Blanco High School Course Guide 2019-2020 Blanco High School Course Guide BLANCO HIGH SCHOOL ADMINISTRATION Keitha St. Clair, Principal Linsey Balmos, Counselor Amy Hackebeil, Student Success Coordinator SUPERINTENDENT OF SCHOOLS Mr. Clay Rosenbaum Curriculum and Instruction Support Staff Dina Johnson, Director Curriculum/Instruction and Special Programs James Caudell, Director for Technology Kathryn Rutherford, Director for Special Education Dear Parents and Students, As you begin studying course offerings and selecting your classes for next year, we hope that you will take full advantage of the many opportunities available to you through the Blanco ISD. We believe that student must acquire a wide range of skills in the high school setting to not only prepare them for state assessments, but also for post-high school college and career. Classes in all subject areas are continuously evaluated to ensure that they are aligned with the state curriculum, state testing requirements, end-of-course requirements and college entrance requirements. Each student is encouraged to study the course offerings and carefully choose classes that will maximize vocational and career options. Many advanced course options are available including some that provide opportunities for earning college credit while attending high school. Students who entered 9th grade in 2014-2015 and thereafter, must complete the Foundation High School Program graduation plan curriculum and the required end-of-course tests to graduate. The information presented in this booklet is designed to assist students in planning high school as well as post-high school college and careers. Students are strongly encouraged to consult with parents, teachers and the counselor regarding course offerings and career plans. Elective courses are offered as a result of student demand, course relevance and availability of highly qualified teaching personnel. Therefore, course offerings vary from year to year. It is important that you elect a first and second elective choice should a course be canceled for any of the above reasons. Any questions regarding courses, graduation requirements, or scheduling should be referred to the school counseling office. Sincerely, Dina Johnson Director for HR and Instructional Services Non-Discrimination Statement It is the policy of the Blanco Independent School District does not discriminate on the basis of race, color, age, gender, national origin, religion or disability in educational programs, admissions/enrollment decisions or activities which it operate, as required by Title II, Title VI, Title IX, and Section 504 of the Rehabilitation Act of 1973, as amended. Confidentiality Statement The Blanco Independent School District, in accordance with the Family Educational Rights and Privacy Act (FERPA) restricts access to protected student records as required by law. Director information on students will be released upon request without a parent’s consent, unless the parent elects in writing to restrict directory information. The form on which parents can indicate their election is sent home each year. Options and Requirements For Providing Assistance to Students Who Have Learning Difficulties or Who Need or May Need Special Education If a child is experiencing learning difficulties, the parent may contact the person listed below to learn about the district’s overall general education referral or screening system for support services. This system links students to a variety of support options, including referral for a special education evaluation. Students having difficulty in the regular classroom should be considered for tutorial, compensatory, and other support services that are available to all students. At any time, a parent is entitled to request an evaluation for special education services. Within a reasonable amount of time, the district must decide if the evaluation is needed. If evaluation is needed, the parent will be notified and asked to provide consent for the evaluation. The district must complete the evaluation and the report within 60 calendar days of the date the district receives the written consent. The district must give a copy of the report to the parent. If the district determines that the evaluation is not needed, the district will provide the parent with a written notice that explains why the child will not be evaluated. This written notice will include a statement that informs the parent of their rights if they disagree with the district. Additionally, the notice must inform the parent how to obtain a copy of the Notice of Procedural Safeguards - Rights of Parents of Students with Disabilities. The designated person to contact regarding options for a child experiencing learning difficulties or a referral for evaluation for special education is: Contact School Counselor (learning difficulties) or Special Education Services Office. General Information Admissions: Grade-Level Placement (Board Policy FD) The parent, guardian, or other person having lawful control of a student enrolling in a Blanco ISD school from an accredited public, private, or parochial school shall provide evidence of the prior schooling outside the District. The student shall be placed initially at the grade level reached elsewhere, pending observation by the classroom teacher, guidance personnel, and the principal. On the basis of these observations and results of tests that may be administered by appropriate District personnel, the principal shall determine the final grade placement. A student enrolling in a Blanco ISD school from a non-accredited public, private, or parochial school, including a homeschool, shall be placed initially at the discretion of the principal, pending observation by classroom teachers, guidance personnel, and the principal. Criteria for placement may include: 1. Scores on achievement tests, which may be administered by appropriate District personnel. 2. Recommendation of the sending school. 3. Prior academic record. 4. Chronological age and social and emotional development of the student. 5. Other criteria deemed appropriate by the principal. 90% Attendance (Board Policy FEC) In order to receive credit or a final grade for a class, a student is required to attend class 90 percent of the days class is offered regardless of whether the student’s absences are excused or unexcused. Class Rank (Board Policy EIC LOCAL) Class rank is the academic position a student has in relation to other students in the grade level. The student with the highest rank average is number one in the grade level and the student with the lowest rank average is the last student in the grade level. All other students are ranked in between highest (number one) and lowest (last). Class rank is reported comparing that student to the total number of students in the grade level. For example, given 250 students in a grade level, the highest ranked student (number one) would be reported as 1 of 250; lowest ranking students would be reported as 250 of 250. Students will receive a higher weighted rank point for the more difficult level courses. Weighted class ranking encourages students to take more challenging academic courses in preparation for further learning after high school. Institutions of higher learning require a student’s class rank for admission purposes. Actual numerical semester grades are converted to weighted rank points according to the Weighted Class Rank Chart included in this guide. The weighted rank chart is used to calculate a student's weighted cumulative rank average and is not reflected in the actual numerical grade recorded for each course on the transcript, or the report card. Official class standing reports shall be issued to students each school year. Senior class ranking for the purpose of determining Valedictorian and Salutatorian is calculated at the end of the fifth six weeks grading period of the students Senior year. In order to determine final ranking and to prepare for the commencement, it is necessary to average senior grades at the end of the fifth grading period. Students’ grades for spring dual credit classes wi ll be included in the 5th 6 weeks grading period and ranking determination. Ranking & GPA will be recalculated after the final grading period for grades 9 - 11. Seniors class rank and GPA will not be recalculated after the final grading period. College Entrance Assessment Information Students entering public community colleges or universities in Texas must meet minimum standards as established by the Texas Higher Education Coordinating Board as part of the Texas Success Initiative before enrolling in any college course work. Students not meeting minimum standards may have to take additional tests to demonstrate college readiness. Below you will find information on TSI, SAT and ACT. ACT The ACT is a national college entrance exam recognized all over the United States. The ACT measures what you learn in high school to determine your overall academic readiness for college. The ACT Exam Sections The test is a set of four multiple choice questions which cover English, math, reading, science and an optional writing test. The test has five sections: English - 45 minutes, standard written English and skills Math -60 minutes, skills acquired in courses through the beginning of the 12th grade Reading -35 minutes, measures reading comprehension Science -35 minutes, measures the interpretation, analysis, evaluation, reasoning, and problem solving skills required in the natural sciences Writing – (optional) 40 minutes, one