1012 Madison Avenue Rahway, New Jersey 07065 (732) 396-1090
COURSE OFFERING BOOKLET
CLASS OF 2018 EDITION
TABLE OF CONTENTS
PAGE(S)
ACADEMIC ENRICHMENT PROGRAMS 31-32
ACADEMIC STANDARDS AND ELIGIBILITY (FILE CODE 6147.1) 10-14
ADMINISTRATOR CONTACT INFORMATION 4
COUNSELOR SERVICES AND CONTACT INFORMATION 8-9
COURSE SELECTION OVERVIEW 87
CURRICULAR & CO-CURRICULAR STUDENT ACTIVITIES 84
ENGLISH PROGRAMS 37-41
FAMILY AND CONSUMER SCIENCE PROGRAMS 65-70
GRADUATION REQUIREMENTS (FILE CODE 6146) 15-18, 85-86
HIGH SCHOOL COOPERATIVE PROGRAMS (UCVTHS) 82-83
LEADERSHIP PROGRAMS, ROTC, BUSINESS EDUCATION PROGRAMS 33-36
MATHEMATICS PROGRAMS 42-46
NON-DISCRIMINATION NOTICE 6
NOTIFICATION OF RIGHTS 7
PHYSICAL EDUCATION AND HEALTH PROGRAMS 47
PRINCIPAL’S LETTER 3
PROGRAMS OF STUDY 20
RAHWAY HIGH SCHOOL MISSION STATEMENT 5
SCHOLASTIC ELIGIBILITY FOR ATHLETICS AND EXTRA ACTIVITIES 19
SCIENCE PROGRAMS 48-53
SOCIAL STUDIES PROGRAMS 54-59
SPECIAL PROGRAMS OF STUDY 21-30
TECHNOLOGY PROGRAMS 60-64
VISUAL AND PERFORMING ARTS PROGRAMS 71-76
WORLD LANGUAGE PROGRAMS 77-81 2
Rahway Public Schools Kline Place
Edward L. Yergalonis P.O. Box 1024
Superintendent of Schools Rahway, NJ 07065
[email protected] (732) 396-1000
“Expecting Excellence”
JOHN T. FARINELLA, JR., J.D. PRINCIPAL Rahway High School 1012 Madison Avenue Rahway, New Jersey 07065 Voice: (732) 396-2911 Fax: (732) 669-1353 email:[email protected]
Dear Parents/Guardians and Students:
Rahway High School’s Course of Studies Booklet is designed to assist you in making decisions that will have a tremendous impact on your future. Whether you plan to pursue a four-year college, a technical college, a business college, the armed forces, or some other post-secondary plan, you need to take advantage of the opportunities offered at the High School. This guide describes a program that will meet your needs and will prepare you to meet the challenges of the 21st century. Our school counselors, teachers, administrators, and support staff are available to assist you.
However, for this guide to be effective, you must use it wisely. Consider your interests, aptitudes, and educational goals before you select your course of study. Rahway High School offers a wide range of courses and programs in order to meet the educational needs of all students. There are, however, specific requirements that must be met in order to obtain a Rahway High School diploma. For a review of these requirements refer to page 11 of this guide. If you have any questions regarding these requirements, please call or meet with your school counselor.
The two major steps involved in planning next year’s program are registration and scheduling. Each student will be scheduled for a minimum of 30 credits. This will help to ensure that all graduation requirements are successfully completed within four years. Please take the course selection process seriously and think through your decisions carefully.
Best wishes in your preparation for the upcoming 2014/2015 academic year!
Sincerely, John T. Farinella Principal
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Administrator Contact Information
Dr. John Farinella, Principal [email protected] 732-396-2911
Mr. Mark Cantagallo, Vice Principal [email protected] 732-396-1075
Dr. Cary Fields, Vice Principal [email protected] 732-396-1080
Mrs. Chey Rivera, Vice Principal [email protected] 732-396-1101
Mr. Thomas Lewis [email protected] 732-396-1090 Director of Alternative Education/Athletic Director ext. 2992/1196
Mrs. JoAnn Mannix [email protected] 732-396-1090 Assistant Director of Alternative Education ext. 1470
Mrs. Christine Salcito [email protected] 732-396-1013 Assistant Superintendent for Curriculum & Instruction
Mr. John Perillo [email protected] 732-396-1012 Supervisor of Special Programs
Mr. Kevin Robinson [email protected] 732-396-1015 Program Supervisor of STEM
Ms. Tiffany Lynch [email protected] 732-396-2961 Program Supervisor of Literacy
Ms. Barbara Pyne [email protected] 7329-396-1000 Program Supervisor of Special Ed/Testing ext. 1001
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RAHWAY HIGH SCHOOL MISSION STATEMENT
With diversity as our strength, the Rahway High School Community shall provide
inclusive and challenging programs to accommodate the unique needs of all students,
allowing them to experience success and reach their highest potential. Our programs will
prepare all students to achieve at established local, state and federal levels. In addition,
these programs will prepare them to become independent and self-sufficient adults who
will succeed and contribute responsibly in the global community.
With diversity as our strength, Rahway High School is a safe, academically enriching community in which each administrator, teacher, student, and staff member performs with exemplary integrity, honor, civility, kindness and professionalism and where the pursuit of excellence is embraced and cherished.
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Rahway Public Schools Non-Discrimination Notice
The Rahway Board of Education guarantees that all students, regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability, or socioeconomic status are provided equal access to its educational programs and services.
Pursuant to Title 6A:7-1.1 et seq, the Rahway Board of Education has established policies and practices to ensure that all students are guaranteed these rights of equal opportunity. This includes, but is not limited to, its services, facilities, privileges, advantages and accommodations. It also ensures that the district’s curriculum and instruction are aligned to the State’s Core Curriculum Content Standards and addresses the elimination of discrimination by narrowing the achievement gap, by providing equity in educational programs, and by providing opportunities for students to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability, or socioeconomic status
The Rahway Board of Education guarantees that all persons, regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability, or socioeconomic status shall have equal and bias free access to all categories of employment in the Rahway School System. This non-inclusive list includes hiring, termination, disciplinary procedures, or other related programs and activities.
Specific questions concerning the district’s Equality and Equity In Education provision can be directed to the district’s Affirmative Action Officer.
Specific complaints or alleged discrimination should be referred to the High School Affirmative Action Coordinator. Complaints regarding disabilities and issues under Section 504 of the Rehabilitation Act of 1973 and/or the Americans with Disabilities Education Act of 1997 relating to the provisions of special education services, should be referred to Mr. Larry Abramowitz, Supervisor of Services for Children, at 732-396-1035.
Regardless of the means selected for resolving the complaint, the initiation of a good-faith complaint of alleged discrimination or misconduct will not cause any negative reflection on the complainant, nor will it affect his/her access to the programs, activities, services, facilities, privileges, advantages or accommodations in facilities provided by the Rahway Board of Education.
Las escuelas publicas de Rahway garantizan la iqualdad de programas educativos entre otros beneficios a los estudiantados. Los estudiantes podran participar de estos beneficios independientemente de su nacionalidad, creencias, color, edad, estatus marital, orientacion sexual, sexo, religion, estatus socioeconomico o incapacidad.
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Notification of Rights for Elementary and Secondary Schools
The Family Educational Rights and Privacy Act (FERPA) allows parents and students over 18 years of age certain rights with respect to the student's education records.
These rights are:
1. The right to inspect and review the student's education records within 45 days of the day the school receives a request for access. Parents or eligible students should submit to the school principal (or appropriate school official) a written request that identifies the record(s) they wish to inspect. The school official will make arrangements for access and notify the parent or eligible student of the time and place where the records may be inspected.
2. The right to request the amendment of the student's education records that the parent or eligible student believes are inaccurate or misleading. They should write the school principal (or appropriate official), clearly identify the part of the record they want changed, and specify why it is inaccurate or misleading. If the school decides not to amend the record as requested by the parent or eligible student, the school will notify the parent or eligible student of the decision and advise them of their right to a hearing regarding the request for amendment. Additional information regarding the hearing procedures will be provided to the parent or eligible student when notified of the right to a hearing.
3. The right to consent to disclosures of personally identifiable information contained in the student's education records, except to the extent that FERPA authorizes disclosure without consent. One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. A school official is a person employed by the school as an administrator, supervisor, instructor, or support staff member (including health or medical staff and law enforcement unit personnel); a person serving on the school board; a person or company with whom the school has contracted to perform a special task (such as an attorney, auditor, medical consultant, or therapist); or a parent or student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.
The law allows the District to use certain student information in publications such as a playbill, the annual yearbook, honor roll or other recognition lists, graduation programs and sport/activity rosters. The law also requires us to release, without consent, directory information to some specific agencies such as the military. “Directory” information includes a student’s name, address, telephone number, date and place of birth, honors, awards, and dates of attendance.
You may request that your child’s name and information be withheld. In order to do so, submit a written statement to the guidance department on or before September 15 of each year making your wishes known. To discuss this matter further, please feel free to contact the Office of the Principal at 732-396-2911.
You have the right to file a complaint with the U. S. Department of Education concerning alleged failures by the school to comply with the requirements of FERPA. The name and address of the office that administers FERPA is:
Family Policy Compliance Office U. S. Department of Education 400 Maryland Avenue, SW Washington, DC 20202-4605
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COUNSELOR SERVICES AND CONTACT INFORMATION
SCHOOL COUNSELOR SERVICES
Each student at Rahway High is assigned to a counselor. Counselors share responsibilities for student scheduling, post-secondary and career school planning, crisis intervention, and maintaining and interpreting student records.
School Counselors use their knowledge of each student's interests and aptitudes to guide all students through educational, career, and life decisions. Throughout this counseling process, the counselor works with all school personnel, students, parents/guardians, as well as interfaces with community agencies in order to provide the fullest compliment of services designed to meet student needs.
Parental participation is a necessary part of the total school and effective guidance and counseling services program. Parents and families are encouraged to utilize every opportunity to meet with, understand and plan for their high school students educational, social, and career development needs, such as:
Review the student's program of studies -course requirements -schedule of classes -grade and level placement of courses
Consult with the counselor immediately in order to - correct course or schedule errors - create understanding regarding the child's specific educational and social growth and development. - review school records, transcripts, progress reports, report cards, and other academic and interpersonal issues.
Participate in all school family partnership initiatives including: -Back-To-School Night -Parent-Teacher Conferences -Counselor-Parent Conferences -Guidance Department Programs and Meetings
General meetings, “Back-to-School Night,” and parent conferences are made available for parents to discuss the school and its programs. Parents are also invited and encouraged to avail themselves of individual conferences with their child’s school counselor in order to review credits, transcripts, and other academic, personal, and/or social concerns.
YOUR COUNSELOR IS AVAILABLE TO YOU WHEN YOU NEED HELP.
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SCHOOL COUNSELOR INFORMATION (Continued)
Your course selection is one of the MOST IMPORTANT jobs that you, your parents/guardians, and your counselor will do together. It is essential that you consider the many courses listed in this booklet with great care. Each student receives guidance in groups and/or individually to learn how to make the most appropriate choices of high school subjects. Questions regarding course selection must be discussed with your counselor and/or teacher. For parents, information is as close as your telephone.
SCHOOL COUNSELING DEPARTMENT CONTACT INFORMATION
Please note many of the numbers listed below require that you dial the main high school phone number 732-396-1090 before entering the phone extension of the individual you hope to contact.
Ms. N. Gleason, School Counselor [email protected] 732-396-1090 ext. 2903 Ms. C. Mannix, School Counselor [email protected] 732-396-1090 ext. 1077 Ms. D. Sainte, School Counselor [email protected] 732-396-1090 ext. 1078 Ms. C. Goldman, School Counselor [email protected] 732-396-1090 ext. 1083 Mr. R. Zech, School Counselor [email protected] 732-396-1090 ext. 1079 Mr. K. O'Callahan, ACE Counselor [email protected] 732-396-1090 ext. 2907 Mr. S. O'Riordan, ACE Counselor [email protected] 732-396-1090 ext. 2963 Ms. D. Misir, Trinitas Counselor [email protected] 732-396-1090 ext. 2613 Mr. W. Picone, SAC [email protected] 732-396-1090 ext. 4095 Ms. J. Stradford, Secretary [email protected] 732-396-1075 Ms. D. Marsh, Secretary [email protected] 732-396-1074 Ms. P. Bender, Secretary [email protected] 732-396-1090 ext. 4504
CHILD STUDY TEAM CONTACT INFORMATION
Mr. G. Provenzano, Psychologist [email protected] 732-396-1090 ext. 1066 Ms. E. Latorra, School Social Worker [email protected] 732-396-1090 ext. 1094 Ms. E. Rieder, School Social Worker [email protected] 732-396-1090 ext. 1028 Ms. C. Shannon, School Social Worker [email protected] 732-396-1090 ext. 1095 Mrs. P. Pizzi, Secretary [email protected] 732-396-1096
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RAHWAY BOARD OF EDUCATION File Code: 6147.1 Rahway, New Jersey, 07065 Regulation
EVALUATION OF INDIVIDUAL STUDENT PERFORMANCE
INTRODUCTION
The following numerical grading system is applicable to grades 4 -12. Grading is an integral part of the teaching and learning process. Grades provide information about student progress. Grades form the basis of eligibility criteria for certain programs including athletics, extracurricular activities and selected academic programs. Grades guide and inform individual and group decisions.
NUMERICAL GRADE RANGES
A 90 - 100 B 80 - 89 C 70 - 79 D 63 - 69 F 50 - 62
GRADING
A student's final average will be an average of the marking period grades, mid-term examination, and final examination. For seniors having maintained an A average the teacher may elect to excuse such senior from final examination. Senior final grade calculation for “A” average exemption- 1. Double each Marking Period grade 2. Add the doubled grades to the Mid-Term grade 3. Divide the total by 9 Example: MP1 MP2 MT MP3 MP4 94 89 91 95 95 94 89 (no final) 95 95
188+178+91+190+190=837
837/9=93
Where no mid-term or final examination is administered, making period grades will represent 100% of the final average. Where mid-term and/or final examinations are administered, marking period grades will represent 80% of the final average.
- If a midterm and a final examination are administered, each examination will represent 10% of the final grade. - If no mid-term examination is administered, the final examination will represent 20% of the final grade.
Grades of less than 50 are not permitted in the first three marking periods. Grades of less than 50 may be awarded in the fourth marking period should the principal determine such grades are warranted.
ACADEMIC ELIGIBILITY STANDARDS
All courses, including those courses that at one time were considered "minor", e.g. physical education, art, music, and industrial arts, shall be included in any determination of academic eligibility. For students below grade 9, each course meeting five days a week will be considered a five-credit course for purposes of determining eligibility. However, any course not taken within the high school years will not be awarded credit towards graduation unless approved by the RHS principal. This system will apply for the following activities:
10 File Code: 6147.1 A. EXTRACURRICULAR ACTIVITIES
To be eligible for participation in any extracurricular activity (including but not limited to, clubs, intramural sports, musical or dramatic performances and artistic or academic competitions) during the first semester (July 1 to January 31) a pupil must have passed, at a minimum, 27.5 credits (or the equivalent as determined by the principal) ending with the class of 2013 and 30 credits beginning with the class of 2014, during the immediately proceeding academic year.
To be eligible for participation in any extracurricular activity during the second semester (February 1 to June 30), a pupil must have passed, at a minimum, 13.75 credits ending with the class of 2013 and 15 credits beginning with the class of 2014. Full-year courses shall be equated as one-half of the total credits to be gained for the school year to determine credits passed during the immediately preceding semester.
B. SUMMER SCHOOL
Rahway provides a remedial summer school for students who have failed courses during the regular school year. To be eligible for summer school a student needs to have achieved a final grade no less than 55. Exceptions to this standard may be granted at the discretion of the building principal.
C. INTERSCHOLASTIC ATHLETICS
The rules of the New Jersey State Interscholastic Athletic Association shall govern eligibility for participation in interscholastic sports for all pupils. For courses below grade 9, the course credit value shall be one credit for each period a week the course meets.
WEIGHTED RANK IN CLASS (RIC) AND WEIGHTED GRADE POINT AVERAGE (GPA)
All classes offered at Rahway High School will be assigned to one of three categories: Advanced Placement Honors All other classes. Grades earned in each course will be assigned quality points using the following scale:
Weighted GPA Chart Institute weighted grading system as follows:
Grade AP(QP) Honors(QP) All Others(QP) A (90-100) 6 5 4 B (80-89) 5 4 3 C (70-79) 4 3 2 D (63-69) 3 2 1 F <63 0 0 0 Courses to be included in weighted GPA will only include those courses for which there exists AP and/or Honors and CP courses at the same level:(ex. English 4CP-Honors English 4-AP English 4) As of 2009-2010 School Year: Mathematics Science English Social Studies World Languages In the event that tiered courses are introduced into the Rahway High School curriculum in other disciplines, then related tiered courses in the curricular area would then become part of the weighted GPA calculation. Weighted rank-in-class RIC/Grade Point Average (GPA) will be calculated using only courses taken that have tiered weights. Weighted GPA/Rank will be determined at the end of the 11th grade (6th semester) and at the end of the first semester 12th grade (7th semester). To compute the weighted average using the weighted GPA chart, identify the level at which the course is offered and multiply the Quality Points by the number of credits the course accrues. The sum of all quality points is then divided by the number of credits attempted. Weighted grade-point average recognizes the level of difficulty of the courses selected. 11 File Code: 6147.1
i. Each quality point number is then multiplied by the number of course credits ii. The sum of the products from step i. is then calculated. iii. The sum from step ii. Is then divided by the credits attempted. iv. The quotient from step iii. will result in the pupil’s GPA and will be the only GPA recorded in a pupil’s record.
Rank in Class will be calculated based on GPA rounded to three decimal places. Rank in Class shall be calculated at the end of the junior year and again at the end of the second marking period of the senior year.
UN-WEIGHTED GRADE POINT AVERAGE (GPA)
In addition to the above weighted GPA, all courses taken at Rahway High School will be used in an un-weighted GPA calculation as follows:
Grade Un-weighted (QP) A (90-100) 4 B (80-89) 3 C (70-79) 2 D (63-69) 1 F <63 0
Un-weighted RIC/GPA will be calculated using ALL courses taken at Rahway High School subject to the un-weighted GPA chart. Un-weighted RIC/GPA will be determined at the end of the 11th grade 6th semester and at the end of the first semester 12th grade.
OPT OUT PROVISION FOR RANK IN CLASS REPORTING
Rank in class is accumulative over the four year high school program. Students will have the option to report rank on their transcripts. Once rank is officially generated, students will be given the option to report rank to the schools to which they are applying. Students can only exercise this option once. In doing so, they are deciding to send transcripts with their rank on it to all schools or no schools. If a student chooses to withhold their rank and a college or university to which they have applied requires it, the student can bring that request to the guidance office and a transcript with rank will be sent. The request to include rank must be in writing from the college or university. The district will continue to report class rank to National Merit Scholarships, Bloustein Scholarships, the STARS program and any scholarship program that may require rank for consideration.
NON-RHS COURSES EXCLUDED FROM RIC/GPA CALCULATIONS
Students new to the district will not have courses taken outside of Rahway High School included in RIC/GPA calculations. Courses from schools other than RHS with grades of D or better will be reviewed for inclusion in credit earned towards graduation from Rahway High School at the discretion of the Principal or designee.
SUMMER SCHOOL REVIEW AND/OR ENRICHMENT COURSES EXCLUDED FROM RIC/GPA CALCULATIONS
Subjects taken in summer schools other than Rahway High School (if applicable) will not be used in RIC/GPA calculations.
REPEATED COURSES AT RAHWAY HIGH SCHOOL INCLUDED IN RIC/GPA CALCULATIONS
Subjects which are repeated at Rahway High School the following year and/or succeeding years are to be included in RIC/GPA calculations as are the classes that were initially taken. Hence all courses completed at RHS will be included in RIC/GPA calculations and reported on the transcript.
VALEDICTORIAN/ SALUTATORIAN AND RIC CALCULATIONS
Valedictorian (highest weighted GPA and un-weighted GPA of not less than 3.1) and salutatorian (second highest weighted GPA and un-weighted GPA of not less than 3.1) will be determined by the weighted rank at the end of the 7th semester. Students must have attended Rahway High School a minimum of 4 semesters to be eligible to become Valedictorian/Salutatorian and to be included in RIC calculations. Any student who requires a class rank who has not attended a minimum of 4 semesters will be given an estimated rank but may not shift the rank of any student who has been in attendance for four or more semesters. File Code: 6147.1 12
HONOR ROLL
In order to recognize student achievement, the Board has established two honor rolls as defined below. These criteria are applicable in all schools of the district. A list of students meeting these eligibility criteria shall be published at the close of each marking period.
High Honor Roll: Without exception, pupils whose grades average between 94-100 with no grade below 87, will be placed on the High Honor Roll. Honor Roll: Without exception, pupils whose grades average between 87-93 with no grade below 80, will be placed on the Honor Roll.
Students completing more than half of any given marking period through Home Instruction will not be eligible for the High Honor Roll except as may be approved by the building principal.
NATIONAL HONOR SOCIETY
Membership in the Rahway High School Chapter of the National Honor Society is clear evidence of a student’s achievements in both school and community. Students are selected based on the nationally-recognized areas of scholarship, service, leadership, and character upon which the society was created. This is one of the highest honors a high school student can achieve; therefore, we have established the following guidelines for selection and membership.
Selection Procedures
Each school year, a list of academically eligible juniors and seniors will be compiled. The list will consist of those students whose weighted GPA is 3.38 or above and whose un-weighted GPA is 3.1 or higher. All eligible students meeting the criteria will be invited to a mandatory informational meeting where the Student Information Form, as well as all other materials, will be distributed and discussed.
Rising seniors who are eligible for NHS membership will be contacted at the end of the third marking period of their junior year. If selected, they will participate in a spring induction. It is mandatory for inductees to participate in the ceremony.
Current seniors who become eligible will be contacted at the end of their first marking period. If selected, they will participate in a fall induction. It is mandatory for inductees to participate in the ceremony.
Those students intending to respond to the invitation should be aware of the following criteria upon which they will be assessed:
A Student Activity Information Form must be completed and/or updated according to induction date. Documented community service must be completed prior to the selection date. Juniors must document 20 hours of community service. Newly inducted seniors must document 30 hours of community service prior to the selection date. A written faculty recommendation must be obtained in support of the candidate’s leadership and character. A written community member recommendation must be obtained in support of the candidate’s leadership and character (This may not be a family member.) A 250-300 word easy on NHS selection criteria that is due with the Student Activity Information Form.
The Faculty Council will be comprised of not more than 10 RHS Faculty members that are approved annually by the Principal. The Faculty Council will conduct the final review of all membership materials. Candidates with a weighted GPA of 3.38 or higher and an un-weighted GPA of 3.1 or higher, who submit the required membership materials and have good character, as revealed, in part, through discipline and attendance records, will be recommended for induction unless a majority of the Faculty Council declines to recommend.
Maintaining Membership
All students selected to the National Honor Society at Rahway High School will be required to complete mandatory service projects, which will be defined annually by the RHS - NHS, as well as to maintain exemplary academic, disciplinary, and attendance records. National Honor Society members are required to maintain a minimum weighted GPA of 3.38, and an un-weighted GPA of 3.1 or higher, and to abide by the school’s disciplinary and attendance expectations as obtained in the student handbook (See Code of Behavior Policy 5131 and Attendance Policy 5113). Any student unable to maintain the standards by which she/he was selected may be removed from the National Honor Society or placed on probation at the recommendation of the chapter advisor with further review by the Faculty Council.
File Code: 6147.1
13 Rising seniors who are inducted in the spring may not miss more than four (4) meetings between September and June. Current seniors inducted in the fall may not miss more than two (2) meetings between December and June. Please note that the number of required meetings may be changed at the discretion of the advisor.
Non-Selection
Parents and students must understand that no student has a right to be selected for membership in a chapter of the NHS. Reconsideration of the Faculty Council’s decision must be a rare occurrence if the Council is to be expected to take its assignments seriously. If a non-selected student or his/her parents wish to challenge the Faculty Council’s decision, they should follow the school district’s complaint procedure, which begins with the building principal. (See Pupil Grievance Procedure 5145.6). The National Council and the National Association for Supervisors and Principals (NASSP) have no authority to overturn the judgment of the Faculty Council.
In cases of non-selection, the chapter adviser will provide feedback to the student and/or the student’s parents. Should students or parents still not be satisfied, the next level of discussion should take place with the principal. If the principal believes that some kind of technical or procedural mistake has been made, she/he may ask the Faculty Council to reconvene to review the situation.
GRADE VARIABLES
A grade represents the total performance of a student in a given course. Performance includes, but is not limited to: Tests, including unit tests, mid-term and final examinations, and quizzes. Class participation, as evidenced by asking and responding to questions, offering relevant comments and respecting the teacher's authority. Class assignments, including essays, problem solving, projects, and skill applications. Homework assignments, including essays, papers, research reports and projects. Ability-Achievement discrepancies as evidenced by effort, consistency of involvement in the course of study and performance in other classes.
WITHDRAW PASSING (WP)/ WITHDRAW FAILING (WF) AFTER LATE DROP PERIOD
The grade of WP or WF will be noted on the transcript of any courses dropped after the “Late Drop” period. The grade shall not be used in GPA or Rank calculations. However, the grade will serve to indicate that a course was dropped late in the school year. The WP or WF will be placed in the grading period when the late drop occurs and will be placed in the Final grade column. No credit towards graduation will accrue for a WP or WF grade. The "Late drop" period will begin after the second marking period progress report period closes. Any course dropped before the “Late Drop” period begins will be completely removed from a student’s high school transcript. A (WF) will be used to determine Athletic Eligibility pursuant to Rahway Board of Education Policy 6145.1 and 6145.2.
*Effective date for this policy shall be June 30, 2011 and shall apply to all students of the Class of 2012 and beyond; with the exception that the inclusion of non-RHS courses will be used in RIC/GPA calculations for the currently enrolled Classes of 2012, 2013, and 2014.
Date: June 27, 2000 Revised: August 2, 2001 Revised: April 29, 2003 Revised: July 19, 2011
RAHWAY BOARD OF EDUCATION Rahway, New Jersey 07065 14 Policy File Code: 6146
GRADUATION REQUIREMENTS; EARLY GRADUATION
In order to be graduated from Rahway High School, and receive a state-endorsed board of education diploma, a pupil must:
A. Meet both state and district requirements including passing the HSPA or AHSA:
B. Complete successfully the course distribution requirements stated in the administrative code, either through option one or option two unless those of the district are greater, in which case the district’s standard must be met;
C. Select and complete successfully enough elective credits to meet the district minimum of 120 credits or the Option Two equivalent.
Basic Skills
Pupils who fail to demonstrate proficiency on the Grade 8 ASK shall be assigned to Basic Skills Improvement classes upon entrance to high school and will remain in such classes until they demonstrate proficiency in the areas deemed non-proficient (through multiple measures).
Twelfth grade pupils who have satisfied all other graduation requirements but have repeatedly failed the statewide examination shall receive the Alternative High School Assessment as provided by law.
Credit and Program Completion Requirements
A. Option One (credit acquisition):
Pupils may choose to meet their credit requirements by successfully completing courses designed to meet all of the Core Curriculum Content Standards (CCCS).
1. At least twenty (20) credits in language arts literacy 2. At least fifteen (15) credits in mathematics (15 credits including Algebra I and Geometry or the content equivalent and a third year of math that builds on the concepts and skills of algebra and geometry and prepares students for college and 21st. century careers.) 3. At least fifteen 15 credits in science (15 credits including at least five credits in biology /life science or the content equivalent and one additional laboratory inquiry-based science course which shall include chemistry, environmental science or physics. Beginning with the freshmen class of 2012 the third science class shall be an inquiry based laboratory class.) 4. At least fifteen (15) credits in social studies, including two years of study in the history of the United States. (15 credits including the satisfaction of N.J.S.A. 18A:35-1 and 2: five credits in world history: and the integration of civics, economics, geography and global content in all course offerings.) 5. At least 3 3/4 credits in health, safety, and physical education during each year of enrollment, distributed as 150 minutes per week 6. At least five (5) credits in visual, performing arts 7. At least five (5) credits in Career Education, Consumer Family and Life Skills (21st. Century Skills). 8. At least five (5) credits in world languages or student demonstration of proficiency through testing 9. Technological literacy, consistent with the CCCS, integrated throughout the curriculum; and 10. All students beginning with the freshman class of 2010 must effectively satisfy the requirement of completing at least a 2.5 credit class (or the equivalent) in Financial, Economic, Business and Entrepreneurial Literacy. The State has provided guidelines by which the requirement may be satisfied. 11. Additional elective courses sufficient to total one hundred twenty (120) credits
Successful course completion means that the pupil has achieved a passing grade and has attended the required number of course sessions, except as otherwise might be met through Option Two. 15 File Code: 6146 B. Option Two (program completion):
Pupils may satisfy the credit requirements set forth in Option One either in whole or in part through program completion (Option Two) as follows:
1. Curricular activities or programs aimed at achieving the CCCS for promotion and graduation purposes a. Curricular activities or programs may involve in-depth experiences linked to the CCCS such as interdisciplinary or theme-based programs, independent study, co-curricular or extracurricular activities, magnet programs, student exchange programs, distance learning opportunities, internships, community service, or other structured learning experiences b. Programs and appropriate assessments shall be planned for individuals and/or groups based on specific instructional objectives aimed at meeting the CCCS. c. The principal shall certify completion of curricular activities or programs based on specific objectives aimed at meeting the CCCS d. Group programs based on specific instructional objectives aimed at meeting or exceeding the CCCS shall be approved in the same manner as other approved courses. e. Individual programs based on specific instructional objectives aimed at meeting or exceeding the CCCS shall be on file in the principal’s office and subject to review by the Superintendent, Commissioner or his or her designee. f. Performance or competency assessment may be utilized to approve student completion of programs aimed at meeting or exceeding the CCCS at the secondary level, including those occurring all or in part prior to a student’s high school enrollment g. Successful completion of an accredited college course that assures achievement of knowledge and skills as delineated in the CCCS or includes learning that builds on and goes beyond the standards may be utilized to demonstrate CCCS proficiency; 2. Local student attendance requirements; 3. Any statutorily mandated requirements for earning a high school diploma; and 4. Starting with those students graduating from an adult high school in the 2004-2005 academic year, students shall demonstrate proficiency in all sections of the HSPA or AHSA process for any subjects not yet passed on a previously approved statewide assessment required for graduation. All students graduating from an adult high school before September 2004 may meet graduation requirements for the HSPT or AHSA process.
Advanced Placement (AP) courses or college credit courses may count as fulfilling credit requirements in Option one or Option two.
Special Education Pupils:
A disabled pupil must meet all state and local high school graduation requirements in order to receive a state endorsed high school diploma unless exempted in his/her IEP with the written approval of the chief school administrator.
A pupil who qualifies may take the Alternate Proficiency Assessment, if alternate requirements for graduation have been specified in his/her IEP.
By June 30 of a disabled pupil's last year in the elementary program, the pupil's case manager, parent/guardian and teacher(s) shall meet to review the instructional guide and basic plan of the pupil's IEP in view of the transition to the secondary program. Input from appropriate staff from the secondary school shall be part of the review.
The basic plan of the IEP for the pupil exiting the elementary program will address all the elements required in the administrative code. The description of the educational program will include exemptions, if any, from regular education program options or state and local graduation requirements including HSPA, along with the rationale for the exemptions. The exemptions must be approved in writing by the chief school administrator.
Required reviews of the IEP shall continue to address graduation requirements and shall explain why the proficiencies required for graduation are not part of the IEP. Because graduation with a state-endorsed diploma is a change of placement that requires written notice, all procedures described in the administrative code shall be followed scrupulously. Procedures shall include written notice to parents/guardians that includes a copy of procedural safeguards published by the State Department of Education and opportunity for mediation or a due process hearing.
Pupils with limited English Proficiency
Pupils with limited English proficiency must be provided with the program opportunities required by law, and must fulfill the regular state and district requirements for graduation. 16 File Code: 6146 Early Graduation
Pupils who have clearly demonstrated a scholastic aptitude, an unusual readiness for the world of work, a financial need, or a serious health or family concern may be considered for early graduation. Minimal graduation requirements must be completed early. Approval must be obtained from the parents/guardians and the administration.
Pupil Enrollment in College Courses
The board shall make reasonable efforts to develop articulation agreements with New Jersey colleges and universities to facilitate the delivery of college credit courses to qualified pupils. The board shall determine eligibility requirements for these pupils and monitor the quality of the courses offered and college faculty who teach the courses.
Proficiency
Students who have not demonstrated proficiency on one or more sections of the HSPA following the 11th grade shall be provided with the opportunity to demonstrate such competence through repeated administrations of the HSPA and the AHSA (formerly known as the SRA) process.
The Alternate High School Assessment (AHSA) measures high school competency in selected areas of the Core Curriculum Content Standards. It is intended to offer an alternative means of meeting the state graduation proficiency test requirements. The AHSA is available to students who have met all high school graduations requirements except for demonstrating proficiency in selected areas of the Core Curriculum Content Standards. N.J.S.A. 18A:7C-3 & N.J.A.C. 6A:8-4.1)
The AHSA is aligned to the High School Proficiency Assessment test specifications to ensure that students who demonstrate proficiency through the ASHA have demonstrated the same knowledge, skills and performance levels as students who are proficient on the HSPA. However, students must continue to take each regularly scheduled HSPA administration until they either attain a proficient score on the HSPA or graduate.
The ASHA consists of untimed performance assessment tasks (PATS) administered and scored under standardized conditions. These conditions include several administrative windows, within which AHSA performance tasks can be administered, and scored by trained New Jersey teachers at designated regional locations, under the supervision of the state testing coordinator.
A. The results of the AHSA process shall be submitted to the state director of testing each year for approval for graduation in June of the same year. B. All students of limited English proficiency shall satisfy these requirements for high school graduation except that any students of limited English proficiency may demonstrate that they have attained State minimum levels of proficiency through: a. Passage of the AHSA process in their native language and passage of an English fluency assessment approved by the Department of Education; or b. Passage of the AHSA process in English with appropriate accommodations. C. Students with disabilities as defined in New Jersey Administrative Code or eligible under Section 504 of the Rehabilitation Act and who participate in the AHSA process are not required to participate in repeated administrations of the HSPA.
High School Diploma
A State-endorsed high school diploma shall be awarded to prospective graduates who have met all of the requirements adopted in accordance with N.J.A.C. 6A:8-5.1(a), 5.1(c) or 5.2. A high school diploma shall not be issued to any student not meeting the criteria specified in N.J.A.C. 6A:8-5.1(a), 5.1(c) or 5.2 (d).
Students exiting grade 12 without a diploma shall be provided the opportunity for continued high school enrollment through the school year in which they reach age 20, or until the requirements for a State-endorsed diploma have been met, whichever comes first.
Any out-of-school individual, to age 20, who has otherwise met all State and local graduation requirements but has failed to pass the HSPA shall be allowed to return to school at scheduled times for the purpose of taking the necessary test. Upon certification of passing the test applicable to the student’s class in concordance with N.J.A.C. 6A:8-5.1(a) 3, a State-endorsed diploma will be granted by the high school of record.
The Commissioner, pursuant to N.J.A.C. 6:30-1.3(a)1,shall award a State-endorsed high school diploma based on achieving the Statewide standard scores for passage of the General Educational Development (GED) test, to individuals age 16 or older who are no longer enrolled in school and have not achieved a high school credential. 17 File Code: 6146
Starting in the 2002-2003 academic year, district boards of education shall award a State-endorsed high school diploma to any individual who:
A. Has performed at a proficient or advanced proficient level of achievement in all sections of the HSPA;
B. Has presented official transcripts showing at least 30 general education credits leading to a degree at an accredited institution of higher education; and
C. Has, if a student currently enrolled in a public school, formally requested such early award of a State-endorsed high school diploma.
Reporting and Monitoring
The chief school administrator, in accordance with New Jersey Administrative Code and New Jersey Statute, shall report annually at a public meeting, not later than September 30, to the board of education and to the Commissioner:
A. The total number of students graduated;
B. The number of students graduated under the AHSA process;
C. The number of students receiving State-endorsed high school diplomas as a result of meeting any alternate requirements for graduation as specified in their IEP’s;
D. The total number of students denied graduation from the 12th grade class; and
E. The number of students denied graduation from the 12th grade class solely because of failure to pass the HSPA or AHSA, based on the provisions of N.J.A.C. 6A:8-5.1(a)3.
This information shall be reported to the board at a public meeting prior to the date prescribed by law.
The board shall review this policy annually and shall adopt all regulations required by law.
Graduation requirements and policies shall be forwarded to the Commissioner as revised.
Each student entering high school and his or her parents or legal guardians shall be provided with a copy of the district board of education’s requirements for a State-endorsed diploma, and those programs available to assist students in attaining a State-endorsed diploma.
Date: September 6, 1988
Revised: February 17, 1998
Revised: April 27, 2004
Revised: September 16, 2008
Revised: March 16, 2010
18
Scholastic Eligibility for Athletics and Extra Curricular Activities
Rahway High School complies with all guidelines and regulations established by the New Jersey State Board of Education, the New Jersey State Interscholastic Athletic Association (NJSIAA) and the recommendations of the National Collegiate Athletic Association.
This criterion includes passing and earning credit in a specific amount of classes in the previous year or the previous semester. For example, to be eligible for a fall or winter activity a student must have successfully earned 30 credits in the previous school year. Likewise, to be eligible for a spring activity, the student must successfully earn 15 credits from the previous semester (September-January 31).
Additionally to be considered eligible, one must be declared physically fit by a physician, be less than 19 years of age, receive parental permission via the completion of a signed form; and be on schedule to graduate with the class that he / she had started with in grade 9. (Please Note: once the class that the athlete starts with in grade nine graduates, eligibility is lost)
Board of Education Policy 6145.1 Intramural and Interscholastic Competition, further establishes additional academic requirements. Namely, a positive progression of passing grades must be demonstrated during each marking period. Failure to maintain passing grades will require the student to attend a supervised study program and depending on the specific situation (failing two or more core classes) the student may lose athletic eligibility for a specified period of time.
Any student athlete who believes that he / she may have a future in college athletics must adhere to the NCAA Clearinghouse regulations to be eligible for athletics in college. A set of specific “core academic” classes must be successfully completed with a specific grade point average along with a predetermined score on the SAT / ACT examination. It is essential that the student athlete and his /her family work with his/her coach, guidance counselor, assistant athletic director, and athletic director to help ensure that he/she is meeting NCAA eligibility standards.
REMEMBER!!!
NUMBER OF EARNED CREDITS REQUIRED TO MAINTAIN ATHLETIC ELIGIBILITY UNDER NJSIAA RULES 1st Semester 15.00 2nd Semester 30.00
19 PROGRAMS OF STUDY
The Program-of-Study at Rahway High School has been adopted by the Rahway Board of Education and complies with New Jersey laws and administrative code. The following is prepared to help teachers, parents, and pupils understand the essential features of each course.
WHAT SUBJECTS SHOULD I TAKE IF I PLAN TO GO TO A FOUR-YEAR COLLEGE OR UNIVERSITY?
Program A Selective four-year colleges and universities require that applicants show the admissions officers that they have the ability to do well in college and are motivated to succeed. It is important to remember that you will be competing against other capable and motivated applicants for limited spaces. You should plan on a high school program that looks like this: GRADE 9 GRADE 10 GRADE 11 GRADE 12 Honors English I* Honors English II* AP English III* AP English IV* AP Amer. History/US Hon. Amer. History I* Hon. Amer. History II* AP World History* Govt.* Honors Geometry * Honors Algebra II* Honors Pre-Calculus* AP Calculus Honors Biology* Honors Chemistry* AP Chem. / AP Physics* AP Bio./Chem./ Phys/Hnr. Physics/AP World Language I* World Language II* World Language III Physics/AP Environ. PE / Health 9* PE / Health 10* PE / Health 11* AP World Language Elective Elective Elective PE/Health 12 Elective *Required Course Additionally, you must consider registering for the following: SAT,ACT, SAT II's and/or Advanced Placement Testing (Check each College’s Catalog/Website to verify specific testing requirements.) Program B Getting into any college with more applicants than spaces means that you must typically have an academic record that meets the college’s standards and is as good as or better than the other applicants. When considering two-year colleges, or technical schools, the admissions requirements may be more flexible. However, it is important that you meet the minimum course requirements and demonstrate that you are serious about your academic goals. Even if your goal is to pursue entry-level employment as the initial phase of your post-secondary plan, the following program-of-study will more than prepare you for the opportunities you seek.
GRADE 9 GRADE 10 GRADE 11 GRADE 12 Eng/Hnr Eng I* Eng II/Hnr Eng II* Eng III/Hnr Eng III/AP Eng* Eng IV/ Hnr Eng IV/AP Eng* Am. Hist I/Hnr Amer Hist I* Am. Hist. II/Hnr Amer Hist II* W. Cult/Hnr World Cult* AP Amer. History * Algebra I / Hnr Geometry * Geometry / Alg II/Hnr Alg II* PreCalc/Hnr PreCalc PE / Health 12* Science I / Hnr Biology* Biology/Chem/Hn Chem Alg. II/Hnr Alg II 4 Electives World Language I* World Language II* Chemistry/Hnr Chem./ PE / Health 9* PE / Health 10* Physics*/Hnr Physics Elective Elective Human Body Systems World Language III PE / Health 11* Elective *Required Course 20 SPECIAL PROGRAMS OF STUDY
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Conservatory of the Arts -
I m a g i n e . . .
A first class learning center of excellence and discovery where the performing arts and rigorous academics, seamlessly form a curriculum that prepares today’s students for tomorrow’s challenges…
A school where the students develop into life-long learners, leaders, and build on their creative ability to adapt to our ever- changing world…
A curriculum that teaches students the skills of analysis and synthesis, encouraging them to cross boundaries and guiding them with creativity and imagination to be the most they can be…
A learning environment that prepares today's digital student for the global world of technology, multimedia, communication, and creative problem solving…
A curriculum that utilizes community and collegiate partnerships from both the private and public sector that provide mentoring and real world experiences for our students to see their dreams become a reality…
The Conservatory for the Arts at Rahway High School is built on the success and foundation of our acclaimed “Rahway High School Fine & Performing Arts”. This program provides our youth with the right tools and constructive environment to allow them to explore, shape, and clearly articulate their own vision for the future. Students undertake a challenging academic curriculum, receive advanced instruction in the visual and performing arts, develop leadership skills, and learn the effective use of technology, all designed to prepare them for success beyond high school.
Mission
The mission of the Conservatory for the Arts at Rahway High School is to provide youth with the right tools and experiences that allows them to explore, shape and clearly articulate their visions for their future through the integration of Academics and the Arts in a safe, nurturing, challenging and inspirational environment. 21 SPECIAL PROGRAMS OF STUDY (Continued)
Fine Arts - Leading Education
Research has clearly shown that the ability to be artistically innovative and creative – and for students to realize that they indeed have this talent inside themselves - is a tremendous enabler in the educational environment and beyond.
Proficiency in the arts affirms the student’s sense of self-worth and builds a level of confidence that will result in improved academic performance and personal discipline.
The curriculum for all Conservatory students will give them the opportunity to choose an area of the arts that is meaningful to each individual.
William E. LaMothe, former chairman of the board and CEO of The Kellogg Company, spoke of the benefits of arts education:
“Business also benefits from education in the arts. Successful companies in our emerging global economy need more than technicians. Appreciation of music and related arts bridges the gap among societies and offers young people valuable lessons in cooperation and sensitivity to others.”
All enrolled Conservatory students will participate in an arts program through five world class opportunities:
-Music (Instrumental or Vocal) -Dance -Musical Theater -Fine Arts
T e c h n o l o g y “The science of today is the technology of tomorrow.” Edward Tellar
It is the goal of the Conservatory for the Arts at Rahway High School to ensure that our students are fully prepared for what the future brings. We will achieve that through the integration of advanced technology into all aspects of the learning environment.
A proposed $34 million capital projects referendum public for provide for the renovation of science classrooms and laboratories that will be built to meet the challenges of today and tomorrow. A renovations and additions to our performing arts facilities will provide a multimedia and music computer lab that will provide new and enhanced opportunities for students to study the arts through cutting edge technologies.
In a society increasingly ruled by science and technology, a renewed emphasis on the arts is all the more important. Arts education brings a uniquely human perspective to science and technology and will develop our students into smarter and wiser adults.
Goals
To build a learning and arts center that focuses on integrating academics, technology and the arts utilizing the latest technology that will enable our students to explore and prepare for possible careers.
Key Conservatory education objectives include:
-Accelerate language and musical development -Improve reading, math and science skills -Enhance physical coordination -Strengthen memory and reading retention -Develop leadership and character values -Provide career discovery, exploration, and preparation opportunities
22 SPECIAL PROGRAMS OF STUDY (Continued)
Community
Community involvement is clearly seen in the culture of the Conservatory for the Arts at Rahway High School. Our civic responsibilities to our City and School play an important role in developing our students to be positive members within our community. From various performances throughout our community to peer mentoring projects, the Conservatory for the Arts at Rahway High School will take a major role in shaping our community knowledge and appreciation for the arts.
Through its dynamic associations and relationships with local collegiate schools of the arts, as well as local arts organizations, the Conservatory will provide its students with meaningful and inspirational mentoring and professional workshop opportunities. We will draw from these powerful resources from our surrounding community to strengthen and augment our curriculum.
Past guest artists have included:
. Grammy Award winner, Chuck Mangione . The U.S. Marine Corps Band . Al Chez, trumpet player from the “Late Show with David Letterman” . Collegiate faculty and ensembles from Ithaca College, Rutgers University, William Paterson, Montclair State University, the University of Rhode Island, Kean University, & the Shenandoah University Wind Ensemble . Imperial Brass
Conservatory of the Arts – Typical 4 year Course Schedule
GRADE 9 GRADE 10 GRADE 11 GRADE 12 English I* English II* English III* English IV* Amer. History I* Amer. History II* World Cultures* Amer. History * Algebra 1/Geometry * Geometry/Algebra II* Pre-Calculus* Calculus Environ. Sci./Honors Biology* Biology/Chemistry* Chem. / Physics* AP Bio./Chem./ Physics World Language I* World Language II* World Language III World Language IV
PE / Health 9* PE / Health 10* PE / Health 11* PE/Health 12 Conservatory Coursework Arts Elective Arts Elective Arts Elective Major Ensemble/Class Major Ensemble/Class Major Ensemble/Class Major Ensemble/Class (Music, Dance, Theater, Art) (Music, Dance, Theater, Art) (Music, Dance, Theater, Art) (Music, Dance, Theater, Art)
Dance or Marching Band (half year) may be taken for gym credit
Each Conservatory Major consists of a specific chosen coursework (see below)
Each Conservatory Major also requires attendance/participation in the yearly Arts Seminar Coursework (selected class meetings off school time – 3:15 pm)
*Required academic courses
23 SPECIAL PROGRAMS OF STUDY (Continued)
The Academy of
at Rahway High School
Calling all: Future doctors, nurses, technicians, statisticians, engineers … Are you ready for an exciting opportunity being offered at Rahway High School?
The STEM (Science, Technology, Engineering and Mathematics) Academy is an exciting new program at Rahway High School that offers a four year program of interdisciplinary studies for students interested in pursuing careers in Medicine, Engineering, Science or Mathematics. The STEM Academy offers two programs, Technology/Engineering and Medical Sciences. Students can select the program that fits their interest and career goals.
Students will engage in a first class learning center of excellence, where they will undertake an accelerated program in mathematics, science, computer science and technology. In conjunction with specialized studies, students will receive a comprehensive program in the humanities.
The academy includes opportunities for staff and students to interact with representatives from industry and institutions of higher learning in order to acquire an awareness of research methods, current applications, and career opportunities. These field experiences are coordinated with personal counseling which is designed to assist students in postsecondary plans.
Mission Statement The mission of The Science, Technology, Engineering and Mathematics Academy is to develop advanced analytical and critical thinking skills along with opportunities for the student to pursue a rich and rewarding exploration of STEM careers. 24 Technology and Engineering
The Technology and Engineering program is for those students interested in pursuing a career in Technology, Computer Science or Engineering.
Grade 9 – Required Courses Grade 10 – Required Courses
English I (5 credits) English II (5 credits)
American History I (5 credits) American History II (5 credits)
Environmental Science/Honors Biology Biology/Honors Chemistry (5 credits)/(6 credits) (6 credits) / (6 credits)
Algebra I/Honors Geometry (5 credits) Honors Geometry/Honors Algebra II (5 credits)
Freshman Seminar(5 credits) Technology Elective
World Language (5 credits) Elective
Health/PE 9 (5 credits) Health/PE 10 (5 credits)
Grade 11- Required Courses Grade 12 – Required Courses
English III (5 credits) English IV (5 credits)
World History (5 credits) Physics (6 credits)/AP Physics (6 credits)
Chemistry/Honors Physics (6 credits) Honors Pre-Calculus/AP Calculus AB/AP Statistics (5 credits/6 credits/5 credits) Honors Algebra II/Honors Pre-Calculus/AP Statistics (5 credits) Technology Electives (2)
Technology Elective Elective
Elective Health/PE 12 (5 credits)
Health/PE 11 (5 credits)
Additional Requirements for Graduation Participation in one or more competitions in area of interest.
25 Medical Sciences
The Medical Science Program offers a comprehensive and rigorous schedule of Mathematics and Sciences for self-motivated and high achieving students interested in medical and natural science.
Grade 9 – Required Courses Grade 10 – Required courses
Honors English I (5 credits) Honors English II (5 credits)
Honors American History I (5 credits) Honors American History II (5 credits)
Honors Biology/ AP Biology/AP Environmental Honors Chemistry (6 credits) Science (6 credits)/ Honors Algebra II (5 credits)
Honors Geometry (5 credits) AP Biology/Honors Physics (6 credits) Freshman Seminar(5 credits) World Language (5 credits) World Language (5 credits) Health/PE 10 (5 credits) Health/PE 9 (5 credits)
Grade 11- Required Courses Grade 12 – Required Courses
Honors English III/AP English (5 credits) Honors English IV/AP English (5 credits)
Honors/AP World History (5 credits) AP Statistics/AP Calculus AB (5 credits/6 credits) Honors Physics/AP Physics (6 credits) AP Physics (6 credits)
Honors Pre-Calculus (5 credits) AP Environmental/AP Biology
AP Chemistry (6 credits) Forensics/Elective
Human Body (5 credits) Health/PE 12 (5 credits)
Elective
Health/PE 11 (5 credits) Additional opportunities exist for articulation with medical and research facilities. Personal and career counseling with field experiences prepares each student for college and career selection.
Additional Requirements for Graduation Participation in one or more competitions in area of interest.
26 SPECIAL PROGRAMS OF STUDY (Continued) Academy of Tomorrow’s Teachers at Rahway High School
Mission The primary goal of the Academy for Tomorrow’s Teacher is to encourage academically able students who possess exemplary interpersonal and leadership skills to consider teaching as a career. An important secondary goal of the program is to provide these talented future community leaders with insights about teachers and schools so that they will be civic advocates of education.
Tomorrow’s Teachers … The Academy for Tomorrow’s Teachers is an innovative teacher recruitment strategy designed to attract talented young people to the teaching profession through a challenging introduction to teaching. The program seeks to provide high school students with an insight into the nature of teaching, the problems of schooling and the critical issues affecting the quality of education in America’s Education, through interactive teaching and learning.
Students enrolled in the Academy for Tomorrow’s Teachers will be exposed to a wide variety of guest speakers, videos, current publications, field trips, discussions, team work, community service, videotaping, role playing, decision making, problem solving, interviewing, public speaking, practice teaching and observing. The curriculum consists of hands-on, interactive learning that incorporates inquiry, creativity, observation, community service, and field experience. The course of study includes, but is not limited to, the following: Learning about one’s self – recognizing, appreciating, and developing personal skills Information about our educational system from historical, political, and professional viewpoints, focusing on the learner, the school, and the teacher Instructional, motivational, and discipline tools for teaching First-hand knowledge of teaching through practical experience in the elementary, middle and high school classrooms Lessons on moral, psychosocial, physical, and cognitive development from birth through adolescence (plus a detailed focus on “barriers to learning”) Creative activities such as book writing, debating, presentations, portfolios, etc. Information about scholarship and career opportunities 27 SPECIAL PROGRAMS OF STUDY (Continued)
Observations and Out-of Class Experiences Without question, out-of-class experiences are the strongest component of the Academy of Tomorrow’s Teachers when students are allowed to observe or participate in other classrooms. This experience is their first glimpse at education from “the other side of the desk,” and it allows them to discover the joy of teaching firsthand. The purpose of the out-of-class experiences is to help students formulate an image of what it is like to be a teacher. It is important for them to see as many dimensions of the educational process as possible. The types of out-of class experiences fall into two categories: observations and field experiences. In order to help students better understand the “big picture” of education, they will be provided with opportunities to observe in as many of the following situations as possible: college prep high school classes non-college prep high school classes vocational and career classes middle school classes elementary school classes special education classes pre-K classes
Observations will coincide with the appropriate units of the curriculum. For example, as students study the human growth and development of children ages birth through six, they will observe in a preschool class.
Beyond the Classroom Experiences Throughout the four year course of study in the Academy of Tomorrow’s Teachers, students will get the opportunity to share experiences with students across the state of New Jersey by participating in the following: Kean University’s Future Teacher Conferences Future Educators Association Conferences sponsored by Phi Delta Kappa International Women’s Future Leadership Forum Community Volunteerism is an important part of the Academy of Tomorrow’s Teachers. Students will volunteer their time in the following ways: Junior Achievement High School Heroes Program Tutoring at local elementary schools Tutoring at high school and middle school Application Requirements Each candidate will submit a formal application including teacher recommendations and essay.
Graduation Requirements in addition to Coursework Each midterm and final exam period, the candidate will present a portfolio for evaluation. At the end of the school year, a committee will decide whether the student continues within the program. During the candidate’s senior year, the candidate will serve an internship in the area of his/her chosen specialty
28 SPECIAL PROGRAMS OF STUDY (Continued)
Education Program of Study Grade 9 - Required Courses Grade 11 - Required Courses English I English III American History I World History Mathematics Mathematics Science Science Foreign Language Education Health and Physical Education Tomorrow’s Teacher I Elective (student choice) Elective (student choice)
Grade 10 -Required Courses Grade 12 - Required Courses English II English IV American History II Mathematics Mathematics Health and Physical Education Science Tomorrow’s Teacher II Foreign Language Elective (student choice) Health and Physical Education Child Development
Requirements for enrollment: Positive recommendations from five teachers Essay addressing “How a teacher has had a positive influence on me” or “Why I am interested in enrolling in Tomorrow’s Teachers” Completed application form Interview, if deemed necessary
The following are considered when applications are being reviewed; All forms returned promptly All forms returned complete and correct Applicant’s content, grammar, and writing skills
Nature of the program: creative and authentic application, hands-on, product rather than tes-oriented, community service, contract work, cooperative learning, reading and writing on college level, class discussion, practice teaching, real-world based, self-reflection Benefits of course: Information about scholarships, especially for future teachers Information about psychology, parenting, and instructional strategies Voice/Choice in course work Field trips/Observations Career exploration opportunities Prestige of being Tomorrow’s Teacher Working with some of the finest students in the high school
29 SPECIAL PROGRAMS OF STUDY (Continued)
ADVANCED PLACEMENT INCENTIVE PROGRAM:
The Advanced Placement program consists of college-level courses sponsored by the CollegeBoard and which are taught at Rahway High School. Motivated students, dedicated teachers and members of the business community support this program. Students enrolled in AP course offerings typically demonstrate mastery of a significant body of knowledge and, in some cases, may actually earn college credit for the course. As a result, Advanced Placement is a key to college success.
SCHOLARS PROGRAMS:
New Jersey State Scholars Program
Rahway High School participates in the New Jersey State Scholars Program. By successfully completing a predetermined series of courses, one may earn the designation of New Jersey State Scholar. Once earned, this designation appears on the student’s transcript. The classes needed to earn this distinction are:
Algebra I, Algebra II, and Geometry Biology, Chemistry and Physics English I, II, III and IV QuickTime™ and a Two years of a world language Photo - JPEG decompressor American History I, II and World History are needed to see this picture. Economics
RHS Scholars Program
Academically eligible students may take courses at colleges/universities during the academic school year with the approval of the Principal. Credit will be awarded at the high school on a case-by-case basis at the discretion of the High School Principal.
Rahway High School students will be eligible to participate in this program only if they have exhausted all curriculum offerings in the subject area that they wish to pursue. Permission will be granted on an individual basis, with a maximum of two courses per year, or as deemed appropriate by the Principal.
Release time by the Principal will be offered from the high school. Parents will present a signed statement acknowledging and giving permission for this release. The release time may not conflict with required subjects. Transportation to and from school will be the sole responsibility of the family. Tuition, fees, and costs for participation in this program will also be the sole responsibility of the family.
UNION COUNTY VOCATIONAL/TECHNICAL SCHOOL (UCVTS)
Junior and senior students who have met the necessary prerequisites are eligible to take courses at Union County Vocational Technical School. (Please see course descriptions and guidelines for attendance on pages 81 and 82.) However, students in grade nine may enroll at UCVTS on a full-time basis.
30
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31
HIGH SCHOOL PROFICIENCY ASSESSMENT (HSPA) MATHEMATICS AND LANGUAGE ARTS LITERACY
All students in grades 9 - 11 will be tested annually. The High School Proficiency Assessment (HSPA) is administered in grade 11. In order to graduate from a public high school in New Jersey, a student must pass the HSPA 11 in all subject areas tested.
LANGUAGE ARTS LITERACY
Students with scores that do not meet proficiency levels on the Language Arts Literacy section of the NJASK 8 will be placed in the HSPA Language Arts Literacy Course during the 9th grade. They will continue in this course through the 11th grade or until their performance meets the mandated proficiency level. These courses emphasize the study of language, literature, and written expression. Instruction is matched to the requirements of the eleventh grade HSPA.
5 Credits: 5 Periods per Week Grade Level: 9, 10, and 11 Prerequisite: Standardized achievement test scores below established proficiency standards and/or teacher recommendation
MATHEMATICS LITERACY
Students with scores that do not meet proficiency levels on the Mathematics section of the NJASK 8 will be placed in the Mathematics Literacy Course during the 9th grade, 10th grade or 11th grade. They will continue in this course through the 11th grade or until their performance meets the mandated proficiency level.
5 Credits 5 Periods per Week Grade Level: 9, 10, and 11 Prerequisite: Standardized Achievement Test Scores below Established Proficiency Standards and/or Teacher recommendation.
ALTERNATE HIGH SCHOOL ASSESSMENT (AHSA) LANGUAGE ARTS LITERACY AND MATHEMATICS
This program will offer special attention to students in their senior year who have scored below the proficiency standard in Language Arts and/or Mathematics on the HSPA 11 in their junior year. Performance Assessment Tests (PATs) will help the student to develop a portfolio that will assist him/her in satisfying the State requirements for graduation.
Grade Level: AHSA class is available to seniors only. No credit awarded for this support program. Prerequisite: Standardized Achievement Test scores below established proficiency standards
32 LEADERSHIP PROGRAMS These courses are designed to provide learning experiences that will prepare students to compete successfully in a technological society. Course offerings in personal computer applications, accounting, marketing, leadership training and other professional career areas offer life-long skills that are valuable to all students.
ROTC
BUSINESS EDUCATION
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PEER LEADERSHIP TRAINING PROGRAM
This program has three specific purposes: to help freshmen adjust to life at RHS, to improve group process skills, and to help students grow as people. Seniors who want to develop a sense of confidence, a greater sensitivity in relating to others, and an understanding of the group and decision-making process should apply. Seniors selected for this program are to receive intensive training during August of their senior year and follow-up training during the school year. The training focuses on group dynamics, listening, questioning skills, and leadership skills. These skills are utilized in weekly meetings with small groups of Freshmen, where discussion and activities focus on academic and social pressures. A teacher's recommendation, a written application, and an interview are required. Participation in the summer training program is also required.
5 Credits: 5 Periods per Week Grade Level: 12th only
MARINE CORPS JUNIOR RESERVE OFFICERS TRAINING CORPS MARINE CORPS JROTC PHYSICAL EDUCATION
This course is designed to develop informed and responsible citizens, to enhance leadership skills, to strengthen character, to help form habits of self-discipline, and to develop a respect for and an understanding of constituted authority. It is open to all students in grades 9 through 12. The program consists of leadership, close-order drill, history, air rifle marksmanship, and certification in First Aid/Community CPR.
Active participation in community service projects is required. Various drill and rifle competitions are scheduled within the tri-state area. A physical education class is not scheduled during the day. A JROTC Physical Education course, offered during Period 1, is required. Enrollment in JROTC fulfills the State physical education requirement for each year successfully completed. All JROTC students must have a sports physical.
10 Credits: 10 Periods per Week (5 Classroom - 5 JROTC Physical Education w/Health) Prerequisite: None
ACCOUNTING I
This is an introductory course in the field of accounting. It is appropriate for college-bound students considering a future career in the fields of Accounting, Business Administration, or Pre-Law. It is also open to students who plan to enter the work force as accounting clerks. Students learn the accounting cycle and how to record transactions in appropriate journals and ledgers.
5 Credits: 5 Periods per Week Grade level: 10, 11 and 12 Prerequisite: None 34 LEADERSHIP PROGRAMS, ROTC, and BUSINESS EDUCATION (Continued)
ACCOUNTING II
This is the second part of an introductory course to the field of accounting.
5 Credits: 5 Periods per Week Prerequisite: Accounting I
COMPUTER INFORMATION PROCESSING/MULTIMEDIA PRESENTATION
This is a full-year course that allows students to gain experience and skills in a minimum of three widely-used computer applications: word processing, spreadsheets, and database management.
2.5 Credits: 5 Periods per Week Prerequisite: None
COMPUTER INFORMATION PROCESSING/MULTIMEDIA PRESENTATION (ESL)
This is a full-year course that allows students to gain experience and skills in a minimum of three widely-used computer applications: word processing, spreadsheets, and database management.
5 Credits: 5 Periods per Week Prerequisite: None
MARKETING I
This course presents the fundamental principles and practices of retailing and merchandising. Students study salesmanship, advertising and display, merchandising and stock control, store organization and management, and the distribution process. Students are encouraged to work in the school store as part of their marketing experience. An opportunity to participate in the Distributive Education Club of America (DECA) is provided.
5 Credits: 5 Periods per Week Prerequisite: 11th and 12th
MARKETING II - COOPERATIVE EDUCATION MARKETING WORK PROGRAM
This is a cooperative learning and work experience program for those seniors who plan a career in marketing occupations. Students attend classes in the morning and are supervised on approved jobs in the afternoon. This course also explores the areas of marketing, merchandising, and management. An average of 15 hours per week on the job is required.
15 Credits: 15 Periods per Week Grade level: 12th only Prerequisite: Marketing Coordinator and Parental Approval 35 LEADERSHIP PROGRAMS, ROTC, and BUSINESS EDUCATION (Continued)
INTRODUCTION TO BUSINESS
This course introduces students to the business world as workers, consumers, and citizens. Topics covered include the economic system, business, labor, government careers, consumers in our economy, living and working with technology, financial institutions, banking services, credit, and planning savings and investments. Simulated business situations representing realistic business activities are integrated into the course.
5 Credits: 5 Periods per Week Prerequisite: Reading and Math Proficiency
TOMORROW’S TEACHERS I & II This is a two year program designed to study the history, development, organization and practices of preschool, elementary and secondary education. It offers high school students an opportunity to prepare themselves for a career in the field of education. LEVEL I This course will enable students to begin to analyze their skills and strengths as they relate to teaching. The basic realities of teaching and teacher preparation will be studied. Student volunteering and cooperative group work will support the goal setting.
5 Credits: 5 Periods per Week Grade level: 10th, 11th, and 12th Prerequisite: None
LEVEL II This course will encourage academically able students who possess exemplary interpersonal and leadership skills to consider teaching as a career. The course will provide insights about teaching and schools. Extensive student volunteering will support goal setting.
5 Credits: 5 Periods per Week Prerequisite: Tomorrow’s Teachers Level I
STUDY SKILLS 9, 10, 11, 12 These courses are designed to assist students in developing skills that will enable them to perform productively and confidently within the academic setting as well as in life. Proficiencies are developed in the areas of organization of time and materials, test preparation, thinking, and research skills. This course may be taken as a half-year or full- year course.
5 Credits: 5 Periods per Week Prerequisite: Eligibility will be determined through the student's Individualized Educational Plan
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ENGLISH PROGRAMS
“THE MORE YOU READ, THE MORE THINGS YOU WILL KNOW. THE MORE THAT YOU LEARN, THE MORE PLACES YOU'LL GO.”
-DR. SEUSS, "I CAN READ WITH MY EYES SHUT!" 37
ALL STUDENTS are required to pass a course in English established for each grade level. Freshmen may select either Honors English or English I. Sophomores may select either Honors English II or English II. Juniors may select either: Advanced Placement English Language and Composition, Honors English III, or English III. Seniors may select from either: Advanced Placement Literature and Composition, Honors English IV or English IV. These courses meet five (5) periods a week for five (5) credits each year. At scheduling time, a student has the opportunity to select a program.
ADVANCED PLACEMENT ENGLISH LANGUAGE AND COMPOSITION This Advanced Placement English course emphasizes development in the recognition and use of various rhetoric devices and techniques in short works of prose. One goal of this course is to prepare students to demonstrate college-level work by taking the Advanced Placement English Examination in Language and Composition. Students will engage in a rigorous program, making them aware of the interaction among a writer's purposes, audience expectations, subjects, and the generic conventions of language. Technology will be incorporated. Candidates for this course should be highly motivated as the program-of-studies will be very demanding. The Advanced Placement Assessment is required and the results may result in college credit or advanced standing in college courses.
5 Credits: 5 Periods per Week Grade level: 11th and 12th Prerequisite: Previous year's English grade of 85; Teacher’s recommendation and approval of English Department
ADVANCED PLACEMENT ENGLISH LITERATURE AND COMPOSITION Advanced Placement English is a course that emphasizes the development of skills in the critical reading of quality literature and in literary analysis. One goal of this course is to prepare students to demonstrate college level work by taking the Advanced Placement English Examination in Literature and Composition. Students will engage in a rigorous program of intellectually challenging literature and substantial writing experiences. Technology will be incorporated. Candidates for this course should be highly motivated as the program of studies will be very demanding. The Advanced Placement Assessment is required and the results may result in college credit or advanced standing in college courses.
5 Credits: 5 Periods per Week Grade level: 11th and 12th Prerequisite: Previous year's English grade of 85; Teacher’s recommendation and approval of English Department
38 ENGLISH PROGRAMS (Continued)
HONORS ENGLISH COURSES I, II, III, and IV
These courses are designed for the student who desires a fast-paced, challenging program. In addition to the core curriculum of the English I, II, III, or IV courses, the student will engage in the study of additional selected literary works. There will be an emphasis on the more advanced techniques in both formal and informal writing in preparation for college work. Technology will be incorporated.
5 Credits: 5 Periods per Week Prerequisite: Previous year's English grade of 85; Teacher’s recommendation and approval of English Department
ENGLISH COURSES I, II, III, and IV
This program shares with all English programs a common study in the areas of communication skills and thinking skills. However, it places a heavy emphasis on classical literature with the study of authors which include: Miller, Fitzgerald, Crane, Hawthorne, Chaucer, and Shakespeare. There are frequent writing activities, including research papers to promote the learning of composition skills. Emphasis is placed on grammar, diction, and style. Vocabulary study is presented in a formalized systematic manner. This program is recommended for students who plan to enroll in college. Included in these courses are the development of and the appreciation of cultural diversity, the use of the humanities as a unifying theme in the study of both history and literature, and additional opportunities to examine the roles and contributions of African-Americans, Asian-Americans, Latinos, Native Americans, and women. Course work includes: outside readings, library research, and written assignments. Technology will be incorporated.
5 Credits: 5 Periods per Week Prerequisite: Successful Completion of English from the Previous Year
ENGLISH AS A SECOND LANGUAGE (ESL) I, II, III
The English-as-a-Second-Language program is designed to meet the needs of non-native English speaking students who are English Language Learners (ELL). Each level provides eligible students with intensive instruction in the four language skills of listening, speaking, reading, and writing. These courses satisfy the English course requirement for graduation. The state language assessment (ACCESS) and class performance determine the appropriate ESL level.
10 Credits: 10 Periods per Week/Per Course Prerequisite: ESL/Content Area Teacher’s Recommendation and Language Assessment
39 ENGLISH PROGRAMS (Continued)
AFRICAN-AMERICAN LITERATURE
Welcome to African-American Literature. This is a half year (two marking periods) elective course. This course will challenge you to develop and perfect your critical thinking and writing skills to ultimately use these skills in analytical and expository ways to understand and critique literature by and about African-Americans. This course will deal with sensitive topics and will require a certain degree of maturity as we explore the African-American experience in the Americas. There will be an integration of history and literature as we unfold the complex story of Africans in the Americas. This course will challenge you to evaluate humanity in a way that may be difficult at times, rewarding at other times. Ultimately, this course is a celebration of the contributions to society of Africans in the Americas. 2.5 Credits: 5 Periods per Week Grade level: 11th and 12th
HOLOCAUST AND GENOCIDE LITERATURE One course cannot cover all the aspects of Holocaust and Genocide; however, this particular course is devoted to literature and film created by human beings both during and after these unspeakable conditions. This half year (two marking periods) elective course focuses on literature created by the victims of the Holocaust – written primarily by Jews, but by other victims also. The perpetrators left no literature, only propaganda. Nazi ideology, World War I and II, the history of Anti-Semitism, and Modern Genocide will be discussed primarily as a means to provide a context for the literature. This course sets out to provide the beginnings of an understanding of events whose enormity of unprecedented cruelty can never be understood. This course will make demands on our hearts, minds, and spirits. Our readings and discussions will focus on human suffering, human cruelty, and often deliberately inflicted extreme cruelty, as revealed in what is often referred to as the literature of atrocity. This course will be challenging for many reasons. First, there will be a fair amount of reading; second, the information presented in this class is difficult to read and to discuss. Students are encouraged to ask questions, share thoughts and emotions; students will be asked to respect the memories of the victims, and to respect one another as we struggle to understand the inexplicable.
2.5 Credits: 5 Periods per Week Grade level: 11th and 12th
SPEECH/BROADCASTING I, II, III, AND IV
Do you like television, radio, music, and movies? Are you creative, self-driven, and dependable? Are you interested in a career in the highly lucrative and exciting field of Communications? Then this is the class for you! You will learn all aspects of creating and producing a media event and will then be able to specialize in a particular area of interest and expertise. This class will be responsible for the morning announcements, videotaping special RHS events, creating commercials, documentaries, movies, public service announcements, and Power Point presentations. Some work will be required outside of the regular class period. Grading will be contingent upon successful completion of various projects. Each succeeding year of enrollment requires greater responsibilities.
5 Credits: 5 Periods per Week Prerequisites: Application/Interview
40 ENGLISH PROGRAMS (Continued)
PUBLIC SPEAKING
Public Speaking is a course geared toward students that wish to improve their public speaking skills on a sophisticated level. The course will offer a “laboratory setting” where the beginning speaker can actually stand in front of a live audience and present his/her practiced performance. A performance-based elective, this course is designed to help students become more confident speakers. Students learn to research, to organize, to compose, and to present various types of speeches: informative, persuasive, and demonstrative (in addition to participating in debates). Students will learn to write a speech, deliver a speech, and respond to audience questions. Students will also learn the complicated procedure of formal debate.
2.5 Credits: 5 Periods per Week Prerequisites: None
JOURNALISM I: CREATIVE WRITING
Could you be a budding poet, novelist, playwright, or just someone who has the need to tell a story? If so, Journalism I, designed to explore all aspects of creative writing, is the elective for you! Instruction time will be spent on the craft of creative expression through writing, including: how to brainstorm and choose writing ideas, familiarization with the different genres of writing, the development of vocabulary skills, the creative writing process, refining one’s work, and revising for publication. Students are guided through the entire writing process, from the creation of excellent journal pieces, poetry, and dramatic works to short stories, essays, and memoir pieces. The finished product for this course is a literary magazine.
2.5 Credits: 5 Periods per Week Prerequisite: None
JOURNALISM II: NEWSPAPER WRITING
Extra, extra – read all about it! Students in this class will comprise the editorial and writing staff of the Rahway High School newspaper and will be responsible for making each monthly edition a success. Focus will be on the ever-changing world of journalism through the development of effective writing skills, the ethics and responsibilities of fair and accurate news writing, different forms of reporting, research and in-depth reporting, development of story ideas, dynamic writing skills, observation and interviewing techniques, capturing the reader’s interest, planning and development of publication content and layout, copy editing, and photojournalism. The finished product for this class is publishing and distributing a monthly school newspaper.
5 Credits: 5 Periods per Week Prerequisite: None
JOURNALISM III & IV: YEARBOOK
Create the memories that your classmates will cherish for years to come! The Yearbook class will be responsible for hands-on production, including the vision, writing, editing, and layout of the each annual edition of the Allegarooter. Those students interested in photography, visual design, development of the annual theme, creative planning, editing and proofreading, and publication will fit right in. Focus will also concentrate on the management of the business aspects of publication, including public relations and advertising. The finished product for this class is the high school yearbook.
5 Credits: 5 Periods per Week/Per Course Prerequisite: None 41
MMAATTHHEEMMAATTIICCSS PPRROOGGRRAAMMSS
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The Mathematics Department offers three (3) levels of courses. The Honors Program is for those students who have demonstrated aptitude or interest in mathematics or who intend to pursue careers in the Mathematical Sciences. The culminating experience of the honors sequence is the opportunity for students to earn college credit by successfully completing the Advanced Placement Calculus and/or AP Statistics Examinations offered in collaboration with the College Board. In order to graduate, students must complete three (3) years of mathematics (Algebra 1, Geometry, and a 3rd year elective) (15 credits). In addition, students must also pass the New Jersey High School Proficiency Assessment (HSPA) in mathematics. Teacher recommendation is needed if a prerequisite is not attained.
ALGEBRA FOR ELL STUDENTS
This course follows the course content of Algebra 1. It is designed for the English Language Learner who experiences difficulty in working in the regular classroom due to the lack of English language skills.
5 Credits: 5 Periods per Week Prerequisite: ESL/Content Area Teacher’s Recommendation
ALGEBRA A (FIRST YEAR)
This is the first part of a three-year sequence in algebra and geometry for students who are recommended for placement during their Annual Review Meeting. The course will be followed with Algebra/Geometry B for the next school year.
5 Credits: 5 Periods per Week Prerequisite: Eligibility will be determined through the Student's Individualized Educational Plan.
ALGEBRA/GEOMETRY B (SECOND YEAR)
This is the second year of a three-year sequence. Students complete their algebra requirement and begin to focus on a half-year of informal geometry.
5 Credits: 5 Periods per Week Prerequisite: Eligibility will be determined through the Student's Individualized Educational Plan.
GEOMETRY C (THIRD YEAR)
This is the third year of a three-year sequence. Students complete their geometry requirement and focus on additional mathematics applications.
5 Credits: 5 Periods per Week Prerequisite: Eligibility will be determined through the Student's Individualized Educational Plan. 43 MATHEMATICS PROGRAMS (Continued)
CONSUMER MATHEMATICS Consumer Mathematics presents basic math skills used in everyday situations—paying taxes, buying food, banking and investing, and managing a household. The full-color text helps students become wiser, more informed consumers.
5 Credits: 5 Periods per Week Prerequisite: Eligibility will be determined through the Student's Individualized Educational Plan.
LIFE SKILLS MATHEMATICS - Level I & II Life Skills Math I provides comprehensive instruction that students need for independent living. The full-color text focuses on using math skills in real-life situations for those who have basic computational skills but need practice in applying these skills. Life Skills Math II is a business-oriented curriculum that focuses on the skills students need on the job. The course covers critical skills like whole numbers, fractions, decimals, averages, estimating, measurements, and ratios. Each skill is introduced in a cross-curricular context that helps students learn about the business world.
5 Credits: 5 Periods per Week Prerequisite: Eligibility will be determined through the Student's Individualized Educational Plan.
ALGEBRA I
This course emphasizes the understanding of the real number system, application of algebra skills, and the use of precise language. Through the use of enhanced problem solving methods and a theoretical approach, students will develop a firm foundation for their mathematical growth as well as their preparation for state-mandated assessments.
5 Credits: 5 Periods per Week Prerequisite: None
GEOMETRY AND HONORS GEOMETRY
This is a course in modern geometry, structure, and method. Topics include the properties of lines and two and three-dimensional figures. Applications of congruency and similarity of triangles are covered. Basic concepts of trigonometry are introduced. Connections are made to Algebra and Probability and Statistics. Furthermore, this course will prepare students for state-mandated assessments. The honors program is more rigorous, covering additional mathematical theory. The honors course is recommended for students who have a strong background in mathematics.
5 Credits: 5 Periods per Week Prerequisite: Minimum final grade of 85 in Algebra I; Teacher recommendation and approval of the Mathematics Department. 44 MATHEMATICS PROGRAMS (Continued)
ALGEBRA II AND HONORS ALGEBRA II
This course will enable students to succeed in the world of higher mathematics. It will emphasize solving linear, polynomial and rational functions, and systems of equations. Trigonometry, sequences and series, and matrices will be covered. Graphing calculator applications and the use of mathematics in real life situations will provide the learner with the tools necessary for growth. These courses prepare the student for Pre-calculus and Calculus in addition to the mathematics of science. Algebra II will prepare the student for state-mandated assessments. The honors program is more rigorous with a slant toward the theoretical.
5 Credits: 5 Periods per Week Prerequisite: Minimum grade of 85 in Algebra I and Geometry or successful completion of Honors Geometry and teacher’s recommendation.
PRECALCULUS AND HONORS PRECALCULUS
This is an essential course for the student who will enter the world of college mathematics and science. The applications stressed in these courses emphasize skills with technological tools, integrate the worlds of Algebra and Geometry, reinforce probability and statistical applications, and provide a firm understanding of trigonometry. Precalculus will also prepare students for state-mandated assessments. The honors program is an accelerated course of study for those intending to major in mathematics, engineering, or the sciences in college. This course will prepare students for AP Calculus in their senior year.
5 Credits: 5 Periods per Week Prerequisite: Pre-calculus - Proficient on the HSPA; successful completion of Algebra II Honors Pre-calculus - minimum grade of 85 in Honors Algebra II, teacher’s recommendation and approval by the Mathematics Department.
APPLIED CALCULUS
This is an introductory course in calculus designed for the college-bound. The course emphasizes differentiation, integration, and the application of these processes.
5 Credits: 5 Periods per Week Prerequisite: Proficiency on the HSPA; minimum grade of 85 in Pre-Calculus, or successful completion of Honors Pre-Calculus and approval by the Mathematics Department
PROBABILITY AND STATISTICS
This course highlights the importance of mathematics in our everyday lives. Current real-world and practical examples are used on a regular basis. This course stresses the importance of not only analyzing data, but also thinking about what the results mean. Topics include, but are not limited to, categorical and quantitative data, samples, survey and opinion polls, observational studies and experiments, randomness, and probability models.
5 Credits: 5 Periods per Week Grade Level: 11th and 12th Prerequisite: Algebra I and Geometry 45 MATHEMATICS PROGRAMS (Continued)
ADVANCED PLACEMENT CALCULUS (with LAB)
This is a rigorous college level course intended for students in the Honors Program who have successfully completed Honors Pre-calculus. AP Calculus will include topics of limits, continuity of functions, derivatives, and their applications. During the second semester of the course, integral calculus will cover anti-derivatives, definite and indefinite integrals, and their applications in finding area and volume. This is a (6) six credit course which includes a computer laboratory. The Advanced Placement Assessment is required and the results may earn a student college credit and/or advanced standing in college courses.
6 Credits: 6 Periods per Week Prerequisite: Minimum final grade of 85 in Honors Pre-calculus
ADVANCED PLACEMENT STATISTICS
The course is intended to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students will be exposed to four broad conceptual themes: Exploring data- Describing patterns and departures from patterns; Sampling and Experimentation- Planning and conducting a study; Anticipation Patterns- Exploring random phenomena using probability and simulation; and Statistical Inference- Estimating population parameters and testing hypotheses. The Advanced Placement Assessment is required and the results may earn a student college credit and/or advanced standing in college courses.
5 Credits: 5 Periods per Week Prerequisite: Minimum final grade of 85 in Honors Algebra II
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PPHHYYSSIICCAALL EEDDUUCCAATTIIOONN AANNDD HHEEAALLTTHH PPRROOGGRRAAMMSS
The Physical Education and Health Program has been developed to conform to the accepted standards and policies of the State Department of Education and to satisfy the present and future needs of our students through proper physical activities and health education.
PHYSICAL EDUCATION 9 PHYSICAL EDUCATION 10 PHYSICAL EDUCATION 11 PHYSICAL EDUCATION 12
The program is a carefully planned sequence of learning experiences designed to fulfill the growth, development, and behavioral needs of each student. It encourages and assists each student in developing skills of movement, a sense of personal well-being while enhancing each student’s motivation and desire to participate in lifetime recreational sports.
Activities and sports include but are not limited to: basketball, volleyball, soccer, badminton, tennis, pickle ball, softball, lacrosse, and recreational activities. There are many opportunities for students to select activities within the curriculum. Whenever possible, in grades 11 and 12, students are permitted to select a team athletic activity or an individual aesthetic activity. In grades 9 and 10, a diverse required curriculum is offered to expose students to as many different activities as possible.
Unless there is a medical excuse, all students are required to participate in three (3) marking periods of physical education.
3.75 Credits each year
HEALTH 9 HEALTH 10 HEALTH 11 HEALTH 12
A required health class meets for one marking period within the assigned physical education period. The Health Program includes: (Grade 9) the study of drugs, alcohol, tobacco, and suicide; (Grade 10) driver’s education; (Grade 11) mental and physical diseases, community and environmental health, and nutrition and fitness; (Grade 12) healthy relationships and reproductive health.
1.25 Credits each year
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SSCCIIEENNCCEE PPRROOGGRRAAMMSS
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ENVIRONMENTAL SCIENCE
The environmental science course is designed to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships 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.
5 Credits: 5 Periods per Week Prerequisite: None
BIOLOGY
This course covers the role of science, characteristics of life, scientific method, evolution, classification of organisms, cell structure and function, biochemistry, cell division, genetics, DNA, and the role energy plays in life systems.
6 Credits: 5 Periods per Week and 1 Lab Prerequisite: Environmental Science
HONORS BIOLOGY
Honors Biology focuses on major life processes, cellular biology, genetics, classification of organisms, biochemistry of living things, DNA, genetic engineering, evolution, and ecological relationships of plants and animals. Students are to have an extra laboratory period each week to perform hands-on investigations. This course also addresses careers in science, the discussion of critical issues and controversial topics in biology.
6 Credits: 5 Periods per Week and 1 Lab Prerequisite: Minimum final average in 8th Grade Science of 85 and Science teacher's recommendation. (Student that receive a minimum of 250 on NJASK 8 Science will be accepted in the Honors Program)
CHEMISTRY
This course develops the concepts of the structure of matter, knowledge of chemical reactions, and molecular bonding. It provides a background for more advanced study and meets requirements for college entrance. A laboratory period is included to provide time to expand upon the concepts of chemistry. Students are to develop proficiency in the use of laboratory equipment and knowledge of lab safety.
6 Credits: 5 Periods per Week and 1 Lab Prerequisite: Minimum final grade of 80 in Honors Algebra I, Algebra I, Algebra A, Algebra/Geometry B, Geometry C, and Biology or Honors Biology and a teacher’s recommendation. 49 SCIENCE PROGRAMS (Continued)
HONORS CHEMISTRY
Honors Chemistry is intended for students who have a facility with mathematics and science and who plan a career related to these fields. Extensive laboratory experiments serve to introduce chemical principles that are developed through the application of mathematical relationships. Some topics studied include atomic theory, chemical reactions, kinetic theory, stoichiometry, and molecular bonding. Students are to develop proficiency in the use of laboratory equipment and knowledge of lab safety.
6 Credits: 5 Periods per Week and 1 Lab Prerequisite: Minimum final grade of 85 in Algebra I or Honors Algebra I, Biology or Honors Biology, and a Science teacher’s recommendation.
CONCEPTUAL PHYSICS
In this course, the concepts of physics are used to explain phenomena that students observe in their everyday world. The same basic concepts as Honors Physics are to be covered, however, without a heavy reliance on computation. The use of hands-on activities and laboratory experiments will reinforce concepts studied in class.
6 Credits: 5 Periods per Week and 1 Lab Prerequisite: Minimum final grade of 75 in Chemistry or Honors Chemistry and a teacher’s recommendation. Successful completion of Algebra I and Geometry
HUMAN BODY SYSTEMS
Human Body Systems is designed as a third year required science. It is only available to juniors or seniors who have completed Science I and Biology. This life science course is an exploration of structures and functions of the human body. It discusses the organization of the body from cells through organ systems with a particular emphasis on the twelve organ systems.
5 Credits: 5 Periods per Week Prerequisite: Environmental Science and Biology
FORENSIC SCIENCE
The class culminates in an authentic performance assessment with students working in teams to solve crimes using the forensic scientific knowledge and reasoning they have gained throughout the year. It involves all areas of science including biology, anatomy, chemistry, physics, and earth science, with an emphasis in complex reasoning and critical thinking. In addition, students must incorporate the use of technology, communication skills, language arts, art, family/ consumer science, mathematics, and social studies.
2.5 Credits 5 Periods per Week Grade level: 11th and 12th Prerequisite: Successful completion of two years of a science 50 SCIENCE PROGRAMS (Continued)
ADVANCED PLACEMENT SCIENCE COURSES
Advanced Placement (AP) science courses provide an opportunity to pursue college-level studies while still in secondary school. From the moment you enter an AP classroom, you’ll notice a difference in the teacher’s approach to the subject and the way you start to think. In an AP science class the focus is not on memorizing facts and figures. Instead, you will engage in intense discussions, solve problems collaboratively, and learn to write clearly and persuasively in the science content area. Students are expected to complete a series of intricate labs, read and understand a college level text book, and participate in the national AP exam administered by the College Board in May.
ADVANCED PLACEMENT ENVIRONMENTAL SCIENCE
The Advanced Placement Environmental Science course is designed to examine ecological, biological, chemical, physical, and environmental concepts and interactions. A student of this course should be familiar with local, regional and global concerns within their own environment. Students will be asked to participate in field research throughout Rahway because many of the laboratory experiences will be based on data collected outside of the classroom. Environmental Science combines concepts from all disciplines of science to deepen the students understanding of the natural world as well as the impact that humans have on it through discussions, videos, and lab experiments. Because this class is the equivalent to a first year college course, the Advance Placement Assessment is a requirement of the class and students may earn college credits or advance standing in college courses.
6 Credits: 5 Periods per Week and 1 Lab Prerequisite: Minimum final grade of 90 in 8th grade Science and minimum of 250 scored on NJ ASK 8 (9th grade) or successfully completed an Honors Science class (all grade levels); all students must have a recommendation from the previous year’s science teacher
ADVANCED PLACEMENT BIOLOGY
The Advanced Placement Biology course is designed to be the equivalent of a freshman, college biology course. This course expands upon the principles studied in biology and chemistry. This course includes an in-depth study of all phases of biology, stressing biochemistry, molecular biology, evolution, and advanced laboratory techniques. The student must contact the teacher prior to entrance into this course to obtain the text and reading and outlining assignments for the summer. This is necessary in order to cover all the materials involved. The Advanced Placement Assessment is required and the results may earn him/her college credit or advanced standing in college courses.
6 Credits: 7 Periods per Week Prerequisite: Minimum final grade of 85 in Biology and Chemistry and a recommendation from the student's last science teacher 51 SCIENCE PROGRAMS (Continued)
ADVANCED PLACEMENT CHEMISTRY
This course reviews and studies more intensively the concepts previously covered in Honors Chemistry. The degree of subject mastery is comparable to most first-year college chemistry courses. Laboratory work is designed to enable students to develop good lab techniques and also the ability to work independently on various types of experiments. Prior to entrance into this course, the student must obtain the text and complete the reading and outlining assignments. The Advanced Placement Assessment is required and the results may earn him/her college credit or advanced standing in college courses.
6 Credits: 7 Periods per Week Prerequisite: Minimum grade of 85 in Biology/Honors Biology, Chemistry/Honors Chemistry, Algebra II/Honors Algebra II, and a recommendation from the student’s last science teacher
ADVANCED PLACEMENT PHYSICS I
This course is intended to be a representative survey course in Physics, covering topics in five general areas: Newtonian Physics; Fluid Mechanics and Thermal Physics; Electricity and Magnetism; Waves and Optics; and Atomic and Nuclear Physics. Laboratory work is designed to enable students to develop good lab techniques and also the ability to work independently on various types of experiments. Prior to entrance into this course, the student must obtain the text and complete the reading and outlining assignments. The Advanced Placement Assessment is required and the results may earn him/her college credit or advanced standing in college courses.
6 Credits: 7 Periods per Week Prerequisite: Minimum grade of 85 in Conceptual/Honors Physics, Honors Chemistry, Algebra II/Honors Algebra II, and a recommendation from a science teacher
52
SSOOCCIIAALL SSTTUUDDIIEESS PPRROOGGRRAAMMSS
History is the witness that testifies to the passing of time; it illumines reality, vitalizes memory, provides guidance in daily life and brings us tidings of antiquity.
CICERO, Pro Publio Sestio
53 All students must successfully complete two years of study in American History and one year of study in World History/History course in order to meet the State requirement for graduation. Beginning with the 9th grade class of the 2010-2011 school year, 2.5 credits in the area of Financial, Economic, Business and/or Entrepreneurial Literacy must also be completed.
AMERICAN HISTORY I
This is the first course in the two-year study of American History. American History I encompasses the era from Reconstruction through the 1920's. Major areas of study include: the Civil War, Reconstruction, Closing of the Frontiers, Industrialization, Urbanization, the Progressive Era, Imperialism, Expansionism, World War I, the Roaring Twenties, and the Stock Market Crash. The role of New Jersey in the progress of America’s story will be interwoven throughout the school year. Outside readings, library research, and writing activities are included in this course of study. Also included are the development and appreciation of cultural diversity, the use of the humanities as a unifying theme in the study of both history and literature, and additional opportunities to examine the role and contributions of African-Americans, Asian Americans, Latinos, Native Americans, and women. Course work includes outside readings, library research, and written assignments.
5 Credits: 5 Periods per Week Prerequisite: None
HONORS AMERICAN HISTORY I
This honors course is the first requirement in the two-year study of American History. It covers the same historic periods as the traditional American History I course. However, students in the honors course are expected to complete additional outside readings, additional library research, and additional writing assignments. The role of New Jersey in the progress of American’s story is interwoven throughout the school year.
5 Credits: 5 Periods per Week Prerequisite: Minimum NJASK8 Score of 235 in Language Arts Literacy and minimum grade of 85 from previous Social Studies class
AMERICAN HISTORY II
This course completes the story of America’s growth and provides the student with opportunities to examine the current world from a historic perspective. The periods studied include: the Stock Market Crash, the Great Depression, World War II, The Cold War, the Eisenhower years, the New Frontier and the Great Society, the Vietnam War, Watergate, the recent presidencies, the Persian Gulf War, and current issues. The role of New Jersey in the progress of America’s story is interwoven throughout the school year. Course work includes outside readings, library research, and written assignments.
5 Credits: 5 Periods per Week Prerequisite: Successful Completion of American History I
54 SOCIAL STUDIES PROGRAMS (Continued)
HONORS AMERICAN HISTORY II
This honors course in United States History II completes the story of American’s growth and provides students with opportunities to examine the current world from an historic perspective. It covers the same historic periods as the traditional American History II course. The role of New Jersey in the progress of America’s story is interwoven throughout the school year. Students in the honors course are expected to complete additional outside readings, additional library research, and additional written assignments.
5 Credits: 5 Periods per Week Prerequisite: Minimum final grade of 85 in previous years’ Honor class or minimum final grade of 90 in American History I (teacher recommendation also required)
WORLD HISTORY
This course is designed to prepare students to become citizens of this global community. It is the third and final required social studies course offered by the high school. The course is designed to provide the student with an understanding of the world and the various political and cultural groups that exist in it. Also, it is expected that each student develop an appreciation of the contemporary world in which economic interdependence, political stability, and cultural pluralism each contribute to the improvement of the human condition. Eleven cultural sub-divisions of the world are examined during the school year. Outside readings, library research, and writing activities are included in this course of study.
5 Credits: 5 Periods per Week Prerequisite: Successful Completion of American History I and II
HONORS WORLD HISTORY
This course covers the same eleven cultural regions of the contemporary world as the traditional World History course. Students in the honors course study each of the areas in greater depth and devote additional time to the analysis of contemporary international, political, and economic developments.
5 Credits: 5 Periods per Week Prerequisite: Minimum final grade of 85 in previous year’s Honors History class and teacher’s recommendation
55 SOCIAL STUDIES PROGRAMS (Continued)
AFRICAN AMERICAN STUDIES
African American Studies is an exploration of and critical engagement with major events, historical figures, themes, and ideas as they relate to the experiences of people of African descent in America but also throughout the world in what is often called the African Diaspora. This course will cover a range of historical periods and places stretching back to early African civilizations and concluding with contemporary debates about civil rights, race relations, and the status of African Americans in American society and the world today. The majority of the course focuses on the African experience in America and covers early colonial life, the institution of slavery, the abolitionist movement, various civil rights struggles, and a range of political, social, cultural, and intellectual trends relevant to African-American life in the United States.
5 Credits: 5 Periods per Week Prerequisite: None
AMERICAN STUDIES FOR ELL STUDENTS
This course follows the content of American History I. It is designed to provide more depth and detail for the new student who has never received formal instruction about historical events in the United States. It incorporates United States geography and relies on students’ prior knowledge to make correlations among historical events of native countries.
5 Credits: 5 Periods per Week Prerequisite: ESL/Content Area Teacher’s Recommendation
ECONOMICS
Applied Economics is the study of the basic principles of economics and the process of economic decision-making. Instruction is based in real world examples and situations. Extended computer simulations and a class business activity allow students to apply what they are learning on a regular basis. Business consultants and field explorations are also employed to provide hands-on experiences in using economic theories and principles. Students also study personal finance and investment strategies that enable them to function in our complex global/national economy.
2.5 Credits: 5 Periods per Week Grade level: 11th and 12th Prerequisite: Successful Completion of American History I & II 56 SOCIAL STUDIES PROGRAMS (Continued)
CONTEMPORARY AMERICAN ISSUES AND PROBLEMS
This half-year course will provide a student with opportunities to identify, examine, and discuss current problems facing the United States and the remainder of the world. Students are actively involved in each of these activities, and course topics vary from year to year. Typically, four or five issues or problems are identified in each half year.
2.5 Credits: 5 Periods per Week Prerequisite: Successful Completion of American History I and II; 1 year of World History (History may be substituted by transfer students.)
CONSTITUTIONAL LAW
This course is an examination of the United States Constitution and the important role it plays in not only our legal system but also our everyday lives. The course examines the Constitution from a historical context as well as the ever-changing form it takes as it adjusts to the dynamic nature of American society. The course examines the major Supreme Court rulings and provides students the opportunity to discuss and debate many of these landmark cases. There are a number of mock trials where students research, then play the roles necessary to mount a criminal trial. There are opportunities to visit Municipal, Superior, and Supreme Courts and to interact with the court officers.
5 Credits: 5 Periods per Week Grade level: 11th and 12th Prerequisite: Successful Completion of American History I and American History II
ADVANCED PLACEMENT AMERICAN HISTORY
The Advanced Placement (AP) History course is a full-year college level course. Outstanding events and trends in our national history are studied in depth by using a college level textbook and monographic material. Historical interpretation and a wide knowledge of historiography are stressed along with a solid factual foundation. A further feature of the course is the writing of a number of short research essays that are discussed and critiqued by the class. The culmination of the course is a required AP examination which, if passed, could lead to college credits.
5 Credits: 5 Periods per Week Grade level: 12th only Prerequisite: Minimum final grade of 85 in Honors American History I or II and a minimum score of 235 on the HSPA; Meeting with the AP Teacher for verbal review of class requirements of the course. (Any exceptions to the above criteria must be approved by the Principal and Department Supervisor) 57 SOCIAL STUDIES PROGRAMS (Continued)
ADVANCED PLACEMENT WORLD HISTORY
The Advanced Placement World History course is a full-year college level course designed to explore human history from 8000 B.C.E to the present. Special emphasis will be given to regions and societies traditionally underrepresented in world history courses. This is a rigorous study program that demands significant amounts of reading and writing.
5 Credits: 5 Periods per Week Grade level: 9th and 11th Prerequisite: Minimum of 250 scored on NJ ASK 8 (9th grade) or minimum final grade of 85 in Honors American History II (11th grade); all students must have a recommendation from the previous year’s social studies teacher
ADVANCED PLACEMENT UNITED STATES GOVERNMENT AND POLITICS
The AP course in United States Government and Politics will give 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. government and politics and the analysis of specific examples. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. government and politics.
5 Credits: 5 Periods per Week Grade level: 10th, 11th, and 12th grade students Prerequisite: Successful completion of Honors American History I or AP World History and the teacher’s recommendation. (Exceptions to the above criteria must be approved by the Principal and the Department.)
ADVANCED PLACEMENT COMPARATIVE GOVERNMENT AND POLITICS
The AP course in Comparative Government and Politics introduces students to fundamental concepts used by political scientists to study the processes and outcomes of politics in a variety of country settings. The course aims to illustrate the rich diversity of political life, to show available institutional alternatives, to explain differences in processes and policy outcomes, and to communicate to students the importance of global political and economic changes.
5 Credits: 5 Periods per Week Grade level: 10th, 11th, and 12th grade students Prerequisite: Successful completion of Honors American History I or AP World History and the teacher’s recommendation. (Exceptions to the above criteria must be approved by the Principal and the Department.)
58 TTEECCHHNNOOLLOOGGYY PPRROOGGRRAAMMSS
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59
COMMUNICATIONS TECHNOLOGY (awaiting Board of Education approval)
Students enrolled in Communications Technology will be introduced to the variety of processes that are used to produce visual messages and the many different kinds of careers available in the communications profession. Students will be exposed to state-of-the-art equipment used in the communications field. Projects will include computer graphic design including digital printing, and designing T-Shirts for printing. Specifically, students will learn the principles of good message design and how visual messages are used to market products by applying problem-solving techniques to develop effective advertising strategies. Although it is not required, students with artistic ability and/or business interests would greatly benefit by taking advantage of the abundant opportunities made available in communications.
2.5 Credits: 5 Periods per Week Prerequisite: None
ADVANCED GRAPHIC COMMUNICATIONS (awaiting Board of Education approval)
Students enrolled in Advanced Graphic Communications will have the opportunity to work with state-of-the-art tools, equipment, and computer graphics software used by professionals in the graphic arts field. Advanced Graphic Communications is designed for serious students who are interested in a career in the graphics field. Students will be able to gain experience in electronic page layout including desktop publishing using bitmapped and vector-based computer graphic design methods. Students will explore digital photography, digital image manipulation, and traditional printing processes. Students will learn printing production skills, which could be utilized to complete approved district printing requests. Students will develop digital portfolios of their completed work. This course will sharpen skills necessary for a student to enter college, trade school, or a career in the graphics field.
5 Credits: 5 Periods per Week Prerequisite: Communications Technology or instructor approval
INTEGRATED S.T.E.M ROBOTICS (awaiting Board of Education approval)
This is designed to be a beginning course in robotics. We will be utilizing Lego Mindstorm kits, Robolab software and various Lego Robotics materials. The objective of this course is to introduce the student to basic programming as well as problem solving strategies. This course will involve students in the development, building and programming of a LEGO Mindstorm robot. Students will work hands-on in teams to design, build, program and document their progress. Topics may include motor control, gear ratios, torque, friction, sensors, timing, program loops, logic gates, decision-making, timing sequences, propulsion systems and binary number systems. Student designed robots will be programmed to compete in various courses as developed by the teacher. Opportunities for local, state, and regional competitions will be available for entry.
2.5 Credits: 5 Periods per Week Prerequisite: None 60 TECHNOLOGY PROGRAMS (Continued)
ADVANCED ROBOTIC DESIGN and ENGINEERING (awaiting Board of Education approval)
This course is designed to provide students the opportunity to participate and compete in the US First Robotics Competition. Students in this class will complete a curriculum in which they choose a number of different self- directed projects, which support the robotics team. Students can pick a focus area, which involves them in any aspect of the team including but not limited to animation, business, chairman’s award team, design team, drive team, graphics, mechanical team, programming, public relations, and scouting. This course is directly related to the after school robotics program run at the high school yearly.
5 Credits: 5 Periods per Week Prerequisite: Integrated STEM Robotics or teacher and administrator approval
INTRODUCTION to COMPUTER AIDED DESIGN: Solidworks Essentials (awaiting Board of Education approval)
This course is designed to provide students with a foundation in the basic skills needed for success in modern engineering and design careers. Students will use Solidworks in the creation of engineering drawings and 3D geometry while learning the product development cycle. Instruction will be given though a combination of demonstrations and hands-on engineering projects. Students will be introduced to renewable and sustainable energy technologies through hands-on projects and experiments.
5 Credits: 5 Periods per Week Prerequisite: None
ADVANCED COMPUTER AIDED DESIGN (Solidworks) (awaiting Board of Education approval)
This course is designed to provide students with the opportunity to advance their skills for success in modern engineering and design careers in a project based, pre-engineering setting. Students will participate in real world learning through participation in engineering competitions (US First Robotics, Botball, Bridge Design Competition, NJTSA), hands-on engineering and projects and experiments, and product development. Areas of study will include: renewable and sustainable energy, aerospace and aeronautics, fluid dynamics, product development and packaging, manufacturing materials and processes, rapid proto-typing design. Students use Solidworks to satisfy requirements of the projects being presented.
5 Credits: 5 Periods per Week Prerequisite: Intro to CAD or Teacher and Administrator approval
61 TECHNOLOGY PROGRAMS (Continued)
SCREEN PRINTING TECHNOLOGY (awaiting Board of Education approval)
This course will provide a comprehensive study of screen printing operations at several levels to include: hand-cut film, photo silk screen, multi-color production on paper, and multi-color production on fabric. Students will learn methods and use equipment found in this interesting and challenging part of the graphic arts industry. Images will be created using both basic and advanced computer programs. Students will also learn screen printing procedures and care of equipment as used in manufacturing.
2.5 Credits: 5 Periods per Week Prerequisite: Open to All Students
Exploring Computer Science (awaiting Board of Education approval)
This course introduces students to the field of Computer Science through an exploration of engaging and accessible topics. Its focus will be on the conceptual ideas of computing and help students understand why certain tools or languages might be utilized to solve particular problems. The computational practices of algorithm development, problem solving and programming within the context of problems that are relevant to the lives of today’s students will be developed. In addition, students will be exploring the topics of interface design, computer limitations, and societal/ethical issues.
5 Credits: 5 Periods per Week Prerequisite: Minimum final grade of 70 in Algebra I
Computer Programming (awaiting Board of Education approval)
This course builds on the topics and concepts of Exploring Computer Science. Students will learn to program using Scratch and Java. Programming fundamentals such as variable assignments, if-then-else logic, loop structures, method construction, and arrays will be developed.
5 Credits: 5 Periods per Week Grade level: 10th, 11th, and 12th grade students Prerequisite: Successful completion of Exploring Computer Science
62
FFAAMMIILLYY AANNDD CCOONNSSUUMMEERR SSCCIIEENNCCEE
63 Family and Consumer Science
This basic foundation course provides all students with the consumer, family and life skills necessary to be a functioning member of society. Students will develop their thoughts and ideas; think creatively and solve problems through self-management and interpersonal communication exercises. This course also provides knowledge and skills in two areas of life skills development, cooking and sewing. Note: All students are required to purchase projects for the sewing unit.
5 Credits: 5 Periods per Week Prerequisite: Open to all grades
INTRODUCTION TO CULINARY ARTS (awaiting Board of Education approval)
This is an exploratory, lab-based course that utilizes higher order thinking, communication, leadership, and management processes. Topics include safety/sanitation, storage and recycling processes in the industry; impacts of science and technology on the industry; and culinary arts career pathways. Laboratory experiences that emphasize industry practices and develop basic industry skills are required components of this course. Students are expected to prepare for and obtain state-approved food handler certification. This course is recommended for all students, regardless of their career cluster or pathway, in order to build basic culinary arts knowledge and skills.
2.5 Credits: 5 Periods per Week Prerequisite: None
CHEMISTRY OF FOODS (awaiting Board of Education approval)
This is an integrated course that provides an in-depth study of the application of science principles to scientific investigation of the production, processing (safety/sanitation), preparation, evaluation, and utilization of food. With molecular gastronomy as the focus, students will blend physics and chemistry to transform the taste and textures of food to create new and innovative dining experiences. The term molecular gastronomy is commonly used to describe a style of cuisine in which chefs explore culinary possibilities by combining tools from the science lab and ingredients from the food industry. Students develop critical reasoning, mathematical, and writing skills through a variety of higher-level learning strategies and laboratory experiments that require measuring, recording, graphing, and analyzing data; predicting and evaluating laboratory results; and writing laboratory reports. The course highlights nutrition concepts and explores the various relationships between food, science and nutrition.
1.25 Credits: 5 Periods per Week Grade Level: 10th, 11th, and 12th grade students (9th grade students with permission of instructor) Prerequisite: Introduction to Culinary Arts and Biology
64 FAMILY AND CONSUMER SCIENCE PROGRAMS (Continued)
COOKING TECHNIQUES (awaiting Board of Education approval)
This course is an exploration of complex concepts in nutrition and foods, with emphasis on contemporary issues. Topics include: an in-depth study of daily nutrition and wellness throughout the life span; acquiring, organizing, and evaluating information about foods and nutrition; selecting and preparing nutritious meals; safety and sanitation in food production; meal planning and preparation for specific economic, psychological and nutritional needs; community and world food concerns, including scarcity and hunger; advanced impacts of science and technology on nutrition, food and related tools and equipment; exploring careers in nutrition and food industries. Laboratory experiences with advanced applications are required.
1.25 Credits: 5 Periods per Week Grade Level: 10th, 11th, and 12th grade students (9th grade students with permission of instructor) Prerequisite: Introduction to Culinary Arts
INTERNATIONAL COOKING (awaiting Board of Education approval)
The focus of this course is to teach students to develop an understanding and appreciation of different cultures while exploring “new tastes”. Customs, traditions, and topography are studied to understand the influence they have on food choices and supply. Emphasis will be placed on the MyPlate guidelines when planning and improving recipes. Special dietary needs of cultures studied will be incorporated into the lessons. Students will practice presentation techniques and skills during each lab experience. Europe and Mediterranean countries, South America, Asia, Africa and Middle Eastern countries are explored.
1.25 Credits: 5 Periods per Week Grade Level: 10th, 11th, and 12th grade students (9th grade students with permission of instructor) Prerequisite: Introduction to Culinary Arts
BAKING AND PASTRIES (awaiting Board of Education approval)
An instructional program that emphasizes fundamental pastry and bread-baking techniques and prepares students for career clusters that encompass occupations in programs related to nutrition, dietetics and hospitality. Topics related to safety/sanitation, hands-on skills, all-purpose baking, desserts, cake decoration, and pastry arts. To complement your culinary techniques, you’ll learn critical thinking and business essentials.
1.25 Credits: 5 Periods per Week Grade Level: 10th, 11th, and 12th grade students (9th grade students with permission of instructor) Prerequisite: Introduction to Culinary Arts 65 FAMILY AND CONSUMER SCIENCE PROGRAMS (Continued)
CHILD DEVELOPMENT I
This course introduces the student to the important role parents and caregivers play in the development of a child. Students will learn the fundamentals of parenting and of a child’s physical, intellectual, social, and emotional development during the first years of life. This course is helpful for students considering occupations in childcare, nursing, psychology, and teaching, as well as those considering parenthood in the future.
5 Credits: 5 Periods per Week Grade Level: 10th, 11th, and 12th grade students
CHILD DEVELOPMENT II
This course builds on concepts learned in Child Development I. The student will learn the important principles of parenting, as well as understanding the physical, intellectual, emotional, and social development of a child during their pre-school and early elementary school years. The students will be required to work with children in a pre-school or kindergarten setting, applying skills learned in class. The opportunity of caring for a computerized baby will also be included in this program. This will be an excellent course for students interested in pursuing a career in teaching, psychology or child development, and is most informative for future parenting.
5 Credits: 5 Periods per Week Prerequisite: Child Development I
INDEPENDENT LIVING
This is a course designed to develop daily-living skills, including transition planning, employment preparation, financial independence, setting short-term and long-term career goals, money management, personal development and family issues.
5 Credits: 5 Periods per Week Prerequisite: Eligibility will be determined through the student's Individualized Educational Plan.
DAILY LIFE SKILLS
Course description: The Daily Life Skills course is designed to meet the individual needs of the students. This course will expose students to skills they will need in everyday life.
5 Credits: 5 Periods per Week Prerequisite: Eligibility will be determined through the student's Individualized Educational Plan. It is recommended that this course be taken in conjunction with School-To-Work.
SCHOOL TO WORK
Course description: The School To Work course is designed to meet the individual needs of the students. This course will expose students to skills they will need in everyday life and help them transition to the world of work.
5 Credits: 5 Periods per Week Prerequisite: Eligibility determined through the student's Individualized Educational Plan. It is recommended that this course be taken in conjunction with School-To-Work. 66
VISUAL AND PERFORMING ARTS PROGRAM
67
THEATRE I
A workshop focusing on the basic acting skills needed to build a solid foundation for stage work in the theater. Areas of focus are improvisational skills, character development, script analysis, movement, voice, acting to an objective, and auditioning skills. This is a get-out-of- your-seat workshop class that requires daily participation by every member of the class.
2.5 Credits: 5 Periods per Week Prerequisite: None
ADVANCED THEATRE
An in-depth study of production techniques, exploration of performance and production careers, participation in various performances and extensive memorization are required. All areas of theatre are actively studied. Grading is based on written work, performance activities and class participation. Midterm and final examinations are required. The course will require out-of-class rehearsals and engagement in public performances. Students are to be expected to attend professional theatre events. This course is open to Sophomores, Juniors, and Seniors who have successfully completed Theatre I.
5 Credits: 5 Periods per Week Prerequisite: Successful Completion of Theatre I
MUSICAL THEATRE
Students will study the art of singing, acting and dancing. This course will require out-of- class rehearsals and a willingness to engage in public performances. Students will learn the history of American musical theatre through the study of musicals and performers. Students will need to purchase appropriate dance footwear. Students are encouraged to take chorus and a dance class.
5 Credits: 5 Periods per Week Prerequisite: Audition Required
MIXED CHORUS
If you like to sing for the sheer joy of singing or would like to discover that joy, this course is for you. The chorus class will sing a wide variety of music, ranging from contemporary songs to well-known chorus classics. Along the way, you will learn how to read music and experience the rewards of choral singing. This class will have the opportunity to perform both in school and in the community at-large.
5 Credits: 5 Periods per Week Prerequisite: None
68 VISUAL AND PERFORMING ARTS PROGRAMS (Continued)
MADRIGALS
Madrigal singers will consist of no more than twenty (20) students (sixteen performers for competition). Students will be accepted into the class by audition only. In addition to singing with the chorus at all performances, the Madrigals will also participate in festivals, trips, and competitions. Music performed will include representations of the Renaissance, Baroque, Classical, Contemporary, Modern American, and Traditional Music periods. The Madrigal Singers will maintain high standards of performance and presentation and are expected to represent the school in a dignified manner.
5 Credits: 5 Periods per Week Prerequisite: Audition/Concurrent Enrollment in Mixed Chorus
MUSIC THEORY
Music Theory focus on developing a student’s ability to recognize, understand, and describe the basic materials and processes of music that are heard or presented in a musical score or work. Students will receive an introduction to listening, writing, and understanding varied aspects of music, such as melody, harmony, texture, rhythm, form, musical analysis, composition, and musical style. Students will also receive an introduction to basic musicianship skills, such as dictation, rhythm speaking, and sight singing. Musical examples, drawn from a variety of time periods and styles will be used to strengthen the student’s awareness of these concepts. The student’s ability to read and write musical notation is fundamental to this course. It is assumed that the student has acquired (or is acquiring) at least basic performance skills in voice or in an instrument.
5 Credits: 5 Periods per Week Prerequisites: Basic performance skills on an instrument or voice participation in a performing arts elective
INTRODUCTORY PIANO LAB
Have you always wanted to learn how to play the piano? Now is your chance. Students have the opportunity to learn the piano on a specially designed electronic keyboard and console.
5 Credits: 5 Periods per Week Prerequisite: None
PIANO II
Students will play works representative of the Baroque, Classical, Romantic, and Contemporary periods. Ensemble playing will include works for one piano, four hands and two pianos, four hands. The opportunity to accompany the chorus at its annual Winter and Spring concerts will also be available.
5 Credits: 5 Periods per Week Prerequisite: Introductory Piano or Instructor’s Approval 69 VISUAL AND PERFORMING ARTS PROGRAMS (Continued)
CONCERT BAND
The Rahway High School Concert Band consists of all instrumental students, regardless of ability level. The Concert Band performs three major concerts during the school year, as well as many other performances in the school and community. Concert Band members attend rehearsals Monday through Friday, period 10, and are graded on attendance, attitude, participation, and weekly assignments.
5 Credits: 5 Periods per Week (additional rehearsals as needed) Prerequisite: Instrumental lessons and teacher recommendation
MARCHING BAND (Including Instrumental Musicians & Color Guard Members)
The Rahway High School Marching Band consists of instrumental music and color guard students that participate in the fall marching program. Students perform at all football games, competitions, parades, pep rallies, and other community events. Students are graded on attendance, attitude, weekly assignments, preparation, and participation.
5 Credits: Monday and Wednesday 6:00 p.m.-8:00 p.m. (additional rehearsals as needed; additional Summer and Fall rehearsals)
Prerequisite: Instrumental musicians - instrumental lessons, teacher recommendation, and concurrent enrollment in concert band.
Color guard members – teacher recommendation and audition
Note: Instrumental Lessons: Any student involved in one of the instrumental performing ensembles at Rahway High School will be scheduled to attend weekly instrumental lessons. Lessons are held on a rotating, pull out schedule or during a student’s study hall period. Students study and improve upon individual instrumental techniques, sight-reading skills, music theory, and basic musicianship. The student's grade for instrumental music lessons is averaged with the grade for the student's performing ensemble. Instrumental music lesson credit is incorporated with the performing ensemble grade. An exemption may be made if a student is taking private lessons.
JAZZ EXPERIENCE (awaiting Board of Education approval)
This ensemble is by audition only and rehearses after school. Students will be introduced to the history, culture and performance styles of Jazz music. Introductory concepts of Jazz including swing, Latin, funk, and contemporary jazz will be explored. An emphasis will be placed on developing improvisational skills and will perform at a school concert.
1 Credit: 1 Period per Week Prerequisite: Audition/Concurrent Enrollment in Band 70 VISUAL AND PERFORMING ARTS PROGRAMS (Continued)
JAZZ ENSEMBLE (awaiting Board of Education approval)
This ensemble is by audition only and rehearses after school. Students will learn the history, culture and performance styles of Jazz music including swing, Latin, funk, and contemporary jazz. An emphasis will be placed on developing improvisational skills and will serve as musical ambassadors in numerous performances throughout the city and state.
2 Credits: 2 Periods per Week Prerequisite: Audition/Concurrent Enrollment in Band
INTRODUCTION TO DANCE
This is an overview course which provides the beginner student with skill training for different forms of dance, including: ballets, tap, jazz, modern, social and cultural dance styles, and dance for physical fitness. NO previous dance training is necessary as all instruction will be basic. All students must change clothes for this class and must have the appropriate dance shoes. Written homework is included in this course.
5 Credits: 5 Periods per Week Prerequisite: None
DANCE I
Dance students with one or two years of previous dance instruction, either private or with the RHS Dance Ensemble, may elect to continue their education at the intermediate level. Students are to strengthen their dance skills and study all elements of performance. This course also includes the study of dance anatomy, injury prevention, and performance health and nutrition. These students must change clothes for class, must provide their own Jazz and Tap shoes, and can expect to perform in public dance sessions. Written homework is included in this course. (This course may be taken for physical education credit and/or elective credit.) Health requirement must be satisfied concurrently for one quarter of the year.
5 Credits: 5 Periods per Week Prerequisite: Teacher Recommendation
DANCE II
Three or more years of previous dance instruction, either private (must have teacher recommendation) or with the RHS Dance Ensemble, is required for this course. While maintaining, reinforcing, and expanding on previously learned dance skills in ballet, tap, and jazz students will study the creative process of dance choreography. The history of dance, the study of acclaimed choreographers and their works, the study of dance anatomy, and dance health and nutrition are also included in the course. Students must change clothes for class and have the appropriate dance shoes. This class can expect off-school time rehearsals and public performances. Written homework is to be included in this course. This course may be taken for physical education credit and/or elective credit. Health requirement must be satisfied concurrently for one quarter of the year.
5 Credits: 5 Periods per Week Grade Level: 10th, 11th, and 12th grade students (9th grade students with permission of instructor) Prerequisite: Audition Requirement 71 VISUAL AND PERFORMING ARTS PROGRAMS (Continued)
COMMERCIAL ART This program is designed to cover every facet of visual communications. The course will help the student be aware of applications of art in newspapers, magazines, industry, and every aspect of business that needs to stimulate the sales of their product or service. In addition, students will be introduced to the stimulating world of visual graphics. Exposure to necessary skills will come through assignments such as package design, logos, posters, displays and environmental designs. The creative process will develop ideas from rough thumbnails to comprehensive layouts.
2.5 Credits: 5 Periods per Week Prerequisite: None
ART I
In this course, students will learn the basic principles and elements of art and apply them to various design problems. Students will learn and apply the differences between fine art and graphic design. They will use the traditional tools of the artist (examples: paint, pencil, ink, clay, and others) along with the technological tool of the computer. Art history will be discussed and integrated into the curriculum. Students will be required to complete written assignments and keep a notebook/folder. Classes will be held in the art room and at times, in the technology lab.
2.5 Credits: 5 Periods per Week Prerequisite: None
ART II
In this course, students will explore different materials and methods of drawing and painting. The six elements of art are stressed and applied. In drawing, emphasis will be on line and grey scale. Mediums will include: pencil, charcoal, pen and ink, crayon, and color pencil. In painting, color theory will be stressed and applied. Mediums will include: tempera, watercolor, acrylic and ink wash. Styles will include: realism, impressionism, surrealism, abstract, and modern. Sketchbooks will be mandatory. Students will be required to complete written assignments. Art history will be discussed and integrated into the curriculum.
5 Credits: 5 Periods per Week Prerequisite: Successful Completion of Art I and/or Commercial Art
AP ART
This course is designed for the serious art student. The student will develop further fine art applications and techniques. Students will be required to complete written assignments. Sketchbooks will be mandatory. The student will develop his/her own style through the exploration of different mediums. Mediums include those related to painting, drawing, and sculpture. Portfolio development is stressed in preparation for a career in art.
5 Credits 5 Periods per Week Prerequisite: Successful Completion of Art II 72
WORLD LANGUAGE PROGRAMS
73 It is permissible to study two (2) languages simultaneously, but it is not permissible to begin the study of two languages during the same year, unless the student receives approval from his/her teachers and an administrator.
CONVERSATIONAL SPANISH
This course is designed for students who need only one year of a World Language to meet graduation requirements. The teacher will focus on general Spanish communication. There will be an emphasis on acquiring vocabulary, expressions and basic language structure. Through technology, students will be able to explore and expand awareness of Hispanic culture.
5 Credits: 5 Periods per Week Prerequisite: None Note: This course does not prepare students for Spanish II.
SPANISH I
The first year in the study of the Spanish language will use all the methods of communication - reading, writing, speaking, listening, and technology. There will be an emphasis on acquiring vocabulary and learning the basic structures of the language. Students will be able to read, write, and interpret the language as well as engage in recitation and conversation. Cultural studies are included.
5 Credits: 5 Periods per Week Prerequisite: None
SPANISH II
The second year of Spanish will be a continuation of the first level. The student will learn more advanced structures and vocabulary in order to develop the five communication skills. Cultural studies will be included.
5 Credits: 5 Periods per Week Prerequisite: Minimum average grade of 70 in Spanish I
HONORS SPANISH III
This course will be offered to those students who have satisfactorily completed the first two years of the language. Emphasis will be placed almost exclusively on communication in Spanish. The study of grammar will continue with emphasis on verbs and exceptions to grammar rules. Literature will be introduced and short selections will be read to expand one’s knowledge of vocabulary, structure, and cultural awareness. Computer technology will be used to expand one’s knowledge of the Spanish cultures, to make Power Point presentations, and to research cultural topics from various websites. Furthermore, students will learn to develop an appreciation of art, music, and cuisine. The major emphasis of this course will be to enhance the five skills of reading, writing, speaking, listening, and technology.
5 Credits: 5 Periods per Week Prerequisite: Minimum average grade of 85 in Spanish II and the teacher’s recommendation 74 WORLD LANGUAGE PROGRAMS (Continued)
HONORS SPANISH IV
A thoroughly advanced study of grammar is explored and reinforced by contextualized activities, class discussions in the Spanish language, translation exercises, and topics for written composition. On an advanced level, the five skills of reading, listening, writing, technology, and especially speaking, are improved. Skills are reinforced through selected stories, plays, and poetry. Advanced stylistic grammar, cultural reading, and current events using written materials in Spanish are used to promote fluency in the language.
5 Credits: 5 Periods per Week Prerequisite: Minimum average grade of 80 Spanish III and the teacher’s recommendation
ADVANCED PLACEMENT SPANISH
The AP Spanish program promotes a strong acquisition of the Spanish language in a manner which affords students an opportunity to appreciate its importance in today’s society. To this end, reading, writing, listening, and speaking will be the areas of focus. The classroom experience will offer a variety of activities to address each of the focus areas.
5 Credits: 5 Periods per Week Prerequisite: The AP Spanish Language course is open to students who at the end of three years of study have obtained a B average or above. Spanish III/IV Honors students would normally proceed into the AP Spanish Language program. All students enrolled in the AP program must take the AP Spanish Language Exam.
FRENCH I
The first year in the study of the French language will use all the methods of communication - reading, writing, speaking, listening, and technology. There will be an emphasis on acquiring vocabulary and learning the basic structures of the language. Students will be able to read, write, and interpret the French language as well as engage in recitation and conversation. Cultural studies are included.
5 Credits: 5 Periods per Week Prerequisite: None
75 WORLD LANGUAGE PROGRAMS (Continued)
FRENCH II
The second year of French will be a continuation of the first level. The student will learn more advanced structures and vocabulary in order to develop the five communication skills. Cultural studies will be included.
5 Credits: 5 Periods per Week Prerequisite: Minimum grade average of 70 in French I
HONORS FRENCH III
This course will be offered to those students who have satisfactorily completed the first two years of the language. Emphasis will be placed almost exclusively on communication in French. The study of grammar will continue with emphasis on verbs and exceptions to grammar rules. Literature will be introduced and short selections will be read to expand one’s knowledge of vocabulary, structure, and cultural awareness. Computer technology will be used to expand one’s knowledge of the French cultures, to make Power Point presentations, and to research cultural topics from various websites. Furthermore, students will learn to develop an appreciation of art, music, and cuisine. The major emphasis of this course will be to enhance the five skills of reading, writing, speaking, listening, and technology.
5 Credits: 5 Periods per Week Prerequisite: Minimum average grade of 85 in French II and the teacher’s recommendation
ADVANCED PLACEMENT FRENCH
The four skills of reading, speaking, listening, and writing are integral parts of everyday classwork and activities are varied with a special emphasis on speaking and comprehension skills. The main priority of Rahway High School’s AP French program is to generate a genuine desire to achieve complete linguistic proficiency and an exceptional understanding and appreciation of the French-speaking world.
5 Credits: 5 Periods per Week Prerequisite: The AP French Language course is open to students who at the end of three years of study have obtained a B average or above. French III Honors students would normally proceed into the AP French Language program. All students enrolled in the AP program must take the AP French Language Exam.
ITALIAN I
The first year in the study of the Italian language will use all the methods of communication - reading, writing, speaking, listening, and technology. There will be an emphasis on acquiring vocabulary and learning the basic structures of the language. Students will be able to read, write, and interpret the Italian language as well as engage in recitation and conversation. Cultural studies are included.
5 Credits: 5 Periods per Week Prerequisite: None
76 WORLD LANGUAGE PROGRAMS (Continued)
ITALIAN II
The second year of Italian will be a continuation of the first level. The student will learn more advanced structures and vocabulary in order to develop the five communication skills. Cultural studies will be included.
5 Credits: 5 Periods per Week Prerequisite: Minimum average grade of 70 in Italian I
HONORS ITALIAN III
This course will be offered to those students who have satisfactorily completed the first two years of the language. Emphasis will be placed almost exclusively on communication in the target language. The study of grammar will continue with emphasis on verbs and exceptions to grammar rules. Literature will be introduced and short selections will be read to expand one’s knowledge of vocabulary, structure, and cultural awareness. Computer technology will be used to expand one’s knowledge of Italian cultures, to make Power Point presentations, and to research cultural topics from various websites. Furthermore, students will learn to develop an appreciation of art, music, and cuisine. The major emphasis of this course will be to enhance the five skills of reading, writing, speaking, listening, and technology.
5 Credits: 5 Periods per Week Prerequisite: Minimum average grade of 85 in Italian II and the teacher’s recommendation
ADVANCED PLACEMENT ITALIAN
The four skills of reading, speaking, listening, and writing are integral parts of everyday classwork and activities are varied with a special emphasis on language and the culture of Italy. The main priority of the AP Italian program is to give students a more profound knowledge of the language and culture.
5 Credits: 5 Periods per Week Prerequisite: The AP Italian Language course is open to students who at the end of three years of study have obtained a B average or above. Italian III Honors students would normally proceed into the AP Italian Language program. All students enrolled in the AP program must take the AP Italian Language Exam.
77
HIGH SCHOOL COOPERATIVE PROGRAMS
UNION COUNTY VOCATIONAL/TECHNICAL SCHOOL SCOTCH PLAINS, NEW JERSEY
The following information is added to the Course Offering Booklet, identifying specialized courses that ARE NOT offered at Rahway High School but are offered at the Union County Vocational-Technical School.
Students who have completed the 10th grade and are entering the 11th grade will be given preference, but those entering the 12th grade may be admitted, if space is available.
The student attends Rahway High School for a half-day, either in the morning or afternoon, and attends the Vocational School for the other half-day session. The courses at the Vocational School are scheduled between the hours of 8:00 a.m. - 10:07 a.m. or 12:40 p.m. - 2:50 p.m. The programs will engage students for 15 hours per week of school time and approximately 5 hours per week of outside study.
First-year students generally attend the morning session. Courses are intensive and designed to prepare the student for work in the shortest possible time. Required subjects, such as English, American History, and health and physical education, are taken during the students shared time enrollment at Rahway High School. Transportation arrangements are made by Rahway High School.
The following programs may be offered:
Shared Time Programs Shared Time I.E.P Eligibility Programs Allied Health Automotive Mechanics Auto Collision Technology Baking Automotive Technology Building Service Building Trades Technology Culinary Arts Carpentry/Construction Exploring Careers (10th grade students only) Child Development Horticulture Commercial Art Masonry Computer Aided Drafting and Design Office Occupations Computer Repair Supermarket Technology Cosmetology Welding Criminal Justice Electrical Technology Graphic Communications Office Systems Technology
15 Credits: 15 Periods per Week Prerequisite: 11th and 12th grades only
78
GUIDELINES FOR STUDENTS ATTENDING VOCATIONAL SCHOOL:
ATTENDANCE REQUIREMENT
A student's previous year's attendance record regarding lateness and absences should not exceed the high school's attendance requirements.
CURRICULUM REQUIREMENTS
To Begin Sophomore Year Successful completion of the following: 1 Year English 1 Year History 1 Year Mathematics 1 Year Science 1 Year Physical Education/Health 1 Elective (equal to 5 credits)
Minimum Credits Required: 30
To Begin Junior Year Successful completion of the following: 2 Years English 2 Years History 2 Years Mathematics 2 Years Science 2 Years Physical Education/Health 2 Electives (equal to 10 Credits)
Minimum Credits Required: 60
To Begin Senior Year Successful completion of the following: 3 Years English 3 Years History 3 Years Mathematics 3 Years Science 3 Years Physical Education/Health 3 Electives (equal to 15 credits)
Minimum Credits Required: 90 Proficient scores on all sections of the State Assessments
Students must have their school counselor and an administrator approve their application and forward it to Union County Vocational School. Students who fail to meet these requirements will receive a full schedule at the high school.
Union County Vocational Technical High School offers a variety of full-time programs that consist of required academic courses and state-of-the art technology for interested students entering the ninth grade. 79 RRAAHHWWAAYY HHIIGGHH SSCCHHOOOOLL CCUURRRRIICCUULLAARR && CCOO--CCUURRRRIICCUULLAARR SSTTUUDDEENNTT AACCTTIIVVIITTIIEESS
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GRADUATION REQUIREMENTS CLASS OF 2015, 2016, 2017 & 2018 Alignment with revised Core Curriculum Content Standards
I. OPTION ONE: 120 credits in order to fulfill the State & District graduation requirements (must be designed to meet the NJCCCS)
Incorporates ALL nine (9) areas of the NJCCCS
REQUIRED COURSES YEARS CREDITS 1. English 4 20 credits
2. American History 2 10 credits
3. World History 1 5 credits
4. Mathematics* 3 15 credits
5. Science** 3 15 credits
6. Phys. Ed/Health 4 20 credits
7. Visual/Performing Arts 1 5 credits
8. World Language*** 1 5 credits
9. Must incorporate (integrate) Technology Literacy throughout the curriculum
10. Financial, Economic, Business and Entrepreneurial Literacy 2.5 credits
11. Career education and consumer, family and life skills or vocational technical education 5 credits
12. Elective credits to fulfill State and District requirements 17.5 credits
13. Successful achievement on the required State Assessments 81 GRADUATION REQUIREMENTS (Continued)
II. OPTION TWO: Approval of the Principal required 120-credit requirements met in whole or part through programs aimed at achieving NJCCCS
1. Interdisciplinary/Theme Based Programs
2. Independent Study
3. Co-Curricular Or Extra-Curricular Activities
4. Magnet Programs
5. Student Exchange Programs
6. Distance Learning
7. Internships
8. Community Service
9. Structured Learning Experiences
10. Performance Or Competency Assessments
82 COURSE SELECTION OVERVIEW
Selecting courses at Rahway High School is the first step in determining your actual student schedule. Every effort will be made to schedule students for the courses that they request. However, the High School Administration reserves the right to determine whether a course runs, is deleted, or added to the set of offerings in a given school year.
Courses required for graduation include: English, mathematics, science, social studies, and physical education. Three levels of instruction are available, college preparatory, honors, and advanced placement. Students requesting honors placement must meet the enrollment criteria as specified for each core content area. In order to fulfill the physical education requirement, a student must select Dance, JROTC, or PE. All students will be enrolled in one quarter of health.
Typically, students select a minimum of two elective courses which may include a world language. Careful consideration must be given to the selection of these subjects. Elective choices are assigned in priority order with grade 12 students having first priority, grade 11 having second priority, grade 10 having third priority, and grade 9 having fourth priority. It is the goal of the administration for each student to have his/her first choices whenever possible.
Two alternate elective choices should be made in the event that first choices are unavailable. Furthermore, students seeking to enroll in JROTC, Dance, Concert Band, Marching Band or Jazz Band may select one or more of these choices in addition to the two electives typically chosen.
One year of a world language is required for graduation. It may be taken during any year of enrollment but it is important to note that most colleges and universities require two years of world language.
Please note that a review of NJASK 8, NJASK 7, or other standardized testing results will determine the need for enrollment in either the Language Arts Literacy and/or Mathematics Literacy course(s). Enrollment in one or both courses will impact the student’s opportunity to participate in an elective. 83