meeting.

Vacancy

In the event that the chairman should vacate office prior to the expiration of a term, the vice-chairman shall fill the position for the remainder of the term. Should any other officer of the board vacate office, the board shall, at the next regular meeting following confirmation of such vacancy, elect from their membership a new officer.

Adopted: 06/24/08 Reviewed: 09/17/12 Readopted: 12/12/13 Reviewed by School Board: XX/XX/XX

THE SCHOOL BOARD OF STAFFORD COUNTY 1-18 District Organization, Philosophy and Goals 1-18

SCHOOL BOARD OFFICERS

**************** Legal Refs.: Code of Virginia, 1950, as amended, §§ 22.1-72, 22.1-76.

VSBA Cross Ref.: BCB

THE SCHOOL BOARD OF STAFFORD COUNTY 2 1108 District Organization, Philosophy and Goals 1108

MEETINGS OF THE SCHOOL BOARD

PURPOSE: To describe meetings and the agendas for meetings of the School Board of Stafford County

All meetings of the board shall be open to the public except those meetings when the board adjourns to a closed session by a majority vote. Such closed meetings shall be advertised, convened, conducted and reported upon in accordance with applicable law.

Annual Meeting

The first regular monthly meeting in January of each year shall be the annual meeting of the School Board of Stafford County.

The first order of business shall be the election and appointment of board officers and the appointment of the clerk. A deputy clerk may also be appointed at the pleasure of the board. The second order of business shall be fixing the time and place for holding regular meetings for the balance of the calendar year. The third order of business shall be to approve a designee of the division superintendent to attend meetings of the board in the absence or inability of the superintendent to be personally present. The fourth order of business shall be the appointment by majority vote of the board of members to boards, commissions, joint committees of control, and such other boards, commissions, organizations or committees upon which the board wishes to be formally represented or otherwise required or requested.

The board shall then proceed to the agenda set forth for the balance of the meeting.

Regular Meetings

Regular meetings of the board shall be held on the second and fourth Tuesdays of each month except for the months of July, August, November, and December when the board shall meet on the second Tuesdays only; and as may be otherwise determined by the board at its annual meeting.

Regular meetings on the second Tuesday, except for the months of July, August, November, and December, will commence at 7:00 p.m. These meeting shall be conducted in the format of a work session, however, the board may take action as it deems appropriate. Regular meetings on the fourth Tuesday of the

THE SCHOOL BOARD OF STAFFORD COUNTY 1108 District Organization, Philosophy and Goals 1108

MEETINGS OF THE SCHOOL BOARD month, and the second Tuesdays of July, August, November, and December shall commence at 7:00 p.m., unless otherwise announced by the Board. These meetings shall be conducted in the format of a business meeting. Meetings will be held at the Alvin York Bandy Administrative Complex, 31 Stafford Avenue, Stafford, Virginia. The chairman may adjust the meeting location and time as may be appropriate upon proper notification of the board and public.

Special Meetings

Special meetings of the board shall be called by the chairman on the request of the superintendent and one school board member, or on the request of two school board members, provided all members are notified with sufficient time to make attendance possible. No business shall be transacted at any special meeting except as described within the purposes set forth in the call for the special meeting unless all members of the board who are present agree unanimously to consider additional items.

Emergency Meetings

A special meeting of the board may be deemed to be an emergency meeting when the following criteria are met:

 It is called due to unforeseen circumstances rendering the meeting notice requirements required under the laws of Virginia impossible or impractical; and,  The unforeseen circumstances require immediate action by the board.

Closed Meetings

A. A closed meeting of the board may be authorized for certain limited purposes as allowed by law which may include but are not limited to:

 Appointment, assignment, promotion, demotion, compensation, disciplining, and performance review and evaluation of employees and/or prospective employees;  Student disciplinary actions;  Acquisition or disposition of real property; and,  Consultation with legal counsel and staff briefings relative to eligible legal proceedings.

THE SCHOOL BOARD OF STAFFORD COUNTY 2 1108 District Organization, Philosophy and Goals 1108

MEETINGS OF THE SCHOOL BOARD

B. No resolution, ordinance, rule, contract, regulation or motion adopted, passed or agreed to in a closed meeting shall become effective unless the School Board, following the meeting, reconvenes in open meeting and takes a vote of the membership on such resolution, ordinance, rule, contract, regulation or motion which shall have its substance reasonably identified in the open meeting.

C. The School Board or any committee thereof may permit nonmembers to attend a closed meeting of the Board or committee if such persons are deemed necessary or if their presence will reasonably aid the Board or committee in its consideration of a topic which is a subject of the meeting.

D. School Board members may attend closed meetings held by any committee or subcommittee of the Board, or a closed meting of any entity, however designated, created to perform the delegated functions of or to advise the Board. School Board members shall in all cases be permitted to observe the closed meeting of the committee, subcommittee or entity. In addition to the requirements of Virginia Code, Section 2.2-3707, the minutes of the committee or other entity shall include the identify of the School Board members who attended the closed meeting.

Electronic Communication Meetings

Shall be conducted in a manner consistent with Policy 11210. – Electronic Participation in Meetings from Remote Locations.

Agenda Preparation

The clerk of the board, under the direction of the chairman and/or the vice-chairman with the participation of the superintendent, shall prepare the proposed meeting agendas. Additional proposed agenda items shall be added by the chairman on the request of the superintendent and one school board member, or upon the request of two school board members, provided all members are notified of any additions in advance of the meeting. The agendas shall include the recommended action of the board where appropriate. (See also Policy 1109 – Notification of School Board Meetings.)

Agenda Distribution

THE SCHOOL BOARD OF STAFFORD COUNTY 3 1108 District Organization, Philosophy and Goals 1108

MEETINGS OF THE SCHOOL BOARD

The clerk shall cause the proposed agenda, together with the necessary supporting documentation, to be delivered to all members of the board no less than three business days prior to the date and time of the meeting. The proposed agenda shall be published for public distribution as required by law.

Order of Business

Effective August 11, 2015:

The typical order of business for the work session meeting commencing at 7:00 p.m., shall proceed as follows:

1. Call to Order, Roll Call (7:00 p.m.) 2. Invocation and Pledge of Allegiance 3. Approval of the Agenda 4. Citizens’ Comments 5. Board Member Comments 6. Superintendent’s Comments 7. Consent Items 8. Information Items 9. Staff Reports 10. Announcement of Upcoming Meetings 11. Adjournment

The typical order of business for business meetings of the board commencing at 7:00 p.m., shall proceed as follows:

1. Call to Order, Roll Call (7:00 p.m.) 2. NOTE: The Call to Order may be earlier than 7:00 p.m. as necessary to accommodate a closed session. 3. Closed Session (If Required) 4. Closed Session Certification/Action(s) (If Required) 5. Invocation and Pledge of Allegiance 6. Approval of the Agenda 7. Awards/Recognitions 8. Special Presentations 9. Citizens’ Comments 10. Board Member Comments 11. Superintendent Comments 12. Consent Items 13. Action Items 14. Announcement of Upcoming Meetings 15. Adjournment

THE SCHOOL BOARD OF STAFFORD COUNTY 4 1108 District Organization, Philosophy and Goals 1108

MEETINGS OF THE SCHOOL BOARD

The typical order of business for business meetings of the board commencing at 7:00 p.m., held during the months of July, August, November, and December when there is only one regular meeting, shall proceed as follows:

Citizen Comments at Board Meetings

Individuals wishing to comment at a board meeting may do so by responding to the general invitation by the chairman to address the board during “Citizens’ Comments.”

Speakers shall identify themselves by name, address and organizational affiliation if the spokesperson represents an organization. Speakers shall also announce the purpose/topic of their comments.

Three minutes shall be allotted to speakers. The chairman reserves the right to restrict the total citizen comments received at any particular meeting to a predetermined number of minutes with the approval of the board.

Citizen comment which is profane, abusive, or which threatens imminent physical harm shall be ruled out-of-order by the chairman.

THE SCHOOL BOARD OF STAFFORD COUNTY 5 1108 District Organization, Philosophy and Goals 1108

MEETINGS OF THE SCHOOL BOARD

Although the board provides the opportunity for citizen comment, individuals desiring to register complaints against division employees or division programs, services or activities may also utilize the procedures outlined in Policy 1113 – Public Complaints.

Adopted: 06/24/08 Amended by School Board: 01/13/09 Amended by School Board: 09/22/09 Amended by School Board: 06/28/11 Amended by School Board: 06/26/12 Amended by School Board: 03/26/13 Readopted: 12/12/13 Amended by School Board: 02/10/15 Amended by School Board: 08/11/15 Amended by School Board: XX/XX/XX **************** Legal Refs.: Code of Virginia, 1950, as amended §§ 2.2-3701, 2.2-3707, 2.2-3708.1, 2.2-3710, 2.2-3711, 2.2-3712, 22.1-72, 22.1-74, 22.1-78, 22.1-253.13:7.B.4

VSBA Cross Ref.: BCA, BCB, BCE, BCEA, BCF, BDA, BDB, BDC, BDD, BDCA, BDDA, BDDC, BDDG, BDDH, KC

THE SCHOOL BOARD OF STAFFORD COUNTY 6 1111 District Organization, Philosophy and Goals 1111

SCHOOL BOARD COMMITTEES

PURPOSE: To reflect the board’s position regarding the formation of any standing committee and to define special committees

There shall be no standing committees of the board except, at the board's option, a student disciplinary committee, an Equal Employment Opportunity/Nondiscrimination Committee, a Finance and Budget Committee, a Legislative Committee, a Governance Committee, and/or a Joint School Working Committee may be formed.

Special committees may be created by board action, the membership of which shall be appointed by majority vote of the board. These committees shall be for a specific purpose and shall expire upon completion of the assigned task unless board action authorizes temporary continuance of such committees.

Adopted: 06/24/08 Amended by School Board: 08/13/13 Amended by School Board: 09/24/13 Readopted by School Board: 12/10/13 Amended by School Board: 08/12/14 Amended by School Board: 08/09/16 Reviewed by School Board: XX/XX/XX ****************

Legal Refs.: Code of Virginia, 1950, as amended, § 22.1-78.

VSBA Cross Ref.: BCE

THE SCHOOL BOARD OF STAFFORD COUNTY 1114 District Organization, Philosophy and Goals 1114

SCHOOL BOARD CLERK/DEPUTY CLERK

PURPOSE: To authorize the appointment of the clerk and the deputy clerk of the board

A clerk shall and a deputy clerk mayshall be appointed annually at the organizational meeting of the board.

Duties of the Clerk

 Attend all board meetings, unless otherwise directed, and keep a record of the proceedings in a bound journal.  Notify members of any regular and special board meetings and of committee meetings.  Serve as custodian of the seal of the board.  Perform such other duties as shall be assigned by the board and/or the laws of the State of Virginia.

Duties of the Deputy Clerk

 The deputy clerk shall act in the absence of the clerk or otherwise as provided by board resolution.  Attend all board meetings, unless otherwise directed, and keep a record of the proceedings in a bound journal.  Perform such other duties as shall be assigned by the board and/or the laws of the State of Virginia.

Bonds

The clerk and deputy clerk shall be bonded in an amount of no less than ten thousand dollars ($10,000.00) and the board shall pay the cost of such bonds.

Oath

The clerk and deputy clerk must take the oath of office prescribed for state officers.

Adopted: 06/24/08 Reviewed: 09/17/12 Readopted: 12/12/13 Amended by School Board: 03/22/16 Amended by School Board: XX/XX/XX ****************

THE SCHOOL BOARD OF STAFFORD COUNTY 1-20 District Organization, Philosophy and Goals 1-20

SCHOOL BOARD CLERK/DEPUTY CLERK

Legal Refs.: Code of Virginia, 1950, as amended, §§ 22.1-72, 22.1-76, 22.1-77.

VSBA Cross Ref.: BCC

THE SCHOOL BOARD OF STAFFORD COUNTY 1120 District Organization, Philosophy, and Goals 1120

BOARD/SUPERINTENDENT COMMUNICATIONS

PURPOSE: To establish parameters for communication between the board and the superintendent concerning division operations

It is the board as a whole that may act to exercise the authority of the board. Individual members of the board have no authority to act except as may be assigned by the board as a whole.

Requests for information from school board members should be made through the office of the superintendent, associate superintendent, or other direct reports to the superintendent to include the assistant superintendent of operations, chief financial officer, director of strategic communication and community engagement, executive director of human resources, and executive director of administrative and legal services. Requests for information by individual board members concerning any subject matter which necessitate more than 15 minutes of staff time require approval of the superintendent or consensus of the school board.

Adopted: 12/12/13 Amended by School Board: 09/09/14 Amended by School Board: XX/XX/XX

****************

Legal Refs.: Code of Virginia, 1950, as amended, § 22.1-78, 22.1-253.13:7.C.1.

VSBA Cross Ref.: BG

THE SCHOOL BOARD OF STAFFORD COUNTY Stafford County Public Schools Superintendent’s Equity, Diversity & Opportunity Committee (EDOC)

Initial Structure for the Committee

General Charge/Direction for the EDOC:

The charge and direction for the committee is threefold:

1) Identify the division’s current practices and baseline in the areas of focus (see subcommittees identified below); 2) Summarize the committee’s findings of research/evidence-based best practices related to the areas of focus; and 3) Compile and present to the Superintendent, and ultimately the School Board, a list of recommendations that would enhance current practices and initiatives.

EDOC Structure:

This Superintendent’s committee would be divided into, initially, seven subcommittees related to certain areas of focus. It is anticipated that each EDOC subcommittee would focus on approximately three items which would be summarized and compiled into a final report. Throughout the process, the larger group would meet multiple times for sharing and input so the larger committee is able to participate in the larger message as well as through the work of the subcommittees.

Proposed Initial Subcommittees:

As set forth above, the EDOC would have a large committee membership; however, analysis and research on separate but related areas would be accomplished via seven subcommittees:

● Achievement Gaps in Reading and Math; ● Cultural Competence and Recognition; ● Differentiated Resources/Support; ● Disproportionate Discipline; ● Gifted Education and Specialty Program Access; ● Diversity Perceptions, Protections and Bullying Policy; and ● Workforce Diversity.

EDOC Membership:

The EDOC would be comprised of a variety of stakeholders, including teachers, administrators (both school-based and central office), parents, students, and community members, The community members should include (but are not limited to) faith leaders, business leaders, and community partners. The committee membership should be a mixture of those who have expressed an interest, as well as those who have been suggested by School Board members and staff, and persons who have been extended an invitation because of their work/interest in the topic.

Timing:

Approval of the EDOC, and its initial structure and format, would allow the Superintendent to begin the process of membership solicitation. Approving creation of the committee will allow this important work to begin immediately with a desire to receive a report/recommendations within three to six months. ℄

Important Dates: 2018 – 2019 Year

August 2018 May 2019 20-24 New Teacher In-Service 24 Early Release – All Grades Early Release Days Report Cards 27 First Day for Teachers 27 Memorial Day 27-31 Professional Days September 20 – Elementary Only Stafford County is committed to June 2019 October 5 – Elementary Only conference with parents at least twice September 2018 12-14 Exams/Early Release – October 31 – Elementary Only 3 Labor Day All Grades December 21 – All Grades 4 First Day of School 14 Last Day of School January 24-25 – Middle/High Only year in order to maintain a successful 20 Early Release-Elementary Only 15 Graduation January 28 – All Grades partnership in our children’s 17-18 Professional Day February 14 – Elementary Only education. Evening conference October 2018 March 20 – Elementary Only opportunities will be provided. 5 Early Release – Elementary Only April 12 – All Grades 8 Columbus Day/Professional Day Cultural Observances May 24 – All Grades HIGH SCHOOLS: Grades 9 – 12: Year-long X-Y Block Courses 31 Early Release – Elementary Only June 12-15 – All Grades * Rosh Hashanah sunset 9/09-nightfall 9/11 Interim Report End of Report Cards Quarter November 2018 * Yom Kippur sunsent 9/18- nightfall 9/19 October 3 November 5 November 14 5 End 1st Nine Weeks * Diwali – 11/07 Missed Days December 13 January 28 February 6 6 Election Day/Professional Day * Hanukkah sunset 12/02-nightfall 12/10 March 4 April 4 April 12 12 Veteran’s Day * Christmas – 12/25 May 14 June 14 June 21 21-23 Thanksgiving Break * Kwanzaa 12/26-1/1 Procedures for making up days * Chinese New Year – 2/05 missed due to inclement Grades 9 – 12: 4x4 Block Courses December 2017 * Good Friday – 4/19 Interim Report End of Report Cards weather: Quarter 21 Early Release - All Students * Passover sunset 4/20 –nightfall 4/27 September 18 October 3 October 12 22-31 Winter Break * Easter – 4/21 Should the school year fall below the October 19 November 5 November 14 * Ramadan 5/16 – 5-04 November 27 December 12 December 20 January 2019 required instructional days or hours, January 8 January 28 February 6 1-2 Winter Break the difference will be made up by February 13 March 4 March 12 21 Martin Luther King, Jr. converting the following current non- March 19 April 4 April 12 Observances w/Holiday April 26 May 10 May 20 24-25 ER – Middle & High Only school days to school days: st May 224 June 14 June 21 28 ER-All Grades/End 1 Semester * Labor Day – 9/3 29 Professional Day * Veterans Day – 11/12 January 21 Grades K-8 * Thanksgiving – 11/22 February 18 Interim Report End of Report Cards February 2019 Quarter * Martin Luther King, Jr. Day – 1/21 May 27 14 Early Release-Elementary Only * Presidents’ Day – 2/18 October 3 November 5 November 14 June 12 18 President’s Day * Memorial Day – 5/27 December 13 January 28 February 6 June 17 & 18 March 1 April 4 April 12 May 9 June 14 June 15 (K-5) March 2019 June 21 (6-8) 20 Early Release – Elementary Only EXAM Days:

If inclement weather causes a change April 2019 Important Information for 4 End 3rd Nine Weeks in the exam schedule, the professional Parents and Students, please visit: days will be moved to the day after 12 Early Release – All Grades www.STAFFORDSCHOOLS.NET 15-19 Spring Break exams. 22 Professional Day ***This calendar applies to students and 10 month employees***

STAFFORD COUNTY PUBLIC SCHOOLS

Brooke Point High HIGH SCHOOL PROGRAM OF STUDIES

2018-2019 Colonial Forge High

Mountain View High

North Stafford High

Stafford High

Stafford County Public Schools continuously conducts program evaluations to determine the feasibility of programming which could result in the potential alteration or discontinuation of some progr ams in the future.

INTRODUCTION

VISION

Stafford County Public Schools is a dynamic, goal-oriented learning community committed to preparing our students for success in further education, work, and citizenship.

MISSION

Inspire and empower all learners to thrive.

WHAT WE VALUE

Learners: We believe in the power of teaching and learning to develop and advance individuals and communities.

Community: We work together in a safe, nurturing environment where everyone is valued and supported.

Excellence: We cultivate and challenge each individual to excel through a wide range of experiences.

Respect: We recognize and value diversity of culture and thought, treating ourselves and others with honor and dignity.

Integrity: We are honest, open, and principled.

C5W Communication All Century Learners express and exchange our thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. We engage in discussion and debate, ask thoughtful, respectful questions, and listen actively to others.

Collaboration All Century Learners engage positively with others to achieve common goals. We actively participate in this process through deliberation, encouragement, flexibility, reflection, responding to constructive criticism, and honoring the strengths in others and in ourselves.

Critical Thinking All Century Learners engage in inquiry, experimentation, and problem solving. We research and use credible sources and methods to evaluate, justify our thinking, and develop solutions for real world challenges.

Creativity All Century Learners develop and use inventive and imaginative processes to construct innovative ideas and original work. We consider issues from a variety of perspectives and look for solutions that demonstrate improvement, new understandings, and divergent thinking.

Citizenship All Century Learners strive to make a positive impact in our community and the world through acts of service and by demonstrating compassion, empathy, respect, and integrity. We celebrate diversity, honor our environment, and participate in our democracy.

Wellness All Century Learners seek balance in a safe environment by attending to physical, emotional, and intellectual needs. We strive to be resilient and self-aware, and to make healthy, conscious choices in the best interest of ourselves and others.

NOTICE The Stafford County School Board does not unlawfully discriminate against any person on the basis of race, sex, age, color, religion, national origin, political affiliation, or disability. This policy covers all programs, services, policies, and procedures of Stafford County Public Schools, including all educational programs, admission to such programs, activities, and employment. Inquiries regarding non-discrimination should be directed to the Title IX Coordinator/Executive Director of Human Resources, Stafford County Public Schools, 31 Stafford Avenue, Stafford, VA 22554. Phone: (540) 658-6560 Fax: (540) 658-5970. Reasonable accommodation upon request.

ACKNOWLEDGEMENTS

W. Bruce Benson, Ed.D. Superintendent

DEPARTMENT OF INSTRUCTIONAL SERVICES

Pamela M. Kahle Associate Superintendent of Instructional Services

Thomas M. Nichols Chief Secondary Officer

Carrie B. Neeley Chief Elementary Officer

Jan S. Streich, Ph.D. Executive Director of Learning & Organizational Development

Wendy D. Martin-Johnson Executive Director of Student Services

Elaina N. Parrish, Ed.D. Supervisor of Assessment, Accountability and Program Evaluation

HIGH SCHOOL CONTACT INFORMATION

HIGH SCHOOL PRINCIPAL COUNSELING CONTACT TELEPHONE

Brooke Point High School Tammy Houk Marialena Bridges, Ed.D. 540-658-6080

Colonial Forge High School Gregory Daniel Rebecca Shay 540-658-6115

Mountain View High School James Stemple, Jr., Ed.D. Sarah Hodges 540-658-6840

North Stafford High School Daniel Hornick Carol Mayer 540-658-6150

Stafford High School Joseph Lewis Susan Biggs 540-371-7200

Turning Point Rita Cavataio Frank Stello 540-899-6000

iii

LEARNING AND ORGANIZATION DEVELOPMENT DEPARTMENT CONTACT INFORMATION

Executive Director of Learning and Organizational Jan Streich, Ph.D. Development Instructional and Professional Learning Design Karen Duffy, Ed.D. 540-658-6696 Lead CTE and Workforce Preparedness Lead Dinah Robinson, M.Ed. 540-658-6697 Facilitator of CTE Lisa White-Murrill, M.Ed. 540-658-6672 CTE/STEM Support Sherry Denny 540-658-6695 CTE/STEM Support Tracey Chestnut 540-658-6679 Facilitator of ESOL Alissa Fraser, M.Ed. 540-658-6686 Facilitator of World Language and Culture Liesl Yeskey, M.A. 540-658-6753 Facilitator of K-12 Gifted Education & Secondary Stephenie Fellinger, Ed.D. 540-658-6689 Programs Facilitator of Fine & Performing Arts Annamarie Bollino 540-658-6684 Facilitator of Secondary English Sarah Crain, M.Ed. 540-658-6690 Facilitator of Secondary Mathematics Kathleen Stoebe, M.Ed. 540-658-6701 Facilitator of Science Michael Pratte 540-658-6692 Facilitator of History and Social Sciences Eric Powell, M.A., M.Ed. 540-658-6670 Facilitator of Health, Physical Education, Athletics Michael Justice 540-658-6694 and Wellness Specialist of Assessment and Accountability Marcus Zinger 540-658-6662 Specialist of Accountability Rebecca Towery, Ed.D. 540-658-6723 Federal Grant and Accountability Specialist Roxana McCarthy 540-658-6660 Supervisor of Student Services Melanie Daniel 540-658-6507 Supervisor of Student Services Robert Colucci 540-658-6530 Supervisor of Student Services George Hummer 540-658-6510

STAFFORD COUNTY PUBLIC SCHOOLS

2018-2019

HIGH SCHOOL PROGRAM OF STUDIES

TABLE OF CONTENTS

Introduction ...... 1 Registration Information ...... 1

General Information: Graduation Requirements ...... 1-2 Sequential Electives Requirement ...... 2 Standards of Learning (SOL) Testing ...... 2-3 Graduation Requirement Tables (Diplomas) ...... 4-6 Awards for Exemplary Performance ...... 7 Courses/Credit Earned Prior to the 9th Grade ...... 8 Deleting Courses Taken Prior to the 9th Grade from the Academic Transcript ...... 8 NCAA College Freshman Athletic Eligibility Standards ...... 9-10 Grading Scale and Grade Point Average, Transcribing Grades for Transfer Students ...... 11 Weighted Grades, Virtual Virginia Advanced Placement Courses ...... 12 Dual Enrollment, International Baccalaureate, Signature Programs, Early College Scholars ...... 13-14 Online and Blended Learning, Courses Changes ...... 14 Cancelled Courses ...... 15 Preparing Your High School Plan ...... 16-17

Course Offerings: English ...... 18-21 History and Social Sciences ...... 22-27 Mathematics ...... 28-33 Science ...... 34-40 World Language ...... 41-45 Fine and Performing Arts ...... 46-54 Health, P.E. and Driver Ed ...... 55-56 English for Speakers of Other Languages (ESOL) ...... 57-58 Additional Credit Opportunities ...... 59 Advanced Placement, Advanced Placement Capstone Program ...... 60 Advanced Placement Program of Excellence ...... 61-64 Commonwealth Governor’s School ...... 65-68 International Baccalaureate Diploma Programme ...... 69-71 Stafford Academy for Technology (STAT) ...... 72-74 JROTC ...... 75-79 Career and Technical Education ...... 80-106

TO THE STUDENT

Many of your choices in the future depend upon your selection of high school courses. This booklet has been assembled to inform you of which courses are required and in what sequence they must be taken. Furthermore, the booklet will also describe electives that are available. Take the booklet home or access it online and discuss the courses with your parents or guardians. Give very serious consideration to your choices. Consider your own abilities, interests, and goals. Then, choose a program of studies that will help you reach those goals. You will be required to take Standards of Learning tests in English, mathematics, science, and history. Additionally, you will be required to earn a Board-approved career and technical education industry credential to graduate with a Standard Diploma and one virtual course or blended learning experience, which may be non-credit bearing. You are also required to complete emergency first aid, cardiopulmonary resuscitation, and the use of automated external defibrillator training.

TO THE PARENT/GUARDIAN

The Virginia State Board of Education implemented rigorous instructional standards by refining and strengthening core skills, concepts, and knowledge in English, mathematics, science, and history. All courses reflect these standards. Please note that all students in grades 9-12 must take Standards of Learning (SOL) tests in English, mathematics, science and history. Additionally, students will be required to earn a board-approved career and technical education industry credential to graduate with a Standard Diploma, and successfully complete one virtual course, or blended learning experience, which may be non-credit bearing. Students are also required to complete emergency first aid, cardiopulmonary resuscitation, and the use of automated external defibrillator training. All students must meet the graduation requirements included in this catalog.

REGISTRATION

During the winter and spring, counselors in each middle and high school will meet with students and/or parents/guardians to aid students in the selection of appropriate courses. Certain courses are required, but many courses may be selected according to a student’s interests. Generally, elective courses must have an enrollment of 15 in order to be offered; staffing limitations may also impact the ability for a course to be offered. Therefore, alternates for elective courses should be chosen in case a scheduled conflict or low enrollment forces cancellation of a course.

GRADUATION REQUIREMENTS

The Regulations for Establishing Standards for Accrediting Public Schools in Virginia specifies the standards that all students must meet in order to earn a diploma. These standards can change from one year to another, and each student must meet the requirements that are in place the year he or she first entered ninth grade.

Students entering the ninth grade for the first time in the fall of 2011 and beyond will be required to satisfy graduation requirements for one of three diplomas: (1) a 22-credit Standard Diploma; (2) a 26- credit Advanced Studies Diploma; and (3) an Applied Studies Diploma.

The Applied Studies Diploma is established for certain students who have a disability and who are not able to meet the credit requirements for a Standard Diploma. Student eligibility for this diploma is determined by the Individualized Education Plan (IEP) team, the student, and the parent/guardian. The Applied Studies Diploma is for students whose disabilities require a unique program of study.

What are a “standard unit of credit” and a “verified unit of credit”?

A standard unit of credit is awarded for a course in which the student successfully completes 140 clock hours of instruction and the objectives of the course. A verified unit of credit is awarded for a course in which the student earns a standard unit of credit and achieves a passing score on a corresponding end-of-course SOL test or a substitute assessment approved by the Board of Education.

SEQUENTIAL ELECTIVES REQUIREMENT

Students earning the Standard Diploma must successfully complete two sequential electives to satisfy graduation requirements. Courses used to satisfy this requirement may be in any discipline as long as the courses are not specifically required for graduation. Courses used to satisfy the one-credit requirement in the fine arts or career and technical education may also be used to partially satisfy this requirement. For example, if a student selects Art Foundation to satisfy the fine arts or career and technical education requirement, then Art Foundation and a second course in the art sequence may also be used to satisfy the sequential electives requirement. The second course could then also count toward the six other required elective credits. Courses to satisfy the sequential elective requirement do not have to be completed in consecutive years, and they may be semester or year- long courses. Please refer to the VDOE sequence requirements at http://www.cteresource.org/apg/introduction for more information.

NOTE: This program of studies contains accurate graduation requirements as of the publish date. Graduation requirements for each diploma are available on the Virginia Department of Education website at: http://www.doe.virginia.gov/instruction/graduation/index.shtml

STANDARDS OF LEARNING TESTING

The Virginia State Board of Education requires that all students enrolled in English, mathematics, science, and history take the applicable Standards of Learning test for that course. This means that a student enrolled in Earth Science must take the Standards of Learning test for Earth Science; if the student is enrolled in Geometry, he/she must take the Standards of Learning test for Geometry. As a state requirement, there are no exemptions to taking Standards of Learning tests. High school students have multiple opportunities to take Standards of Learning tests. Once a student earns a passing score, the student may not re-take the test to achieve a higher score.

High School Standards of Learning Tests Graduating Classes Prior to 2022 Standards of Learning tests are given upon completion of the courses listed in the following tables for Standard and Advanced Studies Diplomas:

English 11 All Diplomas History Standard Advanced Studies Reading, World History to 1500 AD; Grade 11 Grade 9* Grade 9* Literature/Research World Geography World History from 1500 AD; Writing Grade 11 Grade 10* Grade 10* World Geography Virginia and US History Grade 11 Grade 11

Science All Diplomas Mathematics Standard Advanced Studies Algebra I; Grade 9 or Earth Science Grade 9 Grade 7, 8, or 9 Algebra I Part II 10■ Grade 10 Biology Grade 9 or 10 Geometry; Geometry Part II Grade 8, 9, or 10 or 11■ Chemistry Grade 10 or 11 Algebra II Grade 11 Grade 9, 10, or 11

* Standard Diploma students are required to take World History to 1500/World Geography or World History from 1500/World Geography. Advanced Studies Diploma students will take both World History/Geography courses. ■ Students taking Algebra I Part I and Part II will take the Algebra I test upon completion of Algebra I Part II. Students taking Geometry Part I and Part II will take the Geometry test upon completion Geometry Part II. High School Standards of Learning Tests Graduating Class of 2022 and Beyond Standards of Learning tests are given upon completion of the courses listed in the following tables for Standard and Advanced Studies Diplomas:

English 11 All Diplomas History All Diplomas Must obtain required Reading, World History to 1500 AD; World Grade 9 Grade 11 verified credit from Literature/Research Geography -OR- choice of one World History from 1500 AD; Grade 10 Writing Grade 11 history/social World Geography -OR- science course Virginia and US History Grade 11

Science All Diplomas Mathematics All Diplomas Must obtain Must obtain Grade 7, 8, 9 Grade 9 Algebra I; required Earth Science required or 10■ -OR- Algebra I Part II verified credit verified credit -OR- from choice of Grade 9 or from choice of Grade 8, 9, 10 Geometry; one Biology 10 one science or 11■ Geometry Part II mathematics -OR- course -OR- course Grade 10 or Grade 9, 10, 11 Chemistry Algebra II 11 or 12

■ Students taking Algebra I Part I and Part II will take the Algebra I test upon completion of Algebra I Part II. Students taking Geometry Part I and Part II will take the Geometry test upon completion Geometry Part II.

GRADUATION REQUIREMENTS

STANDARD DIPLOMA Students seeking a Standard Diploma must also: • earn a board-approved career and technical education credential to graduate with a Standard Diploma; • successfully complete a virtual learning course. This course can be fully online or a blended online learning experience. In SCPS this requirement is included in Economics and Personal Finance curriculum in grades 10-12; and • be trained in emergency first aid, cardiopulmonary resuscitation, and the use of automated external defibrillator, including hands-on practice of the skills necessary to perform cardiopulmonary resuscitation. In SCPS this requirement is included in the Health and Physical Education curriculum in grades 9 and 10.

Standard Credits: Standard Credits: 9th Graders Beginning 9th Graders Beginning Course Area Fall of 2011 – Spring of 2018 Fall of 2018 and Beyond # of 22 Credits 22 Credits # of Verified Verified English 4 2 4 2 Mathematics1 3 1 3 1 Lab Science2, 6 – Earth Science, Biology, one 3 1 3 1 additional Science course History3, 6 – World History to 1500 A.D./World Geography or World History after 1500 A.D./World Geography, 3 1 3 1 Virginia/United States History, and Virginia/United States Government Health and Physical Education 2 2 World Language, Fine and Performing Arts or 2 2 Career & Technical Education7 Economics and Personal Finance 1 1 Electives4 4 4 Student Selected Test5 1 TOTAL 22 6 22 5

1Courses completed to satisfy this requirement shall include at least two different course selections from among: Algebra I; Geometry; Algebra, Functions and Data Analysis; Algebra II or other mathematics courses above the level of Algebra II. The Board shall approve courses to satisfy this requirement. 2Courses completed to satisfy this requirement shall include course selections from at least two different science disciplines: earth sciences, biology, chemistry or physics or completion of the sequence of science courses required for the International Baccalaureate Diploma. The Board shall approve courses to satisfy this requirement. 3Courses completed to satisfy this requirement shall include US and Virginia History, US and Virginia Government, and one course in either world history or geography or both. The Board shall approve courses to satisfy this requirement. 4 Courses to satisfy this requirement shall include at least two sequential electives as required by the Standards of Quality. 5Students may utilize additional tests for earning verified credit in computer science, technology, career and technical education, economics or other areas as prescribed by the Board in 8 VAC 20-131-110. 6 Students who complete a career and technical education program sequence and pass an examination or occupational competency assessment in a career and technical education field that confers certification or an occupational competency credential from a recognized industry, or trade or professional association or acquires a professional license in a career and technical education field from the Commonwealth of Virginia may substitute the certification, competency credential, or license for (1) the student selected verified credit and (2) either a science or history and social science verified credit when the certification, license, or credential confers more than one verified credit. The examination or occupational competency assessment must be approved by the Board of Education as an additional test to verify student achievement. 7 Pursuant to Section 22.1-253.13:4, Code of Virginia, credits earned for this requirement shall include one credit in fine or performing arts or career and technical education. 4

ADVANCED STUDIES DIPLOMA

Students seeking an Advanced Studies Diploma must also: • successfully complete a virtual learning course. This course can be fully online or a blended online learning experience. In SCPS this requirement is included in Economics and Personal Finance curriculum in grades 10-12; and • be trained in emergency first aid, cardiopulmonary resuscitation, and the use of automated external defibrillator, including hands-on practice of the skills necessary to perform cardiopulmonary resuscitation. In SCPS this requirement is included in the Health and Physical Education curriculum in grades 9 and 10.

Course Advanced Studies Credits: Advanced Studies Credits: Area 9th Graders Beginning 9th Graders Beginning Fall of 2011 – Spring of 2018 Fall of 2018 and Beyond 26 Credits # of Verified 26 Credits # of Verified English 4 2 4 2 Mathematics1 4 2 4 1 Lab Science2, 6 – Four (4) courses from 4 2 4 among three of these Lab Science areas: 1 Earth Science, Biology, Chemistry, and Physics History 3,6 – World History to 1500 4 2 4 A.D./World Geography, World History after 1500 A.D./World Geography, 1 Virginia/United States History, and Virginia/United States Government Health and Physical Education 2 2 World Languages4 3 (or 4) 3 (or 4) (3 years of one language or 2 years each of two languages, 2+2 option) Economics and Personal Finance 1 1 Electives (depending on language option) 3 (or 2) 3 (or 2) Fine Arts or Career and Technical 1 1

Education7 Student Selected Test5 1 TOTAL 26 9 26 5

1Courses completed to satisfy this requirement shall include at least three different course selections from among: Algebra I; Geometry; Algebra, Functions and Data Analysis; Algebra II or other mathematics courses above the level of Algebra II. The Board shall approve courses to satisfy this requirement. 2Courses completed to satisfy this requirement shall include course selections from at least three different science disciplines: earth sciences, biology, chemistry or physics or completion of the sequence of science courses required for the International Baccalaureate Diploma. The Board shall approve courses to satisfy this requirement. 3Courses completed to satisfy this requirement shall include US and Virginia History, US and Virginia Government, and one course in either world history or geography or both. The Board shall approve courses to satisfy this requirement. 4Courses to satisfy this requirement shall include at least two sequential electives as required by the Standards of Quality. 5Students may utilize additional tests for earning verified credit in computer science, technology, career and technical education, economics or other areas as prescribed by the Board in 8 VAC 20-131-110. 6Students who complete a career and technical education program sequence and pass an examination or occupational competency assessment in a career and technical education field that confers certification or an occupational competency credential from a recognized industry, or trade or professional association or acquires a professional license in a career and technical education field from the Commonwealth of Virginia may substitute the certification, competency credential, or license for (1) the student selected verified credit and (2) either a science or history and social science verified credit when the certification, license, or credential confers more than one verified credit. The examination or occupational competency assessment must be approved by the Board of Education as an additional test to verify student achievement. 7Pursuant to Section 22.1-253.13:4, Code of Virginia, credits earned for this requirement shall include one credit in fine or performing arts or career and technical education.

APPLIED STUDIES DIPLOMA This diploma is intended for students with an Individualized Education Plan (IEP) who require a unique educational program and do not meet the requirements of other diplomas. The student’s Individualized Education Plan (IEP) team and parents determine eligibility and participation in this diploma program. For a student to earn an Applied Studies Diploma, he/she must complete the requirements of his/her Individualized Education Plan.

The Virginia Standards of Accreditation (SOA) are currently under revision by the Virginia Board of Education. The graduation requirements listed herein represent the current SOA. Changes in the SOA may result in graduation requirements different than those listed above, which may require changes in courses for some students. Updates to the course catalog will be posted on the SCPS website as more information becomes available. Graduation requirements and additional VDOE information is available at: http://www.doe.virginia.gov/instruction/graduation/index.shtml

AWARDS FOR EXEMPLARY PERFORMANCE Students who demonstrate outstanding achievement may be eligible for one of the following awards:

1. The Board of Education's Governor’s Seal will be awarded to students who complete the requirements for an Advanced Studies Diploma, with an average grade of "B" or better, and successfully complete college-level coursework that earn the student at least nine transferable college credits in Advanced Placement (AP), International Baccalaureate (IB), or dual enrollment courses. 2. The Board of Education's seal will be awarded to students who complete the requirements for a Standard Diploma or Advanced Studies Diploma with an average grade of "A." 3. The Board of Education's Career and Technical Education Seal will be awarded to students who earn a Standard Diploma, Advanced Studies Diploma or complete a prescribed sequence of courses in a Career and Technical Education concentration or specialization that they choose and maintain a "B" or better average in those courses; or (i) pass an examination or an occupational competency assessment in a Career and Technical Education concentration or specialization that confers certification or occupational competency credential from a recognized industry, trade or professional association or (ii) acquire a professional license in that Career and Technical Education field from the Commonwealth of Virginia. The Board of Education shall approve all professional licenses and examinations used to satisfy these requirements. 4. The Board of Education's Seal of Advanced Mathematics and Technology will be awarded to students who earn either a Standard Diploma or an Advanced Studies Diploma and (i) satisfy all Virginia Board of Education mathematics requirements for the Advanced Studies Diploma (four units of credit including Algebra II; two verified units of credit) with a "B" average or better; and (ii) either (a) pass an examination in a Career and Technical Education field that confers certification from a recognized industry, trade, or professional association; (b) acquire a professional license in a Career and Technical Education field from the Commonwealth of Virginia; or (c) pass an examination approved by the board that confers college-level credit in a technology or computer science area. The Board of Education shall approve all professional licenses and examinations used to satisfy these requirements. 5. Governors School Diploma Seal is for students who successfully complete The Commonwealth Governor’s School program. 6. Governor’s STEM Academies Seal is awarded to students who successfully complete Stafford Academy for Technology. 7. IB Seals are awarded to students who successfully complete course requirements for the International Baccalaureate Programme. 8. APPX Seals are awarded to students who successfully complete course requirements for the Advanced Program of Excellence Signature Program. 9. The Board of Education’s Seal of Biliteracy certifies attainment of a high level of proficiency by a graduating high school student in one or more languages in addition to English and certifies that the graduate meets of the following criteria: The Board of Education’s Seal of Biliteracy is awarded to students who earn either a Board of Education-approved diploma and (i) pass all required End-of-Course Assessments in English reading and writing at the proficient or higher level; and (ii) are proficient at the intermediate mid-level or higher in one or more languages other than English, as demonstrated through an assessment from a list to be approved by the Superintendent of Public Instruction. For purposes of this article, "foreign language" means a language other than English and includes American Sign Language.

COURSES/CREDIT EARNED PRIOR TO THE 9TH GRADE

When students complete credit-bearing high school subjects through an accredited institution before entering ninth grade, credit(s) will be counted toward meeting the units required for graduation. Students are encouraged to take advantage of this option and may earn credit for Algebra I, Geometry, world language or other high school courses as appropriate to their needs. It is possible to enter high school with one or more units of credit toward graduation requirements. If applicable, the student must take the Standards of Learning test for the credit-bearing course.

DELETING COURSES TAKEN PRIOR TO THE 9TH GRADE FROM THE ACADEMIC TRANSCRIPT

Students have the opportunity to pursue credit-bearing courses prior to high school. Stafford County Public Schools makes available selected mathematics, world language, and business courses. Occasionally, students may not demonstrate a desired degree of success in advanced courses taken prior to high school. Parents may request, in writing, no more than thirty (30) days following the posting of final year-end grades, that a credit-bearing course taken before entering high school be removed from their child’s academic high school transcript.

Students for whom a credit-bearing course is deleted must repeat the course in its entirety if the course is a requirement for graduation. If an end-of-course Standards of Learning test is applicable, the student will not be required to retake the end-of-course test if a passing score was achieved. Please consult your child’s counselor for additional information.

This provision does not apply to courses taken while enrolled in grades 9-12.

NCAA INITIAL ELIGIBILITY AND ACADEMIC REQUIREMENTS Division I Academic Eligibility -To be eligible to compete in NCAA sports during your first year at a Division I school, you must graduate high school and meet ALL the following requirements: • Complete 16 core courses: o Four years of English o Three years of math (Algebra 1 or higher) o Two years of natural/physical science (including one year of lab science if your high school offers it) o One additional year of English, math or natural/physical science o Two years of social science o Four additional years of English, math, natural/physical science, social science, foreign language, comparative religion or philosophy • Complete 10 core courses, including seven in English, math or natural/physical science, before your seventh semester. Once you begin your seventh semester, you may not repeat or replace any of those 10 courses to improve your core-course GPA. • Earn at least a 2.3 GPA in your core courses. • Earn an SAT combined score or ACT sum score matching your core-course GPA on the Division I sliding scale, which balances your test score and core-course GPA. If you have a low test score, you need a higher core-course GPA to be eligible. If you have a low core- course GPA, you need a higher test score to be eligible. Division II Academic Eligibility - To be eligible to compete in NCAA sports during your first year at a Division II school, you must meet academic requirements for your core courses, grade-point average (GPA) and test scores. The requirements are changing for students who enroll full-time at a Division II school after August 1, 2018. If you enroll BEFORE August 1, 2018 You must graduate high school and meet ALL the following requirements: • Complete 16 core courses: o Three years of English. o Two years of math (Algebra 1 or higher). o Two years of natural or physical science (including one year of lab science if your high school offers it). o Three additional years of English, math or natural or physical science o Two years of social science o Four additional years of English, math, natural or physical science, social science, foreign language, comparative religion or philosophy • Earn at least a 2.0 GPA in your core courses. • Earn a SAT combined score of 820 or an ACT sum score of 68. Remember, if you took the SAT on or after March 2016 you need to compare your score on the College Board concordance table. The 820 score is after the concordance table is applied. AFTER August 1, 2018 You must graduate high school and meet ALL the following requirements: • Complete 16 core courses: o Three years of English. o Two years of math (Algebra 1 or higher). o Two years of natural or physical science (including one year of lab science if your high school offers it).

o Three additional years of English, math or natural or physical science o Two years of social science o Four additional years of English, math, natural or physical science, social science, foreign language, comparative religion or philosophy • Earn at least a 2.2 GPA in your core courses. • Earn an SAT combined score or ACT sum score matching your core-course GPA on the Division II sliding scale, which balances your test score and core-course GPA. If you have a low test score, you need a higher core-course GPA to be eligible. If you have a low core- course GPA, you need a higher test score to be eligible. Play Division III sports Division III schools provide an integrated environment focusing on academic success while offering a competitive athletics environment. Division III rules minimize potential conflicts between athletics and academics and focus on regional in-season and conference play. While Division III schools do not offer athletics scholarships, 75 percent of Division III student- athletes receive some form of merit or need-based financial aid. If you are planning to attend a Division III school, you do not need to register with the NCAA Eligibility Center. Division III schools set their own admissions standards. OTHER IMPORTANT INFORMATION: Students enrolling at an NCAA Division I or II institution for the first time also need to complete the amateurism questionnaire through the Eligibility Center website. Students need to request final amateurism certification prior to enrollment. For more information regarding the rules, please go to www.ncaa.org. Click on “Academics and Athletes,” then “Eligibility and Recruiting” or visit the Eligibility Center website at www.eligibilitycenter.org. Please call the NCAA Eligibility Center if you have questions: Toll-free number: 877-262-1492

GRADING SCALE AND GRADE POINT AUDITING COURSES AVERAGE Students may request to audit a course on a space available basis and at the sole discretion SCPS uses a ten-point grading scale. of the principal. Students who are approved to audit a course are expected to complete all SCPS 10 POINT assignments and tests. Audited courses will GRADING SCALE not be computed into the student’s grade point average. Commonwealth Governor's School Range Quality Pts. courses may not be audited unless approved by A+ 98-100 4.5 the CGS Director and the principal. No Dual A 93-97 4.25 Enrollment, Advanced Placement, A- 90-92 4.0 International Baccalaureate or Project Lead the Way courses may be audited. B+ 87-89 3.5

B 83-86 3.25

B- 80-82 3.0 C+ 77-79 2.5 CREDIT RECOVERY COURSES C 73-76 2.25 High school students who have failed an C- 70-72 2.0 academic core course can take a SCPS D+ 67-69 1.5 adopted/approved online course that is self- D 63-66 1.25 paced and based on mastery of individual units. D- 60-62 1.0 Participation requires approval by the F 0-59 0 principal. The purpose of credit recovery is to provide an opportunity for each student who

failed a course to accelerate and to complete courses based on individual needs and to meet TRANSCRIBING GRADES FOR specific graduation requirements. Students must pass the online examination to earn TRANSFER STUDENTS credit and a final grade.

Note: Credit recovery courses do not meet the Stafford County Public Schools recognizes that NCAA eligibility requirements. If you plan to different school districts and states utilize participate in collegiate athletics, the NCAA various grading scales. As students transfer Eligibility Center has not approved credit into the division, official transcripts are recovery courses to count towards the NCAA eligibility standards. requested from the sending school. Grades are transcribed for incoming students based on the letter grade earned at the previous school. This letter grade is used to calculate the grade point average based on the SCPS quality point scale. It should be noted that SCPS does not weight all courses. Transfer students will receive weighted credit for only those Advanced Placement, Dual Enrollment, or International Baccalaureate courses previously taken for which an equivalent weighted course is offered in our schools.

WEIGHTED GRADES (#) Advanced Placement (AP) courses are offered in Stafford County to provide students an Students electing to take Advanced Placement opportunity to study at the college level. AP (AP), college Dual Enrollment (DE)*, or courses are approved by the College Board. International Baccalaureate (IB) courses Teachers of AP courses are required to develop receive credit for successfully completing and submit a course syllabus to the College these courses. Weighted grades will be Board. Course offerings vary at each school designated by a (#) and do not apply to depending on demand and teacher availability. honors-level courses. Please note the AP courses require extensive reading, writing, following: and lab assignments, as well as the completion of summer work. Students who wish to take an • In AP, DE, or IB courses, a grade “A+” is AP course will need to discuss AP enrollment awarded 5.5 grade quality points. criteria with their high school counselors. • All other courses, including honors- Students enrolled in AP courses will receive level courses, are awarded 4.5 grade weighted credit for successful completion of quality points for an “A+”. the course. Students taking AP courses are • Students who wish to concurrently strongly encouraged to take all AP enroll in a college or university and assessments. Students who earn equivalency receive high school credit for the scores on the AP exam may earn college credit, course will receive a weighted grade and each college or university determines its for only those courses which are own policies on acceptance of AP credits. All equivalent to those weighted courses students enrolled in AP courses will be listed in this catalog. Prior approval by required to take a final, End of Course exam. the principal is required for any Students may elect to take the College Board’s concurrent enrollment in a college or AP course assessments in lieu of the high university. Certain student eligibility school final, End of Course exam. Students requirements apply. and/or parents are responsible for the AP exam fee by the appropriate date. * NOTE: Any Dual Enrollment (DE) course that earns less than six (6) college credits More information on the AP courses is shall be assigned a .5 weight (not 1.0). This available at: criterion would apply to CGS DE Chemistry, http://apcentral.collegeboard.com/apc/Con all CTE DE, and designated Project Lead The troller.jpf. Way Engineering courses.

Students transferring into Stafford County Public Schools will receive weighted grades for VIRTUAL VIRGINIA ADVANCED only those Advanced Placement, Dual PLACEMENT COURSES Enrollment, Project Lead the Way, or International Baccalaureate courses A complete list of courses can be found at previously taken for which an equivalent http://www.virtualvirginia.org/. Courses weighted course is offered in our schools. All must be selected by August 1. Students may students will have their grade point averages be required to purchase books and/or computed using the same weighted grade materials. Students are responsible for test criteria. fees. See your school counselor for the current list of courses available at your school. If a student drops after twenty-one (21) calendar days the student may be responsible for withdrawal fees.

ADVANCED PLACEMENT COURSES

DUAL ENROLLMENT COURSES Brooke Point https://www.staffordschools.net/domain/581 Mountain View Dual Enrollment (DE) courses provide high https://www.staffordschools.net/domain/2807 school juniors and seniors an opportunity to take college courses while completing their high school requirements. Courses are taught by high school instructors who have the SIGNATURE PROGRAMS qualifications to teach at the college level. DE courses are offered through multiple post- Signature Programs are application-based and secondary providers; each provider may have specialty program opportunities available to unique requirements for courses and grading high school students. The programs vary in practices. Interested students should discuss nature and scope as they relate to the DE options with their high school counselors. academic and career interest of the student. Every high school provides opportunities for Prospective students may be required to their students to select challenging and complete an application for admission, provide interesting Signature Programs based on their qualifying SAT scores, or take a placement test. learning needs, styles, and preferences. These Qualifying students will register through their programs include the following: Advanced high school in the spring. Tuition is the Placement Programs of Excellence; responsibility of the parents. In determining Commonwealth Governor's School; Career and whether to drop a DE course, the student must Technical Education (application based only); follow drop/add procedures and timelines International Baccalaureate; Junior Reserve established by the college, not those of the Officer Training Corps; and Stafford Academy school division. for Technology.

INTERNATIONAL BACCALAUREATE EARLY COLLEGE SCHOLARS COURSES The Early College Scholars program International Baccalaureate (IB) courses are recognizes eligible high school students who offered at Brooke Point High School and earn at least 15 hours of transferable college Mountain View High School to provide credit while completing the requirements for students an opportunity to study at the college an Advanced Studies Diploma. To qualify for level during their last 2 years of high school. IB the Early College Scholars program, a student courses are approved by the International must meet the following requirements: Baccalaureate Organization (IBO). Course offerings vary at each school, depending on • have a “B” average or better, demand and teacher availability. Students may • pursue an Advanced Studies Diploma, work toward the IB Diploma or they may take • take and complete college-level course individual IB courses. Students taking IB work (i.e. – Advanced Placement, courses are expected to remain in the courses International Baccalaureate, or Dual for the entire school year and take all IB Enrollment) that will earn at least 15 assessments. It is the responsibility of the transferable college credits, and student and/or parent to pay the IB subject fee • sign an Early College Scholars by the appropriate date. Students who earn Agreement. equivalency scores on IB exams may earn Students receive a certificate upon completion college credit. Each college or university of the Early College Scholar Program at determines its own policies on acceptance of graduation. The Virginia Department of IB credits. Education pays the cost of Virtual AP tuition For more information, please visit: and test fees for students who sign an Early http://www.ibo.org, College Scholars Agreement. Textbooks are 13

provided by Stafford County Public Schools. Students should see their counselor to Students may access additional information at determine the potential impact on the grade- http://www.doe.virginia.gov/instruction/gr point average and diploma type should they aduation/early_college_scholars/index.shtm drop a course. The following grade reporting l. policies will be followed when dropping a course:

1. If a student drops a course after the 5th ONLINE AND BLENDED LEARNING scheduled class meeting and prior to the 10th scheduled class meeting the Recognizing that students sometimes run into course will not be recorded on the difficulty earning required credits or accessing student’s permanent record. courses desired to fulfill their 2. If the student drops the course after academic/career goals, Stafford County Public the 10th scheduled class meeting and Schools utilizes technology and VDOE prior to the 15th scheduled class approved digital curriculum to offer high meeting the course will be shown on school courses online as needed. This includes the permanent record as a drop-pass online initial credit and credit recovery or a drop-fail. This will not be courses (see Credit Recovery section of the computed into the grade-point Program of Studies for additional information). average. In addition, online course offerings through 3. If a student drops the course after the Virtual Virginia may be available to students. 15th scheduled class meeting, a grade Please see your high school counselor for more of “F” will be recorded for that course information on SCPS online and blended on the permanent record. This will be learning opportunities. computed into the grade-point average. 4. Level changes, for example, from COURSE CHANGES honors to regular, will be considered until five days past the first interim Course sections are filled and balanced using period. The principal may review and student course selections made in the spring approve level changes beyond this as a basis for efficient administrative planning deadline. and scheduling. While we ask that all students 5. The drop/add date for DE courses will and parents select appropriate courses, we be determined by the sponsoring know that sometimes students do not succeed college. If a student drops after the in all courses and must re-take a class. We will drop date, the student is responsible honor requests for a change if an error on the for the tuition fee. schedule is identified, otherwise changes will only be considered under the following conditions: 1. Course changes will be considered only with parental request and administrator approval. 2. A student may only drop and add a course until the 5th scheduled class meeting. No student may add a course after the 5th class meeting. 3. After the 5th scheduled class meeting, a student may only drop a course, if a suitable alternative placement is found.

CANCELLED COURSES

Certain courses may be cancelled as a result of the following:

• Low enrollment • Staffing limitations While every effort is made to provide educational opportunities to meet the needs of all students, on occasion, courses must be cancelled. Generally, a minimum of 10 students must be enrolled in an Advanced Placement, International Baccalaureate, or Dual Enrollment course in order for the course to be offered; however, the course may be cancelled and a suitable alternative will be found. Other elective courses will be offered with a minimum enrollment of 15, unless state regulations require an enrollment of fewer than 15 students. Staffing limitations may also impact the ability for a course to be offered.

Freshman and sophomore students may not be afforded the opportunity to enroll in a course if all seats in all sections of the course are taken and a junior or senior student must enroll in that course in order to complete graduation requirements.

Preparing Your High School Plan Below are sample four-year plans to assist with scheduling your courses. Boxes marked “Required Elective” indicate the minimum electives required for graduation. Students should consult their counselor when selecting these courses. Boxes marked “Student Choice” are those you may select for additional courses. The blank sample four-year plan is for you and your parents to prepare a customized plan to meet your educational and career objectives. The blank plan contains ten class spaces to provide for alternatives, if your first choice cannot be scheduled. Remember that you cannot sign up for your exact period-by-period schedule.

**SAMPLE STANDARD DIPLOMA FOUR-YEAR PLAN

CLASS GRADE 9 GRADE 10 GRADE 11 GRADE 12

1 English 9 English 10 English 11 English 12

World History to 1500 2 Required Elective VA/US History VA/US Government AD/World Geography 3 Earth Science Biology Ecology or Geology Student Choice Algebra, Functions and 4 Algebra I Geometry Student Choice Data Analysis 5 Health and PE 9 Health and PE 10 Required Elective* Required Elective * Fine Arts or Career and Economics & 6 Required Elective Required Elective Technical Education Personal Finance 7 Student Choice Student Choice Student Choice Student Choice

8 Student Choice Student Choice Student Choice Student Choice

*Students are required to complete a sequence of elective courses which leads to completing a career and technical program or continued education. **Samples only—consult your counselor. **SAMPLE ADVANCED STUDIES DIPLOMA FOUR-YEAR PLAN CLASS GRADE 9 GRADE 10 GRADE 11 GRADE 12

1 English 9 English 10 English 11 English 12 World History from World History to 1500 2 1500 AD/World VA/US History VA/US Government AD/World Geography Geography 3 Earth Science Biology Chemistry or Physics Upper Level Science

4 Algebra I Geometry Algebra II Algebra III/Statistics Fine Arts or Career and 5 Health and PE 9 Health and PE 10 Required Elective Technical Education 6 World Language World Language World Language Required Elective Economics & 7 Student Choice Student Choice Student Choice Personal Finance 8 Student Choice Student Choice Student Choice Student Choice

**Samples only—consult your counselor.

Develop Your Own Four-Year Plan

(Select appropriate courses from the descriptions contained in this catalog.)

CLASS GRADE 9 GRADE 10 GRADE 11 GRADE 12

9 Alternates

10 Alternates

ACADEMIC PROGRAMS

Students should select courses with the guidance of school counselors, teachers, and parents to align with their academic and career plans. Many of the courses offered are sequential and may recommend successful completion of related coursework. Successful completion is generally defined as a grade of “C” (score of 70 or better); however, each student’s motivation, interests, and circumstances should be considered when selecting courses. It is important to note that some courses and programs may have specific requirements or prerequisites.

Courses included in this document are offered at all schools unless otherwise noted.

ENGLISH

The English curriculum prepares individuals to read with comprehension, think critically, and communicate effectively. To provide for individual differences, instructional grouping is offered at each grade level. Students will take the EOC Reading and EOC Writing Standards of Learning tests in selected courses. Weighted grades are designated by a # for AP, DE, and IB courses. All classes may not be offered at all schools, due to enrollment and availability.

GENERAL COURSE SEQUENCE FOR analysis, argument, and synthesis above and beyond ENGLISH the scope of the Virginia Standards of Learning.

AP/DE COURSE SEQUENCE ENGLISH 9, 10, 11, 12 1130-1160 1 Credit

A series of sequential courses designed to prepare AP ENGLISH: LANGUAGE and COMPOSITION 1196 students for continuing education and careers Grade 11 1 Credit# beyond high school. Instructional activities are based on the Virginia Standards of Learning and develop AP English: Language and Composition is a college- students’ proficiency in oral and written level composition course which prepares students to communication, reading, research, and critical take the AP Examination that could qualify them to thinking and analysis skills. Students will explore a receive college credit. The course is designed to variety of text genres and make comparisons enable students to write effectively for college between diverse texts. courses across the curriculum as well as in their personal and professional lives. Students are provided with opportunities to write about a variety HONORS ENGLISH 9, 10, 11 1130H-1150H of subjects, with emphasis on expository, analytical, 1 Credit and argumentative forms of writing. Additionally,

students learn “to read primary and secondary A series of sequential courses, designed by SCPS to sources carefully, to synthesize material from texts in prepare students for college and Advanced their own compositions, and to cite sources using Placement English, Dual Enrollment English conventions recommended by professional Composition, or IB (International Baccalaureate) organizations.” Although the course focus is English courses. The instruction develops primarily writing, students are also engaged in fundamental skills in inquiry (research), rhetorical reading complex texts with understanding and

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

examining the rhetorical strategies and stylistic IB COURSE SEQUENCE choices made by writers. Summer assignments may be provided. Schools offering course: CFHS, NSHS, SHS IB LANGUAGE and LITERATURE (HL) IB1151 & AP ENGLISH: LITERATURE and COMPOSITION Grades 11 & 12 B1161 Grade 12 1195 1 Credit per Year# 1 Credit# Recommended Background: “B” or higher in previous Honors English courses for IB year one. “C” or higher AP English is a year-long course designed to be taken in IB year one to go on to IB year two. during a student’s senior year. The course is designed to engender advanced study of literature; In this 2-year course, students will be challenged to prepare students for college; and promote high think critically about the role of language and achievement on the AP English Literature and interactions between text, context, audience, and Composition Test that could qualify them to receive purpose. Students must earn a “C” or higher in IB year college credit. The course will include literary one to go on to IB year two. They can expect to analysis and composition components. Students will develop college-level writing skills. In addition, practice interpreting and evaluating literature. students will engage in analysis of literary works such Essays will be expository, analytical, and as short stories, poetry, plays, non-fiction, and argumentative. Summer assignments may be novels. In 11th grade, students focus on language in provided. cultural context and language in mass media. In the 12th grade, students focus on analysis of poetry, Schools offering course: BPHS, CFHS, NSHS, SHS memoir, and plays, as well as a critical and comparative study of the novel as a literary genre. DE ENGLISH COMPOSITION 1177D Students who take this course should be prepared to Grade 12 1 Credit# think critically and take an active role in class discussions. Required IB assessments include oral DE English introduces students to critical thinking activities, written tasks, an oral commentary, and and the fundamentals of academic writing. 80% of course-end exams that call upon the student to the work in this class will involve writing analyze and compare previously unseen texts as well assignments. Through the writing process, students as literary works that have been read during the refine topics; develop and support ideas; investigate, course. The course provides the possibility of college evaluate, and incorporate appropriate resources; edit credit. for effective style and usage; and determine Schools offering course: BPHS, MVHS appropriate approaches for a variety of contexts, audiences, and purposes. Writing activities will include exposition and argumentation with at least ELECTIVE COURSES one researched essay per semester. Second semester of the course requires students to locate, evaluate, integrate, and document sources and effectively edit for style and usage. The course will ADVANCED COMPOSITION 1177 prepare students for all other expected college Grade 11-12 1 Credit writing and for writing in the workplace by engaging the writing process, rhetoric, critical thinking, and Advanced Composition provides an in-depth study of research. the writing process while enhancing a student’s critical reading and analytical thinking skills. In addition, this course will expose the student to the study of writing in the academic disciplines and

advanced grammar, vocabulary, and composition

techniques. Students will also learn practical tutoring methods that will provide him or her with the necessary knowledge and skill base to serve as a peer writing tutor in the writing center. Schools offering course: CFHS

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

ADVANCED COMPOSITION 2 1517 JOURNALISM II 1210 Grade 11-12 1 Credit Grades 10-12 1 Credit Successful completion of Advanced Composition 1 Successful completion of Journalism I and service on the school’s publication staff Advanced Composition 2 provides an in-depth study of the writing process while further enhancing a This sequential elective course is specifically student’s critical reading and analytical thinking designed for students serving on the school’s skills. This course will further expose the student to publication staff. This is a publication course and published and professional material and allow the may involve participation outside of class. student a platform to work on material to present at relevant conferences. The student will also serve as a JOURNALISM III 1211 senior tutor in the Writing Center and will be Grades 11-12 1 Credit expected to mentor new tutors. Successful completion of Journalism II and service on Schools offering course: CFHS the school’s publication staff

ADVANCED COMPOSITION 3 1518 This sequential elective course provides students Grade 11-12 1 Credit with the opportunity to learn editorial leadership and Successful completion of Advanced Composition 2 professionalism. Students will function as productive members of the publication staff. This is a Advanced Composition 3 allows students who have publication course and may involve participation completed Advanced Composition 1 and 2 to outside of class. continue their study of writing and peer tutoring and to continue tutoring during the school day. The class JOURNALISM IV 1212 provides students the opportunity to critique the Grade 12 1 Credit written word at an advanced level, paying attention Successful completion of Journalism III and service to rhetorical techniques, and to use those texts as on the school’s publication staff models for their own writing. Students will also serve as lead tutors. This sequential elective course will train students to Schools offering course: CFHS serve as publication leaders who participate in peer tutoring, plan newspaper content, and help ORAL COMMUNICATION 1300 determine the news and editorial foci of the school Grades 10-12 1 Credit newspaper. This is a publication course and may involve participation outside of class. Since communication is a lifelong process, oral communication focuses on necessary skills to help PHOTOJOURNALISM I 1215 students communicate more effectively in their Grades 9-12 1 Credit personal, social, and professional lives. To accomplish this goal, students will receive In this course, students study photography and instruction in prepared speeches, impromptu layout of publications as well as the writing styles speeches, personal communication, and oral appropriate for those publications. Generally, this interpretation. course is designed for members of the school’s yearbook staff. This is a publication course and will JOURNALISM I 1200 involve participation outside of class. Grades 9-12 1 Credit PHOTOJOURNALISM II 1216 This elective course teaches the skills of managing, Grades 10-12 1 Credit editing, and publishing a product in the journalistic Successful completion of Photojournalism I and writing style. Students write news, editorials, service on the school’s publication staff features, and sports articles and publish school and community news in the school magazine. This is a publication course and may involve participation This sequential elective course is specifically outside of class. designed for students serving in key roles on the school’s yearbook staff. This is a publication course

and will involve participation outside of class.

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

PHOTOJOURNALISM III 1217 required to submit work for publication both within Grades 11-12 1 Credit and outside the school. This is a publication Successful completion of Photojournalism II and production course which involves participation service on the school’s publication staff outside of class. Creative Writing II students will assume the staff leadership roles for the school This sequential elective course produces the school literacy magazine. yearbook. Students prepare photographs, layout, and writing appropriate to the yearbook. Students READING ACROSS THE CONTENT AREAS I-IV also serve in leadership and supervisory roles to the Grades 9-12 1181-1184 yearbook staff. This is a publication course and will 1 Credit involve participation outside of class. Reading Across the Content Areas is designed for students requiring specific instruction in reading PHOTOJOURNALISM IV 1218 secondary content material; texts that often are Grade 12 1 Credit compactly written and contain specialized Successful completion of Photojournalism III and vocabulary. Instruction will focus on student service on the school’s publication staff engagement, reading fluency, vocabulary, graphics (maps, charts, tables), and reading on the Internet. This sequential elective course produces the school Strategies for questioning, visualizing, connecting, yearbook. Students prepare photographs, layout, predicting, summarizing, and monitoring ones and writing appropriate to the yearbook. Students understanding will be covered. This course is also serve in leadership and supervisory roles to the recommended for students who did not pass the yearbook staff. This is a publication course and will eighth-grade literacy SOL or are at risk in many of involve participation outside of class. their subject-area courses in the upper grades.

CREATIVE WRITING I 1171 DEVELOPMENTAL READING I-IV 9491-9494 Grade 10-12 1 Credit Grades 9-12 1 Credit

This course develops a community of writers who These classes are designed for students requiring share their work in the classroom and in the school differentiated instruction in reading, and may qualify literary magazine. Considerable emphasis is placed as 1 elective credit per course, up to 4 credits. This on developing an effective critique and on providing program provides an academically based opportunity a climate that enhances enjoyment of creative for students to achieve a degree of mastery in expression. The course is a learn-by-doing course phonemic awareness, phonics, fluency, vocabulary, where students learn both to discipline and to free and comprehension. Teachers support students’ themselves through language. Students will reading through continued assessment, the provision experiment with literary genres and with various of instructional-level materials, planned techniques and forms. Students will publish the interventions that reflect the student’s Individualized school’s literary magazine. This is a publication Education Program, and the developmental nature of course and may involve participation outside of class. reading. Enrollment is based on based on the recommendation of the IEP team. CREATIVE WRITING II 1165 Grades 11-12 1 Credit ENGLISH REVIEW 1515-1516 Successful completion of Creative Writing I and Grades 11-12 1 Elective Credit service on the school’s publication staff This course is designed for students who need

reading and writing remediation. Students learn and This sequential elective course is a writing intensive practice reading comprehension and writing class designed for students in grades 11 and 12 who strategies in a small group setting. An opportunity to have completed an introductory course in creative retake the End-of-Course English assessments will writing and have demonstrated a proclivity toward be offered. Enrollment is determined based on prior writing. The course builds upon and refines the skills English coursework or SOL scores. and concepts developed in the introductory course and will feature self-directed projects and student- led discussions with a strong emphasis on the professional writer’s life and craft. Students are

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HISTORY AND SOCIAL SCIENCES

The Standard Diploma requires three courses in history. Standard Diploma students must take either World History I or II plus Virginia and United States History, and Virginia and United States Government. The Advanced Studies Diploma requires that students complete four courses in history. Students may substitute Advanced Placement courses for selected courses, except for elective AP courses. Weighted grades are designated by a # for AP, DE, and IB courses. All classes may not be offered at all schools due to enrollment and availability.

GENERAL COURSE SEQUENCE HONORS WORLD HISTORY AND GEOGRAPHY II Grade 10 2216H 1 Credit WORLD HISTORY AND GEOGRAPHY I 2215 Grade 9 1 Credit This advanced course, designed by SCPS as a pre-AP and IB course, explores the historical development of This in-depth course explores the historical people, places, and patterns of life from 1500 CE (AD) development of people, places, and patterns of life to the present in preparation for entrance into from ancient times to 1500 CE (AD) in preparation for college, AP, and/or IB courses. Students are college or university study. World History and expected to be independent learners with good Geography I or II is required for the Standard written and oral communication skills. The Diploma. Students will take the SOL test or a local instruction provides additional expectations alternative assessment. requiring students to conduct independent research including significant time dedicated outside the HONORS WORLD HISTORY AND GEOGRAPHY I classroom. Students will take the SOL test. Grade 9 2215H Schools offering course: BPHS, MVHS, NSHS, SHS 1 Credit VIRGINIA AND UNITED STATES HISTORY 2360 This advanced course, designed by SCPS as a pre-AP Grade 11 1 Credit course, explores the historical development of people, places, and patterns of life from ancient times This in-depth required course will explore the to 1500 CE (AD) in preparation for entrance into political, economic, and cultural growth of the college, AP, and/or IB courses. Students are Virginia and the United States in preparation for expected to be independent learners with good college or university study. Skills in historical written and oral communication skills. The analysis, perspective, interpretation, and historical instruction provides additional expectations writing will be emphasized. Students will take the requiring students to conduct independent research SOL test. including significant time dedicated outside the classroom. Students will take the SOL test or a local VIRGINIA AND UNITED STATES GOVERNMENT alternative assessment. Grade 12 2440

1 Credit WORLD HISTORY AND GEOGRAPHY II 2216

Grade 10 1 Credit This required, in-depth course will explore structure and function of the American Government at the This in-depth course explores the historical national and state levels with emphasis on Virginia’s development of people, places, and patterns of life Standards of Learning. Students will also study the from 1500 CE (AD) to the present in preparation for government of Stafford County and the student's role college or university study. Students will take the as a citizen. SOL test.

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AP COURSE SEQUENCE and problems of American history emphasizing in- depth analysis of major political, social, cultural, and economic developments. Students will take the Virginia and U.S. History SOL test and the AP United AP HUMAN GEOGRAPHY 2212 States History exam. Depending on the student’s Grades 9-12 1 Credit# score on the AP exam, college credit may be earned for this course. AP social studies courses require This course provides students with the opportunity students to use solid reading, writing, and time- to identify and analyze contemporary concerns and management skills. Students enrolling in AP social problems from local, national, and global studies courses should have successfully completed perspectives. Using geographical tools and skills, prior English and social studies coursework. For students consider issues pertaining to population more information, contact the head of the Social distribution and composition, cultural patterns and Studies department. Summer assignments may be processes, political organization, land use, provided. industrialization and economic development, and urbanization. Students will take the World AP UNITED STATES GOVERNMENT AND Geography Standards of Learning test and will be POLITICS/AP COMPARATIVE GOVERNMENT eligible to take the Advanced Placement Human AND POLITICS 2450 Geography exam. AP social studies courses require Grade 12 1 Credit# students to use solid reading, writing, and time- management skills. Students enrolling in AP social This course may be substituted for U.S. and Virginia studies courses should have successfully completed Government. It will provide an intense study of the prior English and social studies coursework. structures and functions of American government Schools offering course: BPHS, CFHS, NSHS, SHS and an examination of other governmental forms in the world. Students may take both the AP United AP WORLD HISTORY 2380 States Government and Politics and the AP Grade 10 1 Credit# Comparative Government exams. Depending on the student’s scores on the AP exams, up to six college This course may be substituted for World History II. credits may be earned for this course. AP social Students will explore the historical development of studies courses require students to use solid reading, people, places, and patterns of life. Historical topics writing, and time-management skills. Students and spatial concepts of geography will be linked to enrolling in AP social studies courses should have form a framework for studying modern human successfully completed prior English and social interaction. There will be a special emphasis on studies coursework. thinking historically, historical perspectives and For more information, contact the head of the social using primary source documents to analyze and studies department. Summer assignments may be write about significant events. Students will take the provided. World History/Geography from 1500 AD SOL test and the AP World History exam. Depending on the AP UNITED STATES GOVERNMENT/POLITICS student’s score on the AP exam, college credit may be Grade 12 2445 earned for this course. AP social studies courses 1 Credit# require students to use solid reading, writing, and time-management skills. Students enrolling in AP This course may be substituted for U.S. and Virginia social studies courses should have successfully Government. It will provide an intense study of the completed prior English and social studies structures and functions of the United States coursework. For more information, contact the head government and political system. Students will take of the Social Studies Department. Summer the AP United States Government and Politics exam. assignments may be provided. Depending on the student’s scores on the AP exam, Schools offering course: BPHS, CFHS, NSHS, SHS college credit may be earned for this course. AP social studies courses require students to use solid AP UNITED STATES HISTORY 2319 reading, writing, and time-management Grades 11-12 1 Credit# skills. Students enrolling in AP social studies courses should have successfully completed prior English and This course may be substituted for Virginia and U.S. social studies coursework. For more information, History. It will provide the knowledge and analytical contact the head of the Social Studies Department. skills necessary to deal with the achievements, issues Summer assignments may be provided. 23

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Schools offering course: BPHS, CFHS, NSHS, SHS Note: BOTH AP Microeconomics and AP Macroeconomics must be successfully completed AP PSYCHOLOGY 2902 in order to satisfy the Economics and Personal Grades 11-12 1 Credit# Finance graduation requirement. This course must be completed prior to enrollment in AP Advanced Placement Psychology provides an Macroeconomics. overview of current psychological theory and Schools offering course: CFHS practice. Students will explore the systematic and scientific study of the behavior and mental processes AP MACROECONOMICS 2803 of humans and other animals. Students will be Grades 11-12 1 Credit# exposed to the principles, concepts, and phenomena Successful completion of AP Microeconomics associated with major subfields within psychology, including biological bases of behaviors, cognitive an Advanced Placement Macroeconomics is a emotional processes, and diagnosis and treatment of challenging course that is meant to be the equivalent psychological disorders. In accordance with the of a freshman college course. This course is a driving principals of current psychological practice, foundation for possible future study in economics or this course will emphasize scientific method and business. It is a year-long course in macroeconomics critical thinking skills. AP social studies courses designed to give students a thorough understanding require students to use solid reading, writing, and of the principles of economics that apply to an time-management skills. Students enrolling in AP economic system as a whole. This course places social studies courses should have successfully particular emphasis on the study of national income completed prior English and social studies and price level determination, and also familiarizes coursework. Students will take the AP exam in May. students with economic performance measures, the Passing the exam may result in college credit at most financial sector, stabilization policies, economic colleges and universities. Throughout the course, growth and international economics. AP social students will have ample opportunity to improve studies courses require students to use solid reading, their writing, speaking, critical thinking, and writing, and time-management skills. Students consensus building skills. Summer assignments may enrolling in AP social studies courses should have be provided. successfully completed prior English and social Schools offering course: CFHS, NSHS, SHS studies coursework. Students will take the AP exam in May. Passing the exam may result in college credit AP MICROECONOMICS 2802 at most colleges and universities. Throughout the Grades 11-12 1 Credit# course, students will have ample opportunity to improve their writing, speaking, critical thinking, and Advanced Placement Microeconomics studies the consensus building skills. Summer assignments may behavior of individuals and businesses as they be provided. exchange goods and services in the marketplace. Note: BOTH AP Microeconomics and AP Students will learn why the same product costs Macroeconomics must be successfully completed in different amounts at different stores, in different order to satisfy the Economics and Personal cities, at different times. They'll also learn to spot Finance graduation requirement. patterns in economic behavior and how to use those Schools offering course: CFHS patterns to explain buyer and seller behavior under various conditions. Microeconomics studies the economic way of thinking, understanding the nature AP EUROPEAN HISTORY 2399 and function of markets, the role of scarcity and Grades 10-12 1 Credit# competition, the influence of factors such as interest rates on business decisions, and the role of AP European History is a world history and government in promoting a healthy economy. The geography survey course designed to emphasize equivalent of a 100-level college course, AP higher cognitive and critical thinking skills. Problem- Microeconomics prepares students for the AP exam solving strategies are utilized to teach basic social and for further study in business, history, and science skills such as map reading, research, political science. AP social studies courses require comparison-making, and assessing cause and effect. students to use solid reading, writing, and time- AP social studies courses require students to use management skills. Students enrolling in AP social solid reading, writing, and time-management studies courses should have successfully completed skills. Students enrolling in AP social studies courses prior English and social studies coursework. should have successfully completed prior English and 24

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

social studies coursework. Students should have examining cultural and ideological bias, and by completed the Standards of Learning World History formulating rational arguments and value judgments from 1500 AD to present or if enrolled concurrently of their own. Academic disciplines examined include with AP World History will be prepared for the language, history, logic, science, mathematics, ethics Standards of Learning World History from 1500 AD to and aesthetics. The course includes an externally the Present test and the World Geography test. assessed paper and internally assessed oral Students will have met the requirements for World presentation. History and will take the Advanced Placement Schools offering course: BPHS, MVHS European History exam in May. Summer assignments may be provided. IB HISTORY (HL) IB2360 & B2361 Schools offering course: CFHS, MVHS, NSHS, SHS Grades 11 & 12 1 Credit per Year# Recommended Background: Successful completion of Honors World History with a “B” or higher and IB COURSE SEQUENCE preferably AP US Government with a “C” or higher. “C” or higher in IB year one to go on to IB year two.

This is a two-year course of study. During the first IB ECONOMICS (SL) with PERSONAL FINANCE year, students will study “History of the Americas,” a Grades 11 or 12 IB2806 survey of U.S., Canadian, and Latin American history 1 Credit# from early European contacts with American Indians and the people of the First Nation through the 20th This 1-year course covers microeconomics, Century including analysis of the U.S. Civil War, macroeconomics, international economics and industrialization, expansion, and the Latin American development economics in addition to personal dictatorships. The first year focuses on the American finance. The ethical dimensions involved in the region’s historical experience, as well as political, application of economic theories and practices economic, and social systems. Students will permeate the course, and economics are investigated demonstrate historical analysis by discussion, with a global perspective. Students apply economic presentation, and written work including an theories to a range of circumstances, analyzing internally assessed research paper. During the information and evaluating theories from a range of second year, students study “Twentieth Century different economic perspectives. In addition to the IB Topics” of World History with emphasis on causes, Economics SL curriculum, students complete practices and effects of war; the rise and rule of Personal Finance curriculum through an online single-party states; East-West relations after 1945; platform. This course fulfills the Economics & nationalists and independence movements; and case Personal Finance requirement for graduation. studies on conflict and intervention in Rwanda and Students will complete IB Economics SL internal and Kosovo. The second year continues to stress political, external assessments, including end-of-course SL economic, and social systems as well as requiring exams, which may lead to college credit. students to further develop their skills of Schools offering course: BPHS, MVHS interpretation and analysis through historiography. The course culminates in a series of external IB THEORY of KNOWLEDGE IB1197 & IB1198 assessments that include document-based Grades 11 & 12 1 Credit per Year# questions, short essay response and an internally Recommended Background: “C” or higher in IB year assessed research paper which provide the one to go on to IB year two. possibility of college credit. Schools offering course: BPHS, MVHS IB Theory of Knowledge (ToK) is a two-year course required for IB Diploma. It includes embedded instruction and guided practice regarding the other two elements of the IB Core–the Extended Essay and Creativity, Action, and Service. The ToK course is designed to foster in students a habit of mind that reflects on human ways and limits of knowing as well as on the human ability to communicate these ways of knowing. Students will explore fundamental questions of epistemology by reflecting upon and questioning the basis of knowledge and experience, 25

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IB SOCIAL AND CULTURAL ANTHROPOLOGY (SL) IB BUSINESS MANAGEMENT (SL) IB6135 Grade 11 or 12 IB2847 Grade 11 or 12 1 Credit# 1 Credit# Recommended Background: “B” or higher in prior Recommended Background: Interest in the subject business math courses recommended and completion of previous social studies course with a “B” or better. Business and Management is a one-year course designed to provide a broad introduction to the IB Social and Cultural Anthropology is a one-year principles and practices of organizations, set in a college level comparative study of human societies scene of international markets, exchange, and and culture. It explores both the universal principles production. A wide range of activities is designed to of social and cultural life and characteristics of manage efficiently the production, distribution, and specific societies and cultures. Topics include small exchange of goods and services, at minimum cost and groups, as well as kinship relations, symbolism, within the framework of a personnel-oriented exchange, political organizations, social control and employment policy. A written assessment based on gender. The course examines society from the small the application of tools, techniques, and theory to a scale to the complex industrial scale, as well as real business situation or problem is internally modern nation states. The course culminates with an assessed by the classroom teacher. The course IB external assessment that provides the possibility culminates with an IB external assessment that of college credit. Note: This course can be used to provides the possibility of college credit. satisfy the Group 6 “art or elective” requirement for Note: This course can be used to satisfy the Group full IB Diploma Program students. 6 “art or elective” requirement for full IB Diploma Schools offering course: BPHS, MVHS Program students. Schools offering course: BPHS, MVHS IB PSYCHOLOGY (SL) IB2903

Grade 11 or 12 1 Credit# Recommended Background: Interest in the subject ELECTIVE COURSES and completion of previous social studies course with a “B” or better. EXPLORING LOCAL HISTORY 2998 The IB Psychology is a one-year course most Grades 11-12 1 Credit appropriately defined as the systematic study of human experience and behavior; physical, economic This year-long elective course will furnish students and social environments; and the history and with an opportunity for an in-depth study of the development of social and cultural institutions. abundant local history of Stafford County and the Students will collect, describe and analyze data used greater Fredericksburg region. The focus of the in studies of society, to test hypotheses and interpret course will be a multi-perspective examination of the complex data and source material. One of the aims is people and places of the greater Fredericksburg for students to develop awareness that human region and the affect they had on Virginia, U.S., and attitudes and opinions are widely diverse and that a world history. The course will emphasize 21st study of society requires an appreciation of such Century learning skills of information literacy, diversity. At the standard level students are required communication, critical thinking, citizenship, and to study the biological, cognitive, learning and independent and collaborative learning. Key to humanistic perspectives, to use qualitative and successful completion of this course will be ability to quantitative research methodology, and to complete conduct research and complete projects. Students an experimental study. The course culminates with enrolling in the course should have an interest in an IB external assessment that provides the United States history and have taken or are currently possibility of college credit. taking US/VA History. Note: This course can be used to satisfy the Group 6 “art or elective” requirement for full IB Diploma Program students. Schools offering course: BPHS, MVHS

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GLOBAL ISSUES 2996 Grades 11-12 1 Credit

This course will provide an opportunity for in-depth study of current world events. Present day news stories will determine topics with constant reference to weekly magazines and daily newspapers. In addition, students will investigate the geographic, economic, social, and cultural background of current world events. Students should have a strong intellectual curiosity concerning world affairs and successfully completed prior social studies coursework.

SOCIOLOGY 2500 Grades 10-12 1 Credit

This introductory Social Science course will include studies in social change, social status, group behavior, and adjustment to personal problems and situations throughout life and society. Students should have successfully completed prior coursework in English and social studies.

PSYCHOLOGY 2900 Grades 10-12 1 Credit

This course is designed to introduce students to the systemic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principals, and phenomena associated with each of the major subfields (Research and methods; biopsychology; growth and development; learning and memory; and individual and group behavior.)

They also learn about the ethics and methods psychologists use in their science and practice.

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MATHEMATICS

Students learn mathematics content necessary for continued study after high school and for success in the world of work. Three (3) math credits are required for students seeking a Standard Diploma; students seeking an Advanced Studies Diploma must earn four (4) math credits. Weighted grades are designated by a # for AP, DE, and IB courses. All classes may not be offered at all schools due to enrollment and availability.

GENERAL COURSE SEQUENCE and solving a variety of practical problems. Students will take the Standards of Learning Algebra I test. Schools offering course: CFHS, NSHS, SHS

ALGEBRA I, PART I 3131 GEOMETRY, PART I 3144 Grade 9 1 Elective Credit Grades 9-11 1 Elective Credit

Successful completion of Algebra I Algebra I Part I is the first course of the two-course equivalent of Algebra I. Course topics may include Geometry Part I is the first course of the two-course classes of numbers, expressions, equations, equivalent of Geometry. Geometry is a course whose inequalities, linear equations, direct variation basic elements are points, lines, and planes. Plane, functions, and operations with polynomials. solid and coordinate Geometry is studied. Students Students must successfully complete both parts in must successfully complete both parts in order to order to meet the state requirements for Algebra I meet the state requirements for Geometry under the under the Standards of Learning. There is no Standards of Learning. There is no Standards of Standards of Learning test at the end of this course. Learning test at the end of this course.

ALGEBRA I, PART II 3132 GEOMETRY, PART II 3145 Grades 9-11 1 Credit Grades 10-12 1 Credit Successful completion of Algebra I, Part I Successful completion of Geometry, Part I Algebra I Part II completes the Algebra I requirement. Course topics include matrices, functions, systems of Geometry, Part II completes the Geometry equations, quadratic equations, and statistics. In requirement. Plane, solid and coordinate Geometry order to receive one credit for Algebra I, the student is studied. In order to receive one credit for must successfully complete, in sequential order, both Geometry, the student must successfully complete, Part I and Part II. Students will take the Standards of in sequential order, both Part I and Part II. Students Learning Algebra I test at the end of the course. who complete this course will take the Standards of Learning Geometry test at the end of the course.

ALGEBRA I 3130 Grades 9-10 1 Credit GEOMETRY 3143 Grades 9-12 1 Credit Algebra I includes the use of technology in Algebra, Successful completion of Algebra I Linear Equations and Functions, using Algebra to analyze data, and problem solving using Algebraic Geometry is a course whose basic elements are concepts. Students will take the Standards of points, lines, and planes. Plane, solid and coordinate Learning Algebra I test. Geometry is studied. The course is designed to develop effective methods of thinking through HONORS ALGEBRA I 3130H deductive reasoning. Students will take the Grade 9 1 Credit Standards of Learning Geometry test.

This advanced course, designed by SCPS as a pre-AP and IB course, allows students to make connections and build relationships between algebra and arithmetic, geometry, and probability and statistics. Students will use algebra as a tool for representing 28

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HONORS GEOMETRY 3143H ALGEBRA III WITH TRIGONOMETRY 3160 Grade 9-10 1 Credit Grades 11-12 1 Credit Successful completion of Algebra I Successful completion of Algebra II

This advanced course, designed by SCPS as a pre-AP Algebra III with Trigonometry reviews and extends and IB course, is an enriched Geometry curriculum the concepts taught in Algebra II and Geometry in with greater emphasis on proofs, logical reasoning preparation for the SAT and Math Achievement tests. and the application of theorems than is covered in It includes topics on triangular and circular Geometry. This course is taught in a more rigorous trigonometric functions, study of polynomials, manner and at an accelerated pace. Students who exponential and logarithmic functions. complete this course will take the Standards of Learning Geometry test. MATH ANALYSIS WITH TRIGONOMETRY 3162 Grades 10-12 1 Credit ALGEBRA, FUNCTIONS, AND DATA ANALYSIS Successful completion of Algebra II Grades 10-12 3134 1 Credit Math Analysis is a pre-AP/pre-IB honors course. Successful completion of Algebra I and/ or Geometry Math Analysis with Trigonometry is designed to cover the trigonometric functions and their Through the investigation of mathematical models relationships by the circular approach and by the and interpretation/analysis of data from real life triangular approach. Students will also work with the situations, students will strengthen conceptual exponential and logarithmic functions, sequences understandings of mathematics and further develop and series, vectors, parametric and polar connections between algebra and statistics. The coordinates, and limits. infusion of technology in the course will assist in modeling and investigating functions and data STATISTICS/PROBABILITY WITH DISCRETE analysis. TOPICS 3190 Grades 11-12 1 Credit ALGEBRA II 3135 Successful completion of Algebra II Grades 10-12 1 Credit Successful completion of Geometry or Algebra This course is designed for students who plan to Functions, and Data Analysis enter such fields as business, education, economics, computers, psychology, sociology, medicine, etc., Algebra II expands and clarifies the concepts which require the organization and the introduced in Algebra I. Emphasis is on algebraic interpretation of data to be successful in their jobs. processes and their use in problem solving. The This course will also provide a fundamental course will enhance students understanding of the background for those students who plan careers in function concept. Students will take the Standards engineering, mathematics, or the sciences. of Learning Algebra II test.

HONORS ALGEBRA II 3135H AP/DE COURSE SEQUENCE Grades 9-12 1 Credit

Successful completion of Geometry

This advanced course, designed by SCPS as a pre-AP AP STATISTICS 3192 and IB course, is an enriched Algebra II curriculum Grades 11-12 1 Credit# with an in-depth study of equations and functions. It Successful completion of Algebra II is designed for students who have completed Grade 8 Algebra I and Honors Geometry. This course is The purpose of this course is to introduce students taught in a more mathematically rigorous manner to the major concepts and tools for collecting, and at an accelerated pace. Students will take the analyzing, and drawing conclusions from data. Standards of Learning Algebra II test. Students are exposed to exploring data, sampling and experimentation of data, anticipating patterns, and statistical inference. Advanced Placement Statistics is based on the national framework to prepare students to take the advanced placement

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examination in May for possible college credit. For algorithms, and non-dynamic data structure in the further information, please see your math JAVA language. This course prepares a student for department chairperson. Summer assignments may advanced placement in computer science by means be provided. of the Advanced Placement Examination Level A in Computer Science of the College Entrance Board. AP CALCULUS AB 3177 Summer assignments may be provided. Grades 11-12 1 Credit# Successful completion of Math Analysis with Trigonometry IB COURSE SEQUENCE

AP Calculus AB addresses the theory and practice of differential and integral calculus of a function of one variable. Topics include functional analysis, limits, IB COMPUTER SCIENCE (SL) IB3185 continuity, the derivative and applications, and Grades 11 -12 1 Credit# solving problems which deal with the rate of change. The content of this course is equivalent to one The content of this 1-year course includes software semester of college calculus. development, computer systems, system design, social significance, number systems and Boolean AP CALCULUS BC 3178 Logic, advanced data structures and algorithms, objects and their use in problem solutions, the Grades 11-12 1 Credit# system life cycle, and file organization. The Successful completion of Math Analysis with understanding of a case study will be included. Trigonometry Students will complete an in-depth project that demonstrates mastery of all required Standard Level AP Calculus BC covers the same topics as that aspects. Students take the IB Standard Level exam. covered in AB Calculus. In addition, students in Schools offering course: BPHS, MVHS Calculus BC will apply calculus techniques to polar curves, parametric equations, vector function IB MATH STUDIES (SL) IB3163 & IB3196 sequences and series, and slope fields. The content Grades 11 & 12 1 Credit per Year# of this course is equivalent to two semesters of college calculus. Recommended Background: “B” or higher in Algebra I, Geometry and Algebra II courses for IB year one. “C” DE CALCULUS 3178D or higher in IB year one to go on to IB year two. Grade 12 1 Credit# Successful completion of Math Analysis with This is a 2-year IB math course for students with Trigonometry varied backgrounds and abilities. Skills needed for the demands of a technological society are Dual Enrollment Calculus is a year-long course which developed, but specific technical expertise is not consists of two five-credit college courses offered by required. The course enables students to appreciate Germanna Community College. MTH173, Calculus varied cultural and historical perspectives of with Analytic Geometry I, is taught first semester and mathematics. Topics: Numbers and Algebra, Sets, MTH174, Calculus with Analytic Geometry II is taught Logic and Probability, Functions, Geometry and second semester. Trigonometry, Statistics, Introductory Differential Note: Students must pass the first semester Calculus, and Financial Mathematics. The course (MTH173) in order to remain enrolled for the second culminates with an IB exam that may lead to college semester (MTH174). Auditing of this course is not credit. Note: Students who are likely to need permitted. mathematics in pursuit of a science or mathematics Schools offering course: TBD career are advised to consider IB Mathematics SL or HL.

Schools offering course: BPHS, MVHS AP COMPUTER SCIENCE A 3185 Grades 10-12 1 Credit# Successful completion of prior coursework

The focus of this course is to provide students with a conceptual background in computer science. The major emphasis is on programming methodology, 30

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

IB MATHEMATICS 11 (SL) IB3162 is to enable students to appreciate the multiplicity of Grades 11 1 Credit# cultural and historical perspectives of mathematics. Recommended Background: “B” or higher in Algebra I, Students also take IB Mathematics 12 SL or HL as the Honors Geometry, and Honors Algebra II. “B” or higher 2nd year of this course to earn an IB score in this in Algebra I, Geometry, and Algebra II subject. Schools offering course: MVHS

This is the first year of a 2-year course designed for strong math students who are preparing for studies IB MATHEMATICS 12 (HL) IB3197 in subjects such as science, engineering, economics, Grades 12 1 Credit# psychology, and architecture. The goal of this course Recommended Background: “C” or higher in IB is to provide students with a solid foundation of Mathematics 11 and teacher recommendation vectors, matrices, statistics and probability, leading to expansion in the second year to the concepts, This is the second year of a 2-year course designed techniques, and applications of calculus. An for strong math students who are preparing for important aim of this course is to enable students to studies in subjects such as science, engineering, appreciate the multiplicity of cultural and historical economics, psychology, and architecture. Course perspectives of mathematics. content includes integral calculus, the study of the Schools offering course: BPHS, MVHS theory and application of probability, random variables, both descriptive and inferential statistics, IB MATHEMATICS 12 (SL) IB3198 three-dimensional vectors, infinite series and Grade 12 1 Credit# differential equations. Students will complete Higher Recommended Background: “C” or higher in IB Level (HL) IB internal and external assessments, Mathematics 11 including exams in May, and may lead to the possibility of college credit. This is the second year of a 2-year course designed Schools offering course: MVHS for strong math students who are preparing for studies in subjects such as science, engineering, economics, psychology, and architecture. The goal of ELECTIVE COURSES this course is to expand on the students’ established foundation of vectors, matrices, statistics and probability, expanding into the concepts, techniques, and applications of calculus. An important aim of this ALGEBRA READINESS 3200-3201 course is to enable students to appreciate the Grades 9-10 1 Elective Credit multiplicity of cultural and historical perspectives of Recommended Background: Assigned based on SOL mathematics. Students will complete Standard Level Mathematics scores (SL) IB internal and external assessments, including exams in May, and may lead to the possibility of This course is designed for students who need college credit. serious mathematics intervention in a focused group Schools offering course: BPHS, MVHS setting. Students may be required to participate in this remedial program which does not replace any IB MATHEMATICS 11 (HL) IB3170 required math courses. Basic math concepts such as Grades 11 1 Credit# place value and meanings of operations will be taught. Emphasis will be on developing Recommended Background: “B” or higher in Algebra understanding in areas of weakness. An opportunity I, Honors Geometry, Honors Algebra II, and Math to retake the eighth grade SOLs will be offered. Upon Analysis. “B” or higher in Algebra I, Honors successful completion of this course, the student will Geometry, Honors Algebra II, and Math Analysis receive one elective credit. with Trigonometry Schools offering course: BPHS, CFHS, NSHS, SHS

The first year of a 2-year course designed for strong math students who are preparing for careers in the sciences, engineering, or mathematics. Students in this course study vectors, matrices, statistics and probability in greater depth and at a faster pace than IB Mathematics SL 11. An important aim of this course 31

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

AP COMPUTER SCIENCE PRINCIPLES 3199 Grades 9-12 1 Credit#

This course is designed to focus on computational thinking practices, which enables students to engage with the course content by developing computational artifacts and analyzing data, information, or knowledge represented for computational use. The course will emphasize the following elements: connecting computing (to include creative computing), creating computational artifacts, abstracting, communicating, and collaborating. The course was created to be equivalent to a first-semester introductory college computing course.

MATHEMATICS CAPSTONE COURSE 3136 Grade 12 1 Credit Recommended Background: Successful completion of mathematics requirements for a standard diploma

The focus of this course is to provide students with a high-interest contextualized content designed as an additional boost for successful entry into college and careers. The course will add to students’ preparation for college and the workplace by enhancing skills in number and quantity, functions and algebra, geometry, statistics and probability; and simultaneously reinforcing readiness skills and dispositions in adaptability and flexibility, creativity and innovation, leadership, team work, collaboration, and work ethic. Schools offering course: TBD

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

Stafford County Public Schools - Example of Possible Math Pathways The following are examples for planning academic pathways and are not intended to be absolute models. Standard Diploma Advanced Diploma Example Pathways Example Pathway Senior Math Senior Math Senior Math Senior Math Senior Math Target: Senior Math Target: Target: Target: Target: Algebra 3 Target: IB Math Studies AP Calculus AP Calculus AP Statistics OR Algebra 2* SL AND OR AP Statistics OR AP Statistics AP Statistics OR IB Math Probability/Statistics 6 Extended OR 7 Extended 6 Extended Math 6 Math 6 Math 6 7 Extended 7 Extended Honors OR 7 Extended Math 7 Math 7 Math 7 Algebra 1 Honors Algebra 1 Honors Algebra 1 Honors Honors Algebra OR Math 8 Math 8 Math 8 Geometry 1 Honors Geometry Honors Geometry Honors Honors Honors Algebra Algebra Part OR Algebra 1 Algebra 2 Geometry 1 1/Part 2 Honors Algebra 2 Honors Algebra 2 Geometry Honors Algebra Honors OR Math Analysis Geometry Part 1/ Part 2 Geometry Math Analysis 2 Year 1: IB Math Studies Honors Algebra AP Statistics Math Analysis Algebra 2 AFDA** OR 2 IB Math Algebra 3 Year 2: AP Calculus (AB OR IB Math Studies AP Calculus or BC) AP Statistics AP Statistics Algebra 2* OR (AB or BC) OR OR IB Math AP Statistics Probability/Statistics

*Recommended but not required for Standard Diploma ** Algebra, Functions, and Data Analysis

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

SCIENCE

High school science courses play an important, unique and essential role in today’s ever-changing world. Students’ knowledge of earth, space, life and physical sciences is critical to becoming scientifically literate citizens. All science courses are laboratory and activity-oriented to develop these important skills. One verified credit must also be obtained by passing an End of Course Standards of Learning test in Earth Science, Biology or Chemistry.

GENERAL COURSE SEQUENCE labs and projects. Information from scientific journals and current events will also be explored. Students will take the SOL test. This course may be taken concurrently with Earth Science. EARTH SCIENCE 4210 Grades 9-10 1 Credit CHEMISTRY 4410 Grades 10-12 1 Credit This in-depth course explores physical and historical geology, meteorology, astronomy, and This course is designed to introduce the student to oceanography. There is strong emphasis on lab work. the basic theory of chemistry. Algebra II must either Students will take the SOL test. This course may be be completed or taken concurrently for enrollment taken concurrently with Biology. in this course. Topics include formula writing, balancing equations, solutions, acids and bases, HONORS EARTH SCIENCE 4210H dimensional analysis, reactions, electron theory, Grade 9 1 Credit atomic theory, molar concept, gas laws, and basic organic chemistry. Lab work is an integral part of this This advanced course, designed by SCPS as a pre-AP course. Students will take the SOL test during this course, explores physical and historical geology, course. meteorology, astronomy, and oceanography in preparation for entrance into college, AP, and/or IB HONORS CHEMISTRY 4410H courses. There is strong emphasis on lab work. The Grades 10-11 1 Credit instruction will provide more detailed labs and projects. Information from scientific journals and The advanced chemistry course, designed by SCPS as current events will also be explored. Students will a pre-AP and IB course, is a fast-paced course that take the SOL test. This course may be taken explores, in depth, chemistry concepts and the concurrently with Biology. scientific process. Algebra II must either be completed or taken concurrently for enrollment in BIOLOGY 4310 this course. The major concepts of modern chemistry Grades 9-10 1 Credit including atomic structure and bonding, oxidation- reduction reactions, thermodynamics, chemical This in-depth course explores cell structure and equilibrium, and simple organic chemistry are function, genetics, and the diversity of life. There is explored. Students are expected to be independent strong emphasis on lab work. Students will take the learners with good written and oral communication SOL test. This course may be taken concurrently skills. Students are required to complete extensive with Earth Science. laboratory work, which include written lab reports and short papers. Students might be required to

design and conduct an independent research project. HONORS BIOLOGY 4310H The major skills used by practicing chemists are Grades 9-10 1 Credit emphasized. This course will prepare students for AP, DE, or IB Chemistry course. Students will take the This advanced course, designed by SCPS as a pre-AP SOL test during this course. and IB course, explores cell structure and function, PHYSICS 4510 genetics, and the diversity of life in preparation for Grades 11-12 1 Credit entrance into college, AP, and/or IB courses. There is strong emphasis on lab work and independent research. The instruction will provide more detailed 34

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

This course covers the laws of mechanics, electricity biology; and application of biological knowledge and and magnetism, electro-magnetic wave theory, critical thinking to environmental and social elementary nuclear physics and relativity. Algebra II concerns. must either be completed or taken concurrently for enrollment in this course. It requires competence in This course requires that 25 percent of the the metric system and conversions, scientific instructional time will be spent in hands-on notation, and manipulation of algebraic equations. laboratory work, with an emphasis on inquiry-based investigations that provide students with HONORS PHYSICS 4510H opportunities to apply the science practices. Grades 11-12 1 Credit Summer assignments may be provided. Note: This course may not be audited. This advanced physics class is a fast-paced course, Schools offering course: CFHS, NSHS, SHS designed by SCPS as a pre-AP and IB course that explores the following topics in depth: mechanics, waves, thermal, electricity and magnetism. Algebra II AP BIOLOGY LAB 4370L must either be completed or taken concurrently for Grades 11-12 1 Lab Credit enrollment in this course. Students are expected to use the scientific method to design labs. A formal lab This AP Science course may be offered with a report will be required each quarter to help prepare separate lab period. Students will not receive for college labs. Students must be able to solve an weighted grade for the lab and will count as an equation for an unknown, perform metric elective credit. conversions, and be comfortable with use of a Schools offering course: CFHS, SHS graphing calculator. Students are expected to be independent learners with good written and oral AP CHEMISTRY 4470 skills. The language of mathematics is important in Grades 11-12 1 Credit# this course. Students should be able to analyze a situation and apply knowledge from different concepts simultaneously. This course is strongly This course is the equivalent of a college recommended for those who wish to pursue a degree introductory Chemistry course. Emphasis will be in engineering or science. placed on chemical calculations, the mathematical Schools offering course: All formulations of principles, and laboratory work. The time spent in the course, the number and variety of topics treated and labs performed will be different AP/DE COURSE SEQUENCE from other courses in the science curriculum. Students will attain a depth of understanding of fundamentals and a reasonable competence in AP BIOLOGY 4370 dealing with chemical problems. Students will be Grades 10-12 1 Credit# prepared to take the year-end AP Chemistry test for possible college credit. Summer assignments may be provided. Note: This course may not be audited. This course is the equivalent of a college Schools offering course: CFHS, NSHS, SHS introductory biology course. The course follows the AP College Board criteria addressing three general AP CHEMISTRY LAB 4470L areas of study: molecules and cells, heredity and Grades 11-12 1 Lab Credit evolution, and organism and populations. The two main goals of AP Biology are to help students develop a conceptual framework for modern biology and to This AP Science course may be offered with a help students gain an appreciation of science as a separate lab period. Students will not receive process. Primary emphasis in an AP Biology course weighted grade for the lab and will count as an will be on developing an understanding of concepts elective credit. rather than on memorizing terms and technical Schools offering course: CFHS, SHS details. Essential to this conceptual understanding are the following: a grasp of science as a process rather than as an accumulation of facts; personal experience in scientific inquiry; recognition of unifying themes that integrate the major topics of

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

AP PHYSICS 1 4573 AP PHYSICS 2 LAB 4574L Grades 11-12 1 Credit# Grades 12 1 Lab Credit

This course is an algebra-based, introductory This AP Science course may be offered with a college-level physics course that explores topics separate lab period. Students will not receive such as Newtonian mechanics (including rotational weighted grade for the lab and will count as an motion); work, energy, and power; mechanical waves elective credit. and sound; and introductory, simple circuits. Schools offering course: TBD Through inquiry-based learning, students will develop scientific critical thinking and reasoning AP ENVIRONMENTAL SCIENCE 4270 skills. This course requires that 25 % of the Grades 10-12 1 Credit# instructional time will be spent in hands-on laboratory work, with an emphasis on inquiry-based The AP Environmental Science course is designed to investigations that provide students with be the equivalent of a one-semester, introductory opportunities to apply the science practices. college course in environmental science. Geometry Note: This course may not be audited. or higher must either be completed or taken Schools offering course: CFHS, NSHS, SHS concurrently for enrollment in this course. Scientific principles and analysis are stressed and a AP PHYSICS LAB 4573L laboratory component is included. AP Environmental Science is designed to provide students with the Grades 11-12 1 Lab Credit methodologies required to understand the interrelationships of the natural world, to identify This AP Science course may be offered with a and analyze environmental problems both natural separate lab period. Students will not receive and human-made, to evaluate the relative risks weighted grade for the lab and will count as an associated with these problems, and to examine elective credit. alternative solutions for resolving, and/or Schools offering course: CFHS, SHS preventing them. This course is intended to enable students to undertake, as first year college students, AP PHYSICS 2 4574 a more advanced study of topics in environmental science. Grade 12 1 Credit# Note: This course may not be audited.

This course is an algebra-based, introductory college-level physics course that explores topics DE BIOLOGY 4320D such as fluid statics and dynamics; thermodynamics Grades 11-12 1 Credit# with kinetic theory; PV diagrams and probability; This is an accelerated course that explores electrostatics; electrical circuits with capacitors; fundamental characteristics of living matter from the magnetic fields, electromagnetism; physical and molecular level to the ecological community with geometric optics; and quantum atomic, and nuclear emphasis on biological principles. The course physics. Through inquiry-based learning, students provides lab experiences in handling, constructing, will develop scientific critical thinking and reasoning and manipulating materials in a safe manner and skills. This course requires that 25 percent of the develops abilities to measure, organize, and instructional time will be spent in hands-on communicate scientific information. The Biology laboratory work, with an emphasis on inquiry-based SOL test will be required unless the student has investigations that provide students with previously passed this test. Students who opportunities to apply the science practices. Note: successfully complete the course will receive two This course may not be audited. semesters of college credit through Germanna Schools offering course: TBD Community College as well as one year of high school credit. Note: This course may not be audited. Schools offering course: MVHS, TBD

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

DE CHEMISTRY 4420D IB BIOLOGY 11 IB4380 Grades 11-12 1 Credit# Grade 11 1 Credit# Recommended Background: “B” or higher in Honors Dual Enrollment Chemistry is a college level course Biology, Chemistry*, Algebra I and II courses for IB that explores the fundamental laws, theories, and year one. “C” or higher in IB year one to go on to IB mathematical concepts of chemistry. It is designed year two. *May be taken concurrently primarily for science and engineering majors.

Students who successfully complete the course will This is the first year in a two-year course that receive two semesters of college credit through provides an overview of the major principles and Germanna Community College as well as one year of processes in the areas of molecular and cellular high school credit. Students will take the Chemistry biology, genetics, ecology, and organisms. SOL test during the course unless they have Laboratory work is an integral part of this course and previously passed this test. Students who have students are required to submit written laboratory received a high school Chemistry credit may also reports, some of which may be internally assessed by receive credit for successful completion of Dual the classroom teacher as well as externally assessed Enrollment Chemistry. by trained IB examiners. Key points of the first year Note: This course may not be audited. are structure and function, universality versus Schools offering course: TBD diversity, and equilibrium within systems. Students will design and implement their own laboratory investigations and will prepare for the IB COURSE SEQUENCE interdisciplinary Group 4 science research project. The course culminates in IB examinations that provide the possibility of college credit. Schools offering course: BPHS, MVHS IB BIOLOGY (HL) IB4390

& IB4391 IB BIOLOGY 12 (SL) IB4381 Grade 11&12 1 Credit per Course# Grade 12 1 Credit# Recommended Background: “B” or higher in Honors Recommended Background: “C” or higher in IB year Biology, Chemistry, Algebra I and II courses for IB one. year one. “C” or higher in IB year one to go on to IB year two. This is the second year in a two-year course that continues from the overview of major principles and IB Biology is a two-year course that provides an processes in the areas of molecular and cellular overview of the major principles and processes in the biology, genetics, ecology, and organisms. Students areas of molecular and cellular biology, genetics, will design and implement their own laboratory ecology, and organisms. Laboratory work is an investigations and participate in the interdisciplinary integral part of this course and students are required Group 4 science research project. The second year to submit written laboratory reports. Key points of provides a focus on ecology, neurobiology, the first year are structure and function, universality biotechnology, and physiology. Laboratory work versus diversity, and equilibrium within systems. continues to be an integral part of the course and Students will design and implement their own students are required to submit written laboratory laboratory investigations and participate in the reports that will be internally assessed by the interdisciplinary Group 4 science research project. classroom teacher as well as externally assessed by The second year provides an introduction to trained IB examiners. The course culminates in IB advanced anatomy and physiology and plant biology. examinations that provide the possibility of college Laboratory work continues to be an integral part of credit. the course and students are required to submit Schools offering course: BPHS, MVHS written laboratory reports that will be internally assessed by the classroom teacher as well as externally assessed by trained IB examiners. The course culminates in IB examinations that provide the possibility of college credit. Schools offering course: BPHS, MVHS

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

IB BIOLOGY 12 (HL) IB4391 IB CHEMISTRY 11 (SL) IB4480 Grade 12 1 Credit# Grade 11 1 Credit# Recommended Background: “C” or higher in IB year Recommended Background: “B” or higher in Honors one. Chemistry, Biology, Algebra I and Algebra II

This is the second year in a two-year course; this This is the first year in a two-year course that higher level (HL) covers the content in the standard provides a survey of the major principles of level (SL) as well as delving into advanced topics chemistry, including the structure of matter, kinetic including physiology, genetics, and plant biology and theory of gases, chemical equilibrium, chemical an additional advanced option from a choice of four: kinetics, thermodynamics, acid-base theory, and neurobiology, biotechnology, ecology, or physiology. organic chemistry. This course emphasizes problem- Laboratory work continues to be an integral part of solving, proficiency in mathematical usage, and the course and students are required to submit improvement & expansion of laboratory techniques written laboratory reports that will be internally as related to contemporary chemistry, to include assessed by the classroom teacher as well as experiment design. In this course, laboratory work is externally assessed by trained IB examiners. The integral, and students are required to submit written course culminates in IB examinations that provide lab investigations. Students in this course continue the possibility of college credit. to the second year of IB Chemistry (SL) or IB Schools offering course: BPHS, MVHS Chemistry (HL), based on grade achieved and teacher recommendation. IB CHEMISTRY (HL) IB4490 Schools offering course: BPHS, MVHS Grade 11 &12 & IB4491 1 Credit per Course# IB CHEMISTRY 12 (SL) IB4481 Recommended Background: “B” or higher in Honors Grade 12 1 Credit# Biology, Chemistry, Algebra I and II courses for IB Recommended Background: “C” or higher in IB year one. “C” or higher in IB year one to go on to IB Chemistry 11 year two. This is the second year in a two-year course that IB Chemistry is a two-year course that provides an provides a survey of the major principles of overview of the major principles and processes in the chemistry, including the structure of matter, kinetic areas of stoichiometric relationships, atomic theory of gases, chemical equilibrium, chemical structure, periodicity, chemical bonding and kinetics, thermodynamics, acid-base theory, and structure, energetics/thermochemistry, chemical organic chemistry. This course emphasizes problem- kinetics, equilibrium, acids and bases, redox solving, proficiency in mathematical usage, and processes, organic chemistry, measurement, and improvement & expansion of laboratory techniques data processing. as related to contemporary chemistry, to include Students will design and implement their own experiment design. In this course, laboratory work is laboratory investigations and participate in the integral, and students are required to submit written interdisciplinary Group 4 science research project. lab investigations. Students will complete The second year provides atomic structure, the independent investigations that will be internally periodic table—the transition metals, chemical assessed by the teacher and also moderated by IB bonding and structure, examiners. Students will sit for the IB Chemistry SL energetics/thermochemistry, chemical kinetics, exams in May. Completion of this 2-year course may equilibrium, acids and bases, redox processes, provide the possibility of college credit. organic chemistry, measurement, and analysis. Schools Offering Course: BPHS Laboratory work continues to be an integral part of the course and students are required to submit IB CHEMISTRY 12 (HL) IB4491 written laboratory reports that will be internally Grade 12 1 Credit# assessed by the classroom teacher as well as Recommended Background: “C” or higher in IB externally assessed by trained IB examiners. The Chemistry 11 course culminates in IB examinations that provide the possibility of college credit. This is the second year in a two-year course. This Schools offering course: BPHS, MVHS Higher Level (HL) course emphasizes research techniques, advanced laboratory techniques, advanced problem solving and synthesis of prior

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

knowledge to investigate IB topics. Laboratory work be externally assessed by trained IB examiners in continues to be integral and students are required to addition to the teacher’s internal assessment. write lab reports. Students design and implement Students in this course continue to the second year their own laboratory investigations, which are of IB Physics either SL or HL, based on student internally assessed by the teacher and also externally choice, grade achieved, and teacher moderated by IB examiners. Students will sit for the recommendation. IB Chemistry HL exams in May. Completion of this 2- Schools offering course: BPHS, MVHS year course may provide the possibility of college credit. IB PHYSICS 2 (SL) IB4581 Schools offering course: BPHS, MVHS Grade 12 1 Credit# Recommended Background: “C” or higher in IB IB PHYSICS (HL) IB4590 Physics 1 Grade 11-12 & IB4591 1 Credit# This second year of the two-year course includes Recommended Background: “B” or higher in Honors review of first-year topics and continuation to Physics, Algebra I and Algebra II. “C” or higher in IB further physics topics such as thermal physics, year one to go on to IB year two. energy production, atomic, nuclear, and particle physics, and at least one of the following optional This two-year course includes the study of topics: relativity, engineering physics, imaging, or mechanics, heat, electromagnetism, light, sound, and astrophysics. Emphasis is on problem-solving, modern physics. Emphasis is on problem solving, proficiency in mathematical usage, and improvement proficiency in mathematical usage, and improvement and expansion of laboratory techniques as related to and expansion of laboratory techniques as related to contemporary physics, including experimental contemporary physics to include experimental design. Laboratory work is an integral part of this design. Laboratory work is an integral part of this course and students are required to submit written course and students are required to submit written laboratory reports. Students will design and laboratory reports. Students will design and implement their own laboratory investigations and implement their own laboratory investigations and participate in the interdisciplinary Group 4 science participate in the interdisciplinary Group 4 science research project. Some student work will be research project. Student work will be both externally assessed by trained IB examiners in internally assessed by the classroom teacher as well addition to the teacher’s internal assessment. as externally assessed by trained IB examiners. The Students will sit for end-of-course IB examinations end of course IB examinations provide the possibility in May, which provide the possibility of college of college credit. credit. Schools offering course: BPHS, MVHS Schools offering course: BPHS, MVHS

IB PHYSICS 1 (SL) IB4380 IB PHYSICS 2 (HL) IB4591 Grade 11 1 Credit# Grade 12 1 Credit# Recommended Background: “B” or higher in Algebra I Recommended Background: “C” or higher in IB and Algebra II Physics 1

This is the first year in a two-year course sequence This second year of the two-year course covers all that covers a core of physics topics, such as topics listed for the SL course; this higher level (HL) measurements and uncertainties, mechanics, course delves more deeply into advanced levels of circular motion and gravitation, electromagnetism, the topics covered in SL and includes additional and waves. Emphasis is on problem-solving, study of wave phenomena, fields, electromagnetic proficiency in mathematical usage, and improvement induction, and quantum and nuclear physics. This and expansion of laboratory techniques as related to Higher Level (HL) course also emphasizes research contemporary physics, including experimental techniques, advanced laboratory techniques, design. Laboratory work is an integral part of this advanced problem solving and synthesis of prior course and students are required to submit written knowledge to investigate IB topics. Laboratory work laboratory reports. Students will design and continues to be integral and students are required to implement their own laboratory investigations and write lab reports. Students will design and implement prepare to participate in the interdisciplinary Group their own laboratory investigations and participate in 4 science research project. Some student work will the interdisciplinary Group 4 science research project. Some student work will be externally 39

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

assessed by trained IB examiners in addition to the BIOLOGY II: ANATOMY AND PHYSIOLOGY 4330 teacher’s internal assessment. Students will sit for Grades 11-12 1 Credit end-of-course IB examinations in May, which (Grade 10, if background is met) provide the possibility of college credit. Successful completion of Biology Schools offering course: BPHS, MVHS This is an advanced course which covers anatomy, IB ENVIRONMENTAL SYSTEMS AND SOCIETIES physiology, and the pathology of humans. Chemistry (SL) IB4281 must either be completed or taken concurrently for Grades 11-12 1 Credit# enrollment in this course. It is designed primarily for Recommended Background: Completion of Honors the student anticipating a medical career or life Biology or Honors Chemistry with a grade of “B” or science major in college. Lab emphasis is on higher dissection and microscope usage.

This one-year course enables students to develop a EARTH SCIENCE II: GEOLOGY 4240 coherent perspective on the environment. This Grades 10-12 1 Credit course uses the concepts and terminology associated Successful completion of Earth Science with a system approach to study. These principles are subsequently applied to the study of natural This is an in-depth course dealing with the physical ecosystems, their component parts, along with and historical aspects of the Earth most suited for functional relationships that maintain their dynamic students who have a strong interest in science. integrity. Topics include global cycles and physical Biology may be taken concurrently. Emphasis will be systems, human population, fresh water ecosystems, placed on those geological processes and features conversation and biodiversity, and pollution. The that govern the Earth. Extensive laboratory course culminates with IB examinations that provide experiences and occasional field excursions are the possibility of college credit. provided to enhance the students understanding and Schools offering course: BPHS, MVHS application of the course material.

EARTH SCIENCE II: OCEANOGRAPHY 4250 ELECTIVE COURSES Grades 11-12 1 Credit Successful completion of Earth Science

BIOLOGY II: ECOLOGY 4340 In this course the theories of Earth’s structure and Grades 11-12 1 Credit plate tectonics will be presented as a base on which Successful completion of Earth Science and Biology to build the explanation of the physical features of the ocean floor. Chemistry may be taken This course is designed to help the student concurrently. Both historical and physical geology of understand environmental principles, the the ocean floor will be investigated. Students will consequences of human activities, and the impact of study the physical properties of sea water, marine these activities on Earth. All students who will make chemistry, marine organisms, salinity and density, future environmental decisions through their actions circulation with the oceans, waves, currents, tides, as citizens could benefit from this class. Laboratory and oceanographic instruments and research. experiments and field investigation are used to teach Emphasis will be placed on the major skills of conceptual themes through process skills. Students practicing oceanographers and scientists. Students are required to submit written laboratory reports will be required to submit written laboratory reports and to design and conduct an investigation whether and to design and conduct investigations in small in small groups or as an individual. groups, as an individual, or as a class.

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

WORLD LANGUAGE

World language study is recommended for the college-bound and career-minded students for whom the knowledge of a world language is a valuable asset. World language study helps to develop respect for cultural diversity as well as confidence in basic skills of communication. World languages count as elective credit in the Standard Diploma. For the Advanced Studies Diploma, a student must take three years of one language or two years each of two different languages (2+2 option). All classes may not be offered at all schools due to enrollment and availability. AP French, AP German, AP Latin and AP Spanish are not offered at all schools.

GENERAL COURSE SEQUENCE grammatical structures continues. Course includes receptive and expressive readiness activities, sign vocabulary, ASL grammatical structure, receptive AMERICAN SIGN LANGUAGE and expressive finger spelling, conversational behaviors and various aspects of deaf culture. Schools offering course: CFHS, MVHS, NSHS, SHS

AMERICAN SIGN LANGUAGE I 5990 Grades 10-12 1 Credit FRENCH This course is designed to take students who have no knowledge of sign language to the point where they can function comfortably in a wide range of FRENCH LEVEL I 5110 situations in the deaf community. Students will learn Grades 8-12 1 Credit appropriate behaviors, showing awareness of and respect for deaf culture. Deaf culture is taught In the beginning course, students gain an through discussions, activities, reading, and understanding of the components of a world videotape presentations. This is a performance- language and of the study skills necessary to learn a based course and the emphasis is on vocabulary and world language. As students begin to develop skills grammatical skills using the language. The course in listening, speaking, reading, and writing, they and new instruction are done entirely in ASL with engage in active practice in real-life situations and in total immersion. a variety of cultural contexts.

AMERICAN SIGN LANGUAGE II 5995 FRENCH LEVEL II 5120 Grades 10-12 1 Credit Grades 9-12 1 Credit Successful completion of prior level Successful completion of prior level

Students continue to increase their skills in American In the second year, students continue to develop Sign Language. They will add to their vocabulary and skills in listening, speaking, reading, and writing and increase proficiency in grammatical features and to engage in active practice in real-life situations. conversational skills. Knowledge of and sensitivity to Cultural study of the areas of the world where the the deaf culture and the community of deaf people language is spoken is expanded. will continue to be emphasized. Students will be encouraged to interact with deaf people in social FRENCH LEVEL III 5130 contexts. Grades 9-12 1 Credit

Successful completion of prior level AMERICAN SIGN LANGUAGE III 5997

Grades 10-12 1 Credit In the third year, students complete their study of Successful completion of prior level basic grammar of the language and continue to learn

to communicate in real-life situations with The course includes vocabulary-building and increasing precision and accuracy. Students explore mastery of grammar through rigorous receptive and the use of the language in a wide range of cultural expressive language activities. ASL skills contexts. development with application to complex 41

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

FRENCH LEVEL IV 5140 GERMAN IV 5240 Grades 10-12 1 Credit Grades 10-12 1 Credit Successful completion of prior level Successful completion of prior level

In the advanced levels of world language, students In the advanced levels of world language, students use the language to engage in a variety of activities use the language to engage in a variety of activities which require the students to seek information and which require the student to seek information and to to produce language to communicate with each produce language to communicate with each other. other. Students are expected to make oral and Students are expected to make oral and written written presentations in the target language on a presentations in the target language on a variety of variety of more complex cultural topics. Students are more complex cultural topics. Students are expected expected to use the target language on a daily basis to use the target language on a daily basis in everyday in everyday classroom conversation. classroom conversation.

GERMAN LATIN

GERMAN LEVEL I 5210 LATIN I 5310 Grades 8-12 1 Credit Grades 8-12 1 Credit

In the beginning course, students gain an Students are introduced to the basic vocabulary and understanding of the components of a world grammar system of the language. Roman life, history, language and of the study skills necessary to learn a mythology, and English derivations are integral parts world language. As students begin to develop skills of the course. in listening, speaking, reading, and writing, they engage in active practice in real-life situations and in LATIN II 5320 a variety of cultural contexts. Grades 9-12 1 Credit Successful completion of prior level GERMAN LEVEL II 5220 Grades 9-12 1 Credit Latin II continues the study of language skills, Successful completion of prior level grammar, Roman culture, and etymology. A major objective is to have students successfully read and In the second year, students continue to develop understand increasingly difficult Latin passages. skills in listening, speaking, reading, and writing and to engage in active practice in real-life situations. LATIN III 5330 Cultural study of the areas of the world where the Grades 9-12 1 Credit language is spoken is expanded. Successful completion of prior level

GERMAN LEVEL III 5230 The third level reviews and completes the study of Grades 9-12 1 Credit Latin grammar. Students continue to develop Successful completion of prior level competency in reading selections from classical authors. In the third year, students complete their study of basic grammar of the language and continue to learn LATIN IV 5340 to communicate in real-life situations with Grades 10-12 1 Credit increasing precision and accuracy. Students explore Successful completion of prior level the use of the language in a wide range of cultural contexts. Students are introduced to Latin poetry and specifically the epic and lyric genres. Selections from Virgil, Horace, and Catullus are emphasized. Grammatical forms common to poetry are reviewed.

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

SPANISH provide students who have grown up hearing and/or speaking Spanish the opportunity to develop the academic skills necessary for correct reading and writing in Spanish and to therefore be one step closer SPANISH LEVEL I 5510 toward being bilingual, in both oral and written Grades 8-12 1 Credit communication. Students will acquire skills to improve their knowledge of the oral and written In the beginning course, students gain an language and broaden their awareness of Hispanic understanding of the components of a world culture and history. language and of the study skills necessary to learn a Note: Students will take an assessment to ensure world language. As students begin to develop skills proper placement according to prior knowledge and in listening, speaking, reading, and writing, they study of Spanish. engage in active practice in real-life situations and in a variety of cultural contexts. SPANISH FOR FLUENT SPEAKERS II 5521 Grades 10, 11, or 12 1 Credit SPANISH LEVEL II 5520 Grades 9-12 1 Credit Spanish for Fluent Speakers II offers second level Successful completion of prior level Spanish-speaking students additional opportunity to study Spanish formally in an academic setting in the In the second year, students continue to develop same way native English-speaking students study skills in listening, speaking, reading, and writing and English Language Arts. This course provides students to engage in active practice in real-life situations. more advanced instruction to continue improvement Cultural study of the areas of the world where the of more advanced Spanish literacy skills. Students language is spoken is expanded. will learn more about their language and cultural heritage while focusing on grammar, reading and SPANISH LEVEL III 5530 writing, vocabulary development, and Grades 9-12 1 Credit consciousness-raising activities about Spanish Successful completion of prior level language and identity. After successful completion, students may be placed in Spanish for Fluent In the third year, students complete their study of Speakers IB Level I, Spanish IV or V, or Advanced basic grammar of the language and continue to learn Placement Spanish, according to teacher to communicate in real-life situations with recommendation. increasing precision and accuracy. Students explore Note: Students will take an assessment to ensure the use of the language in a wide range of cultural proper placement according to prior knowledge and contexts. study of Spanish. Schools offering course: CFHS, MVHS, NSHS SPANISH LEVEL IV 5540 Grades 10-12 1 Credit Successful completion of prior level AP COURSE SEQUENCE

In the advanced levels of world language, students use the language to engage in a variety of activities AP FRENCH 5170 which require the student to seek information and to Grades 11-12 1 Credit# produce language to communicate with each other. Successful completion of level 4 Students are expected to make oral and written presentations in the target language on a variety of Advanced Placement French is an advanced, more complex cultural topics. Students are expected sequential course designed to develop proficiency in to use the target language on a daily basis in everyday the language for highly motivated students. Students classroom conversation. will be expected to master all of the objectives of the advanced curriculum course objectives in a more SPANISH FOR FLUENT SPEAKERS I 5511 rigorous and accelerated manner. The course is Grades 9, 10, 11, or 12 1 Credit comparable to the fifth and sixth semester or third year of college or university language course and Spanish for Fluent Speakers is intended for heritage emphasizes language for communication using and native speakers of Spanish and will be taught authentic materials in preparation for the Advanced entirely in Spanish. The goal of the course is to 43

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Placement Language Exam. Students are expected to May. Summer assignments may be provided. take the AP Language Exam which is administered in Schools offering course: CFHS, NSHS, SHS May. Summer assignments may be provided. Schools offering course: CFHS, NSHS, SHS

IB COURSE SEQUENCE AP GERMAN 5270 Grades 11-12 1 Credit# Successful completion of level 4

Advanced Placement German is an advanced, IB SPANISH B IV IB5542 sequential course designed to develop proficiency in IB FRENCH B IV IB5142 the language for highly motivated students. Students IB GERMAN B IV IB5242 will be expected to master all of the objectives of the Grades 10 or 11 1 Credit per Course# advanced curriculum course objectives in a more Recommended Background: “B” or higher in three rigorous and accelerated manner. The course is sequential levels of the target language comparable to the fifth and sixth semester or third year of college or university language course and The first year of advanced-level two-year course emphasizes language for communication using designed to strengthen fluency and proficiency in authentic materials in preparation for the Advanced both oral and written world languages to prepare Placement Language Exam. Students are expected to student for the end of course IB Exams. Internally take the AP Language Exam which is administered in assessed oral exams are a required part of the course. May. Summer assignments may be provided. The aim is for students to be able to speak the Schools offering course: BPHS, CFHS, NSHS, SHS language with sufficient accuracy and fluency to participate in formal and informal conversations with AP LATIN VIRGIL 5370 ease. Student will work toward appreciating Grades 11-12 1 Credit# discussing, and commenting both orally, and in Successful completion of level 4 writing, on various literary forms. The courses include an in-depth study of literary works and

contemporary articles. Written essays will be on Advanced Placement Latin Virgil is an advanced, literary and issue-oriented themes. Through oral sequential course that includes an in-depth study of presentation, individual and group projects, and the Aeneid. Emphasis is placed upon Books I, II, IV, written assignments, self-expression will be VI, X, and XII as prescribed by the AP syllabus. If not encouraged. These courses provide the possibility of enough students desire AP Latin, students will be college credit. placed in the regular Latin IV or V section. Students are expected to take the AP Language Exam which is Schools offering course: BPHS, MVHS administered in May. Summer assignments may be provided. IB SPANISH B V (SL) IB5552 Schools offering course: CFHS, NSHS, SHS IB FRENCH B V (SL) IB5152 IB GERMAN B V (SL) IB5252 AP SPANISH LANGUAGE 5570 Grades 11 or 12 1 Credit per Grades 11-12 1 Credit# Course# Successful completion of level 4 Recommended Background: “C” or higher in previous IB target language B course Advanced Placement Spanish is an advanced, sequential course that will emphasize contemporary The second year of advanced-level two-year course spoken and written Spanish. The course will be designed to strengthen fluency and proficiency in conducted entirely in Spanish. Students will prepare both oral and written world languages to prepare to take the AP Spanish Language Exam by completing student for the end of course IB Standard Level an intensive grammar review and by extensive examination. Students must earn a “C” or higher in practice of listening, speaking, reading, and writing previous IB target language B course. Internally skills on both assigned and spontaneous topics. For assessed oral exams are a required part of the course. more information, contact the World Language The aim is for students to be able to speak the Department chairperson. Students are expected to language with sufficient accuracy and fluency to take the AP Language Exam which is administered in participate in formal and informal conversations with ease. Student will work toward appreciating discussing, and commenting both orally, and in 44

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

writing, on various literary forms. The courses author’s intent and style, as well as student-chosen include an in-depth study of literary works and topics that reflect an awareness of context and contemporary articles. Written essays will be on connections within and with other literature and literary and issue-oriented themes. Through oral cultures. This course culminates in IB examinations presentation, individual and group projects, and and provides the possibility of college credit. written assignments, self-expression will be Schools offering course: BPHS, MVHS encouraged. These courses provide the possibility of college credit. IB SPANISH A (SL) IB5541 & IB5551 Schools offering course: BPHS, MVHS Grades 11 & 12 1 Credit per Year# Required Background: Students will take an IB SPANISH B V (HL) IB5562 assessment to ensure proper placement according to IB FRENCH B V (HL) IB5162 prior knowledge and study of Spanish. A IB GERMAN B V (HL) IB5262 recommendation form from the students 10th grade Grade 12 1 Credit per Course# English teacher will also be required. Recommended Background: “B+” or higher in previous IB target language B course and Teacher This is a two-year intensive study of language and Recommendation literature in Spanish, designed for students who have achieved native-level fluency in speaking, reading, The second year of advanced-level two-year course and writing Spanish. Over these two years, students designed to strengthen fluency and proficiency in engage in close reading of literary texts, focusing on both oral and written world languages to prepare the relationship between literature and broader student for the end of course IB Higher Level societal issues while analyzing the rich complexities examination. Students must earn a “B+” or higher in and intricacies of the works. They explore how previous IB target language B course and obtain language develops in specific cultural contexts, and Teacher Recommendation. Internally assessed oral how it impacts the world and our understanding of exams are a required part of the course. The aim is world issues. They also closely examine the ways for students to be able to speak the language with language is used in the media. This course prepares sufficient accuracy and fluency to participate in students for the standard level IB Spanish A Language formal and informal conversations with ease. Student and Literature internal assessments exam. This will work toward appreciating discussing, and course provides the possibility of college credit. commenting both orally, and in writing, on various Schools offering course: MVHS literary forms. The courses include an in-depth study of literary works and contemporary articles. Written essays will be on literary and issue-oriented themes. Through oral presentation, individual and group projects, and written assignments, self-expression will be encouraged. These courses provide the possibility of college credit.

Schools offering course: BPHS, MVHS

IB LATIN (SL) IB5340 & IB5350 Grades 11 & 12 1 Credit per Year# Recommended Background: “B” or higher in three sequential levels of Latin courses for IB year one. “C” or higher in IB year one to go on to IB year two.

In this two-year course, selected passages from prescribed authors and topics in Latin will be read. Students must earn a “C” or higher in IB year one to go on to IB year two. Students will be expected to speak and/or read orally with appropriate expression and emphasis. Written assessments will include externally assessed translations of particular passages demonstrating an understanding of the

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

FINE AND PERFORMING ARTS

These courses count toward the “Fine and Practical Arts” graduation credit. All courses may not be offered at all schools due to enrollment and availability.

The Fine and Performing Arts programs provide students with a sequential, comprehensive curriculum in the arts. These courses teach students the skills and concepts needed for success in the classroom as well as practical application in the real world. The arts help students learn to creatively solve problems, make decisions, build self- confidence, and develop informed perceptions, while exploring a means for self-expression. Emphasis is placed on the artistic process including performing, presenting, producing, responding, and creating. Students gain an appreciation and awareness of different cultures and styles throughout history. Visual arts courses may require the purchase of supplies.

VISUAL ART visual communication. Honors Art II is designed to stimulate higher level and complex thinking skills,

which are used to solve visual problems. The GENERAL COURSE SEQUENCE individual portfolio is used to determine the students’ strengths and needs and to assist in the development of individualized learning opportunities. Schools offering course: NSHS, SHS ART FOUNDATION 9120 Grades 9-12 1 Credit ART III: 2-D DESIGN 9194 Grades 11-12 1 Credit In this foundation course, emphasis is placed on the Successful completion of Intermediate Art or teacher elements and principles of design. Students use the recommendation elements and principles to demonstrate their understanding of art concepts through a variety of In 2-D design, students develop skills in a variety of media. Drawing, painting, graphics, and 3-D two-dimensional media. The course refines activities comprise the curriculum with an emphasis established skills through the use of these media and on design and composition in each area. places high emphasis on composition through organization of the elements of art and use of the INTERMEDIATE ART 9130 principles of design. A variety of media are utilized Grades 10-12 1 Credit which could include drawing, painting, printmaking, Successful completion of Art Foundation graphic design, typography, collage and photography. Students document their growth In this intermediate course, students continue to through the construction of a portfolio (traditional or pursue and perfect their skills in depth with emphasis digital). on individual problem solving. New skills and techniques are introduced and students are ART III: 3-D DESIGN 9196 encouraged to begin to develop a portfolio for Grades 11-12 1 Credit review, display, and assessment. Successful completion of Intermediate Art or teacher recommendation HONORS ART II 9130H Grades 10-12 1 Credit 3-D design is an advanced art course designed for Successful completion of Art Foundation, instructor’s students with an interest in creating three- recommendation; identified or eligible for dimensional works of art. The student develops identification as gifted in visual arts or portfolio personal style in approach to media as it relates to review by high school staff sculptural forms. Students explore a variety of three- dimensional materials to solve sculptural problems Designed by SCPS as a pre-AP and pre-IB course, through the construction methods of: fabrication, students are provided with the opportunity to pursue assemblage, carving, casting, and modeling. The advanced visual arts topics and nurture strengths in focus of this course is on pre-visualization, process, and production of three-dimensional forms. 46

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

Students document their growth through the meaningful designs and photographs is a part of this construction of a portfolio (traditional or digital). course. (Students are required to have access to a Schools offering course: BPHS, CFHS, NSHS, SHS digital camera of 8mp or more, a film camera, and purchase necessary film and photographic paper for ART IV 9145 the year). Grades 11-12 1 Credit Successful completion of Art III PHOTOGRAPHY & GRAPHIC DESIGN II 9191 Grades 10-12 1 Credit Art IV is a course designed to increase and develop Successful Completion of Photography & Graphic skills in selected subject areas for the visually mature Design I and advanced art student. Students develop personal styles in approach and media and are encouraged to This course expands knowledge on the study of black experiment creatively with materials and techniques. and white photography, alternative processes, and Those students applying for advanced studies the digital process. Students acquire and apply an in- maintain and present a progressive portfolio depth understanding of photographic equipment, films, and specialized practices to include digital ART HISTORY (NON-STUDIO ELECTIVE) 9170 applications, hardware, and software. Students are Grades 10-12 1 Credit asked to solve complex visual problems within the areas of publication design, multimedia This course is designed for students interested in presentations, graphic design, and digital imaging learning to understand, evaluate, and appreciate art using Adobe software. Working with others to design, and its history in a non-studio setting. A broad range package, and promote a publication that emphasizes of artistic styles, medias, and ideas from the past and strong photography, design, and typography is an present are used to examine the relationship and important element in this course. Students also learn meaningful contribution of art to society. Students to critique and evaluate portfolios that demonstrate view significant artworks from around the world a high quality of craftsmanship and content in both through readings, research, slides, videos, and digital and traditional media. (Students are required museum visits, while also participating in course to have access to a digital camera of 8mp or more, a discussions, visual presentations, research, and film camera, and purchase necessary film and problem solving. Writing skills are important in the photographic paper for the year). description, analysis, and comparison of these works. This course complements courses in the humanities, PHOTOGRAPHY & GRAPHIC DESIGN III 9192 providing multicultural and interdisciplinary Grades 11-12 1 Credit connections. Successful Completion of Photography & Graphic Design II PHOTOGRAPHY & GRAPHIC DESIGN I 9190 Grades 9-12 1 Credit This course engages students in the advanced study Successful Completion of Art Foundation or teacher of photographic and technology based design recommendation processes while developing the approach and discipline of a working artist. Students expand their This course allows students to think creatively and understanding and capability in the application of solve visual problems while using technology to hardware and software to craft expressive original create expressive artworks. Students explore and art. Students are asked to generate visual solutions to practice standard black and white photographic objective based problems by using a variety of media processes through the use of cameras, films, lighting and creative thinking skills. A final required portfolio, effects, and the application of basic darkroom which shows evidence of technical proficiency, techniques. They are introduced to digital quality, and experience, demonstrates students’ photographic processes and develop proficiency in commitment to the communication of ideas through the use of computers, scanners, and digital cameras digital and photographic media. Students are asked for art making. Use of Adobe Creative Suite in the to apply professional exhibition techniques to display areas of layout design, graphic design, and digital personal work. Various career paths in the imaging is also taught, along with the history of photography and graphic design industries are also photography. Students learn to address ethical issues studied (i.e. Photo Journalism, Print Design, and concerning computer-generated imagery. The Commercial and Fine Art Photography). development of a beginning portfolio that showcases Schools offering course: SHS

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

MUSIC PERCUSSION ENSEMBLE 9250 Grades 9-12 1 Credit Recommended Background: Previous band BAND experience is required

This course is designed to meet the unique needs of CONCERT BAND 9232 the first-year percussion student at the high school level. Students master the techniques required for Grades 9-12 1 Credit playing the full spectrum of percussion equipment Recommended Background: Previous band including drums, mallet instruments, timpani, and experience at the middle school level required the various hand-held “trap” instruments. Special emphasis is placed on the Percussive Arts Society list Emphasis in this course is on mastering the skills of 40 rudiments, keyboard proficiency, note and necessary to meet the intermediate level for the rhythm reading skills, music theory, music history, performance of Grade III-IV band literature. ear training, and sight-reading. Students are Students participate in Virginia Band and Orchestra expected to practice a minimum of 30 minutes per Directors Association (VBODA) sponsored events day. such as All-District Band auditions, Solo & Ensemble Note: This is a performance-based course and Festival, and All-District Concert Band Assessment, involves participation in concerts and other as well as All-County Band auditions. Concerts of performances outside of class time. traditional and contemporary band works at the

Grade III and IV level are prepared and performed. Small ensemble and solo work as well as music theory WIND ENSEMBLE 9234 and history are components of this course. Students Grades 9-12 1 Credit are expected to practice an average of 30 minutes By audition only per day. Note: This is a performance-based course and This course functions at the artist level in accordance involves participation in concerts and other with the Virginia Standards of Learning. Emphasis in performances and rehearsals outside of class time. this course is on traditional and contemporary works There is a requisite uniform fee for students in the for concert band and wind ensemble at the Grade V- VI level. Students participate in Virginia Band and program. Orchestra Directors Association (VBODA) sponsored

events such as All-District Band auditions, Solo & SYMPHONIC BAND 9233 Ensemble Festival, and All-District Concert Band Grades 9-12 1 Credit Assessment, as well as All-County Band auditions. Recommended Background: One or more years of Small ensemble and solo work as well as scales, previous band experience; by audition etudes, music theory, ear training, sight- singing/reading, and music history are components Emphasis in this course is on mastering the skills of this course. The course is based on the size of a necessary to meet the advanced level for the traditional Wind Ensemble and is limited in size to performance of Grade IV-V band literature. Students the instrumentation needs of the group. This course participate in Virginia Band and Orchestra Directors is for students who are serious about the study of Association (VBODA) sponsored events such as All- instrumental music. Private lessons, while not District Band auditions, Solo & Ensemble Festival, required, are strongly encouraged for members of and All-District Concert Band Assessment, as well as this ensemble. Students are expected to practice 30 All-County Band auditions. Concerts of traditional minutes per day. and contemporary band works at the Grade IV and V Note: This is a performance-based course and level are prepared and performed. Small ensemble involves participation in concerts and other and solo work as well as music theory and history are performances and rehearsals outside of class time. components of this course. Students are expected to practice an average of 30 minutes per day. Note: This is a performance-based course and involves participation in concerts and other performances and rehearsals outside of class time. There is a requisite uniform fee for students in the program.

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

JAZZ ENSEMBLE 9297 CHORUS Grades 10-12 1 Credit Recommended Background: One or more years of high school band experience; by audition Chorus directors may place students in specially- An advanced-level course, emphasis is on designed and appropriate sections of chorus. performance techniques unique to jazz music and the history of jazz through the study of traditional VOCAL ENSEMBLE 9280 and contemporary works of jazz music. Students Grades 9-12 1 Credit participate in Virginia Band and Orchestra Directors Association (VBODA) sponsored events such as All- This course is open to all interested students in District Band auditions, Solo & Ensemble Festival and grades 9-12 whose voices are within the tenor-bass the All-District Jazz Festival. Some emphasis is given range. It covers Levels 1 and 2 of the Stafford County to music theory as it relates to improvisation. Choral Music curriculum. Students are involved in solo work and small Note: This is a performance-based course and ensembles. This course is based on the traditional involves participation in concerts and other size of a jazz band, or “Big Band”, and is limited in size performances and rehearsals outside of class time. to the instrumentation needs of the group. Private There is a requisite uniform fee for students in the lessons, while not required, are strongly encouraged program. for members of this ensemble. Note: This is a performance-based course and TREBLE CHORUS 9260 involves participation in concerts and other Grades 9-12 1 Credit performances and rehearsals outside of class time.

This course is open to all interested students in JAZZ WORKSHOP 9296 grades 9-12 whose voices are within the treble range. Grades 10-12 1 Credit It covers Levels 1 and 2 of the Stafford County Choral Recommended Background: One or more years of Music curriculum. high school band experience; by audition Note: This is a performance-based course and

involves participation in concerts and other Jazz workshop is a theory-based lecture/lab that performances and rehearsals outside of class time. explores compositional techniques and their There is a requisite uniform fee for students in the application in improvisation and music literature based in an improvisatory tradition. Students program. approach this compositional style though aural theory, written theory, music history, and technical CHORALE 9285 development of their individual instrument. Grades 9-12 1 Credit Students study song forms, motific development, phrase structure, chord construction, and voice This course is a choir open to students in grades 9- leading. These compositional elements will be 12. The course covers Levels 2 and 3 of the Stafford applied to important historical and stylistic musical County Choral Music curriculum. vehicles that may include: Blues, Swing, Bebop, Note: This is a performance-based course and Modal, and Funk/Fusion. This course requires involves participation in concerts and other students to perform scales, scale patterns, performances and rehearsals outside of class time. memorized phrases and melodies, and improvised There is a requisite uniform fee for students in the melodies over given chord progressions and song program. Auditions may be required. forms. Students are responsible for attending one performance per semester outside of the normal school day. MADRIGALS 9289 Schools offering course: CFHS Grades 10-12 1 Credit By audition only

This course is an auditioned choir open to students in grades 10-12. The course covers Levels 2, 3, and 4 of the Stafford County Choral Music curriculum. Note: This is a performance-based course and involves participation in concerts and other 49

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

performances and rehearsals outside of class time. expected to practice an average of 30 minutes per There is a requisite uniform fee for students in the day. program. Note: This is a performance-based course and involves participation in concerts and other JAZZ CHOIR 9290 performances and rehearsals outside of class time. Grades 9-12 1 Credit There is a requisite uniform fee for students in the Auditions may be required program.

This course is a performance-based choir course SYMPHONIC ORCHESTRA 9238 open to students in grades 9-12. Emphasis is on Grades 9-12 1 Credit contemporary literature and performance. Auditions Recommended Background: One or more years of may be required. The course covers Levels 2, 3, and previous orchestra experience; by audition 4 of the Stafford County Choral Music curriculum. Note: This is a performance-based course and In this course, emphasis is on mastering the skills involves participation in concerts and other necessary for the performance of Grade IV-V string performances and rehearsals outside of class time. orchestra literature. Students participate in Virginia There is a requisite uniform fee for students in the Band and Orchestra Directors Association (VBODA) program. sponsored events such as All-Region Orchestra auditions, Solo & Ensemble Festival, and All-District CHAMBER CHOIR 9292 Orchestra Assessment, as well as All-County Grades 10-12 1 Credit Orchestra auditions. Concerts of traditional and By audition only contemporary string orchestra works at Grade IV and V level are prepared and performed. Small ensemble and solo work as well as music theory and This course is an auditioned-choir open to students history are components of this course. Students are in grades 10-12. The course covers Levels 2, 3, and 4 expected to practice an average of 30 minutes per of the Stafford County Choral Music curriculum. day. Note: This is a performance-based course and Note: This is a performance-based course and involves participation in concerts and other involves participation in concerts and other performances and rehearsals outside of class time. performances and rehearsals outside of class time. There is a requisite uniform fee for students in the There is a requisite uniform fee for students in the program. program. Schools offering course: BPHS, CFHS, MVHS, SHS

ORCHESTRA CHAMBER SINFONIA 9239 Grades 10-12 1 Credit

By audition only

CONCERT ORCHESTRA 9237 This is an advanced-level course functioning at the Grades 9-12 1 Credit artist level in accordance with the Virginia Standards Recommended Background: Previous orchestra of Learning. Emphasis is on traditional and experience at the middle school level required contemporary works for string orchestra at the Grade IV-VI level. Students participate in Virginia In this course, emphasis is on mastering the skills Band and Orchestra Directors Association (VBODA) necessary for the performance of Grade III-IV string sponsored events such as All-Regional Orchestra orchestra literature. Students participate in Virginia auditions, Solo & Ensemble Festival, All-District Band and Orchestra Directors Association (VBODA) Assessment and All-County auditions. Small sponsored events such as All-Region Orchestra ensemble and solo work as well as scales, etudes, auditions, Solo & Ensemble Festival, All-District music theory, ear training, sight-singing/reading, Orchestra Assessment, as well as All-County and music history are components of this course. The Orchestra auditions. Concerts of traditional and course is based on the size of a traditional Chamber contemporary string orchestra works at the Grade III Orchestra and is limited in size to the and IV level are prepared and performed. Small instrumentation needs of the group. This course is ensemble and solo work as well as music theory and for students who are serious about the study of history are components of this course. Students are instrumental music. Private lessons, while not 50

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

required, are strongly encouraged for members of GUITAR II 9247 this ensemble. Students are expected to practice an Grades 10-12 1 Credit average of 30 minutes per day. Successful completion of Guitar I or teacher Note: This is a performance-based course and recommendation involves participation in concerts and other performances and rehearsals outside of class time. Students continue to develop their skills on the There is a requisite uniform fee for students in the guitar in this course. Guitar instruction emphasizes program. intermediate technique, music reading, progressions, and music theory. Music literature is selected from jazz, rock, blues, classical, and GENERAL COURSES FOR MUSIC contemporary repertoire. Students build a repertoire of solo literature and begin the study of improvisation. Guest artists and field trips to performances and/or seminars may also be part of MUSIC THEORY 9225 the curriculum. Grades 10-12 1 Credit Note: Rehearsals and performances may be Recommended Background: Previous music required of students outside of the school day. experience required. Students should have a Schools offering course: BPHS, CFHS, MVHS fundamental understanding of music notation. MUSIC TECHNOLOGY I 9214 The course is designed to develop a student’s ability Grades 9-12 1 Credit to recognize, understand and describe the basic processes and materials used in music. Emphasis is This course offers students the opportunity to on the basic components of music and musical develop an understanding of music composition notation and the function of these components in the through the use of digital keyboard, MIDI technology, creation of what is heard or presented in a musical synthesizers, music notation software, and other score. Students will be required to read, notate, software. Students also develop skills that assist compose, perform, and listen to music of varied them in their creative and technical expression. A periods and cultures. Aural, analytical and portfolio of compositions, arrangements, and compositional skills will be emphasized using both recordings representing a variety of styles and listening and written exercises and through the use compositional situations are developed throughout of the piano keyboard. In addition, some emphasis the course. will be given to music history and the relationship of Schools offering course: SHS the history of music to the other arts, historical perspectives of music and world events, the study of MUSIC TECHNOLOGY II 9298 basic compositional techniques and an exploration of Grades 10-12 1 Credit career possibilities in music. Successful Completion of Music Technology I or GUITAR I 9245 teacher recommendation

Grades 9-12 1 Credit This Level II course offers students the opportunity

to develop a deeper understanding of music This course is designed to introduce students to the composition through the use of digital keyboard, fundamentals of guitar. Guitar instruction MIDI technology, synthesizers, music notation emphasizes basic technique, music reading, software, and other software. Students continue to progressions, and music theory. Music literature is develop skills to further their creative and technical selected from classical and contemporary repertoire. expression. A portfolio of compositions, This course offers a comprehensive study of all arrangements, and recordings representing a variety musical styles. Guest artists and field trips to of styles and compositional situations is developed performances and/or seminars may also be part of throughout the course. the curriculum. Schools offering course: SHS Note: Rehearsals and performances may be required of students outside of the school day. Schools offering course: BPHS, CFHS, MVHS

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

THEATRE ARTS TECHNICAL THEATRE I 1435 Grades 9-12 1 Credit

This course serves as an introduction to the technical THEATRE ARTS I 1410 aspects of the theatrical experience. Students Grades 9-12 1 Credit explore the various physical needs of theatrical productions, including scenic Construction, lighting, This course introduces students to dramatic and sound, costuming, and make up. Smaller projects theatrical expression through such methods as focus on stage management and production design. storytelling, play writing, puppetry, and adaptation. Students work on assignments which help them to TECHNICAL THEATRE II 1448 organize their thoughts, ideas, and responses to Grades 10-12 1 Credit stimuli into modes of communicable theatrical Successful Completion of Technical Theatre I forms. Emphasis is placed on performance for beginners, play study, and audition techniques, to This course utilizes what students have learned in include memorization and performance of Technical Theatre I in order to build theatrical monologues and scene work. This course is productions throughout the year. Students serve as performance-based and students are expected to the technical crews to assemble the various technical perform in front of an audience of their peers. aspects for two major productions, including

scenery, lighting, sound, costuming, and make up. THEATRE ARTS II 1420 Individual projects focus on stage management and Grades 10-12 1 Credit production design. Successful Completion of Theatre Arts I Participation in school productions is expected.

An in-depth study of acting techniques, styles, and TECHNICAL THEATRE III 1450 approaches in performance are explored in this Grades 10-12 1 Credit course. Theater history is examined by performing Successful Completion of Technical Theatre II scenes and plays from different time periods and cultures. Students begin to develop a critical eye. This course utilizes what students have learned in Note: Students in this course are highly Technical Theatre I and II in order to serve as student encouraged to participate in school productions. designers and production managers for theatrical productions throughout the year. These students THEATRE ARTS III 1423 design and oversee the construction of the scenery, Grades 11-12 1 Credit lighting, sound, costumes, and make up for two major Successful Completion of Theatre Arts II productions. Individual projects focus on theatre management and technical direction. Students study theater and drama as an educational Participation in school productions is expected. force in this course. Links are forged between drama and other areas of the curriculum as well as between different kinds of audiences and community groups. Note: Students in this course are highly encouraged to participate in school productions.

THEATRE ARTS IV 1426 Grades 11-12 or audition by teacher 1 Credit Successful Completion of Theatre Arts III

This is exclusively a performing and directing course. Advanced work develops acting skills and styles through a festival of one-act plays and through in- depth study of plays performed at school. Note: Students in this course are expected to participate in school productions.

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

AP COURSES FOR ART AP COURSES FOR MUSIC

AP STUDIO ART AP MUSIC THEORY 9226 Studio Art (Drawing Portfolio) 9150 Grades 11-12 1 Credit# Studio Art (2-D Design Portfolio) 9148 Successful Completion of Music Theory or teacher Studio Art (3-D Design Portfolio) 9149 recommendation Grades 11-12 1 Credit# Successful Completion of Art III 2-D or 3-D, Art III The ultimate goal of the AP Music Theory course is to and teacher recommendation develop a student’s ability to recognize, understand, and describe the basic materials and processes of Advanced Placement Art is designed for highly music that are heard or presented in a score. The motivated art students who plan to major in art in achievement of these goals may best be approached college. Following a highly prescribed curriculum set by initially addressing fundamental aural, analytical, by the College Board, students prepare one of three and compositional skills using both listening and portfolios of artwork (drawing, 2-D design, or 3-D written exercises. Building on this foundation, the design) which is evaluated according to the College course progresses to include more creative tasks, Board standards. The evaluation composite grade such as the harmonization of a melody by selecting may result in earned college credit. Summer appropriate chords, composing a musical bass line to assignments may be provided. Note: Students provide two-voice counterpoint, or the realization of enrolled in this course must be willing to work figured-bass notation. Summer assignments may be independently and meet portfolio submission provided. deadlines as established by the instructor.

AP ART HISTORY (NON-STUDIO ELECTIVE) 9151 IB COURSES FOR FINE ARTS Grades 11-12 1 Credit# Successful Completion of Art History or teacher recommendation IB VISUAL ARTS (SL) IB9194 Grades 11 or 12 1 Credit# This course is designed for students interested in Recommended Background: “B” or higher in Art learning to understand, evaluate, and appreciate art Foundation, Intermediate Art and its history in a non-studio setting. A broad range of artistic styles, medias, and ideas from the past and This one-year course is intended for highly present are used to examine the relationship and motivated students committed to serious study of meaningful contribution of art to society. Students art. The aim is to provide opportunities to develop view significant artworks from around the world the aesthetic, imaginative, and creative faculties as through readings, research, slides, videos, and well as train visual, perceptual, and critical awareness museum visits, while also participating in course of arts of various cultures. Students create a portfolio discussions, visual presentations, research, and that demonstrates intensive concentration in studio problem solving. Writing skills are important in the work and/or research in preparation for the external description, analysis, and comparison of these works. assessment. A trained IB examiner visits the art In this course, students learn to look at works of art studio for each student’s art show and interview; this with intelligence and sensitivity, examining the major culminating IB assessment provides the possibility of forms of artistic expression of the past and of distant college credit. cultures, as well as those of our own time and Schools offering course: BPHS, MVHS environment in preparation for the advanced placement test.

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

IB VISUAL ARTS (HL) IB9195 IB MUSIC (SL or HL) IB9294 & IB9295 Grades 12 1 Credit# Grades 11-12 1 Credit per Course# Recommended Background: “B” or higher in Art Recommended Background: “B” or higher in previous Foundation, Intermediate Art course for IB year one. music courses for IB year one. “C” or higher in IB year “C” or higher in IB year one to go on to IB year two. one to go on to IB year two and/or music teacher recommendation. Completion in Music Theory course This is a second year of a two-year sequence for IB preferred. Students must be concurrently enrolled in Visual Arts (HL) intended for highly motivated a performance class. students committed to serious study of art. The aim of the course is to provide opportunities to develop These two-year courses include the study of all the aesthetic, imaginative, and creative faculties as music, including western and world music, and well as train visual, perceptual, and critical awareness explores the material needed in an entry-level of arts of various cultures. Students create a portfolio college music theory, appreciation, or history course. that which demonstrates intensive concentration in Students study examples of representative scores studio work and/or research in preparation for the from each period. Students write musical external assessment. This course culminates with an compositions with the Sibelius or Finale Software IB external assessment that provides the possibility Program to clarify musical concepts taught. (Part of of college credit. the requirement for the course is a solo or group Schools offering course: BPHS, MVHS performance recording, in a variety of ensembles.) This course prepares students for the standard IB THEATRE ARTS (SL or HL) IB1432 & IB1433 and/or higher level IB Music Exam, which includes Grade 11-12 1 Credit per Course# listening, written, performance, and composition (for Recommended Background: “B” or higher in Theatre HL) components. Arts I, Theatre Arts II, and Theatre Arts III courses for Schools offering course: BPHS, MVHS IB year one. “C” or higher in IB year one to go on to IB year two.

In this two-year IB Theatre course, students engage in the in-depth study of the nature, theories, and processes of theatre and theatrical production through time and across cultures by participating in both practical and theoretical applications of the art form. Students will collaborate closely with other members of the class to create original theatre and staging, and will conduct significant research into and written analysis of the theory of theatre, including specific theorists and exploration and practical applications of theory. HL students also explore and perform a solo theatre piece based on theory. These courses culminate in IB external assessments that provides the possibility of college credit. Note: Students in this course are encouraged to participate in school productions. Schools offering course: BPHS, MVHS

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

HEALTH AND PHYSICAL EDUCATION AND DRIVER EDUCATION PROGRAMS

Physical Education is an academic discipline that involves the study of human movement and its impact on health and quality of life. Physical Education provides all students access to standards-based instruction that promotes health literacy and the motivation to engage in the health-enhancing physical activity needed to achieve and maintain a balanced healthy life.

Health Education increases Health Literacy, helps students understand how to achieve and maintain a healthy life style, and fosters the motivation, skills, and self-efficacy necessary to make informed and healthy choices, avoid risky behaviors, and build healthy families, relationships, schools and communities.

Driver Education programs in Virginia schools focus on safe driving attitudes, skill development and appropriate responses to hazards. The Commonwealth’s standards for Driver Education require extended, supervised practice with a licensed parent or guardian to develop precision in the application of skills and processes to effectively manage risks.

Two (2) Health and Physical Education credits are required for both the Standard and Advanced Studies diplomas and may be obtained in the 9th and 10th grades.

HEALTH AND PHYSICAL EDUCATION 9 7300 STRENGTH AND BODY I 7640 Grade 9 1 Credit Grades 11-12 1 Credit This elective is offered for motivated students Physical Education instruction is required and seeking daily participation in weight training and emphasizes the participation of lifetime fitness cardiovascular fitness. This course will provide the activities and how it relates to personal wellness. student with the opportunity to design and Activities include badminton, volleyball, tennis, implement individual fitness routines specific to his speed ball, dance, flag football, aerobics, soccer, or her needs. Participants will gain a working recreational games, basketball, golf, running, and knowledge of muscle groups and the exercises that fitness stations. During the health portion of this compliment them, along with an understanding of course, students will study alcohol, tobacco, and how the human body benefits from cardiovascular drugs, diseases of the body, mental and emotional activity. The course will be held in the weight room health, family life, safety and injury prevention and while enjoying a variety of additional fitness based violence prevention. activities such as plyometric, speed, and agility drills.

HEALTH AND PHYSICAL EDUCATION 10 STRENGTH AND BODY II 7650 7400/7405 Grade 11-12 1 Credit Grade 10 1 Credit Upon successful completion of Strength and Body I, Physical Education instruction is required and this elective is offered for motivated students seeking emphasizes the participation of lifetime fitness daily participation in weight training and activities and how it relates to personal wellness. cardiovascular fitness. This course will provide the Activities include archery, badminton, tennis, golf, student with the opportunity to design and bowling, speed ball, soccer, volleyball, dance implement individual fitness routines specific to his aerobics, basketball, running, and other fitness or her needs. Participants will gain a working activities. Classroom Driver’s Education is a part of knowledge of muscle groups and the exercises that the health requirement. Other health instruction compliment them, along with an understanding of includes: family life; and a wellness and healthy living how the human body benefits from cardiovascular component. In addition, “Behind the Wheel” activity. The course will be held in the weight room instruction is offered as an optional program if while enjoying a variety of additional fitness based certain age and licensing requirements are met. The activities such as plyometric, speed, and agility drills. “Behind the Wheel” fee for 2018-2019 is $225.00.

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

COMPETITIVE TEAM SPORTS 7643 SPORTS MEDICINE II 7662 Grade 11-12 1 Credit Grades 11-12 1 Credit Successful completion of Sports Medicine I; This course is for students wanting to experience completion of application and interview, be available higher level game play in a controlled setting; five hours a week after school students interested in coaching team sports at various age levels; and/or students interested in The focus of this course is the application of becoming physical education teachers. Students knowledge and understanding gained in Sports taking this course will develop strategies for game Medicine I. Course enrollment requires an play, experience conditioning specific to various application and interview; students must also be team sports, and participate in game play in several available five hours a week after school. Students will team sports throughout the year. Sports may have hands on experience in preventing, recognizing, include, but are not limited to, football, basketball, evaluating, and providing emergency care for athletic volleyball, lacrosse, baseball/softball, floor hockey, inquiries to sports team members under the soccer, field hockey, team handball, Ultimate Frisbee supervision of a certified athletic trainer. A and tchoukball. In addition, students will participate requirement of this course is that the student must in the development of tournaments for game play as serve as a student assistant of an athletic team for at well as coaching peers for the tournaments. least one sport season after school. Students may also be required to participate in Note: The work in this course requires that observation hours of any organized team sport students be willing and able to devote time outside activity in the community. the scheduled class period to activities occurring

in the evening and weekends. COMPETITIVE INDIVIDUAL SPORTS 7653

Grade 11-12 1 Credit SPORT AND FITNESS FOR LIFE I 7510

Grades 11-12 1 Credit This course is for students wanting to experience higher level game play in a controlled setting; This elective course is offered for students seeking a students interested in coaching individual sports at more advanced experience in Physical Education. various age levels; and/or students interested in This course will provide exposure to non- becoming physical education teachers. Students competitive wellness activities, lifetime sports, as taking this course will develop strategies for well as various competitive individual and team competition, experience conditioning specific to sports. Wellness activities such as Pilates, yoga, various individual sports, and participate in resistive fitness activities, aerobic exercise and DDR individual sports throughout the year. Sports may will be offered. Wellness concepts focusing on include track and field, distance running, golf, tennis, nutrition education, body composition, personal wrestling, gymnastics, badminton, bowling, archery, fitness technologies, and stress management will be and disk golf. Students will participate in the included. Students will be expected to participate in development of tournaments for competition as well individual and group class work regarding class as coaching peers for these tournaments. Students topics. may also be required to participate in observation hours of any organized individual sport in the SPORT AND FITNESS FOR LIFE II 7610 community. Grade 12 1 Credit Successful completion of Sport and Fitness for Life I SPORTS MEDICINE I 7660 Grades 11-12 1 Credit This elective course is offered for students seeking a Recommended Background: Successful completion of more advanced experience in Physical Education. Biology This course will provide exposure to non- competitive wellness activities, lifetime sports, as This course is a basic introduction into the field of well as various competitive individual and team athletic training and sports medicine. Students study sports. Wellness activities such as Pilates, yoga, the anatomy and physiology of the skeletal and resistive fitness activities, aerobic exercise and DDR muscular systems, and kinesiology as they relate to will be offered. Wellness concepts focusing on the prevention, evaluation and care of athletic nutrition education, body composition, personal injuries. Students learn and practice CPR, fitness technologies, and stress management will be emergency medical care for athletes, and taping included. Students will be expected to participate in techniques. individual and group class work regarding class topics. 56

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)

Students identified as English Learners (ELs) may take English for Speakers of Other Languages (ESOL) courses. These courses are designed to develop their speaking, listening, reading, and writing skills in English. These courses also serve to develop academic vocabulary for content specific classes.

Elective Credit Requirements in ESOL designation. Students generally take World History the following year. • Sequential Elective Credit • World Language Credit(s): Up to 2 ESOL course ESOL II: FOUNDATIONS OF SCIENCE 4610 credits can count toward World Language Grades 9-12 1 Elective Credit credits.

• English Language Arts (English 9, 10, or 12): Any Using English Language Development strategies, this ESOL course may count for one of the above course is based on the standard Earth Science or required English credits, if not used for elective, Biology curriculum and will assist students in sequential elective or World Language Credits. expanding their academic vocabulary and content reading strategies that are essential for success in NOTE: All English Learners (ELs) must pass the their concurrently enrolled Earth Science or Biology English 11 course and the corresponding English 11 course and the corresponding SOLs they will need to SOLs in order to graduate. graduate.

ESOL I: CONCEPTS OF SCIENCE 5720 ESOL II: FOUNDATIONS OF SOCIAL STUDIES Grades 9-12 1 Elective Credit Grades 9-12 2997 1 Elective Credit This course is designed to develop reading, writing, listening, and speaking skills of ESOL Level I or II Using English Language Development strategies, this students. This course prepares students for course is based on the standard World History enrollment in Earth Science and Biology while curriculum and will assist students in expanding their developing academic literacy. The WIDA ELD academic vocabulary and content reading strategies Standards for the language of science are aligned to that are essential for success in their concurrently the VA Standards of Learning for the sciences. The enrolled a World History course and the course includes nonfiction reading and scientific corresponding SOLs they will need to graduate. writing. An elective credit is earned for successful completion of this course. Students generally enroll ESOL III: ENGLISH FOR ACADEMIC PURPOSES in either Biology or Earth Science the following year. Grades 9-12 5730 1 Elective Credit ESOL I: CONCEPTS OF SOCIAL STUDIES 5710 Grades 9-12 1 Elective Credit This course is designed to develop reading, writing, listening, and speaking skills of ESOL Level I or II This course is designed to develop reading, writing, students. This optional language development course listening, and speaking skills of ESOL Level I or II promotes emerging print literacy while building students. This course promotes academic literacy in content knowledge and skills for the language arts world history content in preparation for enrollment standards of learning for English 9. Students use in World History I or II. The WIDA ELD Standards for English for purposeful reading, writing, speaking and the language of social studies supports the VA listening tasks essential to foundations of literacy. Standards of Learning for history and social studies. Students enrolled in this course generally take Students read authentic non-fiction texts and share English 9 the following year. understandings both orally and in written forms which include long answer and paragraph responses. An elective credit is earned for successful completion of this course which generally carries an ELD

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

ESOL IV: READING & WRITING STRATEGIES 5731 Grades 9-12 1 Elective Credit

Designed for ESOL WIDA Level II and III students, this course should be taken concurrently with English 9, 10, or 11. The course is designed to further assist students in the acquisition of English language, especially focusing on reading, writing, and research skills to help students be successful in their English Language Arts course. The curriculum parallels the standard English Language Arts course and prepares them for the English 11 SOLs, necessary for graduation.

ESOL V: ALGEBRA READINESS 5732 Grades 9-12 1 Elective Credit

This course prepares students for enrollment in Algebra I while developing academic literacy. The WIDA ELD Standard for the language of mathematics supports the VA standards of learning for mathematics. Students will focus on number, number sense, computation, estimation, patterns, functions, and algebra. An elective credit is earned for successful completion of this course. Students generally take the Algebra sequence starting the following year.

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

ADDITIONAL CREDIT OPPORTUNITIES THROUGH ADVANCED PLACEMENT, DUAL ENROLLMENT, COLLEGE CREDIT, INDEPENDENT STUDY, AND INTERNSHIP PROGRAMS

High School students can earn additional high school or college credits through a variety of independent study, distance learning, off-site courses, and work-study programs, after an application and review process. Generally, no independent study or alternative credit class can be arranged for classes already in the master course list. These programs work best for students who work well independently or who have a particular vocational interest or ability. For specific information, students should see school counselors. All courses may not be offered at all schools due to enrollment and availability.

ALL CENTURY INDEPENDENT LEARNERS 9826 this course provides students with an awareness and Grades 9-12 1 Independent Study Credit understanding of current issues relating to the (Does not count toward graduation requirements) nature and tasks of collaborative leadership behavior. Students will be asked to identify an issue or problem Students may propose a year-long study of a topic of and will practice leadership by developing and interest, working primarily under the supervision of implementing a community project. the Gifted and Secondary Program (GSP) Resource Teacher or certified Learn and Serve Teacher; additional teachers or community mentors may be identified and utilized as resources. To earn credit, DUAL ENROLLMENT PROGRAM students must have their proposal approved, document hours, and must complete and present a substantive product. Assessment is on a pass/fail The dual enrollment program is designed to permit basis. qualified students to concurrently enroll in courses

with a post-secondary provider and Stafford County LEARN AND SERVE I 9828 Public Schools. Students who successfully complete LEARN AND SERVE II 9840 dual enrollment classes will receive two semesters of Grades 10-12 1 Credit college credit and one year of high school credit from Stafford County Public Schools. Additional These courses develop an appreciation of the information is available through the counseling concept of service to the community and develop offices in each high school. See special section on skills necessary to evaluate the impact of service to page 13 regarding dual enrollment courses. others. These courses have discussions with public officials and community leaders. Students are GIFTED AND SECONDARY PROGRAMS (GSP) introduced to the concept of service-learning and INDEPENDENT STUDY 0115 design individual and group projects as a part of the Grades 11-12 1 Credit class curriculum. Service projects will require time outside of the classroom. (Does not count toward graduation requirements) Students may propose a year-long study of a topic of interest, working under the supervision of the GSP LEADERSHIP 9097 Resource Teacher and other teacher or community Grades 9-12 1 Credit mentors. To earn credit, students must document

hours and must complete and present a substantive An interdisciplinary course designed to introduce product. Assessment is on a pass/fail basis. students to the tasks, strategies, and skills of effective leadership. Course activities will move students from theory to the practical processes of leadership. Basic concepts essential to personal development and organizational leadership behavior are included. This includes the concepts of: team- building, teamwork, and team leading. In addition, 59

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

ADVANCED PLACEMENT PROGRAM AP Seminar and Research Certificate

Students who earn scores of 3 or higher in both of the AP Capstone courses but not on the four Through Advanced Placement (AP) courses, students additional AP Exams will receive the AP Seminar and can do college-level work while still in high school. Research Certificate, signifying successful The courses are available to students who are performance in those courses. qualified and meet the background requirements. Upon completion of the AP course, students may take AP CAPSTONE – AP SEMINAR 22110 the nationally administered AP examination. Based Grades 10-12 1 Credit# on their score, students may receive college credit or advanced standing for each course taken. Additional AP Seminar is the first of two courses in the AP information is available through counseling offices in Capstone program, and it is designed to further each high school. Summer assignments may be develop inquiry and research skills as applied to provided. topics and issues of global and/or cultural relevance presented by an AP Capstone trained teacher. With this topic or issue as the centerpiece of class ADVANCED PLACEMENT CAPSTONE discourse, students learn to employ critical thinking PROGRAM skills such as analysis, synthesis, differentiation, and interpretation; students engage in collaborative teamwork and service-learning experiences. Students participating in this program have required The AP Capstone Program is a two-year seminar and tasks that include a team project, an individual research course that explores real-world issues presentation, and a written exam. This course may be while focusing on developing critical analysis, included in the requirements for academic programs communication, and investigative skills. AP such as, but not limited to, APPX , CGS, and Learn and Capstone, developed by College Board, is built on the Serve. foundation of two courses — AP Seminar and AP Schools offering course: CFHS, NSHS, SHS Research — and is designed to complement and enhance the in-depth, discipline-specific study AP CAPSTONE – AP RESEARCH 22111 provided through AP courses. It cultivates curious, Grades 11-12 1 Credit# independent, and collaborative scholars and prepares them to make logical, evidence-based AP Research is the second of two courses in the AP decisions. Capstone program, and it allows students to put the

skills acquired in the AP Seminar course to practice in a Capstone Research Project. The course offers an opportunity for students to explore an academic topic, problem, or issue of individual interest. Through this exploration, students design, plan and conduct a yearlong mentored, research-based investigation to address a research question. This independent study, executed under the mentorship of an AP Capstone trained teacher, culminates in a scholarly academic thesis which the student defends and articulates his/her position on his/her chosen subject. This course may be included in the requirements for academic programs such as, but not limited to, APPX , CGS, and Learn and Serve. Schools offering course: CFHS, NSHS, SHS AP Capstone Diploma

Students who earn scores of 3 or higher in both of the AP Capstone courses and on four additional AP Exams of their choosing will receive the AP Capstone Diploma.

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

ADVANCED PLACEMENT PROGRAM OF outside the United States and for U.S. resident EXCELLENCE – APPX SIGNATURE students applying to universities outside the country. In addition to the requirements for a high school PROGRAM diploma, the APID will provide students with an additional certification of their outstanding academic excellence and an international exposure. It has been recognized and acknowledged by universities alike that AP courses challenge students Advanced Placement Distinguished Scholars (APDS) with a rigorous academic focus on content is aligned with the nationwide Advanced Placement knowledge, analytical reasoning skills, and Program, which is a part of the College Board’s disciplined study habits. Focusing on this partnership with high schools, colleges and commitment to excellence and equity, APPX provides universities. The program is designed to provide highly motivated students the opportunity to create students with instruction in a variety of college level a challenging and interdisciplinary program of study courses that are organized in a coherent sequence, geared to the student’s strengths and interests. The taught by College Board trained instructors, ensuring Advanced Placement International Diploma (APID) that every student has the opportunity to achieve at program and the Advanced Placement Distinguished an advanced level. Scholars (APDS) program are designed to give students multiple Advanced Placement (AP) course Key Features and Advantages of the AP Programs of offerings by teachers who are specially trained Excellence (APPX) Signature Program: through the College Board. Each program offers a wide variety of AP courses relating to the student’s • A collegial college-preparatory learning personal interests and their individual academic community strengths. • College Board approved and trained instructors, both at AP and Pre-AP level, ensuring high Ninth-grade APPX students enter the program and expectations and rigorous and creative are enrolled in a slate of Pre-AP (Honors) courses instruction across the program levels within the core academic areas to assist in preparing • A wide variety of AP course offerings to meet the them academically before they enter formal strengths and interests of the individual student Advanced Placement courses. This academic • Special preparation for achievement and success approach will provide additional preparation and on AP exams (tutoring programs, extended lab support for our students as they pursue the AP experiences, Saturday programs, problem curricula. solving sessions) The AP preparation will continue in tenth grade, as • A strong community support group composed of students enroll in AP World History and continue teachers (by content), counselors, and the AP with the specially-formulated English, math, science, Programs of Excellence (APPX) coordinator for and elective courses which prepare them for a larger the students in APDS and APID slate of AP courses in both the eleventh and twelfth • Unique opportunities and activities grades. With the assistance of parents, the site • Special recognition, notation, cords and diploma coordinator and the faculty, students’ programs of seal for postsecondary education studies will be individualized. Students will not • Technology rich environment necessarily have a prescribed required curriculum, • Extended Opportunities to earn college credits but rather an individualized learning plan which through successful completion of AP courses capitalizes on each student’s unique interests, and adequate test scores on the AP tests abilities, and future goals. • Participation in the AP Capstone Diploma Program to include AP Capstone Diploma or AP APPX - Specific Program - Overviews Seminar and Research Certificate (see APPX Coordinator for program availability annually) The Advanced Placement International Diploma (APID) is a globally recognized certificate for The APPX program will be offered at Colonial Forge students with an international outlook. The APID High School, North Stafford High School and Stafford challenges a student to display exceptional High School. For more Information on the APPX achievement on AP Exams across several disciplines. Signature Program, please the school counselor. Universities worldwide utilize the APID as a criterion for consideration in admissions. The APID is available to students attending secondary schools 61

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

APPX Program Specifics: AP International will be also a required component of the program and completed through the AP Capstone Diploma Diploma (APID) Program th courses – AP Seminar in 11 grade and AP Research th Students successfully completing 6 or more AP in 12 grade. Participants will be recognized at courses and the corresponding AP Test and earning graduation with an approved board designation AP grades of 3 or higher on at least five AP Exams in the Distinguished Scholars Diploma Seal and cord following content areas: distinction.

• Two AP Exams from two different languages Content Related - Concentration Areas selected from English and/or World Languages • One AP Exam designated as offering a global • James Farmer Global Studies Scholar – A perspective (World History, Human Geography, concentration in Social Studies courses with an and/or United States Government and Politics: AP Capstone research project that reflects a Comparative Government) theme/concept of that nature. AP exam scores • One exam from the sciences or mathematics in Social Studies and AP Capstone courses must content areas be 3 or higher.

• One (or two) additional exam(s) from among any • Sir Isaac Newton Science/Mathematics (STEM) content areas except English and World Scholar – A concentration in the areas of Science Languages – or – both AP Seminar and AP and Mathematics (STEM) with an AP Capstone Research (AP Capstone Program); and research project that reflects a theme/concept

of that nature. AP exam scores in Science, Indicates on at least one AP Exam answer sheet that Mathematics, and AP Capstone courses must be the results should be sent to a university outside the 3 or higher. United States can earn the recognition of the AP

International Diploma Scholar. Successful • Thomas Jefferson Renaissance Scholar – A completion of a service-learning portfolio/project, concentration in the areas of English, World C.L.A.S.S., will be also a required component of the Language and Humanities courses with an AP program. *Successful completion of the AP Capstone Capstone research project that reflects a Diploma Program is required to fulfill the C.L.A.S.S. theme/concept of that nature. AP exam scores requirement for the APPX distinction only. APID in English, World Language, Humanities, and AP without the APPX distinction may be achieved with Capstone courses must be 3 or higher. the AP Exam descriptions above per the College

Board. • Palmer Hayden Arts, Humanities, and Linguistic Scholar – A concentration in Fine and Performing Arts courses with an AP Capstone research project that reflects a theme/concept of that nature. AP exam scores in the Fine and Performing Arts and AP Capstone courses must be 3 or higher.

COMMUNITY LEADERSHIP AND SERVICE

ABOVE SELF (C.L.A.S.S.) - The AP Capstone APPX Program Specifics: AP Distinguished Diploma Program Scholar (APDS) Recognition – Specific Content Concentration The C.L.A.S.S. service-learning project is a requirement for all APPX Signature Program students

and is fulfilled through the successful completion of Students successfully completing six or more AP the AP Capstone Diploma Program. The AP Capstone courses (minimum 3 or 4 required within the core Program is a two-year seminar and research course subject areas and 2 AP Capstone Diploma courses – that explores real-world issues while focusing on AP Seminar and AP Research) can be recognized in developing critical analysis, communication and their senior year as a content-related Advanced investigative skills. AP Capstone, developed by Placement Distinguished Scholar. Successful CollegeBoard, is built on the foundation of two completion of a service-learning portfolio/project 62

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

courses — AP Seminar (11) and AP Research (12) — and is designed to complement and enhance the in- depth, discipline-specific study provided through AP courses. It cultivates curious, independent, and collaborative scholars and prepares them to make logical, evidence-based decisions. C.L.A.S.S. is intended to assist students in demonstrating leadership potential, aid in making a difference on a local and/or global level, and facilitate growth for the student as an individual. C.L.A.S.S. will also help to meet the community service requirements for the Virginia Board of Education's Excellence in Civics Education Seal and will qualify the students for consideration of the President’s Volunteer Service Award. Students who earn scores of 3 or higher in both of the AP Capstone courses and on four additional AP Exams of their choosing will receive the AP Capstone DiplomaTM. Students who earn scores of 3 or higher in both of the AP Capstone courses but not on the four additional AP Exams will receive the AP Seminar and Research CertificateTM, signifying successful performance in those courses.

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

SCPS – AP Program of Excellence (APPX):

Courses for APPX James Farmer Sir Isaac Newton Palmer Hayden Thomas Jefferson Concentration Areas Global Studies Math/Science Arts, Humanities, and Renaissance Scholar (STEM) Linguistic Scholar

AP World History AP Statistics AP English 11 AP Core Subject Area** AP US History AP Calculus AP English 12 (English) AP Government/AP (AB or BC) AP Art History -OR- Comparative AP Physics -OR- AP Core Subject Area** Government -OR- AP Music Theory (Math) Required Courses -OR- [Physics and AP -OR- -OR- Specific Content AP US Government Science Choice] AP World Language AP Core Subject Area** (Science) -OR- AP Core Subject Area** (Social Studies)

Required for [AP Seminar and [AP Seminar and [AP Seminar and AP Seminar and students AP Research]* AP Research]* AP Research]* AP Research]*

Select 2 Two AP Core Subject Two AP Core Subject Two AP Core Subject AP Course (For students in Areas Areas Areas Selection of Interest program prior to (English, Math, Science) (English or Social (Social Studies, 2016-2017) Studies) Science, Math) AP Course Selection of Interest

AP English 11 AP English 11 AP Math Choice AP English 12 AP English 12 AP Science Choice AP Statistics AP Social Studies AP Social Studies Select at least 1 AP Math Choice Choice Choice AP Science Choice AP Biology AP Music Theory AP Course AP Psychology AP Chemistry AP Art 2-D Selection of Interest [AP Macro Economics AP Environmental AP Art 3-D

and Science AP Drawing AP Micro Economics] AP Computer AP World Language AP European History Science AP Psychology AP Human Geography AP Art History AP Computer Science

*Successful completion of the AP Capstone Diploma Program courses, AP Seminar and AP Research, is required to fulfill the C.L.A.S.S. requirement for the APPX distinction.

**Thomas Jefferson Renaissance Scholars must select 3 different subject areas to fulfill the AP required courses specific content component.

Please Note: Students beginning the APPX program during the school year 2016-2017 will be required to complete both the AP Seminar and AP Research courses. Students currently enrolled in the APPX program may elect to complete the C.L.A.S.S. requirement through the traditional track of a 50 hour independent service- learning project.

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

The Commonwealth Governor’s School (CGS) curriculum is designed to challenge students in four major academic content areas, through problem-based instruction appropriate for gifted and highly motivated learners and to focus on the community issues of environment, development, and service. Students who successfully go through the CGS application process and are selected to participate in the program become eligible for gifted services and programming in SCPS. High-speed Internet access, desktop videoconferencing, and e-mail enable students to reach worldwide resources for special interest projects and intensive research. Advanced Placement options are available. Students participate in foreign language, health/PE, electives, and activities at their home-based high school. The CGS faculty is determined to provide the kind of coaching, mentoring, and individualization gifted and highly motivated learners need to achieve their fullest potential.

Students attending CGS will pursue a yearlong independent research (culminating) project of an interest, topic, question, or initiative they would like to develop. The student will work with an advisor, project expert, and other CGS faculty members on research skills, statistical analysis, project development, and presentation skills.

Course work in the Commonwealth Governor’s School curriculum includes Honors, Dual Enrollment, and Advanced Placement opportunities. Students as early as 9th grade can take advantage of these advanced classes. Students are expected to sign the Early College Scholars Agreement and complete coursework and assessments that will earn at least 15 transferable college credits.

The Commonwealth Governor’s School believes in the need for students to learn outside of a traditional classroom setting. As a result, CGS students participate in five to six field experiences per year. These hands-on learning opportunities enable students to pursue real life applications of curriculum content as well as work with experts in a variety of career fields.

Students wishing to apply should contact their school’s counselors or gifted education resource teachers. The applications for the Commonwealth Governor’s School are due in February, and students are notified of their status in May.

For more information, please visit: www.cgsva.org or see your gifted resource teacher (FOCUS) at your school.

Below is the CGS Program of Study:

Ninth Grade Tenth Grade Eleventh Grade Twelfth Grade AP English Language & AP English Literature & English Honors English 9 Honors English 10 Composition # Composition # Honors Geometry with Honors Algebra II Honors Math Analysis with AP Calculus BC # Trigonometry Must have successfully Discrete Topics or Mathematics or completed the Algebra I or AP Statistics # Honors Math Analysis with AP Calculus BC # course. Discrete Topics Dual Enrollment Science AP Environmental Chemistry ◊ # AP Physics 1 # Class of 2013 Science*/# AP Biology # (Virtual Virginia AP and beyond Chemistry may be assigned by CGS Director) AP Human Social Studies AP European AP U.S. Government # AP U.S. History # History # Geography # *Students entering the CGS program must have completed Algebra I prior to the 9th grade. # Weighted Classes. ◊ College credit is available through a dual-enrollment option. DE Chemistry earns a .5 weight. Note: Additional fees may be required for courses included in the CGS program. All efforts will be made to keep fees to a maximum of $75 or less. In the case that required fees present a hardship to the student or family, it is encouraged that the need for assistance be communicated to the school counselor. 65

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

ENGLISH ENGLISH 12: AP ENGLISH LITERATURE and COMPOSITION 1195G Grade 12 1 Credit#

ENGLISH 9: HONORS ENGLISH 9 1130G In this course, students will apply their critical Grade 9 1 Credit English skills to European and American literature, analyzing the development of cultural trends, Honors English 9 introduces students to the critical including changing views of the protagonist and the analysis of literature through challenging reading, surrounding social climate. Students will develop an writing, and discussion. Students study the defining understanding of major cultural developments of the characteristics of the forms and levels of discourse, nineteenth and twentieth centuries. In addition, both imaginative and expository. Students apply students will examine the cultural landscape through their skills to timeless problems of communities, both its fictional representation and through an their environment, and their development. In examination of factual information presented in CGS addition, students study the fictional representation Human Geography. Students will also have the as well as the historical facts surrounding key events opportunity to take the Advanced Placement English in European history. Literature and Composition Exam. Schools offering course: CGS Sites Schools offering course: CGS Sites

ENGLISH 10: HONORS ENGLISH 10 1140G Grade 10 1 Credit SOCIAL STUDIES

Basic concepts learned in the 9th grade course are applied to literary works of increasing complexity. SOCIAL STUDIES 9: AP EUROPEAN HISTORY Special attention is given to the relationship between Grade 9 2399G and among individuals, their society, and their 1 Credit# environment. Written and oral work increasingly emphasizes persuasive forms appropriate to public AP European History is a world history and discourses and to problem-solving in human geography survey course designed to emphasize communities. higher cognitive and critical thinking skills. Problem- Schools offering course: CGS Sites solving strategies are utilized to teach basic social science skills such as map reading, research, ENGLISH 11: AP ENGLISH LANGUAGE and comparison-making, and assessing cause and effect. COMPOSITION 1196G Students will be prepared for the Standards of Grade 11 1 Credit# Learning World History from 1500 AD to the Present and World Geography test. Students will have met Students extend and refine their skills in critical the requirements for World History and will be reading and writing and will prepare for the 11th grade eligible to take the Advanced Placement European Standards of Learning test. These skills are applied History exam. to examining the American cultural experience and Schools offering course: CGS Sites its connections to the world. English and Social Studies content will thus reinforce each other. Reading and writing assignments will be challenging and designed to expand student sophistication in exploring aesthetic and cultural issues, as well as to prepare them for college writing and for the opportunity to take the Advanced Placement English Language and Composition exam. Schools offering course: CGS Sites

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

SOCIAL STUDIES 10: AP U.S. GOVERNMENT MATHEMATICS Grade 10 2445G 1 Credit#

This government course is designed to enable MATHEMATICS 9: HONORS ALGEBRA II 3135G students to identify and analyze political theory while Grade 9 1 Credit examining the institutions, political processes, and practices of local, state, and national governments. This course presents an in-depth study of algebra Students identify topics of community, national, and topics, including the study of linear and quadratic international concern, gather data and research equations, functions and systems; irrational and possible solutions. Students will have met the complex numbers, matrix theory, conic sections, and requirements for U.S. Government and will be polynomials; sequences and series; and probability. eligible to take the Advanced Placement U.S. Students will take the Standards of Learning Algebra Government exam. II test. Schools offering course: CGS Sites Schools offering course: CGS Sites

SOCIAL STUDIES 11: AP U.S. HISTORY 2319G MATHEMATICS 10: HONORS GEOMETRY WITH Grades 11-12 1 Credit# TRIGONOMETRY 3143G Grade 10 1 Credit This U.S. History course is designed to present U.S. History within a global perspective. Emphasis will be This course will consist of a range of geometry and on critical reading and writing. Students will trigonometry topics, including logic and deductive interpret and utilize factual data to construct reasoning, angles, parallel lines, congruence and historical arguments and develop a deeper similarity, triangles, quadrilaterals, polygons, circles, understanding of contemporary American society. trigonometric functions (triangular and circular), Students will take the Standards of Learning U.S. trigonometric identities, and applications of History test and will be eligible to take the Advanced trigonometry. Students will take the Standards of Placement U.S. History exam. Learning Geometry test. Schools offering course: CGS Sites Schools offering course: CGS Sites

SOCIAL STUDIES 12: AP HUMAN GEOGRAPHY HONORS MATH ANALYSIS WITH DISCRETE Grade 12 2212G TOPICS 3162G 1 Credit# Grades 10-11 1 Credit

This course provides students with the opportunity This course will study functions and their properties, to identify and analyze contemporary concerns and including exponential and logarithmic, rational, and problems from local, national, and global trigonometric functions (triangular and circular). perspectives. Using geographical tools and skills, Trigonometric identities, applications of students consider issues pertaining to population trigonometry, parametric equations, vectors, distribution and composition, cultural patterns and sequences, and series will also be explored. Discrete processes, political organization, land use, topics will include the mathematics of choice, industrialization and economic development, and management science, and growth and symmetry. urbanization. Students will take the World Schools offering course: CGS Sites Geography Standards of Learning test and will be eligible to take the Advanced Placement Human Geography exam. Schools offering course: CGS Sites

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

AP CALCULUS BC 3178G SCIENCE 10: AP BIOLOGY 4370G Grades 11-12 1 Credit# Grade 10 1 Credit#

This course includes concepts and applications of This course is the equivalent of a two-semester differential and integral calculus, sequences and college introductory biology course. The course series, and elementary differential equations. follows the AP College Board criteria by exploring Experiences with appropriate microcomputer fundamental characteristics of living matter through software and graphing calculators are included. three general areas of study: molecules and cells, Students will be eligible to take the Advanced heredity and evolution, and organism and Placement Calculus AB or BC exam. Summer populations. The two main goals of AP Biology are to assignments may be required. help students develop a conceptual framework for Schools offering course: CGS Sites modern biology and to help students gain an appreciation of science as a process. Primary AP STATISTICS 3192G emphasis in an AP Biology course will be on Grades 11-12 1 Credit# developing an understanding of concepts rather than on memorizing terms and technical details. Essential This course introduces students to the major to this conceptual understanding are the following: a concepts and tools for collecting, analyzing, and grasp of science as a process rather than as an drawing conclusions from data. Students are accumulation of facts; personal experience in exposed to four broad conceptual themes: Exploring scientific inquiry; recognition of unifying themes that Data: observing patterns and departures from integrate the major topics of biology; and application patterns; Planning a Study: deciding what and how of biological knowledge and critical thinking to to measure; Anticipating Patterns: producing models environmental and social concerns. using probability theory and simulation; Statistical Schools offering course: CGS Sites Inference: confirming models. The course will follow the curriculum for the Advanced Placement SCIENCE 11: DE CHEMISTRY 4420G Examination in Statistics. Summer assignments may Grade 11 1 Credit# be required. Schools offering course: CGS Sites This course will be a college-level Chemistry course with a dual enrollment option. Students electing the dual enrollment option will be expected to complete college level course work with academic standards SCIENCE equivalent to other community college courses. Summer assignments may be required. Schools offering course: CGS Sites

SCIENCE 9: AP ENVIRONMENTAL SCIENCE 4270G SCIENCE 12: AP PHYSICS 1 4573G Grade 9 1 Credit# Grade 12 1 Credit#

The AP Environmental Science course is designed to Students will explore mechanical concepts, be the equivalent of a one-semester, introductory electricity and magnetism, and modern physics college course in environmental science. Scientific required by most colleges in an introductory physics principles and analysis are stressed and a laboratory course. An analytical approach will provide students component is included. AP Environmental Science is with a rich laboratory and problem-solving designed to provide students with the methodologies experience while preparing students to take the AP required to understand the interrelationships of the Physics B exam. Summer assignments may be natural world, to identify and analyze environmental required. problems both natural and human-made, to evaluate Schools offering course: CGS Sites the relative risks associated with these problems, and to examine alternative solutions for resolving, and/or preventing them. This course is intended to enable students to undertake, as first year college students, a more advanced study of topics in environmental science.

Schools offering course: CGS Sites

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME

The International Baccalaureate (IB) Diploma Programme is a rigorous pre-university course of studies (leading to examinations) that meets the needs of highly motivated secondary school students in the last two years of high school. When combined with the MVHS or BPHS ‘pre-IB’ preparatory courses in grades 9-10, the IB Diploma Programme is a coordinated four-year sequence of college preparatory study.

Students who are self-motivated and high-achieving may choose to enroll in one or more IB subject courses in an area of particular strength and interest or they may enroll in the full IB Diploma Programme. Students who choose to pursue individual IB subjects earn an IB Certificate for each IB course successfully completed. Students who choose to pursue the full IB Diploma Programme work toward earning the IB Diploma (while simultaneously earning the Advanced Studies Diploma).

Students must fill out an application before enrolling in the full IB Diploma Programme. Students wishing to transfer from one SCPS school zone to MVHS or BPHS for the IB Diploma Program must apply for the full IB Diploma Program (may not transfer for individual IB courses).

Students pursuing the full IB Diploma must complete one subject from each of the six subject groups. In addition, the full IB Diploma student will write an independent 4000-word Extended Essay and complete the Theory of Knowledge (ToK) course as well as Creativity, Activity, and Service (CAS) requirements. Full IB Diploma students must take at least three HL (higher level) IB courses during the junior and senior years; the remaining three IB courses will be SL (standard level).

It is strongly recommended that students interested in the IB Diploma Programme visit the IB page at the BPHS or MVHS website for more information and attend an IB Information Night at one of the two schools.

For Further Information: MVHS – Theresa Gaddy, IB Coordinator (540) 658-6840 or [email protected] BPHS – Julie Stemple-Hoover, IB Coordinator (540) 658-6080 or [email protected]

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

Sequence of Pre IB/Honors and IB Courses for Grades 9-12

The following sequence of courses is a suggested program of study for students interested in pursuing the IB Diploma or individual IB subject certificates. Some scheduling modifications to the sequence below are available at both schools. Individual student schedules should be developed with the help of parents, counselors, and the IBN coordinator. IB HEXAGON GROUP 9th grade ‘pre-IB’ 10th grade “pre-IB’ 11th grade IB 12th grade IB

Group 1 Honors Honors IB Language and Literature Language A English 9 English 10

Group 2 French Level 2 French Level 3 IB French Language B German Level 2 German Level 3 IB German Spanish Level 2 Spanish Level 3 IB Spanish Latin Level 2 Latin Level 3 IB Latin Honors World Hist. II (MV) Group 3 AP Comp. Gov. IB History Ind. And Societies Honors World Hist. II OR AP World History (BP)

Honors Biology Honors Chemistry IB Biology, IB Chemistry, or IB Physics Group 4 Experimental Science

Group 5 Honors Geometry Honors Algebra II IB Math Studies Mathematics Honors Algebra II Math Analysis IB Mathematics Group 6 Art 1 Art 2 IB Art (1-year) or IB Art (2-year) IB Art or IB Elective Drama 1 Drama 2 IB Theater Band or Chorus Band or Chorus IB Music (BPHS ONLY) Elective Elective Free Elective or Free Elective or IB Elective (1-year) IB Elective (1-year) Other Health/PE 9 Health/PE 10 Elective or Elective or Personal Finance Personal Finance

Other Elective Elective or Theory of Knowledge Theory of Knowledge Personal Finance

9th and 10th grade “pre-IB” Note: IB Full Diploma students do not need to take Earth Science or World History I in ninth grade. Taking an IB Higher Level Science Course and the IB Higher Level History Course fulfills the VA requirements for graduation, respectively. However, if a student should decide not to pursue the full IB Diploma in the junior year, he or she may then be required to go back and take those courses.

IB Diploma Program Notes: Most IB courses are two-year courses that begin in the 11th grade and finish at the end of the 12th grade. Some IB courses (mostly electives) are year-long courses. IB electives include: Social and Cultural Anthropology, Computer Science, Psychology, Environmental Systems and Societies, and Business Management.

Course offerings at MVHS and BPHS may differ slightly. Call ahead or make an appointment to verify with a counselor or the IB Coordinator before making final course decisions.

Also note that it is assumed all students pursuing the Full IB Diploma have taken at least one level of world language and Algebra I in eighth grade. If the student has not, he or she may still pursue the IB diploma, but the course sequence may be somewhat different.

Students enrolling in IB courses must complete all IB assessments, including the IB exam, to earn IB course credit.

IB courses are offered at both the higher level (HL) and standard level (SL), both of which are college-level. HLs cover more material at

a faster pace and greater depth.

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

IB GROUP 1: LANGUAGE & LITERATURE continuity as well as of similarity and difference. Students evaluate major theories, research findings and concepts, and learn each subject’s methodology.

The IB Language A courses in English are designed to support future academic study by developing high IB GROUP 4: EXPERIMENTAL SCIENCES levels of language competence and communication skills as well as social, aesthetic and cultural literacy. Literature plays a central role in the courses, which Experimental science subjects promote an aim to support lifelong learning through engaging understanding of the concepts, principles, and students as actively as possible with the texts they applications of the respective disciplines, together study. The study of texts, both literary and non- with an appreciation of the methodology of the literary, provides a focus for developing an experimental sciences. Students develop practical understanding of how language works to create laboratory skills as well as the ability to work meanings in a culture, as well as in particular texts. collaboratively through participating in an All texts may be understood according to their form, interdisciplinary group project. A common content, purpose, and audience, and through the curriculum model offers a parallel structure at both social, historical, cultural and workplace contexts higher and standard levels whereby all students that produce and value them. Responding to and study a core of material which is supplemented by producing texts promotes an understanding of how various options. A study of local and international language sustains or challenges ways of thinking and examples helps students develop an awareness of being. All IB Language A courses in English at SCPS moral and ethical issues and promotes social are two-year courses, with external examinations at responsibility. the end of the second year. Students interested in earning an IB certificate in Language A must IB GROUP 5: MATHEMATICS complete both classes in the two-year sequence and successfully complete all IB assessments. Students interested in earning the full IB Diploma must Each course in Group 5 aims to deepen a student’s successfully complete one of the two-year IB understanding of mathematics as a discipline and to Language A courses as a required component of the promote confidence and facility in the use of program. mathematical language. Each math course is designed to cater to different abilities and levels of IB GROUP 2: LANGUAGE ACQUISITION student interest. IB math courses are inclusive, meaning they encompass all typical high school math

topics: algebra, geometry, trigonometry, math WORLD LANGUAGES analysis, statistics, probability, and calculus.

These courses are designed for world language learners and focus primarily on the interaction IB GROUP 6: THE ARTS between speakers and writers of the target language.

The aim of each course is to prepare students to use the language appropriately in a range of situations Each course in Group 6 places emphasis on practical and contexts for a variety of purposes. An awareness production by the student and exploration of a range and appreciation of the cultures of the countries in of creative work in a global context. Many which the target language is spoken is also an approaches to learning are emphasized and embrace important component of these courses. a wide variety of expressive forms from a range of cultural contexts. Connections are made between IB GROUP 3: INDIVIDUALS AND areas of study and human experiences through SOCIETIES collaborative, as well as individual production and interpretation. Engagement in the arts promotes a sense of identity and makes a unique contribution to

the development of each student. Study of the arts Courses in Group 3 span the humanities and social provides students with the opportunity to develop a sciences. Subject matter in Group 3 courses is critical and intensely personal view of themselves in contestable and requires students to tolerate some relation to the world. These courses also promote uncertainty. Studies of global perspectives and local knowledge of art from various cultures. situations foster an appreciation of change and

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

Stafford Academy for Technology (STAT): A Governor’s STEM Academy is only one of 23 state-approved Governor’s STEM Academies in Virginia. STAT is a four-year program of study utilizing a hands-on, project-based model of instruction focused on the career pathways described below. The STAT instructional team includes teachers from the Career and Technical (specialty) area, as well as science, English and mathematics teachers. STAT is open to rising 9th graders on an application basis and to 10th graders who have taken the first Career and Technical course in that sequence. Bus transportation from the base school is provided. Students are required to use bus service for all classes requiring transportation from a base school to a different high school.

STAT offers students the advantage of learning in a “cohort” of like-minded students during 9th –12th grade in both academic and CTE courses. Course content is integrated to create a more coherent learning experience. Courses are integrated with Project Lead the Way (PLTW) applications and taught at an honors level that prepares students for college-level courses in grades 11-12. At the end of 10th grade, students will be asked to reassess their academic plans -- they can stay in the STAT academic cohort class for 11th/12th grade OR they can opt out of their STAT academic cohort and take higher level courses at their base school. In order to avoid scheduling problems between the base school and program school, students must opt out of all STAT academic classes, not just one. Students that opt out of the academic cohort would remain in the STAT CTE Cohort and travel to the program school for half of the day and then return to their base school. Students will undertake long-term projects and partner with mentors in the business community to build a stronger sense of purpose and a firm commitment to success in post-secondary education. A service-learning experience will be infused into CTE coursework.

INFORMATION TECHNOLOGY (BPHS)

The curriculum design is focused on a general computer science course of study. Brooke Point High School’s program encompasses two blocks every day.

ENGINEERING AND TECHNOLOGY (NSHS)

The curriculum design is focused on a general engineering and technology course of study utilizing the Project Lead the Way (www.pltw.org) framework. The North Stafford High School program encompasses two blocks every day. Five of the PLTW Engineering courses will be assigned a .5 weight -- course #’s 8439, 8440, 8441, 8430 and 8442. In order to receive a weighted credit, students must complete the course and the appropriate PLTW end- of-course exam.

BIOMEDICAL SCIENCES (NSHS)

The curriculum design is focused on the exploration of a wide variety of health care and science career options utilizing the Project Lead the Way Biomedical Sciences (www.pltw.org) framework. North Stafford High School’s program encompasses two blocks every day.

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

STAFFORD ACADEMY FOR TECHNOLOGY: A GOVERNOR’S STEM ACADEMY CURRICULUM

Information Technology Curriculum (Brooke Point High School) 9th Grade 10th Grade 11th Grade 12th Grade (Two Technical Courses) (Two Technical Courses) Information Cybersecurity Advanced AP Computer Science CLASS OF 2019-21: Technology 6302S Programming 3185S IB Computer Science IB3185S Course(s) 6641S AND AP Computer Principles Cybersecurity 6302 3199S

CLASS OF 2022 AND BEYOND: IB Computer Science IB3185S AND Cybersecurity Software Operations (6304S)

Mathematics Algebra 1 3130S or Geometry 3143S or Students follow next course in sequence at base school 4 credits * Honors Algebra 1 Honors Geometry based on teacher recommendation: Algebra II, Honors 3130SH or 3143SH or Algebra Algebra II, Algebra III, Math Analysis, Calculus, AP Geometry 3143S II 3135S or Calculus** or Honors Honors Algebra II Geometry 3143SH 3135SH * or Algebra II 3135S or Honors Algebra II 3135SH

Honors Earth Science Honors Biology Honors Chemistry 4410 Science Honors Physics 4510 SH*** 4 credits 4310SH SH*** 4210SH English Honors English 9 Honors English 10 Honors English 11 DE English Composition 4 credits 1130SH 1140SH 1150 SH*** 1177SD*** Engineering and Technology Program at North Stafford High School 11th Grade (two 12th Grade (two technical 9th Grade 10th Grade technical electives) electives) Engineering Introduction to Aerospace Principles of Engineering Design & and Engineering Engineering Engineering 8441S# Development (EDD) Technology Design 8439S# 8428S AND Capstone Course 8443S course(s) or AND Digital Civil Engineering & Engineering Practicum to Electronics Architecture 8430S# align with EDD 8453S 8440S# or Computer Integrated Manufacturing 8442S# Mathematics Algebra 1 3130S Geometry 3143S Students follow next course in sequence at base 4 credits * or Honors or Honors school based on teacher recommendation: Algebra II, Algebra 1 3130SH Geometry 3143SH 73

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

Information Technology Curriculum (Brooke Point High School) 9th Grade 10th Grade 11th Grade 12th Grade (Two Technical Courses) (Two Technical Courses) Geometry 3143S or Algebra II Honors Algebra II, Algebra III, Math Analysis, Calculus, or Honors 3135S or Honors AP Calculus** Geometry Algebra II 3135SH 3143SH or * Algebra II 3135S or Honors Algebra II 3135SH Science Honors Earth Honors Biology Honors Chemistry Honors Physics 4 credits Science 4310SH 4410SH*** 4573S 4210SH English Honors English 9 Honors English 10 Honors English 11 Dual Enrollment English 4 credits 1130SH 1140SH 1150SH *** Composition 1177SD ***

*Students taking Algebra II in 9th grade will be offered schedule adjustments which allow them to remain on their advanced mathematics track. **Math is highly recommended at base school during 11th and 12th grade years. Students who intend to pursue STEM college majors and careers should choose four courses of algebra-based math (as shown) to fulfill four required credits of math. Statistics should be added as an elective. Social Studies, Physical Education, World Language and electives should be based on student preference and availability. Students are required to earn an Advanced Studies Diploma. *** During the 11th and 12th grades, students will have the option to “opt up” from the STAT academic cohort to take any higher-level course, based on availability at base school. College-level credit may be available in some academic and CTE courses # - Weighted .5

Biomedical Sciences Program at North Stafford High School 9th Grade 10th Grade 11th Grade (one technical 12th Grade (one technical elective, two credits) elective, two credits)

Biomedical Principles of Human Body Medical Interventions Biomedical Innovation (BI) Sciences Biomedical Systems 8380S 8381S Capstone Course 8382S course(s) Sciences 8379S

Mathematics Algebra 1 3130S Geometry 3143S Students follow next course in sequence at base school 4 credits or Honors Honors Geometry based on teacher recommendation: Algebra II, Honors Algebra 1 3130SH 3143SH or Algebra Algebra II, Algebra III, Math Analysis, Calculus, AP or Geometry II 3135S or Honors Calculus** 3143S or Honors Algebra II 3135SH Geometry 3143SH * or Algebra II 3135S or Honors Algebra II 3135SH Science Honors Biology Anatomy & Honors Chemistry Honors Physics 4510SH*** 4 credits 4310SH Physiology 4330S 4410SH ***

English Honors English 9 Honors English 10 Honors English 11 Dual Enrollment English 4 credits 1130SH 1140SH 1150SH *** Composition 1177SD ***

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

United States, and wellness, health and fitness. AS I JROTC cadets are welcome to serve as Group Staff trainees. Schools offering course: NSHS

AIR FORCE JROTC AIR FORCE MILITARY SCIENCE II AF7916 Grades 10-12 1 Credit Recommended Background: Air Force Military A JROTC curriculum consists of three components: Science I Aerospace Science (AS), Leadership Education (LE) and Wellness. AS is the main component of the This advanced course is designated to acquaint the AFJROTC program and include Basic Aviation History student with the aerospace environment, the human and Advanced, Advanced Science of Flight, Exploring requirements of flight, principles of aircraft flight, Space, Global Awareness, and/or Survival. AS and principles of navigation. The course begins with acquaints students with the historical, scientific, and a discussion of the atmosphere and weather. After technical aspects of aerospace. LE is the AFJROTC developing an understanding of the environment, curriculum component aimed at developing how that environment affects flight is introduced. leadership skills; LE acquaints students with the Discussions include the forces of lift, drag, thrust, practical application of life skills to include discipline, and weight. Students also learn basic navigation responsibility, leadership, followership, citizenship, including map reading, course plotting, and the customs and courtesies, cadet corps activities, study effects of wind. The portion on the Human habits, time management, communication skills, and Requirements of Flight contains information on leadership and management studies. Basic military human physiology. The leadership portion of the drill is incorporated for each level course. The course concentrates on Life Skills and Career Wellness component is keyed to the abilities of the Opportunities. Topics include choosing ones path, individual students with the goal of meeting or job searching, financial planning, and career exceeding the Presidential Physical Fitness opportunities. AS III cadets serve as trainers in class Standards. The objectives of AFJROTC are to educate and are encouraged to serve on Group Staff. and train high school cadets in citizenship; promote Schools offering course: NSHS community service; instill responsibility, character and self-discipline; and provide instruction in air and AIR FORCE MILITARY SCIENCE III AF7918 space fundamentals. The basic history course is Grades 10-12 1 Credit taught every year, and the advanced courses are Recommended Background: Air Force Military rotated annually. Science II

This science course includes up-to-date information AIR FORCE MILITARY SCIENCE I AF7913 in space science and space exploration. The course Grades 9-12 1 Credit begins with the interest in astronomy and early ideas of the heavens, through the Renaissance, and on to This is the basic AS course for all new cadets. It is an modern astronomy. It provides an in-depth study of aviation history course focusing on the development the Earth, Sun, stars, Moon, and solar system, of flight throughout the centuries. It starts with including the terrestrial and the outer planets. It ancient civilizations, then progresses through time to discusses issues critical to travel in the upper modern day. The emphasis is on civilian and military atmosphere such as orbits and trajectories, contributions to aviation; the development, unmanned satellites, and space probes. It modernization, and transformation of the Air Force; investigates the importance of entering space and and a brief astronomical and space exploration discusses manned and unmanned space flights, history. It is interspersed with concise overviews of focusing on concepts surrounding spaceflight, space the principles of flight to include basic aeronautics, vehicles, launch systems, and space missions. The aircraft motion and control, flight power, and course covers human aspects of spaceflight, focusing rockets. Throughout the course, there are readings, on the human experience in space. It also examines videos, hands on activities, and in-text and student advances in space technology, including robotics in workbook exercises to guide in the reinforcement of space, the Mars Rover, and commercial uses of space. the materials. The leadership portion includes Schools offering course: NSHS heritage, organization, and traditions of the Air Force; individual self-control, citizenship in the

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

AIR FORCE MILITARY SCIENCE IV AF7919 placement credit in ROTC Programs (Collegiate level) Grades 10-12 1 Credit or advanced rank in the US Armed Forces. Recommended Background: Air Force Military Science III ARMY MILITARY SCIENCE I 7913 Grades 9-12 1 Credit This is a customized course about the world’s cultures. The course is specifically created for the US The first level course engages students in the Army, Marine Corps, Navy, and Air Force JROTC practice of basic citizenship customs, traditions and programs. It acquaints students to world cultures in the exploration of opportunities for non-military through the study of world affairs, regional studies, and military service. The course consists of three and cultural awareness. The course delves into units of instruction: Citizenship in Action, Leadership history, geography, religions, languages, culture, Theory and Application, and Foundation for Success. political systems, economics, social issues, These modules orient cadets to the purpose of the environmental concerns, and human rights. It looks Army JROTC program, their roles as cadets and the at major events and significant figures that have organization of the Department of Defense. Cadet shaped each region. Throughout the course, there leadership potential is further developed through the are readings, video segments, hands-on activities, application of leadership principles, values, and other optional activities, technology enrichment, and strategies. Cadets learn to develop and expand their assessments to guide in the reinforcement of the abilities to resolve conflict and prevent violence. This materials. 21st century skills as defined by the unit helps cadets prepare for life after high school by Partnership for 21st Century Skills are integrated into reinforcing the importance of career and personal the course. The leadership portion of the course financial planning. provides exposure to the fundamentals of Schools offering course: CFHS management. Schools offering course: NSHS ARMY MILITARY SCIENCE II 7916 Grades 10-12 1 Credit Recommended Background: Army Military Science I

ARMY JROTC The second level of Military Science builds on the first year of instruction. The curriculum focuses on Wellness, Fitness and First Aid where cadets are provided information and strategies needed to take The Army Junior Reserve Officers’ Training Corps responsibility for their physical and mental wellness, (JROTC) Program of Instruction focuses on the learn how to assess their level of fitness, develop development of better citizens by building skills in plans for nutrition and exercise improvement habits, leadership, citizenship, life success, geography, and learn strategies to control stress. This unit also physical fitness/wellness, first aid, and national helps cadets to make responsible choices about security issues in a structured, interactive substance use and measures and develop proficiency environment. The Army JROTC program is a in providing basic first aid. In Geography, Map Skills, cooperative effort on the part of the Department of and Environmental Awareness, cadets learn map the Army, the Department of Education, and host reading and land navigational skills and develop institutions to provide secondary school students global awareness as they compare physical, political, opportunities for total development. economic and cultural elements of continents, regions, and countries. The program produces successful students and Schools offering course: CFHS productive adults while fostering in each school a more constructive and disciplined learning ARMY MILITARY SCIENCE III 7918 environment. Army JROTC is the centerpiece of the Grades 11-12 1 Credit Department of Defense’s commitment to America’s Recommended Background: Army Military Science II Promise for Youth through its emphasis on service learning, community service and teen anti-drug The third level of Military Science instruction efforts. Mastery of these concepts is accomplished incorporates Citizenship in American History and through classroom and hands-on instruction, Government, while continuing to expand the cadet; placement of cadets in key leadership positions, and knowledge acquired in previous units. The participation in co-curricular Teams. Satisfactory curriculum builds on the basic skills and interest for completion of the program can lead to advanced participation in civic and political life. Cadets actively 76

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

engage in the curriculum to explore the origins, nonpolitical community activities. structure, rights, and responsibilities of the American Military/leadership training, orientation visits to constitutional government. Cadets learn to apply various naval and military bases, and cruises aboard problem solving strategies to current political and U.S. naval vessels may be conducted during the social issues. In addition, cadets are placed in summer months. positions of greater responsibility within the chain of command and staff to manage administrative and MARINE CORPS MILITARY SCIENCE I MC7913 leadership responsibilities. Grades 9-11 1 Credit Schools offering course: CFHS Students are introduced to the JROTC curriculum, ARMY MILITARY SCIENCE IV 7919 and basic U.S. citizenship rights and responsibilities Grade 12 1 Credit are established and reinforced. Students learn Recommended Background: Army Military Science leadership, history, communication techniques, III disciplined study habits, management skills, first aid, drug abuse prevention, map reading, physical fitness, The fourth level of Military Science provides an and workplace readiness skills. Military customs and opportunity for cadets to apply the knowledge courtesies, proper uniform wear, and personal learned during the previous three years of appearance guidelines are followed within the instruction. Cadets serve as assistant instructors for leadership lab, drill, and military ceremonies. selected subjects. Fourth year cadets are responsible Schools offering course: MVHS for the daily cadet Administration of the Corps of Cadets and perform in command and staff positions. MARINE CORPS MILITARY SCIENCE II MC7916 Key components of the fourth year of instruction are Grades 10-12 1 Credit development and implementation of Service Recommended Background: Marine Corps Military Learning and Community Service initiatives within Science I the secondary school environment and surrounding communities. Level IV cadet leaders serve lead This second course builds on the general planners for the annual Military Ball, Awards introduction provided in Marine Corps I, to further Ceremony, major field trips and Co-Curricular Team develop the traits of citizenship and leadership in competitions. cadets, introduce cadets to technical areas of marine Schools offering course: CFHS science. The course provides ongoing history, communication techniques, disciplined study habits, management skills, first aid, drug abuse prevention, map reading, physical fitness, and workplace MARINE CORPS JROTC readiness skills. Schools offering course: MVHS

MCJROTC is a cadet run organization that teaches MARINE CORPS MILITARY SCIENCE III MC7918 basic leadership, discipline, self-confidence, and Grades 11-12 1 Credit encourages team work. Cadets are taught basic Recommended Background: Marine Corps Military military knowledge, rules, regulations, and etiquette. Science II Cadets are given opportunities to gain leadership roles and join MCJROTC teams. There is no This third course broadens the understanding of obligation to join the military with taking MCJROTC students in the operative principles of military courses, but cadets receive multiple benefits if they leadership, the concept and significance of do decide to join any of the four services. teamwork, the intrinsic value of good order and discipline in the accomplishment of objectives, the MCJROTC cadets also participate in a number of fundamentals of American democracy, and to expand outside activities throughout the school year and their understanding of marine academic subjects. during the summer months. These opportunities are The course provides ongoing instruction in designed to stimulate learning by hands-on leadership and discipline, Military Justice, experience and to reinforce classroom instruction. International Law and the Sea, National Strategy, Some of these activities include: School and local Maneuvering Board, Challenges of Future, Marine activities such as drill teams, rifle teams, Research, Electricity, and Marine Electronics. orienteering, unit athletics, parades, field days, and Schools offering course: MVHS

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

MARINE CORPS MILITARY SCIENCE IV MC7919 NAVY MILITARY SCIENCE I NA7913 Grades 12 1 Credit Grades 9-11 1 Credit Recommended Background: Marine Corps Military Science III This first course introduces students to the meaning of citizenship, the elements of leadership, and the This fourth course focuses solely on practical value of scholarship in attaining life goals; engenders leadership. The intent is to assist the senior in a sound appreciation for the heritage and traditions understanding leadership and improving their of America, with recognition that the historically leadership skills by putting them in positions of significant role of sea power will be important in leadership, under supervision, then helping them America's future; and develops in each cadet a analyze the reasons for their varying degrees of growing sense of pride in his/her organization, success through the year. Classroom activities associates, and self. These elements are pursued at include seminars, reading assignments, classroom the fundamental level. The course includes Maritime presentations, and practical work with younger Geography, Sea Power, Introductions to Navigation, cadets. The course curriculum includes instruction Health Education, First Aid, and Drug, Alcohol, and in theoretical and applied aspects of leadership, Tobacco Abuse Prevention. training, and evaluation of performance. Students Schools offering course: BPHS, SHS will become aware of the techniques used to create motivation, develop goals and activities for a work group, and the proper ways to set a leadership NAVY MILITARY SCIENCE II NA7916 example. Cadets will also apply these principles when Grades 10-12 1 Credit dealing with younger cadets in the areas of military Recommended Background: Navy Military Science I drill and inspections, athletic events, and in other school activities. This second course builds on the general Schools offering course: MVHS introduction provided in Naval Science 1, to further develop the traits of citizenship and leadership in cadets, introduce cadets to technical areas of naval science, and engender a deeper awareness of the NAVY JROTC vital importance of the world oceans to the continued well-being of the United States. The course provides ongoing instruction in leadership theory, Naval Orientation, Citizenship, Maritime NJROTC is a cadet run organization that teaches History, and Nautical Sciences including basic leadership, discipline, self-confidence, and Oceanography, Meteorology, Astronomy and encourages team work. Cadets are taught basic Physical Science. military knowledge, rules, regulations, and etiquette. Schools offering course: BPHS, SHS Cadets are given opportunities to gain leadership roles and join JROTC teams. There is no obligation to NAVY MILITARY SCIENCE III NA7918 join the military with taking JROTC courses, but cadets receive multiple benefits if they do decide to Grades 11-12 1 Credit join any of the four services. Recommended Background: Navy Military Science II

NJROTC cadets also participate in a number of This third course broadens the understanding of outside activities throughout the school year and students in the operative principles of military during the summer months. These opportunities are leadership, the concept and significance of designed to stimulate learning by hands-on teamwork, the intrinsic value of good order and experience and to reinforce classroom instruction. discipline in the accomplishment of objectives, the Some of these activities include: School and local fundamentals of American democracy, and to expand activities such as drill teams, rifle teams, their understanding of naval academic subjects. The orienteering, unit athletics, parades, field days, and course provides ongoing instruction in leadership nonpolitical community activities. and discipline, Military Justice, International Law and Military/leadership training, orientation visits to the Sea, National Strategy, Maneuvering Board, various naval and military bases, and cruises aboard Challenges of Future, Navy Research, Electricity, and U.S. naval vessels may be conducted during the Naval Electronics. summer months. Schools offering course: BPHS, SHS

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

NAVY MILITARY SCIENCE IV NA7919 Grades 12 1 Credit Recommended Background: Navy Military Science III

This fourth course focuses solely on practical leadership. The intent is to assist the senior in understanding leadership and improving their leadership skills by putting them in positions of leadership, under supervision, then helping them analyze the reasons for their varying degrees of success through the year. Classroom activities include seminars, reading assignments, classroom presentations, and practical work with younger cadets. The course curriculum includes instruction in theoretical and applied aspects of leadership, training, and evaluation of performance. Students will become aware of the techniques used to create motivation, develop goals and activities for a work group, and the proper ways to set a leadership example. Cadets will also apply these principles when dealing with younger cadets in the areas of military drill and inspections, athletic events, and in other school activities. Schools offering course: BPHS, SHS

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

CAREER AND TECHNICAL EDUCATION

All students are encouraged to seek Career and Technical Education (CTE) courses that provide a foundation for their career plans and interests. Industry certification exams are available in many CTE courses. Students should contact their CTE teacher or counselors for more details. Attendance, self-discipline, and safety awareness are vital to the successful enrollment and completion of CTE courses. All classes will not be offered at all schools due to enrollment and availability.

While students pursuing an Advanced Studies Diploma may enhance their career plans by enrolling in CTE courses, students pursuing a Standard Diploma MUST complete two sequential electives or a CTE concentration and pass an industry certification. Sequential electives MUST be selected from the same discipline or subject area to qualify as sequential electives, i.e. both courses from Agriculture, or both from Business, or both from Marketing, or both from Health and Medical Sciences, etc. Please refer to the VDOE sequence requirements at http://www.cteresource.org/apg/introduction.

A number of cooperative education (co-op) programs offer an opportunity to work at a part-time job while receiving high school credit. Students in co-op programs must provide their own transportation to the workplace. One (1) credit is awarded to students for successful completion of the program. Grades are awarded on a pass/fail basis. See your counselor or CTE teacher for more information.

CAREER AND TECHNICAL EDUCATION DUAL ENROLLMENT COURSES *RICHARD BLAND COLLEGE

College Assessment Test HS Course College High School Course Name Course College Course Name Required Schools # Credits # (see NOTE below)

9062DE Virginia Teachers for SDV 110 Student Development 2 Reading & Writing TBD Tomorrow I (Orientation to Teaching) *JAMES MADISON UNIVERSITY

HS Course High School Course Name College College Course Name College Assessment Test Schools

# Course Credits Required

# (see NOTE below

8423 Geospatial Technology I GEOG 161 Geospatial Tools and 3 No Compass TBD Techniques

NOTE: Qualifying scores ENG 111 Qualified: SAT Reading score of 500 or better, OR ACT Reading score of 21 or better, OR VPT ENG 111 Qualified. Qualifying scores for Writing: & SAT Writing score of 500 or better, OR ACT Writing score of 21 or better, OR VPT ENG 111 Qualified. Qualifying scores for Math: SOL Algebra II 400+ * DE courses for CTE will only be offered if minimum enrollment is met, and DE course providers may vary.

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

CAREER AND TECHNICAL EDUCATION

CTE INDUSTRY CREDENTIAL REQUIREMENT FOR STANDARD DIPLOMA:

All students receiving a Standard Diploma are required to earn a career and technical education credential that has been approved by the Virginia Board of Education, that could include, but not be limited to, the successful completion of an industry certification, a state licensure examination, a national occupational competency assessment, or the Virginia workplace readiness skills assessment.

The chart below shows which CTE Industry Credential is offered in each CTE course offered in Stafford County Public Schools. All of these assessments are on the state-approved list of industry credentials.

SCPS CTE Course Title Course CTE Industry Credential Offered

Accounting 6320 CTECS Workplace Readiness

Advanced Accounting 6321 CTECS Workplace Readiness

Advanced Computer Information Systems 6613 MOS or CTECS Workplace Readiness

Advanced Design, Multimedia, and Web Technologies 6631 MOS student choice

Engineering Studies 8491 CTECS Workplace Readiness

Advanced Fashion Marketing 8145 W!SE or CTECS Workplace Readiness

Advanced Manufacturing Systems II 8427 CTECS Workplace Readiness

Advanced Marketing 8130 W!SE or CTECS Workplace Readiness

Advanced Programming 6641 CTECS Workplace Readiness

Advanced Sports, Entertainment and Recreational 8177 W!SE or CTECS Workplace Readiness Marketing Aerospace Engineering (PLTW) 8428 PLTW end of course test

Architectural Drawing and Design 8437 CTECS Workplace Readiness

Automotive Body Technology I 8676 CTECS Workplace Readiness

Automotive Body Technology II 8677 ASE

Automotive Body Technology III 8678 ASE

Automotive Technology I 8506 ASE or CTECS Workplace Readiness

Automotive Technology II 8507 ASE or CTECS Workplace Readiness

Automotive Technology III 8508 ASE or CTECS Workplace Readiness

Barbering I 8744 CTECS Workplace Readiness

Barbering II 8744 State License Exam

Biomedical Innovations (PLTW) 8382 PLTW end of course test

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

SCPS CTE Course Title Course CTE Industry Credential Offered

Construction Trades I 8515 CTECS Workplace Readiness

Business Law 6131 W!SE or CTECS Workplace Readiness

Business Management 6135 W!SE or CTECS Workplace Readiness

Cabinetmaking I 8604 CTECS Workplace Readiness

Cabinetmaking II 8605 CTECS Workplace Readiness

Carpentry I 8601 CTECS Workplace Readiness or SkillsUSA Carpentry Examination

Carpentry II 8602 CTECS Workplace Readiness or SkillsUSA Carpentry Examination Carpentry III 8603 CTECS Workplace Readiness or SkillsUSA Carpentry Examination

Child Development and Parenting 8232 CTECS Workplace Readiness

Civil Engineering and Architecture (PLTW) 8430 PLTW end of course test

Communication Systems 8415 CTECS Workplace Readiness

Computer Information Systems 6612 MOS

Computer Integrated Manufacturing (PLTW) 8442 PLTW end of course test

Cosmetology I 8745 CTECS Workplace Readiness

Cosmetology II 8746 State License Exam

Criminal Justice I 8702 CTECS Workplace Readiness

Criminal Justice II 8703 CTECS Workplace Readiness

Culinary Arts I 8275 NRF-ServSafe

Culinary Arts II 8276 END of Course ACF, if applicable

Culinary Arts III 8279 END of Course ACF, if applicable

Cybersecurity Fundamentals 6302 CTECS Workplace Readiness or other (TBD) Cybersecurity Software Operations 6304 CTECS Workplace Readiness or other (TBD) Design, Multimedia, and Web Technologies 6630 MOS

Digital Electronics (PLTW) 8440 PLTW end of course test

Digital Visualization 8459 CTECS Workplace Readiness

Drafting I 8530 CTECS Workplace Readiness

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

SCPS CTE Course Title Course CTE Industry Credential Offered

Drafting II 8531 ADDA—Mechanical

Drafting III 8532 ADDA—Architectural

Early Childhood Education I 8285 CTECS Workplace Readiness

Early Childhood Education II 8286 NOCTI Early Child or CTECS Workplace Readiness Economics and Personal Finance 6120 WISE Financial Literacy

Electricity I 8533 CTECS Workplace Readiness or SkillsUSA Residential Wiring Examination Electricity II 8534 CTECS Workplace Readiness or SkillsUSA Residential Wiring Examination Electricity III 8535 CTECS Workplace Readiness or SkillsUSA Residential Wiring Examination Emergency Medical Technician I 8333 CTECS Workplace Readiness

Emergency Medical Technician II, III 8334/ EMT 8335 Engineering Design and Development (PLTW) 8443 PLTW end of course test

Engineering Drawing and Design 8436 CTECS Workplace Readiness

Engineering Exploration 8450 CTECS Workplace Readiness

Engineering Practicum 8453 CTECS Workplace Readiness

Family Relations 8225 CTECS Workplace Readiness

Fashion Marketing 8140 W!SE or CTECS Workplace Readiness

Firefighter I & II 8705 & Firefighter I & II Certification 8706 Examination Geospatial Technology I 8423 CTECS Workplace Readiness

Geospatial Technology II 8424 CTECS Workplace Readiness or other (TBD) Global Marketing & Commerce 8135 W!SE or CTECS Workplace Readiness

Global Marketing & Commerce. Advanced 8136 W!SE or CTECS Workplace Readiness

Graphic Imaging Technology I 8660 SkillsUSA PrintE-Graphics Communications Graphic Imaging Technology II 8661 SkillsUSA PrintE-Graphics Communications

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

SCPS CTE Course Title Course CTE Industry Credential Offered

Graphic Imaging Technology III 8662 SkillsUSA PrintE-Graphics Communications Greenhouse Plant Production and Management 8035 CTECS Workplace Readiness

Health Assistant II 8332 NOCTI- Therapeutic Svcs.

Horticulture Sciences 8034 CTECS Workplace Readiness

Hotel Marketing 8160 W!SE or CTECS Workplace Readiness

Human Body Systems (PLTW) 8380 PLTW end of course test

IB Business & Management and Supervision (SL) IB6135 CTECS Workplace Readiness

IB Design Technology IB4585 CTECS Workplace Readiness

Imaging Technology 8455 CTECS Workplace Readiness

Introduction to Engineering Design (PLTW) 8439 PLTW end of course test

Introduction to Fashon Design and Marketing 8248 CTECS Workplace Readiness

Introduction to Health and Medical Sciences 8302 CTECS Workplace Readiness

Introduction to Interior Design 8255 CTECS Workplace Readiness

IT Fundamentals 6670 CTECS Workplace Readiness

Keyboarding Applications 6152 CTECS Workplace Readiness

Landscaping 8036 CTECS Workplace Readiness

Life Planning 8227 CTECS Workplace Readiness

Manufacturing Systems 8425 CTECS Workplace Readiness

Marketing 8120 W!SE or CTECS Workplace Readiness

Masonry I 8512 CTECS Workplace Readiness or SkillsUSA Masonry Examination Masonry II 8513 CTECS Workplace Readiness or SkillsUSA Masonry Examination Masonry III 8514 CTECS Workplace Readiness or SkillsUSA Masonry Examination Medical Assistant I 8345 NOCTI-Medical Asst.

Medical Interventions (PLTW) 8381 PLTW end of course test

Military Science I (JROTC) 7913 ASVAB or CTECS Workplace Readiness

Military Science II (JROTC) 7916 ASVAB or CTECS Workplace Readiness

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

SCPS CTE Course Title Course CTE Industry Credential Offered

Military Science III (JROTC) 7918 ASVAB or CTECS Workplace Readiness

Military Science IV (JROTC) 7919 ASVAB or CTECS Workplace Readiness

Nurse Aide I 8360 CTECS Workplace Readiness

Nurse Aide II 8362 C.N.A.

Nutrition and Wellness 8229 CTECS Workplace Readiness

Office Specialist I 6740 CTECS Workplace Readiness

Office Specialist II 6741 CTECS Workplace Readiness

Office Specialist III 6742 CTECS Workplace Readiness

Principles of Biomedical Sciences (PLTW) 8379 PLTW end of course test

Principles of Business and Marketing 6115 CTECS Workplace Readiness

Principles of Engineering (PLTW) 8441 PLTW end of course test

Principles of Technology I 9811 CTECS Workplace Readiness

Principles of Technology II 9812 CTECS Workplace Readiness

Production Systems 8447 CTECS Workplace Readiness

Programming 6640 CTECS Workplace Readiness

Small Engine Technology II 8726 CTECS Workplace Readiness

Sports, Entertainment and Recreational Marketing 8175 W!SE or CTECS Workplace Readiness

Teachers for Tomorrow (FACS) 9062 CTECS Workplace Readiness

Technical Drawing and Design 8435 CTECS Workplace Readiness

Video and Media Technology I 8688 CTECS Workplace Readiness

Video and Media Technology II 8689 NOCTI-Video Production or CTECS Workplace Readiness Video and Media Technology III 8690 CTECS Workplace Readiness

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

CAREER AND TECHNICAL ‡GREENHOUSE PLANT PRODUCTION AND MANAGEMENT 8035 EDUCATION PROGRAM OF Grades 10-12 2 Credits Recommended Background: Horticulture Sciences STUDIES Students enrolled in this course learn the operating ‡ Students are required to use provided bus service procedures for a greenhouse. Units of instruction in for all classes requiring transportation from a this course include identification of plants; growing base school to another high school. greenhouse crops; producing and maintaining  Application required nursery crops; establishing, maintaining, and NOTE: All cooperative education programs require designing landscape planting; establishing and an application. maintaining turf grass; and operating a flower shop and garden center. Schools offering course: NSHS DE VIRGINIA TEACHERS FOR TOMORROW I Grade 12 9062 ‡LANDSCAPING 8036 1 Credit Grades 11-12 2 Credits Student acceptance is based on application, teacher Recommended Background: Horticulture Sciences recommendation, and essay. In this course, students develop knowledge, skills, The DE Teachers for Tomorrow course introduces habits, and attitudes for entry-level employment and seniors to a career in teaching and education. The advancement in areas such as landscape design, primary elements of the curriculum components are landscape construction, and landscape maintenance. the learner, the school, and the teacher and teaching. They receive instruction in sketching and drawing, The components are intentionally broad in scope and analyzing a landscape site, designing for function and provide a great deal of flexibility based on the career aesthetics, identifying and selecting landscape interest of a student. In addition to the fundamental plants, purchasing and installing plants, and curriculum components, all students are required to maintaining the landscape by watering, fertilizing, observe and participate in an internship outside the mulching, pruning, and controlling pests. classroom. The internship may be done from the pre- th Schools offering course: NSHS school through 12 grade. To complete a CTE sequence, students must add one Family and Consumer Sciences course. BUSINESS & INFORMATION Schools offering course: BPHS, MVHS, CFHS TECHNOLOGY

AGRICULTURE & NATURAL RESOURCES Future Business Leaders of America (FBLA) is the co- curricular organization for Business and IT students. Future Farmers of America (FFA) is the co-curricular *Keyboarding competency is required for several organization for horticulture students. courses within business and information technology. Keyboarding competency may be ‡HORTICULTURE SCIENCES  8034 demonstrated by successfully doing any ONE of the Grades 10-12 1 Credit following: • Completing Keyboarding Applications (6152), Students develop the necessary knowledge, skills, • Completing Keyboarding (6153) at the Middle habits, and attitudes for entry-level employment and School, passing the SCPS common final exam, and advancement in areas such as floriculture, landscape completing the required portfolio, OR design, greenhouse operation, nursery plant • Passing the SCPS Keyboarding Competency production, and turf management. They receive Exam. instruction in using soil and other plant-growing media and in identifying, propagating, and growing horticultural plants in the greenhouse and land laboratory. Schools offering course: NSHS 86

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

ACCOUNTING 6320 are enhanced. Students may have the opportunity to Grades 10-12 1 Credit participate in the cooperative education program. Recommended Background: Keyboarding – see NOTE under Keyboarding Applications COMPUTER INFORMATION SYSTEMS 6612 Grades 10-12 1 Credit Students study the basic principles, concepts, and Required Background: Keyboarding competency – practices of the accounting cycle for various business see NOTE under Keyboarding Applications structures with an emphasis on sole proprietorships and partnerships. Students learn fundamental accounting procedures using manual and electronic Students use introductory word processing, systems. Students may have the opportunity to earn spreadsheet, database, and presentation software to college credit upon receiving a passing score on The complete practical application and software College Board CLEP test. Students may have the integration activities. They explore computer opportunity to participate in the cooperative concepts, operating systems, and emerging education program. technologies. Students may have the opportunity to participate in the cooperative education program.

ADVANCED ACCOUNTING 6321 ADVANCED COMPUTER INFORMATION SYSTEMS Grades 11-12 1 Credit Grades 11-12 6613 Required Background: Accounting 1 Credit Recommended Background: Computer Information Students gain in-depth knowledge of accounting Systems procedures and techniques used to solve problems and make financial decisions for various business Students apply problem solving through advanced structures with an emphasis on corporations. word processing, spreadsheet, database, Students also learn to use accounting and/or presentation, and integration of software. They learn spreadsheet software to analyze and interpret advanced computer concepts, operating systems, business applications. Students may have the and emerging technologies. Students may have the opportunity to earn college credit upon receiving a opportunity to participate in the cooperative passing score on The College Board CLEP test. education program. Students may have the opportunity to participate in the cooperative education program. CYBERSECURITY FUNDAMENTALS 6302

Grades 10-12 1 Credit BUSINESS LAW 6131 Recommended Background: Programming or Grades 11-12 1 Credit Programming Aptitude

Students examine the foundations of the American Students will be introduced to the principles of legal system by learning concepts related to laws cybersecurity, explore emerging technologies, affecting business and individuals. Topics include examine threats and protective measures, and contracts, individual rights and responsibilities, investigate the diverse high-skill, high-wage, and crimes, law enforcement, and the courts. Students high-demand career opportunities in the field of may have the opportunity to earn college credit upon cybersecurity. Cybersecurity affects every receiving a passing score on The College Board CLEP individual, organization, and nation. This course test. Students may have the opportunity to focusses on the evolving and all-pervasive participate in the cooperative education program. technological environment with an emphasis on securing personal, organizational, and national

information. BUSINESS MANAGEMENT 6135

Grades 11-12 1 Credit CYBERSECURITY SOFTWARE OPERATIONS 6304

Grades 11-12 1 Credit Students study management concepts and leadership styles as they explore business functions, Required Background: Cybersecurity Fundamentals economics, various business structures, and management responsibilities. Supervision, human Cybersecurity Software Operations is designed to relations, communication, and employability skills teach many aspects of computer support and network administration. Students learn networking

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

concepts, from usage to components, and create meeting the standard diploma requirement for peer-to-peer network systems and client server graduation, the W!SE Financial Literacy test (State- networks. Students learn how to install and approved Industry Credential) will be administered configure network cards and connect them to to all students enrolled in Economics and Personal networks; to install the operating systems; to create, Finance. In addition, to assist with meeting the set up, and manage accounts; to load software; and graduation requirement for both Standard and to establish, implement, and maintain network Advanced Studies Diplomas, students will complete integrity security plans. This course may cover the Ever-Fi Financial Literacy module as an online software-based network operating systems, such as experience. Windows Server or Linux, to prepare students with a NOTE: This course is a graduation requirement for foundation in computer network administration. students.

DESIGN, MULTIMEDIA, AND WEB INFORMATION TECHNOLOGY (IT) TECHNOLOGIES 6630 FUNDAMENTALS 6670 Grades 10-12 1 Credit Grades 9-10 1 Credit Required Background: Keyboarding competency – Required Background: Keyboarding competency – see NOTE under Keyboarding Applications see NOTE under Keyboarding Applications

Students develop skills in creating desktop Information Technology (IT) Fundamentals publications, multimedia presentations/projects, introduces the essential skills needed for students to and Web sites using industry standard application pursue specialized programs leading to technical and software. Students incorporate principles of layout professional careers in the IT industry. Skills related and design in completing publications and projects. to information technology basics, Internet Students may have the opportunity to participate in fundamentals, network systems, computer the cooperative education program. maintenance/upgrading/trouble shooting, computer applications, programming, graphics, Web ADVANCED DESIGN, MULTIMEDIA, AND WEB page design, and interactive media are introduced. TECHNOLOGIES 6631 Students explore ethical issues related to computers Grades 11-12 1 Credit and Internet technology and develop teamwork and Recommended Background: Design, Multimedia, and communication skills that will enhance their Web Technologies employability.

Students develop advanced skills in creating KEYBOARDING APPLICATIONS 6152 interactive media, Web sites, and publications for Grades 9-12 1 Credit print and electronic distribution. Students design portfolios that may include business cards, Students develop or refine introductory touch newsletters, mini-pages, Web pages, multimedia computer keyboarding and beginning formatting presentations/ projects, calendars, and graphics. skills for the input of information. These skills are Students may have the opportunity to participate in applied using computer software to produce a variety the cooperative education program. of personal and professional documents including resumes, letters, and reports. Keyboarding ECONOMICS AND PERSONAL FINANCE 6120 competency is recommended for all students and is Grades 10-12 1 Credit required for all advanced and technical course offerings.

Note: Keyboarding competency may be Students learn how to navigate the financial decisions they must face and to make informed demonstrated by successfully doing any ONE of the decisions related to career exploration, budgeting, following: banking, credit, insurance, spending, taxes, saving, • Completing Keyboarding Applications (6152), investing, buying/leasing a vehicle, living • Completing Keyboarding (6153) at the Middle independently, and inheritance. Development of School, passing the SCPS common final exam, financial literacy skills and an understanding of and completing the required portfolio, OR economic principles will provide the basis for • Passing the SCPS Keyboarding Competency responsible citizenship and career success. Students Exam. may have the opportunity to participate in the cooperative education program. In order to assist in 88

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PRINCIPLES OF BUSINESS AND MARKETING and product/service technology are part of this Grades 9-10 6115 course. Students may have the opportunity to 1 Credit participate in the cooperative education program.

Students explore the roles of business and marketing ADVANCED FASHION MARKETING 8145 in the global economy. They learn to make decisions Grades 11-12 1 Credit as consumers, wage earners, and citizens. Students Required Background: Fashion Marketing required will also enhance their interpersonal, communication, and employability skills. Students with a career interest in fashion marketing gain in-depth knowledge of the apparel and PROGRAMMING 6640 accessories industry and skills important for Grades 10-12 1 Credit supervisory-management employment in apparel Recommended Background: Keyboarding businesses. They develop advanced skills unique to competency recommended – see NOTE under fashion marketing and advanced general marketing Keyboarding Applications skills applied to the apparel and accessories industry. Professional selling, sales promotion, buying, Students explore computer concepts, use logic merchandising, marketing research, procedures, and implement programming product/service technology, and supervision related procedures using one or more programming to the content are part of this course. Students may languages, such as Visual Basic. In addition, HTML is have the opportunity to participate in the used to program Web pages. Students may have the cooperative education program. opportunity to participate in the cooperative education program. HOTEL MARKETING 8160 Grades 11-12 1 Credit ADVANCED PROGRAMMING 6641 Grades 11-12 1 Credit In this specialized course, students with a career Required Background: Programming interest in the field of hospitality and tourism develop skills in the areas of hotel front office procedures,

human relations, food and beverage service, Building on a foundation of programming skills, purchasing, tourism, travel, and sales promotion. In students will use object-oriented programming to addition, students obtain a thorough understanding develop applications for Windows, database, of the hotel/motel industry and the career options multimedia, games, mobile, and/or Web available. Students may have the opportunity to environments. Students will have the opportunity to participate in the cooperative education program. explore and create applications related to the information technology and game design industries. Students may have the opportunity to participate in MARKETING 8120 the cooperative education program. Grades 10-12 1 Credit Recommended Background: Principles of Business MARKETING and Marketing recommended

Students are introduced to the functions and

foundations involved in the marketing of goods, Distributive Education Clubs of America (DECA) is the services, and ideas and achieve the skills necessary co-curricular organization for marketing students. for successful marketing employment. Students study risk management, selling, promotion, pricing, FASHION MARKETING 8140 purchasing, marketing-information management, Grades 10-12 1 Credit product/service planning, distribution, and Recommended Background: Interest in fashion financing. Foundation skills include economics, career recommended human resources, and marketing and business abilities necessary for success in marketing Students develop general marketing skills necessary occupations. Students may have the opportunity to for successful employment in fashion marketing, participate in the cooperative education program. general marketing skills applied to the apparel and accessories industry, and specialized skills unique to fashion marketing. Personal selling, sales promotion, purchasing, physical distribution, market planning, 89

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ADVANCED MARKETING 8130 ‡EMERGENCY MEDICAL TECHNICIAN I 8333 Grades 11-12 1 Credit Grades 11-12 1 Credit Required Background: Marketing required Introduction to Health and Medical Sciences- student must be 16 years of age by the first day of school in Students continue to gain knowledge of marketing order to enroll in EMT I. Emergency Medical functions and foundations as they relate to Technician I must be completed to enroll in EMT II. supervisory and management responsibilities and develop skills needed for advancement. They develop In these courses, students become skilled in skills for supervisory positions and/or for continuing identifying and dealing with emergencies such as education in a marketing-related field. Students may bleeding, fractures, airway obstruction, and cardiac have the opportunity to participate in the arrest. Instruction emphasizes proper care and use cooperative education program. of common emergency equipment and safe methods for lifting, moving, and transporting injured persons. SPORTS, ENTERTAINMENT, AND RECREATIONAL Supervised on-the-job training and patient-care MARKETING 8175 experiences are part of the instructional program. Grades 10-12 1 Credit Program completers may take the EMT state certification examination administered by the Students are introduced to the functions and Virginia Department of Health. Students are foundations involved in the marketing of goods and encouraged but not required to consider services as they relate to the sports, entertainment, membership with a volunteer rescue organization. and recreational marketing field. Students develop Students must provide documentation of skills in the areas of marketing analysis, event immunizations and a negative drug screen. Class marketing, communications, and human relations. assignments include technical reading level of at Students may have the opportunity to participate in least grade 10. the cooperative education program. Note: The EMT courses require students to devote time outside the scheduled course period to ADVANCED SPORTS, ENTERTAINMENT, AND participate in related activities occurring in the RECREATIONAL MARKETING 8177 evening and on weekends. AHA Healthcare Grades 11-12 1 Credit provider or ARC Professional Cardiopulmonary Required Background: Sports, Entertainment, and Resuscitation (CPR) certification is required prior Recreational Marketing to the start of class Schools offering course: CFHS, SHS Students will continue their study of the sports, entertainment, and recreation (SER) industry ‡EMERGENCY MEDICAL TECHNICIAN II 8334 including the impact of electronic commerce and Grades 11-12 1 Credit international marketing in this area. Other topics Note: See Description above. MUST be include market research, market segmentation, and concurrently enrolled in EMT I & EMT II sponsorship as well as planning, implementing, and Schools offering course: CFHS, SHS evaluating SER events, working with agents and personal managers, and appraising the role of labor ‡EMERGENCY MEDICAL TECHNICIAN III 8335 unions in SER. Additional study will be focused on developing a career plan in the sports, Grade 12 1 Credit entertainment, and recreation area. Students may Required Background: Successful completion of EMT have the opportunity to participate in the I and EMT II/ Instructor Endorsement cooperative education program. EMT III is designed as preparatory course for higher HEALTH AND MEDICAL SCIENCES levels of EMS training such as Advanced EMT and Paramedic. Coursework builds on material from EMT I/II; more in-depth lessons on patient assessments HOSA-Future Health Professionals is the co- techniques, disease processes, and pharmacology are curricular organization for Health and Medical included. Advanced skills including ECG Sciences students. interpretation and advanced airway management are learned. Additionally, students will be introduced to EMS education and teaching methodology.

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Students will recertify in Healthcare Provider CPR, ‡MEDICAL ASSISTANT I  8345 and have the opportunity to earn additional Grades 11-12 2 Credits certifications as part of the course. Students will earn Required Background: Introduction to Health and all Continuing Education hours required for EMT Medical Sciences recertification. Schools offering course: CFHS Students develop basic skills and techniques to assist the physician and/or other medical professionals in ‡HEALTH ASSISTING CAREERS 8331 patient examinations, basic emergency care, simple Grades 11-12 2 Credits laboratory tests, preparation for minor surgical Recommended Background: Introduction to Health procedures, and administrative duties and will gain and Medical Sciences and teacher recommendation foundation knowledge in basic anatomy and physiology, medical ethics and legal responsibilities. Students also explore medical assisting career Students enrolled in the two-credit Health Assistant pathways. class study families of health careers such as dental, Schools offering course: MVHS medical, nursing, allied health, and related occupations and continue to develop basic skills ‡NURSE AIDE I  8360 common to careers in health care. Opportunities are Grades 11-12 2Credits provided for students to further explore their interests in various health care fields through Required Background: Introduction to Health and shadowing experiences and selected skills practice in Medical Sciences (including clinical experience) health care facilities based on their particular areas This course emphasizes advanced skills obtained in a of interest. Note: Clinical/Work Experience: variety of health care facilities under the supervision Students must provide his/her own transportation of an instructor. Communication and interpersonal to and from the clinical work site. Students must skills, infection-control, safety and emergency meet work site health requirements including a procedures, recognition of changes in body negative PPD (Tuberculosis screening test) prior to functioning, personal care needs of both the long- clinical placement. A uniform is required to be worn term care and acute care patient are studied. The in clinical areas. legal aspects of practice as a certified nurse aide and Schools offering course: BPHS occupational health and safety measures are also included. Each student is required to purchase a INTRODUCTION TO HEALTH AND MEDICAL white-scrub-uniform, apron, white shoes, second- SCIENCES 8302 hand watch, and have a negative PPD (Tuberculosis screening test) and a urine drug screen test prior to Grades 10-12 1 Credit clinical placement. This course is approved by the

State Board of Nursing and will qualify the student for This course emphasizes the development of basic participation in Virginia Nurse Aide Competence skills common to health care. Students explore the Evaluation Program (required for certification). diverse opportunities available in the health care Transportation to the clinical sites is provided. industry, as well as the educational requirements, personal characteristics, and professional Schools offering course: NSHS responsibilities for specific fields of interest. The anatomy, physiology, and pathophysiology of the ‡NURSE AIDE II 8362 human body, medical terminology, infection control, Grades 11-12 2 Credits and legal, ethical, and consumer issues pertaining to health care are studied. CPR and First Aid Note: See description above. MUST be certifications are obtained. Upon successful concurrently enrolled in Nurse Aide I & Nurse Aide completion of this course, the student may enroll in II EMT I, Health Assistant I, Nursing Aide I, or Medical Schools offering course: NSHS Assistant I. This course is designed for any student interested in any aspect of the health care industry.

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FAMILY AND CONSUMER SCIENCES This course provides students with an opportunity to enhance their skills in planning menus, applying nutritional principles, implementing sanitation and safety standards, and exploring careers. Students Family, Career & Community Leaders of America have the prospect of specializing in areas based on (FCCLA) is the co-curricular organization for Family the student's post-secondary education or career and Consumer Sciences students. goals. Critical thinking, practical problem solving, and entrepreneurial opportunities within the field of CHILD DEVELOPMENT AND PARENTING 8232 culinary arts are emphasized. Grades 10-12 1 Credit Note: The work in this course requires that the student comply with the regulations of the Students focus on assessing the impact of the Virginia Health Department in preparing and parenting role in society, taking responsibility for serving food sold to the public. In addition, individual growth within the parenting role, students must interview with the instructor prior preparing for a healthy emotional and physical to enrollment to determine an area of beginning for parent and child, and meeting specialization. developmental needs of children and adolescents. Schools offering course: BPHS, MVHS

‡CULINARY ARTS I  8275 ‡EARLY CHILDHOOD, EDUCATION, & Grades 10-11 2 Credits SERVICES I  8285

Grades 10-12 2 Credits This course is designed to teach basic skills in the area of culinary arts. Labs offer hands-on experience Students prepare for employment or continued in all areas of the food service industry. Students will education in the field of childcare and early be able to enter the food service job market or childhood education. Emphasis will be placed on continue their education in the culinary arts field. development, implementation, and evaluation of Note: The work in this course requires that the learning activities through first-hand experiences student comply with the regulations of the working with young children in an on-site lab setting. Virginia Health Department in preparing and National Child Development Associate Credential serving food sold to the public. competencies and state validated education Schools offering course: BPHS, MVHS, SHS competencies are the framework for the course. Schools offering course: BPHS, NSHS ‡CULINARY ARTS II 8276 Grades 11-12 2 Credits ‡EARLY CHILDHOOD, EDUCATION, & SERVICES II Required Background: Culinary Arts I and students Grades 11-12 8286 must successfully pass ServSafe Manager 2 Credits Certification Exam Required Background: Early Childhood, Education, & Services I This course provides instruction in skills related to food preparation, development of personal qualities This course is an extension of Early Childhood for job success, and a working knowledge of Education I. It is recommended for those students employment opportunities in the food industry. interested in child-related careers. Emphasis will be Note: The work in this course requires that the placed on occupational functions of early childhood student comply with the regulations of the educators. Students continue to obtain on-site lab Virginia Health Department in preparing and experiences. serving food sold to the public. Schools offering course: BPHS, NSHS Schools offering course: BPHS, MVHS, SHS FAMILY RELATIONS 8225 ‡CULINARY ARTS SPECIALIZATION 8279 Grades 9-12 1 Credit Grade 12 2 Credits Required Background: Culinary Arts II and Students Students enrolled in Family Relations focus on must successfully pass the Culinary Arts II end-of- identifying factors that build and maintain the- year assessment and have the teacher’s relationships, developing communication patterns recommendation that enhance family friend, and work-related

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relationships, dealing effectively with family and peer science, and communication when appropriate in the stressors and conflicts. content.

INTRODUCTION TO FASHION CAREERS 8248 Grades 9-12 1 Credit TECHNOLOGY AND ENGINEERING EDUCATION Students in Introduction to Fashion Careers focus on identifying and exploring the individual careers within the apparel, accessory, and textile design, manufacturing, and merchandising industry. Units of Technology Student Association (TSA) is the co- study include the relationships that exist among all curricular organization for Technology Education areas of the clothing industry; related global and students. economic issues; apparel, accessory, and textile *Successful completion of the technical drawing and technology; exploration of careers, including design course is required for several courses within entrepreneurial opportunities in related areas; and technology and engineering education. the skills and personal characteristics necessary for success in careers in the apparel, accessory, and ARCHITECTURAL DRAWING AND DESIGN 8437 textile design, manufacturing, and marketing industry. Grades 10-12 1 Credit Required Background: Technical Drawing and Design INTRODUCTION TO INTERIOR DESIGN 8255 This course offers the student an opportunity to Grades 9-12 1 Credit simulate the role of an architect by solving a residential design problem using a series of steps The home furnishings and design competencies called “the design process.” The student will learn focus on careers that relate to the elements and and follow accepted architectural design principles principles of design, cultural impact on the and drawing practices to arrive at their individual environment, decision-making skills for housing and solution to the design problem. Classroom activities home furnishings, development of artistic skills, and will include sketching preliminary ideas, drawing a environmental issues. Emphasis will be placed on presentation floor plan and presentation elevation basic math, science, and communication skills. drawing, and building a scaled architectural model. Architectural-related occupations will be explored LIFE PLANNING 8227 during the year. Drawing/modeling tools and Grades 11-12 1 Credit supplies are provided. Schools offering course: BPHS, CFHS, MVHS, NSHS This course equips students with the skills needed to face the challenges of today’s society. Students will COMMUNICATION SYSTEMS 8415 develop a life-management plan which includes Grades 9-12 1 Credit developing career, community, and life connections; healthy relationships; financial planning; and This course will provide students with experiences leadership within the community. Critical thinking utilizing various processes and methods used in and practical problem solving are emphasized digital communication, providing them with the through relevant life applications. ability to effectively get their ideas across to others. Students will explore communicating with data NUTRITION AND WELLNESS 8229 systems (GIS, GPS); complete technical designs, Grades 9-12 1 Credit produce graphics and 3D animations; explore optics (photographic concepts); create digital audio and Students focus on making choices that promote good video presentations; and integrate different media health, analyzing relationships between together by creating a digital portfolio of their work. psychological and social needs and food choices, Students will solve problems involving input, process, choosing foods that promote wellness, obtaining and output, and feedback processes. Students will also storing food for self and family, preparing and serving investigate potential career choices related to nutritious meals and snacks, selecting and using communication and the impact of communication on equipment for food preparation, and identifying society. strategies to promote optimal nutrition and wellness Schools offering course: CFHS of society. Teachers highlight the basic skills of math, 93

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CONSTRUCTION TECHNOLOGY 8431 communications, graphics, mathematics, and Grades 9-12 1 Credit community resources to solve problems. Each team learns appropriate information in order to complete Students are given the opportunity to design, build, a project. Projects may be models, systems, or and test scale-model structures. Projects are products that creatively solve an engineering introduced that help students understand the jobs of problem. Engineering Exploration or Engineering architects, carpenters, electricians, plumbers, Practicum IV surveyors, contractors, masons, design engineers, Schools offering course: CFHS, MVHS. SHS and a variety of other construction careers. Schools offering course: BPHS ENGINEERING DRAWING AND DESIGN 8436 Grades 10-12 1 Credit CYBERSECURITY Required Background: Technical Drawing and Design Located under Business & Information Technology This course is an extension of Technical Drawing and DIGITAL VISUALIZATION 8459 Design in that the student will continue to learn Grades 10-12 1 Credit technical drawing concepts with the aid of a CADD Required Background: Technical Drawing and Design system. Lessons are initially arranged at the beginner skill level and progress to the intermediate skill level. Students will gain experiences related to computer The student will use AutoCAD for two-dimensional animation by solving problems involving 3D object drawing applications, while three-dimensional solid manipulation, story boarding, texture mapping, modeling will be performed with Autodesk Inventor lighting concepts, and environmental geometry. software. The student will be engaged in real-life They will produce animations that include projects while developing teamwork, design, and interdisciplinary projects related to science, problem-solving skills. Several engineering-related engineering, and the entertainment industry. A major occupations will be explored during the year. emphasis will be the production of a portfolio that Schools offering course: BPHS, CFHS, MVHS, NSHS showcases examples of original student work. Schools offering course: CFHS GEOSPATIAL TECHNOLOGY I 8423 Grades 11-12 1 Credit ENGINEERING EXPLORATION 8450 Grades 9-11 1 Credit The Geospatial Technology program provides experiences pertaining to the study and use of This course will enable students to examine geographic information systems (GIS), global technology and engineering fundamentals related to positioning systems (GPS), remote sensing (RS), and solving real-world problems. Students will be mobile technologies. Fundamentally, these exposed to a variety of engineering specialty fields technologies allow students to explore and analyze and related careers to determine whether they are the natural and human-made world, from local to good candidates for postsecondary educational global and beyond. Students use various tools, opportunities in engineering. Students will gain a processes, and techniques to create, store, access, basic understanding of engineering history and manipulate, and revise data to solve human design, using mathematical and scientific concepts. challenges. These experiences employ real-world Students will participate in hands-on projects in a spatial analysis models and guidelines for integrating, laboratory setting as they communicate information interpreting, analyzing, and synthesizing data, with a through team-based presentations, proposals, and focus on both the implications and the limitations of technical reports. such technologies. These experiences also include Schools offering course: CFHS, MVHS, SHS interfacing to network-based data management systems. Students may have the opportunity to earn ENGINEERING STUDIES 8491 Dual Enrollment credit through a 2 or 4 year Grades 10-12 1 Credit university/college. Required Background: Engineering Exploration or Schools offering course: SHS Engineering Practicum IV GEOSPATIAL TECHNOLOGY II 8424 To learn the applications and design process of Grades 11-12 1 Credit engineering, students form engineering teams and Required Background: Geospatial Technology I select a group design problem. Each team uses 94

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Students further explore and analyze the natural and Activities center on flexible manufacturing processes human-made world, from local to global and beyond. and Computer Integrated Manufacturing (CIM). Students use various tolls, processes, and techniques Students also learn basic computer aided design to create, store, access, manipulate, and revise data (CAD) skills and apply those skills toward to solve human challenges. Data is created, manufacturing projects. The student will use all collected, and used to analyze spatial relationships. facets of the design process to produce a product These experiences employ real-world spatial analysis through a study of basic concepts of manufacturing models and guidelines for integrating, interpreting, technology by experiences in forming, separating, analyzing, and synthesizing data, with a focus on both combining, assembling and finishing materials used the implications and the limitations of such in the production of manufactured goods. Students technologies. These experiences also include are expected to use skills and knowledge to design interfacing to network-based data management and develop a manufacturing system that can systems. produce consumer products. Schools offering course: SHS Schools offering course: BPHS

IMAGING TECHNOLOGY 8455 PRINCIPLES OF TECHNOLOGY I 9811 Grades 9-12 1 Credit Grades 10-12 1 Credit Recommended Background: Algebra Students are introduced to the basic principles of photography, with strong emphasis on digital Students in this laboratory science course apply imaging. Students will study the development of math and physics principles through a unified photography as a communication medium and its systems approach to develop a broad knowledge base evolution into the digital realm. The traditional of the principles underlying modern technological photographic process will be explored along with systems. As a foundation for more education and hands-on experience utilizing the camera and training in advanced technology career paths, the learning the features and controls used to produce a “principles and systems” approach ensures career memorable photographic image. Students will learn flexibility as machines and technology advance. The to use image-editing software to correct, transform, topics introduced include seven technical principles: and enhance digital images, as well as learn various force, work, rate, resistance, energy, power, and presentation techniques necessary to display their force transformation systems, emphasizing how each work. principle plays a unifying role in the operation of Schools offering course: CFHS mechanical, fluid, electrical, and thermal systems in high-tech equipment. Class work will entail MANUFACTURING SYSTEMS I 8425 significant math understanding and usage and Grades 9-12 1 Credit rational thinking in individual- and small-group activities. This course provides an orientation to careers in Schools offering course: MVHS various fields of manufacturing. Emphasis will be placed on the major systems in manufacturing, including design, working drawings, manufacturing processes, material handling, production planning, measurement systems, labor issues, occupational safety, and quality control. Students participate in teams and produce manufacturing projects that demonstrate critical elements of manufacturing systems. Schools offering course: BPHS, MVHS

ADVANCED MANUFACTURING SYSTEMS II 8427 Grades 10-12 1 Credit Required Background: Manufacturing Systems or Production Systems

Students develop an in-depth understanding of automation and its applications in manufacturing.

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PRINCIPLES OF TECHNOLOGY II 9812 This course will give the student an opportunity to Grades 11-12 1 Credit explore a skill that is creative, practical, and useful in Required Background: Principles of Technology I industrial design, architecture, technical illustration, engineering, construction, and computer graphics. Students in this laboratory science course continue Schools offering course: BPHS, CFHS, MVHS, NSHS to apply math and physic principles through a unified systems approach to develop a broad knowledge base TELEVISION AND MEDIA PRODUCTION I, II, III of the principles underlying modern technological Located Under Trade and Industrial Education systems. As a foundation for more education and training in advanced technology career paths such as engineering, the “principles and systems” approach ensures career flexibility as machines and technology advance. The topics introduced include seven technical principles: momentum, waves, energy converters, transducers, radiation, optical systems, and time constraints, emphasizing how each principle plays a unifying role in the operation of mechanical, fluid, electrical, and thermal systems in high-tech equipment. Class work will entail significant math understanding and usage and rational thinking in individual and small group activities. Note: Successful completion of Principles of Technology I and II is approved as a Physics Lab credit. Please see your counselor for details. Schools offering course: MVHS

PRODUCTION SYSTEMS 8447 Grades 9-12 1 Credit

Students understand how products are designed, manufactured, and marketed to the public. This course will also give students the opportunity to experience the construction trades such as drafting, carpentry, cabinetmaking, line production, and assembly line production techniques. A working knowledge of design and problem solving, research and development processes, and materials will be an integral part of this course. Schools offering course: MVHS, NSHS

TECHNICAL DRAWING AND DESIGN 8435 Grades 9-12 1 Credit

This course provides the student a working knowledge of the language, tools, and practices of technical drawing. Technical drawing is the universal language of design. The focus of this course is to teach the student how to graphically communicate ideas using lines, symbols, and notations. In addition, the student will learn how to visualize and project objects in two-dimensional and three-dimensional form. Traditional drawing equipment and a computer-aided drafting and design (CADD) system will be used to teach technical drawing concepts. 96

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THE AP + PROJECT LEAD THE WAY (PLTW) STUDENT RECOGNITION

Students who complete the requirements of their chosen pathway earn the AP + PLTW student recognition, a qualification that demonstrates to colleges and employers that the student is ready for advanced course work and interested in careers in this discipline.

To earn the recognition, the student must satisfactorily complete three courses in the pathway – one AP course; one PLTW course; and a third course, either AP or PLTW – and earn a qualifying score of 3 or higher on the AP Exam(s) and a score of Proficient or higher on the PLTW End of Course (EOC) assessment(s).

Level Engineering Biomedical Science

AP Biology AP Calculus AB AP Calculus BC AP Biology College AP Courses AP Chemistry AP Chemistry AP Environmental Science AP Physics 1: Algebra-Based AP Physics 2: Algebra-Based

Introduction to Engineering Design Principles of Engineering Principles of Biomedical Science Aerospace Engineering Career-PLTW Courses Human Body Systems Civil Engineering Architecture Medical Interventions Computer Integrated Manufacturing Digital Electronics

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PROJECT LEAD THE WAY building design. Software utilized includes AutoCAD, Autodesk Inventor Professional, and Autodesk Revit,

Viz, and Architectural Desktop. Schools offering course: NSHS AEROSPACE ENGINEERING – PLTW 8428 Grades 10 1 Credit COMPUTER INTEGRATED MANUFACTURING – Required Background: Introduction to Engineering PLTW 8442 Design Grades 11-12 1 Credit# Required Background: Introduction to Engineering The course explores the evolution of flight, flight Design and Digital Electronics fundamentals, navigation and control, aerospace materials, propulsion, space travel, orbital Students learn concepts of robotics and automated mechanics, ergonomics, remotely operated systems manufacturing by creating three-dimensional and related careers. In addition, the course presents designs with modeling software and producing alternative applications for aerospace engineering models of their designs. Students use Computer concepts. Numerical Control (CNC) equipment to produce Schools offering course: NSHS actual models of their three-dimensional designs. Fundamental concepts of robotics used in automated ‡ BIOMEDICAL INNOVATION - PLTW 8382 manufacturing and design analysis are included. Grade 12 2 Credits Schools offering course: NSHS Required Background: Biology, Chemistry and one of the following: AP Chemistry, AP Biology, Physics/AP DIGITAL ELECTRONICS – PLTW 8440 Physics, Anatomy & Physiology, plus teacher Grades 10-12 1 Credit# recommendations and letter of interest AND/OR one Required Background: Introduction to Engineering or more PLTW courses and teacher recommendation Design

Students use computer simulations to learn about In this capstone course, students apply their the logic of electronics as they design, test, and knowledge and skills to answer questions or solve construct circuits and devices. Students apply problems related to the biomedical sciences. control system programming and explore sequential Students design innovative solutions for the health logic and digital circuitry fundamentals. Topics in challenges of the 21st century as they work through computer circuitry are also presented, including progressively challenging open-ended problems, circuitry analysis and an exploration into diodes, addressing topics such as clinical medicine, transmitters, and operational amplifiers. physiology, biomedical engineering, and public health. They have the opportunity to work on an Schools offering course: NSHS independent project and may work with a mentor or advisor from a university, hospital, physician’s office, ENGINEERING DESIGN & DEVELOPMENT – PLTW or industry. Throughout the course, students are Grade 12 8443 expected to present their work to an adult audience 1 Credit that may include representatives from the local Required Background: Introduction to Engineering business and healthcare community. Design, Principles of Engineering, Digital Schools offering course: NSHS Electronics, and Computer Integrated Manufacturing CIVIL ENGINEERING AND ARCHITECTURE - PLTW 8430 In this capstone course, teams of students, guided by Grades 11-12 1 Credit# community mentors, work together to research, Required Background: Introduction to Engineering design, and construct solutions to engineering Design and Principles of Engineering or Digital problems. Students synthesize knowledge, skills, and Electronics abilities through an authentic engineering experience. Students are expected to develop and

formally present a three-dimensional design project Students are introduced to the independent fields of and a team-oriented project that are critiqued by an civil engineering and architecture. Students learn evaluation committee. Fundamental concepts of through project-based and problem-based lessons including project planning, site planning, and

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robotics used in automated manufacturing and INTRODUCTION TO ENGINEERING DESIGN - design analysis are included. PLTW 8439 Schools offering course: NSHS Grades 9-11 1 Credit#

ENGINEERING PRACTICUM IV 8453 Students use a problem-solving model to improve Grades 10-12 1 Credit existing products and invent new ones. Using Required Background: Combination of any three sophisticated three-dimensional modeling software, Engineering sequenced courses and with PLTW students communicate the details of the products. Engineering Design & Development (EDD); teacher Emphasis is placed on analyzing potential solutions recommendation and communicating ideas to others. This course is the first in a series being implemented for students

seeking a more in-depth, hands-on knowledge of Engineering Practicum serves as a capstone course engineering and engineering technology-based to enable students to examine technology and careers. engineering fundamentals related to solving real- Schools offering course: NSHS world problems. To do so, students examine ethics and intellectual property and design a practicum project, a culmination of knowledge and skill they ‡MEDICAL INTERVENTIONS - PLTW 8381 gained in the previous engineering courses. In Grades 11-12 2 Credits addition, students continue to investigate a variety of Required Background: Biology, Algebra II and engineering specialty fields and related careers to Chemistry completed or concurrently enrolled and determine whether they are good candidates for teacher recommendations AND/OR one or more postsecondary educational opportunities in PLTW courses and teacher recommendation; engineering. Anatomy and Physiology enrolled concurrently Schools offering course: NSHS strongly recommended

‡HUMAN BODY SYSTEMS - PLTW 8380 Students investigate the variety of interventions Grades 10-12 1 Credit involved in the prevention, diagnosis and treatment Required Background: Biology and teacher of disease as they follow the lives of a fictitious family. recommendation AND/OR Principles of Biomedical The course is a “How-To” manual for maintaining Sciences-PLTW and teacher Recommendation overall health and homeostasis in the body as students explore: how to prevent and fight infection; Students examine the processes, structures, and how to screen and evaluate the code in human DNA; interactions of the human body systems to learn how how to prevent, diagnose and treat cancer; and how they work together to maintain homeostasis (internal to prevail when the organs of the body begin to fail. balance) and good health. Using real-world cases, Students are exposed to the wide range of students take on the role of biomedical professionals interventions related to immunology, surgery, and work together to solve medical mysteries. genetics, pharmacology, medical devices, and Hands-on projects include designing experiments, diagnostics. Lifestyle choices and preventive investigating the structures and functions of body measures are emphasized as well as the important systems, and using data acquisition software to role scientific thinking and engineering design play in monitor body functions such as muscle movement, the development of interventions of the future. reflex and voluntary actions, and respiratory Schools offering course: NSHS operation. Important concepts covered in the course are communication, transport of substances, ‡PRINCIPLES OF BIOMEDICAL SCIENCES – PLTW locomotion, metabolic processes, defense, and Grades 9-11 8379 protection. Exploring science in action, students 1 Credit build organs and tissues out of clay on a skeletal manikin throughout the year. This course is designed to provide an overview of all Schools offering course: NSHS the courses in the Biomedical Sciences Program and to lay the scientific foundation necessary for student success in the subsequent courses. Students explore concepts of human medicine, research processes, bioinformatics and human physiology. Hands-on

projects enable students to investigate human body systems and various health conditions, including

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

heart disease, diabetes, sickle cell disease and ‡AUTO BODY TECHNOLOGY I – COLLISION AND infectious diseases. Over the length of the course, REPAIR  8676 students work together to investigate a crime scene Grades 10-11 2 Credits and analyze autopsy reports in order to determine (Other grades, if space available) the factors that led to the death of a fictional person. After pinpointing those factors, the students Students are taught non-structural analysis, damage investigate lifestyle choices and medical treatments repair, and welding. Students learn body and frame that might have prolonged the person’s life. The key construction, and the use of hand and power tools. biological concepts embedded in the curriculum Students work with a variety of materials, using metal include homeostasis, metabolism, inheritance of finishing and body filling techniques to prepare traits and DNA, feedback systems, and defense surfaces and repair panels. Students learn against disease. automotive history, practice shop safety, gain career Schools offering course: NSHS skills, and use custom techniques. Schools offering course: NSHS PRINCIPLES OF ENGINEERING - PLTW 8441 Grades 11-12 1 Credit# ‡AUTO BODY TECHNOLOGY II – PAINTING AND Required Background: Introduction to Engineering REFINISHING 8677 Design; Algebra II, which may be taken concurrently, Grades 11-12 4 Credits and Digital Electronics Required Background: Automotive Body Technology I Students develop an understanding of the engineering profession and the fundamental aspects In this course, students are taught to repair, mask, of engineering problem solving. Students study the and refinish auto body components and entire historical and current impacts of engineering on vehicles. In addition, they use spray guns and society as well as ethical implications. Mathematical personal safety equipment, apply undercoats and and scientific concepts will be applied to topcoats, work with a variety of materials, and gain fundamental engineering topics, including career skills. Students continue to improve skills in mechanics and electrical circuit theory. welding and body repair. Schools offering course: NSHS Schools offering course: NSHS

‡AUTO BODY TECHNOLOGY III – COLLISION AND TRADE AND INDUSTRIAL EDUCATION REPAIR AND PAINTING AND REFINISHING 8678 Grade 12 4 Credits Required Background: Automotive Body Technology II SkillsUSA is the co-curricular organization for Trade and Industrial students. Students further apply the tasks/competencies learned in Auto Body Technology I and II. This course may also be used as a capstone course in which AUTOMOTIVE BODY TECHNOLOGY students may perfect their auto body skills and move Courses are taught by Automotive Service toward employment in the industry. Students who Excellence (ASE) Certified Instructors successfully complete this program sequence will be prepared to take and pass the respective ASE exam. The Automotive Body Technology program is a Schools offering course: NSHS 3-year program with mastery of each task for job entry-level skills as a priority. The program is open to 10th, 11th, and 12th graders. Students will complete a pre-test prior to being admitted to Automotive Body Technology I (8676).

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AUTOMOTIVE TECHNOLOGY ‡BARBERING I  8743 Courses are taught by Automotive Service Grade 11 3 Credits Excellence (ASE) Certified Instructors (Grade 10, if space available) Required Background: Regular attendance is required The Automotive Technology program is a 3-year in order to meet the clinical lab hours. program with mastery of each task for job entry-level skills as a priority. The program is open to 10th, 11th, Barbering is the study of hair, scalp, and skin. and 12th graders. Students will complete an Students study and prepare in a clinical lab setting, application and a pre-test prior to being admitted to using mannequins and live models for manipulative Automotive Technology I (8506). Students will have practice. The program emphasizes safety and sanitation, communication, and management skills. the opportunity to apply for job shadowing and Related areas of study include psychology, ethics, internships programs with local automotive and professional image. Competency completions businesses. prepare the students to work or apprentice in a local barber shop or beauty salon. ‡AUTOMOTIVE TECHNOLOGY I  8506 Schools offering course: MVHS Grades 10-11 1 Credit ‡BARBERING II 8744 Students learn all aspects of repair, safety, and Grade 11-12 4 Credits customer service by concentrating on the four Required Background: Passing score of 70% primary ASE certified areas: Brakes, Steering and Barbering I and regular attendance is required to Suspension, Electrical/Electronics and light duty meet clinical hours. vehicle repair. Schools offering course: BPHS, NSHS, SHS Students apply their knowledge of barbering skills in a clinical lab setting, using mannequins and live ‡AUTOMOTIVE TECHNOLOGY II 8507 models for manipulative practice. The program emphasizes safety and sanitation, communication Grades 11-12 2 Credits skills, and management of a barber shop or beauty Required Background: Automotive Technology I salon. Related areas of study include psychology, ethics, and professional image. Competency Students will learn to repair fuel, electrical, cooling, completions prepare the students for the Virginia brake, drive train, and suspension systems. state licensing exam. Instruction is also given in the adjustment and repair Schools offering course: MVHS of individual components and systems such as radiators, transmission, and fuel injectors. Students ‡CABINETMAKING I  8604 will have the opportunity to apply for job shadowing and internships with local automotive businesses Grades 9-11 1 Credit through the Automotive Youth Educational Systems (AYES) program. Students learn workshop and tool safety and employability skills as they practice reading Schools offering course: BPHS, NSHS, SHS blueprints; estimating and selecting materials;

cutting and shaping stock; assembling, fastening, and ‡AUTOMOTIVE TECHNOLOGY III 8508 installing components; and finishing surfaces. The Grade 12 2 Credits technical, problem-solving, leadership, and creative Required Background: Automotive Technology II skills learned in cabinetmaking can be applied in industries well beyond the construction trades and Students will continue to master skills related to professions and prepare the student for lifelong suspension and steering, brakes, electrical/ learning and success. electronic systems, and engine performance. Schools offering course: NSHS Schools offering course: BPHS, NSHS, SHS

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‡CABINETMAKING II 8605 grader with no restrictions on power tool usage. Grades 10-12 2 Credits Schools offering course: BPHS, SHS Required Background: Cabinetmaking I CARPENTRY III 8603 Students continue to learn workshop and tool safety Grade 11-12 2 Credits and enhance their employability skills as they Required Background: Carpentry II interpret blueprints; estimate and select materials; cut and shape stock; assemble, fasten, and install This course expands on Carpentry I and II. Qualified components; install interior finishes; apply wood students have the opportunity for work-based veneers and plastic laminates; finish surfaces; and experience and to work on the construction of a new transport and install cabinets. The technical, home through the Bringing Occupational problem-solving, leadership, and creative skills Opportunities to Students (BOOTS) program. learned in Cabinetmaking can be applied in Construction management skills will also be stressed industries well beyond construction trades and throughout the duration of the school year with the professions and can prepare the student for lifelong intent for students to enter the construction learning and success. business upon completion. OSHA and class safety Schools offering course: NSHS practices are mandatory and enforced. Schools offering course: SHS ‡CARPENTRY I  8601 Grades 9-10 CONSTRUCTION TRADES I 9071 BPHS – (140 hours) 1 Credit Grades 9-10 1 Credit SHS – (280 hours) 2 Credits Recommended Background: Construction Trades This introductory course is for students considering a career in the construction industry. Construction Instruction in this course includes the theory and Trades prepares students to construct buildings, and practical application of blueprints and building plans, other structures using materials such as metal, wood, estimating materials, and finishing of a structure. stone, brick, concrete and composition substances. Proper use of power tools will be demonstrated. Students focus on completing a 9 weeks rotation Students are provided the opportunity to work on exploring each of the following trade areas: masonry, the construction of a new home through the BOOTS carpentry, electricity and the last rotation will be program (Bringing Occupational Opportunities to chosen by the student according to his/her interests. Students). Students must successfully complete the Core safety will be taught in all areas. 10-hour OSHA Safety Course and comply with OSHA Note: Formerly Building Trades I standards throughout the course to be eligible for Schools offering course: SHS Carpentry II. This course will be open to highly qualified 9th graders who are interested in pursuing a future in the BOOTS program. Please note there are ‡COSMETOLOGY I  8745 some restrictions on power tool usages for 9th Grade 10-11 3 Credits grades. Recommended Background: Regular attendance is Schools offering course: BPHS, SHS required in order to meet the clinical lab hours

‡CARPENTRY II 8602 In this course, students study and prepare in a Grades 10-12 2 Credits clinical lab setting, using mannequins, and live Required Background: Carpentry I models for skill practice. Students develop skills in hair shaping, finger waves, manicuring, and This course includes instruction in the skills that pedicures. Students also learn the principles of provide additional practical experiences related to sterilization, sanitation, and bacteriology. They the complete structural aspect of a building or develop required safety procedures and study dwelling and its finishing work. Students will be professional ethics. Regular attendance is essential to expected to comply with all OSHA and class safety be successful in this program. practices. Students are provided the opportunity to NOTE: (Grade 10, if space available) work on the construction of a new home through the Schools offering course: MVHS, SHS Bringing Occupational Opportunities to Students

(BOOTS) program. Students completing Carpentry I as a 9th grader will be eligible for Carpentry II as a 10th

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‡COSMETOLOGY II 8746 DRAFTING II (Advanced Mechanical) 8531 Grades 11-12 4 Credits Grades 10-12 2 Credits Required Background: Passing score of 70% or above Required Background: Drafting I in Cosmetology I & Regular Attendance is required to meet clinical hours This course focuses on creating mechanical drawings for manufacturing purposes. New skills learned Students develop skills and technical knowledge include developing auxiliary views, reading relating to hair coloring, hair pressing, facials, tolerances, applying & interpreting weld symbols, cosmetic make-up, and selection of commercial specifying fasteners, additive manufacturing (3D materials. Beauty salon management procedures are printing) and the logic of mechanical also studied. Upon successful completion of required assembly. Using 2D and 3D computer-aided design competency performance and hours, students are (CAD) software is integral to this course. Portfolio prepared to take the Virginia Board of Cosmetology projects will be interspersed throughout the course, licensing exam. culminating in a design project of the student's own Schools offering course: MVHS, SHS design solutions. All students will take the ADDA International Drafter Certification Exam as part of CRIMINAL JUSTICE I 8702 this program. Grades 11-12 1 Credit Schools offering course: SHS

Students learn the principles, techniques, and DRAFTING III (Architectural Drawing) 8532 practices for pursuing careers within the criminal Grades 11-12 2 Credits justice services system. Also provided in this course Required Background: Drafting II is an overview of the conflicts, coordination, and interdependency of the major components of the This course focuses on the creation of code criminal justice system. compliant architectural drawings focusing on Schools offering course: BPHS, NSHS residential design. The student learns to prepare site plans, floor and foundation plans, electrical plans, CRIMINAL JUSTICE II 8703 elevations, wall sections and structural details. Both Grades 11-12 1 Credit manual and CAD techniques are taught and utilized, Required Background: Criminal Justice I with the focus on CAD using Autodesk design software. Portfolio projects will be interspersed Students will expand upon the course content throughout the course, culminating with the developed in Criminal Justice I. In addition, this student's own residential house design. All students course introduces students to a career in law will take the ADDA International Architectural enforcement. Topics may include crime scene Drafter Certification Exam as part of this program. investigation, use of force continuum, criminal law Schools offering course: SHS court system and procedures, police concepts and skills, corrections concepts and skills, ‡ELECTRICITY I  8533 communication, security, and understanding and Grades 9-11 2 Credits working with special populations. Required Recommended: Construction Trade, Schools offering course: BPHS, NSHS recommended; Algebra I, Part I recommended

DRAFTING I (Fundamentals) 8530 Students develop the skills and technical knowledge Grades 9-11 1 Credit relating to test equipment, electrical circuits, single phase alternating current, residential wiring, This course is recommended for students who are estimating cost of labor and material, low voltage interested in technical fields such as architecture, systems, wiring single family dwellings, and the use engineering, construction. The course emphasizes of the National Electrical Code. Students learn basic fundamental mechanical drawing concepts and electrical terms. Students are provided the techniques. The projection, visualization, and opportunity to work on the construction of a new interpretation of two-dimensional and three- home through the BOOTS program (Bringing dimensional objects are explored. The student is also Occupational Opportunities to Students). Students introduced to computer-aided drafting (CAD) using must successfully complete the 10-hour OSHA Safety Autodesk drafting software. This course is a prerequisite for all other drafting courses. Schools offering course: SHS 103

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

Course and comply with OSHA standards throughout I) and FFII (Semester II) consecutively in the same the course to be eligible for Electricity II. year. Schools offering course: SHS ‡FIREFIGHTING II  8706 ‡ELECTRICITY II 8534 Grades 11-12 2 Credits Grades 10-12 2 Credits Note: See description above. Required Background: Electricity I Required Background: Completion of Firefighting I and passing Certification Exam Students develop the skills and technical knowledge of commercial wiring, installation of and maintaining ‡GRAPHIC IMAGING TECHNOLOGY I  8660 conduit systems, appliance and motor service, Grades 9-11 2 Credits industrial wiring, control wiring, transformers, three-phase circuitry, and low voltage control This course introduces students to the various areas systems. Students are provided the opportunity to of the printing field. These areas will include layout work on the construction of a new home through the and design, desktop publishing, film processing, plate Bringing Occupational Opportunities to Students making, offset press operation, bindery, and digital (BOOTS) program. OSHA and class safety practices photography. Students focus on the history of are mandatory and enforced. graphic imaging. Schools offering course: SHS Schools offering course: NSHS

‡ELECTRICITY III 8535 ‡GRAPHIC IMAGING TECHNOLOGY II 8661 Grade 11-12 2 Credits Grades 10-12 2 Credits Required Background: Electricity II Required Background: Graphic Imaging Technology I

This course expands on Electricity I and II. Qualified This course introduces students to the various areas students have the opportunity for work-based of the printing field. In first semester, students will experience and to work on the construction of a new develop skills relating to desktop publishing, layout home through the Bringing Occupational and design, film processing, plate-making, offset Opportunities to Students (BOOTS) program. OSHA press operation, bindery, screen printing, and digital and class safety practices are mandatory and photography. In the second semester, students will enforced. apply all skills learned in a production setting. Schools offering course: SHS Schools offering course: NSHS

 ‡FIREFIGHTING I 8705 ‡MASONRY I  8512 Grades 11-12 2 Credits Grades 9-11 2 Credits Required Background: Students must be at least 16 Recommended Background: Construction Trades years old by the first day of the course offering. Enrollment also requires parental consent. Additional Students develop skills and technical knowledge for requirements, including CPR, HAZMAT operations, laying block and brick, concrete construction, and Mayday Awareness, are stipulated for those reading blueprints, completing straight wall and students seeking NFPA Firefighter I certification. corner work, as well as estimating labor and materials. Students are provided the opportunity to Firefighting is one of the most dangerous jobs in the work on the construction of a new home through the world and, therefore, requires complete discipline BOOTS program (Bringing Occupational and attention to achieving the academic and Opportunities to Students). Students must professional standards necessary to successfully successfully complete the 10-hour OSHA Safety fight live fires, address hazardous-materials Course and comply with OSHA standards throughout incidents, and conduct search-and-rescue the course to be eligible for Masonry II. operations. Students will become familiar with the Schools offering course: SHS procedures, equipment, and technologies used by current fire departments. This course challenges students academically, mentally, and physically and meets the standards of National Fire Protection Association (NFPA) 1001-2013 leading to Firefighting I certification. Students must enroll in FFI (Semester 104

SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

‡MASONRY II 8513 SMALL ENGINE TECHNOLOGY II 8726 Grades 10-12 2 Credits Grades 10-12 2 Credits Required Background: Masonry I Required Background: Small Engine Technology 1

A continuation of Masonry I, students are given Students will expand on the study of small engine additional instruction in the knowledge and skills of repair from Small Engine Repair I. Units of study will mixing and pouring concrete, building arches and include two-stroke/cycle engine theory and repair, columns, stone masonry and required competencies engine rebuild, engine modifications, hydraulics, for masonry workers. Students are provided the chain saw repair and maintenance, string trimmer opportunity to work on the construction of a new repair and maintenance, go-cart and mini-bike home through the Bringing Occupational repair, outdoor power equipment business Opportunities to Students (BOOTS) program. OSHA operation. and class safety practices are mandatory and Schools offering course: SHS enforced. Schools offering course: SHS TELEVISION AND MEDIA PRODUCTION I 8688 Grades 9-12 1 Credit ‡MASONRY III 8514

Grade 11-12 2 Credits This course combines public speaking and other Required Background: Masonry II communication skills with the study of video

technology primarily used in broadcast journalism. This course expands on Masonry I and II. Qualified Students receive training in written and verbal students have the opportunity for off-site work- communication as it applies to broadcast journalism based experience and to work on the construction of as well as instruction in the use and maintenance of a new home through the Bringing Occupational electronic equipment used in broadcast television. Opportunities to Students (BOOTS) program. Students will produce a variety of programming, Fundamentals of construction management will be including radio spots, live television interviews, in- emphasized, including planning, estimating and house news broadcasts, broadcast television problem solving on an actual construction jobsite. packages, and a variety of live coverage videography. OSHA and class safety practices are mandatory and enforced. Hilti certification will be offered in Note: Course requires time outside the scheduled addition to state-approved industry credential. class period for activities occurring in the evening ‡Students are required to use provided bus service and on weekends. for all classes requiring transportation from a base school to another high school. TELEVISION AND MEDIA PRODUCTION II 8689 Application process required Grades 10-12 Schools offering course: SHS (140 Hours) 1 Credit (280 Hours) 2 Credits SMALL ENGINE TECHNOLOGY I 8725 Required Background: Television and Media Grades 9-12 1 Credit Production I

Students will study the theory, repair and This course is designed for the student interested in applications of small 4 stroke/cycle internal pursuing a career in broadcast technology or combustion engines. Students will operate a Small broadcast journalism. Experiences will be structured Engine Repair business, repairing customer’s to simulate a private local company in the outdoor power equipment. Units will cover safety, community, allowing the students to take on the engine theory, engine troubleshooting, engine repair, responsibility of the day-to-day tasks. This parts location/order, small business operation. simulation could include coverage of school and Schools offering course: SHS community events, developing a clientele through the creation of promotional and informational

presentations, and daily production of live

announcements for the school.

Note: Course requires time outside the scheduled

class period for activities occurring in the evening and on weekends.

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TELEVISION AND MEDIA PRODUCTION III 8690 Grades 11-12 (140 Hours) 1 Credit (280 Hours) 2 Credits Required Background: Television and Media Production II

Students will demonstrate mastery of media production knowledge and skills. They will function as media producers by creating original productions as they develop and market programs for target audiences. They will investigate the dynamic media production.

Note: Course requires time outside the scheduled class period for activities occurring in the evening and on weekends.

TELEVISION AND MEDIA PRODUCTION APPRENTICESHIP 8691 Grades 12 1 Credit Required Background: Television and Media Production II

This course is designed to provide students with the practical and principle knowledge of community television production through participation in the development of programming for the Stafford Educational Channel. Course content will emphasize the exploration of advanced concepts and processes involved in managing and maintaining a PEG television station to include video and audio media production and editing with emphasis on hands-on experience in studio and field production, as well as, video and audio post-production.

Students will also qualify for employment opportunities as Video Production Technicians within the Stafford County Public School System. Note: The work in Television and Media Production Apprenticeship requires that students be willing and able to devote considerable time outside of the scheduled class period to activities occurring in the evening and on weekends. Schools offering course: BPHS, NSHS

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STAFFORD COUNTY PUBLIC SCHOOLS

BROOKE POINT HIGH SCHOOL Home of the “Black Hawks” 1700 Courthouse Road Stafford, Virginia 22554 (540) 658-6080 Tammy Houk, Principal Marialena Bridges, Ed. D., Counseling Director

COLONIAL FORGE HIGH SCHOOL Home of the “Eagles” 550 Courthouse Road Stafford, Virginia 22554 (540) 658-6115 Gregory O. Daniel, Principal Rebecca Shay, Counseling Director

MOUNTAIN VIEW HIGH SCHOOL Home of the “Wildcats” 2135 Mountain View Road Stafford, Virginia 22556 (540) 658-6840 James D. Stemple, Jr., Ed.D., Principal Sarah Hodges, Counseling Director

NORTH STAFFORD HIGH SCHOOL Home of the “Wolverines” 839 Garrisonville Road Stafford, Virginia 22554 (540) 658-6150 Daniel Hornick, Principal Carol Mayer, Counseling Director

STAFFORD HIGH SCHOOL Home of the “Indians” 63 Stafford Indian Lane Fredericksburg, Virginia 22405 (540) 371-7200 Joseph Lewis, Principal Susan Biggs, Counseling Director

SCPS High School Program of Studies

Highlights of proposed changes for 2018-2019 1 Exploring Local History Project-based Learning course in which students in grades 11 and 12 will examine Stafford County and the region’s rich history.

2 Geospatial Technology II Employs real-world spatial analysis models and guidelines for integrating, interpreting, analyzing, and synthesizing data.

3 Cybersecurity Software Operations Cybersecurity Software Operations is designed to teach many aspects of computer support and network administration.

4 Firefighting ● Partnership between SCPS & Stafford County Fire and Rescue Department ● Contingent upon approval of SCPS Budget request for course ● Potential Enrollment - Maximum of 20 students per year ● Location - Fire Station #2 5 Proposed successful completion is...

• A grade of “C” (score of 70 or better); however, each student’s motivation, interests, and circumstances should be considered when selecting courses.

• Some courses and programs may have specific requirements or prerequisites.

6 Weighted Credit AP

County Is weighted AP exam req. Who pays for credit given? for weighted AP exams? credit? Albemarle Yes No Student Chesterfield Yes Required Student Chesapeake Yes No Student Fauquier Yes Required County Hanover No No Student Henrico Yes No Student Loudoun Yes Encouraged Student Prince William Yes Encouraged County Spotsylvania Yes Encouraged Student

7 Weighted Credit for Advanced Placement (AP) • Students enrolled in AP will receive weighted credit for successful completion of the course. Students taking AP courses are strongly encouraged to take all AP assessments.

• All students enrolled in AP courses will be required to take a final, end-of-course exam.

8 Weighted Credit for Advanced Placement (AP) • Students may elect to take the College Board’s AP course assessments in lieu of the high school final, end-of-course exam.

• Students and/or parent(s) are responsible for the AP exam fee by the appropriate date.