Focusing on the Future Program of Studies

RICHMOND PUBLIC SCHOOLS • 2011 • SCHOOLS PUBLIC RICHMOND 12 – 6 GRADES • STUDIES OF PROGRAM 2012 –

FOCUSING ON THE FUTURE

A Publication of Richmond Public Schools Richmond, Virginia

In accordance with federal laws, the laws of the Commonwealth of Virginia and the policies of the School Board of the City of Richmond, the Richmond Public Schools does not discriminate on the basis of sex, race, color, age, religion, disabilities or national origin in the provision of employment and services. The Richmond Public Schools operates equal opportunity and affirmative action programs for students and staff. The Richmond Public Schools is an equal opportunity/affirmative action employer. The Title IX Officer is Ms. Angela C. Lewis, Clerk of the School Board, 301 N. 9th St., Richmond, VA 23219-1927, (804) 780-7716. The Section 504 Coordinator is Mr. Harley Tomey, Director of Exceptional Education and Student Services, 301 N. 9th St., Richmond, VA, 23219-1927, (804) 780-7911. The ADA Coordinator is Ms. Valarie Abbott Jones, 2015 Seddon Way, Richmond, VA 23230-4117, (804) 780-6211, for the Relay Center dial 711. The United States Department of Education’s Office of Civil Rights may also be contacted at 550 12th Street SW, PCP-6093 Washington, DC 20202, (202) 245-6700.

School Board

Kimberly M. Bridges, Chair Dawn C. Page, Vice Chair Donald L. Coleman Kimberly B. Gray Maurice A. Henderson Norma H. Murdoch-Kitt Adria A. Graham Scott Chandra H. Smith Evette L. Wilson PROGRAM OF STUDIES Dr. Yvonne W. Brandon, Superintendent 2011-2012 / GRADES 6-12

PLANNING GUIDE FOR STUDENTS AND PARENTS Directory of Schools

Middle Schools Thomas Jefferson Tanya Roane, Principal Binford Model 4100 West Grace Street 23230 Peter Glessman, Principal Tel: (804) 780-6028 Fax: (804) 780-6295 1701 Floyd Avenue 23220 Tel: (804) 780-6231 Fax: (804) 780-6057 John Marshall Beverly Britt, Principal Lucille M. Brown 4225 Old Brook Road 23227 Denise Lewis, Principal Tel: (804) 780-6052 Fax: (804) 780-4991 6300 Jahnke Road 23225 Tel: (804) 319-3013 Fax: (804) 319-3009 Open High Candace Veney-Chaplin, Principal Dear Parents and Students: Thomas C. Boushall 600 Pine Street 23220 Sheron Carter-Gunter, Principal Tel: (804) 780-4661 Fax: (804) 780-4865 3400 Hopkins Road 23234 We are pleased to provide you with the 2011-2012 Program of Studies booklet for Tel: (804) 780-5016 Fax: (804) 780-5396 Richmond Community Richmond Public Schools. J. Austin Brown, Principal Elkhardt 201 E. Brooklyn Park Boulevard 23222 Eric Jones, Principal Tel: (804) 780-4332 Fax: (804) 780-4423 Our school system is committed to providing a curriculum that promotes rigorous 6300 Hull Street Road 23227 academic course offerings, as well as other courses that feature career, technical and Tel: (804) 745-3600 Fax: (804) 674-5518 George Wythe Willie Bell, Principal special interests studies. Thomas H. Henderson 4314 Crutchfield Street 23225 Jeanine Turner, Principal Tel: (804) 780-5037 Fax: (804) 780-5043 This comprehensive publication will serve as a valuable tool for planning your student’s 4319 Old Brook Road 23227 Tel: (804) 780-8288 Fax: (804) 228-5353 Richmond Technical Center educational program. It includes additional information on graduation requirements, such N. Mauricee Holmes, Principal as: credits, grades, special programs, career guidance, advance placement and dual Albert H. Hill 2020 Westwood Avenue 23230 enrollment courses. All of these are important topics to be discussed by students, parents Michael S. Kight, Principal Tel: (804) 780-6237 Fax: (804) 780-6061 3400 Patterson Avenue 23221 and counselors. Tel: (804) 780-6107 Fax: (804) 780-8754 Alternative/Regional Schools

It is important that parents pay close attention to the new types of diplomas that will Martin L. King, Jr. th Aaron L. Dixon, Principal Capital City Program affect the incoming 9 grade students in the 2011-2012 school year. Please take notice of 1000 Mosby Street 23223 Alberta Person, Principal the new requirements of each diploma type. Tel: (804) 780-8011 Fax: (804) 780-5590 100 W. Baker Street 23220 Tel: (804) 237-0600 Fax: (804) 237-0601 Fred D. Thompson Please know that our teachers, administrators, and school counselors are available to Rickie Hopkins, Principal Adult Career Development Center answer your questions. I encourage you and your child to meet with your school 7825 Forest Hill Avenue 23225 Dr. Clara Scott, Principal counselor on a regular basis, so that your child’s educational plan will ensure a successful Tel: (804) 272-7554 Fax: (804) 560-5115 119 West Leigh Street 23219 Tel: (804) 780-4388 Fax: (804) 780-8184 and rewarding learning experience. High Schools Maggie L. Walker Governor’s School for Sincerely, Armstrong Government & International Studies Dimitric Roseboro, Principal Doug Hunt, Principal 2300 Cool Lane 23223 1000 N. Lombardy Street 23220 Tel: (804) 780-4449 Fax: (804) 780-4538 Tel: (804) 354-6800 Fax: (804) 354-6939

Yvonne Brandon, Ed.D. Franklin Military Appomattox Governor’s School for Arts & Technology Sterling M. Stokes, Principal James L. Ruffia, Ed. D., Principal Superintendent 701 North 37th Street 23223 512 West Washington Street Tel: (804) 780-8526 Fax: (804) 780-8054 Petersburg, VA 23803 Tel: (804) 722-0220 Fax: (804) 722-0200 Huguenot Tyrus Lyles, Principal Mathematics & Science Innovation Center 7945 Forest Hill Avenue 23225 Julian H. Cothran, Ed. D., Director Tel: (804) 320-7967 Fax: (804) 560-9103 2401 Hartman Street 23223 Tel: (804) 343-6525 Fax: (804) 780-4454

RICHMOND PUBLIC SCHOOLS Department of Instruction

Guidance Services 301 North Ninth Street, 12th Floor Richmond, VA 23219 Phone: 804-780-7777 Fax: 804-780-6283 Email: [email protected]

To the Students of Richmond Public Schools:

Distribution of the 2011-2012 Program of Studies is the beginning of the very important process of selecting courses for next school year. The choices that you make are very significant, not only for next year, but also for the future. Whether you plan to go on to college, technical education, the Armed Services, or directly into the world of work, the courses you select will have a major impact upon your ability to meet the goals that you have set.

Because these choices are so important, it is essential that you use all the resources available to you in making these decisions. First and foremost, it is crucial that you discuss the options with your parent or guardian. They have a formal role in the course selection process: no course selection will be considered final until it is reviewed and approved by your parent or guardian.

Your teachers and school counselor will also be of significant help in selecting courses and instructional levels consistent with your plans, interests and abilities. Do not hesitate to discuss these matters with them at any time. During the actual course request process, they play a direct role in recommending and reviewing your selections.

Meeting the challenges that face you and our nation in the twenty-first century will require knowledge, skill, flexibility, and a desire to pursue a high standard of performance. Your selection of courses and commitment to accepting the challenge of being well prepared for the future are cornerstones for your personal success.

In summary, discuss your interests and goals with your parent or guardian. Seek help from your teachers and counselor in identifying the courses for next year that will be most helpful to you in attaining your goals and fulfilling your interests. Those students transitioning to middle or high school should use the 3ODQQLQJ)RUPV on the following pages to draw up a tentative four-year plan. Finally, choose the courses that you and your parents or guardians believe will be best for you. We will do everything we can to enable you to receive the program you select. Where that is not possible, we will assist you in selecting appropriate alternative courses.

We urge you to take the process of course selection very seriously. It will have an impact upon the rest of your life.

Sincerely,y,

BBeverlyeverly S. Mountain, Guidance Instructional SpecialiSpecialistst

Maria F. CrenshawCrenshaw,, Director of InstructionInstruction

Richmond City Public Schools Tentative Career Cluster/Plan:

Academic & Career Plan ______Gr. 6 ______Gr. 7 Name: ______DOB:______Gr. 8 Middle School: ______Gr. 9 Specialty Center Program: ______Gr. 10

Diploma Choice: Advanced O Standard O Adv Tech O Standard Technical O Modified O This individualized plan is tentative and will be reviewed annually. Do not be overly concerned with selecting electives for the 7th, 8th, and 9th grades as these may change based on interest and availability. Your school counselor will help you develop your plan and will monitor your progress. Post Secondary Plans ______High Schools Credit Grade 6 Grade 7 Grade 8 Grade 9 Courses in Middle Year - Year - Year - Year - School Years 6-9 Verified Verified Verified Verified Verified Course Course Course Course Course English 6 English 7 English 8 English9

Total Credits Total Credits Total Credits Total Credits Total Credits

CLASS OF 2014 and beyond GRADUATION REQUIREMENTS (for students who first entered the 9th grade in 2011-12)

Standard Advanced Studies Standard Technical Advanced Technical SOL Testing Requirements Diploma Requirements - 22 Credits Diploma Requirements - 26 Credits Diploma Requirements - 22 Credits Diploma Requirements - 26 Credits Advanced Diploma Standard Diploma Subject Units of Credit Subject Units of Credit Subject Units of Credit Subject Units of Credit 2 English 2 English English……………………………………...4 English………………………………………..4 English………………………………………..4 English……………………………………….4 2 Math 1 Math *Mathematics…………………………..3 *Mathematics……………………………..4 *Mathematics…………………………...3 *Mathematics…………………………....4 2 Science 1 Science Laboratory Science……………………3 Laboratory Science…………………..…4 Laboratory Science……………………3 Laboratory Science……………………4 2 History/Social Science 1 History/Social Science History/Social Science.……………..3 History/Social Science.…………..…...4 History/Social Science…..………….3 History/Social Science.………………4 1 Student selected test 1 Student selected test Health/Physical Education………..2 World Language…………………………..3 Health/Physical Education………..2 World Language……………….……….3 9 Total 6 Total World Lang/Fine Arts/Career...... 2 (3 years of one or 2 years each of 2 languages) World Lang/Fine Arts…………….....1 (3 years of one or 2 years each of 2 languages) Economics/Per. Finance…………….1 Economics/Per. Finance……………..1 Economics/Per. Finance……………1 Economics/Per. Finance…………….1 Electives…………………………………….4 Health/Physical Education…………..2 Career/Tech Ed Sequence…………4 Health/Physical Education…………2 TOTAL 22 Fine or Career/Tech Ed……………….1 Electives……………………………………1 Fine Arts or Career/Technical Ed.1 Electives………………………………………3 TOTAL 22 Career/Tech Ed. Sequence………..3 TOTAL 26 TOTAL 26

*Courses complete to satisfy mathematics requirements shall include at least two different courses for Standard Diplomas and three different courses for Advanced Diplomas from among Algebra 1, Algebra 2, Geometry or other mathematics courses above the level of Algebra 2.

______Student’s Signature Parent’s Signature Counselor’s Name Date

Richmond City Public Schools Tentative Career Cluster/Plan:

Academic & Career Plan ______Gr. 7 ______Gr. 8 Name:______DOB:______Gr. 9 Middle School: ______High School:______Gr. 10 Specialty Center Program: ______Gr. 11

High Schools Credit Grade 9 Grade 10 Grade 11 Grade 12 Courses in Middle Year - Year - Year - Year - School Years 6-8 Verified Verified Verified Verified Verified Course Course Course Course Course English 9 English 10 English 11 English12

Health & P.E. 9 Health & P.E. 10 Total Credits Total Credits Total Credits Total Credits Total Credits

CLASS OF 2014 and beyond GRADUATION REQUIREMENTS (for students who first entered the 9th grade in 2011-12)

Standard Advanced Studies Standard Technical Advanced Technical SOL Testing Requirements Diploma Requirements - 22 Credits Diploma Requirements - 26 Credits Diploma Requirements - 22 Credits Diploma Requirements - 26 Credits Advanced Diploma Standard Diploma Subject Units of Credit Subject Units of Credit Subject Units of Credit Subject Units of Credit 2 English 2 English English……………………………………...4 English………………………………………..4 English………………………………………..4 English……………………………………….4 2 Math 1 Math *Mathematics…………………………..3 *Mathematics……………………………..4 *Mathematics…………………………...3 *Mathematics…………………………....4 2 Science 1 Science Laboratory Science……………………3 Laboratory Science…………………..…4 Laboratory Science……………………3 Laboratory Science……………………4 2 History/Social Science 1 History/Social Science History/Social Science….…………..3 History/Social Science.…………..…...4 History/Social Science .…………….3 History/Social Science.………………4 1 Student selected test 1 Student selected test Health/Physical Education………..2 World Language…………………………..3 Health/Physical Education………..2 World Language……………….……….3 9 Total 6 Total World Lang/Fine Arts/Career...... 2 (3 years of one or 2 years each of 2 languages) World Lang/Fine Arts…………….....1 (3 years of one or 2 years each of 2 languages) Economics/Per. Finance…………….1 Economics/Per. Finance……………..1 Economics/Per. Finance……………1 Economics/Per. Finance…………….1 Electives…………………………………….4 Health/Physical Education…………..2 Career/Tech Ed Sequence…………4 Health/Physical Education…………2 TOTAL 22 Fine or Career/Tech Ed……………….1 Electives……………………………………1 Fine Arts or Career/Tech Ed……….1 Electives………………………………………3 TOTAL 22 Career/Tech Ed. Sequence….……..3 TOTAL 26 TOTAL 26

______Student’s Signature Parent’s Signature Counselor’s Name Date

iii

Focusing on the Future Program of Studies Grades 6 – 12 A Planning Guide for Students and Parents Table of Contents Section I – Key Information Accelerated Program Identification ...... 8 Accreditation ...... 8 Advanced Placement Program ...... 8 College Courses ...... 8 Dual Credit ...... 8 Eligibility for Activities ...... 9 English Language Proficiency ...... 10 Exemption of Recently Arrived Limited Proficient Students ...... 10 Examinations ...... 10 Exceptional Education (Special Education) ...... 10 Expedited Re-Takes ...... 11 Family Life Education ...... 11 Gifted and Advanced Learners ...... 11 Grade Point Average (GPA), Class Rank, Grading Scale and Weighting of Grades………………… 12 RPS Grading Scale ...... 13 Guidance and School Counseling Services ...... 13 Homebound-Homebased Instruction ...... 13 Honor Roll ...... 13 Honors Program Identification ...... 13 Independent Study ...... 14 Information Technology ...... 14 Instructional Use of the Internet ...... 14 International Baccalaureate Middle Years Program (IBMYP) ...... 14 Internet Acceptable Use Procedures ...... 14 Locally Awarded Verified Credits ...... 15 NCAA Clearinghouse for College-Bound Athletes ...... 15 Promotion/Retention ...... 15 Scholar Roll...... 16 School/Parent Communication on Student Progress ...... 16 Selection of Valedictorian(s) and Salutatorian(s) ...... 16 Sequential Electives ...... 16 Standards of Learning, End-of-Course Tests, and Verified Credits ...... 16 Straight “A” Scholar ...... 17 Student Activities ...... 17 Student-Selected Tests ...... 17 Substitute Assessments for SOL Tests...... 18 Tech Prep ...... 18 Testing Program ...... 18 Web Sites ...... 18

LY Section II – Overview of Middle & High Schools Overview of Middle and High School Program Choices (Chart) ...... 20 Middle Schools...... 21 International Baccalaureate Middle Years Programme ...... 30 High Schools...... 31

Section III – Graduation Requirements Standard Diploma ...... 42 Advanced Studies Diploma ...... 43 Modified Standard Diploma ...... 44 Special Diploma ...... 45 General Achievement Diploma (GAD) ...... 45 General Education Development Certificate (GED) ...... 46 Diploma Requirements for Transfer Students (Standard/Advanced) ...... 47 Diploma Seals ...... 48 *New Requirements – Standard Diploma – Class of 2012……………………………………………….. 49 *New Requirements – Advanced Studies Diploma – Class of 2012 …………………………………….. 50 *New Requirements – Standard Technical Diploma – Class of 2012…………………………………… 51 *New Requirements – Advanced Technical Diploma – Class of 2012………………………………….. 52 *New Requirements – Modified Standard Diploma – Class of 2012……………………………………. 53 Forms for Recording Standard & Verified credits…………………………………………………………. 54 Standard Diploma Worksheet ...... 55 Advanced Studies Diploma Worksheet ...... 56 Modified Standard Diploma Worksheet...... 57

Section IV – Standards of Learning Course Overviews English/Language Arts ...... 59 English Language Proficiency ...... 61 Mathematics ...... 62 History/Social Science ...... 65 Science ...... 68

Section V – Course Descriptions Business and Information Technology….…………………………………………………………………... 72 English/Language Arts…………….………………………………………………………………………….. 76 Family and Consumer Science….…………………………………………………………………………… 85 Fine Arts …..……………………………………………………………………………………………………. 92 Dance…………………………………………………………………………………………………………… 95 Music.…………………………………………………………………………………………………………… 96 Theatre/Drama………………………………………………………………………………………………… 103 World Languages………………………………………………………………………………………………104 History/Social Science….………………………………………………………….………………………… 116 Marketing………………………………………………………………………………………………………. 122 Mathematics…………………………………………………………………………………………………… 125 Military Science – JROTC……………………………………………………………………………………. 133 Physical Education/Driver’s Education and Health……………………………………………………….. 135 Science………………………………………………………………………………………………………… 137 Technology Education……………………………………………………………………………………….. 148 International Baccalaureate Middle Years Program (IBMYP)…………………………………………… 150

Section VI – Career and Technical Education/Curriculum Models & Career Paths Richmond Technical Center Courses/Descriptions ...... 152 Health Sciences – Therapeutic Services ...... 160 Hospitality & Tourism ...... 163 Manufacturing ...... 165

Y Adult Career Development Center (ACDC) ...... 167

Section VII – College and University Partnerships Virginia Commonwealth University Advanced Scholars ...... 172 Virginia Commonwealth University Visiting Students Programs ...... 172 Virginia Commonwealth University Courses ...... 173 University of Richmond Special Students Program ...... 174 J. Sargeant Reynolds Community College Dual Enrollment Program ...... 174 James Madison University Dual Enrollment Program ...... 178

Section VIII – Testing Program Advanced Placement Exams………………………………………………………………………………….. 180 American College Testing…………………………………………………………………………………….. 180 Armed Services Vocational Aptitude Battery………………………………………………………………… 180 Explore…………………………………………………………………………………………………………… 180 Plan………………………………………………………………………………………………………………. 180 PSAT/NMSQT………………………………………………………………………………………………….. 180 SAT I……………………………………………………………………………………………………………... 181 SAT II…………………………………………………………………………………………………………….. 181 Standards of Learning…………………………………………………………………………………………. 181

Section IX – Special Program Opportunities Capital One Mentoring Program……………………………………………………………………………….. 183 Early College Scholars………………………………………………………………………………………….. 183 Learning Bridge Richmond…………………………………………………………………………………….. 184 Path to Industry Certification...... 184 Partnership for the Future………………………………………………………………………………………. 184 Virginia Heroes…………………………………………………………………………………………………... 185 Project Discovery………………………………………………………………………………………………… 185 Commonwealth Scholars……………………………………………………………………………………….. 185

Administrative and Instructional Contacts……………………………………………………………….. 186

YL Focusing on the Future

Section I

Focusing on the Future

Key Information

Accelerated Program Identification An overall academic average of at least “B” for the current school year. An academic average of at least “B” in core subject area for the current school year. Standardized test scores indicate achievement is at or above the “75” percentile at time of testing. Placement and achievement in core area is at least one grade above grade level. Regular attendance. Teacher Observation • Unusual ambition and interest in core subject area • Emotional Maturity • Self-Control • Acceptance of Responsibility Work Habits • Makes good use of time • Produces neat and careful work • Submits work on time • Works independently • Listens to and follows directions Parental Consent If careful individual consideration is given to those recommended for honors or accelerated programs, and if parents and students are apprised of the conditions for admission and retention in these programs, there will be little likelihood of failure. Since students in these programs represent those whose achievement is average or above, they should be graded accordingly. Hence acceptable grades are A, B, or C.

If the student cannot or will not maintain the expected pace, that is his/her grade is D or F, a conference is held with parents, teacher, counselor, and student to discuss progress in the program. If necessary a probationary period might be established. If student achievement does not improve, the student should be removed from the honors or accelerated course and placed in the regular program.

Accreditation Richmond Public Schools is accredited by the Virginia Department of Education.

Advanced Placement Program The Advanced Placement (AP) Program, sponsored by the College Board, gives students the opportunity to pursue college- level studies while still in high school and to possibly receive college credit. Courses offered are designated “AP” in the course descriptions. The curriculum of an AP course is challenging and requires more effort and homework on the part of the student than a regular or honors course. Students develop critical thinking skills, fluent writing abilities, problem-solving skills, and expertise in absorbing masses of material. They learn to deal with strenuous traditional academic settings and ultimately achieve at levels they never imagined possible. Students are required to take the Advance Placement Exam.

College Courses With the approval of the high school principal, students may take college-level courses at local colleges and universities. Students must also meet the admissions requirements set forth by the university as well as pay the full cost for the college course taken. Students are also responsible for securing and paying for needed textbooks and supplies. See section III for information concerning special programs offered at local colleges and universities that incur no cost for students.

Dual Credit Dual Enrollment is a plan which allows high school students to meet the requirements for high school graduation while simultaneously earning college credit. Most students are served by the division-wide dual-enrollment plan with J. Sargeant Reynolds Community College. Student Eligibility – Students are expected to be junior and senior level students. Any 9th and 10th graders requesting permission to register for dual enrollment courses must complete the COMPASS placement test, satisfy college readiness and class placement standards, and receive individual approval by the President of JSRCC in order to be allowed to take courses. 8 Key Information Focusing on the Future

Placement Testing Requirements

A. All students must take all portions of the COMPASS placement test.

B. College Readiness Standard: In keeping with the VA Plan for Dual Enrollment and JSRCC Admission Standards all students, regardless of course request, must minimally score at the Ability-to-Benefit level in order to be eligible to participate in dual enrollment offerings.

1. Reading – 62 2. Writing – 32 3. Pre-Algebra – 25

C. Class Placement Standards: Students who request an academic course must score high enough to be eligible for the course they have requested as outlined in college math and English placement testing score requirements.

Students should consult college catalogues about the transfer of college credit between colleges and universities as policies may vary.

*Note: Students are not limited to the courses listed in the catalog. Students may take any class on campus above the 100 level; if they meet all qualifications for the course and upon availability.

Eligibility for Activities

Middle School Eligibility A student may be eligible to participate only on the athletic team(s) of the middle school in which he or she is enrolled. Students may not participate while enrolled in an alternative education program. A student may not practice or compete with more than one middle school interscholastic team at a time.

Academic Requirements To be eligible to participate in middle school athletics, a student must pass five courses with a minimum grade of C, two of which shall be English and Math, and read on grade level, as determined by test data at the end of the preceding school year. Fall Sports: students must pass five courses with a minimum grade of C, two of which shall be English and Math, and read on grade level, at the end of the preceding school year. Rising sixth grade students must have passed all fifth grade core academic courses with a minimum grade of C at the end of the preceding school year and read on grade level. Winter Sports: students must pass five courses with a minimum grade of C, two of which shall be English and Math, and read on grade level, at the end of the preceding school year. Rising sixth grade students must have passed all core academic courses with a minimum grade of C and read on grade level, at the end of the preceding school year. If the winter season extends into the second semester, students who do not pass five courses with a minimum grade of C, two of which shall be English and Math, and read on grade level, at the end of the first semester of the current year shall become ineligible to participate for the remainder of the season. Likewise, students who do not meet the academic eligibility requirements at the beginning of the first semester may become eligible at the beginning of the second semester, if the student passes five courses with a minimum grade of C, two of which shall be English and Math, and read on grade level, at the end of the first semester. Spring Sports: students must pass five courses with a minimum grade of C, two of which shall be English and Math, and read on grade level, at the end of the first semester of the current school year. Special Education: students must also pass five courses, two of which shall be English and mathematics in accordance with any modifications prescribed by his/her individualized education program (IEP). Rising sixth grade students must pass all core academic courses with a minimum grade of C, at the end of the preceding school year to participate in Fall Sports or in Winter Sports during the first semester. A special education student who does not receive grades must make standard progress in his/her courses as determined by his/her IEP.

A participant in middle school athletics shall not have reached the age of 15 on or before September 1 of the school year in which he or she wishes to compete.

9 Key Information Focusing on the Future

High School Eligibility To be eligible to participate in sports, cheerleading, and any other performance-related activities sponsored by the Virginia High School League, the student must meet the following requirements:

Must be a regular, bona fide student in good standing of the school represented. Must have been promoted to the ninth grade (eighth-grade students may be eligible for junior varsity competition). Must have enrolled no later than the fifteenth day of the current semester. Must have passed at least five credit subjects the immediately preceding year and must be currently taking no fewer than five credit subjects for participation during the first semester. Must have passed at least five credit subjects the previous semester and must be currently taking no fewer than five credit subjects for participation during the second semester. Must have not reached his or her nineteenth birthday on or before the first of August of the current school year. Must not, after entering the ninth grade for the first time, have been enrolled in or have been eligible for enrollment in high school more than eight consecutive semesters. Must submit to the principal before practicing, trying out, or becoming a member of any school athletic team, an Athletic/Parental Consent/Physical Examination Form, completely filled in and properly signed. The form attests that the student has been examined during this school year and found to be physically fit for athletic competition and that his or her parents consent to participation.

Eligibility for participation in interscholastic sports is a privilege earned by meeting not only the above listed minimum standards, but also all other standards set by the Virginia High School League, district, and school. Students or parents who have questions regarding eligibility should check with the principal or director of student activities at the high school for various interpretations and exceptions provided under League rules. Meeting the intent and spirit of Virginia High School League standards will prevent a student, team, school, and community from being penalized.

English Language Proficiency (ELP) An ELP program is available to students with non-English or limited English-speaking proficiency. The mission of the ELP Program is to provide a bridge to general education standards expected of all students in Richmond Public Schools. The department offers special resources and services to meet the needs of limited English proficient students (LEP). Language instruction is organized to assist students in communicating effectively in English both in and out of school and to use English to achieve academically in all content areas.

Exemption of Recently Arrived Limited Proficient Students A one-time exemption in reading is available for recently arrived limited English proficient students in Grades 3 through 8. A limited English proficient student in Virginia is considered to be “recently arrived” if he or she has attended schools in the United States for less than 12 months. This guideline also applies to students arriving from Puerto Rico.

Examinations An examination is usually given at the end of each semester in all high school equivalent courses. For a semester course the examination score counts as 20% of the final grade; for a year-long course each semester’s examination counts as 10% of the final grade. Exam grades will appear on report cards at the end of each semester.

Exceptional Education/Special Education Special education and related services are available for all students with identified disabilities that adversely affect their educational performance. This specially designed instruction is described in the student’s Individualized Education Plan (IEP) and is provided to the student in the least restrictive environment. Special education services are available to all students who have been found eligible through an evaluation/eligibility process, and who have an IEP. Through the IEP process students are encouraged to develop specific goals related to a career plan and to be an active participant in reaching those goals by focusing on behaviors needed in order to succeed and become contributing members of society.

Students with disabilities may participate in all school activities. They may receive a Modified Standard Diploma, Special Diploma, or Certificate of Program Completion. (Refer to “Graduation Requirements” in Section I). Students are also allowed to pursue the Standard, Standard Technical, Advanced Technical or Advanced Studies Diploma at any time and they must not be excluded from courses and tests required to earn a Standard, Standard Technical, Advanced Technical or Advanced Studies Diploma.

10 Key Information Focusing on the Future

Expedited Re-Takes Students who meet the following criteria should be given the option to re-take a test within four weeks of receiving the student score report indicating a failed test. To be eligible for an expedited re-take the student must: Need the test for verified credit, and Have passed the course associated with the test, and One of the following: o Failed the test by a scale score of 375-399, OR o Had extenuating circumstances that would warrant retesting, OR o Did not sit for the regularly scheduled test for legitimate reasons. Students who fulfill these conditions are not required to retest, but should be given the option. There is no test available for the end-of-course Writing test. Re-take requests can be made after each regular test administration in the fall, spring, and summer. Re-take requests cannot be made after a failed expedited re-take. See your school counselor or school’s test coordinator for more information about expedited re-takes.

Family Life Education Family life education instruction is provided as part of a comprehensive program of health education. The goal is to provide educational experiences and concepts that influence attitudes and behaviors toward family life, personal relationships, sexual development, and other aspects of human sexuality. The instruction: Helps children and teenagers understand and adjust to the emotional, physical, social, and intellectual pressures of growing up. Helps young people develop self-esteem, learn to make wise choices, and to relate well to others. Begins in kindergarten with a foundation for more complex topics in later grades. Stresses abstinence from any activities that may be harmful or negative, with emphasis on abstinence from sex. Strengthens communication within families and shows students ways to contribute to their families. Involves parents in an active role throughout the program.

Gifted and Advanced Learners According to the Virginia State Department of Education, “gifted students” are those students in public elementary and secondary schools beginning with kindergarten through graduation whose abilities and potential for accomplishment are so outstanding that they require special programs to meet their educational needs. These students are identified by professionally qualified persons through the use of multiple criteria as having potential or demonstrated abilities and who have evidence of high performance capabilities, which may include leadership, in one or more of the following areas: Intellectual Aptitude(s) Specific Academic Aptitude Technical and Practical Arts Aptitude Visual or Performing Arts Aptitude

The mission of the Programs for Gifted in Richmond Public Schools is to provide comprehensive services for gifted and talented students. Such services are an essential component of an urban school division’s commitment to deliver quality education to students at all levels of achievement.

The following middle and high school services are offered to gifted and other advanced learners: Grades 6-8 Special Program for Academic and Creative Excellence (SPACE) Advanced Academic Core Middle School Honors Program International Baccalaureate Middle Years Program (IBMYP) Summer Regional Governor’s School at the Mathematics and Science Center Summer offerings through the College of William and Mary Residential summer offerings through the University of Virginia Grades 9-12 Accelerated courses in English, mathematics, science and world language Honors courses in all core content areas and some electives Advanced Placement courses that provide the means for colleges to grant credit, placement or both for students who score 3 or above on Advanced Placement tests 11 Key Information Focusing on the Future

Curriculum in all high schools that addresses a wide range of talents and student interests Alternative high schools that provide rigorous academic preparation and/or leadership training in a small setting, such as Franklin Military High, Open High and Richmond Community High Maggie L. Walker Governor’s School for Government and International Studies and the Appomattox Regional Governor’s School for the Arts and Technology The Summer Residential Governor’s School which offers extended experiences in the areas of academic/mentorships, visual and performing arts, agriculture, and world languages Please see the school counselor for detailed descriptions of these services and programs.

Grade Point Average (GPA), Class Rank, Grading Scale and Weighting of Grades A student’s grade point average (GPA) and class rank shall be computed for the following purposes: (1) to determine honor graduates; (2) to determine if a student is eligible for the diploma seal awarded by the Virginia Board of Education; (3) to communicate to college admissions offices and other agencies designed by the student and/or parent; and (4) to determine the valedictorian(s) and salutatorian(s) for the graduating class.

Class rank will be determined by assigning the student with the highest GPA the rank of number one (1); the second highest, the rank of number two (2), etc. In cases where more than one student has the same numerical average, all students with the average will be given the same rank. The next highest average will assure the next rank position.

Example: Student No. 1 – 3.9880 Rank 1 Student No. 2 – 3.9880 Rank 1 Student No. 3 – 3.8972 Rank 2 Student No. 4 – 3.8972 Rank 2

The student with the next highest average will have the rank of three (3) in the class.

Students are ranked numerically, in descending order, according to GPA at the end of each high school year in grades 9 through 11 and at the end of the first semester of the senior year. All credit bearing students will be used to compute the GPA and class rank. Ninth grade classes taken in middle school shall also be included in the computation. Courses with the letter grade of “I” or “P” and courses specifically flagged for exclusion (i.e., “dummy” courses used for scheduling such as “Leave Early”, “Media Assistant,” etc.) are excluded from GPA calculation. GPA and class rank are reported to colleges and universities on a 4.0 scale at the end of grade 11 and at the end of the first semester of grade 12.

Students transferring during the junior or senior year shall receive a GPA and a standing as to percentage (i.e., top 5%, top 10%, etc.) but shall not be included in the numerical ranking.

The GPA is determined as follows:

Points x Credits = Calculated Points

Total Calculated Points / Total Credits Attempted = GPA

Refer to the chart below for grading scale and grade values. Note that Honors/Accelerated Dual Enrollment and Advanced Placement courses are assigned weighted values.

12 Key Information Focusing on the Future

Exceptional Regular Honors/ Dual Advanced Education Accelerated Enrollment Placement RPS Grading Scale (M) (H/A) (AP) _____ A Outstanding 100 – 92 2 4 5 5 6

B Above Average 91 – 83 1.5 3 4 4 5

C Average 82 – 74 1 2 3 3 4

D Below Average 73 – 65 .5 1 2 0 3

F Unsatisfactory 64 – 0 0 0 0 0 0

Guidance and School Counseling Services Richmond Public Schools provides a comprehensive, developmental guidance and school counseling program that addresses the academic, career and personal/social development of all students. School counselors are professional advocates who provide support to maximize student potential and academic achievement. In partnership with other educators, parents or guardians, and the community, school counselors facilitate the support system to ensure all students in the school district have access to and are prepared with the knowledge and skills to contribute at the highest level as productive members of society.

Homebound/Home-based Instruction Homebound instruction is provided as a temporary instructional service by teachers assigned by Richmond Public Schools when medical determination is made that a student is unable to attend classes for an extended period of time. The inability to attend school must be certified by a licensed physician or a licensed clinical psychologist. Requests for homebound/homebased instruction should be made to the school counselor.

Honor Roll Students can attain honor roll status at the end of each 9 week marking period, semester and year by earning a grade point average of 3.0 or above and no grade below C.

Honors Program Identification An academic average of at least a ”B” in core subject area for the current school year Standardized test scores indicate achievement is on or above grade level at time of test (50th percentile or above). Placement and achievement in the core area is on or above grade level. Regular attendance. Teacher Observation • Emotional Maturity • Self-control • Acceptance of Responsibility Work Habits • Makes good use of time • Produces neat and careful work • Plans and evaluates own work • Submits work on time • Works independently • Listens to and follows directions Parental Consent

If careful individual consideration is given to those recommended for honors or accelerated programs, and if parents and students are apprised of the conditions for admission and retention in these programs, there will be little likelihood of failure. Since students in these programs represent those whose achievement is average or above, they should be graded accordingly. Hence acceptable grades are A, B, or C.

If student achievement does not improve, the student should be removed from the honors or accelerated course and placed in the regular program.

Independent Study All independent study is governed by the following: • A student wishing to pursue an independent study project will present to the appropriate department chairperson a proposal of objectives, activities and expected outcomes. All independent studies are governed according to guidelines set by each department at the respective high school. • The student will make periodic progress reports to the assigned teacher. • Upon completion of the project or course, the student, the department chairperson, and the staff will evaluate the student’s performance. As a general rule, credit is awarded in the same manner as regular classroom requirement – 140 clock hours of instruction.

Information Technology Richmond Public Schools maintains comprehensive information technologies in all middle and high schools. This includes fully networked classrooms and offices and a central network to connect all into a functional institutional network. All classrooms have computers and direct access to the Internet. Information technologies are provided to enhance both teaching and learning. New services and resources are added regularly in response to curriculum needs. High performance computing resources are available in Library Media Centers and various other labs located in middle and high schools.

Instructional Use of the Internet Richmond Public Schools students follow a structured approach to gaining skills which will allow them to become independent, responsible users of the Internet. This approach addresses information literacy based on an age appropriate standpoint. In middle schools (6-8), faculty will provide guided practice and model appropriate use of the Internet. Faculty will supervise student initiated information search activities and provide support for students as they begin to assume responsibility for becoming independent users of the Internet. Faculty will make every effort to ensure that students explore only sites with age and topic-appropriate material and resources; filtering software is in place to support that effort. In high schools (9-12), students will sometimes participate in independent Internet use with faculty assuming less of a monitoring role and more of an advisory role.

International Baccalaureate Middle Years Program (IBMYP) IBYMP is a prestigious college-preparatory program recognized by colleges and universities around the globe. This rigorous course of study is designed as a five-year program for students ages 11-16 who are in grades 6-10. This curriculum allows students to develop the knowledge, attitudes, and skills they need to participate effectively in life in the 21st century. The Middle Years Program (MYP) uses five common themes to intertwine eight MYP Subject Groups. The subject groups are Language A (English), Humanities (Social Studies), Mathematics, Physical Education, Language B (World), Sciences, Arts, and Technology. The five MYP Areas of Interaction are: Approaches to Learning; Homo Faber (Man to Maker); Health & Social Education; Environment; and Community Service. The program is a solid preparation for the challenges of the IB High School curriculum.

The Middle Years Program offers: ¾ academic excellence ¾ challenging curriculum and a rigorous program ¾ an interdisciplinary approach to learning ¾ the development of high level thinking skills ¾ the enhancement of oral and written communicative skills ¾ an alternative for high achieving and motivated students ¾ opportunities to give back to the community ¾ attraction to multi-nationals who transfer in or out of the U.S. school system

Internet Acceptable Use Procedures Appropriate student use of the Internet is addressed in the Standards of Student Conduct, under Standard Number 23 titled, “Improper Use of the Internet.” This standard recognizes the role of students as responsible users of the Internet. Students in Richmond Public Schools are provided access to the Internet via a number of browsers, including Internet Explorer and Firefox. They will NOT be provided with individual electronic mail accounts or unsupervised access to other tools for traveling 14 Key Information Focusing on the Future the Internet. As such, the Standards of Student Conduct shall serve as the definitive guide for acceptable uses of the Internet in the Richmond Public Schools. It is expected that all computers within the division accessing the Internet will be used in a responsible, efficient, ethical and legal manner.

Locally Awarded Verified Credits Guidelines set forth by the Virginia Department of Education enable local school boards to award verified credits in science and history/social studies that may be used to fulfill the requirement of four verified credits of the student’s own selection. These guidelines do not apply to the awarding of verified credits in English or mathematics and refer only to the Standard Diploma. To be eligible to earn locally awarded verified credits in science, or history/social studies, a student must: Enter the ninth grade for the first time in the school years 2000-2001, 2001-2002, or 2002-2003 (transition years); Pass the high school course, not pass the related SOL or approved substitute test, but scores within a 375-399 scale score range on any administration of the SOL test after taking the test at least twice. Have fewer than four of the student-selected verified credits required for the Standard Diploma. No more than four verified credits may be awarded through this process and these guidelines may not be used to award verified credits for the Advanced Studies Diploma. See your school’s principal or counselor for complete information concerning locally awarded verified credits.

NCAA Eligibility for College-Bound Athletes Students who plan to participate as college freshmen in Division I or II athletic programs must register and be certified by the NCAA (National Collegiate Athletic Association) Initial-Eligibility. After receiving the NCAA student-release form and a brochure entitled “Making Sure You Are Eligible to Participate in College Sports” from the guidance office, students should follow the directions to complete the necessary paperwork (including payment of a fee to the NCAA).

NCAA eligibility requirements may change annually; therefore, it is imperative that future college athletes read current NCAA materials. Students should specifically review core course requirements, SAT requirements, recruiting rules, and amateur status.

Promotion/Retention Middle School Promotion shall be based on successful completion of 3 out of 4 core curriculum areas (English, mathematics, social studies, and science) for each grade level. SOL test results administered at grade 8 may also be used to determine promotion or retention. Students are encouraged to receive strengthening, i.e., summer school, tutoring, etc. in any subject that has been failed. If the student fails English and /or mathematics, he/she may be required to address the deficiency. High School Promotion shall be determined by the successful completion of the required Carnegie units for each grade level, and on the SOL Proficiency.

The guidelines for grade placement are as follows: Grade Level Credits 9 to 10 completion of 5 units, and pass 3 core courses 10 to 11 completion of 10 units, and pass 6 core courses 11 to 12 completion of 14 units, and pass 9 core courses

These are the minimum requirements that are cumulative in nature. Core courses are English, mathematics, social studies and science. Each pupil should learn relevant grade subject matter before promotion to the next grade. For grades in which the SOL tests are given, achievement of a passing score on the SOL tests should be considered in addition to promotion/retention policies. Achievement expectations and participation in SOL testing of pupils with disabilities will be guided by provisions of their Individualized Education Plan (IEP) or 504 Plan.

Each pupil in middle and high schools shall take applicable end-of-course SOL tests following course instruction. Pupils who achieve a passing score shall be awarded a verified credit for that course.

Parents are notified of unsatisfactory academic progress which might affect a child’s progression to the next grade or their eligibility for graduation. 15 Key Information Focusing on the Future

Scholar Roll Students may attain scholar roll status at the end of each 9 week marking period, semester and year by earning a grade point average of 3.6 or above and no grade below B.

School/Parent Communication on Student Progress Parents are provided written information concerning student progress throughout the year. The school year for all of the comprehensive high schools is divided into quarters of nine weeks each; students receive report cards following each quarter. Interim reports are sent home to parents in the middle of the first and third quarters. Consequently, each parent receives a minimum of six written progress reports for each student each year in addition to numerous opportunities for parent/teacher dialogue through written correspondence, conferences, email and telephone contacts.

Selection of Valedictorian(s) and Salutatorian(s) The student or students with the highest rank at the end of the first semester of the senior year will be the valedictorian(s) of the graduating class. The student or students with the second highest rank at the end of the first semester of the senior year will be the salutatorian(s).

In those instances where two or more students have an identical GPA that results in a rank of number one, the students shall be designated co-valedictorians. Where there are two or more students with an identical GPA that results in a rank of number two, the students shall be designed as co-salutatorians for the class.

To be eligible for valedictorian and salutatorian, a student must complete the last four (4) consecutive semesters prior to graduation in the high school from which he/she will be graduating. Long-term homebound, exchange and early graduation students shall not be eligible for valedictorian and salutatorian.

The policy regarding the eligibility of students for valedictorian and salutatorian shall become effective with the graduating class of 2005.

Sequential Electives Beginning with the graduating class of 2003, at least two sequential electives are required for the Standard and Modified Standard Diplomas. Guidelines are as follows: Sequential electives may be in any discipline as long as the courses are not specifically required for graduation. Courses used to satisfy the one unit of credit in a fine or practical art may be used to partially satisfy this requirement. An exploratory course followed by an introductory course may not be used to satisfy the requirement. An introductory course followed by another level of the same course of study may be used. Sequential electives do not have to be taken in consecutive years.

Standards of Learning (SOL), End-of-Course Tests, and Verified Credits The State of Virginia has established a set of K-12 subject-area Standards of Learning (SOL) with corresponding end-of- course SOL tests. All students enrolled in a Grade 8 course are required to take a corresponding SOL test in the spring. In addition, all middle and high school students enrolled in applicable high school credit-bearing courses are required to take corresponding end-of-course tests.

Remediation opportunities (during school, after school and summer school) will be provided for students failing one or more of the SOL tests. Students and parents should check with principals in selecting appropriate programs.

Students who pass the course and achieve a passing score on an end-of-course test are awarded a verified unit of credit in that course. A verified credit is defined as 140 clock hours of instruction, successful completion of the course requirements, and the achievement of a passing score on the SOL test for that course or on a substitute assessment. (See “Substitute Assessments” in this section).The State has established the number of standard credits and verified credits required for the Standard Diploma and for the Advanced Studies Diploma (See “Graduation Requirements” in Section I.): 1) Students entering the ninth grade in (Class of 2007 and beyond) must pass 6 end-of-course tests: 2 English plus 1 mathematics, 1 science, 1 history/social science, and 1 of student’s choice.

16 Key Information Focusing on the Future

Students seeking an Advanced Studies Diploma entering ninth grade in (Class of 2004 and beyond) must pass 9 end-of course tests: 2 English, 2 mathematics, 2 sciences, 2 history/social science, and 1 of the student’s choice.

Verified credits may be earned in each of the following core content areas:

ENGLISH For both the 22-Credit Standard and the 24-Credit Advanced Studies Diploma, Virginia Graduation requirements specify four (4) course credits with two (2) verified credits earned by passing the following SOL English end-of-program tests: ¾ SOL English end-of-course test (1 verified credit) Reading, Literature, and Research (covers grades 9-11 SOLs) and ¾ SOL English end-of-course test (2 parts, 1 verified credit) Writing (covers grades 9-11 SOLs) will be administered to all students enrolled in English 11.

MATHEMATICS Virginia graduation requirements for the 22-Credit Standard Diploma specify three (3) course credits with one (1) verified; for the 24-Credit Advanced Studies Diploma, four (4) course credits with two (2) verified credits earned by passing the following: ¾ SOL Algebra I end-of-course test ¾ SOL Geometry end-of-course test ¾ SOL Algebra II end-of-course test

SCIENCE Virginia graduation requirements for the 22-Credit Standard Diploma specify three (3) laboratory science credits (from at least two different science disciplines) with one (1) verified credit; for the 24-Credit Advanced Studies Diploma, four (4) laboratory science credits (from at least three different science disciplines) and two (2) verified credits are earned by passing the following: ¾ SOL Earth Science end-of-course test ¾ SOL Biology end-of-course test ¾ SOL Chemistry end-of –course test

HISTORY/SOCIAL SCIENCE Virginia graduation requirements for the 22-Credit Standard Diploma specify three (3) course credits with one (1) verified credit; for the 24-Credit Advanced Studies Diploma, four (4) course credits with two (2) verified credits are earned by passing the following: ¾ SOL Geography ¾ SOL World History and Geography I: to 1500 AD ¾ SOL World History and Geography II: 1500 AD to the Present ¾ SOL U.S. and Virginia History

Straight “A” Scholar Students who earn all A’s at the end of each nine week period, semester and/or year will achieve the status of Straight “A” Scholar.

Student Activities Students are encouraged to explore interests and to participate in student activities that tend to promote and build self-esteem, character, and leadership qualities. Numerous opportunities are available for students to excel in activities beyond the classroom and the textbook include the following: Athletics Intramural activities Service clubs Co-curricular activities Honor societies Community service Performing groups Publications

Student-Selected Tests Student-selected test(s) may come from: Any end-of-course SOL test that is not already satisfying a required verified credit or Tests in computer science, technology, or other areas. 17 Key Information Focusing on the Future

The State Board of Education has approved a number of career and technical education certification and licensure exams that may also be used to satisfy student-selected verified credits. See the school counselor for a complete list.

Substitute Assessments (for SOL Tests) Assessments which substitute for SOL tests and enable students to earn verified credit must meet the following minimum criteria: 1. The substitute test must be standardized and graded independently of the school or school division in which the test is given; 2. The substitute test must be knowledge-based; 3. The substitute test must be administered on a multistate or international basis; 4. To be counted in a specific academic area, the substitute test must measure content that incorporates or exceeds the SOL Content in the course for which verified credit is given; and 5. The grade or cut score will be pre-determined for approved substitute test.

See your school counselor for a complete list of approved substitute assessments for SOL tests.

Tech Prep A Tech Prep program is a combined secondary and minimum of two-year postsecondary seamless, integrated program of study with options for work-based learning. This program has a placement component that leads to employment and further education, which may include a four-year degree. A Tech Prep student is one who is enrolled in a sequential Career and Technical Education (CTE) course in high school that may lead to internship, apprenticeship, and/or a two or four-year college degree.

Testing Program Testing is an essential part of a student’s education. With test results, students, parents, teachers, and administrators can determine not only the student’s strengths but also the school’s curricular strengths. State-mandated test scores are a part of the student’s school record.

The following standardized tests may be administered to middle and high school students. See Section IX for a complete description of each testing program.

Grade Test Dates 6 -12 SOL Spring, (Fall & Summer for some) 8 EXPLORE Fall 9 - 11 PSAT/NMSQT Fall 10 PLAN Fall 10 -12 Advanced Placement Spring

Web Sites The Web Site for Richmond Public Schools is http://www.richmond.k12.va.us The Web Site for the Virginia Department of Education is http://www.doe.virginia.gov The Web Site for the Scholarship Search is http://www.Fastweb.com The Web Site for College Board (SAT, PSAT, AP) is http://www.collegeboard.com The Web Site for ACT is http://www.act.org The Web Site for FAFSA (free application for Federal Student Aid) is http://www.fafsa.ed.gov

18 Key Information

Focusing on the Future

Section II

Overview of Middle and High School Program Choices Elementary Middle Richmond Public Schools Post- School School Secondary MIDDLE SCHOOL OPTIONS Options* Middle Schools (Curriculum includes modified, standard, honors, and accelerated offerings) Binford, Lucille M. Brown, Thomas C. Boushall, Elkhardt, Thomas H. Henderson, Albert Hill, Dr. Martin Luther King, Jr., and Fred S. Thompson Middle Schools Four –Year College

Special Middle School Programs Talented and Gifted Program offered at all middle schools International Baccalaureate Middle Years Program located at Lucille M. Brown Middle School STEM Academy RTC

HIGH SCHOOL OPTIONS Two - Year College Living andWorkingin the 21 Comprehensive High Schools (Academic and technical programs of studies offered in five high schools) Armstrong, George Wythe, Huguenot, Thomas Jefferson, John Marshall Other Professional Curriculums include modified, standard, honors, accelerated and Advanced Placement offerings Training

ning for High School Career and Technical Education Centers J J 20 J J Richmond Technical Center (Specialized technical concentrations available to all high school students) Adult Career Development Center (Academic and vocational skills training available to at-risk youth and adults)

lanning for Middle School Performance Learning Center (A nontraditional learning environment with an online computer- based curriculum)

Capital City Program (Alternative Education) Apprenticeship

Academic Core and Electives Career and Technical Education Clusters st Century

English World Language Business, Finance, and Marketing Military Services Mathematics Fine/Practical Arts Communications, Arts and Media Science Technical Arts Manufacturing, Trades, and Technical History/Social Science Health, Human, and Public Services Work Force Health Physical Education JROTC (Military studies at six high schools)

Exploring Careers and Plan Alternative High Schools and Specialized College Preparatory Programs

Career Awareness and P Career Awareness and (Application and/or referral for admission required) Franklin Military Academy, Open High, Richmond Community High, Appomattox Regional Governor’s School for the Arts and Technology, Maggie L. Walker Governor’s School for Government and International Studies

International Baccalaureate Program Grade 9, 10 and 11 at Thomas Jefferson High School

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Elkhardt Middle School

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Elkhardt Mission Statement All, Meaning All, Students Will Achieve Academic Standards and Demonstrate Standards of the Heart. Franklin Military Leadership Academy

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Thomas H. Henderson Middle School About Thomas H. Henderson Middle School +HQGHUVRQ LV DQ XUEDQ PLGGOH VFKRRO FRPPLWWHG WR D WUDGLWLRQ RI DFDGHPLF FXUULFXOXP KLJK VWDQGDUGV VPDOO Year Founded: 1971 FODVVHVDQGH[WHQVLYHH[WUDFXUULFXODUDFWLYLWLHV+HQGHUVRQ HMS Administrative Team LV ERWK D QHLJKERUKRRG VFKRRO DQG RQH WKDW UHIOHFWV WKH Principal: Ms. Jeanine Turner GLYHUVLW\ RI 5LFKPRQG 2XU VFKRRO FRPPXQLW\ HPEUDFHV Asst. Principal: Mr. Ronald Huggins WKH PLGGOH VFKRRO FRQFHSW E\ KDYLQJ D FRPPRQ JURXS RI HMS Guidance Department VWXGHQWVLQVWUXFWHGE\DWHDPRIWHDFKHUV7KHWHDFKHUVDQG Counselor: Ms. Bernita Williams VWXGHQWVIRUPD´IDPLO\µXQLWIRUEXLOGLQJFRKHVLYHQHVVDQG Counselor: Mrs. Verona Wilborn DQ HQKDQFHG VHQVH RI EHORQJLQJ 7KLV ´IDPLO\µ RU WHDP Counselor: Alease Johnson V\VWHP DOVR DOORZV IRU IOH[LELOLW\ RI VFKHGXOLQJ DQG School Hours: 8:05 AM – 2:40 PM JURXSLQJ RI VWXGHQWV :LWK VKDUHG SODQQLQJ WLPH FRUH Student Population: 550 students WHDFKHUV FDQ LQWHJUDWH FXUULFXOXP DQG GLVFXVV VWXGHQW Average Class Size SURJUHVV Grade 6: 25:1 Grade 7: 26:1 ,QDGGLWLRQWRWKHLUFRUHFODVVHVVWXGHQWVPD\DOVR Grade 8: 15:1 SHUVRQDOL]HWKHLUVFKHGXOHVE\VHOHFWLQJIURP Exceptional Education Population 40% Band, Chorus, Drama, and Orchestra Support Services Spanish, French, Family and Consumer Richmond Behavioral Health Authority Science, Health and Physical Education YCAPP Dominion Day Services Art, Technology, Business Communities in Schools Enrichment reading and math classes Campus: After-school activities, including tutoring, 4319 Old Brook Road dance, volleyball, football, basketball, step Richmond, Virginia 23227 team, double-dutch, golf, swimming, computer Office (804) 780-8288 techie program, soccer, track, and more.

:HKDYHHGXFDWRUVZKRYDOXHZRUNLQJZLWKWKLVDJHJURXS DQGDUHSUHSDUHGWRGRVR School Cool Points :HKDYHFRXUDJHRXVFROODERUDWLYHOHDGHUVKLS :LQQHURIWKHNational Center for Urban School Transformation Award :HKDYHDVKDUHGYLVLRQWKDWJXLGHVGHFLVLRQV 5HFLSLHQWRIWKHVirginia Board of Education’s VPI Competence to Excellence Award Taylor KingDWKJUDGHUZDVWKH&LW\ZLGH 6SHOOLQJ&KDPSLRQ 7KUHHVWXGHQWVZRQWKH'HOWD6LJPD7KHWD RUDWRULFDOFRQWHVW :LQQHURIWKHFLW\ZLGHComputer Quiz Bowl 5HFLSLHQWRIWKHTitle I Outstanding Achievement Award &RQFHUWEDQGDFKLHYHG6XSHULRU5DWLQJ 7KH+HQGHUVRQ37$ZDVDZDUGHGDQDZDUG IRULQFUHDVHGPHPEHUVKLS +HQGHUVRQGRQDWHVEDVNHWVRIIRRGHDFK \HDUWRSHUVRQVLQWKHFRPPXQLW\ +HQGHUVRQKDVPDLQWDLQHGIXOODFFUHGLWDWLRQ IRUVL[FRQVHFXWLYH\HDUV Albert Hill Middle School

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Martin Luther King, Jr. Middle School

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Percentage of students receiving Standards of Learning (SOL) Trends free and reduced lunch 100

80 70 School Cool Points 60 2005-2006 50 2006-2007 2007-2008 40 0/.7HQQLV&KDPSLRQV 30

20 10 76$²6WDWH&KDPSLRQV² 0 Reading State Average (Reading) Mathematics State Average (Mathematics) 1DWLRQDO&KDPSLRQVLQ,QYHQWLRQVDQG ,QQRYDWLRQV3ODFHGWK %R\V%DVNHWEDOO&KDPSLRQV Other Facts: 5LYHU&LW\&KHHUOHDGHU&RPSHWLWLRQ )XOO$FFUHGLWDWLRQ &KDPSLRQV 0LVVHGIXOODFFUHGLWDWLRQE\SHUFHQWDJHSRLQWLQ 7ZR3XEOLVKHG6WDII$XWKRUV² +LVWRU\LQ 0DGH$<3LQ 6RRQWRKDYHWKUHHDXWKRUV 3ULQFLSDOVHOHFWHG6FKRRO$GPLQLVWUDWRURI WKH

Thompson Middle School

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School Cool Points

Lego Robotics Team placed first for Teamwork, Division 2, and won first-place in Achievement.

Students received several outstanding awards in the areas of Honor Roll, Scholar Roll, and the Art

Girls’ Basketball team won the championship.

International Baccalaureate Middle Years Programme Lucille Brown Middle School and Thomas Jefferson High School

Richmond Public Schools will offer the International Baccalaureate Middle Years Programme (IBMYP) to selected students in grades 6 through 9 at Lucille Brown Middle School and Thomas Jefferson High School.

The IBMYP is a prestigious college-preparatory program that has a rigorous course of study and comprehensive curriculum that focuses on eight subjects (English, mathematics, science, social science, technology, world language, physical education, and the arts). This program will offer opportunities for accelerated course work, development of high level thinking skills and good study habits, and enhanced oral and written communication.

IBMYP students are challenged to think globally and to become self-directed learners. Instruction in IBMYP courses emphasizes differentiation through the Areas of Interaction, which integrate advanced content, complex tasks, and in- depth independent investigations in a multi-disciplinary context.

Students participating in IBMYP are expected to be well-versed in traditional subject areas of the curriculum, and they are encouraged to see the relationship among them. Students are expected to develop a genuine understanding of their own history and culture, and they are encouraged to appreciate the traditions of other people and places. Students are expected to have a firm command of language as a means of communications, and they are encouraged to develop admiration for the elegance and richness of human expression.

To be eligible for the IBMYP, a student must

Maintain an overall “B” average in the core subjects (English, mathematics, social science, science) for the first semester of fifth grade. Have scored 450 or higher on the fourth grade SOL in Reading and Math. Show commitment by having good attendance. Be cooperative and work well in groups.

The student who applies for the IBMYP must

Be self-motivated and family supported. Desire to challenge him/herself intellectually and academically. Be a competent reader. Speak and write the English language clearly and effectively. Have adequate written and oral ability in at least one world language (This will be developed as part of the PIB-MYP). Possess and/or learn analytical and critical thinking skills. Possess or be willing to acquire good time/stress management skills. Be open to new ideas and tolerant of different beliefs. Participate in school and community activities. Acquire goods study and test-taking skills. Become competent in using information technology.

30 Discovery Academy Armstrong High School $UPVWURQJ+LJK6FKRROZDVIRXQGHGLQE\WKH )UHHGPDQ·V %XUHDX 7KH VFKRRO ZDV GHGLFDWHG WR WKH LQWHOOHFWXDO DFDGHPLF PRUDO DQG VRFLDO HQKDQFHPHQWRIVWXGHQWV 7KHVFKRROEHFDPHNQRZQDVWKH&RORUHG+LJKDQG About Armstrong High School 1RUPDO 6FKRRO )URP WR WKH VFKRRO XQGHUZHQW JUDGXDO FKDQJH PDNLQJ LW PRUH OLNH D Student Population QRUPDOVFKRRO7KHVFKRROZDVRUJDQL]HGRQDIRXU \HDUEDVLVIRUWKHKLJKVFKRRODQGRQH\HDUQRUPDO Age of Building %XLOWLQ WUDLQLQJ ,Q WKH VFKRRO ZDV HVWDEOLVKHG DW Staff )LUVWDQG/HLJK6WUHHWVDQGWKHQDPHZDVFKDQJHG In Zone Attendance WR$UPVWURQJ+LJK6FKRROLQKRQRURIWKHIRXQGHU Out of Zone Attendance RI +DPSWRQ ,QVWLWXWH *HQHUDO 6DPXHO &KDSPDQ Average Class Size $UPVWURQJ Accreditation Status )XOO\DFFUHGLWHG # of AP classes ,Q XQGHU WKH FLW\ZLGH ´3ODQ *µ $UPVWURQJ # of Dual Enrollment classes DQG -RKQ ) .HQQHG\ ZHUH FRPELQHG WR IRUP Percentage of students receiving 8 $UPVWURQJ.HQQHG\ +LJK 6FKRRO 3ODQ * ZDV GLVPDQWOHG LQ DQG WKH VFKRROV UHWXUQHG WR free and reduced lunch VHSDUDWHFRPSUHKHQVLYHKLJKVFKRROV,QWKH DJLQJ$UPVWURQJEXLOGLQJRQ1RUWKVW6WUHHWZDV School Cool Points VXUSOXVHG WR WKH FLW\ DQG WKH WZR VFKRROV· Armstrong High School has several SRSXODWLRQV ZHUH PHUJHG LQWR RQH DW WKH .HQQHG\ partnerships with Altria/UVA, Junior EXLOGLQJ ZKLFK ZDV UHQDPHG $UPVWURQJ +LJK Achievement, Sigma Pi Phi Alpha Beta 6FKRRO Boule, Alpha Phi Alpha, Incorporated/The Links, Incorporated, Richmond Hill, In recent years: Communities-In-Schools. $UPVWURQJ PHW DFFUHGLWDWLRQ VWDQGDUGV EDVHGRQWKHVWDWH·V6WDQGDUGVRI/HDUQLQJ 62/V Armstrong, Huguenot and John Marshall high schools were selected to participate in DQGWKHVFKRROPHW$GHTXDWH the NFL’s Play It Smart program for the

(Howard University).

For four consecutive years, Armstrong High School has made accreditation, and two out of the four years earned AYP status.

FRANKLIN MILITARY ACADEMY

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100 Percentage of students 90 attending post-secondary 80 70 schools 65% 2007-2008 60 Accreditation status Fully accredited 50 2008-2009 40 2009-2010 On-time graduation rate 93.85% 30 # of dual enrollment classes 12 20 10 0 English English Mathematics Mathematics (State (State School Cool Points

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Focusing on the Future

Section III

Graduation Requirements – State of Virginia Diploma Option I

Graduation requirements are those in effect when the student entered the ninth grade for the first time, regardless of the year the student graduates. Standard and verified credits may be awarded for high school courses successfully completed prior to the ninth grade if they meet SOL content requirements or are equivalent in content and academic rigor as those courses offered at the secondary level. I. STANDARD DIPLOMA (22 standard units of credit)

Discipline Area Standard Credits – Effective for Ninth Graders in 1998-99 Verified Credits – Effective for Ninth Graders 2003 - 2004 and beyond

English 4 2 Mathematics1 3 1 Laboratory Science2 3 1 History and Social 3 1 Sciences3 Health and Physical 2 Education Fine or Practical Arts 1 Electives4 6 Student Selected Test5 1 TOTALS 22 6 1Courses completed to satisfy this requirement shall be at or above the level of algebra and shall include at least two course selections from among: Algebra I, Geometry, Algebra II, or other mathematics courses above the level of algebra and geometry. The Board may approve additional courses to satisfy this requirement. 2Courses completed to satisfy this requirement shall include course selections from at least two different science disciplines: earth science, biology, chemistry, or physics. The Board may approve additional courses to satisfy this requirement. 3Courses completed to satisfy this requirement shall include U.S. and Virginia History, U.S. and Virginia Government, and one world history/geography course. Courses which satisfy the world history/geography requirement are (i) World History, (ii) World Geography, (iii) World History and Geography Part I, (iv) World History and Geography, or (v) a semester course of World History Part I and a semester course of World Geography. The Board may approve additional courses to satisfy this requirement. 4Beginning with the graduating class of 2003, courses to satisfy this requirement shall include at least two sequential electives as required by the Standards of Quality. 5A student may utilize additional tests for earning verified credit in computer science, technology, or other areas prescribed by the Board in 8 VAC 20-131-110.B.

TRANSITIONAL REQUIREMENTS FOR THE STANDARD DIPLOMA Ninth Grade Class of Graduating Class of Standard Credits Verified Credits Required (completed in 4 years) Required 2003-2004 2007 and beyond 22 6 verified credits: 2 English; 1 and beyond Must include 2 sequential electives mathematics; 1 science; 1 history/social science; 1 student- selected Notes: ¾ A standard credit is based on a minimum of 140 clock hours of instruction and successful completion of the requirements of the course. ¾ A verified credit is based on a minimum of 140 clock hours of instruction; successful completion of the requirements of the course; and achievement of a passing score on the end-of-course SOL test or additional test for that course as approved by the Board of Education.

Graduation Requirements – State of Virginia (continued) Diploma Option II

II. ADVANCED STUDIES DIPLOMA (24 standard units of credit) Graduation requirements are those in effect when the student entered the ninth grade for the first time, regardless of the year the student graduates. Standard and verified credits may be awarded for high school courses successfully completed prior to the ninth grade if they meet SOL content requirements or are equivalent in content and academic rigor as those courses offered at the secondary level.

Discipline Area Standard Credits – Effective Verified Credits – for Ninth Graders in 1998-99 Effective for Ninth Graders in 2000-01 English 4 2 Mathematics1 4 2 Laboratory Science2 4 2 History and Social Science3 4 2 World Languages4 3 Health and Physical Education 2 Fine or Practical Arts 1 Electives 2 Student Selected Test5 1 TOTALS 24 9

1Courses completed to satisfy this requirement shall be at or above the level of algebra and shall include at least three different course selections from among: Algebra I, Geometry, Algebra II, or other mathematics courses above the level of Algebra II. The Board may approve additional courses to satisfy this requirement. 2Courses completed to satisfy this requirement shall include course selections from at least three different science disciplines from among: earth sciences, biology, chemistry, or physics or completion of the sequence of science courses required for the International Baccalaurate Diploma. The Board may approve additional courses to satisfy this requirement. 3Courses completed to satisfy this requirement shall include U.S. and Virginia History, U.S. and Virginia Government, and two world history/geography courses. Acceptable courses to satisfy the world history/geography requirements include: (i) World History and World Geography; (ii) World History and Geography Part I and World History and Geography Part II; or (iii) a semester course of World Geography, a semester course of World History Part I and a year-long course of World History Part II. The Board may approve additional courses to satisfy this requirement. 4 Three years of one language or two years each of two languages. 5A student may utilize additional assessments for earning verified credit in computer science, technology, or other areas as prescribed by the Board in 8 VAC 20-131-110.B.

TRANSITIONAL REQUIREMENTS FOR THE ADVANCED STUDIES DIPLOMA Ninth Grade Class of Graduating Class of Standard Credits Required Verified Credits Required (completed in 4 years) 2000-2001 and beyond 2004 and beyond 24 9 verified credits: 2 English; 2 mathematics; 2 science; 2 history/social science; 1 student-selected Notes: ¾ A standard credit is based on a minimum of 140 clock hours of instruction and successful completion of the requirements of the course. ¾ A verified credit is based on a minimum of 140 clock hours of instruction; successful completion of the requirements of the course; and achievement of a passing score on the end-of-course SOL test or additional test for that course as approved by the Board of Education.

Graduation Requirements – State of Virginia (continued) Diploma Option III

III. MODIFIED STANDARD DIPLOMA Adopted the summer of 2000, this diploma option is intended for certain students at the secondary level who have a disability and are unlikely to meet the requirements for a Standard Diploma. Eligibility and participation shall be determined by the student’s Individualized Education Plan (IEP) team and the student at any point after the student’s eighth-grade year. Written consent from the parent/guardian must be obtained for a student to choose this diploma option.

DISCIPLINES AND COURSES Standard Units of Credit English 4 Mathematics1 3 Science2 2 History and Social Science3 2 Health and Physical Education 2 Fine or Practical Arts 1 Electives4 6 Total 20

1Courses completed to satisfy this requirement shall include content from among applications of algebra, geometry, personal finance, and statistics. 2Courses completed shall include content from at least two of the following: applications of earth science, biology, chemistry, or physics. 3Courses completed to satisfy this requirement shall include one unit of credit in U.S and Virginia History and one unit of credit in U.S. and Virginia Government. 4Beginning with the graduating class of 2003, courses to satisfy this requirement shall include a least two sequential electives in the same manner required for the Standard Diploma.

Notes:

The student must be allowed to pursue a Standard or Advanced Studies Diploma at any time throughout his or her high school career. The student must not be excluded from courses and tests required to earn a Standard or Advanced Studies Diploma. The student must pass literacy and numeracy competency assessments as prescribed by the Board. o For students who entered the ninth grade prior to 2000-01, the literacy and numeracy competency assessments will be the reading and mathematics subtests of the LPT o For students who entered the ninth grade in 2000-01 and beyond, the literacy and numeracy competency assessments will be the eighth-grade English Reading/Literature/Research SOL test and the eighth-grade Mathematics SOL test o A standard credit is based on a minimum of 140 clock hours of instruction and successful completion of the requirements of the course o Verified credits are not required for a modified standard diploma. However, if a student in this diploma program takes a course for which there is an end-of-course test, the student must take the test even though it is not required for graduation

Graduation Requirements – State of Virginia (continued) Diploma Option IV

IV. SPECIAL DIPLOMA

Special Diploma

Available to students with disabilities who complete the requirements of their IEP and who do not meet the requirements for other diplomas.

V. GENERAL ACHIEVEMENT DIPLOMA (GAD)

Requirements for the General Achievement Diploma

1. The General Achievement Diploma is intended to provide a diploma option for high school dropouts and individuals who exit high school without a diploma. It should not be a first option for high school students. 2. Individuals who are at least 18 years of age and not enrolled in public school or not otherwise meeting the compulsory school attendance requirements set forth in the Code of Virginia §22.1-254 shall be eligible to earn the General Achievement Diploma. Diploma candidates may be individuals who because of the age1 to enroll in the public school whether they choose to enroll or not; or individuals who because of their age are not eligible to enroll in the public school. 3. The required number of standard units of credit may be earned by enrolling in a. A public school if the individual meets the age requirements b. A community college or other institution of higher education, c. An adult high school program, or d. Correspondence, distance learning, and online courses. 4. Diploma candidates shall participate in GED preparation. 5. Credit and assessment requirements for graduation with a General Achievement Diploma:

Discipline Area Standard Units of Credit Assessment Required Required English 4 Mathematics2 3 Science3 2 History and Social Sciences4 2 Electives5 9 TOTAL 20 Achieve a passing score on the GED examination 1A person of school age is one who has not reached twenty years of age on or before August 1 of the school year (22.1-1.) or any individual through twenty-one years of age who is eligible for mandated services in a program of special education designed to educate and train children with disabilities (22.1-213). 2Courses completed to satisfy this requirement shall include content in mathematics courses that incorporate or exceed the content of courses approved by the Board to satisfy any other Board-recognized diploma. 3Courses completed to satisfy this requirement shall include content in science courses that incorporate or exceed the content of courses approved by the board to satisfy any other Board-recognized diploma. 4Courses completed to satisfy this requirement shall include one unit of credit in Virginia and U.S. History and one unit of credit in Virginia and U.S. Government in courses that incorporate or exceed the content of courses approved by the Board to satisfy any other Board-recognized diploma. 5Courses shall include at least two sequential electives in an area of concentration or specialization, which may include career and technical education and training.

Other Certificates

General Education Development Certificate (GED)

The Tests of General Educational Development (GED) were developed by the American Council on Education to enable persons who have not graduated from high school to demonstrate the attainment of abilities normally associated with completion of a high school program of study. The Virginia GED program provides an opportunity to recognize the educational development of individuals as results of their life and/or employment experiences. Persons who are successful on the battery of tests receive a certificate that is equivalent to a high school diploma. Applications and testing information can be secured from the Adult Career Development Center (ACDC).

An applicant must be at least 18 years of age and out of school. Under special circumstances the age limit may be lowered if an applicant: 1. has been officially withdrawn from school 2. meets all requirements for home schooled youth 3. meets the requirements for youth granted an Individual Student Alternative Education Plan (ISAEP) 4. meets the requirements for youth currently enrolled in alternative education programs. Under no circumstances is an individual under the age of 16 eligible for testing.

The GED Battery includes five tests that measures the skills considered to be the major outcomes of a high school education. The tests focus on the major use of skills and concepts rather than upon recall of specific facts. The questions focus on the general abilities to analyzed, evaluate, and draw conclusions. The subject areas of the tests are as follows:

Test 1 Language Arts: Writing Skills Test 2 Social Science Test 3 Science Test 4 Language Arts: Reading Test 5 Mathematics: Parts I and II

ACDC offers a GED preparatory program with course instruction in writing skills, reading skills, science, social studies and mathematics. A practice test is also offered monthly. Call 780-4388 for complete registration and testing information.

Diploma Requirements for Transfer Students Standard Diploma First-time Transfers to a Virginia Public School Standard Diploma Verified Credit Requirements

Beginning = First 20 hours of instruction During = After the first 20 hours of instruction Grade upon enrolling in VA public school Ninth-grade Year 2003-04 & beyond 9th grade 6 Verified Credit (2 English, 1 Math, 1 History, 1 Science + 1) Beginning of 10th Grade 6 Verified Credit (2 English, 1 Math, 1 History, 1 Science + 1) During 10th Grade 4 Verified Credit (1 English, 1 Math, 1 History, 1 Science) Beginning of 11th Grade 4 Verified Credit (1 English, 1 Math, 1 History, 1 Science) During 11th Grade 2 Verified Credit (1 English + 1) Beginning of 12th Grade 2 Verified Credit (1 English + 1) During 12th Grade Students should be given every opportunity to earn a diploma; if this is not possible, arrange to have the previous school award the diploma; or seek a waiver of the verified credit requirement from the DOE.

Advanced Studies Diploma

First-time Transfers to a Virginia Public School Advanced Studies Diploma Verified Credit Requirements

Beginning = First 20 hours of instruction During = After the first 20 hours of instruction Grade upon enrolling in Ninth-grade Year VA public school 2000-01 & beyond 9th grade 9 Verified Credit (2 English, 2 Math, 2 History, 2 Science + 1) Beginning of 10th Grade 9 Verified Credit (2 English, 2 Math, 2 History, 2 Science + 1) During 10th Grade 6 Verified Credit (2 English, 1 Math, 1 History, 1 Science + 1) Beginning of 11th Grade 6 Verified Credit (2 English ,1 Math ,1 History,1 Science + 1) During 11th Grade 4 Verified Credit (1 English + 3) Beginning of 12th Grade 4 Verified Credit (1 English + 3) During 12th Grade Students should be given every opportunity to earn a diploma; if this is not possible, arrange to have the previous school award the diploma; or seek a waiver of the verified credit requirement from the DOE.

Diploma Seals

As of October 2000, the most recent graduation requirements include the following diploma seals and awards for students who demonstrate exemplary academic performance and/or outstanding achievement:

Standard Diploma: Beginning with the class of 2004 (9th graders in 2000-01) a Board of Education Seal on the 22-credit diploma requires an “A” average.

Advanced Studies Diploma: Students with an average of “B” or better who successfully complete college-level coursework that will earn the student at least 9 transferable college credits in Advanced Placement (AP), International Baccalaureate (IB) Cambridge, or Dual Enrollment courses shall receive the Governor’s Seal on the diploma.

Standard or Advanced Studies Diploma: The Board of Education’s Career and Technical Education Seal will be awarded to students who complete a prescribed sequence of courses in a career and technical education concentration or specialization that they choose and maintain a “B” average in those courses; or (i) pass an examination in a career and technical education concentration or specialization that confers certification 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.

Standard or Advanced Studies Diploma: The Board of Education’s Seal of Advanced Mathematics and Technology will be awarded to students who (i) satisfy all of the 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 or 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.

Standard or Advanced Studies Diploma: The Board of Education’s Seal for Excellence in Civics Education will be awarded to students who earn either a Standard or Advanced Studies Diploma and: (i) complete Virginia and United States History and Virginia and United Stated Government courses with a grade of “B” or higher; and, (ii) have good attendance and no disciplinary infractions as determined by local school board policies and, (iii) complete 50 hours of voluntary participation in community service or extracurricular activities. Activities that would satisfy the requirements of clause (iii) of this subdivision include: (a) volunteering for a charitable or religious organization that provides services to the poor, sick or less fortunate; (b) participating in Boy Scouts, girl Scouts, or similar youth organizations; (c) participating in JROTC; (d) participating in political campaigns or government internships, or Boys State, Girls State, or Model General assembly; or (e) participating in school-sponsored extracurricular activities that have civics focus. Any student who enlists in the United States military prior to graduation will be deemed to have met this community service requirement.

Standard Diploma

Beginning with the ninth-grade class of 2011-2012 and beyond, students shall earn the required standard and verified units of credit described in subdivision 2 of this subsection.

Credits required for graduation with a Standard Diploma

Discipline Area Standard Units of Credits Verified Credits Required Required English 4 2 Mathematics 1 3 1 Laboratory Science2,6 3 1 History & Social Sciences3,6 3 1 Health and Physical Education 2 World Language, Fine Arts or 2 Career and Technical Education7 Economics and Personal Finance 1 Electives4 4 Student SelectedTest5 1 Total 22 6 1. Courses 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. 2. Courses 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. 3. Courses completed to satisfy this requirement shall include U.S. and Virginia History, U.S. 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 completed to satisfy this requirement shall include at least two sequential electives as required by the Standards of Quality. 5. A student 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 (i) the student selected verified credit and (ii) 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 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.

Students completing the requirements for the Standard Technical Diploma may be eligible to receive an honor deemed appropriate by the local school board as described in subsection K of this section.

49 Graduation Requirements

Advanced Studies Diploma

Beginning with the ninth-grade class of 2011-2012 and beyond, students shall earn the required standard and verified units of credit described in subdivision 2 of this subsection.

Credits required for graduation with an Advanced Studies Diploma

Discipline Area Standard Units of Credits Verified Credits Required Required English 4 2 Mathematics 1 4 2 Laboratory Science2 4 2 History & Social Sciences3 4 2 World Language4 3 Health and Physical Education 2 Fine Arts or Career and 1 Technical Education Economics and Personal Finance 1 Electives 3 Student Selected Test5 1 Total 26 9 1. Courses completed to satisfy this requirement shall include at least three different course selections from among: Algebra I, Geometry, Algebra II, or other mathematics courses above the level of Algebra II. The board shall approve courses to satisfy this requirement. 2. Courses completed to satisfy this requirement shall include course selections from at least three different science disciplines from among: 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. 3. Courses completed to satisfy this requirement shall include U.S. and Virginia History, U.S. and Virginia Government, and two courses in either World History or Geography or both. The board shall approve courses to satisfy this requirement. 4. Courses completed to satisfy this requirement shall include three years of one language or two years of two languages. 5. A student may utilize additional tests for earning verified credit in computer science, technology, career or technical education, economics or other areas as prescribed by the board in 8 VAC 20-131-110.

Students completing the requirements for the Advanced Studies Diploma may be eligible to receive an honor deemed appropriate by the local school board as described in subsection K of this section.

50 Graduation Requirements

Standard Technical Diploma

Beginning with the ninth-grade class of 2011-2012 and beyond, students shall earn the required standard and verified units of credit described in subdivision 2 of this subsection.

Credits required for graduation with a Standard Technical Diploma

Discipline Area Standard Units of Credits Verified Credits Required Required English 4 2 Mathematics 1 3 1 Laboratory Science2,5 3 1 History & Social Sciences3,5 3 1 Health and Physical Education 2 Fine Arts or World Language 1 Economics and Personal Finance 1 Career and Technical Education4 4 Electives 1 Student Selected6 1 Total 22 6 1. Courses completed to satisfy this requirement shall include at least three (different) course selections from among: Algebra I, Geometry, Algebra Functions and Data Analysis, or Algebra II or other mathematics courses above the level of Algebra II. The board shall approve courses to satisfy this requirement. 2. Courses completed to satisfy this requirement shall include course selections from at least three different science disciplines from among: 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. 3. Courses completed to satisfy this requirement shall include U.S. and Virginia History, U.S. 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 completed to satisfy this requirement must include a career concentration as approved by the board. If a career concentration includes a specific assessment approved by the board and the student is eligible to take the assessment, then the student must take this assessment. 5. 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 (i) the student selected verified credit and (ii) 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 as an additional test to verify student achievement. 6. A student may utilize additional tests for earning verified credit in computer science, technology, and career and technical education, economics or other areas as prescribed by the board in 8 VAC 20-131-110.

Students completing the requirements for the Standard Technical Diploma may be eligible to receive an honor deemed appropriate by the local school board as described in subsection K of this section.

51 Graduation Requirements

Advanced Technical Diploma

Beginning with the ninth-grade class of 2011-2012 and beyond, students shall earn the required standard and verified units of credit described in subdivision 2 of this subsection.

Credits required for graduation with an Advanced Technical Diploma

Discipline Area Standard Units of Credits Verified Credits Required Required English 4 2 Mathematics 1 4 2 Laboratory Science2 4 2 History & Social Sciences3 4 2 Foreign Language4 3 Health and Physical Education 2 Economics and Personal Finance 1 Fine Arts or Career and 1 Technical Education Career and Technical Education5 3 Student Selected Test6 1 Total 26 9 1. Courses completed to satisfy this requirement shall include at least three different course selections from among: Algebra I, Geometry, Algebra II, or other mathematics courses above the level of Algebra II. The board shall approve courses to satisfy this requirement. 2. Courses completed to satisfy this requirement shall include course selections from at least three different science disciplines from among: 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. 3. Courses completed to satisfy this requirement shall include U.S. and Virginia History, U.S. and Virginia Government, and two courses in either World History or Geography or both. The board shall approve courses to satisfy this requirement. 4. Courses completed to satisfy this requirement shall include three years of one language or two years of two languages. 5. Courses completed to satisfy this requirement must include a career concentration as approved by the board. If a career concentration includes a specific assessment approved by the board and the student is eligible to take the assessment, then the student must take this assessment. 6. A student may utilize additional tests for earning verified credit in computer science, technology, career or technical education, economics or other areas as prescribed by the board in 8 VAC 20-131-110.

Students completing the requirements for the Advanced Technical Diploma may be eligible to receive an honor deemed appropriate by the local school board as described in subsection K of this section.

52 Graduation Requirements

Modified Standard Diploma

Credits required for graduation with a Modified Standard Diploma.

Discipline Area Standard Units of Credits Required English 4 Mathematics 1 3 Science2 2 History & Social Sciences3 2 Health and Physical Education 2 Fine Arts or Career and Technical Education 1 Electives4 6 Total 20 1. Courses completed to satisfy this requirement shall include content from among applications of algebra, geometry, personal finance, and probability and statistics in courses that have been approved by the board. 2. Courses completed shall include content from at least two of the following: applications of earth science, biology, chemistry, or physics in courses approved by the board. 3. Courses completed to satisfy this requirement shall include one unit of credit in U.S. and Virginia History and one unit of credit in U.S. and Virginia Government in courses approved by the board. 4. Courses to satisfy this requirement shall include at least two sequential electives in the same manner required for the Standard Diploma.

53 Graduation Requirements

Forms for Recording of Standard and Verified Credits

On the next three pages you will find forms for recording of standard and verified credits. There is a form for each diploma type. Keep track of your progress by using the form for your particular diploma type to record standard and verified credits earned.

*UDGXDWLRQ5HTXLUHPHQWV Standard Diploma Record of Standard Verified Credits for classes 2004 and beyond Student’s Name Grade Yr. Entered 9th Grade Discipline Courses Standard SOL Test or Substitute Verified Credits Assessment Passed Credits English English RLR* 4 standard credits Or Substitute 2 verified credits English Writingor Substitute Mathematics 3 standard credits Laboratory Science 3 standard credits History and Social Science 3 standard credits

Health and Physical rtifications to earn verified credits. A list Education Sequential 2 standard credits

may combine SOL tests with other approved Electives ent-selected verified credits have not been

Fine or Practical Art concentrated in one or two disciplines or distributed 1 standard credit E/suptsmemom/2002/info079a.pdf Electives 6 standard credits Students who graduate in 2003 and beyond must have 2 sequential electives. Guideline on sequential electives are available on the Internet: http://www.doe.virginia.gov/VDOE /suptsmemom/2002/info079a.pdf During the transition years, the four stud prescribed by content. They may be over a variety of subject areas. Students substitute assessments or career and technical ce of the approved substitute may be found on the Internet: http://www.doe.virginia.gov/?VDO Students Selected Test During the transition years, students must earn 2 verified credits in English and 4 other verified credits of their choice, which would be reflected above.

Total Minimum: Minimum: 22 Standard 6 Standard Credits Credits

*English Reading/Literature/Research

*UDGXDWLRQ5HTXLUHPHQWV Advanced Studies Diploma Record of Standard Verified Credits for classes 2004 and beyond Student’s Name Grade Yr. Entered 9th Grade Discipline Courses Standard SOL Test or Substitute Verified Credits Assessment Passed Credits English English RLR* 4 standard credits Or Substitute 2 verified credits English Writingor Substitute Mathematics 4 standard credits 2 verified credits Laboratory Science 4 standard credits 2 verified credits History and Social Science 4 standard credits 2 verified credits sessments or career and technical World Language 3 standard credits (3 years of 1 language or 2 years each of 2 languages)

Health and Physical e approved substitute may be found on the Internet: Education Sequential 2 standard credits Electives

th other approved substitute as Fine or Practical Art 1 Standard Credit Electives 6 Standard Credits Students who graduate in 2003 and beyond must have 2 sequential electives. Guideline on sequential electives are available on the Internet: http://www.doe.virginia.gov/VDOE

/suptsmemos/2002/int001a.pdf Students may combine SOL tests wi certifications to earn verified credits. A list of th http://www.doe.virginia.gov/VDOE/suptsmemos/2002/int001a.pdf Students Selected Test Students must earn 2 verified credits in English, 2 verified credits in Mathematics, 2 verified credits in laboratory science, 2 verified credits in History and Social Science, and 1 of Student’s Selection. Total Minimum: Minimum: 24 Standard Credits 9 Verified Credits

*English Reading/Literature/Research

*UDGXDWLRQ5HTXLUHPHQWV Modified Diploma* Record of Standard Verified Credits for classes 2004 and beyond Student’s Name Grade Yr. Entered 9th Grade Discipline Courses Standard SOL Test Verified Credits (Not required for graduation, but Credits students enrolled in a SOL course are (not required) not excluded from taking the test) English 4 standard credits

Mathematics 3 standard credits Laboratory Science 3 standard credits History and Social

Science am shall consider the pletion, including consideration 2 standard credits Health and Physical Education diploma, the IEP te reer and technical education program completer. Sequential 2 standard credits Electives Fine or Practical Art 1 standard Credit

Electives ational readiness upon school com 6 Standard Credits Students who graduate in 2003 and beyond must have 2 sequential electives. Guideline on sequential electives are available on the Internet: http://www.doe.virginia.gov/VDOE

/suptsmemos/2002/int001a.pdf For students pursuing a modified standard student’s need for occup of courses to prepare the students as a ca Total Minimum: Students must pass the 8th grade /LW 1XP 20 Standard literacy and numeracy assessment credits 1. Courses completed to satisfy this requirement shall include contents from among application of algebra, geometry, personal finance, and statistics. 2. Courses completed shall include from at least two of the following: applications of earth science, biology, chemistry, or physics. 3. Courses completed to satisfy this requirement shall include one unit of credit in U.S. and Virginia History and one unit credit in U.S. and Virginia Government. *The student who has chosen to pursue a Modified Standard Diploma shall also be allowed to pursue the Standard and Advanced Studies Diploma at any time throughout that student’s high school career. The student must not be excluded from courses and tests required to earn a Standard or Advanced Studies Diploma. *UDGXDWLRQ5HTXLUHPHQWV Focusing on the Future

Section IV

Focusing on the Future

ENGLISH / LANGUAGE ARTS STANDARDS AND CORE COURSES

GRADE 6 ENGLISH STANDARDS OF LEARNING OVERVIEW The sixth-grade student will be an active participant in classroom discussions. The student will present personal opinions, understand differing viewpoints, distinguish between fact and opinion, and analyze the effectiveness of group communication. The student will begin the study of word origins and continue vocabulary development. The student will read independently a variety of fiction and nonfiction, including a significant number of classic works, for appreciation and comprehension. The student will also plan, draft, revise, and edit narratives, descriptions, and explanations, with attention to composition and style as well as sentence formation, usage, and mechanics. The student will also demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking. In addition, reading and writing will be used as tools for learning academic concepts, and available technology will be used appropriately.

ENGLISH COURSES FOR STUDENTS IN GRADE 6 Course # 0604 6 English 0.00 credit 36 Weeks Course # 0606 6H English 0.00 credit 36 Weeks Course # 0703 7 English 0.00 credit 36 Weeks Course # 0714 07A English 0.00 credit 36 Weeks Course # 0710 7 IB English 0.00 credit 36 Weeks Course # 0601 6 Modified Reading 0.00 credit 36 Weeks Course # 0608 6 Reading 0.00 credit 36 Weeks Course # 0609 6H Reading 0.00 credit 36 Weeks

GRADE 7 ENGLISH STANDARDS OF LEARNING OVERVIEW The seventh-grade student will continue to develop oral communication skills and will become more knowledgeable of the effects of verbal and nonverbal behaviors in oral communication. The student will continue to read a wide variety of fiction, nonfiction, and poetry while becoming more independent and analytical. The student will continue to refine written composition skills, with special attention to word choice, organization, style, and grammar. Written explanations will utilize informational writing skills, and persuasive writing will be introduced. The student will continue vocabulary development through a study of figurative language and continuing study of roots and affixes. Knowledge of the impact of media on public opinion will be introduced. The student will increase proficiency in the use of print and electronic information resources and will learn ways to give credit to reference sources. The student will also demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking.

ENGLISH COURSES FOR STUDENTS IN GRADE 7 Course # 0703 7 English 0.00 credit 36 Weeks Course # 0707 7H English 0.00 credit 36 Weeks Course # 0803 8A English 0.00 credit 36 Weeks Course # 0806 8 IB English 0.00 credit 36 Weeks Course # 0701 7 Modified Reading 0.00 credit 36 Weeks Course # 0708 7 Reading 0.00 credit 36 Weeks Course # 0709 7H Reading 0.00 credit 36 Weeks

GRADE 8 ENGLISH STANDARDS OF LEARNING OVERVIEW The eighth-grade student will learn and apply interviewing techniques. The student will demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking. The student will plan, draft, revise, and edit writing, with emphasis on exposition and persuasion. The student will apply reading and writing skills in all subjects, as well as respond critically to literature. The student will continue development of vocabulary, with attention to connotations and figurative language. The student will become a skillful interpreter of the persuasive strategies used in print and mass media. The student will continue to develop an appreciation for literature through a study of a wide variety of selections. The student will describe themes or inferred main ideas, interpret cause-effect relationships, and draw conclusions from a variety of literary and informational selections.

59 SOL Overview Focusing on the Future

ENGLISH COURSES FOR STUDENTS IN GRADE 8 Course # 0805 8 English 0.00 credit 36 Weeks Course # 0807 8H English 0.00 credit 36 Weeks Course # 0908 9A English 1.00 credit 36 Weeks Course # 0905 9 IB English 1.00 credit 36 Weeks Course # 0801 8 Modified Reading 0.00 credit 36 Weeks Course # 0808 8 Reading 0.00 credit 36 Weeks Course # 0809 8 Literature 0.00 credit 36 Weeks

GRADE 9 ENGLISH STANDARDS OF LEARNING OVERVIEW The ninth-grade student will plan, present, and critique dramatic readings of literary selections. Knowledge of literary terms and forms will be applied in the student’s own writing and in the analysis of literature. The student will be introduced to significant literary works. Increased requirements for research and reporting in all subjects will be supported by the use of print, electronic databases, online resources, and a standard style sheet method to cite reference sources. The student will distinguish between reliable and questionable Internet sources. Writing will encompass narrative, literary, expository, and informational forms, with particular attention to analysis. The student will demonstrate correct use of language, spelling, and mechanics by applying grammatical conventions in writing and speaking.

ENGLISH COURSES FOR STUDENTS IN GRADE 9 Course # 0906 9 English 1.00 credit 36 Weeks Course # 0907 9H English 1.00 credit 36 Weeks Course # 1009 10A English 1.00 credit 36 Weeks Course # 1028 10 IB English 1.00 credit 36 Weeks

GRADE 10 ENGLISH STANDARDS OF LEARNING OVERVIEW The tenth-grade student will become a skilled communicator in small-group learning activities. The student will read and critique literary works from a variety of eras and cultures. Attention will be given to the analysis of consumer information, such as labels, owners’ manuals, warranties, and contracts. The student will critique the writing of peers and professionals, using analysis to improve writing skills. The student will continue to build research skills by crediting sources and presenting information in a format appropriate for content. Grammar knowledge will be expanded as the student presents, writes, and edits materials, applying the conventions of language.

ENGLISH COURSES FOR STUDENTS IN GRADE 10 Course # 1007 10 English 1.00 credit 36 Weeks Course # 1008 10H English 1.00 credit 36 Weeks Course # 1109 11A English 1.00 credit 36 Weeks Course # 1128 11 IB English 1.00 credit 36 Weeks

GRADE 11 ENGLISH STANDARDS OF LEARNING OVERVIEW The eleventh-grade student will be able to make and analyze informative and persuasive oral presentations, with attention to the accuracy of evidence and the effectiveness of delivery. The study of both classic and contemporary American literature will enhance the student’s appreciation for literature. The student will be able to identify the prevalent themes and characterizations present in American literature, which are reflective of the history and culture. The student will be able to write clear and accurate personal, professional, and informational correspondence and reports for research and other applications. Grammar development will continue through the application of rules for sentence formation, usage, spelling, and mechanics. The student will develop informative and persuasive compositions by locating, evaluating, synthesizing, and citing applicable information with careful attention to organization and accuracy.

ENGLISH COURSES FOR STUDENTS IN GRADE 11 Course # 1107 11 English 1.00 credit 36 Weeks Course # 1108 11H English 1.00 credit 36 Weeks Course # 1209 12A English 1.00 credit 36 Weeks Course # 1228 12 IB DP English HL 1.00 credit 36 Weeks

60 SOL Overview Focusing on the Future

GRADE 12 ENGLISH STANDARDS OF LEARNING OVERVIEW The twelfth-grade student will use organizational skills, audience awareness, appropriate vocabulary and grammar, and both verbal and nonverbal presentation skills to plan and deliver an effective 5 to 10 minute oral presentation. The student will analyze British literature and literature of other cultures, with attention to the many classic works which may be studied. Writing will include the production of informational and expository papers, which are organized logically and contain clear and accurate ideas. The student will also produce a well-documented major research paper, using a standard method of documentation. The student will demonstrate advanced knowledge of grammatical conventions through writing, editing, and speaking.

ENGLISH COURSES FOR STUDENTS IN GRADE 12 Course # 1207 12 English 1.00 credit 36 Weeks Course # 1208 12H English 1.00 credit 36 Weeks Course # 1300 AP English Literature & Composition 1.00 credit 36 Weeks Course # 1301 AP English Language & Composition 1.00 credit 36 Weeks Course # 0500 College Composition I (Dual Enrollment-JSRCC) .500 credit 18 Weeks Course # 0501 College Composition II (Dual Enrollment-JSRCC) .500 credit 18 Weeks

ENGLISH LANGUAGE PROFICIENCY STANDARDS AND COURSES

ENGLISH LANGUAGE PROFICIENCY STANDARDS OF LEARNING OVERVIEW Four levels of English proficiency, designated level I, level II, level III, and level IV, have been defined for the district’s LEP (Limited English Proficiency) population. Within each of these levels, standards have been developed for oral language (listening and speaking), reading, and writing. These standards represent what an LEP student should know and be able to do upon achieving at each level. Additionally, the English Language Proficiency Standards have been aligned with the English Standards of Learning. They are not grade specific and reflect the skills that the LEP student can accomplish at that particular level. LEP students will proceed through these levels at their own pace, depending in part on their level of proficiency in their native language, the age at which they entered school in the United States and their ability to learn another language. Proficiency in listening, speaking, reading, and writing is emphasized. LEP students are prepared and encouraged to make a successful transition to meeting the English Standards of Learning.

Courses for LEP Students Course # 0926 Middle School ESL (English as a Second Language) Level I 0.00 credit 36 Weeks Course # 0927 Middle School ESL Level II 0.00 credit 36 Weeks Course # 0928 Middle School ESL Level III 0.00 credit 36 Weeks Course # 0930 Middle School ESL Level IV 0.00 credit 36 Weeks Course # 0920 High School ESL Level I 1.00 credit 36 Weeks Course # 1020 High School ESL Level II 1.00 credit 36 Weeks Course # 1130 High School ESL Level III 1.00 credit 36 Weeks Course # 1230 High School ESL Level IV 1.00 credit 36 Weeks Course # 5732 ESL Level 1.A 1.00 credit 36 weeks Course # 5733 ESL Level 1.B 1.00 credit 36 weeks Course # 5734 ESL Read 180 1.00 credit 36 weeks Course # 5735 ESL Content Preparation – Math 1.00 credit 36 weeks Course # 5736 ESL Content Preparation – Social Studies 1.00 credit 36 weeks Course # 5737 ESL Content Preparation – Science 1.00 credit 36 weeks Course # 5738 ESL Content Preparation – General 1.00 credit 36 weeks Course # 5739 Freshmen Orientation – ESL 1.00 credit 36 weeks Course # 5740 Freshmen Orientation – Spanish 1.00 credit 36 weeks Course # 5741 Spanish Literacy/Literature I 1.00 credit 36 weeks Course # 5742 Spanish Literacy/Literature II 1.00 credit 36 weeks Course # 5743 ESL Content Support – Math 1.00 credit 36 weeks Course # 5744 ESL Content Support – Social Studies 1.00 credit 36 weeks Course # 5745 ESL Content Support – Science 1.00 credit 36 weeks Course # 5746 ESL Content Support – English 1.00 credit 36 weeks Course # 5747 ESL Monitor Support 1.00 credit 36 weeks 61 SOL Overview Focusing on the Future

MATHEMATICS STANDARDS AND CORE COURSES

GRADE 6 MATHEMATICS STANDARDS OF LEARNING OVERVIEW The sixth-grade standards place continued emphasis on the study of whole numbers, decimals, and rational numbers (fractions). Students will use ratios to compare data sets; make conversions within a given measurement system; classify three-dimensional figures; collect, analyze, display, and interpret data, using a variety of graphical and statistical methods; begin using integers and percents; find the probability of an event; and investigate numerical and geometric patterns. Students will be introduced to algebraic terms and solving algebraic equations in one variable.

MATH COURSES FOR STUDENTS IN GRADE 6 Course # 1560 6 Modified Mathematics 0.00 credit 36 Weeks Course # 1562 6 Mathematics 0.00 credit 36 Weeks Course # 1563 6H Mathematics 0.00 credit 36 Weeks Course # 1565 6Adv Mathematics 0.00 credit 36 Weeks Course # 1574 7A Mathematics 0.00 credit 36 Weeks Course # 1575 7 IB Mathematics 0.00 credit 36 Weeks Course # 1585 8 A Pre-Algebra 0.00 credit 36 Weeks

GRADE 7 MATHEMATICS STANDARDS OF LEARNING OVERVIEW The seventh-grade standards place emphasis on solving problems involving consumer applications, using proportional reasoning, and gaining proficiency in computations with integers. The students will gain an understanding of the properties of real numbers, solve one-step linear equations and inequalities, and use data analysis techniques to make inferences, conjectures, and predictions. Two- and three-dimensional representations, graphing transformations in the coordinate plane, and probability will be extended.

MATH COURSES FOR STUDENTS IN GRADE 7 Course # 1570 7 Modified Mathematics 0.00 credit 36 Weeks Course # 1572 7 Mathematics 0.00 credit 36 Weeks Course # 1573 7H Mathematics 0.00 credit 36 Weeks Course # 1576 7Adv Mathematics 0.00 credit 36 Weeks Course # 1578 8 IB Mathematics 0.00 credit 36 Weeks Course # 1585 8A Pre-Algebra 0.00 credit 36 Weeks Course # 1595 9 A Algebra 1.00 credit 36 Weeks

GRADE 8 MATHEMATICS STANDARDS OF LEARNING OVERVIEW The eighth-grade standards contain both content that reviews or extends concepts and skills learned in previous grades and new content that prepares students for more abstract concepts in algebra and geometry. Students will gain proficiency in computation with rational numbers (positive and negative fractions, positive and negative decimals, whole numbers, and integers) and use proportions to solve a variety of problems. New concepts include solving two- step equations and inequalities, graphing linear equations, visualizing three-dimensional shapes represented in two- dimensional drawings, applying transformations to geometric shapes in the coordinate plane, and using matrices to organize and interpret data. Students will verify and apply the Pythagorean Theorem and represent relations and functions using tables, graphs, and rules.

MATH COURSES FOR STUDENTS IN GRADE 8 Course # 1580 8 Modified Pre-Algebra 0.00 credit 36 Weeks Course # 1583 8 Pre-Algebra 0.00 credit 36 Weeks Course # 1684 8H Pre-Algebra 0.00 credit 36 Weeks Course # 1579 9 IB Algebra I 1.00 credit 36 Weeks Course # 1595 9A Algebra I 1.00 credit 36 Weeks Course # 1608 10A Geometry 1.00 credit 36 Weeks

62 SOL Overview Focusing on the Future

ALGEBRA I STANDARDS OF LEARNING OVERVIEW Instruction will focus on the sequential development of concepts and skills by using concrete materials to assist students in making the transition from the arithmetic to the symbolic. Students will make connections and build relationships between algebra and arithmetic, geometry, and probability and statistics. Connections will also be made to other subject areas through practical applications. Students will use algebra as a tool for representing and solving a variety of practical problems. Tables and graphs will be used to interpret algebraic expressions, equations, and inequalities and to analyze functions. Matrices will be used to organize and manipulate data. Graphing calculators, computers, and other appropriate technology tools will be used to assist in teaching and learning.

ALGEBRA I COURSES Course # 1579 9 IB Algebra I 1.00 credit 36 Weeks Course # 1584 Applied Algebra 1.00 credit 36 Weeks Course # 1590 9 Modified Algebra 1.00 credit 36 Weeks Course # 1593 9 Algebra 1.00 credit 36 Weeks Course # 1594 9H Algebra 1.00 credit 36 Weeks Course # 1601 Integrated Math II (Alg I Pt II) 1.00 credit 36 Weeks Course # 1603 Integrated Math II (A) .500 credit 18 Weeks Course # 1604 Integrated Math II (B) .500 credit 18 Weeks

GEOMETRY STANDARDS OF LEARNING OVERVIEW This course is designed for students who have successfully completed the standards for Algebra I. The course includes, among other things, properties of geometric figures, trigonometric relationships, and reasoning to justify conclusions. Methods of justification will include paragraph proofs, two-column proofs, indirect proofs, coordinate proofs, and verbal arguments. A gradual development of formal proof is encouraged. Inductive and intuitive approaches to proof as well as deductive axiomatic methods should be used. Emphasis is on two- and three- dimensional reasoning skills, coordinate and transformational geometry, and the use of geometric models to solve problems. A variety of applications and some general problem-solving techniques including algebraic skills will be used. Calculators, computers, graphing utilities (graphing calculators or computer graphing simulators), dynamic geometry software, and other appropriate technology tools will be used to assist in teaching and learning.

GEOMETRY COURSES Course # 1615 Geometry Part I 1.00 credit 36 Weeks Course # 1625 Geometry Part II 1.00 credit 36 Weeks Course # 1610 10 Geometry 1.00 credit 36 Weeks Course # 1607 10H Geometry 1.00 credit 36 Weeks Course # 1608 10A Geometry 1.00 credit 36 Weeks Course # 1516 IB-MYP Geometry 1.00 credit 36 Weeks Course # 1617 IB Geometry 1.00 credit 36 Weeks

ALGEBRA II AND TRIGONOMETRY STANDARDS OF LEARNING OVERVIEW Students enrolled in Algebra II are assumed to have mastered those concepts outlined in the Algebra I standards. A thorough treatment of advanced algebraic concepts is provided through the study of functions, “families of functions,” equations, inequalities, systems of equations and inequalities, polynomials, rational expressions, complex numbers, matrices, and sequences and series. Emphasis will be placed on practical applications and modeling throughout the course of study. Oral and written communication concerning the language of algebra, logic of procedures, and interpretation of results will also permeate the course. A transformational approach to graphing functions will be taught. Transformational graphing uses translation, reflection, dilation, and rotation to generate a “family of graphs” from a given graph and builds a strong connection between algebraic and graphic representations of functions. Students will vary the coefficients and constants of an equation, observe the changes in the graph of the equation, and make generalizations that can be applied to many graphs. Graphing utilities (graphing calculators or computer graphing simulators), computers, spreadsheets, and other appropriate technology tools will be used to assist in teaching and learning. A thorough treatment of trigonometry is provided through the study of trigonometric definitions, applications, graphing, and solving trigonometric equations and inequalities. Emphasis is placed on using connections between right triangle ratios, trigonometric functions, and circular functions. In addition, applications and modeling is included throughout the course of study. Algebra II/Trigonometry courses are designed for advanced students who are capable of a more rigorous course at an accelerated pace. The standards listed for this course provide the foundation for

63 SOL Overview Focusing on the Future students to pursue a sequence of advanced mathematical studies from Mathematical Analysis to Advanced Placement Calculus.

ALGEBRA II AND TRIGONOMETRY COURSES Course # 1703 Algebra II 1.00 credit 36 Weeks Course # 1704 H Algebra II 1.00 credit 36 Weeks Course # 1705 A Algebra II 1.00 credit 36 Weeks Course # 1721 Algebra II/Trigonometry 1.00 credit 36 Weeks Course # 1724 H Algebra II/Trigonometry 1.00 credit 36 Weeks Course # 1734 A Algebra II/Trigonometry 1.00 credit 36 Weeks Course # 1712 IB Algebra II/Trigonometry 1.00 credit 36 Weeks

COMPUTER MATHEMATICS STANDARDS OF LEARNING OVERVIEW The computer mathematics course is intended to provide students with experience in using the computer to solve problems which can be set up as mathematical models. Computer ideas should be introduced in the context of mathematical concepts. Problem solving should be developed in the most general sense, making the techniques applicable by students in many other environments. Strategies include defining the problem, developing, refining, and implementing a plan; and testing and revising the solution. Programming, ranging from simple programs to complex programs should permeate the entire course.

COMPUTER MATHEMATICS COURSE Course # 1613 Computer Mathematics 1.00 credit 36 Weeks

PROBABILITY AND STATISTICS STANDARDS OF LEARNING OVERVIEW Students enrolled in this course are assumed to have mastered the concepts identified in the Standards of Learning for Algebra II. The purpose of the course is to present basic concepts and techniques for collecting and analyzing data, drawing conclusions, and making predictions. A graphing calculator is essential for every student taking the Probability and Statistics course and is required for the Advanced Placement Statistics Examination. The calculator may not fully substitute for a computer, however. In the absence of a computer for student use, teachers may provide students with examples of computer output generated by a statistical software package.

PROBILITY AND STATISTICS COURSES Course #1706 Probability and Statistics .500 credit 18 Weeks Course #1726 H Statistics 1.00 credit 36 Weeks Course #1943 AP Statistics 1.00 credit 36 Weeks

DISCRETE MATHEMATICS STANDARDS OF LEARNING OVERVIEW Students enrolled in Discrete Mathematics are assumed to have mastered the concepts outlined in the Standards of Learning for Algebra II. Discrete mathematics may be described as the study of mathematical properties of sets and systems that have a countable (discrete) number of elements. With the advent of modern technology, discrete (discontinuous) models have become as important as continuous models. In this course, the main focus is problem solving in a discrete setting. Techniques that are not considered in the current traditional courses of algebra, geometry, and calculus will be utilized. As students solve problems, they will analyze and determine whether or not a solution exists (existence problems), investigate how many solutions exist (counting problems), and focus on finding the best solution (optimization problems). Connections will be made to other disciplines. The importance of discrete mathematics has been influenced by computers. Modern technology (graphing calculators and/or computers) will be an integral component of this course.

DISCRETE MATHEMATICS COURSES Course #1942 Discrete Mathematics .500 credit 18 Weeks Course #1944 A Discrete Mathematics .500 credit 18 Weeks Course #1945 H Discrete Mathematics .500 credit 18 Weeks

64 SOL Overview Focusing on the Future

MATHEMATICAL ANALYSIS (PRECALCULUS) STANDARDS OF LEARNING OVERVIEW Students enrolled in Mathematical Analysis are assumed to have mastered Algebra II concepts and have some exposure to trigonometry. Mathematical Analysis develops students’ understanding of algebraic and transcendental functions, parametric and polar equations, sequences, series, and vectors. The content of this course serves as appropriate preparation for a calculus course. Graphing calculators, computers, and other appropriate technology tools will be used to assist in teaching and learning. Graphing utilities enhance the understanding of realistic applications through modeling and aid in the investigation of functions and their inverses. They also provide a powerful tool for solving and verifying equations and inequalities.

MATHEMATICAL ANALYSIS COURSES Course # 1910 Mathematical Analysis (PreCalculus) 1.00 credit 36 Weeks Course # 1722 H Mathematical Analysis (PreCalculus) 1.00 credit 36 Weeks Course # 1715 IB Mathematical Analysis (PreCalculus) 1.00 credit 36 Weeks Course # 0510 PreCalculus I (Dual Enrollment JSRCC) .500 credit 18 Weeks Course # 0513 PreCalculus II (Dual Enrollment JSRCC) .500 credit 18 Weeks

CALCULUS STANDARDS OF LEARNING OVERVIEW This course is intended for students who have a thorough knowledge of analytic geometry and elementary functions in addition to college preparatory algebra, geometry, and trigonometry. The purpose of the course is to prepare students for advanced placement in college calculus. The standards incorporate The College Board Advanced Placement Course Description Syllabus. Teachers will update course content as changes occur in future College Board publications. As mandated by The College Board, graphing calculators are required for this course. Computers should be used when feasible by students and by teachers. Any other available technology tools that will enhance student learning will be used. Instructional activities that engage students in solving application problems of varying complexities are encouraged.

CALCULUS COURSES Course #1725 H Calculus 1.00 credit 36 Weeks Course #1728 IB Calculus 1.00 credit 36 Weeks Course #1901 AP Calculus 1.00 credit 36 Weeks Course #1728 IB Calculus 1.00 credit 36 Weeks Course # 0511 AP Calculus w/Analytic Geometry (Dual Enrollment JSRCC) .500 credit 18 Weeks Course # 0514 AP Calculus w/Analytic Geometry (Dual Enrollment JSRCC) .500 credit 18 Weeks

HISTORY / SOCIAL SCIENCE STANDARDS AND CORE COURSES

UNITED STATES HISTORY TO 1877 STANDARDS OF LEARNING OVERVIEW Students will use skills of historical and geographical analysis to explore the early history of the United States and understand ideas and events that strengthened the union. The standards for this course relate to the history of the United States from pre-Columbian times until 1877. Students will continue to learn fundamental concepts in civics, economics, and geography as they study United States history in chronological sequence and learn about change and continuity in our history. They also will study documents and speeches that laid the foundation of American ideals and institutions and will examine the everyday life of people at different times in the country’s history through the use of primary and secondary sources.

U.S. HISTORY I COURSES – GRADE 6 Course # 2060 6 Modified U.S. History 0.00 credit 36 Weeks Course # 2066 6 U.S. History I (to 1877) 0.00 credit 36 Weeks Course # 2063 6H U.S. History I 0.00 credit 36 Weeks Course # 2069 6 IB U.S. History I 0.00 credit 36 Weeks

65 SOL Overview Focusing on the Future

UNITES STATES HISTORY 1877 TO PRESENT STANDARDS OF LEARNING OVERVIEW Students will continue to use skills of historical and geographical analysis as they examine American history since 1877. The standards for this course relate to the history of the United States from the end of the Reconstruction era to the present. Students should continue to learn fundamental concepts in civics, economics, and geography within the context of United States history. Political, economic, and social challenges facing the nation reunited after Civil War will be examined chronologically as students develop an understanding of how the American experience shaped the world political and economic landscape.

U.S. HISTORY II COURSES – GRADE 7 Course # 2064 7 U.S. History II (1877 to Present) 0.00 credit 36 Weeks Course # 2065 7H U.S. History II 0.00 credit 36 Weeks Course # 2070 7 Modified Social Studies 0.00 credit 36 Weeks Course # 2068 7 IB U.S. History II 0.00 credit 36 Weeks

CIVICS AND ECONOMICS STANDARDS OF LEARNING OVERVIEW Standards for Civics and Economics examine the roles citizens play in the political, governmental, and economic systems in the United States. Students examine the constitutions of Virginia and the United States; identify the rights, duties, and responsibilities of citizens; and describe the structure and operation of government at the local, state, and national levels. Students investigate the process by which decisions are made in the American market economy and explain the government’s role in it. The standards identify personal character traits, such as patriotism, respect for the law, and a sense of civic duty, that facilitate thoughtful and effective participation in the civic life of an increasingly diverse democratic society.

CIVICS AND ECONOMICS COURSES – GRADE 8 Course # 2080 8 Civics & Economics 0.00 credit 36 Weeks Course # 2082 8H Civics & Economics 0.00 credit 36 Weeks Course # 2085 8 IB Civics & Economics 0.00 credit 36 Weeks Course # 2086 8 Modified Social Studies 0.00 credit 36 Weeks

WORLD HISTORY & GEOGRAPHY TO 1500 A.D. STANDARDS OF LEARNING OVERVIEW These standards enable students to explore the historical development of people, places, and patterns of life from ancient times until 1500 A.D. in terms of the impact on Western civilization. The study of history rests on knowledge of dates, names, places, events, and ideas. Historical understanding, however, requires students to engage in historical thinking: to raise questions and marshal evidence in support of their answers. Students engaged in historical thinking draw upon chronological thinking, historical comprehension, historical analysis and interpretation, historical research, and decision making. These skills are developed through the study of significant historical substance from the era or society being studied.

WORLD HISTORY & GEOGRAPHY 1500 A.D. TO PRESENT STANDARDS OF LEARNING OVERVIEW These standards enable students to cover history and geography from 1500 A.D. to the present, with emphasis on Western Europe. Geographic influences on history continue to be explored, but increasing attention is given to political boundaries that developed with the evolution of nations. Significant attention will be given to the ways in which scientific and technological revolutions created new economic conditions that in turn produced social and political changes. Noteworthy people and events of the nineteenth and twentieth centuries will be emphasized for their strong connections to contemporary issues.

WORLD HISTORY & GEOGRAPHY COURSES Course # 2088 World History & Geography 1500 A.D.-Present II 1.00 credit 36 Weeks Course # 2090 9 Modified World Studies 1.00 credit 36 Weeks Course # 2091 H World History & Geography 1500 A.D. – Present II 1.00 credit 36 Weeks Course # 2099 World History & Geography 1500 A.D. 1.00 credit 36 Weeks Course # 2100 World History & Geography 1500 A.D. (World History I) 1.00 credit 36 Weeks Course # 2208 World History & Geography to 1500 A.D. I 1.00 credit 36 Weeks Course # 2209 H World History & Geography to 1500 A.D. I 1.00 credit 36 Weeks Course # 2213 IB World History & Geography to 1500 A.D. I 1.00 credit 36 Weeks Course # 2214 IB World History & Geography 1500 A.D.-Present II 1.00 credit 36 Weeks 66 SOL Overview Focusing on the Future

WORLD GEOGRAPHY STANDARDS OF LEARNING OVERVIEW The focus of this course is the study of the world’s peoples, places, and environments, with an emphasis on world regions. The knowledge, skills, and perspectives of the course are centered on the world’s population and cultural characteristics, landforms and climates, economic development, and migration and settlement patterns. Spatial concepts of geography will be used as a framework for studying interactions between humans and their environments. Using geographic resources, students will employ inquiry, research, and technology skills to ask and answer geographic questions. Particular emphasis is placed on students’ understanding and applying geographic concepts and skills to their daily lives.

WORLD GEOGRAPHY COURSES Course # 2206 World Geography 1.00 credit 36 weeks Course # 2207 H World Geography 1.00 credit 36 weeks Course # 2212 IB World Geography 1.00 credit 36 weeks

VIRGINIA AND UNITED STATES HISTORY STANDARDS OF LEARNING OVERVIEW The standards for Virginia and United States History include the historical development of American ideas and institutions from the Age of Exploration to the present. While focusing on political and economic history, the standards provide students with a basic knowledge of American culture through a chronological survey of major issues, movements, people, and events in United States and Virginia history. Students should use historical and geographical analysis skills to explore in depth the events, people, and ideas that fostered our national identity and led to our country’s prominence in world affairs.

VIRGINIA AND UNITED STATES HISTORY COURSES Course # 2305 Virginia & U.S. History Part I 1.00 credit 36 weeks Course # 2306 Virginia & U.S. History Part II 1.00 credit 36 weeks Course # 2302 Virginia & U.S. History 1.00 credit 36 weeks Course # 2303 H Virginia & U.S. History 1.00 credit 36 weeks Course # 2311 IB Virginia & U.S. History 1.00 credit 36 weeks Course # 2481 AP U.S. History 1.00 credit 36 weeks Course # 0538 United States History I – JSRCC .500 credit 18 weeks Course # 0539 United States History II – JSRCC .500 credit 18 weeks

VIRGINIA AND UNITED STATES GOVERNMENT STANDARDS OF LEARNING OVERVIEW Standards for Virginia and United States Government define the knowledge that enables citizens to participate effectively in civic life. Students examine fundamental constitutional principles, the rights and responsibilities of citizenship, the political culture, the policy-making process at each level of government, and the operation of the United States market economy. The standards identify the personal character traits that facilitate thoughtful and effective participation in the civic life of an increasingly diverse democratic society.

VIRGINIA AND UNITED STATES GOVERNMENT COURSES Course # 2404 Virginia & U.S. Government 1.00 credit 36 weeks Course # 2405 H Virginia & U.S. Government 1.00 credit 36 weeks Course # 2418 Economics .50 credit 18 weeks Course # 2487 IB Virginia & U.S. Government 1.00 credit 36 weeks Course # 2486 AP Government 1.00 credit 36 weeks

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SCIENCE STANDARDS AND CORE COURSES

GRADE 6 SCIENCE STANDARDS OF LEARNING OVERVIEW The sixth-grade standards emphasize data analysis and experimentation. Methods are studied for testing the validity of predictions and conclusions. Scientific methodology, focusing on precision in stating hypotheses and defining dependent and independent variables, is strongly reinforced. The concept of change is explored through the study of transformations of energy and matter. The standards present an integrated focus on the role of the sun’s energy in the Earth’s systems, on water in the environment, on air and atmosphere, and on basic chemistry concepts. A more detailed understanding of the solar system and space exploration becomes a focus of instruction. Natural resource management, its relation to public policy, and cost/benefit tradeoffs in conservation policies are introduced.

SCIENCE COURSES FOR STUDENTS IN GRADE 6 Course # 2560 6 Modified Science 0.00 credit 36 weeks Course # 2562 6 Science 0.00 credit 36 weeks Course # 2563 6H Science 0.00 credit 36 weeks Course # 2574 7 IB Life Science 0.00 credit 36 weeks Course # 2577 7A Life Science 0.00 credit 36 weeks

LIFE SCIENCE STANDARDS OF LEARNING OVERVIEW The Life Science standards emphasize a more complex understanding of change, cycles, patterns, and relationships in the living world. Students build on basic principles related to these concepts by exploring the cellular organization and the classification of organisms; the dynamic relationships among organisms, populations, communities, and ecosystems; and change as a result of the transmission of genetic information from generation to generation. Inquiry skills at this level include organization and mathematical analysis of data, manipulation of variables in experiments, and identification of sources of experimental error.

SCIENCE COURSES FOR STUDENTS IN GRADE 7 Course # 2570 7 Modified Science 0.00 credit 36 weeks Course # 2575 7 Life Science 0.00 credit 36 weeks Course # 2576 7H Life Science* 0.00 credit 36 weeks Course # 2590 8A Physical Science* 0.00 credit 36 weeks Course # 2591 8 IB Physical Science* 0.00 credit 36 weeks Course #2705 10A Biology 1.00 credit 36 weeks

PHYSICAL SCIENCE STANDARDS OF LEARNING OVERVIEW The Physical Science standards continue to build on skills of systematic investigation with a clear focus on variables and repeated trials. Validating conclusions using evidence and data becomes increasingly important at this level. Students will plan and conduct research involving both classroom experimentation and literature reviews from written and electronic resources. Research methods and skills highlight practical problems and questions. Students will share their work, using written reports and other presentations.

SCIENCE COURSES FOR STUDENTS IN GRADE 8 Course # 2585 8 General Science 1.00 credit 36 weeks Course # 2588 8 Physical Science 0.00 credit 36 weeks Course # 2589 8H Physical Science* 0.00 credit 36 weeks Course # 2606 9A Earth Science* 1.00 credit 36 weeks Course # 2601 9 IB Earth Science* 1.00 credit 36 weeks Course # 2705 10A Biology* 1.00 credit 36 weeks

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EARTH SCIENCE STANDARDS OF LEARNING OVERVIEW The Earth Science standards connect the study of the Earth’s composition, structure, processes, and history; its atmosphere, fresh water, and oceans; and its environment in space. The standards emphasize historical contributions in the development of scientific thought about the Earth and space. The standards stress the interpretation of maps, charts, tables, and profiles; the use of technology to collect, analyze, and report data; and the utilization of science skills in systematic investigation. Problem solving and decision making are an integral part of the standards, especially as they relate to the costs and benefits of utilizing the Earth’s resources. Major topics of study include plate tectonics, the rock cycle, Earth history, the oceans, the atmosphere, weather and climate, and the solar system and universe.

EARTH SCIENCE COURSES Course # 2604 9 Earth Science 1.00 credit 36 weeks Course # 2605 9H Earth Science 1.00 credit 36 weeks Course # 2601 IB Earth Science 1.00 credit 36 weeks Course # 2612 9M Earth Science I Part I 1.00 credit 36 weeks Course # 2611 9M Earth Science I Part II 1.00 credit 36 weeks Course # 2613 Earth Science Part I 1.00 credit 36 weeks Course # 0524 Physical Geology Dual Enrollment JSRCC .500 credit 18 weeks Course # 0525 Historical Geology Dual Enrollment JSRCC .500 credit 18 weeks

BIOLOGY STANDARDS OF LEARNING OVERVIEW The Biology standards are designed to provide students with a detailed understanding of living systems. Emphasis continues to be placed on the skills necessary to examine alternative scientific explanations, actively conduct controlled experiments, analyze and communicate information, and gather and use information in scientific literature. The history of biological thought and the evidence that supports it are explored, providing the foundation for investigating biochemical life processes, cellular organization, mechanisms of inheritance, dynamic relationships among organisms, and the change in organisms through time. The importance of scientific research that validates or challenges ideas is emphasized at this level. All students are expected to achieve the content of the biology standards.

BIOLOGY COURSES Course # 2701 Biology Applied 1.00 credit 36 weeks Course # 2702 Biology 1.00 credit 36 weeks Course # 2705 10A Biology 1.00 credit 36 weeks Course # 2708 10H Biology 1.00 credit 36 weeks Course # 2718 IB Biology 1.00 credit 36 weeks Course # 2715 Biology I Part I 1.00 credit 36 weeks Course # 2714 Biology I Part II 1.00 credit 36 weeks Course # 2716 Biology Part I 1.00 credit 36 weeks Course # 0520 General Biology I Dual Enrollment JSRCC .500 credit 18 weeks Course # 0521 General Biology II Dual Enrollment JSRCC .500 credit 18 weeks Course # 2951 AP Biology 1.00 credit 36 weeks Course # 2968 Issues in Living Systems Dual Enrollment JMU .500 credit 18 weeks

CHEMISTRY STANDARDS OF LEARNING OVERVIEW The Chemistry standards are designed to provide students with a detailed understanding of the interaction of matter and energy. This interaction is investigated through the use of laboratory techniques, manipulation of chemical quantities, and problem-solving applications. Scientific methodology is employed in experimental and analytical investigations, and concepts are illustrated with practical applications that should include examples from environmental, nuclear, organic, and biochemistry content areas. Technology, including graphing calculators, computers, and probe ware, are employed where feasible. Students will understand and use safety precautions with chemicals and equipment. The standards emphasize qualitative and quantitative study of substances and the changes that occur in them. In meeting the chemistry standards, students will be encouraged to share their ideas, use the language of chemistry, discuss problem-solving techniques, and communicate effectively.

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CHEMISTRY COURSES Course # 2802 11 Chemistry 1.00 credit 36 weeks Course # 2803 11H Chemistry 1.00 credit 36 weeks Course # 2804 11A Chemistry 1.00 credit 36 weeks Course # 2812 Chemistry Part I 1.00 credit 36 weeks Course # 2908 Bio-Chemistry 1.00 credit 36 weeks Course # 2952 AP Chemistry 1.00 credit 36 weeks Course # 2813 IB Chemistry 1.00 credit 36 weeks Course # 0522 College Chemistry I Dual Enrollment JSRCC .500 credit 36 weeks Course # 0523 College Chemistry II Dual Enrollment JSRCC .500 credit 36 weeks

PHYSICS STANDARDS OF LEARNING OVERVIEW The Physics standards emphasize a more complex understanding of experimentation, the analysis of data, and the use of reasoning and logic to evaluate evidence. The use of mathematics, including algebra and trigonometry, is important, but conceptual understanding of physical systems remains a primary concern. Students build on basic physical science principles by exploring in depth the nature and characteristics of energy and its dynamic interaction with matter. Key areas covered by the standards include force and motion, energy transformations, wave phenomena and the electromagnetic spectrum, light, electricity, fields, and non-Newtonian physics. The standards stress the practical application of physics in other areas of science and technology and how physics affects our world.

PHYSICS COURSES Course # 2900 12 Physics 1.00 credit 36 weeks Course # 2901 12H Physics 1.00 credit 36 weeks Course # 2902 12A Physics 1.00 credit 36 weeks Course # 2953 AP Physics 1.00 credit 36 weeks Course # 2906 IB Physics 1.00 credit 36 weeks

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Section V

Focusing on the Future

BUSINESS AND INFORMATION TECHNOLOGY

D MIDDLE SCHOOL courses E

Keyboarding (Middle) Grades 6-8 Course #4504 18 weeks 0.00 credit This course is designed for middle school students to develop touch skills for entering alphabetic, numeric, and symbol information on a keyboard. Students learn to produce simple technical and non-technical documents.

Keyboarding Applications Grades 8 Course #4531 36 weeks 1.00 credit Students develop or refine touch skills for entering alphabetic, numeric and symbol information on a keyboard. Students apply keyboarding skills to produce a variety of personal and business documents. (Students who can demonstrate touch typing skills may test out and enter into the applications semester course to develop document preparation skills).

Computer Applications Grades 7-8 Course #4610 18 weeks .50 credit Course #4612 36 weeks 1.00 credit Prerequisite: Keyboarding recommended. Students develop or review correct keyboarding techniques and gain a basic knowledge of word processing, spreadsheet, database, and graphics applications. Students demonstrate an understanding of computer concepts through application of computer knowledge. Students learn to use software packages and local and worldwide network communication systems.

Computer Solutions Grades 7-8 Course #4862 18 Weeks 0.00 Credit Students use the computer as a problem-solving tool to complete a variety of projects. Students participate in team-building activities that integrate academic and business competencies. Basic touch keyboarding instruction is provided early in the course.

Make It Your Business Grade 6-8 Course #4868 18 weeks 0.00 credit Students are provided opportunities to run a business based on their own design for providing a service or product needed at their school. They learn business terminology, basic entrepreneurship concepts, and fundamental business operating principles in this course. The course content is designed to allow for interdisciplinary instruction.

D HIGH SCHOOL COURSES E

Information Technology (IT) Fundamentals Grades 9-10 Course #4505 36 weeks 1.00 credit Prerequisite: Keyboarding Information Technology (IT) Fundamentals introduces the essential technical and professional skills required for students to pursue programs leading to professional careers and IT certifications. Students investigate career opportunities and technologies in four major IT areas: Information Services and Support, Network Systems, Programming and Software Development, and Interactive Media. Students will evaluate the impact of IT on other career clusters. The focus of the IT Fundamentals course is the introduction of skills related to information technology basics, Internet fundamentals, network systems, computer maintenance/upgrading/troubleshooting, computer applications, programming, graphics, Web page design, and interactive media. Students explore ethical issues related to computers and Internet technology and develop teamwork and communication skills that will enhance their employability.

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Principles of Business & Marketing Grades 9-10 Course #4530 18 weeks .50 credit Course #4532 36 weeks 1.00 credit Students explore the roles of business and marketing in the free enterprise system and the global economy. They study how the American economy operates, and they prepare to make decisions as consumers, wage earners, and citizens.

Keyboarding Applications Grades 9-12 Course #4531 36 weeks 1.00 credit Students develop or refine touch skills for entering alphabetic, numeric and symbol information on a keyboard. Students apply keyboarding skills to produce a variety of personal and business documents. (Students who can demonstrate touch typing skills may test out and enter into the applications semester course to develop document preparation skills).

Office Specialist I Grades 9-12 Course #4603 36 weeks 1.00 credit Students complete the Office Specialist sequence identified locally or progress in the sequence until prepared to transfer into other business courses. Students develop skills in areas including keyboarding, office procedures, and records management.

Computer Applications Grades 9-12 Course #4610 18 weeks .50 credit Course #4612 36 weeks 1.00 credit Prerequisite: Keyboarding recommended. Students develop or review correct keyboarding techniques and gain a basic knowledge of word processing, spreadsheet, database, and graphics applications. Students demonstrate an understanding of computer concepts through application of computer knowledge. Students learn to use software packages and local and worldwide network communication systems.

Accounting Grades 10-11 Course #4701 36 weeks 1.00 credit Course #4704 CO-OP 36 weeks 2.00 credits Prerequisite: Keyboarding recommended. Students study the basic principles, concepts, and practices of the accounting cycle. Students learn fundamental accounting procedures using a manual and an electronic system.

Accounting Honors Grades 10H, 11H Course #4702 36 weeks 1.00 credit A one-year, honors course with emphasis on accounting principles as they relate to both manual and computerized financial systems, instruction integrates microcomputers and electronic calculators, and the relationships and processes of manual and computerized accounting are presented.

Office Specialist II Grades 10-12 Course #4709 36 weeks 1.00 credit Students complete the Office Specialist sequence identified locally or progress in the sequence until prepared to transfer into other business courses. Students develop skills in areas including keyboarding, office procedures, and records management.

Office Specialist III Grades 11-12 Course #4711 36 weeks 1.00 credit Students complete the Office Specialist sequence identified locally or progress in the sequence until prepared to transfer into other business courses. Students develop skills in areas including keyboarding, office procedures, and records management.

Finance Grades 11-12 Course #4722 18 weeks .50 credit Students explore many facets of financial decision-making involved in daily life. Skills in money management, recordkeeping, and banking are enhanced through the study of basic concepts of economics, insurance, credit, and other related topics. The course will also prepare students to plan, manage, and analyze the financial and monetary aspects and performance of business enterprises, banking institutions, or other organizations.

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Economics and Personal Finance Grades 11-12 Course #4723 36 weeks 1.00 credit Course #4856 CO-OP 36 weeks 2.00 credits Students learn how to navigate the financial decisions they must face and to make informed decisions related to career exploration, budgeting, banking, credit, insurance, spending, taxes, saving, investing, buying/easing a vehicle, living independently, and inheritance. Development of financial literacy skills and an understanding of economic principles will provide the basis for responsible citizenship and career success. In addition to developing personal finance skills, students in the 36- week course will also study basic occupational skills and concepts in preparation for entry-level employment in the field of finance. The course incorporates all economics and financial literacy objectives included in the Code of Virginia 22.1-200-03B. The cooperative education method is available for this course. Students combine classroom instruction and supervised on-the- job training in an approved position with continuing supervision throughout the school year.

Advanced Accounting Grades 11-12 Course # 4730 36 weeks 1.00 credit Course # 4731 CO-OP 36 weeks 2.00 credits Prerequisite: Accounting Students gain in-depth knowledge of accounting procedures and techniques used in solving business problems and making financial decisions. Students use the calculator, computer, and accounting software, with emphasis on electronic spreadsheets, to analyze and interpret business applications.

Business Management Grades 11-12 Course #4818 18 weeks .50 credit Course #4820 36 weeks 1.00 credit Students study basic management concepts and leadership styles as they explore business functions, economics, international business, and human relations issues such as employee motivation and conflict resolution. Student leadership skills may be enhanced by internship experiences.

Design, Multimedia and Web Technologies Grades 10-12 Course #4838 18 weeks .50 credit Course #4827 36 weeks 1.00 credit Course #4836 CO-OP 36 weeks 2.00 credits Prerequisite: Keyboarding Students develop proficiency in creating desktop publications, multimedia presentations/projects, and Web sites Students incorporate principles of layout and design in completing publications and projects. Students design portfolios that may include business cards, newsletters, mini-pages, Web pages, multimedia presentations/projects, calendars, and graphics.

Website Design I Grades 10-12 Course #4846 18 weeks .50 credit Prerequisite: Keyboarding This course is designed for secondary school students. Students create personal and professional web sites using web design software. Students create personal web sites for their interests, as part of a career search.

Website Design II Grades 10-12 Course #4847 18 weeks .50 credit Prerequisite: Website Design I This course is designed for secondary school students. Students create personal and professional web sites using web design software, hyperlinks, colors, and multimedia clips. Classroom experiences involve careful planning, organization, creativity, as well as technical skill.

Business Law Grades 11-12 Course #4850 18 weeks .50 credit Course #4879_____ 36 weeks 1.00 credit Students examine the foundations of the American legal system. Students explore economic and social concepts as they relate to legal principles and to business and personal laws.

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Keyboarding (Secondary) Grades 9-12 Course #4851 18 weeks .50 credit This course is designed for secondary school students to develop and enhance touch skills for entering alphabetic, numeric, and symbol information on a keyboard. Students learn to produce simple and non-technical documents.

Computer Information Systems Grades 10-12 Course #4852 36 weeks 1.00 credit Course #4872 CO-OP 36 weeks 2.00 credits Prerequisite: Keyboarding Applications Students apply problem-solving skills to real-life situations through database, spreadsheet, word processing and multi-media presentation software and through integrated activities. Students work individually and in groups to explore computer concepts, operating systems, networks and telecommunications, and emerging technologies.

Office Administration Grades 11-12 Course #4853 36 weeks 1.00 credit Course #4863 CO-OP 36 weeks 2.00 credits Prerequisite: Keyboarding Applications Students enhance word processing and communication skills as they develop competencies needed by administrative support professionals. Students study office procedures such as information processing, telecommunications, electronic records management and financial records management.

Word Processing Grades 10-12 Course #4854 36 weeks 1.00 credit Course #4878 CO-OP 36 weeks 2.00 credits Students develop intermediate to advanced level word processing skills using a variety of software functions. Students gain competence in integrating applications such as database and spreadsheet into word processing activities. Classroom experiences also provide for skill development in communication.

Advanced Computer Information Systems Grades 11-12 Course #4855 36 weeks 1.00 credit Course #4865 CO-OP 36 weeks 2.00 credits Prerequisite: Computer Information Systems Students apply problem-solving skills to real-life situations through advanced integrated software applications, including multimedia presentations, printed and electronic desktop publications, and website development. Students work individually and in groups to explore advanced computer maintenance activities, telecommunications, programming, and networking.

Medical Systems Administration Grades 11-12 Course #4857 36 weeks 1.00 credit Course #4870 CO-OP 36 weeks 2.00 credits Prerequisite: Keyboarding Applications, Office Administration Recommended. Students completing Office Administration and wishing to gain employment in the medical field may take this course to learn how to use medical terminology and procedures useful in developing medical documents and functioning effectively in a medical office environment.

Legal Systems Administration Grades 11-12 Course #4859 36 weeks 1.00 credit Course #4869 CO-OP 36 weeks 2.00 credits Prerequisite: Keyboarding Applications, Office Administration Recommended. Students completing Office Administration and wishing to gain employment in the legal field may take this course to learn procedures useful in developing legal documents and functioning effectively in a legal office environment.

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Computer Network Software Operations Grades 11-12 Course #4873 36 weeks 1.00 credit Prerequisite: Keyboarding recommended Computer Network Software Operations is designed to teach many aspects of computer support and network administration. Students learn networking concepts from usage to components, and set up peer-to-peer network systems and client server networks. Students will install and configure network cards and connect them to networks. Students learn how to install the operating systems, set up and manage accounts, load software, and set up and implement security plans.

Advanced Computer Network Software Operations Grade 12 Course #4874 36 weeks 1.00 credit Prerequisite: Computer Network Software Operations Advanced Computer Network Software Operations is designed to continue to teach aspects of network administration focusing on management and support of network users and systems. Students learn communications protocols, troubleshooting techniques for systems and client server networks, web site management, and other advanced networking topics. They learn advanced techniques to install the operating systems, set up and manage accounts, load software, and set up and implement security plans.

Advanced Design, Multimedia and Web Technologies Grades 11-12 Course #4877 36 weeks 1.00 credit Prerequisite: Design, Multimedia and Web Technologies Students develop advanced skills and apply journalistic principles in design and layout of written electronic publications. Students work with sophisticated hardware and software to develop advanced-level websites and multimedia presentations.

Career Investigation I Grades 9-12 Course #7400 36 weeks 1.00 credit Phase I prepares students to be “career investigators.” To obtain the title, students must assess their roles in society, identify their roles as workers, analyze their personal assets, complete a basic exploration of career clusters and select fields for further study, and secure a career investigator (job shadowing) position with a local employer.

ENGLISH/LANGUAGE ARTS "

D MIDDLE SCHOOL courses E

English Grade 6 Course #0604 36 weeks 0.00 credit For description see Standards of Learning Overview.

English Honors Grade 6H Course #0606 36 weeks 0.00 credit Prerequisite: Teacher approval. For description see Standards of Learning Overview.

Honors Reading Grade 6 Course #0609 36 weeks 0.00 credit Prerequisite: Teacher approval. This course focuses on spelling, vocabulary and reading comprehension strategies for students reading at least one level above grade level. Students will practice applying higher order thinking skills and reading strategies across the academic core subjects using above grade level reading material.

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Strategic Reading Grade 6 Course #0610 36 weeks 0.00 credit Prerequisite: Enrollment in 6 grade English. This course focuses on spelling, fluency, vocabulary and reading comprehension strategies for students at their instructional reading level. Students will practice applying reading strategies across academic core subjects using both grade level and instructional level reading material. While recognizing the needs of students, emphasis will be placed on reading textbooks, active engagement with texts, concept attainment, critical reading skills and higher levels of learning for all students.

Voyager Reading Journeys Grade 6 Course #0611 36 weeks 0.00 credit Prerequisite: Enrollment in 6 grade English. This course focuses on spelling, fluency, vocabulary and reading comprehension strategies for students reading below grade level. Students will practice applying reading strategies using the Beginnings Reading Program.

Voyager Reading Passport Grade 6 Course #0614 36 weeks 0.00 credit Prerequisite: Enrollment in 6 English This course focuses on spelling, fluency, vocabulary and reading comprehension strategies for special education students reading below grade level. Students will practice applying reading strategies using the Passport Reading Program.

English Grade 7 Course #0703 36 weeks 0.00 credit Prerequisite: Successful completion of 6 English. For description see Standards of Learning Overview.

Voyager Reading Journeys Grade 7 Course #0704 36 weeks 0.00 credit Prerequisite: Enrollment in 7 grade English. This course focuses on spelling, fluency, vocabulary and reading comprehension strategies for students reading below grade level. Students will practice applying reading strategies using the Journeys I Reading Program.

Voyager Reading Passport Grade 7 Course #0705 36 weeks 0.00 credit Prerequisite: Enrollment in 7 grade English. This course focuses on spelling, fluency, vocabulary and reading comprehension strategies for students reading below grade level. Students will practice applying reading strategies using the Passport Reading Program.

English Honors Grade 7H Course #0707 36 weeks 0.00 credit Prerequisite: Successful completion of 6H English and teacher approval. For description see Standards of Learning Overview.

Honors Reading Grade 7 Course #0709 36 weeks 0.00 credit Prerequisite: Teacher approval. This course focuses on spelling, vocabulary and reading comprehension strategies for students reading at least one level above grade level. Students will practice applying higher order thinking skills and reading strategies across the academic core subjects using above grade level reading material.

IB Level I English Grade 7IB Course #0710 36 weeks 0.00 credit Prerequisite: Enrollment in the IB Program. This course is designed for sixth grade students studying a year above grade level in reading and language arts.

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Strategic Reading Grade 7 Course #0711 36 weeks 0.00 credit Prerequisite: Enrollment in 7 grade English. This course focuses on spelling, fluency, vocabulary and reading comprehension strategies for students reading on grade level. Students will practice applying reading strategies across academic core subjects using grade level reading material. While recognizing the needs of students, emphasis will be placed on reading textbooks, active engagement with texts, concept attainment, critical reading skills and higher levels of learning for all students.

English Accelerated Grade 7A Course #0714 36 weeks 0.00 credit Prerequisite: Teacher approval. This course is designed for advanced sixth grade students who are at least one year above grade level in reading and language arts. For a complete description see Standards of Learning Overview on page

Honors Reading Grade 8 Course #0802 36 weeks 0.00 credit Prerequisite: Teacher approval. This course focuses on spelling, vocabulary and reading comprehension strategies for students reading at least one level above grade level. Students will practice applying higher order thinking skills and reading strategies across the academic core subjects using above grade level reading material.

English Accelerated Grade 8A Course #0803 36 weeks 0.00 credit Prerequisite: Teacher approval and successful completion of 7A English. This course is designed for advanced seventh grade students who are at least one year above grade level in reading and language arts.

Strategic Reading Grade 8 Course #0804 36 weeks 0.00 credit Prerequisite: Enrollment in 8 grade English. This course focuses on spelling, fluency, vocabulary and reading comprehension strategies for students at their instructional reading level. Students will practice applying reading strategies across academic core subjects using both grade level and instructional level reading material. While recognizing the needs of students, emphasis will be placed on reading textbooks, active engagement with texts, concept attainment, critical reading skills and higher levels of learning for all students.

English Grade 8 Course #0805 36 weeks 0.00 credit Prerequisite: Successful completion of 7 English. For description see Standards of Learning Overview.

IB Level II English Grade 8 IB Course #0806 36 weeks 0.00 credit Prerequisite: Enrollment in the IB Program. This course is designed for seventh grade students studying a year above grade level in reading and language arts and participating in the IB program.

English Honors Grade 8H Course #0807 36 weeks 0.00 credit Prerequisite: Successful completion of 7H English. For description see Standards of Learning Overview.

Voyager Reading Journeys Grade 8 Course #0814 36 weeks 0.00 credit Prerequisite: Enrollment in 8 grade English. This course focuses on spelling, fluency, vocabulary and reading comprehension strategies for students reading below grade level. Students will practice applying reading strategies using the Journeys II Reading Program.

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Voyager Reading Passport Grade 8 Course #0815 36 weeks 0.00 credit Prerequisite: Enrollment in 8 grade English. This course focuses on spelling, fluency, vocabulary and reading comprehension strategies for special education students reading below grade level. Students will practice applying reading strategies using the Passport Reading Program.

Middle School English as a Second Language Level I Course #0926 36 weeks 0.00 credit Prerequisite: Must be a member of the district’s LEP (Limited English Proficiency) population. For description see Standards of Learning Overview.

Middle School English as a Second Language Level II Course #0927 36 weeks 0.00 credit Prerequisite: Must be a member of the district’s LEP (Limited English Proficiency) population. For description see Standards of Learning Overview.

Middle School English as a Second Language Level III Course #0928 36 weeks 0.00 credit Prerequisite: Must be a member of the district’s LEP (Limited English Proficiency) population. For description see Standards of Learning Overview.

Middle School ESL Level IV Course #0930 36 weeks 0.00 credit Prerequisite: Must be a member of the district’s LEP (Limited English Proficiency) population. For description see Standards of Learning Overview.

D High School courses E

Freshman Orientation Seminar Grade 9 Course #0309 18 weeks .50 credit This course is designed to provide support and positive reinforcement to incoming ninth grade students in order for them to succeed in high school. The designed curriculum will provide for all learning styles. Topics presented will include: note taking, study skills, reading comprehension, organizational skills, time management, communication skills, test-taking strategies, conflict resolution, social responsibility, leadership and team building, media and guidance services.

English Grade 9 Course #0906 36 weeks 1.00 credit Prerequisite: Successful completion of 8 English. For description see Standards of Learning Overview.

English Honors Grade 9H Course #0907 36 weeks 1.00 credit Prerequisite: Successful completion of 8H English and teacher approval. For description see Standards of Learning Overview.

English Accelerated Grade 9A Course #0908 36 weeks 1.00 credit Prerequisite: Successful completion of 8A English and teacher approval. Course is designed for advanced eighth grade students who are at least one year above grade level in reading and language arts. For a complete description see Standards of Learning Overview.

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Honors Reading Grades 9-12 Course #0902 36 weeks 1.00 credit Prerequisite: Teacher approval. This course focuses on spelling, vocabulary and reading comprehension strategies for students reading at least one level above grade level. Students will practice applying higher order thinking skills and reading strategies across the academic core subjects using above grade level reading material.

Strategic Reading Grades 9-12 Course #0903 36 weeks 1.00 credit Prerequisite: Enrollment in 9 grade English. This course focuses on spelling, fluency, vocabulary and reading comprehension strategies for students at their instructional reading level. Students will practice applying reading strategies across the academic core subjects using both grade level and instructional level reading material. While recognizing the needs of students, emphasis will be placed on reading textbooks, active engagement with texts, concept attainment, critical reading skills and higher levels of learning for all students.

Voyager Reading Journeys Grade 9 Course #0904 36 weeks 1.00 credit Prerequisite: Enrollment in 8 grade English. This course focuses on spelling, fluency, vocabulary and reading comprehension strategies for students reading below grade level. Students will practice applying reading strategies using the Journeys II Reading Program.

IB Level III English Grade 9IB Course #0905 36 weeks 1.00 credit Prerequisite: Enrollment in the IB Program. This course is designed for eighth grade students studying a year above grade level in reading and language arts and participating in the IB program.

English as a Second Language I (High School) Course #0920 36 weeks 1.00 credit Prerequisite: Must be a member of the district’s LEP (Limited English Proficiency) population. For description see Standards of Learning Overview.

Strategic Reading Grades 9, 10 Course #0933 18 weeks .50 credit This course focuses on spelling, fluency, vocabulary and reading comprehension strategies for students at their instructional reading level. Students will practice applying reading strategies across the academic core subjects using both grade level and instructional level reading material. While recognizing the needs of students, emphasis will be placed on reading textbooks, active engagement with texts, concept attainment, critical reading skills and higher levels of learning for all students.

Strategic Reading Grades 9, 10 Course #0934 18 weeks .50 credit This course focuses on advanced reading comprehension strategies that are critical to academic achievement in high schools. Students will learn how to apply reading and vocabulary strategies across the academic core subjects. While recognizing the needs of students, emphasis will be placed on reading textbooks, active engagement with texts, concept attainment, critical reading skills, and higher levels of learning for all students.

English Grade 10 Course #1007 36 weeks 1.00 credit Prerequisite: Successful completion of 9 English. For description see Standards of Learning Overview.

English Honors Grade 10H Course #1008 36 weeks 1.00 credit Prerequisite: Successful completion of 9H English. For description see Standards of Learning Overview.

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English Accelerated Grade 10A Course #1009 36 weeks 1.00 credit Prerequisite: Successful completion of 9A English This course is designed for advanced ninth grade students who are at least one year above grade level in reading and language arts. For a complete description see Standards of Learning Overview.

IB Level IV English Grade 10 IB Course #1028 36 weeks 1.00 credit Prerequisite: Enrollment in the IB Program This course is designed for ninth grade students in the IB program who are one year above grade level in reading and language arts.

Reading and Writing for Success Grade 10 Course #1017 36 weeks 1.00 credit This course is designed to close the achievement gap of low performing 10th graders in reading and writing. It will prepare students to become confident and competent in reading a variety of texts and writing a variety of genres they will encounter in different content areas throughout the rest of their high school classes and beyond. The course will help to prepare students for the VA Standards of Learning Assessments in End of Course Reading and Writing. It will also provide research-based literacy strategies based on the developmental needs of adolescent learners.

English Grade 11 Course #1107 36 weeks 1.00 credit Prerequisite: Successful completion of 10 English Reading/Literature/Research & Writing SOL Tests For description see Standards of Learning Overview.

English Honors Grade 11H Course #1108 36 weeks 1.00 credit Prerequisite: Successful completion of 10H English. Reading/Literature/Research & Writing SOL Tests For description see Standards of Learning Overview.

English Accelerated Grade 11A Course #1109 36 weeks 1.00 credit Prerequisite: Successful completion of 10A English and teacher approval. Reading/Literature/Research & Writing SOL Tests This course is designed for accelerated tenth grade students who are at least one year above grade level in reading and language arts. For a complete description see Standards of Learning Overview.

IB Level V English Grade 11IB Course #1128 36 weeks 1.00 credit Prerequisite: Enrollment in the IB Program. This course is designed for tenth grade students in the IB Program who are one year above grade level in reading and language arts.

12 IB DP English HL Grade 11 Course #1228 36 weeks 1.00 credit Prerequisite: Enrollment in the IB Program. Reading/Literature/Research & Writing SOL Tests This course is designed for eleventh grade students studying a year above grade level in reading and language arts.

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IB Theory of Knowledge Course #1129 18 weeks Grade 11 Course #1229 18 weeks Grade 12 This course is required in the second semester junior year and first semester senior year. In this course, students analyze the role of knowledge and various ways of knowing multiple disciplines, examine the belief systems inherent in various academic subjects, focus on questioning, clarifying and expressing ideas through written and oral communication and reflect on beliefs that affect acquisition of knowledge. This course satisfies the requirements for IB-DP.

English Grade 12 Course #1207 36 weeks 1.00 credit Prerequisite: Successful completion of 11 English For description see Standards of Learning Overview.

English Honors Grade 12H Course #1208 36 weeks 1.00 credit Prerequisite: Successful completion of 11H English. For description see Standards of Learning Overview.

English Accelerated Grade 12A Course #1209 36 weeks 1.00 credit Prerequisite: Successful completion of 11A English and teacher approval. This course is designed for advanced eleventh grade students who are at least one year above grade level in reading and language arts. For a complete description see Standards of Learning Overview.

13 IB DP English HL Grade 12 Course #1308 36 weeks 1.00 credit Prerequisite: Enrollment in the IB Program. This course is designed for twelfth grade students studying a year above grade level in reading and language arts.

Publication Law Grades 9 – 12 Course #0238 36 weeks 1.00 credit This is an elective course designed to teach legal rights and responsibilities with concerns to publications. Elements of a contract are introduced and the legal obligations of those who enter a contract are explained. This course establishes the publication policies for the yearbook and newspaper staff. By the end of this course students will have created a marketable product.

Yearbook I Grade 11 Course #0239 36 weeks 1.00 credit A graphic arts course designed to train yearbook staff in developing the school’s yearbook on-line.

Yearbook II Grade 12 Course #0240 36 weeks 1.00 credit Prerequisite: Yearbook I. Second level graphics art class designed to train and assist students in developing the school’s yearbook on-line.

College Composition I JSRCC Dual Enrollment Course #0500 18 weeks .50 credit Prerequisite: Successful completion of 11, 11A or 11H English and appropriate score on writing placement test. This course develops writing ability for study, work, and other areas of writing based on experience, observation, research, and reading of selected literature. Course also guides students in learning writing as a process: understanding audience and purpose, exploring ideas and information, composing, revising, listening, and speaking. Course offered through J. Sargeant Reynolds Community College.

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College Composition II JSRCC Dual Enrollment Course #0501 18 weeks .50 credit Prerequisite: Successful completion of College Composition I. This course develops writing ability for study, work, and other areas of writing based on experience, observation, research, and reading of selected literature. Course also guides students in learning writing as a process: understanding audience and purpose, exploring ideas and information, composing, revising, listening, and speaking. Course offered through J. Sargeant Reynolds Community College.

Creative Writing I Course #1014 36 weeks 1.00 credit Elective course designed to provide instruction in creative writing. Students will learn how to model their own writing after that of noted poets and authors as they produce a literary magazine.

Introduction to Newspaper Writing Course #1015 18 weeks .50 credit Students are introduced to journalistic writing. Journalistic writing styles are studied, as well as the process of preparing a school newspaper.

Journalism I Course #1016 36 weeks 1.00 credit Elective course designed to provide instruction in journalistic writing. An exposure to and practice in using the various styles included in journalistic writing comprises the tenth grade course.

English as a Second Language II (High School) Course #1020 36 weeks 1.00 credit Prerequisite: Must be a member of the district’s LEP (Limited English Proficiency) population. For description see Standards of Learning Overview.

Multicultural Literature Course #1021 18 weeks .50 credit This is a course designed to introduce literature which represents the varied ethnic groups living in the United States. Information is presented chronologically via themes. From the poetry of Native Americans through the short stories of immigrants from China, students learn of cultural differences and human similarities.

Creative Writing II Course #1115 36 weeks 1.00 credit Prerequisite: Successful completion of Creative Writing I. An elective course designed to provide instruction in creative writing. Techniques for improving original prose and poetry are discussed. Production of a literary magazine is a class project.

Journalism II Course #1116 36 weeks 1.00 credit Prerequisite: Successful completion of Journalism I. An elective course designed to provide instruction in journalistic writing and provides an overview of techniques involved in newspaper production. This course should not be used for students working on yearbook staffs. Enroll such students in course 0230.

Speech & Drama Appreciation Course #0810 36 weeks 1.00 credit Elective course designed to provide a general introduction to speech and drama, including oral interpretation, the persuasive speech, group discussion, and play production. Course content often includes the production of a play and participation in forensic competition.

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English as a Second Language III (High School) Course #1130 36 weeks 1.00 credit Prerequisite: Must be a member of the district’s LEP (Limited English Proficiency) population. For description see Standards of Learning Overview.

Creative Writing III Course #1213 36 weeks 1.00 credit Prerequisite: Successful completion of Creative Writing II. An elective course designed to provide instruction in creative writing. The focus of the course is the production of a school literary magazine.

Journalism III Course #1214 36 weeks 1.00 credit Prerequisite: Successful completion of Journalism II. An elective course designed to provide an experimental approach to Journalism in which students produce a school newspaper in fulfillment of the course requirements.

High School ESL Level IV Course #1230 36 weeks 1.00 credit Prerequisite: Must be a member of the district’s LEP (Limited English Proficiency) population. For description see Standards of Learning Overview.

English Literature and Composition Advanced Placement Course #1300 36 weeks 1.00 credit Prerequisite: Successful completion of 11H, 11A English and teacher recommendation. Course is designed as a college level course following guidelines outlined by the College Board. The student will be engaged in careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students should deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students will consider a work’s structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone. Students are expected to take the AP Examination at the end of the course.

English Language and Composition Advanced Placement Course #1301 36 weeks 1.00 credit Prerequisite: Successful completion of 11H, 11A English and teacher recommendation. A college level course that engages students in becoming skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts. The course allows students to write in a variety of forms–narrative, exploratory, expository, and argumentative-and on a variety of subjects from personal experiences to public policies, from imaginative literature to popular culture. Students will move from writing five-paragraph essays to writings that engage the reader because emphasis is placed on content, purpose, and audience. Students are expected to take the AP exam at the conclusion of the course.

SAT Reasoning Preparation Course #1322 18 weeks .50 credit An elective semester course designed to prepare students for the College Board Scholastic Aptitude Test (verbal). Emphasis is on vocabulary-building techniques, verbal and advanced reading comprehension skills.

SAT Writing Preparation Course #1328 18 weeks .50 credit An elective semester course designed to prepare students for the College Board Scholastic Aptitude Test (writing portion). Emphasis is on enhancing writing skills.

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 FAMILY AND CONSUMER SCIENCES 

D MIDDLE SCHOOL courses E Family and Consumer Sciences Exploratory I Course #5006 18 weeks Grade 6 Course #5009 9 weeks Grade 6 Family and Consumer Sciences Exploratory I provides a foundation for managing individual, family, career, and community roles and responsibilities. In FACS Exploratory I, students focus on areas of individual growth such as personal goal achievement, responsibilities within the family and accountability for personal safety and health. They also explore and practice financial management, clothing maintenance, food preparation, positive and caring relationships with others, and self-assessment as related to career exploration. Students apply problem-solving and leadership skills as they progress through the course. Mathematics, science, English, social sciences, fine arts, and technology are integrated throughout the course.

Family and Consumer Sciences Exploratory II Course #5007 18 weeks Grade 7 Family and Consumer Sciences Exploratory II is the middle school courses that provides a foundation for managing individual, family, work, and community roles and responsibilities. In FACS Exploratory II, students focus on their individual development as well as their realtionships and roles within the family unit. They learn how to maintain their living and personal environments and to use nutrition and wellness practices. Students apply consumer and family resouces, develop textile, fashion, and apparel concepts, and explore careers related to Family and Consumer Sciences. Time is also provided for developing early childhood education concepts and leadership skills.

Family and Consumer Sciences Exploratory III Course #5008 18 weeks Grade 8 Course #5010 36 weeks Grade 8 Family and Consumer Sciences Exploratory III is one of the middle school Family and Consumer Sciences courses that provides a foundation for managing individual, family, career, and community roles and responsibilities. In FACS III, students focus on their individual roles in the community as well as how the community influences individual development. Students develop change-management and conflict-resolution skills and examine how global concerns affect communities. In addition, students enhance their knowledge of nutrition and wellness practices and learn how to maximize consumer and family resources. Time is provided for exploring careers in the Family and Consumer Sciences career cluster and developing job- search skills. In addition, students increase their leadership abilities and explore how volunteerism aids communities. Mathematics, science, language, social sciences, and technology are integrated throughout the course. Note: Complete sequences and certifications do not apply.

ProTeam Grade 8 Course #5011 18 weeks .50 credit Course #5012 36 weeks 1.00 credit ProTeam is an exploratory class for students in grade 8 with a career interest in teaching and education. The curriculum is designed to help students set realistic goals that include the steps to prepare for successful completion of high school and college, including an emphasis on career development competencies. The eight course modules are I Can Self-Reflect, I Can Communicate, I Can Teach Others, I Can Be Different, I Can Make Decisions, I Can Set Goals, and I Can Think Positively. The course has an emphasis on service learning, cooperative work groups, teaching-like experiences, and family involvement. This program shall be articulated with a Teachers for Tomorrow program at the high school. This is a non-credit course.

GRADS (Graduation, Reality, and Dual-Role Skills Program) Grades 6 - 8 Course #5180 18 weeks 0.00 credit Course #5184 36 weeks 0.00 credit Students enrolled in the Graduation, Reality, And Dual-Role Skills Program (GRADS) concentrate on developing self-esteem; using effective communication skills; maintaining positive relationships; promoting wellness, prenatal, and postnatal care; evaluating the cost of parenthood; adjusting to parenthood; understanding child development; providing child care; managing family relationships; exploring careers; applying employability skills; managing economic resources and expenditures; and balancing work and family. This noncredit course is designed for pregnant and parenting teens.

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Education for Employment (EFE) Course #5369 18 weeks Grade 6 Course #5376 18 weeks Grade 7 Course #5435 18 weeks Grade 8 This program is designed to help disadvantaged/disabled students prepare for successful employment. Instruction includes developing goals and values important for employment occupational preparation and human relations. Students explore independent living and workplace skills by identifying individual assets, interests, aptitudes, talents, and current occupational abilities. Through practical experiences related to daily living and work, students determine strategies to improve their assets and ways to emphasize their strengths at home, school, and in the workplace.

Career Investigations Phase I Grade 8 Course #7400 36 weeks 1.00 credit Phase I prepares students to be “career investigators”. To obtain the title, students must assess their roles in society, identify their roles as workers, analyze their personal assets, complete a basic exploration of career clusters and select fields or occupations for further study, and secure a career investigator (job shadowing) position with a local employer.

D TRANSITION FOCUS COURSES: HIGH SCHOOL E

Introduction to Fashion Design and Marketing Grades 10–12 Course #5077 18 weeks .50 credit Course #5076 36 weeks 1.00 credit The fashion design and merchandising competencies focus on identifying and exploring the individual careers within the fashion design, manufacturing, and merchandising industry. Units of study include the relationships that exist among all areas of the clothing industry; related global and economic issues; exploration of careers in color, design, and finishing; auxiliary fashion industries; clothing maintenance, alterations, and repair; entrepreneurial opportunities in related areas; and the skills and characteristics necessary for success in careers in the textile, design, apparel production and fashion merchandising industries. Teachers reinforce the basic skills of math, science, and communication when appropriate in the content. The cooperative education method is available for this class. Note: This transition focus course must be combined with family focus or work focus courses to make an approved concentration sequence.

Introduction to Culinary Arts Grades 10-12 Course #5123 36 weeks 1.00 credit Course #5124 18 weeks .50 credit The competencies focus on identifying and exploring the individual careers within the food service industry. Units of study include food science and technology, dietetics and nutrition services, contemporary cuisines and service styles, food and beverage production and preparation, and food safety and sanitation. Teachers highlight the basic skills of math, science, and communication when appropriate in the content. The cooperative education method is available for this class. Note: This transition focus course must be combined with a family focus or work focus course to make an approved concentration sequence.

Introduction to Early Childhood Education and Services Grades 10-12 Course #5152 36 weeks 1.00 credit Course #5157 18 weeks .50 credit This course introduces early childhood development through activities and experiences in nursery, pre-kindergarten, and primary programs. The course investigates classroom organization and procedures, use of classroom time and materials, approaches to education for young children, professionalism and curricular procedures. Focus is also placed on child growth and development; development of self concepts and building self-esteem; learning experiences for children; principles of guiding children; healthy and safe environments; career development and careers related to child care. The cooperative education method is available for this class. Note: This transition focus course must be combined with family focus or work focus to make an approved concentration sequence.

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Introduction to Family and Human Services Grades 10-12 Course #5162 18 weeks .50 credit Course #5163 36 weeks 1.00 credit The focus of Introduction to Family and Human Services is practical problem solving, research, critical thinking, and career decision making. Professional opportunities within the cluster of health, human, and public service are identified and analyzed. Career investigation includes the areas of elder and intergenerational care services as well as family and social services. Teachers will incorporate the skills of math, science, written and oral communication, and computer applications when appropriate in the content. The cooperative education method is available for this class. Note: This transition focus course must be combined with a family focus course to make an approved concentration sequence.

Introduction to Hospitality, Tourism, and Recreation Grades 11 -12 Dual Enrollment J. Sargeant Reynolds Community College Course #5186 18 weeks .50 credit Course #5187 36 weeks 1.00 credit The course focuses on developing professional skills and using emerging technologies to prepare for employment in this global industry rich in diverse career opportunities. The program includes instruction in the industries of lodging, beverage, travel and tourism, and recreation fitness. The cooperative education method is available for this course. Students combine classroom instruction and supervised on-the-job training in an approved position with continuing supervision throughout the school year. This course teaches general skills which will prepare the student for transfer into a college-level hospitality management degree program; culinary apprenticeship, or direct entry into the hospitality.

D WORK FOCUS COURSES: HIGH SCHOOL E

Fashion Design I Grades 10 - 11 Course #5078 36 weeks 2.00 credits Prerequisite: Introduction to Fashion Design and Marketing is recommended. Students prepare for occupations concerned with the spectrum of clothing, apparel, and textiles production and services, including but not limited to construction, fabric and fabric care, pattern design, principles of clothing construction and selection, fitting and alterations for ready-to-wear garments, custom tailoring, and clothing maintenance. Critical thinking, practical problem solving, and entrepreneurship opportunities within the field of fashion are emphasized. Teachers highlight the basic skills of math, science, and communication when appropriate in content. The cooperative education method is available for this class. Note: This work focus must be combined with a level II work focus course to make an approved concentration sequence.

Fashion Design II Grades 11- 12 Course #5079 36 weeks 2.00 credits Prerequisite: Fashion Design I Continuing their study as an in-depth extension of Fashion Design I, students focus on occupational skills identified as essential for fashion design aides, drapers, fabric demonstrators, alteration aides, costume aides, menders, and fabric/accessories clerks. Cooperative (on-the-job) education or an internship under the supervision of the instructor is an option. Critical thinking, practical problem solving, and entrepreneurship opportunities within the field of fashion are emphasized. Teachers highlight the basic skills of math, science, and communication when appropriate in content. The cooperative education method is available for this class.

Culinary Arts I Grades 10 -11 Course #5125 36 weeks 2.00 credits Prerequisite: Introduction to Culinary Arts is recommended. Students prepare for managerial, production, and service skills used in government, commercial, or independently owned institutional food establishments and related food industry occupations. Their study includes planning, selecting, storing, purchasing, preparing, and serving food and food products; basic nutrition, sanitation, and food safety; the use and care of commercial equipment; serving techniques; and the operation of institutional food establishments. Critical thinking, practical problem solving, and entrepreneurship opportunities within the field of culinary arts are emphasized. Teachers highlight the basic skills of math, science, and communication when appropriate in content. The cooperative education method is available for this class. Note: This work focus course must be combined with a level II work focus course to make an approved concentration sequence.

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Culinary Arts II Grades 11 -12 Course #5126 36 weeks 2.00 credits Prerequisite: Culinary Arts I Students extend and expand skills learned in Culinary Arts I, preparing for occupations such as chef/cook, baker/pastry helper, pastry decorator, hospitality worker, dietetic aide/assistant, food demonstrator, mixologist, and entrepreneur. Cooperative (on- the-job) education or an internship under the supervision of the instructor is an option. Critical thinking, practical problem solving, and entrepreneurship opportunities within the field of culinary arts are emphasized. Teachers highlight the basic skills of math, science, and communication when appropriate in content. The cooperative education method is available for this class.

Early Childhood Education I Grades 10 -11 Course #5153 36 weeks 1.00 credit Prerequisite: Introduction to Early Childhood Education is recommended. Students prepare to be primary providers of home, family, or institution-based child care services by focusing their study on the planning, organizing, and conducting of meaningful play and learning activities; child monitoring and supervision; record keeping; and referral procedures. Critical thinking, practical problem solving, and entrepreneurship opportunities with the field of early childhood education are emphasized. Teachers highlight the basic skills of math, science, and communication when appropriate in content. The cooperative education method is available for this class. Note: This work focus course must be combined with a level II work focus course to make an approved concentration sequence.

Early Childhood Education II Grades 11-12 Course #5154 36 weeks 1.00 credit Prerequisite: Early Childhood Education I Students prepare for positions in child care centers as child care attendants, kindergarten aides, or child care assistants; as foster parents; or as entrepreneurs. Cooperative (on-the-job) education or an internship under the supervision of the instructor is an option. Critical thinking, practical problem solving, and entrepreneurship opportunities within the field or early childhood education are emphasized. The cooperative education method is available for this class.

Family and Human Services I Grade 11 Course #5155 36 weeks 2.00 credits Prerequisite: Introduction to Family and Human Services recommended. Students prepare for occupations related to individual and family health; consumer and community special services; nutrition and dietary modification; home maintenance, management, and adaptation to physical restrictions; services to homebound individuals of all ages; and services to the terminally ill. Critical thinking, practical problem solving, and entrepreneurship opportunities within the field of home and community care are emphasized. Teachers incorporate the skills of math, science, written and oral communications, and computer applications when appropriate in the content. The cooperative education method is available for this class. Note: This work focus course must be combined with a level II work focus course to make an approved concentration sequence.

Family and Human Services II Grade 12 Course #5156 36 weeks 2.00 credits Prerequisite: Family and Human Services I Students continue to prepare for occupations related to individual, family, community health and well-being. Critical thinking, practical problem solving, and entrepreneurship opportunities within the field of home and community care are emphasized. Cooperative (on-the-job) education or an unpaid internship under the supervision of the instructor and a registered nurse is an important part of the second-level course. Teachers incorporate the skills of math, science, written and oral communications, and computer applications when appropriate in the content. The cooperative education method is available for this class.

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GRADS (Graduation, Reality, and Dual-Role Skills Program) Work Focus Course #5185 18 weeks .50 credit Course #5181 36 weeks 1.00 credit Students enrolled in the Graduation, Reality, and Dual-role Skills Program (GRADS) concentrate on developing self-esteem; using effective communication skills; maintaining positive relationships; promoting wellness, prenatal, and postnatal care; evaluating the cost of parenthood; adjusting to parenthood; understanding child development; providing child care; managing family relationships; exploring careers; applying employability skills; managing economic resources and expenditures; and balancing work and family. Teachers highlight the basic skills of math and science when appropriate in the content. The cooperative education method is available for this class. Note: This work focus course must be combined with family focus or work focus courses to make an approved concentration sequence.

D FAMILY FOCUS COURSES: HIGH SCHOOL E

Individual Development Grades 9 - 12 Course #5140 18 weeks .50 credit Course #5141 36 weeks 1.00 credit Students enrolled in individual development focus on self and others throughout the life span; enhancing positive views of self and others; managing stressful situations; formulating a plan to achieve career goals; forming healthy, caring relationships with family members and peers; managing conflict; choosing responsible ways to express oneself; and evaluating the importance of responsible parenting to individuals, families, and society. Teachers highlight basic skills of math, science, and communication when appropriate in the content. The cooperative education method is available for this class. Note: This family focus course must be combined with family focus or work focus courses to make an approved concentration sequence.

Family Relations Grades 9 - 12 Course #5148 18 weeks .50 credit Course #5149 36 weeks 1.00 credit Students enrolled in family relations focus on analyzing the significance of the family, nurturing human development in the family throughout the life span, analyzing factors that build and maintain healthy family relationships, developing communication patterns that enhance family relationships, dealing effectively with family stressors and conflicts, managing work and family roles and responsibilities, and analyzing social forces that influence families across the life span. Teachers reinforce basic skills of math, science, and communication when appropriate in the content. The cooperative education method is available for this class. Note: This family focus course must be combined with family focus or work focus courses to make an approved concentration sequence.

Resource Management Grades 9 - 12 Course #5142 18 weeks .50 credit Course #5143 36 weeks 1.00 credit Students enrolled in resource management focus on managing resources to achieve individual goals; making informed consumer choices; creating and maintaining a living environment that supports the well-being of individuals; living in a global environment; making decisions related to nutrition, clothing, and housing, and managing a household. The cooperative education method is available for this class. Note: This family focus course must be combined with family focus or work focus courses to make an approved concentration sequence.

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Parenting Grades 9 - 12 Course #5144 18 weeks .50 credit Course #5145 36 weeks 1.00 credit Students enrolled in parenting focus on assessing the impact of the parenting role in society; taking responsibility for individual growth within the parenting role; preparing for a healthy emotional and physical beginning for parent and child; meeting developmental needs of children and adolescents; building positive parent-child relationships; using positive guidance and discipline to promote self-discipline, self-respect, and socially responsible behavior, obtaining parenting information, support, and assistance; and planning ways that families and society can share in nurturing children and adolescents. Teachers reinforce the basic skills of math, science, and communication when appropriate in the content. This cooperative education method is available for this class. Note: This family focus course must be combined with family focus or work focus courses to make an approved concentration sequence.

Nutrition and Wellness Grades 9 - 12 Course #5146 18 weeks .50 credit Course #5147 36 weeks 1.00 credit Students enrolled in nutrition and wellness focus on making choices that promote wellness and good health; analyzing relationships between psychological and social needs and food choices; choosing foods that promote wellness; obtaining and storing food for self and family; preparing and serving nutritious meals and snacks; selecting and using equipment for food preparation; and identifying strategies to promote optimal nutrition and wellness in society. Teachers reinforce the basic skills of math, science, and communication, when appropriate in the content. The cooperative education method is available for this class. Note: This family focus course must be combined with family focus or work focus courses to make an approved concentration sequence.

GRADS Family Focus Grades 9 - 12 Course #5158 18 weeks .50 credit Course #5159 36 weeks 1.00 credit Students enrolled in the Graduation, Reality, and Dual-role Skills Program (GRADS) concentrate on developing self-esteem; using effective communication skills; maintaining positive relationships; promoting wellness, prenatal, and postnatal care; evaluating the cost of parenthood; adjusting to parenthood; understanding child development; providing child care; managing family relationships; exploring careers; applying employability skills; managing economic resources and expenditures; and balancing work and family. This course is designed for pregnant and parenting teens. The cooperative education method is available for this class. Note: This family focus course must be combined with family focus or work focus courses to make an approved concentration sequence.

Individual Development II Grades 9 – 12 Course #5160 36 weeks 1.00 credit Students will extend and expand skills learned in individual development. The focus on encouraging personal potential of self and others, enhancing positive views, managing stressful situations, career goals, and other relationship situations will be accelerated. English and Mathematics skills development will also be a focus.

D CAREER CONNECTION COURSES: HIGH SCHOOL E

Career Investigations Phase I Grades 9 – 12 Course #7400 36 weeks 1.00 credit Phase I prepares students to be “career investigators”. To obtain the title, students must assess their roles in society, identify their roles as workers, analyze their personal assets, complete a basic exploration of career clusters and select fields or occupations for further study, and secure a career instigator (job shadowing) position with a local employer. Note: This career connection course must be combined with family focus or work focus courses to make an approved concentration sequence.

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Career Interpretations Phase II Grades 9 – 12 Course #7401 36 weeks 1.00 credit Phase 2 consists of an in-depth study of one to four or more career clusters through a variety of investigative activities with local employers. Students observe, analyze, and report on the demand for workers, worker qualifications, organizational structures, quality control measures, selected policies and regulations, ethical issues and regards for work. Note: This career connection course must be combined with family focus or work focus courses to make an approved concentration sequence.

Career Interpretations Phase III Grades 11- 12 Course #7402 36 weeks 1.00 credit In Phase 3 students match their interests and aptitudes with occupation information, investigate a variety of pathways to career success, and reinforce the skills and knowledge needed for paid employment, particularly in the challenging 21st century workplace. Pathways may include paid or volunteer employment and experiences while the student is still in high school; continuing education opportunities such as college degree programs, apprenticeships, two-year specialized Tech Prep programs or military experience; or any combination that will enhance progress toward a career goal. Note: This career connection course must be combined with family focus or work focus courses to make an approved concentration sequence.

Virginia Teacher for Tomorrow Grade 12 Course #5168 36 weeks 1.00 credit The teachers for tomorrow course introduces seniors to a career in teaching and education. The primary elements of the curriculum components are the learner, the school, and the teacher and teaching. The components are intentionally broad in scope and provide a great deal of flexibility based on the career interest of a student. In addition to the fundamental curriculum components, all students are required to participate in an internship outside the teacher cadet classroom. The internship may involve the pre-school level through grade 12.

Education for Employment I (EFE) Grades 9 - 12 Course #5442 18 weeks .50 credit Course #5441 36 weeks 1.00 credit Recommended for Disabled students. Students investigate various occupational fields, examine occupational requirements, and select a career pathway. They begin to focus on improving and gaining skills required for specific occupations and practice solving real-world problems in the home, school and the workplace. Note: This career connection course must be combined with family focus or work focus courses to make an approved concentration sequence.

Education for Employment (EFE) Grades 9 - 12 Course #5443 18 weeks .50 credit Course #5444 36 weeks 1.00 credit Recommended for Disabled students. The student begins to make the transition from school to work by gaining technical skills, conducting a job search, and maintaining successful employment by demonstration of positive work traits and attitudes and continuing to develop technical skills. Students focus on balancing their roles of worker, family member, and citizen. The cooperative education method is available for this class. Note: This career connection course must be combined with family focus or work courses to make an approved concentration sequence.

Education for Employment I (EFE) Grades 9 - 12 Course #5446 18 weeks .50 credit Course #5445 36 weeks 1.00 credit Recommended for Disadvantaged students. Students investigate various occupational fields, examine occupational requirements, and select a career pathway. They begin to focus on improving and gaining skills required for specific occupations and practice solving real-world problems in the home, school and the workplace. Note: This career connection course must be combined with family focus or work focus courses to make an approved concentration sequence.

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Education for Employment II (EFE) Grades 9 - 12 Course #5447 18 weeks .50 credit Course #5448 36 weeks 1.00 credit Recommended for Disadvantaged students. The students begins to make the transition from school to work by gaining technical skills, conducting a job search, and maintaining successful employment by demonstrating positive work traits and attitudes and continuing to develop technical skills. Students focus on balancing their roles of worker, family member and citizen. The cooperative education method is available for this class. Note: This career connection course must be combined with family focus or work focus courses to make an approved concentration sequence.

Fine arts

D Art courses E

06 Art Course #3501 18 weeks 0.00 credit This is a semester course designed to give students information, experiences, and activities leading to a broadened awareness of art as a means of personal achievement. A review of the many diverse areas for career possibilities is included. Emphasis is on communication through the use of the elements and principles of design.

06 Art Course #3503 36 weeks 0.00 credit This course is designed to give students activities and experiences leading to an understanding of the joy of creative involvement, communication of feelings, development of skills, critical judgment and perception; art as a means for improving social order and daily living through its use to produce social change, interior design, art careers; art as a record of cultural heritage, communication through principles and elements of design, communication, and techniques in the related arts.

06 Exploratory Art Course #3505 9 weeks 0.00 credit Art exploration is an exploratory course designed to give students information, experiences, and activities leading to an awareness of art as a means of personal achievement. A review of the many diverse areas for career possibilities is included.

IB Art Level I Advanced Grade 6 Course #3506 36 weeks 0.00 credit This is a semester art course designed to build upon a student’s learning in relations to expression and the student’s response to art. The content is centered on themes, and the focus is on the creation of art, art history, aesthetics and criticism. Students learn to create art works and to express their experience visually.

07 Art Course #3521 18 weeks 0.00 credit Course #3523 36 weeks 0.00 credit This course emphasizes the understanding of art as a means of personal fulfillment through activities and experiences related to ideas and subjects of art, design related to materials, uniqueness of an artist and his art; art as a means of improving social order and daily living, art that sells, art that shapes our environment, preservation; art as a record of cultural heritage as related to ethnic groups in Richmond and modern art.

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08 Art Survey Course #3522 18 weeks 0.00 credit Course #3553 36 weeks 0.00 credit This course is designed to place further emphasis on art as a means of personal fulfillment through activities and elements of experience and to improve value judgments. Course content includes the use of principles art and elements of design, skills and techniques, and feelings of individual usefulness and security. Art as a means of improving social order and daily living, design for function, nature as a design source, a record of cultural heritage, and the art of America (including ethnic art and art reflecting social change in America) is also explored.

IB Art Level II Advanced Grade 7 Course #3524 36 weeks 0.00 credit This is a semester art course based on the knowledge of the various disciplines of art. Students continue to focus on themes, the creation of art, art history, aesthetics and criticism. Students will continue to learn how to create art works and to express their experiences visually.

08H Art I Honors Course #3554 36 weeks 0.00 credit Prerequisite: Recommendation of art teacher required. A course designed for students demonstrating a strong interest and ability in an in depth study of art.

IB Art Level III Advanced Grade 8 Course #3555 36 weeks 0.00 credit This is an honors course for which students receive high school credit and is designed as a foundation class in art. Emphasis is on acquiring basic drawing and painting, as well as development of technical skills in a variety of media. The course explores historical and contemporary art expression across cultures and ethnic groups.

IB Art Level IV Advanced Grade 9 Course #3556 36 weeks 1.00 credit This course is designed for ninth grade students who have taken Level III. It further develops the students’ ability to explore a variety of wet and dry drawing medium, use the developmental workbook, and construct a sculpture, landscape painting and graphic design. The course exposes students to methods of evaluating their own art work as well and the work of others.

IB Art Level V Advanced Grade 10 Course #3557 36 weeks 1.00 credit This course is designed for tenth grade students who have taken Level IV. This course gives students opportunities to broaden and strengthen the skills, knowledge and attitudes acquired in Levels III and IV. The focus is to increase students’ ability to critically analyze works of art and to respond aesthetically to man-made and natural objects.

IB-DP Art Design SL/HL Course #3558 36 weeks 1.00 credit This course comprises a Group 6 elective offering for Grade 11 IB Diploma students. Students will pursue independent learning through research and artistic production. The course will cover drawing, painting, and 3-D work/design and will introduce students to a wide range of media. This prepares students to sit for the IB Art Design examination.

IB-DP Art Design SL/HL Course #3559 36 weeks 1.00 credit This is the second year of the Group 6 art elective offering for IB Diploma students. Students will continue their study begun in Grade 11 and engage in a cultural awareness of art history, art interpretation and global perspectives. Students will sit for the IB Art Design examination.

Art II Honors Course #3572 36 weeks 1.00 credit Prerequisite: Successful completion of Art I and/or permission of the art teacher. This is a course designed for students meeting the criteria for honors placement in Art Education. The course content is the same as course 3582 with more in-depth assignments, research, museum/gallery visits, written and verbal reviews of art exhibitions and articles. The development of an art portfolio is required.

93 Course Descriptions Focusing on the Future

Art I Course #3575 36 weeks 1.00 credit This is a course designed as a foundation class in art for high school students. Emphasis is on acquiring basic drawing and painting, as well as development of technical skills in a variety of media. The course explores historical and contemporary art expressions across culture and ethnic groups. The course serves as a single elective to meet the graduation requirement or as the foundation course for students who desire to continue the study of art to more advanced levels.

Art I Honors Course #3576 36 weeks 1.00 credit Prerequisite: Recommendation of eighth grade art teacher and permission of Art I Art teacher. This is a course designed for students meeting the criteria for honors placement in Art Education. The course content is the same as course 3575 with more in-depth assignments in writing and research, museum visits, and portfolio development.

Art III Honors Course #3578 36 weeks 1.00 credit Prerequisite: Successful completion of Art II-H and/or permission of the art teacher. A course designed for students meeting the criteria for honors placement in Art Education. The course content is the same as course 3585 with more in-depth assignments – research, museum and gallery visits, critiques of exhibitions and articles, interview and report of a local artist, continued development of a portfolio of art with written self assessment.

Art II Course #3582 36 weeks 1.00 credit Prerequisite: Art I This course is designed to further develop the students’ ability to observe the environs in a conscious manner and to develop abilities for visual self-expression. The course gives depth to the students’ understanding of art as they explore the visual worlds, both nature and man-made, enabling them to refine their own concepts and skills. Emphasis is on drawing and painting, as well as the development of technical skills in a variety of media. The course examines historical and contemporary art expressions across culture and ethnic groups. The course exposes students to methods of evaluating their art work as well as the work of others.

Art III Course #3585 36 weeks 1.00 credit Prerequisite: Art I and Art II This course is designed to give students opportunities to broaden and strengthen the skills, knowledge and attitudes acquired in Art I and Art II. The course focuses on the students’ interests and abilities to critically analyze works of art and to respond aesthetically to man-made and natural objects. Use of technology in art and individual career planning is emphasized in the course.

AP Art- Studio, 2-D Design, Portfolio Course #3591 36weeks 1.00 credit Students are asked to demonstrate proficiency in 2-D design using a variety of art forms. These could include, but are not limited to: graphic design, typography, digital imaging, photography, collage, fabric design, weaving, illustration, painting, printing, etc. A variety of approaches to representation, abstraction, and expression may be part of the students’ portfolio.

AP Art Studio 3-D Design Portfolio Course #3592 36 weeks 1.00 credit A variety of approaches to representation, abstraction, and expression may be part of the student’s portfolio. These might include traditional sculpture, architectural models, apparel, ceramics, three-dimensional fiber arts or metal work, among others.

Art History and Appreciation Course #3595 36 weeks 1.00 credit This course is designed for any high school student who wishes to broaden his/her understanding of art. Art history exists within the context of the broader histories the student will study. This course will focus on the role of art and the artist in various societies and the different ways societies have used art. The course will consist of a general survey of art history through the twentieth century.

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Art IV Course #3602 36 weeks 1.00 credit Prerequisite: Art III Advanced art is a culminating course for secondary art students. The course provides for in-depth study and personal development in one or more areas of the visual arts. These include drawing and painting, crafts, graphics, sculpture, architecture, and commercial design as well as other areas determined by the needs and skills of the individual art student. The student is encouraged to develop a portfolio of art work and is counseled in reviewing potential art programs and financial aid assistance.

AP Art –Studio, Drawing Portfolio Course #3603 36 weeks 1.00 credit Prerequisite: AP Art Studio, General and permission of the teacher (Maximum number of students: 12). This is an Advanced Placement (AP) course which is equivalent to an introductory college course. The Advanced Placement Studio Program enables highly motivated students to do college-level work in studio art while still in high school. AP Studio Art is not based on a written examination: instead, students submit portfolios for evaluation at the end of the school year. Course content is developed according to the AP Curriculum.

Art IV Honors Course #3609 36 weeks 1.00 credit Prerequisite: Successful completion of Art III-H and/or permission of the art teacher. A course designed for students meeting the criteria for honors placement in Art Education. The course content is the same as course 3602 with more in-depth assignments, research, museum and gallery visits, critiques of exhibitions and articles, interview and report of a local artist, continued development of a portfolio of art with written self assessment.

AP Art – Studio, General Portfolio Course #3610 36 weeks 1.00 credit Prerequisite: AP Art Studio, General and permission of art teacher (Maximum number of students: 12). This is an Advanced Placement (AP) course which is equivalent to an introductory college course. The Advanced Placement Studio Program enables highly motivated students to do college-level work in studio art while still in high school. AP Studio Art is not based on a written examination: instead, students submit portfolios for evaluation at the end of the school year. Course content is developed according to the College Board’s AP curriculum.

D Dance courses E

Dance I Grade 6 Course #3563 9 weeks 0.00 credit Dance II Grade 7 Course #3573 18 weeks 0.00 credit Dance III Grade 8 Course #3583 36 weeks 0.00 credit Students experience dance as an art form that develops critical thinking skills, discipline, collaboration, creativity, and physical skills that safely facilitate the execution of dance movement. Students enrich their views of society, themselves, and other cultures through the study of dance history. This course prepares them for further dance study and nurtures a lifelong appreciation of dance as an expressive and accessible art form.

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D Music courses E

IB Level IV Instrumental Music Grade 9 Course #3709 36 weeks 1.00 credit Prerequisite: Enrollment in Instrumental Music in Middle School/Approval by audition, by teacher and/or recommendation by former instructor. This course is designed for ninth grade students in the IB Program who have played an instrument in the band or orchestra and have expressed an interest in continuing a focus in the performing arts. This course will provide group ensemble, solo performance and the study of music history and theory.

IB Level V Instrumental Music Grade 10 Course #3710 36 weeks 1.00 credit Prerequisite: Successful completion of Instrumental Music, Level IV/Approval by audition, by teacher and/or recommendation by former instructor. This course is designed for tenth grade students in the IB Program. Students will continue the study of topics begun in Level IV. This course will prepare students for DP/SL or DP/HL music by teaching them to play all 12 major scales and to perform a published solo work written for their respective medium. Students will perform/practice in a school-based performing ensemble.

Middle School Beginning Harp Course # 3711 36 weeks 0.00 credit Prerequisite: An interest in music and physical capacity to perform the harp instrument. Enrollment in 5th, 6th, 7th, or 8th grade is also a prerequisite. Beginning instructional classes in harp are designed for students recommended by harp instructors or students desiring to study the harp. Harp instruction is designed to develop skills that range from proper care and maintenance of the harp, to proper hand positions and note-reading performances. Techniques for the harp will include: note-reading skills, identification of harp parts, corresponding strings, levers, hand position and finger action. The students will also learn pitch names, staff, clefs, note alterations, note values, rests, simple time signatures, key signatures, and scales (C, G, D, F, and Bb). Sight-reading will include solo and ensemble repertoire selected by the harp instructor. Scheduled school-related and public performances are required.

Middle School Intermediate Harp Course # 3712 36 weeks 0.00 credit Prerequisite: Enrollment in grades 6, 7, 8, successful completion of Middle School Beginning Harp and recommendation from former instructor. The intermediate level of harp instruction continues in sequence from the beginning level of harp instruction. Hand positions and finger action skills, instrument care and maintenance continue to be developed. Technical skills of placing, connecting, placing of four fingers in succession, playing octaves and intervals are learned on this instructional level. Time signatures, key signatures, major and minor scales are expanded. A larger harp repertoire of performance proficiency compositions is studied. Scheduled school-related and public performances are required.

Middle School Advanced Harp Course # 3713 36 weeks 0.00 credit Prerequisite: The student must have successfully completed Middle School Intermediate Harp, recommendation of former music teacher and successful audition. Enrollment in Grade 7or 8 is required. The technical sequence of instruction continues. Students continue to develop a degree of proficiency in note reading, rhythm, hand positions, and techniques. Expanded use of pedals on the pedal harp, lever and pedals changes, rolls, glissandos, and muffle techniques are taught. Advance solos, orchestral and ensemble repertoires are performed for concerts and community based performances. Performances of repertoire from varied cultures and composers are studied. Professional performance decorum is displayed in all harp performances. Scheduled school-related and public performances are required.

96 Course Descriptions Focusing on the Future

High School Beginning Guitar Course # 3724 36 weeks 1.00 credit Prerequisite: Students are required to provide their own standard six string acoustic guitar in good working condition. Students should solicit instructor advice before purchasing an instrument to insure suitability for the class. Enrollment in Grade 9, 10, 11, 12 required. This course is intended for students with little or no experience playing the guitar. Students will learn the proper posture, positioning, tuning, reading basic notation, and left and right hand techniques. In addition, students will learn to play simple melodies and accompaniments. Scheduled school-related and public performances are required.

High School Intermediate Guitar Course # 3725 36 weeks 1.00 credit Prerequisite: The completion of the beginning guitar course and/or audition in order to assure student readiness for intermediate instruction. Enrollment in Grade 9, 10, 11, 12 required. This course is intended for the intermediate level guitarist. Students will learn to read two lines of music at once, chord structures, pick and strumming patterns, chord progressions, and scales two octaves. Listening to guitar music and discussing the guitar’s role in music of the past and present is a component of this course. Students will learn to play exercises and short pieces alone and in ensemble. Scheduled school-related and public performances are required.

High School Advanced Guitar Course # 3726 36 weeks 1.00 credit Prerequisite: The completion of the intermediate guitar course and/or audition in order to assure student readiness for advanced instruction. Enrollment in Grade 9, 10, 11, 12 required. This course is intended for the advanced guitar student. The student will cover major and minor scales and arpeggios in all twelve keys with a minimum of two octaves. The student will work on improving technical proficiency and will study techniques for playing different styles of music to include jazz, blues, rock, and reggae. Scheduled school-related and public performances are required.

Middle School Beginning Band Course #3750 36 weeks Grade 6 Course #3752 36 weeks Grade 7 Course #3754 36 weeks Grade 8 0.00 credit Prerequisite: Enrollment in grades 6, 7 or 8, and an interest in music and/or teacher recommendation. Student must have his/her own instrument. This is a basic course in beginning instrumental techniques. The student is taught basic tone production, embouchure, intonation, posture and breathing. Musical note reading is developed and refined sequentially. Students are encouraged to practice daily outside of the band class. Scheduled school-related and public performances are required.

Middle School Intermediate Band Course #3751 36 weeks Grade 6 Course #3753 36 weeks Grade 7 Course #3755 36 weeks Grade 8 0.00 credit Prerequisite: Enrollment in grades 6, 7 or 8, successful completion of Middle School Beginning Band and recommendation from former instructor. Student must have his/her own instrument. This course continues in technical sequence from Middle School Beginning Band. The techniques that were introduced in Beginning Band are studied in greater depth. More advance music literature is studied. A concentration on musical styles and phrasing is established through performance on the chosen instrument. Public performance is required to enhance learning. Daily individual practice and private instruction are strongly encouraged.

Middle School Advanced Band Course #3756 36 weeks 0.00 credit Prerequisite: Enrollment in grades 7 or 8, successful completion of Intermediate Band and a recommendation from former instructor. Student must have his/her own instrument. This course which continues in technical sequence from Middle School Intermediate Band, involves the study of more advanced music literature emphasizing style and phrasing. Scheduled school-related public performances are required.

97 Course Descriptions Focusing on the Future

High School Beginning Band Course #3761 36 weeks 1.00 credit Prerequisite: Enrollment in grades 9-12 and serious interest in music. This course is designed for the high school students who have not previously had the opportunity to study a band instrument. The students will be taught basic tone production, embouchure, intonation, posture, and breathing. Musical note reading is developed and refined sequentially. Performance and individual daily practice are required.

High School Intermediate Band Course #3762 36 weeks 1.00 credit Prerequisite: Enrollment in grades 9, 10, 11, 12. Successful completion of Middle School Advanced Band or High School Beginning Band. More advanced music is studied. More complex phrasing and style techniques are developed. Basic fundamentals of marching are introduced. Membership in the marching band and the concert band are a class requirement. Public performance is required to enhance the learning process. Individual daily practice and private instruction are required.

High School Advanced Band Course #3763 36 weeks 1.00 credit Prerequisite: Recommendation of former music teacher and successful audition. Enrollment in Grade 10, 11, 12 is required. This course continues in technical sequence from High School Intermediate Band. Advanced music is studied. High level thinking skills are reinforced by the student’s participation in the concert and marching bands. Preparation for half-time shows, parades, concerts and competitive festivals are all required. Individual daily practice and private instruction are strongly encouraged. Performance and individual daily practice are required.

High School Intermediate Harp Course # 3764 36 weeks 0.00 credit Prerequisite: Enrollment in grades 9, 10, 11, 12 successful completion of Middle School Advanced Harp and recommendation from former instructor. The intermediate level of harp instruction continues in sequence from the beginning level of harp instruction. Hand positions and finger action skills, instrument care and maintenance continue to be developed. Technical skills of placing, connecting, placing of four fingers in succession, playing octaves and intervals are learned on this instructional level. Time signatures, key signatures, major and minor scales are expanded. A larger harp repertoire of performance proficiency compositions is studied. Scheduled school-related and public performances are required.

High School Advanced Harp Course # 3765 36 weeks 0.00 credit Prerequisite: Recommendation of former music teacher and successful audition. Enrollment in Grade 10, 11 or 12 required. The technical sequence of instruction continues. Students continue to develop a degree of proficiency in note reading, rhythm, hand positions, and techniques. Expanded use of pedals on the pedal harp, lever and pedals changes, rolls, glissandos, and muffle techniques are taught. Advance solos, orchestral and ensemble repertoires are performed for concerts and community based performances. Performances of repertoire from varied cultures and composers are studied. Professional performance decorum is displayed in all harp performances. Scheduled school-related and public performances are required. Performance and individual daily practice are required.

High School Advanced Harp Ensemble Course # 3766 36 weeks 1.00 credit Prerequisite: Must have completed High School Advanced Harp and have a recommendation from the former music teacher and successful audition. Enrollment in Grade 11 or 12 required. The technical sequence of instruction continues. Students continue to develop a degree of proficiency in note reading, rhythm, hand positions, and techniques. Expanded use of pedals on the pedal harp, lever and pedals changes, rolls, glissandos, and muffle techniques are taught. Advance solos, orchestral and ensemble repertoires are performed for concerts and community based performances. Performances of repertoire from varied cultures and composers are studied. Professional performance decorum is displayed in all harp performances. Scheduled school-related and public performances are required. The student must be prepared to perform at a large number of public and school performances.

98 Course Descriptions Focusing on the Future

High School Jazz Ensemble Course #3769 36 weeks 1.00 credit Prerequisite: Audition and/or recommendation of music instructor. This course gives students a laboratory experience in the study of Jazz, the true art form indigenous to America. Studies are provided to familiarize the students with the historical development of jazz styles from the beginning of the 20th century through today’s idioms. Rehearsal techniques, forms, styles, theory, arranging improvisation, and electronic music techniques are important areas of emphasis. Scheduled school-related and public performances are required.

Middle School Small Instrumental Ensemble Course #3774 36 weeks 0.00 credit Prerequisite: Approval by teacher and/or recommendation by former instructor. The student has to have completed Middle School Intermediate level of playing an instrument. This course is designed to provide music instruction for students who perform on harp, guitar, piano or other instruments that are not a primary part of the band or orchestra ensemble. Participation in this course provides training in the areas of repertoire building, music theory and performance development. Public performance is required to enhance learning. Private instruction is strongly encouraged.

Middle School Intermediate Orchestra Course # 3774 36 weeks Grade 6 Course # 3775 36 weeks Grade 7 Course # 3791 36 weeks Grade 8 0.00 credit Prerequisite: Enrollment in grades 6, 7, 8, successful completion of Middle School Beginning Orchestra and recommendation from former instructor. This course continues in technical sequence of Middle School Beginning Orchestra. The techniques that were introduced in Beginning Orchestra are studied in greater depth. More advanced music literature is studied. Public performance is required. Daily individual practice and private instruction are strongly encouraged.

Middle School Beginning Orchestra Course # 3785 36 weeks Grade 6 Course #3787 36 weeks Grade 7 Course #3789 36 weeks Grade 8 0.00 credit Prerequisite: An interest in music and physical capacity to perform on one of the string instruments. Enrollment in 6th, 7th, or 8th grade is also a prerequisite. This course is a beginning instructional course for strings (violin, viola, cello, and bass violin). Basic fundamental rudiments such as proper performance position, tone production and music reading are introduced. Technical concentration on scales, etudes, and simple graded literature is included. Daily practice outside of orchestra class and private instructional are strongly encourage. Scheduled public performances are required to enhance learning.

High School Intermediate Orchestra Course #3792 36 weeks 1.00 credit Prerequisite: Enrollment in grades 9-12. Completion of middle school beginning orchestra, band or small Instrumental ensemble. This course is designed to provide further music instruction for students who perform on string instruments. It is also open to wind and percussion students that have taken and passed Beginning Band, with permission of the director. Attention is given to the understanding of form and style in the musical periods. Technical concentration on scales, etudes, and medium/advance graded literature is included. Daily practice outside of class and private instruction are strongly encouraged. Scheduled school- related and public performances are required

99 Course Descriptions Focusing on the Future

High School Advanced Orchestra Course #3793 36 weeks 1.00 credit Prerequisite: Enrollment in grades 9-12. Completion of middle school advanced orchestra, band or small instrumental ensemble. This course is designed to continue in technical sequence from Intermediate Orchestra and offers an advanced level of full orchestral participation. An examination of early European through contemporary literature will be explored. Position playing for strings, the use of vibrato, mastery of bowing styles, interpretation of standard symphonic literature, and the refinement of large ensemble playing for all families of instruments are qualities of extreme value. Daily practice outside of class and private instruction are strongly encouraged. Scheduled school-related and public performances are required.

High School Advanced Full Orchestra Course #3794 36 weeks 1.00 credit Prerequisite: Enrollment in grades 10-12. Completion of middle school advanced orchestra, band or small instrumental ensemble. This course is designed to continue in technical sequence from intermediate Orchestra and offers an advanced level of full orchestral participation. An examination of early European through contemporary literature will be explored. Position playing for strings, the use of vibrato, mastery of bowing styles, interpretation of standard symphonic literature, and the refinement of large ensemble playing for all families of instruments are qualities of extreme value. Daily practice outside of class and private instruction are strongly encouraged. Scheduled school-related and public performances are required.

High School Full Orchestra Course #3795 36 weeks 1.00 credit Prerequisite: Enrollment in grades 10-12. Completion of middle school advanced orchestra, band or small instrumental ensemble. This course is designed to continue in technical sequence from intermediate Orchestra and offers an advanced level of full orchestral participation. An examination of early European through contemporary literature will be explored. Position playing for strings, the use of vibrato, mastery of bowing styles, interpretation of standard symphonic literature, and the refinement of large ensemble playing for all families of instruments are qualities of extreme value. Daily practice outside of class and private instruction are strongly encouraged. Scheduled school-related and public performances are required.

Middle School Advanced Orchestra Course #3796 36 weeks 0.00 credit Prerequisite: Enrollment in Grades 6, 7, or 8 required. This course continues in technical sequence from Middle School Intermediate Orchestra. Experiences are designed to develop skills that range from proper performance position to music reading. Technical concentration on scales, etudes, and medium graded literature is included. Daily practice outside of the orchestra class and private instruction is strongly encouraged. Scheduled public performances are required to enhance learning.

Middle School Beginning Chorus Course #3820 36 weeks 0.00 credit Prerequisite: Audition This course is designed for early training in choral literature. Emphasis is on the basic fundamentals of music reading, voice care, and singing from a vocal score. Public performance is required.

Middle School Intermediate Chorus Course #3821 36 weeks Grade 7 Course #3827 36 weeks Grade 8 0.00 credit Prerequisite: Open to all students through audition and/or recommendation from a previous instructor, and successful completion of Middle School Beginning or Intermediate Chorus. These courses continue in technical sequence from Middle School Beginning or Intermediate Chorus. The students will become familiar with various styles of three and four part choral literature with emphasis placed on appropriate choral techniques. Through listening and performing, students further develop advanced techniques in phrasing, diction and other aspects of choral music interpretation. Participation in scheduled public performances is required.

100 Course Descriptions Focusing on the Future

High School Special Vocal Ensemble Course #3845 36 weeks 1.00 credit Prerequisite: Admission by audition and/or teacher recommendation. This course provides music instruction for students, who will perform in Honors Choir, Show Choir, Madrigals, Ethnic Groups and those ensembles that are not a primary part of the curriculum. Participation in these ensembles provides training in the area of repertoire building, music theory, and performance development. Public performance is required to enhance the learning process. Private lessons are strongly encouraged.

High School Voice/Beginning Chorus Course #3846 36 weeks 1.00 credit Prerequisite: Enrollment in grades 9-12 and completion of middle school intermediate chorus. This course is designed to help the student develop the skills necessary for improved vocal ability and technique. It prepares a student for participation in a vocal ensemble. Emphasis is placed on correct posture, breathing techniques, diction and intonation. Students will also concentrate on sight singing. Public performance is required.

High School Intermediate Chorus Course #3847 36 weeks 1.00 credit Prerequisite: Successful completion of high school, beginning voice, or middle school advanced chorus. Enrollment in grades 10- 12, 9th grade with teacher recommendations is also required. This course is designed to give greater attention to vocal production and the interpretation of traditional and contemporary literature. Emphasis is placed on improving vocal quality, technique and sight singing ability. Participation in scheduled public performance is required.

Small Instrumental Ensemble Course #3854 36 weeks 1.00 credit Prerequisite: Enrollment in grades 9, 10, 11, and 12. Approval by audition, by teacher and/or recommendation by former instructor is necessary. This course is designed to provide music instruction for students who perform harp, guitar, piano or other instruments that are not a primary part of the band or orchestra ensemble. Participation in this course provides training in the area of repertoire building, music theory and performance development. Public performance is required to enhance learning. Private instruction is strongly encouraged.

Piano Course #3855 36 weeks 1.00 credit This course is designed to expose the student to the fundamental skills of piano keyboarding, music theory, and stage performance.

Harp High School Beginning Course #3856 36 weeks 1.00 credit This is a performance based class. Students develop technical proficiency and musicianship skills on the instrument. Attendance at performances is mandatory. Students perform music from different periods written especially for harp. There is an emphasis on technique.

Beginning Piano Grades 9-12 Course #3858 36 weeks 1.00 credit This course is designed to expose students to the fundamental skills of piano keyboarding. Students learn notes, note values, correct posture and hand positions while playing simple compositions. Music theory, sight reading and stage performance are emphasized. Students are expected to practice at home and perform in recitals.

Intermediate Piano Grades 9-12 Course #3859 36 weeks 1.00 credit Prerequisite: Beginning Piano or permission of instructor. The students will continue advance piano skills through the study of fundamentals, theory and piano repertoire. Students are expected to practice daily. Public performances are required.

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Advanced Piano Grades 9-12 Course #3860 36 weeks 1.00 credit Prerequisite: Intermediate Piano or permission of instructor. The students will continue learning music theory and advanced repertoire. Daily practice is expected. Public performances are required.

AP Music Theory Grades 11-12 Course #3861 36 weeks 1.00 credit Prerequisite: Advanced band, orchestra, harp, choir, or guitar with a grade of a “B” or higher or permission of instructor. This is an AP Music course which is equivalent to a first year college course. The Advanced Placement Music Theory course enables highly motivated students to do college level work while still in high school. Students will study in depth scales, modes, key signatures, time signatures leading to analyzation, composition and creativity. Analytical skills will increase the students understanding of the rules that govern writing and performing music. Students will take the AP Exam at the end of the school year. The course content is developed according to the College Board’s AP Curriculum.

High School Beginning Music Technology (MIDI) Course #3881 36 weeks 1.00 credit Prerequisite: Enrollment in high school grades 9-12. An interest in and basic knowledge of music, an interest in multimedia music, and/or teacher recommendation is required. This is an introductory course to all forms of music, multimedia music, and sound technology, beginning with an overall look at the development of MIDI, MIDI hardware systems, sequencing, computer-based MIDI systems, software, recording studios, and live performance utilizing MIDI. Audio systems are included. Students are expected to gain some limited and highly directed hands-on experience, but this course is meant to be introductory.

High School Intermediate Music Technology (MIDI) Course #3883 36 weeks 1.00 credit Prerequisite: Enrollment in grades10-12 and student must have completed the beginning course, have an intense interest in music technology, and/or teacher recommendation. This course expands all aspects of the beginning course, and hands-on experimentation. Students will read and write music to MIDI, and record MIDI with live performance, develop experience in setting up sound systems, become aware of acoustical phenomena, and become sensitive to how changing acoustical environments affect sound reproduction and enhancement. Students will assist school-wide programs related to the use of sound reinforcement and reproduction.

High School Advanced Music Technology (MIDI) Course #3896 36 weeks 1.00 credit Prerequisite: Enrollment in high school, grades 11-12. Must have completed course level II, have an intense interest in music, music technology and sound technology; and/or teacher recommendation. This course is an advanced course in multimedia music and sound technology. Students are encouraged to explore their own creativity in those areas of multimedia in which they are specifically interested. Hands-on experience with mixed MIDI-live performance applications, audio and video recording, music composition, arranging, and acoustical application are required.

High School Advanced Chorus Course #3897 36 weeks 1.00 credit Prerequisite: Admission by audition for students grades 9-12 and successful completion of high school intermediate chorus. This course is a continuation of the choral studies from intermediate choir. It provides students with many opportunities to refine their choral skills to a high level of performance. It is the major vocal performing group. This course will also provide an in-depth musical experience which will challenge those students who have achieved a level of development commensurate with requirements of performance at the advanced level. Participation in scheduled public performances is required. Continued development of sight reading skills is emphasized.

IB-DP Music, HL/SL Part I Grade 11 Course #3899 36 weeks 1.00 credit Prerequisite: IB-MYP Level 4/5 Instrumental Music. This is a course required for Diploma Programme students who select performing arts for their Group 6 elective. Students will study concepts of form and analysis. The study will involve music of the Middle Ages, Renaissance, Baroque, Classical, Romantic Eras, the 19th Century, the 20th Century and jazz. The course prepares students to sit for the IB music examination.

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IB-DP Music, HL/SL, Part II Grade 12 Course #3900 36 weeks 1.00 credit Prerequisite: IB-DP Music, Part I. This is the second year of the Group 6 music elective for Diploma Programme students. Students will continue their study begun in Grade 11 with emphasis on independent study. HL students will do both solo performance and composition while SL may perform or compose or take the group performance option. Solo performance must be 20 minutes for HL and 15 minutes for SL. Composition for HL will be 3 minutes and 2 minutes for SL.

D TheatRE/drama courses E

Drama I Grade 6 Course # 0613 9 weeks Drama II Grade 7 Course #0614 18 weeks Drama III Grade 8 Course #0813 18 weeks 0.00 credit These courses provide an avenue for students to express themselves creatively through performance. Basic acting skills will be explored along with stage craft. Students will have the opportunity to perform for the student body and general public.

Speech and Drama Appreciation Grade 8 Course #0810 36 weeks 0.00 credit This course provides a general introduction to speech and drama. Oral interpretation, acting basics and play reading will be included. Students will respond to a variety of dramatic media, and may participate in a theatrical production.

Speech Applications/Theatre Grade 8 Course #0810 36 weeks 0.00 credit This is an elective course designed to provide a general introduction to speech and drama, including oral interpretation, the persuasive speech, group discussion, and play production. Course content often includes the production of a play and participation in forensic competition.

Introduction to Theatre Course #0912 36 weeks 1.00 credit This course is designed to provide a general introduction to the dramatic arts including basic acting skills, dramatic structure, and visual elements of theatre production and appreciation of a variety of dramatic styles. This course should be used as a prerequisite for other theatre courses.

Dramatic Literature and Theatre History Grades 10-12 Course #1013 36 weeks 1.00 credit This is an elective course designed to provide instruction in the history and development of dramatic literature, acting, styles and visual effects through a variety of cultural and historic perspectives.

Advanced Acting Course #1114 36 weeks 1.00 credit This course emphasizes different acting techniques, character analysis, scene study and performances. Students will have opportunities to create, read, view, perform in and respond to plays. The production of plays may be included.

Technical Theatre Course #1117 36 weeks 1.00 credit This course provides instruction in the planning, design and construction of the technical elements of theatre. These elements include scenery, costumes, lighting, sound, properties and make-up. The production of a play may also be included.

Directing Course #1211 36 weeks 1.00 credit Designed to provide advanced instruction in theatre production, this elective course includes script analysis, design and application of technical elements, and stage management. Students will plan, rehearse and direct a theatrical production.

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Practicum in Theatre Grade 12 Course #1219 18 weeks .50 credit This course is designed as an independent study for the advanced theatre student to work with a local theatrical or film company in a technical or performing capacity. The student and recommending teacher would develop individualized class objectives.

Theatre: One Act Play Grades 10-12 Course #3653 36 weeks 1.00 credit The course builds basic theatre history background and essentials of stage craft. A one-act play is produced for competition. Theatre: Major Production Course #3654 18 weeks 1.00 credit The course builds a theater history foundation and the essentials of stage craft. Rehearsing for a spring play in three-acts to be presented to the public is the main focus of the class.

Theatre: One Act Play Course #3675 36 weeks 1.00 credit Prerequisite: Audition The course builds basic theater history background and essentials of stage craft. A one-act play is produced for competition.

Theater: Major Production Course #3677 36 weeks 1.00 credit Prerequisite: Audition The course builds theater history foundation and essentials of stage craft. Rehearsal for spring play of three acts is produced for a paying public and is the main focus of the class.

Film Study Grades 10-12 Course #3678 36 weeks 1.00 credit This is an elective course designed to study the history of filmmaking as a dramatic and visual medium and its impact on culture. Analysis of a variety of film directors and filmmaking styles may be included.

TV / Video Production Course #3886 36 weeks 1.00 credit This elective course is designed for instruction on the fundamental elements of film, or video production, including camera, editing and sound techniques. Analysis of film or video and the production of a film or video would be included.

Þ World LANGUAGES Þ

Exploratory World Language Grade 6 Course #3009 18 weeks 0.00 credit Prerequisite: Interest in learning about world languages and their cultures. This course provides an exploration of the World languages and cultures. There is an increased emphasis on vocabulary acquisition and verbal communication.

Japanese I Accelerated Course #3013 36 weeks 1.00 credit Prerequisite: Interest in learning about the Japanese language, history, culture, geography and customs. Emphasis is on the study of colloquial Japanese with concentration on listening and speaking. The Hiragana writing system will be introduced so that students can begin reading basic vocabulary and later simple sentences. There is an introduction to Katakana (Japanese) writing system for foreign words. This course is intended for students studying a year above grade level.

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Japanese II Accelerated Course #3015 36 weeks 1.00 credit Prerequisite: Successful completion of Japanese l Accelerated and a desire to become more proficient. Continued emphasis will be placed on the four basic skills of reading, writing, speaking and listening of modern day Japanese. There will be an increased emphasis on the Hiragana writing system so that the students can read more complex sentences and short paragraphs. Additional Kata-kana characters are taught. Students are introduced to Kanji (Chinese characters). This course is intended for students studying a year above grade level.

Japanese I Course #3030 36 weeks 1.00 credit Prerequisite: Interest in learning about foreign languages and their cultures. Emphasis will be placed on the study of colloquial Japanese with concentration on listening and speaking. The hiragana writing system will be introduced so that the students can begin reading basic vocabulary and later simple sentences.

Japanese II Course #3031 36 weeks 1.00 credit Prerequisite: Successful completion of Japanese l Continued emphasis will be placed on the four basic skills of reading, writing, speaking and listening to modern day Japanese. There will be an increased emphasis on the hiragana writing system so that the student can read more complex sentences and short paragraphs.

Japanese III Course #3034 36 weeks 1.00 credit Prerequisite: Successful completion of Japanese II and a desire to become more proficient in the language. Students increase their reading, writing, listening and speaking skills. Additional Kanji are taught and Hiragana and Katakana writing systems are reinforced.

Japanese III Accelerated Course #3035 36 weeks 1.00 credit Prerequisite: Successful completion of Japanese II Accelerated and a desire to become more proficient in the language. Students increase their reading, writing, listening, and speaking skills. Additional Kanji are taught and Kiragawa and Katakawa writing systems are reinforced. This course is intended for students studying a year above grade level.

Japanese IV Course #3044 36 weeks 1.00 credit Prerequisite: Successful completion of Japanese III and a desire to become more proficient in the language. Course will focus on oral communication, reading and writing skills. Students will be able to communicate with the Japanese on various levels.

Japanese IV Accelerated Course #3045 36 weeks 1.00 credit Prerequisite: Successful completion of Japanese III Accelerated and a desire to become more proficient in the language. Course will focus on oral communication, reading and writing skills. Students will be able to communicate with the Japanese on various levels. This course is intended for students studying a year above grade level.

Japanese I JSRCC Dual Enrollment Course #3047 18 weeks .50 credit Elective: Prerequisite: Successful completion of Japanese V or demonstrated proficiency in the language. This course provides practice in the spoken language with emphasis on discussions relating to topics of current interest. This course also surveys the civilization and culture of Japan from the origins to the present day.

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Japanese II JSRCC Dual Enrollment Course #3048 18 weeks .50 credit Prerequisite: Successful completion of Japanese V or demonstrated proficiency in the language. This course is a continuation of the first year. This course provides practice in the spoken language with emphasis on discussions relating to topics of current interest. This course also surveys the civilization and culture of Japan from the origins to the present day.

Japanese V Course #3049 36 weeks 1.00 credit Prerequisite: Successful completion of Japanese IV and a strong desire to become more proficient in the language. Course will focus on advanced oral, reading, and writing skills. Students will be able to communicate with the Japanese on advanced levels. This course is intended for students studying a year above grade level.

Italian I Course #3016 36 weeks 1.00 credit Prerequisite: Interest in beginning to communicate in Italian and to become acquainted with the Italian people. This course is designed to introduce the student to the study of the structure of the Italian language in its spoken and written forms through proficiency based instruction. The student is exposed to various aspects of Italian culture.

Italian I Accelerated Course #3017 36 weeks 1.00 credit Prerequisite: Interest in beginning to communicate in Italian and to become acquainted with the Italian people. The course is designed to introduce the student to the study of the structure of the Italian language in its spoken and written forms through proficiency based instruction. Students are exposed to various aspects of Italian culture, geography, history, traditions and customs. This course is intended for students studying a year above grade level.

Italian II Course #3018 36 weeks 1.00 credit Prerequisite: Successful completion of Italian I. In the second year, oral practice continues to be emphasized and the study of grammatical principles is intense. Opportunity for speaking is afforded through an immersion into everyday, real life situations.

Italian II Accelerated Course #3019 36 weeks 1.00 credit Prerequisite: Successful completion of Italian I Accelerated and a desire to become more proficient. In the second year, oral practice continues to be emphasized and the study of grammatical principles is intensified. Opportunity for speaking is afforded through an immersion into everyday, real life situations. The student expands his/her linguistic knowledge and is able to use more complex sentences and structures. This course is intended for students studying a year above grade level.

Italian III Course #3036 36 weeks 1.00 credit Prerequisite: Successful completion of Italian II and a desire to become more proficient in Italian and in knowledge of Italian culture. The student continues to improve his/her comprehension of the sound system, vocabulary usage and grammatical structures. The student reads with greater comprehension short stories, poems and contemporary material relating to the customs and attitudes of the Italian people. Students write short creative themes based on their own experiences or on topics studied in class.

Italian III Accelerated Course #3037 36 weeks 1.00 credit Prerequisite: Successful completion of Italian II Accelerated. The student continues to improve his comprehension of the sound system, vocabulary usage and grammatical structures. This course is intended for students studying a year above grade level.

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Italian IV Course #3038 36 weeks 1.00 credit Prerequisite: Successful completion of Italian III and a desire to become more proficient in Italian and in knowledge of Italian culture. The student continues to increase competency in the four skills of speaking, listening, reading and writing. Italian is used almost exclusively in the classroom. The students develop more refined writing skills through the writing of compositions, character sketches and critical analyses. The student concentrates on the historical, social and literary traditions of the Italian people.

Italian IV Accelerated Course #3039 36 weeks 1.00 credit Prerequisite: Successful completion of Italian III Accelerated. The student continues to increase competency in the four skills of speaking, listening, reading, and writing. Italian is used almost exclusively in the classroom. This course is designed for students studying a year above grade level.

IB Italian I Course #3326 36 weeks 1.00 credit This course is designed to introduce students to the study of the structure of the Italian language in its spoken and written form. Students are exposed to various aspects of Italian culture, geography, history and traditions.

IB Italian II Course #3327 36 weeks 1.00 credit This is the second level Italian course for students enrolled in the IB Programme. It provides an extension of the skills taught in Level I Italian.

IB Italian III Course #3328 36 weeks 1.00 credit This is designed for students in Grade 11 in the IB Programme. It provides an extension to Italian II.

IB Italian IV Course #3329 36 weeks 1.00 credit This course is designed for students in the IB Programme. It is a continuation of the preparation of students for the IB Italian Programme.

French I Course #3020 36 weeks 1.00 credit Prerequisite: Interest in beginning to communicate in French and to become acquainted with French culture. The approach to the study of French in the first year is proficiency based. The study of correct structure begins with students learning to understand, speak, read and write materials presented and to achieve grammatical background necessary for acceptable usage in simple speech. The student is introduced to the geography, art, music, customs, and traditions of France.

French I Accelerated Course #3021 36 weeks 1.00 credit Prerequisite: Interest in beginning to communicate in French and a recommendation by a counselor. The approach to the study of French in the first year is proficiency based. The study of correct structure begins with students learning to understand, speak, read and write materials presented, and to achieve grammatical background necessary for acceptable usage in simple speech. This course is intended for students studying a year above grade level.

French II Course #3023 36 weeks 1.00 credit Prerequisite: Successful completion of French I and a desire to become more proficient and have knowledge of French culture. In the second year oral practice continues to be emphasized and the study of grammatical principles is intensified. Opportunity for reading is afforded by short stories and dialogues using vocabulary of everyday life, as well as articles on French history, literature, art, music, and other cultural areas.

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French II Accelerated Course #3024 36 weeks 1.00 credit Prerequisite: Successful completion of French I and a desire to become more proficient and have knowledge of French culture. In the second year oral practice continues to be emphasized and the study of grammatical principles is intensified. Opportunity for reading is afforded by short stories and dialogues using vocabulary of everyday life, as well as articles on French history, literature, art, music, and other cultural areas. This course is intended for students studying a year above grade level.

French III Course #3026 36 weeks 1.00 credit Prerequisite: Successful completion of French II and a desire to become more proficient and have knowledge of French culture. The third year course continues to emphasize oral practice. Grammar of a more advanced level is presented. Students become more acquainted with French literature from, both classic and modern writers, and a more detailed study is made of French culture in areas of student interest. Some creative writing is done.

French III Accelerated Course #3027 36 weeks 1.00 credit Prerequisite: Successful completion of French II Accelerated and a desire to become more proficient and have knowledge of French culture. The third year course continues to emphasize oral practice. Grammar of a more advanced level is presented. Students become more acquainted with French literature from, both classic and modern writers, and a more detailed study is made of French culture in areas of student interest. Some creative writing is done. This course is intended for students studying a year above grade level.

French IV Course #3028 36 weeks 1.00 credit Prerequisite: Successful completion of French III and a desire to become more proficient and have knowledge of French culture. The fourth year course emphasizes the study of literature by generations throughout the centuries. Grammar, idioms, finer points of structure and usage are studied. Class activities include discussions, oral and written reports and reading for comprehension, enjoyment, and cultural enrichment. French is the language of the classroom.

French IV Accelerated Course #3029 36 weeks 1.00 credit Prerequisite: Successful completion of French II and a desire to become more proficient and have knowledge of French culture. The fourth year course emphasizes the study of literature by generation throughout the centuries. Grammar, idioms, finer points of structure and usage are studied. Class activities include discussions, oral and written reports and reading for comprehension, enjoyment, and cultural enrichment. French is the language of the classroom. This course is intended for students studying a year above grade level.

French Advanced Placement Course #3040 36 weeks 1.00 credit Prerequisite: Successful completion of French IV. The College Board’s Advanced Placement curriculum is followed as students prepare for the AP Examination.

IB French II Course #3316 36 weeks 1.00 credit Prerequisite: Successful completion of French I. Second level French course for students enrolled in the IB program.

IB Level IV French III or DP I Course #3317 36 weeks 1.00 credit Third level French for students enrolled in the IB program, who completed French II.

IB French I Course #3318 36 weeks 1.00 credit This is the first level French course for students who have not studied French in middle school. Students learn to understand, speak, read and write materials presented to achieve grammatical background necessary for acceptable use in simple speech.

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IB French IV Course #3319 36 weeks 1.00 credit This is the fourth level French course for students enrolled in the IB program. Designed for students that completed IB French III.

IB French V Course #3320 36 weeks 1.00 credit Designed for students that completed IB French IV.

IB French VI Course # 3321 36 weeks 1.00 credit Designed for student that completed IB French V.

Pre-AP French Grades 11-12 Course # 3331 36 weeks 1.00 credit Prerequisite: French IV with a grade of B or better and positive recommendation from instructor and school counselor. This course is the gateway to the College Board French language course. Speaking fluency continues to be stressed by conversing exclusively in French and working with partners using dialogs and theatre arts. French is reviewed through texts that are read during the course and new, advanced grammatical concepts including idiomatic intricacies and regional variations are acquired. Listening skills are strengthened through Pod-casting and the use of realia. A wider range of cultural knowledge is gained from reading about famous writers, artists, history and social customs. Current events will be followed by the use of technology and students will be required to participate in experimental learning experiences domestically and/or abroad. Practice tests from the AP exam are given periodically to engage students’ progress.

German I Course #3060 36 weeks 1.00 credit Prerequisite: Interest in learning to communicate in German and to learn about German life. The first course in German begins with oral practice. Correct pronunciation and intonation are stressed. Fluency is developed within the range of the first year vocabulary. The study of structure is introduced through simple dialogue. Reading and writing are used only with vocabulary structures previously introduced through listening comprehension and oral repetition.

German I Accelerated Course #3061 36 weeks 1.00 credit Prerequisite: Interest in learning to communicate in German and a recommendation from a counselor. The first course in German begins with oral practice. Correct pronunciation and intonation are stressed. Fluency is developed within the range of the first year vocabulary. The study of structure is introduced through simple dialogue. Reading and writing are used only with vocabulary structures previously introduced through listening comprehension and oral repetition. This course is intended for students studying a year above grade level.

German II Course #3062 36 weeks 1.00 credit Prerequisite: Successful completion of German I and a desire to become proficient in German. The second year listening comprehension and oral practice continue to be emphasized. More complex structures and idioms are introduced. Students are led into simple writing and conversation based on topics of personal interest. Selections from German literature are introduced.

German II Accelerated Course #3063 36 weeks 1.00 credit Prerequisite: Successful completion of German I and a desire to become proficient in German. The second year listening comprehension and oral practice continue to be emphasized. More complex structures and idioms are introduced. Students are led into simple writing and conversation based on topics of personal interest. Selections from German Literature are introduced. This course is intended for students studying a year above grade level.

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German III Course #3064 36 weeks 1.00 credit Prerequisite: Successful completion of German II and a desire to become proficient in German. At level three, a more thorough study of German grammar is undertaken. Reading, writing and discussion are significantly increased with focus on the more complicated structural areas. Edited selections form the works of modern German authors are read and discussed. Opportunities are provided for creative writing.

German III Accelerated Course #3065 36 weeks 1.00 credit Prerequisite: Successful completion of German II Accelerated and a desire to become proficient in German. At level three, a more thorough study of German grammar is undertaken. Reading, writing and discussion are significantly increased with focus on the more complicated structural areas. Edited selections from the works of modern German authors are read and discussed. Opportunities are provided for creative writing. This course is intended for students studying a year above grade level.

German IV Course #3066 36 weeks 1.00 credit Prerequisite: Successful completion of German III and a desire to become proficient in German. At level four, a more thorough study of German grammar is undertaken. Reading and discussion are significantly increased with focus on the more complicated structural areas. Edited selections from the works of modern German authors are read and discussed. Opportunities are provided for creative writing.

German IV Accelerated Course #3067 36 weeks 1.00 credit Prerequisite: Successful completion of German III Accelerated and a desire to become proficient in German. At level four, a more thorough study of German grammar is undertaken. Reading and discussion are significantly increased with focus on the more complicated structural areas. Edited selections from the works of modern German authors are read and discussed. Opportunities are provided for creative writing. This course is intended for students studying a year above grade level.

German Advanced Placement Course #3075 36 weeks 1.00 credit Prerequisite: Successful completion of German III or IV. The College Board’s Advanced Placement curriculum is followed as students prepare for the Advanced Placement Examination.

Pre-AP German Grades 11-12 Course # 3331 36 weeks 1.00 credit Prerequisite: German IV with a grade of B or better and positive recommendation from instructor and school counselor. This course is the gateway to the College Board German language course. Speaking fluency continues to be stressed by conversing exclusively in German and working with partners using dialogs and theatre arts. German is reviewed through texts that are read during the course and new, advanced grammatical concepts including idiomatic intricacies and regional variations are acquired. Listening skills are strengthened through Pod-casting and the use of realia. A wider range of cultural knowledge is gained from reading about famous writers, artists, history and social customs. Current events will be followed by the use of technology and students will be required to participate in experimental learning experiences domestically and/or abroad. Practice tests for the AP exam are given periodically to engage students’ progress.

Latin I Course #3100 36 weeks 1.00 credit Prerequisite: Interest in learning about the Greco-Roman Cultures. First year Latin places major emphasis on simple connected reading, translation, sentence structure, loan words, mythology and Roman legacy. First, second and third declensions of nouns and adjectives plus principal parts of all tenses are first semester emphasis. Third and fourth conjugation, fourth and fifth declensions are emphasized during the second semester.

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Latin I Accelerated Course #3102 36 weeks 1.00 credit Prerequisite: Interest in learning about the Greco-Roman Cultures. First year Latin places major emphasis on simple connected reading, translation, sentence structure, mythology and Roman legacy. First, second and third declensions of nouns and adjectives plus principal parts of all tenses are first semester emphasis. Third and fourth conjugation, fourth and fifth declensions are emphasized during the second semester. This course is intended for students studying a year above grade level.

Latin II Course #3103 36 weeks 1.00 credit Prerequisite: Interest in learning about the Greco-Roman Cultures. Course continues in sequence from Latin 09. The reading deals primarily with the Roman way of life. Continued emphasis placed on grammar and the second semester readings are from Caesar’s commentaries and Virgil’s Aeneid.

Latin II Accelerated Course #3104 36 weeks 1.00 credit Prerequisite: Successful completion of Latin 09 and a desire to continue studying the Greco-Roman Cultures Course continues in sequence from 09 Latin. The reading deals primarily with the Roman way of life. Continued emphasis placed on grammar and the second semester readings are from Caesar’s commentaries and Virgil’s Aeneid. This course is intended for students studying a year above grade level.

Latin III Course #3105 36 weeks 1.00 credit Prerequisite: Successful completion of Latin 10 and a desire to continue studying the Greco-Roman Cultures. Course is sequential to Latin 10 and continues with the study of Cicero’s first oration against Catiline. Portions of the third oration are studied, as well as excerpts from Cicero’s letters and essays. During the second semester, Cicero’s oration on the Manilian law and his defense of the poet Archias are studied.

Latin III Accelerated Course #3106 36 weeks 1.00 credit Prerequisite: Successful completion of Latin II and a desire to continue studying the Greco-Roman Cultures Course is sequential to Latin II and continues with the study of Cicero’s first oration against Catiline. Portions of the third oration are studied, as well as excerpts from Cicero’s letters and essays. During the second semester, Cicero’s oration on the Manilian law and his defense of the poet Archias are studied. This course is intended for students studying a year above grade level.

Latin IV Course #3107 36 weeks 1.00 credit Prerequisite: Successful completion of Latin 11 and a desire to continue studying the Greco-Roman Cultures Course is sequential to Latin 11 and continues with books one, two, four, five and six of Virgil’s Aeneid and selections from Ovid’s Metamorphoses are studied. Attention is given to the scansion of Latin verse and figures of speech. A special study is made of Roman mythology, religion, comparable poetry and the uses of these materials in English literature.

Latin IV Accelerated Course #3108 36 weeks 1.00 credit Prerequisite: Successful completion of Latin III and a desire to continue studying the Greco-Roman Cultures. Course is sequential to Latin 11 and continues with books one, two, four, five and six of Virgil’s Aeneid and selections from Ovid’s Metamorphoses are studied. Attention is given to the scansion of Latin verse and figures of speech. A special study is made of Roman mythology, religion, comparable poetry and the uses of these materials in English literature. This course is intended for students studying a year above grade level.

Latin Literature Advanced Placement Course #3130 36 weeks 1.00 credit Prerequisite: Successful completion of Latin III or IV and a desire to prepare for the Advanced Placement Examination. The College Board’s Advanced Placement curriculum is taught as students prepared for the AP Examination.

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Spanish I Course #3300 36 weeks 1.00 credit Prerequisite: Interest in learning to communicate in Spanish and about the way of life in Spanish-speaking countries. The first year Spanish course is audio-lingual oriented. Skills are developed for comprehension, speaking, reading and writing. Emphasis is on pronunciation and vocabulary acquisition in addition to oral practice of useful phrases, idiomatic expressions and speech patterns.

Spanish I Accelerated Course #3301 36 weeks 1.00 credit Prerequisite: Interest in learning to communicate in Spanish and a recommendation from a counselor. The first year Spanish course is audio-lingually oriented. Skills are developed for comprehension, speaking, reading and writing. Emphasis is on pronunciation and vocabulary acquisition in addition to oral practice of useful phrases, idiomatic expressions and speech patterns. This course is intended for the advanced 8th grade student.

Spanish II Course #3303 36 weeks 1.00 credit Prerequisite: Successful completion of Spanish I with at least a grade of C and a desire to learn about the culture of Spanish speaking countries. Second level Spanish continues to emphasize the audio-lingual approach. It includes an intensive review of materials already presented and the introduction of new areas of grammar, structure and idiom. The reading material is based on the history, geography, culture and customs - present and past of Spain and Latin America. Writing is based on new and already assimilated materials.

Spanish II Accelerated Course #3304 36 weeks 1.00 credit Prerequisite: Successful completion of Spanish I Accelerated with at least a grade of C and a desire to learn about the culture of Spanish speaking countries. Second level Spanish continues to emphasize the audio lingual approach. It includes an intensive review of materials already presented and the introduction of new areas of vocabulary, grammar, structure and idiom. The reading materials are based on the history, geography, culture and customs - present and past of Spain and Latin America. Writing is based on new and already assimilated materials. This course is intended for students studying a year above grade level who and have a recommendation from their Spanish I teacher to take this accelerated course.

Spanish III Course #3306 36 weeks 1.00 credit Prerequisite: Successful completion of Spanish I and II with at least a grade of C and a desire to learn about the culture of Spanish speaking countries. The third level course is a careful review of grammar and an introduction to more advanced grammatical structure. Continued emphasis is placed on oral expression and reading materials are presented from Spanish and Latin American literature.

Spanish III Accelerated Course #3307 36 weeks 1.00 credit Prerequisite: Successful completion of Spanish I and II Accelerated with at least a grade of C and a desire to learn about the cultures of Spanish speaking countries. The third level course is a careful review of grammar and an introduction to more advanced grammatical structure. Continued emphasis is placed on oral expression and reading materials are presented from Spanish and Latin American literature. This course is intended for students studying a year above grade level who have a recommendation from their Spanish II teacher to take this accelerated course.

Spanish IV Course #3308 36 weeks 1.00 credit Prerequisite: Successful completion of Spanish III with at least a grade of C and a desire to learn about the culture of Spanish speaking countries. More advanced grammatical structures are studied. Course alternates material on Spanish and Latin American history, literature, art, and music. Class discussion and written composition are emphasized. Spanish is the language of the classroom.

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Spanish IV Accelerated Course #3309 36 weeks 1.00 credit Prerequisite: Successful completion of Spanish III Accelerated with at least a grade of C and a desire to learn about the culture of Spanish speaking countries. More advanced grammatical structures are studied. Course alternates material on Spanish and Latin American history, literature, art, and music. Class discussion and written composition are emphasized. Spanish is the language of the classroom. This course is intended for students studying a year above grade level. A recommendation from the Spanish III teacher to take this accelerated course is required.

IB Spanish II Course #3312 36 weeks 1.00 credit Prerequisite: Successful completion of Spanish I. Second level Spanish course for students enrolled in the IB program. This course is a careful review of grammar and an introduction to more advanced grammatical structure. Continued emphasis is placed on oral expression and reading materials are presented from Spanish and Latin American literature.

IB Spanish III Course #3313 36 weeks 1.00 credit Prerequisite: Successful completion of IB Spanish II with at least a grade of C. Third level Spanish course for students enrolled in the IB program. More advanced grammatical structures are studied. Course alternates material on Spanish and Latin American history, literature, art, and music. Class discussion and written composition are emphasized. Spanish is the language of the classroom.

IB Spanish I Course #3322 36 weeks 1.00 credit This is the first level Spanish course for students. Students focus on grammar, vocabulary, culture and speaking, listening, writing, reading and comprehension skills. Emphasis is on pronunciation and oral practice as well as grammar structure.

IB Spanish I Part A Course #3311 36 weeks 1.00 credit This course is the first part of Spanish I. This course introduces the student to the vocabulary, grammar and culture of the Hispanic world through a variety of themes. At this level students focus on speaking and writing skills as students discover ways to describe themselves and their lives. Themes will include daily activities, lifestyles, habits, health, emotions, celebrations and holidays, special occasions, and memories. Students will use more complex grammatical structures as they describe their lives in both past and present.

IB Spanish I Part B Course #3310 36 weeks 1.00 credit This course is the second part of Spanish I A introduced in Grade 6. This course continues to introduce the student to the vocabulary, grammar, and culture of the Hispanic world through a variety of themes. At this level, there is a greater emphasis on speaking and writing as students discover ways to describe themselves and their lives. Themes will include daily activities, lifestyles, habits, health, emotions, celebrations and holidays, special occasions, and memories. Students will use more complex grammatical structures as they describe their lives in both past and present.

IB Spanish IV Course #3323 36 weeks 1.00 credit Prerequisite: Successful completion of IB Spanish III with at least a grade of C. This is the final year of Spanish study in the Middle Years Programme for IB. More advanced grammatical structures are studied. Course alternates material on Spanish and Latin American history, literature, art, and music. Class discussion and written composition are emphasized. Spanish is the language of the classroom.

IB Spanish V Course #3324 36 weeks 1.00 credit Prerequisite: Successful completion of IB Spanish IV with at least a grade of C. This course prepares students to take the IB examination at the end of Grade 12. Greater emphasis is on oral and writing proficiency.

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IB Spanish VI Course #3325 36 weeks 1.00 credit Prerequisite: Successful completion of IB Spanish IV with at least a grade of C. This course is designed for students in Grade 12 of the Diploma Programme and prepares students to take the standard level examination at the end of Grade 12. Greater emphasis is on oral and writing proficiency.

Pre-AP Spanish Grades 11- 12 Course #3330 36 weeks 1.00 credit Prerequisite: Spanish IV with a grade of B or better and positive recommendation from instructor and school counselor. This course is the gateway to the College Board Spanish language course. Speaking fluency continues to be stressed by conversing exclusively in Spanish and working with partners using dialogs and theatre arts. Spanish is reviewed through texts that are read during the course and new, advanced grammatical concepts including idiomatic intricacies and regional variations are acquired. Listening skills are strengthened through Pod-casting and the use of realia. A wider range of cultural knowledge is gained from reading about famous writers, artists, history and social customs. Current events will be followed by the use of technology and students will be required to participate in experimental learning experiences domestically and/or abroad. Practice tests for the AP exam are given periodically to engage students’ progress.

Spanish I - Part I Course #3333 ______36 weeks______.50 credit This course introduces the skills of listening comprehension, speaking, reading and writing in the target language. Focus is on vocabulary acquisition, pronunciations, and basic grammar. Students are introduced to a variety of Hispanic customs and cultures.

Spanish I – Part II Course #3334 36 weeks .50 credit This course continues with the development of the skills of listening comprehension, speaking, reading and writing. Focus continues on verbal and written comprehension, increased vocabulary, and grammatical structures.

Spanish Language Advanced Placement Course #3340 36 weeks 1.00 credit Prerequisite: Successful completion of Spanish III or IV. A college level course that encompasses aural/oral college/university Spanish language courses. Students will have the ability to comprehend formal and informal spoken Spanish; acquire vocabulary and grasp structure to allow the accurate reading of newspaper and magazine articles in Spanish; to compose expository passages; and to express ideas orally with accuracy and fluency. Students are expected to take the AP Spanish exam at the conclusion of the course.

American Sign Language I Grades 9 - 12 Course #3453 36 weeks 1.00 credit Introduces the fundamentals of American Sign Language (ASL) to students in developing basic communicative skills in this visual and gestural language. Students gain an understanding of deaf culture, the syntax and grammatical rules of ASL, and basic vocabulary allowing the interaction with the deaf community.

ESL Level 1A Grades 9 - 12 Course #5732 36 weeks 1.00 credit This course will focus on basic building of English language foundations. It will be geared towards new arrivals that have little to no background knowledge of English. The content of the course will be the English Language Proficiency Standards of Learning for Level I, including basic vocabulary building, basic literacy skills (alphabet, phonics, sight words, etc.) and basic grammar.

ESL Level 1B Grades 9 - 12 Course #5733 36 weeks 1.00 credit This course will focus on continuing to build basic English language skills. It will be geared towards returning students who have not moved beyond LEP Level I, as measured by the ACCESS for ELLs or alternative English Language Proficiency testing as designated by WIDA. The content of the course will be vocabulary building, literacy skills, and grammar, all within the context of content-based materials.

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ESL Read 180 Grades 9 - 12 Course #5734 36 weeks 1.00 credit This course will focus on utilizing the Read 180 program to promote higher literacy levels for LEP students. It will be geared towards LEP Level 2, 3, and 4 students, and will be open to higher-functioning Level 1 Students. The content of the course will be the Read 180 program and instructional model.

ESL Content Preparation - Math Grades 9 - 12 Course #5735 36 weeks 1.00 credit This course will focus on assisting middle level ELLs students to achieve success in their core math courses. It will be geared towards LEP Level 2 students, and will be open to higher-functioning Level 1 students. The content of the course will be based on building the content vocabulary needed for students to achieve success in their math classes, focusing primarily on vocabulary building and additional math support and practice.

ESL Content Preparation – Social Studies Grades 9 - 12 Course #5736 36 weeks 1.00 credit This course will focus on assisting middle level ELLs students to achieve success in their core social studies courses. It will be geared towards LEP Level 2 students, and will be open to higher-functioning Level 1 students. The content of the course will be based on building the content vocabulary needed for students to achieve success in their social studies classes, focusing primarily on Geography, U.S. History, U.S. Government, and World History.

ESL Content Preparation – Science Grades 9 - 12 Course #5737 36 weeks 1.00 credit This course will focus on assisting middle level ELLs students to achieve success in their core science courses. It will be geared towards LEP Level 2 students, and will be open to higher-functioning Level 1 students. The content of the course will be based on building the content vocabulary needed for students to achieve success in their science classes, focusing primarily on vocabulary and additional Science activity practice.

ESL Content Support – General Grades 9 - 12 Course #5738 36 weeks 1.00 credit This course will focus on assisting higher level ELLs students to achieve success in their core courses. It will be geared towards LEP Level 3 and 4 students. The content of the course will be based on the content linguistic struggles of the students in the course, focusing primarily on facilitating one-on-one or small group tutoring of students.

Freshmen Orientation - ESL Grades 9 - 12 Course #5739 36 weeks 1.00 credit This course will focus on teaching the Freshmen Orientation course to ESL students. It will be geared towards LEP Level 1 students. The content of the course will be based on the Freshmen Orientation curriculum.

Freshmen Orientation - Spanish Grades 9 - 12 Course #5740 36 weeks 1.00 credit This course will focus on teaching the Freshmen Orientation course to native Spanish speakers who could not grasp the content of the course in English. It will be geared towards LEP Level 1 students. The content of the course will be based on the Freshmen Orientation curriculum.

Spanish Literacy/Literature I Grades 9 - 12 Course #5741 36 weeks 1.00 credit This course will focus on Spanish fluency via heavy emphasis on literature and writing. The class will be conducted primarily in Spanish, which will serve to improve students’ content comprehension. Authentic Spanish literary materials will be used to facilitate reading and writing assignments which focus on core content information, such as literature, geography, history, and science. This will serve to broaden students’ Spanish vocabulary as well as deepen their knowledge and skills in these core subjects.

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Spanish Literacy/Literature II Grades 9 - 12 Course #5742 36 weeks 1.00 credit This course will focus on Spanish fluency via heavy emphasis on literature and writing. The class will be conducted primarily in Spanish, which will serve to improve students’ content comprehension. We will use authentic Spanish literary materials to facilitate reading and writing assignments which focus on core content information, such as literature, geography, history, and science. This will serve to broaden students’ Spanish vocabulary as well as deepen their knowledge and skills in these core subjects.

ESL Content Support – Math Grades 9 - 12 Course #5743 36 weeks 1.00 credit This course will focus on assisting lower level ELLs students to achieve success in their core math courses. It will be geared towards LEP Level 1 and 2 students. The content of the course will be based on the content linguistic struggles of the students in the course, focusing primarily on facilitating one-on-one or small group tutoring of students.

ESL Content Support – Social Studies Grades 9 - 12 Course #5744 36 weeks 1.00 credit This course will focus on assisting lower level ELLs students to achieve success in their core social studies courses. It will be geared towards LEP Level 1 and 2 students, but will be open to students in LEB Levels 3 and 4. The content of the course will be based on the content linguistic struggles of the students in the course, focusing primarily on facilitating one-on-one or small group tutoring of students.

ESL Content Support – Science Grades 9 - 12 Course #5745 36 weeks 1.00 credit This course will focus on assisting higher level ELLs students to achieve success in their core science courses. It will be geared towards LEP Level 3 and 4 students, but will be open to higher-functioning Level 2 students. The content of the course will be based on building the content linguistic struggles of the students in the course, focusing primarily on facilitating one-on-one or small group tutoring of students.

ESL Content Support – English Grades 9 - 12 Course #5746 36 weeks 1.00 credit This course will focus on assisting all ELLs students to achieve success in their core English courses. The content of the course will be based on building the content linguistic struggles of the students in the course, focusing primarily on facilitating one-on- one or small group tutoring of students.

ESL Monitor Support Grades 9 - 12 Course #5747 36 weeks 1.00 credit This course will focus on assisting monitor ELLs students to achieve success in their core courses. It will be geared towards ELLs monitor students. The content of the course will focus on direct one-on-one or small group tutoring for students needing assistance, particularly during a flexible time of day for students, such as the end of the day or a lunch period.

à HISTORY/SOCIAL SCienceS ß

D MIDDLE SCHOOL COURSES E

United States History I (to 1877) Honors Grade 6H Course #2063 36 weeks 0.00 credit Prerequisite: Must meet criteria for placement in the honors program. For description see Standards of Learning Overview.

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United States History II (1877 to Present) Grade 7 Course #2064 36 weeks 0.00 credit Prerequisite: Successful completion of U.S. History I. For description see Standards of Learning Overview.

United States History II (1877 to Present) Honors Grade 7H Course #2065 36 weeks 0.00 credit Prerequisite: Teacher recommendation and successful completion of 6H U.S. History I For description see Standards of Learning Overview.

United States History I (to 1877) Grade 6 Course #2066 36 weeks 0.00 credit SOL Test Required For description see Standards of Learning Overview.

IB United States History II (1877 to Present) Level II Grade 7 IB Course #2068 36 weeks 0.00 credit Prerequisite: Enrollment in the IB Program and successful completion of 6IB U.S. History I. For description see Standards of Learning Overview.

IB United States History I (to 1877) Level I Grade 6 IB Course #2069 36 weeks 0.00 credit Prerequisite: Enrollment in the IB Program. This is an honors Level IB course for sixth grade students in the IB Program. For complete description see Standards of Learning Overview and IB Humanities Course Guide.

Civics and Economics Grade 8 Course #2080 36 weeks 0.00 credit Prerequisite: Successful completion of U.S. History II. For description see Standards of Learning Overview.

Civics and Economics Honors Grade 8H Course #2082 36 weeks 0.00 credit Prerequisite: Successful completion of 7H U.S. History II and teacher recommendation. For description see Standards of Learning Overview.

IB Civics and Economics Level III Grade 8 IB Course #2085 36 weeks 0.00 credit Prerequisite: Successful completion of 7 IB U.S. History II. SOL Test Required For description see Standards of Learning Overview and IB Humanities Course Guide.

World Affairs I Grade 6 Course #2103 18 weeks World Affairs II Grade 7 Course #2104 18 weeks World Affairs III Grade 8 Course #2105 18 weeks 0.00 credit This course engages students in the study of global issues confronting our world. Students will understand that people of the world are interdependent and that decisions made in one part of the world often impact people living faraway. Issues studied vary according to problems and controversies. Students examine the historical origin of each issue while they are reviewing geographic and economic context. They will work with graphic data from various media and with printed text.

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Contemporary Issues I Grade 6 Course #2106 18 weeks Contemporary Issues II Grade 7 Course #2107 18 weeks Contemporary Issues III Grade 8 Course #2108 18 weeks 0.00 credit Provides students with an understanding of what life is like for people in the world. By using information from a variety of sources such as the newspaper newsmagazines, television and the internet, students increase their awareness of the global connections of the world. Through research and discussions of information students gain a deeper knowledge about contemporary issues, events and their consequences.

D High school courses E

World History and Geography II (1500 A.D. to Present) Course #2088 36 weeks 1.00 credit World History II SOL Test Required For description see Standards of Learning Overview.

World History and Geography II (1500 A.D. to Present) Honors Course #2091 36 weeks 1.00 credit Prerequisite: Meets criteria for placement in the honors program. World History II SOL Test Required For description see Standards of Learning Overview.

Introduction to the World Course #2092 18 weeks .50 credit This course enables students to explore the historical, cultural and geographical development of people, places and patterns. Students study the origins of much of our heritage by making connections between the past and present using texts, maps, pictures, stories, diagrams, charts, chronological skills, inquiry/research skills and technology skills. Content includes the Paleolithic era, the Ancient River Valley Civilizations, Ancient Greece and Rome, the Byzantine Empire, the Middle Ages, the Early Asian, African and South American Civilizations. There is no SOL end-of-course test requirement for this course.

Contemporary Geography Course #2102 18 weeks .50 credit This course enables students to explore the geographical development of people, places and patterns. Students study our heritage by making connections between the past and present using texts, maps, pictures, stories, diagrams, charts, chronological skills, inquiry/research skills and technology skills. Content includes economic, social, cultural and political geography. The course examines the general characteristics of our world and its early relationships to the modern world. There are no SOL End-of-Course test requirements for this course.

History-20th Century Course #2200 36 weeks 1.00 credit Prerequisite: Successful completion of history course in grade nine. This course enables students to study modern nations and their leaders. The contemporary political, economic, social, cultural, literary and artistic developments are emphasized.

Seminar on Contemporary Issues Course #2203 36 weeks 1.00 credit Prerequisite: Successful completion of history course in grade 9. This course is designed to offer the student an alternative from more traditionally structured classes in social studies. The course will focus upon the development of discriminating skills, comprehension, decision-making techniques, and human values necessary for today’s student to cope with the complexities of a rapidly changing technological society. Selection of issues will be made by students.

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World Geography Course #2206 36 weeks 1.00 credit World Geography SOL Test Required For description see Standards of Learning Overview.

World Geography Honors Course #2207 36 weeks 1.00 credit Prerequisite: Meets criteria for placement in the honors program. World Geography SOL Test Required For description see Standards of Learning Overview.

World History & Geography I (to 1500 A.D.) Course #2208 36 weeks 1.00 credit SOL Test Required For description see Standards of Learning Overview.

World History & Geography I (to 1500 A.D.) Honors Course #2209 36 weeks 1.00 credit SOL Test Required For description see Standards of Learning Overview.

IB Level IV World Geography Grade 9 Course #2212 36 weeks 1.00 credit This course is designed for ninth grade students in the IB Program. This course will give students the opportunity to use maps, globes, photographs and pictures, to analyze physical and ecological processes of the Earth’s surface, and to locate and analyze physical, economic and cultural characteristics of world regions. Students will apply geography to interpret the past, understand the present and plan for the future.

Introduction to the Post 1500 A.D. World Grade 9 or 10 Course #2215 18 weeks .50 credit This course enables students to study history and geography beginning in 1500 A.D. Students explore geographic influences on history and political boundaries that developed with the evolution of nations.

Introduction to American History Course #2301 18 weeks .50 credit This course is a study of the United States from the colonial experiences through the beginning of the 20th century. Emphasis is placed on contributions by groups and individuals of varying backgrounds and experiences. The inclusion of minority contributions is stressed.

Virginia & United States History Course #2302 36 weeks 1.00 credit Prerequisite: Successful completion of World Geography or World History and Geography. Virginia & U.S. History SOL Test Required. For description see Standards of Learning Overview.

Virginia & United States History Honors Course #2303 36 weeks 1.00 credit Prerequisite: Teacher approval and successful completion of World Geography or World History and Geography. Virginia & U.S. History SOL Test Required For description see Standards of Learning Overview.

Virginia and United States History Part I Modified Course #2305 36 weeks 1.00 credit Prerequisite: Student must have a current IEP. Course satisfies requirement for the Modified Standard Diploma Only. For description see Standards of Learning Overview.

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Virginia and United States History Part II Modified Course #2306 36 weeks 1.00 credit Prerequisite: Student must have a current IEP and successful completion of U.S. History Part I. Course satisfies requirement for the Modified Standard Diploma Only. Virginia & U.S. History SOL Test Required. For description see Standards of Learning Overview.

Applied Economics Course #2308 18 weeks .50 credit This course is a semester course that requires students to actually operate a small business in the classroom as part of their study of economics. Topics include the perspective of business, the consumer, labor and government. Students learn to publish company financial reports, conduct management games, and create economic simulations. The course features a business consultant who brings practical business and economic experience to the classroom.

IB - DP History of the Americas, Part I Grade 11 Course #2311 36 weeks 1.00 credit This course, required of all IB students, is a substitute for the United States History graduation requirement. In this course, students analyze the development of our democratic system, examine the Cold War, 1960-1979 Americas and 20th, its causes, practices and effects, analyze the various periods, policies and developments in the Americas, and partially prepare themselves for the IB examination. Students take the SOL Virginia and United States end-of-course test. This course satisfies requirements for IB-DP.

IB - DP History of the Americas, Part II Grade 12 Course #2312 36 weeks 1.00 credit This course is the partner course to History of the Americas, Part I taught at the 11th grade level. In this course, students explore the historical, cultural and geographical development of people, places and patterns, and study the origin of much of our heritage using texts, maps, pictures, stories, diagrams, and charts and inquiry/research skills. This course prepares students for HL examination. This course satisfies the requirements of IB-DP.

Virginia & United States Government Course #2404 36 weeks 1.00 credit Prerequisite: Successful completion of U.S. History. For description see Standards of Learning Overview.

Virginia & United States Government Honors Course #2405 36 weeks 1.00 credit Prerequisite: Teacher recommendation and successful completion of honors U.S. History. For description see Standards of Learning Overview.

African American History Course #2406 36 weeks 1.00 credit Prerequisite: Successful completion of history course in grade 9. This is a multi-disciplinary course that provides students with an opportunity for inquiring and focusing on the geography, early history, traditional cultures and arts of Africa. Emphasis is on the study of modern nations and their leaders.

African American Studies Course #2407 36 weeks 1.00 credit Prerequisite: Successful completion of history course in grade 9. This course acquaints the student with the contributions and accomplishments of African Americans from their beginnings in Africa to the present day via video, the internet, recordings, multimedia programs and guest speakers.

Psychology Course #2408 36 weeks 1.00 credit Prerequisite: Successful completion of two history credits. This course introduces the student to the scientific study of behavior and increases understanding of one’s own behavior and how it relates to the behavior of others.

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Sociology Course #2410 36 weeks 1.00 credit Prerequisite: Successful completion of two history credits. This course is designed to provide students with a study of the roles of individuals, families, and community groups. Students study how the groups interact within a community setting.

Seminar on the Judicial System Course #2416 36 weeks 1.00 credit This course examines the American judicial system and the roles of judges, attorneys, and juries. Special emphasis will be placed on establishing a youth court and studying a court case.

Economics Course #2418 18 weeks .50 credit Students learn principles of economics that will provide the basis for responsible citizenship and career success. The course incorporates basic concepts and structures of economic, price system, factors affecting income, a nation’s economic goals, financial system, how monetary and fiscal policy influence employment, output and prices, and the roles of government in a market economy and global economy. Students will explore examples and application of the principles learned.

European History Advanced Placement Course #2480 36 weeks 1.00 credit Prerequisite: Teacher recommendation required. The College Board’s curriculum is followed and is equivalent to a first year college course. Emphasis is placed on the political, economic and social survey of the history of modern Europe from the Renaissance to the present. It also includes the background of the ancient and medieval worlds of western civilization. Students in this course are expected to read and interpret points of view and abstract concepts. Students are expected to take the AP Exam upon completion of the course.

United States History Advanced Placement Course #2481 36 weeks 1.00 credit Virginia & U.S. History Required SOL Test Required. Prerequisite: Teacher recommendation and honors or accelerated geography and world history courses. The College Board’s curriculum is followed and is equivalent to a first year college course. Students are expected to learn, read and write historical material critically and analytically. Emphasis should be placed on reading and understanding major documents and interpretations of American History. Students are expected to take the AP Examination upon completion of the course.

United States Government and Politics Advanced Placement Course #2486 36 weeks 1.00 credit Prerequisite: Teacher recommendation and successful completion of honors U.S. History. A college level course that gives students an analytical perspective on government and politics in the United States. This course includes both the study of general concepts used to interpret U.S. politics and the analysis of specific examples. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. Politics. Students are expected to take the AP examination at the conclusion of the course.

IB Virginia and United States Government Level V Grade 10 Course #2487 36 weeks 1.00 credit This course is designed for tenth grade students in the IB Program. In this course, students will study political philosophies that shape the development of Virginia and United States Constitutional governments, the Constitution of the US and the organization and powers of the national, state and local governments.

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q MARKETING

D MIDDLE SCHOOL COURSES E

Make It Your Business Course #4903 18 weeks Grade 6 Course #4913 18 weeks Grade 7 Course #4923 18 weeks Grade 8 Students are provided opportunities to run a small group or class business based on their own design for providing a service or product needed at their school. They learn business terminology, basic entrepreneurship concepts, and fundamental business operating principles in this course. Design of course content allows for interdisciplinary instruction. Academic knowledge and skills (mathematics, science, English, and history/social science) related to the content are a part of this course. Computer/technology applications supporting this course are studied. These are non-credit courses.

Principles of Business and Marketing Grade 8 Course #4931 18 weeks .50 credit Course #4943 36 weeks 1.00 credit Students explore the roles of business and marketing in the free enterprise system and the global economy. They study how the American economy operates and prepare to make decisions as consumers, wage earners, and citizens. Competencies developed are adjusted for the semester course. This course may be offered in the middle school for high school credit.

D HIGH SCHOOL COURSES E

Principles of Business and Marketing Grades 9 -10 Course #4931 18 weeks .50 credit Course #4943 36 weeks 1.00 credit Students explore the roles of business and marketing in the free enterprise system and the global economy. They study how the American economy operates and prepare to make decisions as consumers, wage earners, and citizens. Competencies developed are adjusted for the semester course. This course may be offered in the middle school for high school credit. Note: This course must be combined with another marketing course to make an approved concentration sequence.

Make It Your Business Grade 9 Course #4933 18 weeks .50 credit Students are provided opportunities to run a small group or class business based on their own design for providing a service or product needed at their school. They learn business terminology, basic entrepreneurship concepts, and fundamental business operating principles in this course. Design of course content allows for interdisciplinary instruction. Academic knowledge and skills (mathematics, science, English, and history/social science) related to the content are a part of this course. Computer/technology applications supporting this course are studied. Note: This course must be combined with another marketing course to make an approved concentration sequence.

Introduction to Marketing Grades 9 - 10 Course #4942 18 weeks .50 credit Course #4941 36 weeks 1.00 credit Students gain basic knowledge about marketing and its importance and basic skills important for entry-level marketing employment. Academic knowledge and skills (mathematics, science, English, and history/social science) related to the content are a part of this course. Computer/technology applications supporting this course are studied. Note: This course must be combined with another marketing course to make an approved concentration sequence.

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Marketing (CO-OP available ) Grades 11 -12 Course #4950 36 weeks 1.00 credits Students are introduced to functions and foundations involved in the marketing of goods, services, and ideas and achieve skills necessary for successful marketing employment. Students study risk management, selling, promotion, pricing, purchasing, marketing-information management, product/service planning, distribution, and financing. Foundation skills include economics, human resources, and marketing and business necessary for success in marketing occupations. Academic skills (mathematics, science, English, and history/social science) related to the content are a part of this course. Computer/technology applications supporting this course are studied. Note: This course must be combined with another marketing course to make an approved concentration sequence.

Advanced Marketing (CO-OP available) Grade 12 Course #4969 36 weeks 2.00 credits Prerequisite: Marketing 4950 Students build on knowledge gained in a prior marketing course. Students participate in supervisory and management activities focusing on the marketing mix, purchasing, financing, human resources, global marketing, pricing and emerging technologies. Students will prepare for advancement in marketing careers and post secondary education. Note: This course must be combined with another marketing course to make an approved concentration sequence.

Introduction to Fashion Design and Marketing Grades 9 - 12 Course #4964 18 weeks .50 credit Course #4960 36 weeks 1.00 credit The marketing and fashion design competencies in this course focus on identifying and exploring individual careers within the fashion design, manufacturing, and marketing industry. Units of study include the relationships that exist among all areas of the clothing industry; related global and economic issues; exploration of careers in color, design, and finishing; auxiliary fashion industries; clothing maintenance, alterations, and repair; entrepreneurial opportunities in related areas; and the skills and characteristics necessary for success in careers in the textile, design, apparel production, and fashion marketing industries. Note: This course must be combined with another marketing course to make an approved concentration sequence.

Fashion Marketing (CO-OP available) Grades 11 -12 Course #4952 36 weeks 2.00 credits In this specialized course, students gain basic knowledge of the apparel and accessories industry and skills necessary for successful employment in apparel businesses. Students develop general marketing skills necessary for successful employment in fashion marketing, 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, and product/service technology as well as academic skills (mathematics, science, English, and history/social science) related to the content are part of this course. Note: This course must be combined with another marketing course to make an approved concentration sequence.

Advanced Fashion Marketing (CO-OP available) Grade 12 Course #4971 36 weeks 2.00 credits Prerequisite: Fashion Marketing or Marketing Students with a career interest in apparel and accessories marketing gain in-depth knowledge of the apparel and accessories industry and skills important for supervisory-management employment in apparel businesses. They develop advanced skills unique to fashion marketing and advanced general marketing skills applied to the apparel and accessories industry. Professional selling, sales promotion, buying, merchandising, marketing research, product/service technology, and supervision are part of this course. Note: This course must be combined with another marketing course to make an approved concentration sequence.

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Internet Marketing Grades 11 -12 Course #4974 36 weeks 1.00 credit Students learn about the paperless exchange of business and marketing information, using technology (e.g., Internet, e-mail, electronic data interchange, and electronic funds transfer). Included in this course is an overview of the technology of Web servers, clients, and net infrastructure and the background of this fast-growing market; the economics of electronic markets; marketing research; advertising on the Web and Web page basics; pricing information; security and encryption; and on-line business opportunities. Academic skills (mathematics, science, English, and history/social science) related to the content are a part of this course. Computer/technology applications supporting this course are studied. Note: This course must be combined with another marketing course to make an approved concentration sequence.

Marketing Management (CO-OP available) Grade 12 Course #4978 36 weeks 1.00 credit High school seniors who plan to attend college with a concentration in marketing, business, or management and/or who have tentative plans to manage or own a business will benefit from this course. Students develop critical-thinking and decision-making skills through the application of marketing principles to (a) small and large businesses, (b) nonprofit organizations, (c) the professions, (d) service industries, and (e) other institutions or associations that market products, services, ideas, or people. Note: This course must be combined with another marketing course to make an approved concentration sequence.

Global Marketing and Commerce Grades 11 -12 Course #4979 36 weeks 1.00 credit Global Marketing and Commerce is a specialized course for students with a career interest in the field of international trade. Students gain an understanding of the various careers in international trade, finance, shipping, and marketing and consider fundamental concepts, principles, and theories of marketing in an international setting. Course content blends macroeconomic and microeconomic theory with international culture, politics, legal issues, concepts, practices, and applications. Internships may be available to provide students with additional opportunities for "hands-on" experiences in international marketing. Note: This course must be combined with another marketing course to make an approved concentration sequence.

Advanced Global Marketing and Commerce Grade 12 Course #4980 36 weeks 1.00 credit Prerequisite: Completion of Global Marketing and Commerce. Advanced Global Marketing and Commerce a specialized course for students with a career interest in international trade, builds upon concepts learned in International Marketing (8135). Economic and international trade concepts are reviewed, and the world environment of international trade is further explored. Students expand their knowledge about the impact of culture on international trade and continue their study of the legal and political aspects of international marketing. Global product strategies are examined. Concepts detailing entry into international markets, pricing strategies, international promotion, and marketing research are studied. Computer/technology applications supporting international marketing are explored. A review of skills and preparation required for careers in international marketing complete this course. Internships that provide "hands-on" opportunities in the international area may be available to students. Note: This course must be combined with another marketing course to make an approved concentration sequence.

Exploring Entrepreneurship Grades 9 – 12 Course #4935 36 weeks 1.00 credit Students explore qualities of individual enterprise, or the art of succeeding in a career. They develop skills needed to advance in an ever-changing work environment. Specifically, students develop competencies in decision making, long-range planning, effective communication, accountability, responsibility, and continuing education.

Advanced Entrepreneurship Education (CO-OP available) Grades 11– 12 Course #4930 36 weeks 1.00 credit This course is designed for students who wish to concentrate on strategies for career development through ownership/management of their own businesses. Although individual skills are emphasized, the focus of the course is on development of a business plan. Note: This family focus must be combined with family focus or work focus courses to make an approved concentration sequence.

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Tech-Prep Courses with J. Sargeant Reynolds Community College

Principles of Marketing Course #4944 18 weeks .50 credit This course presents principles, methods and problems involved in the marketing of goods, services, and ideas to consumers and organizational buyers. Discusses present-day problems and policies connected with distribution and sale of products, pricing, promotion, and buyer motivation. Examines variations of the marketing mix and market research, plus legal, social, ethical, and international considerations in marketing. This dual enrollment course is part of the following programs at J. S. Reynolds Community College: Internet Marketing, Fashion Merchandising, and Marketing Management. Hospitality Management Career Education prepares students for career entry and progression in hotels, resorts, restaurants, clubs and institutions by building a practical skills base. Students earn college credit and credit toward high school graduation when they complete one or both of the following classes:

Principles of Hospitality Management Course #4957 18 weeks .50 credit This is an introductory course which lays the foundation for career entry and advancement in the lodging and food service industries. The course focuses on market-driven service delivery and teaches general skills which will prepare the student for transfer into a college-level hospitality management degree program, culinary apprenticeship, or direct entry into the hospitality workforce. Topics covered include: the philosophy of hospitality and guest service, time management, staff team building concepts, enhancing workplace communication, policy and procedure formulation, and workplace safety and risk management. Although computer literacy is not a prerequisite, students will have the opportunity to integrate computer skills into their management studies, in order to be prepared for today’s high performance workplace.

≥ MATHEMATICS ≤

D Middle school courses E

Mathematics Modified Grade 6 Course #1560 36 weeks 0.00 credit This course emphasizes mathematical skills that are necessary in everyday life situations-additions, subtraction, use of money, telling time, and use of tools of measurement found around the home. Computation is also included.

Mathematics Remedial Grade 6 Course #1561 36 weeks 0.00 credit This course enables a student to begin working on an individual basis at the instructional level indicated on his elementary objective sheet.

Mathematics Grade 6 Course #1562 36 weeks 0.00 credit For description see Standards of Learning Overview.

Mathematics Honors Grade 6H Course #1563 36 weeks 0.00 credit Prerequisite: Must meet criteria for placement in the advanced mathematics program. For description see Standards of Learning Overview for 6th and 7th grade mathematics. SOL Test: 6th Grade Mathematics.

Mathematics Advanced Grade 6A Course #1565 36 weeks 0.00 credit Prerequisite: Must meet criteria for placement in the advanced mathematics program. For description see Standards of Learning Overview for 6th and 7th grade mathematics. SOL Test: 7th Grade Mathematics 125 Course Descriptions Focusing on the Future

Mathematics Modified Grade 6 Course #1570 36 weeks 0.00 credit Emphasis is on mathematical skills necessary in everyday life. Topics include addition, subtraction, multiplication, and division, borrowing money, use of bank facilities (writing checks, balancing checkbook, savings accounts.) budget making, time work and wages, use of time tables, schedules, measurements, used in the home in cooking, etc., and how to calculate cost in purchasing by dozens, case, carton and gross.

Mathematics Remedial Grade 7 Course #1571 36 weeks 0.00 credit Prerequisite: Successful completion of 6 Mathematics. For description see Standards of Learning Overview.

Mathematics Grade 7 Course #1572 36 weeks 0.00 credit Prerequisite: Must meet criteria for placement in the advanced mathematics program. For description see Standards of Learning Overview for 7th and 8th grade mathematics. SOL Test: 7th Grade Mathematics

Mathematics Honors Grade 7H Course #1573 36 weeks 0.00 credit Prerequisite: Successful completion of 6H Mathematics. For description see Standards of Learning Overview.

Mathematics Accelerated Grade 7A Course #1574 36 weeks 0.00 credit Prerequisite: Must meet criteria for acceleration. Course is designed for advanced sixth grade students. For description see Standards of Learning Overview.

IB Level I Mathematics Grade 7IB Course #1575 36 weeks 0.00 credit Prerequisite: Enrollment in the IB Program. This course is for sixth grade students entering the IB program. For description see Standards of Learning Overview and IB Mathematics Course Guide.

Mathematics Advanced Grade 7A Course #1576 36 weeks 0.00 credit Prerequisite: Must meet criteria for placement in the advanced mathematics program. For description see Standards of Learning Overview for the 7th and 8th grade mathematics. SOL Test: 8th Grade Mathematics

IB Level II Mathematics Grade 8IB Course #1578 36 weeks 0.00 credit Prerequisite: Successful completion of 7 IB Mathematics. Grade 8 SOL Test Required This course is designed for advanced seventh grade students who are at least one year above grade level in mathematics and participating in the IB program. For a complete description see Standards of Learning Overview and IB Mathematics Course Guide.

IB Level III Algebra I Grade 9IB Course #1579 36 weeks 1.00 credit Prerequisite: Successful completion of 7 IB Mathematics. Algebra I SOL Test Required This course is designed for advanced eighth grade students who are at least one year above grade level in mathematics and participating in the IB program. For a complete description see Standards of Learning Overview.

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Mathematics Modified Grade 8 Course #1580 36 weeks 0.00 credit This course emphasizes practical mathematical skills used in everyday life. Topics include computation of wages, preparation of simple tax forms (local, state, and federal), recordkeeping, budgeting household expenses, installment buying, typical insurance policies, value of credit, and measurements used around the home. Mathematical skills needed by a student for specific areas of work can also be included in this course.

Mathematics Remedial Grade 8 Course #1581 36 weeks 0.00 credit For description see Standards of Learning Overview.

Pre-Algebra Grade 8 Course #1583 36 weeks 0.00 credit Prerequisite: Successful completion of 7 Mathematics or Advanced Mathematics I. Grade 8 SOL Test Required For description see Standards of Learning Overview.

Pre-Algebra Accelerated Grade 8A Course #1585 36 weeks 0.00 credit Prerequisite: Successful completion of 7A Mathematics. Grade 8 SOL Test Required Course is designed for advanced seventh grade students. For description see Standards of Learning Overview.

Algebra Readiness (Middle School) Course #1592 18 weeks 0.00 credit The algebra readiness course is an intervention course designed for students who are at risk of failing the Algebra I end-of course SOL test. The course will focus on those objectives from grades 5, 6, 7, and 8 that are essential to the successful completion of Algebra I. Topics include patterns, functions, representations, equation, inequalities and problem solving.

Algebra I Accelerated Course #1595 36 weeks 1.00 credit Prerequisite: Teacher approval and successful completion of 8A Pre-Algebra Algebra I SOL Test Required Course is designed for advanced eighth grade students. For description see Standards of Learning Overview.

Pre-Algebra Honors Grade 8 Course #1684 36 weeks 0.00 credit Prerequisite: Successful completion of 7H Mathematics. Grade 8 SOL Test Required For description see Standards of Learning Overview.

Personal Finance I Grade 6 Course #4510 Personal Finance II Grade 7 Course #4511 Personal Finance III Grade 8 Course #4512 36 weeks 0.00 credit Students explore many facets of financial decision-making involved in daily life. Skills in money management, recordkeeping, and banking are enhanced through the study of basic concepts of economics, credit, and other topics.

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D High school courses E

Pre-Calculus JSRCC Dual Enrollment Course #0501 18 weeks .50 credit Prerequisites: Algebra I, Algebra II, Geometry, and math placement test. Course prepares students for applied calculus or elementary discrete mathematics and presents college algebra, matrices, and algebraic, exponential, and logarithmic functions.

Calculus with Analytic Geometry I JSRCC Dual Enrollment Course #0511 18 weeks .50 credit Prerequisites: Placement recommendation for Algebra I, Algebra II, Geometry and Trigonometry or equivalent. This course presents analytic geometry and the calculus of algebraic and transcendental functions including the study of limits, derivatives, differentials, and introduction to integration along with their applications. Designed for mathematical, physical, and engineering science programs.

Calculus with Analytic Geometry II JSRCC Dual Enrollment Course #0514 18 weeks .50 credit Prerequisites: Math #0511 or equivalent Continues the study of analytic geometry and the calculus of algebraic and transcendental functions including rectangular, polar, and parametric graphing, indefinite and definite integrals, methods of integration, and power series along with applications. Designed for mathematical, physical and engineering science programs.

Applied Algebra Grade 9 Course #1584 36 weeks 1.00 credit Applied algebra employs an interactive workplace-centered approach to teaching algebra concepts while covering the Virginia Standards of Learning for Algebra I. The algebra concepts which are introduced and applied in the context of the workplace include order of operations, solving linear equations, graphing linear equations, nonlinear functions, basic probability, statistics, and systems of equations.

Algebra I Course #1593 36 weeks 1.00 credit Prerequisite: Successful completion of Pre-Algebra. Algebra I SOL Test Required For description see Standards of Learning Overview.

Algebra I Honors Course #1594 36 weeks 1.00 credit Prerequisite: Successful completion of H Pre-Algebra Algebra I SOL Test Required For description see Standards of Learning Overview.

Integrated Mathematics II (Algebra I Part II) Course #1601 36 weeks 1.00 credit Prerequisite: Successful completion of Algebra I Part I. Algebra I SOL Test Required A year course designed to cover the remaining SOL objectives in Algebra I.

Personal Living and Finance Course #1602 36 weeks 1.00 credit Prerequisite: Student must have a current IEP and completed Algebra I Part I and Geometry Part I Personal Living and Finance is a course designed for students with an IEP pursuing a Modified Standard Diploma. Students taking this course would have completed Algebra I Part I, Geometry Part I and then take Personal Living and Finance. Personal Living and Finance objectives include the skills necessary to handle personal business and finances and should include, but not limited to the following topics: Opening a bank account, balancing a check book, debt management, state and federal tax, and completing loan applications.

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Integrated Mathematics II A Course #1603 18 weeks .50 credit Prerequisite: Successful completion of Integrated Math I. No SOL Test Required This semester course includes but is not limited to: Relations and functions expressions and operations, graphing and solving linear equations, and problem solving as an integral focus. The use of the graphing calculator, manipulative and software should be emphasized.

Integrated Mathematics II B Course #1604 18 weeks .50 credit Prerequisite: Successful completion of Integrated Math I and Integrated Math II A. SOL Test is Required at the end of the course This semester course is for students who have successfully completed course #1603 or course #1591, Integrated Mathematics I (Algebra I Part I).

Geometry Honors Course #1607 36 weeks 1.00 credit Prerequisite: Successful completion of 9H Algebra I. Geometry SOL Test Required For description see Standards of Learning Overview.

Geometry Course #1610 36 weeks 1.00 credit Prerequisite: Successful completion of Algebra I. Geometry SOL Test Required For description see Standards of Learning Overview.

Computer Mathematics Course #1613 36 weeks 1.00 credit Prerequisite: Successful completion of Algebra I and Geometry. For description see Standards of Learning Overview.

Geometry Part I Course #1615 36 weeks 1.00 credit Prerequisite: Successful completion of Algebra I or Integrated II A and Integrated II B. A year course designed to cover the first semester objectives of Geometry.

IB-MYP Computer Mathematics Grade 10 Course #1616 36 weeks 1.00 credit This course is designed for students in tenth grade in the IB Program who complete Algebra II in 9th grade and cannot begin the Diploma Programme until 11th grade. This course will provide students additional experiences in using computer programming techniques and skills to solve problems. Strategies include defining the problem; developing, refining and implementing a plan; and testing and revising the solution.

IB Level IV Geometry Course #1617 36 weeks 1.00 credit Prerequisite: Successful Completion of IB Algebra I. Geometry SOL Test Required This course is designed for advanced ninth grade students who are at least one year above grade level in mathematics and participating in the IB program. For a complete description see Standards of Learning Overview and IB Mathematics Course Guide.

Geometry Part II Course#1625 36 weeks 1.00 credit Prerequisite: Successful completion of Geometry Part I. Geometry SOL Test Required A year course designed to cover the remaining SOL objectives in Geometry. 129 Course Descriptions Focusing on the Future

Transition to Advanced Mathematics (TAM) Course #1693 36 weeks 1.00 credit Co-requisite: Algebra I Transition to Advanced mathematics (TAM) is a research-based ninth grade mathematics course combining transitional and innovative teaching strategies. TAM encourages students’ conceptual understanding of key mathematical ideas that underline high school mathematics and sharpens their overall basis skills.

Algebra, Functions, and Data Analysis Grade 11 Course #1702 36 weeks 1.00 credit This course provides an opportunity for mathematical ideas to be developed in the context of real-world problems. Students will be asked to collect and analyze univariate and bivariate data using a variety of statistics and analytical tools. They will learn to attach functional algebra to statistics, allowing for the possibility of standardizing and analyzing data through the use of mathematical models. Students will use transformational graphing and the regression capabilities of graphing calculators to find regression equation, and they will use them to analyze the data and to predict the placement of data points between and beyond given data points.

Algebra II Course #1703 36 weeks 1.00 credit Prerequisite: Successful completion of Algebra I and Geometry. Algebra II SOL Test Required For description see Standards of Learning Overview.

Algebra II Honors Course #1704 36 weeks 1.00 credit Prerequisite: Successful completion of Algebra I and Geometry. Algebra II SOL Test Required For description see Standards of Learning Overview.

Probability and Statistics Course #1706 18 weeks .50 credit Prerequisite: Algebra II For description see Standards of Learning Overview.

SAT Math Preparation Course #1709 18 weeks .50 credit Prerequisite: Algebra I and Geometry Course content includes basic algebraic and geometric concepts, the application of graphic, spatial, numerical and symbolic techniques, and problem solving requiring insight and reasoning. Course also includes test taking strategies for the SAT.

IB Algebra II / Trigonometry Course #1712 36 weeks 1.00 credit Prerequisite: IB Geometry Algebra II SOL Test Required This course is designed for advanced tenth grade students who are at least one year above grade level in mathematics and participating in the IB Program. For a complete description see Standards of Learning Overview and IB Mathematics Course Guide.

IB Mathematical Analysis (Pre-Calculus) International Baccalaureate Course #1715 36 weeks 1.00 credit Prerequisite: IB Algebra II/Trig This course is designed for advanced eleventh grade students who are at least one year above grade level in mathematics and participating in the IB program. For a complete description see Standards of Learning Overview.

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Algebra II / Trigonometry Course # 1721 36 weeks 1.00 credit Prerequisite: Successful completion of Geometry. Algebra II SOL Test Required For description see Standards of Learning Overview.

Mathematical Analysis (Pre- Calculus) Honors Course #1722 36 weeks 1.00 credit Prerequisite: Honors Algebra II/Trig For description see Standards of Learning Overview.

Algebra II / Trigonometry Honors Course #1724 36 weeks 1.00 credit Prerequisite: Successful completion of 10H Geometry. Algebra II Required SOL Test For description see Standards of Learning Overview.

Calculus Honors Course #1725 36 weeks 1.00 credit Prerequisite: Mathematical Analysis or Algebra II/Trig For description see Standards of Learning Overview.

Statistics Honors Course #1726 36 weeks 1.00 credit Prerequisite: Algebra II For description see Standards of Learning Overview.

Algebra II / Trigonometry Course #1729 36 weeks 1.00 credit Prerequisite: Successful completion of Geometry. This course is designed for students who need additional preparation in Algebra II and an introduction to Trigonometry. Topics include linear relations, functions, sequences and series, right triangle ratios, and trigonometric functions. No end of course test is required.

IB-DP (SL) Part I Grade 11 Course #1730 36 weeks 1.00 credit This course prepares students for the IB SL examination. Course content focuses on the application of mathematics outside of the classroom. A project involving original research and data collection is required. Core topics include functions, geometry and trigonometry, statistics and probability, number systems, differential calculus, matrices and system and systems of equations, exponents and logarithms, sequence and series, binomial theorems using Pascal’s Triangle, systems of equations and inequalities, sine, cosine, tangents, angles and vectors and probability distribution. This course satisfies requirements for IB-DP.

IB-DP (SL) Part II Grade 12 Course #1731 36 weeks 1.00 credit This course continues the preparation of students for SL examination. The content focuses on communication of mathematics through a variety of means such as presentations, portfolio assignments, projects and writing assignments. Topics include properties of derivatives/integrals, differentials, exponentials, logarithmic and inverse trigonometric functions, techniques of integration, and parametric equations and polar coordinates. This course satisfies requirements for IB-DP.

Algebra II / Trigonometry Accelerated Course #1734 36 weeks 1.00 credit Prerequisite: Successful completion of 10A Geometry. Algebra II SOL Test Required Course is designed for advanced tenth or eleventh grade students. For description see Standards of Learning Overview.

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Contemporary Mathematics Grades 11-12 Course #1815 36 weeks 1.00 credit This is a highly interactive, reality-based course that educates students on how to make informed financial decisions. This course reviews and emphasizes basic skills and in depth topics on income, money management, spending and credit, and saving and investing. This course can not be used as a mathematics credit. However, this course can be used as an elective. Students enrolled in this course should have satisfied all mathematics SOL requirements.

Calculus Advanced Placement Course #1901 36 weeks 1.00 credit Prerequisite: Honors Mathematical Analysis Course content corresponds to the syllabus of the College Board Advanced Placement Program. Content includes concepts and applications of differential and integral calculus. College credit is given at the discretion of the institution accepting the student and is based on the student’s score on the AP Exam. Students enrolled are expected to take the AP Exam.

Mathematical Analysis (Pre-Calculus) Course# 1910 36 weeks 1.00 credit Prerequisite: Algebra II/ Trigonometry For description see Standards of Learning Overview.

Discrete Mathematics Course #1942 18 weeks .50 credit Prerequisite: Algebra II For description see Standards of Learning Overview.

Statistics Advanced Placement Course #1943 36 weeks 1.00 credit Prerequisite: Honors Mathematical Analysis or Algebra II/Trig Course content corresponds to the syllabus of the College Board Advanced Placement Program. Content includes topics such as frequency tables, models of slope of least squares, probability and statistical inferences. Students enrolled are expected to take the AP Exam.

Discrete Mathematics Accelerated Course #1945 18 weeks .50 credit Prerequisite: Accelerated Algebra II For description see Standards of Learning Overview.

AP Calculus w/Analytic Geometry (Dual Enrollment JSRCC) Course #0511 18 weeks .50 credit Presents analytic geometry and the calculus of algebraic and transcendental functions including the study of limits, derivatives, differentials, and introduction to integration along with their applications. Designed for mathematical, physical, and engineering science programs.

AP Calculus w/Analytic Geometry (Dual Enrollment JSRCC) Course #0514 18 weeks .50 credit Presents analytic geometry and the calculus of algebraic and transcendental functions including the study of limits, derivatives, differentials, and introduction to integration along with their applications. Designed for mathematical, physical, and engineering science programs.

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4 MILITARY SCIENCE – JROTC

Art of Drill and Ceremonies Grades 10 -12 Course # 4406 36 weeks 1.00 credit Prerequisite: Cadets must be at least LET II and currently enrolled in a military class, 4410, 4411 or 4412. This course is designed to expand the LET II, LET III, or LET IV knowledge on Drill and Ceremonies. Cadets will learn methods and techniques for: individual and unit drills, manual of arms with assigned JROTC weapons and sabers, and various other aspects of basic and exhibition drill instruction.

Public Safety I Grade 9 Course #4407 36 weeks 1.00 credit Students learn basic procedures related to law enforcement and fire fighting occupations, including emergency medical services, traffic control, safety, crowd control, and fire prevention technology.

Public Safety II Grade 10 Course #4408 36 weeks 1.00 credit A continuation of public safety I where students extend their experiences with procedures related to law enforcement and fire fighting occupations, emergency medical services, traffic control, safety, crowd control, and fire prevention.

Military Science - Leadership Education and Training I (LET 1) Grade 9 Course #4409 36 weeks 1.00 credit The cadet learns rights and responsibilities underlying good citizenship, leadership, cooperative living, effective oral communication, importance of diet, and physical fitness. The curriculum also includes the history, purpose, and structure of Army JROTC; basic military skills (drill and ceremonies, first aid, map reading); and American history from the Revolutionary period to the present. The cadet learns the dangers of substance abuse, the value of goal-setting, and the use of positive self-talk. The cadet develops a desire to graduate from high school.

Military Science - Leadership Education and Training I (LET 2) Grade 10 Course #4410 36 weeks 1.00 credit Prerequisite: Successful completion of LET 1. The cadet learns ethical values which underlie good citizenship and leadership. The cadet improves written communication skills and grows as a team member. The curriculum also includes American military history from the Korean conflict to the present. Technological advancements (computers, leasers, simulators, robotics), effects of substance abuse, mental management, and a desire to graduate from high school are the focus.

Military Science - Leadership Education and Training (LET 3) Grade 11 Course #4411 36 weeks 1.00 credit Prerequisite: Successful completion of LET 2. The cadet learns about the federal and military systems of justice, solves problems, and supervises subordinates. The cadet assists in teaching military skills to subordinate cadets. American military history from post-Civil War to WWII; technological advances’ impact on energy, environment, medicine, and communications; how leaders can help prevent drug abuse; and a desire to graduate from high school also receive attention.

Military Science - Leadership Education and Training (LET 4) Grade 12 Course #4412 36 weeks 1.00 credit Prerequisite: Successful completion of LET 3. The cadet learns ethical reasoning and decision making, applies skills as a commander or staff officer in the cadet battalion, and demonstrates leadership potential and physical fitness. The cadet studies American military history form the Revolutionary War to the Civil War and is involved in community efforts to fight the drug program. The cadet learns to market oneself for a job, and graduation from high school is a primary goal.

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Military Leadership I Laboratory Assistant Grades 11 -12 Course #4417 18 weeks .50 credit Prerequisite: Teacher recommendation. This course is designed for LET 3 or 4 cadets to serve in a supporting capacity to the JROTC instructors. The cadet will be assigned to a JROTC instructor to assist in the facilitation of student-centered classroom activities and in the preparation of leadership training for LET 1 and 2 cadets.

Military Leadership II Laboratory Assistant Grades 11 -12 Course #4418 18 weeks .50 credit Prerequisite: Teacher recommendation. This course is designed for LET 3 or 4 cadets to serve in a supporting capacity to the JROTC instructors. The cadet will be assigned to a JROTC instructor to assist in the facilitation of student-centered classroom activities and in the preparation of leadership training for LET 1 and 2 cadets.

Public Safety III Fire Grade 11 Course #4423 36 weeks 1.00 credit Fire training through classroom instruction, lectures, equipment maintenance, hands on training, leadership and emergency training, assist with community and youth intervention programs. This course is designed to coach minority youth into a fire fighter career that will lead to gain full employment as a fire fighter. Year three in Public Safety program.

Public Safety IV Fire Grade 12 Course #4424 36 weeks 1.00 credit Students learn about Fire Fighting concepts: An organization with a hands on/OJT type of program built into the learning process (i.e. studying types of building construction, building collapse, various fire streams, etc). This final year of courses will consist of integrated job related tasks involving actual work with the Fire Departments. There is a possibility of some form of incentive that these students could receive while working with the fire department to include, but not limited to pay. Year four in Public Safety program.

Public Safety III Police Grade 11 Course #4425 36 weeks 1.00 credit This course is designed to train young students in proper police procedures such as radio procedures basic patrol, report writing, criminal law, traffic law, investigations, crime prevention, advance first aide, and community service are all a part of the curriculum. Students will also have a host of lectures, field trips and hands on training. Year three in Public Safety program.

Public Safety IV Police Grade 12 Course #4426 36 weeks 1.00 credit This course will involve contemporary law enforcement, directing traffic, accident investigations. In addition, students will be more involved with the police department in hands on practical type situations. The students will visit the different departments within the police department and be assigned to different sections within the police department for hands on practical assignments. Year four in Public Safety program.

h PHYSICAL EDUCATION/DRIVER EDUCATION and health p

D Middle school courses E

Health & Physical Education Grade 6 Course #4060 9 weeks 0.00 credit An exploratory block exposing students to various physical education activities with emphasis on lead-up games, skills, and rules. Students receive abbreviated instruction in sports depending on the time of year this block is scheduled.

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Health & Physical Education Grade 6 Course #4061 18 weeks 0.00 credit A semester elective designed to offer fundamental instruction in beginning soccer, tumbling, gymnastics, rhythmic, rope skipping, fitness activities, and basketball. Approximately 40% of instruction is devoted to Health Education: nutrition, mental health, and disease prevention control.

Health & Physical Education Grade 6 Course #4062 36 weeks 0.00 credit This course offers fundamental instruction in volleyball, softball, recreational and lead-up games, track and physical fitness activities. Approximately 40% of instruction is devoted to Health Education, personal growth, health, first aid and safety.

IB Level I Health & Physical Education Grade 6 Course #4063 18 weeks 0.00 credit This is a required semester course for IB students. This course is designed to compliment, supplement and contribute to the total academic achievement and intellectual development of students. Students engage in a diversified program of physical activities consisting of team and individual sports, rhythms and dance, and physical fitness and conditioning. This course prepares students for a physically and mentally healthy lifestyle.

Health & Physical Education Grade 7 Course #4070 9 weeks 0.00 credit This course includes an abbreviated selection of activities, usually seasonal, depending on when the student is scheduled. Offerings may include: speedball, tennis, square dance, tumbling, gymnastics, basketball, track, softball, volleyball, and fitness activities. Skills, lead-up games and rules are emphasized.

Health & Physical Education Grade 7 Course #4071 18 weeks 0.00 credit A semester elective designed to offer fundamental instruction in speedball, flag football, square dance, tumbling, and gymnastics. Approximately 40% of instruction is devoted to health education: mental health, nutrition, personal growth and personal health.

IB Level II Health & Physical Education Grade 7 Course #4072 18 weeks 0.00 credit A required semester course for IB students, this course is designed to continue the skills introduced in grade 6. Fundamental instruction in various sports, such as soccer, basketball and gymnastics will be included. Nutrition, mental health and disease prevention are the focus of health education.

Health & Physical Education Grade 7 Course #4073 36 weeks 0.00 credit A year offering designed to offer instruction in speedball, flag football, square dance, tumbling, gymnastics, basketball, track, softball, volleyball and fitness activities. Approximately 40% of instruction will be devoted to health education, mental health, nutrition, personal growth, personal health, disease prevention & control and safety.

Health & Physical Education Grade 8 Course #4080 36 weeks 0.00 credit This course is designed to provide instruction in physical fitness, field hockey, flag football, volleyball, square dance, basketball, tumbling, tennis, track and softball. Approximately 40% of instruction is health education in the areas of personal growth & health, drugs and alcohol, tobacco, smoking & safety.

Health & Physical Education Grade 8 Course #4081 18 weeks 0.00 credit This course is designed to provide instruction in physical fitness, field hockey, flag football, volleyball, square dance, basketball, tumbling, tennis, track and softball. Approximately 40% of instruction is health education in the areas of personal growth & health, drugs and alcohol, tobacco, smoking & safety.

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IB Level III Health & Physical Education Grade 8 Course #4082 18 weeks 0.00 credit A required semester course for IB students, this course is designed to continue the development of physical and mental skills. In addition to the refinement of skills learned in grades 6 and 7, students receive fundamental instruction in volleyball, softball, recreation and lead-up games and track. From the health perspective, personal growth, health, first aid and safety will be included.

D High school courses E

Health & Physical Education Grade 9 Course #4090 36 weeks 1.00 credit This course is designed to provide instruction in fitness, volleyball, flag foot-ball, field hockey, wrestling, and folk dance. Approximately 40% of instruction is health education in the following areas: first aid and safety, nutrition, consumer education, disease prevention and control.

IB Level IV Health & Physical Education Grade 9 Course #4092 36 weeks 1.00 credit A requirement for ninth grade IB students, this course is designed to provide instruction on the importance of lifelong fitness and proper nutrition. Students learn about the history and origin of various sports and about a healthy lifestyle. A study of first aid and safety, nutrition, consumer education, and disease prevention and control will be continued.

Health & Physical Education Grade 10 Course #4105 36 weeks 1.00 credit This course is designed to provide instruction in fitness, archery, volleyball, square dance, gymnastics, tennis, recreational sports, and track. Approximately 40% of instruction is health education in the following areas: driver education, mental health, and parenthood and family relations.

IB Level V Health & Physical Education Grade 10 Course #4109 36 weeks 1.00 credit A requirement for tenth grade IB students, this course is designed to provide continued instruction on lifelong fitness and proper nutrition. Students continue to learn about various sports, including archery, square dance, gymnastics and recreational sports. For health, instruction focuses on driver education, mental health, and parenthood and family relations.

Driver Education Theory and Practice Course #4125 18 weeks .50 credit An elective course consisting of three phases: theory, simulator experience, and behind-the-wheel training. Students learn attitudes and natural laws which affect driving. Mental and physical characteristics which affect driving are also discussed. The effects of alcohol and other drugs as well as the differences in a driver’s ability to perceive, react and stop an automobile are covered. Students receive instruction on the safety equipment of the automobile, buying and selling a car, state laws and their effects on driving, motorcycle safety and careers in the driving profession.

Physical Education Grade 11 Course #4200 36 weeks 1.00 credit This course is designed as an elective for advanced students and activities include the finer points in the following: Archery, Flag Football, Badminton, Soccer, Basketball, Volleyball, Gymnastics, Wrestling, Table Tennis, Track and Field, Softball, Tennis, Shuffleboard, Rhythms and Field Hockey. No Health instruction.

Physical Education Grade 12 Course #4300 36 weeks 1.00 credit This course is designed as an elective for advanced students and activities include the finer points in the following: Archery, Flag Football, Badminton, Soccer, Basketball, Volleyball, Gymnastics, Wrestling, Table Tennis, Track and Field, Softball, Tennis, Shuffleboard, Rhythms and Field Hockey. No Health instruction. Majority of team and individual sports offer a class in coaching and officiating at the 12th grade level.

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Adapted Physical Education Course #4303 36 weeks .50 credit Students will specialize in working with physically handicap people, who have limited ability. This course will help students gain knowledge on selected activities that will be useful in working with specific disabilities. Students will work with the Special Olympics Program.

Swimming Course #4305 18 weeks .50 credit Students will learn swimming skills (floating, treading, front, back crawl, elementary back stroke) in order to prepare them to pass Level III Red Cross test, a graduation requirement. Students who have more advanced swimming skill will work on additional strokes (breast, sidestroke) and increased endurance/ distance in order to prepare them to pass Level IV ARC test. Students meet daily at the Tuckahoe YMCA for a 40 min. group lesson to learn water safety skills including rescue breathing.

SCIENCE

D Middle school courses E

Science Grade 6 Course #2562 36 weeks 0.00 credit The Grade 6 course focuses on earth science and environmental science using the basis of scientific investigation and the scientific method beginning with the atomic theory, progressing to a general study of physical geography, geology, mineralogy, weather, and astronomy. Students will be encouraged to develop a research project for entry into science fair competition

Science Honors Grade 6H Course #2563 36 weeks 0.00 credit Prerequisite: Student must meet criteria for placement in the honors program. The Grade 6 course focuses on earth science and environmental science using the basis of scientific investigation and the scientific method beginning with the atomic theory, progressing to a general study of physical geography, geology, mineralogy, weather, and astronomy. The importance of scientific research that validates or challenges ideas is emphasized; therefore, students will develop a research project for entry into science fair competition.

Scientific Research I Grade 6 Course #2564 36 weeks 0.00 credit Course covers simple experimental design concepts. The concepts include observing, inferring, predicting, measuring, classifying, hypothesizing and drawing conclusions. Students will develop a research project for entry into science fair competition.

Scientific Research II Grade 7 Course #2573 36 weeks 0.00 credit Prerequisite: Scientific Research I This course provides students an opportunity to design and conduct experiments, define and manipulate variables, collect, analyze and evaluate data. Students will develop a research project for entry into science fair competition

IB Level I Life Science Grade 7 IB Course #2574 36 weeks 0.00 credit Prerequisite: Enrollment in the Pre-IB Program. This course is for sixth grade students entering the IB program who are at least one year above grade level in Science. For a complete description see Standards of Learning Overview and IB Science Course Guide.

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Life Science Grade 7 Course #2575 36 weeks 0.00 credit Prerequisite: Successful completion of sixth grade science. Life Science emphasizes a more complex understanding of change, cycles, patterns, and relationships in the living world. Students build on basic principles related to these concepts by exploring the cellular organization and the classification of organisms; the dynamic relationships among organisms, populations, communities and ecosystems; and change as a result of the transmission of genetic information from generation to generation. Instruction focuses on inquiry—observing, experimenting, and modeling. Students will be encouraged to develop a research project for entry into science fair competition.

Life Science Honors Grade 7H Course #2576 36 weeks 0.00 credit Prerequisite: Completion of 6H Science or teacher recommendation. Life Science emphasizes a more complex understanding of change, cycles, patterns, and relationships in the living world. Students build on basic principles related to these concepts by exploring the cellular organization and the classification of organisms; the dynamic relationships among organisms, populations, communities and ecosystems; and change as a result of the transmission of genetic information from generation to generation. Instruction focuses on inquiry—observing, experimenting, and modeling. The importance of scientific research that validates or challenges ideas is emphasized; therefore, Students will develop a research project for entry into science fair competition.

Life Science Accelerated Grade 7A Course #2577 36 weeks 0.00 credit Prerequisite: Must meet criteria for acceleration. Course is designed for advanced sixth grade students. Life Science emphasizes a more complex understanding of change, cycles, patterns, and relationships in the living world. Students build on basic principles related to these concepts by exploring the cellular organization and the classification of organisms; the dynamic relationships among organisms, populations, communities and ecosystems; and change as a result of the transmission of genetic information from generation to generation. Instruction focuses on inquiry—observing, experimenting, and modeling. The importance of scientific research that validates or challenges ideas is emphasized; therefore, Students will develop a research project for entry into science fair competition.

Scientific Research II Grade 8 Course #2582 36 weeks 0.00 credit Prerequisite: Scientific Research II This course enables a student to conduct both library and laboratory research on an individual topic. Students must write a research paper documenting the results and present the research to the Virginia Junior Academy of Science or a similar organization.

Scientific Research III Grade 9A Course #2583 36 weeks 1.00 credit Prerequisite: Scientific Research III This course enables a student to conduct both library and laboratory research on an individual topic. Students must write a research paper documenting the results and present the research to the Virginia Academy of Science or a similar organization.

Physical Science Grade 8 Course #2588 36 weeks 0.00 credit Prerequisite: Successful completion of seventh grade science. Course is designed for advanced seventh grade students. Physical Science continues to build on skills of systematic investigation with a clear focus on variables and repeated trials that were studied in grades 6 and 7. Students also validate conclusions using evidence and data. Instruction stresses an in- depth understanding of the nature and structure of matter and the characteristics of energy with considerable emphasis on the technological application of physical science principles. Major areas covered include periodicity (the Periodic Table); physical and chemical changes; nuclear reactions; temperature and heat; sound, light, electricity, and magnetism; and work, force, and motion. Instruction focuses on inquiry—observing, experimenting, and modeling. Students will be encouraged to develop a research project for entry into science fair competition.

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Physical Science Honors Grade 8H Course #2589 36 weeks 0.00 credit Prerequisite: Successful completion of 7H Science or teacher approval. Physical Science continues to build on skills of systematic investigation with a clear focus on variables and repeated trials that were studied in grades 6 and 7. Students also validate conclusions using evidence and data. Instruction stresses an in- depth understanding of the nature and structure of matter and the characteristics of energy with considerable emphasis on the technological application of physical science principles. Major areas covered include periodicity (the Periodic Table); physical and chemical changes; nuclear reactions; temperature and heat; sound, light, electricity, and magnetism; and work, force, and motion. Instruction focuses on inquiry—observing, experimenting, and modeling. The importance of scientific research that validates or challenges ideas is emphasized; therefore, students will develop a research project for entry into science fair competition.

Physical Science Accelerated Grade 8A Course #2590 36 weeks 0.00 credit Prerequisite: Successful completion of 7A Science. Course is designed for advanced seventh grade students. Physical Science continues to build on skills of systematic investigation with a clear focus on variables and repeated trials that were studied in grades 6 and 7. Students also validate conclusions using evidence and data. Instruction stresses an in- depth understanding of the nature and structure of matter and the characteristics of energy with considerable emphasis on the technological application of physical science principles. Major areas covered include periodicity (the Periodic Table); physical and chemical changes; nuclear reactions; temperature and heat; sound, light, electricity, and magnetism; and work, force, and motion. Instruction focuses on inquiry—observing, experimenting, and modeling. The importance of scientific research that validates or challenges ideas is emphasized; therefore, students will develop a research project for entry into science fair competition.

IB Level II Physical Science Grade 8 IB Course #2591 36 weeks 0.00 credit Prerequisite: Successful completion of 7 IB Life Science. This course is designed for advanced seventh grade students who are at least one year above grade level in science and participating in the IB program. For a complete description see Standards of Learning Overview and IB Science Course Guide.

IB Level III Earth Science Course #2601 36 weeks 1.00 credit Prerequisite: Successful completion of 8 IB Physical Science. Earth Science SOL Test Required This course is designed for advanced eighth grade students who are at least one year above grade level in science and participating in the IB program. For a complete description see Standards of Learning Overview and IB Science Course Guide.

Earth Science Accelerated Course #2606 36 weeks 1.00 credit Prerequisite: Successful completion of 7A Life Science or teacher approval. Earth Science SOL Test Required Course is designed for advanced eighth grade students. Earth Science is a laboratory science course that explores origins of the Earth’s composition, structure, processes, and history; its atmosphere, fresh water, and oceans; and its environment in space. Students experience the content of Earth Science through inquiry-based laboratory investigations and focus on topics associated with plate tectonics, the rock cycle, Earth history, the oceans, the atmosphere, weather and climate, and the solar system and universe. In addition to the topics covered the interpretation of maps, charts, tables, and profiles; the use of technology to collect, analyze, and report data; and the utilization of science skills in systematic investigation will also be stressed. Students will develop a research project for entry into science fair competition

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Biology, Accelerated Grade 7 Course #2705 36 weeks 1.00 credit Prerequisite: Must meet criteria for acceleration. Biology is a laboratory science course that investigates the understanding of living systems and the relationship between structure and function of organisms and systems, the interdependence and interactions of biotic and abiotic components of the environment. Emphasis continues to be placed on the skills necessary to examine alternative scientific explanations, actively conduct controlled experiments, analyze and communicate information, and gather and use information in scientific literature. Students will explore biological concepts through an inquiry approach. The importance of scientific research that validates or challenges ideas is emphasized at this level. Students will develop a research project for entry into science fair competition

D High school courses E

Earth Science Course #2604 36 weeks 1.00 credit Prerequisite: Successful completion of 8 Science. Earth Science SOL Test Required Earth Science is a laboratory science course that explores origins of the Earth’s composition, structure, processes, and history; its atmosphere, fresh water, and oceans; and its environment in space. Students experience the content of Earth Science through inquiry-based laboratory investigations and focus on topics associated with plate tectonics, the rock cycle, Earth history, the oceans, the atmosphere, weather and climate, and the solar system and universe. In addition to the topics covered the interpretation of maps, charts, tables, and profiles; the use of technology to collect, analyze, and report data; and the utilization of science skills in systematic investigation will also be stressed. Students also explore the impact of the Space Age and technology applications, including GPS (Global Positioning System). Students will be encouraged to develop a research project for entry into science fair competition.

Earth Science Honors Course #2605 36 weeks 1.00 credit Prerequisite: Student must meet criteria for continuing or placement in the honors program. Earth Science SOL Test Required Earth Science is a laboratory science course that explores origins of the Earth’s composition, structure, processes, and history; its atmosphere, fresh water, and oceans; and its environment in space. Students experience the content of Earth Science through inquiry-based laboratory investigations and focus on topics associated with plate tectonics, the rock cycle, Earth history, the oceans, the atmosphere, weather and climate, and the solar system and universe. In addition to the topics covered the interpretation of maps, charts, tables, and profiles; the use of technology to collect, analyze, and report data; and the utilization of science skills in systematic investigation will also be stressed. Students also explore the impact of the Space Age and technology applications, including GPS (Global Positioning System). The importance of scientific research that validates or challenges ideas is emphasized; therefore, students are required to develop a research project for entry into science fair competition.

Earth Science I Part I Modified Course #2612 36 weeks 1.00 credit Prerequisite: Student must have a current IEP. Course satisfies requirement for the Modified Standard Diploma Only. This laboratory course provides a basic overview of Earth Science concepts. This study remains inquiry-based and involves students in the scientific processes. Topics include a study of planet Earth, meteorology, astronomy, and oceanography. The importance of scientific research that validates or challenges ideas is emphasized; therefore, students are encouraged to develop a research project for entry into science fair competition. The SOL test is not required. Students must pass Earth Science Part I before taking Earth Science and the Earth Science SOL test.

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Earth Science I Part II Modified Course #2611 36 weeks 1.00 credit Prerequisite: Student must have a current IEP and successful completion of Earth Science I Part I. Course satisfies requirement for the Modified Standard Diploma Only. Earth Science SOL Test Required. Earth Science is a laboratory science course that explores origins of the Earth’s composition, structure, processes, and history; its atmosphere, fresh water, and oceans; and its environment in space. Students experience the content of Earth Science through inquiry-based laboratory investigations and focus on topics associated with plate tectonics, the rock cycle, Earth history, the oceans, the atmosphere, weather and climate, and the solar system and universe. In addition to the topics covered the interpretation of maps, charts, tables, and profiles; the use of technology to collect, analyze, and report data; and the utilization of science skills in systematic investigation will also be stressed. Students will be encouraged to develop a research project for entry into science fair competition.

Earth Science Part I Course #2613 36 weeks 1.00 credit Prerequisite: Recommendation of a teacher or counselor. Earth Science is a laboratory science course that explores origins of the Earth’s composition, structure, processes, and history; its atmosphere, fresh water, and oceans; and its environment in space. Students experience the content of Earth Science through inquiry-based laboratory investigations and focus on topics associated with plate tectonics, the rock cycle, Earth history, the oceans, the atmosphere, weather and climate, and the solar system and universe. In addition to the topics covered the interpretation of maps, charts, tables, and profiles; the use of technology to collect, analyze, and report data; and the utilization of science skills in systematic investigation will also be stressed. Students will be encouraged to develop a research project for entry into science fair competition. The SOL test is not required. Students must pass Earth Science Part I before taking Earth Science and the Earth Science SOL test.

Oceanography Course #2650 36 weeks 1.00 credit Prerequisite: Successful completion of Earth Science. Oceanography is a laboratory science course that enables students to focus on the chemical, geological and physical properties of the ocean. Topics discussed include waves, tides, plate tectonics, topography of the ocean floor and related processes. Students also study oceanography from an interdisciplinary perspective, exploring the rock cycle, Earth’s history, the atmosphere, weather and climate, and the phenomena of our solar system and our universe as a basis for the Standards of Learning test for Earth science. Students will develop a research project for entry into science fair competition.

Astronomy Course #2660 36 weeks 1.00 credit Prerequisite: Successful completion of 3 or more science credits. Astronomy is a laboratory science course that explores the tools and techniques of the astronomer, the solar system, exploration of space, universal laws, stellar evaluation, and formation of galaxies and the origin of the universe. The planetarium at Thomas Jefferson High School will be utilized to demonstrate features of topics to be considered. Students will become familiar with the sky and will have an opportunity to participate in night-time observing sessions at a nearby dark site. Students also study astronomy from an interdisciplinary perspective, discussing plate tectonics, the rock cycle, Earth’s history, the oceans, and the phenomena of the atmosphere, weather, and climate as a basis for the Standards of Learning test for Earth Science. Students will develop a research project for entry into science fair competition.

Biology Applied Course #2701 36 weeks 1.00 credit Prerequisite: Teacher or counselor recommendation and students must have a current IEP. This course provides the basic concepts of biology. Students will also explore the history of scientific thought and the evidence that supports it, laying the foundation for investigation of the dynamic relationships among organisms and their changes over time. The topics include body systems, diseases, physical and emotional well-being, environmental problems and additional topics of interest to the students. . Students will be encouraged to develop a research project for entry into science fair competition. There is no end of course test for this course.

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Biology Course #2702 36 weeks 1.00 credit Prerequisite: Successful completion of 1 previous science credit. Biology SOL Test Required Biology is a laboratory science course that investigates the understanding of living systems and the relationship between structure and function of organisms and systems, the interdependence and interactions of biotic and abiotic components of the environment. Emphasis continues to be placed on the skills necessary to examine alternative scientific explanations, actively conduct controlled experiments, analyze and communicate information, and gather and use information in scientific literature. Students will explore biological concepts through an inquiry approach. The importance of scientific research that validates or challenges ideas is emphasized at this level. Students will be encouraged to develop a research project for entry into science fair competition.

Biology Accelerated Course #2705 36 weeks 1.00 credit Prerequisite: Recommendation of teacher and successful completion of 9A Science course. Biology SOL Test Required Biology is a laboratory science course in which students engage in a depth study of the principles of biology. Students will investigates the understanding of living systems and the relationship between structure and function of organisms and systems, the interdependence and interactions of biotic and abiotic components of the environment. Emphasis continues to be placed on the skills necessary to examine alternative scientific explanations, actively conduct controlled experiments, analyze and communicate information, and gather and use information in scientific literature. Students will explore biological concepts through an inquiry approach. The importance of scientific research that validates or challenges ideas is emphasized at this level. Students will develop a research project for entry into science fair competition.

Biology Honors Course #2708 36 weeks 1.00 credit Prerequisite: Successful completion of 9H Science course. Biology SOL Test Required Biology is a laboratory science course in which students engage in a depth study of the principles of biology. Students will investigates the understanding of living systems and the relationship between structure and function of organisms and systems, the interdependence and interactions of biotic and abiotic components of the environment. Emphasis continues to be placed on the skills necessary to examine alternative scientific explanations, actively conduct controlled experiments, analyze and communicate information, and gather and use information in scientific literature. Students will explore biological concepts through an inquiry approach. The importance of scientific research that validates or challenges ideas is emphasized at this level. Students will develop a research project for entry into science fair competition.

Biology I Part II Course #2714 36 weeks 1.00 credit Prerequisite: Successful completion of Biology I Part I. Student must have a current IEP. Biology SOL Test is not required This laboratory course provides the basic concepts of biology. The topics include body systems, diseases, physical and emotional well-being, environmental problems and additional topics of interest to the students. Course satisfies requirements for the modified standard diploma. This is designed for to satisfy the requirements for the Modified Standard Diploma or for students who need a basic review of middle school life science before taking a high school biology course. This study remains inquiry- based and involves students in the scientific processes. Topics of study include natural selection, life functions, and ecology. Students also explore the history of scientific thought and the evidence that supports it, laying the foundation for investigation of the dynamic relationships among organisms and their changes over time. Students will be encouraged to develop a research project for entry into science fair competition.

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Biology I Part I Course #2715 36 weeks 1.00 credit Prerequisite: Student must have a current IEP. Course satisfies requirements for the modified standard diploma. The SOL Test is not required. This laboratory course is designed for students who need a science course to satisfy the requirements for the Modified Standard Diploma or for students who need a basic review of middle school life science before taking a high school biology course. This study remains inquiry-based and involves students in the scientific processes. Topics of study include natural selection, life functions, and ecology. Students also explore the history of scientific thought and the evidence that supports it, laying the foundation for investigation of the dynamic relationships among organisms and their changes over time. Students will be encouraged to develop a research project for entry into science fair competition.. This curriculum addresses the Commonwealth’s Science Standards of Learning in a part 1 course in biology through its focus on inquiry—observing, experimenting, and modeling.

Biology Part I Course #2716 36 weeks 1.00 credit Prerequisite: Teacher or counselor recommendation. This laboratory course is designed for students who need a basic review of middle school life science before taking a high school biology course. This study remains inquiry-based and involves students in the scientific processes. Topics of study include natural selection, life functions, and ecology. Students also explore the history of scientific thought and the evidence that supports it, laying the foundation for investigation of the dynamic relationships among organisms and their changes over time. . Students will be encouraged to develop a research project for entry into science fair competition. The Biology SOL End-of-Course test is not required.

IB Level IV Biology Grade 9 Course #2718 36 weeks 1.00 credit This course is designed for ninth grade students in the IB Program. The course offers a study of the fundamental characteristics of living matter from the molecular level to the ecological community. Emphasis is put on diversity of living organisms, their structure, function and evolution.

IB-DP Biology SL/HL Part I Grade 11 Course #2719 36 weeks 1.00 credit This course is required for IB students who select Biology from Group 4. In this course, students create labs by developing a research question hypothesis, isolating variables, identifying materials, creating and analyzing lab procedures. It includes a study of biological concepts and their impact on the world. This course prepares students for the Biology DP examination and satisfies requirements for IB-DP.

IB-DP Biology HL/SL Part II Grade 12 Course #2720 36 weeks 1.00 credit This course is required for IB students who select Biology from Group 4 and is partner to Biology I taught in Grade 11. In this course, students examine nucleic acids and proteins, cell respiration and photosynthesis, extended topics in genetics, human reproduction and defense against infectious diseases. They study nerves, muscles and movement and plant science; present and analyze date in a clear concise and organized manner, using appropriate graphical diagrammatic and mathematical techniques; and synthesize and relate biological knowledge from different areas of biology. This course prepares students for the IB-DP Biology examination at the end of Grade 12, and satisfies the requirements for IB-DP.

Chemistry Course #2802 36 weeks 1.00 credit Prerequisite: Recommended for students who have earned a grade of “C” or better in Biology and Algebra I and enrolled in or have taken Algebra II. Chemistry SOL Test Required Chemistry is a laboratory science course in which students engage in a depth study of the principles of chemistry. This course includes topics such as atomic theory, compounds and bonding, chemical reactions, gasses and solutions, moles and stoichiometry, as well as the appropriate safety precautions when working with chemicals and laboratory equipment. Scientific methodology is employed in inquiry-based experimental and analytical investigations, and concepts are illustrated with examples from environmental science, nuclear science, organic chemistry and biochemistry. Students will be encouraged to develop a research project for entry into science fair competition.

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Chemistry Honors Course #2803 36 weeks 1.00 credit Prerequisite: Teacher recommendation Chemistry SOL Test Required This course includes topics such as atomic theory, compounds and bonding, chemical reactions, gasses and solutions, moles and stoichiometry, as well as the appropriate safety precautions when working with chemicals and laboratory equipment. Scientific methodology is employed in inquiry-based experimental and analytical investigations, and concepts are illustrated with examples from environmental science, nuclear science, organic chemistry and biochemistry. The importance of scientific research that validates or challenges ideas is emphasized; therefore, students will develop a research project for entry into science fair competition.

Chemistry Accelerated Course #2804 36 weeks 1.00 credit Prerequisite: Recommended for tenth grade students who are accelerated in science. Chemistry Required SOL Test This course includes topics such as atomic theory, compounds and bonding, chemical reactions, gasses and solutions, moles and stoichiometry, as well as the appropriate safety precautions when working with chemicals and laboratory equipment. Scientific methodology is employed in inquiry-based experimental and analytical investigations, and concepts are illustrated with examples from environmental science, nuclear science, organic chemistry and biochemistry. The importance of scientific research that validates or challenges ideas is emphasized; therefore, students will develop a research project for entry into science fair competition.

Environmental Science Course #2808 36 weeks 1.00 credit This hands-on laboratory course is designed to enhance appreciation for the protection of the environment. Areas include: non- renewable resources, the identification of sources of solid and gas pollutants affecting the liability of the land and soil and of source water pollution. Environmental problems and solutions are discussed and debated. Vocabulary development and learning/story skills are emphasized throughout all strands of the curriculum. Students will be encouraged to develop a research project for entry into science fair competition.

Ecology Course #2809 36 weeks 1.00 credit This course will focus on the factors that define an ecosystem and the unique interrelationships between organisms and the non- living environmental factors affecting their development and existence. Students will be encouraged to develop a research project for entry into science fair competition.

Chemistry Part I Course #2812 36 weeks 1.00 credit Prerequisite: Teacher recommendation This laboratory course is designed for students who need a science course to satisfy the requirements for the Modified Standard Diploma or for students who need a basic review of middle school physical science before taking a high school chemistry course. This study remains inquiry-based and involves students in the scientific processes. Topics include an introduction to chemistry, the structure of the atom, the properties of matter, bonding, nomenclature, and chemical applications. This curriculum addresses the Commonwealth’s Science Standards of Learning for a part-one course in chemistry through its focus on inquiry—observing, experimenting, and modeling. The SOL test is not required. Student must pass Chemistry Part I before taking Chemistry and the Chemistry SOL test. Students will be encouraged to develop a research project for entry into science fair competition.

IB Level V Chemistry Grade 10 Course #2813 36 weeks 1.00 credit This course is designed for tenth grade students in the IB Program. The course offers a study of chemical, including organic and environmental chemistry. Laboratory experiments are an essential part of the course.

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IB-DP Chemistry SL Part I Grade 11 Course #2816 36 weeks 1.00 credit This course is required for the IB students who select chemistry from Group 4 and is the partner course to the one taught in the junior year. In this course, students conduct a Group 4 interdisciplinary project within the sciences; continue to examine atomic theory, periodicity, bonding, energetic, kinetics, equilibrium, acids and bases, oxidation and reduction, organic chemistry, chemical industries and fuels and energy; and create independent labs. This course prepares students for chemistry SL examination and satisfies requirements for IB-DP.

IB-DP Chemistry SL Part II Grade 12 Course #2817 36 weeks 1.00 credit This course is required for the IB students who select chemistry from Group 4 and is the partner course to the one taught in the junior year. In this course, students conduct a Group 4 interdisciplinary project within the sciences; continue to examine atomic theory, periodicity, bonding, energetic, kinetics, equilibrium, acids and bases, oxidation and reduction, organic chemistry, chemical industries and fuels and energy; and create independent labs. This course prepares students for chemistry SL examination and satisfies requirements for IB-DP.

Ecology Honors Course #2819 36 weeks 1.00 credit Prerequisite: Student must meet criteria for placement in this honors course. Course focuses on exploration of environmental issues. It is related to the biological and chemical aspects of land form, land use, pollution, global warming and current trends that affect our lifestyles.

Physics Course #2900 36 weeks 1.00 credit Prerequisite: Successful completion of Chemistry. Designed for students who plan to take physics in college, this introductory course in the basic laws of the physical universe stresses both practical and theoretical applications of physics. Students explore in depth the nature and characteristics of energy and its interaction with matter. Topics include force and motion, relativity, momentum, heat, light, the kinetic molecular theory, energy transformations, sound, the electromagnetic spectrum, electricity, and non-Newtonian physics. Atomic and nuclear physics are introduced. The importance of scientific research that validates or challenges ideas is emphasized; therefore, students are encouraged to develop a research project for entry into science fair competition.

Physics Honors Course #2901 36 weeks 1.00 credit Prerequisite: Successful completion of 11H Science offering. Designed for students who plan to take physics in college, this introductory course in the basic laws of the physical universe stresses both practical and theoretical applications of physics. Students explore in depth the nature and characteristics of energy and its interaction with matter. Topics include force and motion, relativity, momentum, heat, light, the kinetic molecular theory, energy transformations, sound, the electromagnetic spectrum, electricity, and non-Newtonian physics. Atomic and nuclear physics are introduced. The importance of scientific research that validates or challenges ideas is emphasized; therefore, students are required to develop a research project for entry into science fair competition.

Physics Accelerated Course #2902 36 weeks 1.00 credit Prerequisite: Recommended for eleventh grade students who are accelerated in science. Designed for students who plan to take physics in college, this introductory course in the basic laws of the physical universe stresses both practical and theoretical applications of physics. Students explore in depth the nature and characteristics of energy and its interaction with matter. Topics include force and motion, relativity, momentum, heat, light, the kinetic molecular theory, energy transformations, sound, the electromagnetic spectrum, electricity, and non-Newtonian physics. Atomic and nuclear physics are introduced. The importance of scientific research that validates or challenges ideas is emphasized; therefore, students are required to develop a research project for entry into science fair competition.

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Human Anatomy & Physiology Course #2907 36 weeks 1.00 credit Prerequisite: Successful completion of Biology. This is a laboratory science course. Provides detailed explanations of the functions of the human body not covered in biology and develops basic knowledge of physiology as represented by the latest advances. Scientific research is required. Students will be encouraged to develop a research project for entry into science fair competition.

Bio-Chemistry Course #2908 36 weeks 1.00 credit Prerequisite: Recommendation of a teacher or counselor. Course content is based upon current advanced topics in Biology and Chemistry. The interrelationship between the two disciplines is stressed. Material is obtained from periodicals and a variety of textbooks. Library research is required. There is no end-of-course test requirement. Students will be encouraged to develop a research project for entry into science fair competition.

Laboratory Techniques Course #2913 36 weeks 1.00 credit Prerequisite: Completion of Science 10. This course is designed to aid students whose education will terminate upon the completion of high school. The student will study theory in the classroom and practicum in a hospital setting. Scientific research is required.

Human Anatomy & Physiology Honors Course #2914 36 weeks 1.00 credit Prerequisite: Successful Completion of honors biology. This course gives an explanation of the chemical and physical phenomena underlying the structure and function of systems of the human body. Identifies, explains functions of and describes chemical net working of the various body parts in relation to the total system. The importance of scientific research that validates or challenges ideas is emphasized; therefore, students are required to develop a research project for entry into science fair competition.

Biology Advanced Placement Course #2951 36 weeks 1.00 credit Prerequisite: Recommendation of a teacher and successful completion of biology and chemistry. AP Biology Test Required Advanced Placement Biology is a second-year, laboratory-centered biology course designed to help students develop an understanding of how biological information is collected, how it is interpreted, and how hypotheses are formulated to make further predictions. Students focus on three broad content areas: the molecular and cellular, the organism, and the population. In this college-level course, which may require two periods, the major emphasis is on laboratory observations and experimentation; standard.

Chemistry Advanced Placement Course #2952 36 weeks 1.00 credit Prerequisite: Successful completion of Chemistry and Algebra II. AP Chemistry Test Required This course is designed to offer college-level general chemistry experiences with emphasis on chemical calculations, the mathematical 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 from other courses in the science curriculum. Students will be prepared to take the year-end AP Chemistry test for possible college credit.

Physics Advanced Placement Course #2953 36 weeks 1.00 credit Prerequisite: Algebra II/Trigonometry AP Physics Test Required This fast paced, advanced level course is equivalent to a first-year Algebra/Trig based college Physics course requiring a considerable effort and time commitment compared to the regular Physics course. AP Physics B is a non-calculus based physics course that covers a very wide range of topics including mechanics, thermo-dynamics, waves and optics, electromagnetism, and atomic and nuclear physics. Trigonometric identities of sine, cosine, and tangent will be utilized.

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AP Environmental Science Course #2954 36 weeks 1.00 credit AP Environmental Science Test Required The AP Environmental Science course is designed to be the equivalent of a one-semester, introductory college course in environmental science. The course provides students with the scientific principles, concepts and methodologies required to understand the inter-relationships of the natural world, to identify and analyze environmental problems both natural and human- made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. Students will be prepared to take the year-end AP Environmental test for possible college credit.

Integrated Science 3-Year Sequence, Course I Course #2955 36 weeks 1.00 credit Prerequisite: Recommendation of a teacher or counselor. This course is inclusive of concepts in Earth Science, Biology, Chemistry, and Physics. Students will take the Earth Science, Biology, and Chemistry test(s) when they have completed the appropriate SOL content, as determined by the School Division. Students will be encouraged to develop a research project for entry into science fair competition.

Integrated Science 3-Year Sequence, Course 2 Course #2956 36 weeks 1.00 credit Prerequisite: Integrated Science, 3-Year Sequence Course 1. This course is inclusive of concepts in Earth Science, Biology, Chemistry and Physics. Students will take the Earth Science, Biology, and Chemistry test(s) when they have completed the appropriate SOL content, as determined by the School Division. Students will be encouraged to develop a research project for entry into science fair competition.

Integrated Science 3-Year Sequence, Course 3 Course #2957 36 weeks 1.00 credit Prerequisite: Integrated Science, 3-Year Sequence Course 2. Biology Required SOL Test This course is inclusive of concepts in Earth Science, Biology, Chemistry, and Physics. Students will take the Earth Science, Biology, and Chemistry test(s) when they have completed the appropriate SOL content, as determined by the School Division. Students will be encouraged to develop a research project for entry into science fair competition.

Laboratory Assistant Course #2960 18 weeks .50 credit Prerequisite: Recommendation of teacher. A student with an interest and a background in science, who is dependable and willing to work, may become a laboratory assistant for a semester. The student will be assigned to a biology or chemistry teacher to help with the preparations for laboratory experiments. Under the direction of the teacher, the student will prepare solutions, assemble equipment and materials and help with the housekeeping of the laboratory to insure safety at all times. The student must pass a written examination, prepared by the teacher, each semester to receive credit. This credit will not fulfill the science requirement of an academic diploma. Scientific research is required.

Science Research Course #2962 18 weeks .50 credit This course enables a student to conduct both a library and laboratory research on an individual topic. To receive credit a student must write a research paper documenting the results and present the research to the Virginia Junior Academy of Science or a similar organization. The student may continue his research for a second semester. However, the student must have completed his library search and produce some results of his laboratory research. Scientific research is required.

Issues in Living Systems JMU Dual Enrollment Course # 2968 18 weeks .50 credit This course covers fundamental processes within the context of developing technologies, such as genetic engineering, biopharmaceutical drug development, and the treatment and prevention of infectious diseases. In addition to the science and technology of molecular genetics, cell biology, and infectious diseases, this course explores some of the economic, social, legal, and ethical issues associated with these topics.

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Technical Scientific Writing Course #2970 36 weeks 1.00 credit Prerequisite: One laboratory science course and Algebra I. This comprehensive course requires the implementation of the Experimental Design Components, publishing articles for journals as well as statistical analysis of data. Graphing Calculators and DBL (Calculator Based Labs) will be taught. Students must prepare projects for Metro-Richmond Science Fair, City-Wide Science Fair, and the Virginia Junior Academy of Science.

General Biology I JSRCC Dual Enrollment Course #0520 18 weeks .50 credit General Biology II JSRCC Dual Enrollment Course #0521 18 weeks .50 credit Prerequisite: Satisfactory score on the reading placement test. This dual enrollment course explores fundamental characteristics of living matter from the molecular level to the ecological community with emphasis on general biological principles. Introduces the diversity of living organisms, their structure, function and evolution.

TECHNOLOGY EDUCATION !

D MIDDLE SCHOOL courses E

IB Level I Computer/Design Technology I Grade 6 Course #5357 18 weeks 0.00 credit This Level I course is for students enrolled in the IB program. Students will be able to integrate areas of interaction into projects created in using various software applications, recognize and explore various media, techniques, processes and tools/equipment for several different technological areas, properly use the formatting rules and procedures to create various forms using Microsoft word, and create and manipulate data using Microsoft office excel.

IB Level II Computer/Design Technology II Grade 7 Course #5358 18 weeks 0.00 credit This second level technology course is for students enrolled in the IB program. Students will be able to use the computer confidently as a form of expression and communication while demonstrating a range of technological skills, solve design problems use a developmental workbook to reflect upon and evaluate their work in order to set goals for future development, and assess and appraise their work and that of others using a rubric based on IBMYP criteria.

IB Level III Computer/Design Technology III Grade 8 Course #5359 18 weeks 0.00 credit This third level technology course is for students enrolled in the IB program. Students will be able to integrate areas of interaction into projects created in using various software applications, use group discussion and feedback to support and promote creative development, and demonstrate improved skills in using Microsoft word and excel.

Introduction to Technology Grade 6 Course #5360 9 weeks 0.00 credit Course #5361 18 weeks 0.00 credit Course #5364 36 weeks 0.00 credit This course has students first study the basic elements of all technology, including processes, energy, information, and people. They explore up to four systems of technology, including construction, transportation, communication, and production/manufacturing. Finally, they relate the impact of technology on society, environment, and culture to future consequences and decisions.

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Inventions and Innovations Grade 7 Course #5431 18 weeks 0.00 credit Course #5432 36 weeks 0.00 credit This course has students make models of significant inventions that have advanced society. After studying these developments, they explore contemporary technological problems facing them, their community, or the world and apply systematic procedures to invent new products or innovations as solutions.

Technological Systems Grade 8 Course #5436 18 weeks 0.00 credit Course #5434 36 weeks 0.00 credit This course has students combine resources and techniques into systems, realizing technology as a system. By simulating systems, assessing their impacts, and relating this experience to the two previous levels, students gain an insight into how to approach the problems and opportunities of a technological world in a broad sense. They also explore occupational areas and educational programs for technology-oriented careers.

D HIGH SCHOOL courses E

Technology Foundations Grades 9 - 12 Course #8813 18 weeks .50 credit Course #8814 36 weeks 1.00 credit This is the beginning high school course in the Design and Technology program; students acquire a foundation in technological material, energy, and information and apply processes associated with the technological thinker. Challenged by laboratory activities, students create new ideas and innovations, build systems, and analyze technological products to learn further how and why technology works. They work in groups to build and control systems with engineering in the development of a technology

Technology Transfer Grades 10 - 12 Course #8815 18 weeks .50 credit Course #8816 36 weeks 1.00 credit Prerequisite: Technology Foundations This course has students working with a variety of computers, materials, and systems to improve their skills and knowledge. Groups work together, applying math, science, and communication concepts, on a project that combines systems such as production, energy, communication, transportation, biotechnology, and other technologies. Thematic activities engage students in community problems where they transfer the technological method to address recycling, space exploration, and housing. IB Computer/Design Technology IV Level IV Grade 9 Course #5380 18 weeks __ .50 credit This is a semester course for IB 9th graders. The areas of emphasis include developing an on-line portfolio. Students learn to use advanced researching techniques and utilize advanced features of Microsoft Word, including foot-noting and creating bibliography.

Technical Drawing/Design Course #5381 18 weeks .50 credit Course #5391 36 weeks 1.00 credit In this foundation course, students learn the basic language of technical design, and they design, sketch, and make technical drawings, models, or prototypes of real design problems. The course is especially recommended for future engineering and architecture students.

IB Computer/Design Technology V Level V Grade 10 Course #5382 18 weeks .50 credit This is a semester course for IB 10th graders. The focus will be on the refinement of skills learned in grade 9. Students will think critically about the role of technology in the world and the impact and significance of the information age.

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International Baccalaureate Electives

Gifted & Talented Grade 6 Course #0023 36 weeks 0.00 credit Designed to provide specialized, individual and small-group instruction for students who have been designated Gifted and/or Talented. The course is tailor-made to the needs and abilities of each student enrolled.

Gifted & Talented Grade 7 Course #0024 36 weeks 0.00 credit Designed to provide specialized, individual and small-group instruction for students who have been designated Gifted and/or Talented. The course is tailor-made to the needs and abilities of each student enrolled.

Gifted & Talented Grade 8 Course #0025 36 weeks 0.00 credit Designed to provide specialized and small-group instruction for students who have been designated Gifted and/or Talented. The course is tailor-made to the needs and abilities of each student enrolled.

The Personal Project Grade 10 Course #1029 36 weeks 0.00 credit The Personal Project, beginning in grade nine, is a body of work produced over a two-year period. Completed in Level 5 (Grade 10), it is a culminating activity of the student’s participation in the Middle Years Program and his/her involvement with the five Areas of Interaction. It is a product of the student’s own initiative and reflects his/her experiences in the MYP. The Personal Project is designed to assess the student’s ability to organize and create, to use a combination of skills developed in various subjects and through the approaches to learning, and to present his/her product orally. The assessment of the process and product takes various forms-self, peer and teacher.

Creativity, Action and Service (CAS) Grades 11-12 Course #1141 36 weeks 0.00 credit Creativity, Action and Service (CAS) provides an opportunity for students to extend what is learned in the classroom and to provide experiences for students to develop self-confidence, empathy and a willingness to help others. The focus is on educating the whole person by involving students in the community at the local, national, and/or international levels. Students devote a minimum of 150 hours during a two-year period with time distributed evenly among the three areas.

The Extended Essay Grades 11-12 Course #1231 36 weeks 0.00 credit This course is a requirement for the IB Diploma Programme. The extended essay is an independent, self-directed piece of research culminating in a 4,000 word paper. Emphasis is placed on the research process, the appropriate formulation of a research question, the personal exploration of the topic, the communication of ideas and the development of argument. The student must analyze, synthesize and evaluate knowledge of a personal choice of topic from within any subject area. The student must produce his/her essay within constraints of time, essay length and available resources.

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Focusing on the Future

RTC COURSES ACDC PROGRAMS PLC COURSES

Section VI

Focusing on the Future

RICHMOND TECHNICAL CENTER COURSE OFFERINGS 2011-2012 *Architectural Drawing & Design 10-12 Barbering I & II, 11-12 Course #7127 – Technical Drawing & Design (1st Course #8004 – I Sem.) JSRCC Course # 8007 – II (Meets everyday) Course #7110 – Architectural Drawing & Design (2nd (I)2.00/(II)4.00 credits/year 36 weeks/class Sem.) JSRCC Prerequisite: Students must have a minimum GPA of Course # 4617 – Technical Drawing & Design (1st Sem.) 2.0 and a “C” or better in math and science. Course # 4619 – Architectural Drawing & Design (2nd A two-year program where students study the care of Sem.) hair, scalp, and skin. Additionally, students study and 1 credit/semester 18 weeks/class prepare in a clinical lab setting, using mannequins and Students learn the principles and basic language of live models for manipulative practice. The program architecture and technical design. Students increase emphasizes safety and sanitation, communication, their understanding of working drawings and and management skills. Related areas of study construction techniques learned in the prerequisite include psychology, ethics, and professional image. course. Experiences include residential and Competency completions prepare the students for the commercial building designs, rendering, model Virginia state-licensing exam. Uniform required. making, structural details, and community planning. Basic Small Engine Repair 9 – 12 Automotive Body Technology I & II Course #7143 (Repair/Paint) 10– 12 2.00 credits 36 weeks/class Course #7102 – I Students enrolled in this exploratory program learn Course #7202 – II skills associated with general maintenance and repair Course # 7302 – III (optional) of lawnmowers, rotary tillers and portable equipment. 2.00 credits/year 36 weeks/class A two/three-year program providing students with an Beauty Salon Assistant 10 - 12 opportunity to develop the fundamental skills of Course #6627 repairing and painting damaged automobiles. 2.00 credits/year 36 weeks/class Students will learn the art of taping, sanding, priming, This is a one-year program where students develop mixing, and applying paint to become an automobile skills necessary for employment as a cosmetologist’s painter. The third year offers an internship assistant. Students also learn such skills as experience. A uniform is required. shampooing, conditioning, and styling hair as well as manicures and pedicures. *Automotive Technology I & II- 10 - 12 Based on the teacher’s recommendation, a Course #7104 – I JSRCC student has an option to seek waxing and braiding Course #7204 – II (Meets everyday) JSRCC State Board licensure. Course # 7303 - I Course # 7101 –II (Meets everyday) Building Management I, II, & III 10 - 12 Course # 7100 - III (optional) Course #6502 – I 2.00/4.00 credits/year 36 weeks/class Course #6602 – II 12.00 JSR college credits Course #6702 – III (optional) Prerequisite: Students must have a “C” or better in 2.00 credits/year 36 weeks/class Algebra I to be considered for this program. A two/three year program with an optional third year A two/three year program designed to offer students where students learn to service a variety of structures the fundamentals of automotive engines, engine including residential, commercial, and industrial repair, and electrical systems. Program is certified by buildings and mobile homes by practicing basic ASE, which allows students to prepare for positions as cleaning, maintenance and repair skills related to the automotive technicians. The third year offers an air conditioning, heating, plumbing, and electrical internship experience. Uniform required. systems. The third year offers an internship experience Students will take a national CTE exam for employment success.

152 RTC Courses

Focusing on the Future

*Career Education (In Teaching) 11 – 12 A one-year program that prepares students to support (Online Course) personal and networked computers. Students will Course #0586 JSRCC learn computer related electronics, operation, repair, Course #5170 and preventive maintenance of computer hardware. A .500 credits/semester 18 weeks/semester significant part of the program will address computer 2.00 JSR college credits operation systems as well as setting up and A distance education Internet semester course troubleshooting networked computers. Students can designed to survey career options (in education) be recommended for technical employment with RPS available to students. Stresses career development Information/ Technology Communication System and assists in the understanding of self in the world of Department. teaching/education. Assist students in applying decision-making choices (in education). Construction Technology Careers 9- 10 1 Honor credit. Course # 7417 I-Investigations Prerequisite: Students must score a 500 on the SAT Course # 7416 II-Interpretations and a 50 on the PSAT and be eligible for English 110. 1.00 credit/semester 18 weeks/semester An exploratory construction course designed to offer Career Investigations 9-12 students an opportunity to observe, analyze and Course # 7417 I - Investigations experience work skills and expectations in various Course # 7416 II – Interpretations construction careers. The course is designed to help Course # 7324 III – Applications (Understand the students enter into specialty construction programs Workplace) successfully. (I & II) 1.00 credits/semester 18 weeks/semester Prepares students to be “Career Investigators.” To Cosmetology I & II 11 - 12 obtain the title, students must assess their role in Course #7000 – I society, identify their role as a worker, analyze their Course #7003 – II (Meets everyday) personal assets, complete a basic exploration of (I)2.00/(II)4.00 credits/year 36 weeks/class career clusters and select career fields or occupations Prerequisite: Student must have a minimum 2.0 GPA for further study, and secure a career investigator (job and a “C” or better in Algebra I and Biology. shadowing) position with a local employer A two-year program where students develop entry- level skills in the proper care of hair, skin, and nails. Carpentry I, II, & III 10 – 12 Uniform required. Course #7106 – I Course #7107 – II Course #7108 – III (optional) Culinary Arts I & II 10 – 12 2.00 credits/class 36 weeks/class Course #6608 – I A two/three year program with an optional third year Course #6609 – II that prepares students for learning to build utility and *Course #6611-II JSRCC residential structures. Students develop basic skills 2.00 credits/class 36 weeks/class needed to gain entry-level employment in the 6.00 JSR college credits carpentry field. Students receive instruction in A one or two-year program that prepares students for measurements, hand and portable power tools, and entry-level positions in the food service industry. the essentials of light construction. The third year Students practice managerial, production, and service offers an internship experience. Uniform required. skills used in government, commercial, or Fees apply. independently owned institutional food establishments and related food industry occupations. Students *Computer Systems Technology I & II 11-12 interested in completing the program may do so by Course #5438 – I 1st Semester JSRCC successfully passing an established series of CTE Course #5439 - II 2nd Semester JSRCC courses. Course #5450 – I 1st Semester Course #5451 - II 2nd Semester 1.00 credit/semester 18 weeks/semester 4.00 JSR college credits Prerequisite: Strong math skills are required.

153 RTC Courses

Focusing on the Future

*Dental Assistant I & II 11 – 12 Course #7220 – II Course #7164 – I (Meets everyday) JSRCC Course #7320 – III (optional) Course #7165 – II JSRCC 2.00 credits/class 36 weeks/class Course #7154 – I Prerequisites: Students must be 16 years of age with Course #5205 - II a minimum 2.0 GPA and a “C” or better in Algebra I (I)4.00/(II)2.00 credits/year 36 weeks/class and Biology. 25.00 JSR college credits A two/three program with an optional third year that Prerequisite: “C” or better in Algebra I and score enables students to develop skills in the use of satisfactorily on required placement test to be voltmeters, oscilloscopes, and other modern electronic considered for this program. testing equipment. Students learn to assemble, install, A two year program that prepares students for an operate, maintain, repair, and troubleshoot entry-level position as a Dental Assistant. Students electrical/electronic equipment used in industry and gain laboratory experiences, safety instruction, and manufacturing. The third year offers an internship on-the-job clinical training with a dentist or dental experience assistant. Students will focus on chair side assisting, dental materials, head and neck anatomy, infection *Emergency Medical Technician I, II, and III 11 – 12 control, dental therapeutics, radiology, and dental Course #7178– I (1st semester) JSRCC health education. Uniform required. Course #7179– II (2nd semester) JSRCC Course #7180- III (Internship Required) JSRCC *Design Multimedia & Web Technologies 11-12 Course #7166– I (1st semester) Course #4613 I 1st Semester JSRCC 1.00 credit/semester 18 weeks/semester Course #4614 II 2nd Semester JSRCC 7.00 JSR college credits Course #4615 I 1st Semester Prerequisite: “C” or better in Algebra I and Biology. Course #4616 II 2nd Semester A one year program where students focus on the role 1.00 credit/semester 18 weeks/semester and responsibilities of emergency rescue workers, 3 JSR college credits basic medical terminology, and health care skills that A one year program that provides students with a include first aid; cardiopulmonary resuscitation; working knowledge of web page design and aseptic technique; and related anatomy and construction including website publishing and physiology and disease knowledge. Instruction also administration. Students who successfully complete emphasizes proper care and use of common this program are eligible to take the credential exam to emergency equipment and safe methods for lifting, become a certified in internet webmaster associate moving, and transporting injured persons. and earn 1 verified credit. Students can be Supervised on-the-job and patient care experiences recommended for technical employment with RPS are part of the instructional program. Uniform required. Information/ Technology Communication System Department. Students must have a minimum 2.0 Entrepreneurship 9 – 12 GPA. Fees apply. This is a JSRCC Dual Enrollment Course # 4932 –I Entrepreneurship Practices Course. Education Course # 4939 – II Advanced Entrepreneurship Electricity I, II, & III 10 - 12 2.00 credits/year 36 weeks/class Course #7133 – I A two year course designed for students who wish to Course #7134 – II concentrate on strategies for career development Course # 7135 – III (optional) through ownership and management of their own 2.00 credits/class 36 weeks/class businesses. Although individual skills are A two/three year program with the third year optional emphasized, the focus of business enterprise, legal that provides training for students in the proper considerations, location selection, financing, and installation, operation, repair, and maintenance of marketing strategy are discussed as well. residential, commercial, and industrial electrical and cabling systems. The third year offers an internship experience. Fees apply. Students can also take an exam to enter an apprenticeship program. . Electronics Technology I, II, & III 10 - 12 Course #7120 – I

154 RTC Courses

Focusing on the Future

Graphic Imaging Technology I, II & III 10 - 12 Horticulture Science I, II, & III 10 - 12 Course #7128 – I Course #6628 - I Horticulture Course #7129 – II Course #6629 - II Greenhouse Course #7130 – III (optional) Course #6642 - III Landscape (optional) 2.00 credits/class 36 weeks/class 2.0credits/class 36 weeks/class A two/three-year program with an optional third year A two/three year program with an optional third year where students learn skill in typesetting, art and paste- where students develop the necessary knowledge, up, camera operation, pre-press procedure, press skills, habits, and attitudes for entry-level employment operation, and bindery. Students will also learn and advancement in areas such as floriculture, screen-printing, photocopy, and an introduction to landscape design, greenhouse operation, nursery Desktop Publishing. Macintosh and PC/Windows plant production, and turf management. They receive platforms are used with Adobe Illustrator and instruction in using soil and other plant-growing media PageMaker Software. Students will also study and identifying, propagating, and growing horticultural industry practices and the benefits of plants in the greenhouse and land laboratory. The entrepreneurship. The third year offers an internship third year offers an internship experience experience Introduction to Health and Green Technology Careers 9-12 Medical Science 10-11 Course # 6631 I - Investigations Course # 7555 Course # 6632 II - Interpretations 2.0 credits/class 36 weeks/class 1.00 credit/semester 18 weeks/semester An introductory course designed for potential CNA This exploratory course will explore products and students. This course introduces students to a variety services in promoting renewable energy resources, of health care careers and develops basic skills reduce pollution and conserve natural energy required in all health and medical sciences. It is resources. Students will be able to identify what skills designed to help students understand the key and occupations are necessary now and in the future. elements of our health care system and examine and match one’s skills with nursing careers. This course Health Careers 9-12 is a recommended prerequisite for CNA. Course #7419 I - Investigations Course # 7422 II - Interpretations Masonry I, II, & III 10 - 12 1.00 credit/semester 18 weeks/semester Course #7124 – I This exploratory course combines academics, theory, Course #7125 – II simulations and on-the-job training for entry-level Course #7126 – III (optional) positions in health care. Upon completion of the 2.00 credits/year 36 weeks/class program, students are prepared to enter other A two/three-year program with an optional third year, specialty health programs. designed to prepare students for an entry-level career as a brick mason, stonemason or concrete finisher. Heating, Ventilation, Air Conditioning & The third year offers an internship experience. Refrigeration I and II 10 or 11- 12 Uniform required. Course #7116 – I Course #7216 – II Medical Systems Administration 11 -12 Course #7316 – III (optional) Course # 8847 2.00 credits/class 36 weeks/class 2.00 credits/year 36 weeks/class Prerequisite: Students must average a “C” or better in Prerequisite: Keyboarding. Algebra I. A one-year, non-clinical course with emphasis on A two/three-year program that prepares students to various work environments and technology in the install, repair, and maintain the operating conditions of medical administrative office. Students will learn heating, air conditioning, and refrigeration systems. Microsoft Office 2007; Word, Excel, Access, Power- The third year offers an internship experience Point, and Outlook.

155 RTC Courses

Focusing on the Future

Nurse Assistant I & II 11 – 12 Precision Machining Technology I & II 10 - 12 Course #7241 – I 1st Semester Course #7123 – I Course #7242 – II 2nd Semester Course #7223 – II 1.00 credits/semester 18 weeks/semester Course # 7323 – III (optional) Prerequisite: Students must have a minimum GPA of 2.00 credits/class 36 weeks/class 2.0, and average a “C” or better in Algebra I as well as Prerequisite: Strong math skills. Introduction to Health & Medical Science A two/three-year program with an optional third year A one-year program designed for students to acquire that prepares students for a career as a machinist or the knowledge and skills of a nurse aide. Uniform manufacturing technician. The third year offers an required. Fees apply. internship experience.

*Pharmacy Technician I & II 11 – 12 Robotics Careers 10 or 11- 12 Course # 7556- I 1st Semester JSRCC Course #8223 –I Investigations Course # 7557-II 2nd Semester (Meets everyday) Course #8224 – II Interpretations JSRCC 2.0 credits/class 36 weeks/class 2.00 credits/semester 18 weeks/semester A two year exploratory program designed to provide 13 JSR college credits investigative activities and projects in the world of Prerequisite: “C” or better in Algebra I and score robotics. Students are required to participate in satisfactorily on required placement tests to be various national student competitions. Students will considered for this program. be required to participate in robotics related area A one-year program designed to provide students with competitions which may lead to being awarded a the skills necessary to assist pharmacists with scholarship. delivering health care services to clients in a variety of settings. Students will explore the basics of general Small Engine Technology I & II, 10 or 11- 12 pharmacy, reading prescriptions, symbols, packages, Course #6828 - I and pharmacy calculations as well as learn measuring Course #6829 - II compounds of drugs, dosage forms, drug laws, and 2.00 credits/year 36 weeks/class drug classifications. Uniform required. A two year program with an optional teacher Students may continue postsecondary study at recommended third year designed to educate JSRCC and work toward Pharmacy Technician students on the maintenance and repair of small Certification. internal-combustion engines used on portable power equipment such as lawnmowers, chain saws, rotary Physics of Technology I & II 10 – 12 tillers, motorcycles, snowmobiles, and other two- and Course #5399 – I four-cycle engines. Uniform required. Course #5401- II 1.00 credit/year 36 weeks/class Sports Business Management 11-12 Two honor’s credit courses in applied science hands Course # 7449 on course designed for students seeking a science or 2.00 credits/year 36 weeks/class engineering degree in a postsecondary institution. A one-year course which will study management Emphasis is placed on understanding scientific and concepts and leadership as they explore business mathematical principals that support mechanical, fluid, ownership, planning, operations, marketing, finance, electrical, and thermal systems. A continuation of the operations and communications in a sports class focuses on studying technical principals environment. providing a foundation for their education and career Technology Foundations & Transfer 9 – 12 flexibility as technology and technical systems Course #8814 Tech Foundations 1st Semester advance. (Physics credits awarded) Strong Algebra I Course #8816 Technology Transfer 2nd Semester skills required. 1.00 credit/semester 18 weeks/semester A one-year course where students acquire foundational knowledge of the use of technological materials, energy, and information. Projects may combine productions, energy, communication and other technologies. Students engage in thematic activities that include community problems and space exploration.

156 RTC Courses

Focusing on the Future

Television Production I, II, & III 10 - 12 Course #7140 - I Course # 7141 - II Course # 7142 – III (optional) 2.00 credits/class 36 weeks/class Prerequisite: Students must average a “C” or better in the previous Language Arts class taken. A two/three-year program with an optional third year where students learn to operate equipment such as TV cameras, video tape recorders, microphones, audio mixers and video editing systems. They practice skills related to production direction, and scripting programs and set design and construction. Students also study control room procedures and responsibilities. The third year offers an internship experience.

Welding I, II, & III 10 – 12 Course #7230 – I Course #7231 – II Course # 7232 – III (optional) 2.00 credits 36 weeks A two-year program with an optional third year designed to obtain knowledge and skills in the welding field by use of machine operation, hand and portable power tool. Metal identification and the essentials of metal construction. The third year offers an internship experience. Uniform required. Fees apply.

157 RTC Courses

Focusing on the Future

The RPS Governor’s Career & Technical Academy for STEM

Course Offerings for 2010 – 2011

ENGINEERING PATHWAY ACADEMY COURSES

Digital Visualization Grade 9 Course # 7322 1.00 Credit 36 weeks Students gain experiences related to computer animation by solving problems involving 3-D object manipulation, story boarding, texture mapping, lighting concepts and environmental geometry. They produce animotous that include interdisciplinary projects related to science, engineering, and the entertainment industry. A major emphasis is placed on the production of a portfolio that showcases examples of student's original work.

Introduction to Engineering Design Grades 9-10 Course # 7252 1.00 Credit 36 weeks Using computer-modeling software, students learn the design process. They solve design problems as they develop, create, and analyze product models.

Principles of Engineering Grades 9-10 Course # 7251 1.00 Credit 36 weeks Students study the historical and current impacts of engineering on society as well as ethical implications. Mathematical and scientific concepts will be applied to fundamental engineering topics including mechanics and electrical circuit theory. Additionally students will develop an understanding of engineering problem solving.

Digital Electronics Grade 10 Course # 7321 1.00 Credit 36 weeks Students use computer simulations to learn about the logic of electronics as they design, test, actually construct circuits and devices. They apply control system programming and explore sequential logic and digital circuitry fundamentals. Topics in computer circuitry are also presented, including circuitry analysis and an exploration into diodes, transistors, and operational amplifiers.

*Architectural Drawing & Design Grades 11–12 Course 4618 JSRCC 2.00 credits/year 36 weeks/class 6.00 JSR college credits Prerequisite: “C’ or better in Algebra I to be considered for this program. A two-year program where students in grades 11-12 gain knowledge and skills needed to become a draftsperson. Knowledge of Windows based environment in helpful. Students must have strong math and reading skills.

158 RTC Courses

Focusing on the Future

THERAPEUTIC SERVICES PATHWAY ACADEMY COURSES *Emergency Medical Technician I, II, and III 11 – 12 Dual Enrollment - JSRCC Course #7178– I (1st semester) Course #7179– II (2nd semester) Course #7180- III (Internship Required) 2.00 credits/year 36 weeks 7.00 JSR college credits Prerequisite: “C” or better in Algebra I and Biology. A one year program where students focus on the role and responsibilities of emergency rescue workers, basic medical terminology, and health care skills that include first aid; cardiopulmonary resuscitation; aseptic technique; and related anatomy and physiology and disease knowledge. Instruction also emphasizes proper care and use of common emergency equipment and safe methods for lifting, moving, and transporting injured persons. Supervised on-the-job and patient care experiences are part of the instructional program. Uniform required.

Medical Terminology Grade 9 Course # 7559 1.00 credit 18 weeks 3.0 ECPI college credits This course student will introduce students to the use of vocabulary for accurately describing the human body and associated components, conditions, processes and process in a science-based manner. This systematic approach to word building and term comprehension is based on the concept of word roots, prefixes, and suffixes.

Nutrition Wellness Grade 9 Course # 5161 1.00 credit 18 weeks Students enrolled in Nutrition and Wellness focus on making choices that promote wellness and good health; analyzing relationships between psychological and social needs and food choices; choosing foods that promote wellness; obtaining and storing food for self and family.

Human Anatomy & Physiology Grade 10 Course # 2914 2.00 credits 36 weeks This course gives an explanation of the chemical and physical phenomena underlying the structure and function of systems of the human body. Identifies, explains functions of describes chemical net working of the various body parts in relation to the total system. In addition, this course provides detailed explanations of the functions of the human body not covered in biology and develops basic knowledge of physiology as represented by the latest advances. Scientific research is required.

*Denotes Dual Enrollment

Dual enrollment status is dependent upon the required class enrollment being met according to JSRCC or ECPI standards. (Enrollment in a JSRCC class is based on PSAT/SAT scores or COMPASS test scores.)

Seals available to Richmond Public Schools/Richmond Technical Center Students

*Board of Education’s Career and Technical Education Seal Board of Education’s Advanced Mathematical and Technology Seal

Diplomas Awarded to Richmond Public School/Richmond Technical Center Students

Advanced Technical Diploma Advanced Studies Diploma Standard Technical Diploma Standard Diploma Modified Standard Diploma

159 RTC Courses

Student Name: ______Richmond Public Schools School: ______Date: ______Plan of Study Cluster: Health Sciences Pathway: Therapeutic Services

This Career Pathway Plan of Study (based on the Interactive Media Pathway of the Information Technology Career Cluster) can serve as a guide, along with other career planning materials, as learners continue on a career path. Courses listed within this plan are only recommended coursework and should be individualized to meet each learner’s educational and career goals. *This Plan of Study, used for learners at an educational institution, should be customized with course titles and appropriate high school graduation requirements as well as college entrance requirements.

SAMPLE – Occupations Other Required Courses Recommended Career and Relating to This Pathway: English/ Language Arts Mathematics Science History/ Social Science Recommended Electives Technical Courses www.doe.virginia.gov/VDOE/ Instruction/CTE/career clusters/ GRADE GRADE

LEVELS LEVELS Learner Activities www.careerclusters.org EDUCATION www.cteresource.org/cpg/ Occupations Requiring Graduation Requirements: http://www.doe.virginia.gov/2plus4in2004/index.shtml Less than Baccalaureate Degree 7 (QJOLVK Mathematics 7 Life Science US History Keyboarding (6150) Make IT Your Business Anesthesiologist Assistant /DQJXDJH$UWV (61111-18) Certified Nursing Assistant Computer Applications Clinical Medical Assistant

MIDDLE MIDDLE Career Investigations I 8 (QJOLVK Pre Algebra Physical Science Civics/Economics (6622-36) Dental Assistant/Hygienist (9070) /DQJXDJH$UWV Dental Lab Technician Career Assessment: Administration of a career assessment instrument is appropriate at the middle school level to help students and their parents plan for high school EMT/Paramedic Home Health Aide (Virginia’s Career Planning System or other assessment product). Licensed Practical Nurse

8229 Nutrition and Wellness Massage Therapist 9 English Algebra I Earth Sciences World History/ Geography Health & PE (2 years) 36 Weeks Orthotist/Prosthetist World Language (3 years) Pharmacist/Pharmacy Technician Principles of Business and Physical Therapist/Assistant Health Careers 10 English Geometry Biology World History/ Geography Marketing Radiologic Technician

Business Management Registered Nurse Sports Medicine Respiratory Therapist 11 English Algebra II Chemistry US/VA History Nursing Assistant Occupations Requiring Baccalaureate Degree Surgical Technician

Athletic Trainer Audiologist Chiropractor Dentist

SECONDARY Dietician Exercise Physiologist 12 English Human Anatomy US/VA Government Nursing Assistant Nurse Practitioner Occupational Therapist Optometrist Physician (MD/DO) Physician’s Assistant Psychologist Recreation Therapist High school courses in the pathway offered locally for college credit should be coded: DE (Dual Enrollment)

&DUHHU&OXVWHUV List related certifications/credentials approved by VDOE and offered locally: Additional Learning Opportunities: Workplace Readiness CTSO Organization(s): HOSA Nurse Aide (VA Board of Medicine) Nursing Assistant NOCTI Work-Based Learning: Job Shadowing, Internship, Student Apprenticeship, Mentorship

Postsecondary: Placement Assessments such as COMPASS & SAT II College Entrance Exams such as ACT & SAT

SAMPLE POSTSECONDARY PROGRAMS RELATED TO THIS CAREER PATHWAY Individual plans must include locally agreed upon courses at the postsecondary level (See page 2) Associate Degree, College Certificate, or Pathway Bachelors Degree Postgraduate Degree Apprenticeship J. Sargeant Reynolds Community Virginia Commonwealth University Virginia Commonwealth University

POSTSECONDARY School of Nursing College Bachelors of Science Masters of Science

Page 2 College: J. Sargeant Reynolds Community College School Division(s): Richmond Public Schools Postsecondary: Placement Assessments such as COMPASS & SAT II

Social Semester English Mathematics Science Required Courses or Recommended Electives Science

POSTSECONDARY PLAN OF STUDIES MUST INCLUDE POSTSECONDARY ACADEMIC, CTE, AND OTHER ELECTIVE COURSES APPROPRIATE FOR AN ASSOCIATE DEGREE.

Developmental Health Science SDV 100 College English 111 Math 120 Psychology Semester Year 1 NAS 161 Success Skills

st PSY 230 1

Humanities/ Health Science II Nursing I Fine Arts Semester

Year 1 NAS 162 NUR 111

nd Elective 2

Principles of Nursing Health Pediatric Nursing Sociology Fundalmentals II Assessment Semester Year 2 NUR 207

st SOC 200 NUR 112 NUR 226 1

APPRENTICESHIP - Determined Locally Determined - APPRENTICESHIP Mental Health Maternity/ Personal Acute Medical Surgical Nursing POSTSECONDARY or - COMMUNITY COLLEGE POSTSECONDARY Nursing Women Health Semester Year 2 Wellness NUR208 nd NUR 204 NUR 206 2

College courses offered locally in the high school for college credit should be coded: DE (Dual Enrollment)

&DUHHU&OXVWHUV Related Industry Certifications Available: Additional Suggested Learning Opportunities:

Work-Based Learning: Cooperative Education Internship Mentorship Registered Apprenticeship Job Shadowing

&DUHHU&OXVWHUV

Student Name: ______Richmond Public Schools School: ______Date: ______Plan of Study Cluster: Hospitality & Tourism Pathway: Restaurants and Food/Beverage Services This Career Pathway Plan of Study (based on the Interactive Media Pathway of the Information Technology Career Cluster) can serve as a guide, along with other career planning materials, as learners continue on a career path. Courses listed within this plan are only recommended coursework and should be individualized to meet each learner’s educational and career goals. *This Plan of Study, used for learners at an educational institution, should be customized with course titles and appropriate high school graduation requirements as well as college entrance requirements.

Recommended Career and SAMPLE – Occupations Other Required Courses Technical Courses Relating to This Pathway: English/ Language Arts Mathematics Science Social Science/History Recommended Electives Source: www.doe.virginia.gov/VDOE/ Administrative Planning Guide Instruction/CTE/career clusters/ GRADE GRADE

LEVELS LEVELS Learner Activities www.doe.virginia.gov/VDOE/ www.careerclusters.org EDUCATION Instruction/CTE/apg/ www.cteresource.org/cpg/ 0DQDJHPHQWOHYHO Graduation Requirements: http://www.doe.virginia.gov/2plus4in2004/index.shtml &DWHUHU &DWHULQJDQG%DQTXHWV0DQDJHU Exploring Work and Family (QJOLVK ([HFXWLYH&KHI 7 Mathematics 7 Life Science US History Keyboarding Studies 7 )RRGDQG%HYHUDJH0DQDJHU /DQJXDJH$UWV *HQHUDO0DQDJHU Computer Applications .LWFKHQ0DQDJHU MIDDLE MIDDLE 8 (QJOLVK Pre Algebra Physical Science Civics/Economics Career Investigatins I (9070) 0DvWUHG· /DQJXDJH$UWV Make IT Your Business 5HVWDXUDQW2ZQHU 6HUYLFHV0DQDJHU Career Assessment: Administration of a career assessment instrument is appropriate at the middle school level to help students and their parents plan for high school (Virginia’s Career Planning System or other assessment product). 6NLOO/HYHO %DNHU

8229 Nutrition and Wellness %DUWHQGHU 9 English Algebra I Earth Sciences World History/ Geography Health & PE (2 years) %UHZHU 36 Weeks 3DVWU\DQG6SHFLDOW\&KHIV World Language (3 years) 5HVWDXUDQW6HUYHU Principles of Business and 8275 Culinary Art I :LQH6WHZDUG 10 English Geometry Biology World History/ Geography Marketing

36 Weeks Business Management (QWU\/HYHO %DQTXHW6HUYHU 8276 Culinary Arts II %DQTXHW6HW8S(PSOR\HH 11 English Algebra II Chemistry US/VA History 36 weeks %XV3HUVRQ &RFNWDLO6HUYHU &RXQWHU6HUYHU SECONDARY Culinary Arts for Business +RVW Trigonometry/ Physics (or Principles of .LWFKHQ6WHZDUG 12 English US/VA Government Dual Enrollment (DE) Advanced Algebra Technology I and II) /LQH&RRN 36 Weeks 5HVWDXUDQW6HUYHU 5RRP6HUYLFH$WWHQGDQW High school courses in the pathway offered locally for college credit should be coded: DE (Dual Enrollment) List related certifications/credentials approved by VDOE and offered locally: Additional Learning Opportunities: ProStart Program CTSO Organization(s): FCCLA ServSafe Certification Work-Based Learning: Job Shadowing, Internship, Student Apprenticeship, Mentorship

Postsecondary: Placement Assessments such as COMPASS & SAT II College Entrance Exams such as ACT & SAT

SAMPLE POSTSECONDARY PROGRAMS RELATED TO THIS CAREER PATHWAY Individual plans must include locally agreed upon courses at the postsecondary level (See page 2) Associate Degree, College Certificate, or Pathway Bachelors Degree Postgraduate Degree Apprenticeship School of Culinary Arts, Tourism, and J. Sargeant Reynolds Community Virginia State University Virginia State University POSTSECONDARY Hospitality College Bachelors of Science Masters of Science &DUHHU&OXVWHUV

College: J. Sargeant Reynolds Community College School Division(s): Richmond Public Schools Postsecondary: Placement Assessments such as COMPASS & SAT II

Social Semester English Mathematics Science Required Courses or Recommended Electives Studies

POSTSECONDARY PLAN OF STUDIES MUST INCLUDE POSTSECONDARY ACADEMIC, CTE, AND OTHER ELECTIVE COURSES APPROPRIATE FOR AN ASSOCIATE DEGREE. Summer HRI 195 World HRI 219 Stock, Behavioral SDV 100 College HRI 106 Principles HRI 158 Sanitation Cuisines English 111 Math 120 Soup, and Sauce HRI 159

Year 1 Science Elective Success Skills of Culinary Arts I and Safety Semester Introduction To

st Preparation 1 Hospitality Industry

Computer Systems HRI 220 Meat, HRI 218 Fruits, HRI 134 Food and HRI 119 Applied Seafood, and English 112 Vegetable, Starch Beverage Service Nutrition for food Semester

Year 1 Poultry Preparation Management Service nd

2 Preparation Summer HRI 190

Determined Locally Determined Coordinated HRI 251 Food and HRI 206 HRI 207 Amercian Internship Beverage Cost International

Year 2 Cuisine HRI 295 Semester

st Control 1 Cuisine

1 Capstone in Culinary Arts

HRI 128 HRI 224 Recipe HRI 145 Garde Principals of and Menu Semester

Year 2 Manager Baking Management nd 2

POSTSECONDARY - COMMUNITY COLLEGE or APPRENTICESHIP - or APPRENTICESHIP COLLEGE - COMMUNITY POSTSECONDARY College courses offered locally in the high school for college credit should be coded: DE (Dual Enrollment) Related Industry Certifications Available: Additional Suggested Learning Opportunities:

ServSafe Certification Work-Based Learning: ProStart Cooperative Education Internship Mentorship Registered Apprenticeship Job Shadowing NOCTI

&DUHHU&OXVWHUV

Student Name: ______Richmond Public Schools School: ______Date: ______Plan of Study Cluster: Manufacturing Pathway: Maintenance This Career Pathway Plan of Study (based on the Interactive Media Pathway of the Information Technology Career Cluster) can serve as a guide, along with other career planning materials, as learners continue on a career path. Courses listed within this plan are only recommended coursework and should be individualized to meet each learner’s educational and career goals. *This Plan of Study, used for learners at an educational institution, should be customized with course titles and appropriate high school graduation requirements as well as college entrance requirements.

SAMPLE – Occupations Other Required Courses Recommended Career and Relating to This Pathway: English/ Language Arts Mathematics Science History/Social Science Recommended Electives Technical Courses www.doe.virginia.gov/VDOE/ Instruction/CTE/career clusters/ GRADE GRADE

LEVELS LEVELS Learner Activities www.careerclusters.org EDUCATION www.cteresource.org/cpg/ Assembler Graduation Requirements: http://www.doe.virginia.gov/2plus4in2004/index.shtml - Automated Manufacturing Technician

(QJOLVK - Bookbinder 7 Mathematics 7 Life Science US History Keyboarding Make IT Your Business - Calibration Technician /DQJXDJH$UWV - Electrical Installer/Repairer Computer Applications Career Investigations I - Electromechanical Equipment MIDDLE MIDDLE 8 (QJOLVK Pre Algebra Physical Science Civics/Economics Assembler /DQJXDJH$UWV (9070) - Extruding/Drawing Machine Setter/Set-Up Operator Career Assessment: Administration of a career assessment instrument is appropriate at the middle school level to help students and their parents plan for high school - Foundry Worker (Virginia’s Career Planning System or other assessment product). - Grinding/Lapping/Buffing Machine Operator - Hand Packer/Packager 9 English Algebra I Earth Sciences World History/ Geography Health & PE (2 years) Technical Drawing / Design - Hoist/Winch Operator - Instrument Maker Foreign Language (3 years) - Large Printing Press Machine Principles of Business and Setter/Set-Up Operator 10 English Geometry Biology World History/ Geography Marketing Welding I - Machine Operator - Medical Appliance Maker Business Management - Micro/Nano Fabrication Technicians - Milling Machine Setter/Set-Up 11 English Algebra II Chemistry US/VA History Welding KK Operator - Millwright - Pattern/Model Maker

SECONDARY - Precision Layout Worker - Sheet Metal Worker 12 English US/VA Government - Solderer/Brazier - Tool/Die Maker - Welder High school courses in the pathway offered locally for college credit should be coded: DE (Dual Enrollment) List related certifications/credentials approved by VDOE and offered locally: Additional Learning Opportunities: NOCTI Welding CTSO Organization(s): Skills USA SENSE Training Program Certification (welding) Work-Based Learning: Job Shadowing, Internship, Student Apprenticeship, Mentorship

Postsecondary: Placement Assessments such as COMPASS & SAT II College Entrance Exams such as ACT & SAT

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Page 2 College: J. Sargeant Reynolds Community College School Division(s): Richmond Public Schools Postsecondary: Placement Assessments such as COMPASS & SAT II

Social Semester English Mathematics Science Required Courses or Recommended Electives Sciences

POSTSECONDARY PLAN OF STUDIES MUST INCLUDE POSTSECONDARY ACADEMIC, CTE, AND OTHER ELECTIVE COURSES APPROPRIATE FOR AN ASSOCIATE DEGREE.

Behavioral SDV 100 College English 111 Math 120 Semester Year 1 Science Elective Success Skills

st 1

Fundamentals of Fundamentals of English 112 Welding Welding LAB Semester Year 1 EL 120 EL 120 nd 2

Welding II Welding II Inert Gas Inert Gas Electric ARC Electric ARC LAB Welding Welding :LAB Semester Year 2

st WEL 122 WEL 122 WEL 130 WEL 130 1

APPRENTICESHIP - Determined Locally Determined - APPRENTICESHIP Welding Drawing Arch Arch Welding Metallurgy and Interpretation Welding Welding LAB POSTSECONDARY or COLLEGE - COMMUNITY POSTSECONDARY Semester

Year 2 WEL 145 WEL 150 WEL 121 WEL 121 nd 2

College courses offered locally in the high school for college credit should be coded: DE (Dual Enrollment) Related Industry Certifications Available: Additional Suggested Learning Opportunities: NOCTI Welding SENSE Training Program Certification (welding Work-Based Learning: Cooperative Education Internship Mentorship Registered Apprenticeship Job Shadowing

&DUHHU&OXVWHUV Focusing on the Future Adult Career Development Center (ACDC)

The Adult Career Development Center provides basic academic and vocational skills to youth and adults who have left the traditional school settings and who desire to complete their education. The Center provides instruction and supportive services in a multi-service, one-site delivery system. The aim is to provide a learning environment conducive to students' progress and their ultimate success.

A.C.D.C. is a creative, non-traditional, multifaceted Richmond Public School program which has adapted over the thirty-two year history to meet the needs of all age groups, from infants to mature adults. The school serves nontraditional students seeking the G.E.D.; high school students needing a flexible program to complete their graduation requirements; young people and adults who are seeking careers in Child Care, Culinary Arts, as Certified Nursing Assistants; and people of different nationalities who speak languages other than English. The Adult Career Development Center is located in the heart of downtown Richmond, Virginia, and is convenient to any area of the City by public transportation. The school is walking distance from Virginia Union University, Virginia Commonwealth University, and J. Sargeant Reynolds Community College.

The Adult Career Development Center is located in the heart of downtown Richmond, Virginia, at 119 West Leigh Street across from The William "Bojangles" Robinson statue. ACDC is very convenient to any area of the City via public transportation. The school is in walking distance from Virginia Union University, Virginia Commonwealth University, and J. Sargeant Reynolds Community College.

Career Development Center The purpose of the PLC is to enable students whose This program is designed to assist young adults ages academic success may be threatened to become 16-20 who need entry-level vocational training and successful students who are prepared to move to the basic academic skills. Special services include next level educationally and vocationally. Beyond a academic and vocational assessment, competency- diploma, the goal for each student is a successful based instruction, job readiness training, and job transition to advanced training, college (including placement. Classes meet daily and daily attendance is community or technical colleges) or gainful required. There is no fee for the CDC Program. employment in the workforce or military. Referrals must be made by a school counselor or specific social service agencies through the ACDC PLC classes meet everyday. Each student is required referral process. to attend every day and complete the required NovaNET instruction prescribed by their learning Performance Learning Center® facilitators. Students who entered high school for the first time after 2000 are required to pass at least six The Performance Learning Center (PLC) is a unique, Standards of Learning (SOL) assessments to receive nontraditional learning environment for high school a standard diploma. students who are not succeeding in their zoned comprehensive high school for various reasons other Those students seeking to complete their high school than ability. In a small academic setting, the PLC requirements at ACDC’s PLC should request a referral creates a business-like learning environment where from their guidance counselor. After a student’s students are challenged and supported to meet their referral is received by the PLC, the student will be social, personal and academic goals. Students scheduled for a Basic Achievement Skills Inventory complete coursework using NovaNET (an online, (BASI) in Reading Comprehension and Mathematics computer-based curriculum) with the assistance of Computation. Once BASI testing is complete and a specially trained and certified teachers who act as student has met the minimum program requirements learning facilitators. In addition to computer- in Reading Comprehension and Mathematics Computation, an interview will be scheduled with the based instruction, students are also engaged student and his or her parents or guardians. After in project-based learning activities in each of completing the required courses, students will receive the core academic disciplines including: their diplomas from their zoned comprehensive high Language Arts, Mathematics, Science and Social school based on the student’s home address. Studies. Career Clusters

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Interested persons should call the ACDC PLC’s General Education Development Program Academic Coordinator at 804-780-4388. The G.E.D. preparatory program offers course English for Speakers of Other Languages instruction in the following areas: writing skills, reading skills in literature, science, social studies, and The ESOL program (formerly ESL) is designed mathematics preparation. All students are screened specifically for adults with limited English-speaking prior to enrollment in these classes and must have a ability. Adults enrolled in this program will improve proven strength in basic skills education before their speaking and listening skills. Cultural awareness entrance into a G.E.D. preparatory class. There is a activities are held on an on-going basis. Classes are textbook and G.E.D. testing fee. available on site at A.C.D.C. during both the day and on Tuesday and Thursday evenings as well as Special Programs selected Satellite locations. Classes are free.

Adult Basic Education Over 30 courses are offered through the Continuing Education Service for adults in the central Richmond area. These courses are advertised in the Adults & Courses are offered to adults 20 years and older who Continuing Education Class Schedule which is need strengthening in their basic skills. It is also for published twice a year. There are courses in the areas an adult who did not complete his/her education in the of Computer Literacy, Business Communications, traditional time and manner. Instruction stresses Small Business Management, Home Arts & Crafts, remediation in reading comprehension, vocabulary Nursing, Job Skills, Trade and Industry courses, enrichment, spelling, writing, grammar and Language for Travelers and Culinary Arts. These mathematics and/or entry into specific vocational courses are held in convenient locations, taught by classes. Emphasis is also placed on the basic skills of professionals in their field, and reasonable in cost. everyday life situations. Upon completion of the Adult Schedules can be found in all major grocery Basic Education program, students may enter the convenience, and drug stores, as well as local G.E.D. preparatory program. The major goal of the newspapers. Adult Basic Education Program is to produce better citizens, parents and workers.

Career and Technical Education

Keyboarding Applications Computer Applications

Students develop or review correct keyboarding This is a self-paced class for the beginning or techniques and gain basic knowledge of word intermediate student. There are three major areas of processing, spreadsheet, database, graphics and emphasis: manipulative skill development telecommunications applications. (keyboarding); arrangement and placement of documents (formatting); and skilled production of Career Pathways letters, memos, reports, tables, and other papers (document processing). There are no prerequisites for In this four-phase competency-based program of this course. career exploration, all students study how to find the right job. Word Processing

Prerequisite: Keyboarding and/or Computer Culinary Arts & Food Occupations Applications. This is an introductory course that instructs students in Students in this course develop intermediate to basic culinary arts skills. Students gain on- the-job advanced level word-processing skills using a variety experience through working in the class restaurant of software functions, including graphics and desktop and catering program, and supplement this training publishing. Students gain confidence integrating other with job shadowing experiences in the food service applications such as database and spreadsheet into industry. word-processing activities. Career Clusters

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Education for Employment Courses Parenting

Education for Employment I & II Grades 11 & 12 Students enrolled in this course focus on assessing Course #5491 - I the impact of the parenting role in society; preparing Course #5492 - II for a healthy emotional and physical beginning for 1.00 Credit 36 weeks parent and child; meeting developmental needs of Recommended grade levels: 11, 12 children and adolescents; building positive parent- Students receive school-based and community-based child relationships; and using positive guidance and instruction organized around an approved job that discipline to promote self-respect, and socially leads toward their career goal. The teacher- responsible behavior. coordinator, on-the-job training sponsor, parent, and student develop an individualized training plan that GRADS identifies learning experiences according to the student’s occupational objective. The on-the-job paid Students enrolled in the Graduation, Reality, and training is an extension of the classroom instruction Dual-Role Skills (GRADS) course concentrate on coordinated by the classroom teacher coherent set of developing self-esteem, using effective performance objectives and skills. communication skills, maintaining positive relationships; promoting wellness, prenatal, and post- Occupational Child Care natal care; evaluating the cost of parenthood; adjusting to parenthood; understanding child The Occupational Child Care Training Program development; providing child care, managing family provides opportunities for those persons interested in relationships; exploring careers, employability skills; Child Care and provides a viable Career Path for and balancing work and family. young parents and those persons interested in working with pre-school aged children and infants. As Nutrition and Wellness a component of the school’s overall Family Literacy program there are children on site ranging from Nutrition and Wellness focuses on making choices infants, as young as two months old to four year olds that promote good health; analyzing relationships in Headstart. The GRADS component, FAST II, Infant between psychological and social needs and food Care unit, and Early Childhood Component all are part choices, choosing foods that promote wellness; of the Family Literacy Program. obtaining and storing foods for self and family; preparing and serving nutritious meals and snacks; Certified Nursing Assistant - CNA selecting and using equipment for food preparation; and identifying strategies to promote optimal nutrition and wellness of society. The CNA program is offered to regular RPS students and adults enrolled through Adult Education. The A+ Certification course provides these students with the opportunity to become "Health Professionals" and "Public Servants." The A+ Certification class is concerned with the The training and education offered at ACDC is taught support and repair of microcomputers. Students study by a Licensed RN and is designed to provide the online curriculum that presents them with a students with the skills needed to assist the public with combination of technology information and hands-on a wide range of medical needs. Passing The CNA activities that allow them to practice the skills they certification exam is also an alternative accreditation learn and review in the online curriculum. Students component towards meeting the verified credit who complete the intense 9 ½ month program will be requirements for High School graduation beginning in able to install, service and support microcomputers 2004. and peripheral devices. Once the class is completed the student should be able to take and pass both the core and software parts of A+ Certification test.

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Support Services

Families and Schools Team I (F.A.S.T I)

A family literacy unit at ACDC that provides services to pregnant and parenting teens attending school with care provided for their infants and toddlers. Students receive information on other supportive services available to the parents. The center provides care for identified infants and toddlers in our occupational child care lab, case management and health care referrals to identified agencies, as well as academic and vocational classes to the parenting youth.

F.A.S.T. II is a Family Literacy Program which is designed to serve a second group of parents and young adults. This family literacy group will assist parents and children 16 months to 4years old. F.A.S.T. I (Swansboro Model Elementary School) III serves an elementary school based Family Literacy program and parents work with pre-K and elementary aged children. All three facets of F.A.S.T. provide academic courses to assist parents to successful complete their education through either a high school diploma or a GED Certificate. They also participate in P.A.C.T. (Parent and Child Together Time); receive supportive parenting skill training and vocational skills training for one period.

Infant Care Lab

Infant care is available for some fist-time teen mothers, primarily seniors and juniors. The Infant Care Lab Promotes healthy infants, who will be ready to learn, compete and achieve when they begin school. The Infant Care Lab is run as a vocational class/lab and provides parent/child time together to aide in the bonding and learning process.

Teen mothers receive supervised hands-on experiences in infant care and vocational training as parents and as day-care workers. Teen mothers also attend weekly health education sessions, conducted at the Parent Resource Center. Infants attend the Infant Care Lab with their mothers. There is no infant care for toddlers 17 months to 23 months of age due to funding.

Vocational Assessment

This is a support service offered which includes an evaluation of those factors which comprise the uniqueness of each individual’s physical, intellectual, social, personal and behavior traits. This service is offered by appointment only.

The Mentoring Program

The Mentoring Program at ACDC involves the students in two academic programs-The Families and Schools Team I (formerly Park) and the Communities in Schools students. The mentoring support provides an environment that will aide in the development of a one-to one relationship that focuses on maximizing the teens’ academic, cultural, occupational and social needs.

Dropout Prevention Initiative (DPI)

¾ The goal of the Dropout Prevention Initiative is to re-enroll about 300 people who had dropped out of school. ¾ The Elements of the program include: ¾ Single point of entry at the Adult Career Development Center for all students who have been recovered. ¾ Counselors will work with recovered students to develop Individualized Learning Plans. ¾ The online educational plan for students will help pair students' career goals with academic, career and technical courses needed to accomplish their future interests. ¾ Partnerships with higher educational institutions, faith and community-based partners will provide mentors for recovered students. ¾ The Individual Learning Plan is currently used in four middle schools and six high schools throughout the district.

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DUAL ENROLLMENT JSRCC VCU UR JMU

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Virginia Commonwealth University Advanced Scholars Program

Qualified high school students from Richmond and surrounding area high schools are permitted to carry college level courses at Virginia Commonwealth University concurrently while completing the high school diploma. Students may select courses of interest and upon successful completion of the courses may receive college credit. However, courses selected should not be available in the high school curriculum.

Candidates must be nominated and approved by the secondary school principal. A maximum of 100 candidates will be accepted for each term, and candidates may enroll for no more than two courses per term:

Students must meet the following criteria:

Each candidate must be nominated and approved by the secondary school principal. Each candidate must have achieved a total of 1,100 points on the College Board Entrance Examination (110 PSAT) and must have achieved a “B” average. Each candidate must be a high school junior or senior. The desired courses of study must be available and appropriate. All parties should emphasize that tuition is charged for courses taken as an Advanced Scholar.

Virginia Commonwealth University Visiting Students Program

The Visiting Students Program (VSP) allows gifted high school students to choose and take courses from a multitude of disciplines at Virginia Commonwealth University. This program is designed so that students treat these courses as Advanced Placement-type classes. They earn high school credit and obtain a feel for being a student at a major university, thus increasing their college success rate.

Students must meet the following criteria:

All completed applications must be submitted by the stated deadline. Students must be high school juniors or seniors. The number of participating students per high school will be limited. Students will not be allowed to attend classes on the MCV Campus or in the School of the Arts. Students must be nominated by the high school VSP coordinator, submit a completed VSP application, and send an up-to-date high school transcript with PSAT/SAT scores. A minimum score of 105 PSAT or 1050 SAT is required. Students must take placement examinations in the areas of world language, math, English, and chemistry, if their intent is to enroll in these areas. A high school student may take no courses above the 200-level unless the department chairperson grants special permission. The VCU program coordinator and the appropriate VCU department chairpersons will evaluate all applications. VCU reserves the right to deny any student admission to the program. If a class requested by the visiting student reaches it enrollment limit, the high school student will be withdrawn.

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VCU will provide participating students with an ID, which will give them full library privileges and free transportation on the city’s and VCU’s transportation system. There are no tuition fees for the Visiting Students Program, but students are responsible for purchasing books and supplies.

Virginia Commonwealth University Courses: Visiting Students Program/Advanced Scholars Program

RPS # TITLE CREDIT 0401 201 Intermediate Spanish .500 0402 205 Intermediate Spanish Conversation .500 0403 101 Mass Communications .500 0404 191 Topics in Computer Science .500 0405 103 U. S. Government .500 0406 109 General Biology I .500 0407 110 General Biology II .500 0408 101 Introduction to European History .500 0409 102 Introduction to European History .500 0410 General Biology Laboratory I .500 0411 203 Introduction to Accounting .500 0412 204 Introduction to Accounting .500 0413 The Business Environment .500 0414 101 Introduction to Psychology .500 0415 102 Introduction to Cultural Geography .500 0416 Introduction to Philosophy .500 0417 Justice System Survey .500 0418 Survey of Latin American Literature .500 0419 101Elementary Spanish .500 0420 102 Elementary Spanish .500 0421 101 Elementary German .500 0422 102 Elementary German .500 0423 210 Intermediate German .500 0424 128 Computer Concepts and Applications .500 0425 203 News Writing .500 0426 201 Intermediate French .500 0427 L205 Basic Human Anatomy Laboratory .500 0428 205 Basic Human Anatomy .500 0429 101 Intro to Religious Studies .500 0430 101 Swahili .500 0431 102 Swahili .500 0432 103 Survey of Western Art .500 0433 104 Survey of Western Art .500 0434 103 Environmental Studies .500 0435 271 History of the Motion Picture .500 0436 103 Cultural Anthropology .500 0437 101 General Sociology .500 0438 126 African-Caribbean Dance I .500 173 College and University Partnerships

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0439 Robotics .500 0440 101 Elementary Chinese .500 0441 105 International Relation .500 0442 101 Foundations of Physics .500 0443 101 Foundations of Lab .500 0444 135 Music Theory .500 1951 13 AP Calculus and Analytical Geometry I .500 1952 13 AP Calculus and Analytical Geometry H .500 1310 13 AP Advanced French Grammar and Writing I .500 1311 13 AP Advanced French Grammar and Writing II .500 2430 Introduction to Psychology .500 3051 Elementary Italian .500 3052 Elementary Italian II .500 3050 Intermediate French .500

University of Richmond Special Admissions Program For High School Students

The University of Richmond affords qualified high school seniors, and some highly qualified juniors, the opportunity to attend the University of Richmond for a limited number of classes at a reduced rate. Students are eligible to enroll in classes for full credit provided the student has certification from the high school and that the desired class is not offered in the high school. Students selected for this opportunity must meet the general academic standards of the University’s enrolling first year class (B+ average top 20% of high school class).

University of Richmond Courses: Special Admissions Program for High School Students

RPS # TITLE CREDIT 1962 13 AP Calculus with Analytic Geometry I .500 1963 13 AP Calculus with Analytic Geometry II .500 1964 13 AP Calculus II .500 1965 13 AP Linear Algebra .500 1960 13 AP Calculus with Algebra and Trigonometry I (UR-MAT 110) .500 1961 13 AP Calculus with Algebra and Trigonometry II (UR-MAT 111) .500 2414 Global Economics and International Trade .500

J. Sargeant Reynolds Community College Dual Enrollment Program

The Richmond Public Schools long-range plan includes goals and strategies to implement curricula, which enables students to develop strong academic and technical foundation for employability and further education. The goals and strategies provide enrollment in area technical programs. Dual enrollment is a plan that allows high school students to meet the requirements for high school graduation while simultaneously earning college credit. Eligible high school students have the option to take certain courses for credit offered by J. Sargeant Reynolds Community College. These courses are part of a program sequence that may lead to a career goal. Decisions regarding classes to be taught each semester depend 174 College and University Partnerships

Focusing on the Future on student enrollment, availability of faculty, facilities, and other resources. Students may take one or several of the courses depending on age, requirements, course prerequisites, academic performance, and acceptance to the school. Students participating in this program must meet the following requirements:

Students must achieve a final grade of “C” or above in each dual enrollment course taken. Students must pay in full the total cost for tuition, books/supplies (varies by course), transportation, and activity fees in order to enroll in college courses. Students are required to enroll in two consecutive semester dual-enrollment courses in order to receive a Carnegie Unit of credit. In order to continue in a second semester course the student must receive a final first semester grade of “C” or better. Any student who does not receive a final grade of “C” or better during each semester must meet with a counselor for schedule revision in order to enroll in the next semester of high school courses.

The content of a college level course is rigorous and challenging, needing additional time for completion. Therefore, effective July 1, 1999, Richmond Public Schools will grant weighted high school credit for dual enrollment college classes in which the student receives a grade of "C" or better.

*Note: Students are not limited to the courses listed in the catalog. Students may take any class on campus above the 100 level; if they meet all qualifications for the course and upon availability. WEIGHTED POINTS

A = 5 points B = 4 points C = 3 points

J. Sargeant Reynolds Community College Dual Enrollment Program Courses

RPS # TITLE CREDIT 0312 ACC 115 – Applied Accounting .500 0313 ACC 211 – Principles of Accounting .500 0314 ADJ 105 – Juvenile Justice System .500 0315 ADJ 100 – Survey of Criminal Justice .500 0316 ADJ 130 – Introduction to Criminal Law .500 0317 ADJ 201 – Criminology .500 0318 ADJ 228 – Narcotics and Dangerous Drugs .500 0319 ASL 100 – Orientation to Acquisition of ASL as an Adult .500 0320 ASL 101-102 – American Sign Language .500 0321 ARA 101-102 – Beginning Arabic .500 0322 ART 100 – Art Appreciation .500 0323 ART 121-122 – Drawing I-II .500 0324 ART 125 – Introduction to Painting .500 0325 ART 138 – Figure Drawing .500 0326 ART 151-152 – Theory and Practice of Ceramics .500 0327 BUS 100 – Introduction to Business .500 0328 BUS 116 – Entrepreneurship .500 0329 CHD 145 – Teaching Art, Music, and Movement to Children .500 0330 CHD 205 Guiding the Behavior of Children .500 0331 DRF 231 – Computer Aided Drafting .500

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0322 EGR 105 – Introduction to Problem Solving in Technology .500 0333 EQU 110 – Fundamentals of Horse Management .500 0334 EQU 125 – Current Issues in Equine Management .500 0335 EQU 127 – Horse Business Management and Marketing .500 0336 EQU 130 – Grooming and Stable Management .500 0337 EQU 134 – Equine Footcare and Lameness .500 0338 EQU 136 – Equine Health Care, Nutrition, and Breeding .500 0339 EQU 137 – Equine Facilities Management .500 0340 EQU 140 – Fundamentals of Equitation .500 0341 EQU 141 – Intermediate Equitation .500 0342 EQU 142 – Advanced Equitation .500 0343 EQU 195-295 – Topics of Equine Management .500 0344 FIN 95 – Introduction to the Stock Market .500 0345 FIN 107 – Personal Finance .500 0346 FIR 260 – Introduction to Fire Research .500 0347 HLT 106 – First Aid and Safety .500 0348 HLT 116 – Personal Wellness .500 0349 HLT 121 – Introduction to Drug Use and Abuse .500 0350 HLT 135 – Child Health and Nutrition .500 0351 HLT 143-144 – Medical Terminology .500 0352 HMS 226 – Helping Across Cultures .500 0353 HMS 260 – Substance Abuse Counseling .500 0354 ITE 115 – Basic Computer Literacy .500 0355 LGL 100 – Introduction Law and the Legal Assistant .500 0356 MKT 100 – Principles of Marketing .500 0357 NAS 150 – Human Biology .500 0358 PHI 220 – Ethics .500 0359 PHT 101-102 – Photography .500 0360 PHT 105 – Basic Photography .500 0362 SOC 200 – Principles of Sociology .500 0363 SPA 103-104 – Conversation in Spanish I-II .500 0364 SPD 100 – Principles of Public Speaking .500 0379 ITE 100 – Introduction to Information Systems .500 0380 PHT 101-102 – Photography .500 0381 CSC 155 – Computer Concepts and Applications .500 0382 ADJ 107 – Survey of Criminal Justice .500 0390 BUS 200 – Principals of Management .500 0391 BUS 117 – Leadership Development .500 0500 ENG 111 – College Composition I .500 0501 ENG 112 – College Composition II .500 0502 SPD 105 – Oral Communication .500 0503 SPD 100 – Principals of Public Speaking .500 0510 MTH 163 – Pre-Calculus I .500 0511 MTH 173 – 13 AP Calculus with Analytic Geometry I .500 0512 MTH 240 – Statistics .500 0513 MTH 163 – Pre-Calculus II .500 0514 MTH 173 – 13 AP Calculus with Analytic Geometry II .500 0520 BIO 101 – General Biology I .500 0521 BIO 102 – General Biology II .500 176 College and University Partnerships

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0522 CHM 111 – College Chemistry I .500 0523 CHM 112 – College Chemistry II .500 0524 GOL 105 – Physical Geology .500 0525 GOL 106 – Historical Geology .500 0530 HIS 101 – History of Western Civilization I .500 0531 HIS 102 – History of Western Civilization II .500 0532 PLS 211 – Government I .500 0533 PLS 212 – Government II .500 0534 PLS 130 – Basics of American Politics .500 0536 HIS 111 – History of World Civilization I .500 0537 HIS 112 – History of World Civilization II .500 0538 HIS 121 – United States History I .500 0539 HIS 122 – United States History II .500 0540 HIS 141 – Afro-American History I .500 0541 HIS 142 – Afro-American History II .500 0542 PSY 210 – Introduction to Psychology I .500 0543 PSY 202 – Introduction to Psychology II .500 0544 SOC 201- Introduction to Sociology I .500 0545 SOC 202 – Introduction to Sociology II .500 0546 ECO 201- Principles of Economics I .500 0547 ECO 202 – Principles of Economics II .500 0550 SPA 201- Intermediate Spanish I .500 0551 SPA 202 – Intermediate Spanish II .500 0552 GER 101 – Beginning German I .500 0553 GER 102 – Beginning German II .500 0554 GER 201 – Intermediate German I .500 0555 GER 202 – Intermediate German II .500 0556 FRE 201 – Intermediate French I .500 0557 FRE 202 – Intermediate French II .500 0570 ACC 211 – Principles of Accounting I .500 0571 ACC 212 – Principles of Accounting II .500 0572 AST 141 – Word Processing II .500 0573 AST 142 – Word Processing II .500 0574 AST 101 – Keyboarding I .500 0575 AST 102 – Keyboarding II .500 0576 HRI 154 – Principles of Hospitality Management .500 0577 HRI 159 – Introduction to Hospitality Industry Computer Systems .500 0578 HRI 257 – Catering Management .500 0579 IST 100 – Introduction to Information Systems .500 0580 CSC 110 – Introduction to Computing .500 0560 IST 220 – Microcomputer: Operating Systems, Arch and Hard .500 0561 IST 123 – Spreadsheet Software I .500 0581 Introduction Information Systems II .500 0584 Career Education (Teaching) Student Development (SDV) 107 .500 0585 Introduction to Early Childhood Education .500 0586 Methods/Materials for Teaching .500 0587 Music Appreciation .500 0588 Music Appreciation II .500 0589 120 Introduction to Graphic Representation .500 177 College and University Partnerships

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0590 Web Page Design .500 0591 ITE 215 Adv. Computer Applications and Integration .500 0594 EGR 123 Introduction to Engineering Design .500

Comparable PSAT/SAT/ACT scores to waive students from placement testing. COMPASS COMPASS Ability- PSAT SAT Waiver ACT Waiver Subject Area to-Benefit Waiver Level Level Minimum Score Level MATH 25 on Pre-Algebra 40 430 20 any score on Algebra or above READING 62 34 440 20 WRITING 32 35 420 19

Below are waiver scores for students who are placing into English, Math and History/Social Science courses. There are new PSAT waiver scores that apply to these students: PSAT Waiver Level SAT Waiver Level MATH 52 500 READING 52 500 WRITING 52 500

James Madison University Dual Enrollment Description Partnership of James Madison University afforded Richmond Public Schools students of George Wythe and Huguenot High School the opportunity to offer a science content area dual enrollment course for one semester. The course is offered through the Department of Integrated Science and Technology at James Madison University.

James Madison University Dual Enrollment Course

2968 Issues in Living Systems .500

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Section VIII

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TESTING PROGRAM

The following tests are available to the students of Richmond Public Schools either as a requirement for high school graduation or for college admissions and/or placement, scholarships, or NCAA initial eligibility.

ADVANCED PLACEMENT EXAMS (AP) high school intake measure, EXPLORE gives educators the means to structure high school planning The AP Program gives students the opportunity to and career exploration for students and parents. It pursue college level studies while still in high school serves as a baseline to monitor academic progress. and to earn college credit. Each college has its own http://www.act.org set of standards for accepting AP credit. Generally, a student will study in an AP class in grades eleven or PLAN twelve and take a national exam given in May. Those who score 3, 4, or 5 on AP exams most frequently PLAN helps tenth graders build a solid foundation for receive college credit. future academic and career success and provides http://www.collegeboard.com information needed to address school districts’ high- priority issues. It is a comprehensive guidance AMERICAN COLLEGE TEST (ACT) resource that helps students measure their current academic development, explore career/training The ACT is a college entrance test developed by the options, and make plans for the remaining years of American College Testing Program. The ACT is a high school and post-graduation years. comprehensive, evaluative, guidance, and placement service for students and educators involved in the PLAN can help all students, those who are college- transition from high school to college. The ACT bound as well as those who are likely to enter the (English, Mathematics, Science Reasoning, and workforce directly after high school. As a “pre-ACT” Social Studies) assessment consists of four academic test, PLAN is a powerful predictor of success on the tests, self-reported high school grades, the Student ACT Assessment. At the same time, many schools Profile Section, and the ACT Interest Inventory. recognize the importance of PLAN testing for all Students and educators can use these reports for students, as it focuses attention on both career making post-secondary plans. This test is usually preparation and improving academic achievement. first taken in the spring of grade eleven. http://www.act.org http://www.act.org PRELIMINARY SCHOLASTIC APTITUDE ARMED SERVICES VOCATIONAL TEST/NATIONAL MERIT SCHOLARSHIP APTITUDE BATTERY (ASVAB) QUALIFYING TEST (PSAT/NMSQT)

® The ASVAB is a test provided for students who may The Preliminary SAT /National Merit Scholarship be considering a military career. It is administered to Qualifying Test is a co-sponsored program by the sophomores, juniors, and seniors and can provide College Board and National Merit Scholarship assistance to students in determining strengths in Corporation (NMSC). occupational skill areas. PSAT/NMSQT stands for Preliminary SAT/National EXPLORE Merit Scholarship Qualifying Test. It's a standardized test that provides firsthand practice for the SAT I:

Reasoning Test. It also gives you a chance to enter Explore is an ACT program for educational planning. It National Merit Scholarship Corporation (NMSC) is designed to help eighth graders explore a broad scholarship programs. range of options for their future. The EXPLORE program prepares students not only for their high school coursework, but for their post-high school choices as well. It marks an important beginning for a The PSAT/NMSQT measures: student’s future academic and career success. As a critical reading skills

180 Testing Program Focusing on the Future

critical reasoning skills SAT SUBJECT TESTS math problem-solving skills writing skills Subject Tests, one-hour, mostly multiple-choice tests, measure how much students know about a particular You have developed these skills over many years, academic subject and how well they can apply that both in and out of school. This test doesn't require you knowledge. to recall specific facts from your classes. The 22 Subject Tests include: Writing (with an essay), The most common reasons for taking the Literature, U.S. History, World History, Math Level IC, PSAT/NMSQT are: Math Level IIC, Biology E/M, Chemistry, Physics, To receive feedback on your strengths and French Reading, French Reading with Listening, weaknesses on skills necessary for college German Reading, German Reading with Listening, study. You can then focus your preparation Spanish Reading, Spanish Reading with Listening, on those areas that could most benefit from Modern Hebrew Reading, Italian Reading, Latin additional study or practice. Reading with Listening, Japanese Reading with To see how your performance on an Listening, Korean Reading with Listening, Chinese admissions test might compare with that of Reading with Listening, and the English Language others applying to college. Proficiency Test. To enter the competition for scholarships from the National Merit Scholarship Many colleges require or recommend one or more of Corporation. the Subject Tests for admission or placement. Used in To help prepare for SAT Program tests. You combination with other background information (your can become familiar with the kinds of high school record, scores from other tests like the questions and the exact directions you will SAT Reasoning Test, teacher recommendations, etc.), see on the SAT I: Reasoning Test and the they provide a dependable measure of your academic multiple-choice section of the SAT II: achievement and are a good predictor of future Writing Test. performance. To receive information from colleges when you check "yes" to Student Search Service. For a schedule of test dates and to register for the SAT reasoning and Subject Tests visit You should definitely take the PSAT/NMSQT www.collegeboard.com. in your junior year. Many students benefit from also taking it earlier, typically in their sophomore year. If you take it earlier, recognize that the PSAT/NMSQT STANDARDS OF LEARNING TESTS (SOL) is a junior-level test, so don't get discouraged if your score is low. Your score will usually increase as your years of study increase. The Standards of Learning (SOL) Assessment Program consists of state-developed, criterion- referenced tests designed to measure student Find out more about the PSAT/NMSQT on the internet mastery of the academic content and skills specified in at www.collegeboard.com. Virginia’s Standards of Learning. In June 1995, the Virginia Board of Education adopted the revised SAT REASONING TEST Standards of Learning in four academic content areas: English, mathematics, science, and history/social The SAT is a test that measures critical reading, science. They specify in clear terms the academic writing, and mathematical reasoning skills students content and skills that Virginia public school students have developed over time and skills they need to be are expected to learn at each grade level. These successful academically. Many colleges and Standards of Learning represent high expectations for universities use the SAT as one indicator among students. others-class rank, high school GPA, extracurricular activities, personal essay, and teacher recommendations-of a student's readiness to do college-level work. SAT scores are compared with the scores of other applicants, and the accepted scores at an institution, and can be used as a basis for awarding merit-based financial aid.

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Section IX

SPECIAL PROGRAM OPPORTUNITIES

Capital One Mentoring Program

Capital One is committed to supporting children in need. The company strongly believes that nurturing and mentoring children today will have an invaluable impact on the communities and companies of tomorrow. It is because of this faith in tomorrow’s leaders that Capital One shares its success to create new opportunities and campaigns to promote this mission. The goals of the Power of Nine Mentoring Program include working with the students on academic topics, career oriented activities, and is also about having fun. The program is designed to be flexible and creative due to the mentor team’s expertise and the student groups with which each team is matched.

The Power of Nine Mentor Program has the following objectives: ¾ To increase student’s academic performance in high school and interest in a college education. ¾ To help freshmen complete high school within four years. ¾ To provide academic support and tutoring to students at risk of not succeeding. ¾ To provide fun activities not usually available to students. ¾ To establish ongoing mentor relationships with students.

Twenty five to thirty ninth grade students are invited to participate in the program by the school’s contact person. These students are considered to be middle to low range performers in school. Participating schools are Armstrong, Franklin Military, Huguenot, Thomas Jefferson, John Marshall and George Wythe. Contact the guidance department of each participating school for more information about Capital One’s Power of Nine Mentoring Program.

Early College Scholars

The Early College Scholars program allows eligible high school students to earn at least 15 hours of transferable college credit while completing the requirements for an Advanced Studies Diploma. The result is a more productive senior year and a substantial reduction in college tuition. Students earning a college degree in seven semesters instead of eight can save an average of $5,000 in expenses. To qualify for the Early College Scholars program, a student must: ¾ Have a “B” average or better ¾ Be pursuing an Advanced Studies Diploma and ¾ Take and complete college-level course work (i.e., Advanced Placement, International Baccalaureate, or Dual Enrollment) that will earn at least 15 transferable college credits.

Early College Scholars are supported by the Virginia Virtual Advanced Placement School and the Commonwealth College Course Collaborative. The Virginia Virtual Advanced Placement School provides statewide access to college-level courses while the Commonwealth College Course Collaborative defines the subjects high school students can complete and receive for college degree credit from participating public and private colleges and universities.

Participating students sign an Early College Scholars Agreement, which is also signed by the student’s parents or guardians, principal, and school counselor. Students who meet the terms of the agreement are recognized as Early College Scholars and receive a certificate of recognition from the Governor.

Special Program Opportunities

Learning Bridge Richmond

Learning Bridge is a tuition-free, three-year academic enrichment program that works with middle school students in a partnership between Richmond Public Schools and the Collegiate School. The goals of the program are: ¾ To encourage and prepare its students to enter and succeed in college-preparatory, academically intensive high school programs. ¾ To give its teachers, exceptional high school and college students from Richmond and around the country, experience in the classroom and encourage them to enter the field of teaching as a career.

The Learning Bridge program involves both a summer academy and a school-year enrichment program. The six- week summer portion of the program takes place at the Collegiate School, where students take five academic classes. The school-year portion of the program includes Saturday enrichment programs and a weekly tutoring session. The program also provides support, mentoring, and resources, as well as help with the high school and college application process, through college.

Students in the Learning Bridge Richmond Program are rising seventh, eighth and ninth graders who are exceptional middle school students who have displayed an ability to work hard, maintain strong grades and test scores, and who love learning. Participating middle schools include Albert Hill, Elkhardt, Martin L. King, Jr. and Thompson. For more information concerning Learning Bridge contact the guidance department of each participating school.

Path to Industry Certification

The Path to Industry Certification project is part of former Governor Warner’s senior year plus initiative and is intended for seniors who are not planning to continue their education beyond high school and are unprepared to enter an occupational or technical career upon graduation because they have not completed a sequence of career and technical education courses.

This initiative gives students an opportunity to earn their standard or advanced studies high school diploma and receive technical preparation for a selected industry certification or state licensure. Participating students and parents sign a Path to Industry Certification Compact agreeing that the student will complete high school and enroll in a community college to continue the technical training needed to prepare for an industry certification or state licensure. Students can take community college courses with tuition paid through May of the year following high school graduation by maintaining enrollment in the selected program with a 2.0 cumulative GPA and passing all classes.

Partnership for the Future

Partnership for the Future is an internship program established to provide high school students exposure to successful business environments where hard work earns rewards. Participating companies offer the students employment each summer after a successful school year and will match students’ summer job savings for further education. The program begins after the student’s sophomore year in high school and continues for three summers. Partnership for the Future is in the business of investing in the successful transition of highly motivated students from high school to higher education while reinforcing values that will improve the quality of life for students and their communities. Contact the guidance department of participating high schools for more information about Partnership for the Future.

Special Program Opportunities

Virginia Heroes

The Virginia Heroes Incorporated Role Model/Mentoring Program, a community supported mentoring program was founded by and is based on the dream of the late Arthur R. Ashe, Jr. The primary mission of Virginia Heroes is to provide positive interaction between sixth grade adolescents and role-models/mentors on a regular basis. Volunteer mentors from Richmond corporations, businesses, government and service agencies meet with students twice each month for one hour in participating middle schools. In each mentoring session, mentors discuss a specific topic. Topics include decision-making, parent-child relationships, education, respect for oneself and others, crime prevention, substance abuse, honesty, loyalty, emotional and physical health, peer influence, choices, and other topics geared toward developing positive values. The mentors work with the same group of students throughout the year, providing the children with a consistent voice and message. A student-to-mentor ratio of 5:1 encourages interaction and open discussion. Participating middle schools are Binford, Boushall, Lucille Brown, Elkhardt, Henderson, Albert Hill, Martin L. King, Jr., and Thompson. Contact the sixth grade counselor for more information about the Virginia Heroes Role Model/Mentoring Program.

Project Discovery

The Project Discovery Program is a drop out prevention program and college access preparatory program serving economically disadvantaged, potential first generation post-secondary education students.

Commonwealth Scholars

The Commonwealth Scholars program is a multi-state business/education partnership effort focused on increasing the number of high school students who take a rigorous secondary-level curriculum designed to strengthen the chances for success in both college and the workplace. It was originated under the name of State Scholars Initiative.

The Business leaders and members of civic organizations work with local educators to: ¾ Create and implement the program in their communities. ¾ Visit classrooms and talk to students about why an academically challenging course of study is important and how it will help them; whether they go on to college or go straight to work. ¾ Motivate students, create incentives, provide support, and recognize scholar success.

Core Course of Study: ¾ 4 years of English ¾ 3 years of Mathematics (Algebra I, Geometry, Algebra II) ¾ 3 years of Basic Laboratory Science (Biology, Chemistry, Physics) ¾ 3.5 years of Social Science (chosen from U.S. and World History, Geography, Economics, Personal Finance, and Government) ¾ 2 years of the same language other than English

Special Program Opportunities

Administrative Contacts

Superintendent – Dr. Yvonne W. Brandon……………………………………………………………………………..780-7710 Chief Academic Officer – Victoria S. Oakley……………………………………………………………… . ………….780-7727 Director of Instruction – Maria F. Crenshaw………..…………………………………………………………………..780-7750 Director of Exceptional Education – Harley Tomey, III……………………………………………………. ………….780-7724 Director of Federal Programs – Dr. Ernestine Scott ……………………………………………………...………….. 780-7790 Manager of Pupil Personnel Services – Harry Morgan…...…………..……………………………………………....780-7811 Instructional Specialist of Guidance Services – Beverly S. Mountain………………………………………………..780-7777 Coordinator of Programs for the Gifted – Rodney Fout…………………...... ………….780-7805

Instructional Specialists Serving Middle and High Schools

Adult Instruction – ACDC – Estelle Jones…………………………………………………………..………………….780-4388 Business & Information Technology – Darlene Smith ………………………………………………………………..780-6564 Health & PE, Drivers Ed, World Language and ESL – William James..…………………………………………….698-3026 History/Social Science – (6-12) Dr. Barbara Ulschmid.……………………………………………………………….780-7765 History/Social Science (K-5) – Stephanie Hooks..…………….……………………………………………………....780-6837 Language Arts – Richard Staton…………………………………………………………………………………………780-7607 Marketing/Family and Consumer Science – Debra Kyles……………….…………………………………………….780-6639 Title I Mathematics (K-12) – Cassandra Willis………………………………………………………………………….780-7797 Arts & Humanities – Frank Williams……….…………………………………………………………………………….780-4646 Music – Joyce Bassette.………………………………………………………………………………………………….780-4646 Science – (6-12) Helena Easter.…….…………………………………………………………………………….…….780-7770 Science (K-5) – Alethia Elam.……………………………………………………………………………………………780-7798 Technology Education – Jorge Valenzuela…….……………………………………………………………………….780-5810 Technological Resources – Phyllis Gardner……………………………………………………………………………780-7768 Title I Secondary Reading (6-8) – Tiffany Frierson…………………………………………………………………….780-7790 Title I Reading (K-5) – Janice Stilwell……………………………………………………………………………………780-7797

Administrative Contacts