2014-15 high school registration meeting december 13, 2013
TRANSCRIPT
2014-15 High School
Registration Meeting
December 13, 2013
HousekeepingO AgendaO Issues BinO Location of documents:
O Deans: http://bb9.wcpss.net K-12 Counseling
O APIs: https://hsprograms.pbworks.com
Arts Education
Liz Droessler
Arts Education
REPEAT CREDIT
O All Arts courses may be repeated for
credit …
O Including Honors Level
O Except Advanced Placement
Arts
Proficiency-based Courses
Progression now based on demonstration of proficiency
No longer “seat time”
Course titles reflect the proficiency level O BeginningO IntermediateO Proficient (Honors) O Advanced (Honors)
Arts
Placement
Placement assessments O Consistent tools shared district-wide
O Professional judgment with proper documentation
Teacher Recommendation
CTE 2014-2015 Registration Information
CTE Career Clusters• One of the keys to improving student
achievement is providing students with relevant contexts for studying and learning.
• Career clusters provide a framework for guiding students towards concentration in a CTE area of study.
• Students who earn four or more credits in a Career Cluster with one completer course are more likely to graduate. (94% graduation rate)
Elimination of the Future Ready Core (FRC) code – Previously, FRC codes in NC WISE and on the student transcript identified a student’s graduation plan as well as CTE concentrators. The switch to PowerSchool eliminates the FRC code in favor of a series of indicators in the student record that will indicate status with respect to the following…..
Elimination of FRC
• “College – UNC” indicates students meeting the requirements for admission to a UNC System university;
• “College” indicates students meeting requirements for admission to a non-UNC System university or college, the community college system or a technical school admission (requirements vary);
• “Career” indicates students who meet the requirements of the Career endorsement (completing a CTE Concentration plus earning either a WorkKeys certification at the Silver level or above, or another industry-recognized credential).
Endorsement(s) Indicator
Changes in Course Offerings• Refer to High School Planning Guide for
prerequisites and course recommendations.
• This year, all CTE course codes have changed to a two letter, two number format.
• Example: IA31 (This would be the new course number for Digital Media)
• Local Course Options (LCO) courses are for specified schools and do not appear in the PPG.
Course ChangesAgricultural Education (AE)
None Business, Finance, and Information Technology Education (BFIT) E-Commerce II, standard course Accounting I (Honors) Computer Programming II, standard
course
Family and Consumer Sciences Education (FACS)None
Health Sciences (HS)None Marketing Entrepreneurship
Education (ME) Strategic Marketing, standard course
Technology Engineering and Design Education (TED) None Trade & Industrial Education (T&I)
None
Work-Based Learning• Internships are recommended for juniors and seniors and must be at least
135 hours. Students will earn a credit for the internship that will be on the transcript, although the letter grade will not be factored into the student’s GPA.
• For students in a career academy, internship hours can be cumulative over
two school years (ex. junior and senior year). Credit is awarded upon completion of hours and all requirements. . Internship hours can be paid or non-paid, determining on the requirements of the career academy.
• Cooperative Education can be assigned to any course a student is currently enrolled in. A student must receive a salary for hours worked to use this option. 135 Hours = 1 Credit.
• DOL Apprenticeships must be registered with the North Carolina Department of Labor. NCDOL develops the training and WBL requirements.
Key Scheduling Information• Honors- Selected CTE courses are offered for honors credit. See the High School Program
Planning Guide for details.
• Prerequisites- Please adhere to statements regarding prerequisites. For example, students must complete Electronics I before enrolling in Electronics II; students must complete Multimedia and Webpage Design before enrolling in e-Commerce I.
• Work-based Learning- Students are limited to two work-based learning experiences for credit (Cooperative Education, Internship, and Apprenticeship) per school year. Cooperative work experiences must be aligned with their corresponding program areas. For example, clothing store sales for Marketing Cooperative Education is appropriate, while fast food counter sales for Business Cooperative Education is not. A student must complete a minimum of 135 hours in a work-based learning experience to earn Cooperative Education, Internship, or Apprenticeship credit. (See the High School Program Planning Guide.)
• Advanced Studies- Students must earn three credits in a program area, with one being a capstone (*) course, before enrolling in any CTE Advanced Studies course. For example, a student would complete Agriscience Applications (1 credit), Agriculture Mechanics I (1 credit), and Agriculture Mechanics II* (1 credit) before enrolling in Agriculture Advanced Studies*.
Agriculture Scheduling Information
• Horticulture II- needs to be scheduled in the Spring semester on the block schedule due to the growing season and availability of plant material needed to teach the required curriculum.
Family & Consumer Sciences Scheduling Information
• Early Childhood Education I & II- must be scheduled between 9:30-1:30 if using yellow busses to transport students to internship.
• Foods courses that require the use of the lab / kitchens should have daily access to the lab facility.
• Foods class size should be capped at 4 students per kitchen station (most facilities have 5 kitchens) to maintain safety, sanitation, and ensure the ability to deliver the curriculum.
• ProStart- Please notify CTE Central services if you will be adding this program at your school.
• Teen Living class size should be capped at 25. This course has sewing and foods labs experiences as part of the standard curriculum.
Health Science Scheduling Information• Pharmacy Technician –
o Teachers must have the Pharmacy Technician Certification to teach.
o CTE will fund ($250 per student) a maximum enrollment of 10 students per school.
o Offered to Seniors in the Spring semester. Class size for• Health Science II- needs to be capped at 20
students due to required CPR certification and to provide the clinical job shadowing experience that is a part of the honors requirements for the course.
Scheduling Consideration for the Project Management Course
• Course can be taught by teachers licensed in any CTE area except for Health Sciences.
NOTE: Teachers must complete the DPI-approved Project Management training and add the corresponding endorsement to their license before they are eligible to teach the Project Management course.
• Please contact the CTE Office if a new teacher is going to be assigned this course.
Occupational Course of Study• There is no longer a list of recommended courses.• Students should take courses that meet their interests and post-secondary plans.• It is expected that OCS students will take CTE courses more than once for credit,
using a modified blueprint to complete the curriculum. The modified curriculum and teacher made assessment is determined by the CTE teacher and OCS teacher for each student.
• No more than four OCS students should be enrolled in the same section of any CTE course so CTE teachers will be able to provide the assistance students need as stated in their IEPs, while also serving the needs of other students.
• It is critical to count OCS students into each CTE class enrollment before capping enrollment
• Every effort should be made to distribute equally Special Populations students among multiple sections of the course. No sections should be engineered to serve predominantly or wholly Special Populations students.
Contact InformationPhil Vice: • Technology, Engineering and Design• Trade and Industrial• Career Development
(919) [email protected]
Tonya Long: • Business, Finance, and Information
Technology • Marketing and Entrepreneurship
(919) [email protected]
Suzanne Lujan: • Agricultural Education• Family and Consumer Sciences• Health Science
(919) [email protected]
David Wehbie:Director(919) 431 [email protected]
High School English Language Arts
Catherine TrudellSara Overby
English Language Arts
New Courses ‘13-’14Advanced Forensics
follows Speech II/IIH
Advanced Research and Forensics follows Advanced Forensics
Both Honors credit Preparation for Speech/Debate
competition teams
Leadership in Media I HonorsLeadership in Media II Honors Both for students with leadership
positions on school publications
New Course ‘14-’15
Argument Theory and Practice (H)
Changes in ELA Course Offerings
English Language ArtsUsing
English Elective Courses for
Intervention and Enrichment
Tier 1
Tier 2
Tier 3
Tier 1
Tier 2
Tier 3
English CoursesIntervention
EnrichmentIntegrated Reading
Sheltered English (ESL)CAs focused on IEP Reading Goals_____________________
Academic English with SIOPAcademic English with ICRIntroduction to HS WritingStructured WritingCompetency Intervention______________________
SAT/Reading PrepAcademic English I, II
AP English III, IV (IB)Advanced ForensicsAdvanced Research and ForensicsLeadership in Media I, IISpeech HonorsCreative Writing Honors Newspaper Honors Yearbook HonorsArgument Theory & Practice
_________________________
English I, II HonorsSpeech I, II Creative Writing I, IINewspaper I, IIYearbook I, II
English as a
Second Language
Steve West
English as a Second Language
O Focus of the ESL classroom: O To help LEP students obtain English
proficiency in order to participate fully and successfully in all academic areas.
English as a Second Language
W-APT/ACCESS for 2nd semester 1st grade through grade 12:• Overall Composite score: 1-2• Reading and/or Writing: 1-2• Speaking and /or Listening:
1-3• May be new to U.S.
schools• Not proficient on state
assessments• Cannot participate in
learning activities without extensive language scaffolding
• Shows evidence that lack of English language proficiency is the primary source of the areas of concern from universal screenings
Comprehensive
ModerateW-APT/ACCESS for 2nd semester 1st grade through grade 12:• Overall Composite score: 2-
4• Reading and/or Writing: 2-
3.5• Speaking and/or Listening:
2-4
• May be below proficient on EOGs/EOCs
• Struggles to manage classroom content at times
• Shows evidence that lack of English language proficiency is the source of some areas of concern from universal screenings and/or collaborative feedback
TransitionalW-APT/ACCESS for 2nd semester 1st grade through grade 12:• Overall Composite score: 4-4.8• Reading and/or Writing: 3.5-6• Speaking and/or Listening: 4-6
• In most cases, are scoring proficient or near proficient on EOGs/EOCs
• Manages classroom content well
• Shows evidence that lack of English language proficiency is not a source of concern
Services for All LEP StudentsLIEP Services Provided for ALL LEP Students
ESL teachers are expected to infuse content language from C-MAPP (our local electronic curriculum warehouse that includes CCSS standards) into
their daily lessons. These lessons incorporate the domains of language from our Essential Standards, the WIDA standards. Some ESL teachers serve more than one school. ESL teachers at our low incidence schools may be at that school only 1 or 2 days per week. ESL teachers work closely with other teachers who provide LIEP services and collaborate on a regular basis to monitor progress and ensure that these
students succeed. Placement decisions can be modified during the year as determined by the ESL teacher and the LEP Team. LEP students should be strategically placed
and/or scheduled to allow consistent and appropriate LIEP services. Many classroom teachers have been trained in SIOP and/or best practices for LEP students. Intervention support (Tier II Interventionists – Not ESL) may be provided to students in any category of service. ESL support will be provided to students identified as both EC and LEP as determined by the IEP and LEP Teams.
Placement decisions can be modified during the year as determined by the ESL teacher and the LEP Team. LEP students should be strategically placed and/or scheduled to allow consistent and appropriate LIEP services.
ESL support will be provided to students identified as both EC and LEP as determined by the IEP and LEP Teams.
English as a Second Language
Key Scheduling Information O Student Placement:
O English proficiency scores from the W-APT (initial) or ACCESS (annual) tests and teacher recommendation.
O Using the proficiency level of the students for placement in each course is a general guideline.
O Should be made based upon individual student need.
English as a Second Language
Freshmen Placement:O 9th grade students should take the
same level of ESL in high school that they took in middle school.
O Collaboration with the ESL teachers (both middle and high school) is highly recommended for appropriate placement of ESL students.
English as a Second Language
Additional Registration Information: O ESL I and ESL II are offered as two
semester courses.O One credit awarded for each semester. O Students can take both semesters of
ESL I and/or ESL II, but it is not a requirement.
O Course changes? O Collaboration with the ESL Teacher
Healthful Living
Brian Glendenning
Healthful LivingO Students must pass Healthful Living I
(or JROTC Healthful Living I & II) to graduate.
O The Wake County Public School System does not issue or accept “opt out” waivers for the Healthful Living I requirement.
O Healthful Living courses will not be available as an option for CDM.
Healthful LivingO Any student graduating in or after the year 2015
must successfully complete CPR instruction in order to graduate. O Instruction is offered through the 8th grade
Healthful Living course. O Students who do not successfully complete CPR
instruction in an NC public school will need to complete this 1 hour lesson during high school.
O Information about current 9th graders who have completed CPR instruction is currently on a test file from NCWISE that has not been transferred to Powerschool. Chairs will be notified when the transfer occurs.
Healthful LivingO Reproductive Health and Safety is taught as part of
the 7th, 8th and 9th Grade Healthful Living curriculumO At least 60 days prior to instruction, all materials used for
instruction must be made available for parent review at a centralized location in your school. WCPSS honors passive consent for RHS instruction. Parents may only opt their child out of instruction in writing to your principal.
O At least 2 weeks prior to teaching the material, parents must be notified that RHS instruction will take place.
O Teachers of 7th, 8th and 9th grade Healthful Living have been required since 2010 to complete and pass an on-line training session on policies regarding RHS instruction. Teachers who need to complete this training include HL teachers new to teaching 7,8 or 9th grade HL or teachers new to WCPSS.
Mathematics
Sonia DupreeAnna Jackson
Mathematics
In the math world . . .
The only constant is change.
Math IO Math IA and Math IB course codes no
longer availableO Plan “B”
O “Math IA” Foundations of Math I (20502X0)
O “Math IB” Math I (21032X0B)O Math I one-semester/year-long 21032X0
O Students who fail the first half of Math I should take Intro Math in the spring (only 19% passing rate for students taking Math I in HS last year!)
Support CoursesOld New Course Code
Foundations of Algebra
Fundamental Math I 20102X0Q
Introductory Mathematics
Introductory Mathematics 20202X0B
Foundations of Geometry
Foundations of Math II 20302X0
Foundations of Advanced Algebra
Foundations of Math III 20312X0
Level 1
Level 2
Low C’s and D’s
One-Year IssueYear 2013-14 2014-15
Semester Fall Spring Fall Spring
Course
Foundations of
Algebra/Math I
(20502X0)
Introductory
Mathematics
(20202X0B)
Foundations of Math I(20502X0)
Math I(21032X0B
)
One-Year IssueYear 2013-14 2014-15
Semester Fall Spring Fall Spring
Course
Foundations of
Algebra/Math I
(20502X0)
Introductory
Mathematics
(20202X0B)
Foundations of Math I(20502X0
)
Math I(21032X0B
)
Can’t get credit for the same course twice!
One-Year FixYear 2013-14 2014-15
Semester Fall Spring Fall Spring
Course
Foundations of
Algebra/Math I
(20502X0)
Introductory
Mathematics
(20202X0B)
Fundamental Math
I(20102X0
Q)
Math I(21032X0B
)
Danger, Don’t Mix!
Algebra I
Geometry
Algebra II
OK
NOT OK!NOT
OK!
Algebra IIO Students who fail Algebra II this year
can take credit recovery this summer and next school year
O If they still don’t pass:O Math Substitution optionO Take both Math II and Math III
Math SubstitutionO New Math Options chart Fall of 2013O Can no longer use the following CTE
courses for math credit, beginning with students entering in 2012-13:O Biotechnology and Agriscience
Research I & IIO Foods I & II
O Math Course Rigor: 93.9%
Revised Sequences Charts
O Math credits in bold, electives notO Shaded box indicates last course
required to meet graduation requirements
O Added course codes to chart
Science
Mike Tally
HS ScienceO Changes for Fall 2014
O AP Physics B to be dropped
O AP Physics I , and AP Physics II to be added
Social Studies
Tiffany Stuart
Social Studies
O Students entering HS as freshmen prior to 2012-13 are grandfathered under the prior graduation requirements:O World HistoryO US History (2003 Standards)O Civics & Economics
Social Studies
O Students entering HS as freshmen beginning in 2012-13 are required to take and pass four mandated courses:O World HistoryO American History I: The Founding
PrinciplesO American History IIO Civics & Economics
Social StudiesO Sequencing is a school – based
decision
O Recommended sequencing:O World HistoryO American History I: The Founding
PrinciplesO American History IIO Civics & Economics
Social StudiesO Which Standards?
O Beginning in 2012-13 ALL students taking World History and Civics & Economics will be taught the Common Core & Essential Standards
O This includes students who may need to repeat either course previously taken under old standards
Social StudiesO Which Standards?
O Students who entered HS as freshmen prior to 2012-13 will continue to take comprehensive US History Course (2006 Standards)
Social StudiesO Which Standards?
O Students who entered HS as freshmen beginning in 2012-13 will take:
OAmerican History I: The Founding Principles
OAmerican History II
O Both are written to the new Common Core & Essential Standards
Social Studies
O Substitutions
O Students may substitute AP World History for the World History course requirement
Social Studies
O Substitutions
O Students may substitute AP US History or IB History of the Americas for American I & II
O BUT, students are required to take a fourth social studies course (elective)
Social StudiesO Important to note:
O NC DPI discourages allowing American History I or II as the fourth social studies elective when substituting AP US History for the graduation requirement
Social StudiesO Important to note:
O Each social studies course intended to be a stand-alone course
O No prerequisites for any of the HS social studies courses
O NC DPI highly recommends successful completion of American History I before taking American History II
World Languages
Delynda Ramirez
World LanguagesO Graduation and University
RequirementsO The Future-Ready Core graduation
requirements do not include world language study
O Admission to UNC system – minimum of two credits in the same world language
World LanguagesO Spanish for Native Speakers
O Spanish for Native Speakers IO Spanish for Native Speakers II
(honors)O Continue in Spanish IV or AP Spanish
Language (per teacher evaluation)
World LanguagesO Suggested Courses for Freshmen
O Middle school – high school credit: Advanced Spanish/French or Spanish or French IB
O Students must be scheduled into Level II in the fall term of 9th grade
World LanguagesO Additional Registration Information
O WL study should begin in grade 10 (most students)
O Broughton and Enloe – encouraged to start in grade 9
O Schedule Level I /II courses in consecutive terms (fall-spring) (spring-fall)
O Offer Levels I and II each semesterO WL classes may not be repeated for
credit
North Carolina Virtual Public Schools
NCVPSDelynda Ramirez
NCVPSO Criteria for Course Selection
O Must provide opportunities not currently available to the student at their school
O Selection of online courses must follow recommended and required prerequisites listed in MS and HS PPG
O Full day school enrollment = one online course
O Half-day school enrollment = two online courses
NCVPSO Student Eligibility
O Must be able to access the internet daily, send e-mail, upload and download attachments, etc.
O Work at a rigorous daily pace set by instructor
O Meet deadlines and manage course assignments
O Discipline themselves to commit to 5 to 10 hours of work per week
NCVPSO ELA – E-Learning Advisor
O Verify that the student selected courses are appropriate based on academic performance and history
O Assume the responsibility of testing administration (EOC, CTE, AP)
O Submit grades to Data Manager and counselor
O Ensure that grades are posted to transcript within 30 days of receipt of final grade
O Support students
An Overview for the Board of Education
Credit by Demonstrated Mastery
Basic Framework• CDM applies to courses that receive high
school credit• Multi-Phase Assessment Process
– Phase 1: Standardized Assessment– Phase 2: Application of Content Knowledge
• Timeline– Dec. 18 – Jan. 10: Application Timeline– Late February: Phase 1 Testing– March-April: Phase 2 Implementation
Application Period• All 6-12 students are eligible• Courses must be requested in sequence• Students and parents must discuss their
application with their counselor and/or principal designee
• Communicated through district website linked to school websites
• Healthful Living, AP, IB, and some CTE courses are not eligible
Phase 1: Standardized Testing• Courses with state assessment must use
that assessment• All other courses require development of
district assessment by Academics• State requires 94% correct to move
forward to Phase 2
Phase 2: Application• Students are asked to show an ability to
create / apply course knowledge• May take the form of performance,
interview, portfolio, etc.• Requires each school to develop a Phase
2 process aligned to district guidelines.• Requires forming school-based CDM team
and assessment teams in each content area assessed.
2014-15 Registration Process
• PowerScheduler• Training• Registration Timeline
TEAM DISCUSSIONS
• 30 minutes to meet with feeder schools to discuss registration process, course offerings, and key dates
CLOSING
• Final Review of Issues Bin
• Closing Remarks