Churubusco Jr.– Sr. High School Jim Folland, Principal ● Mark Fowerbaugh, Assistant Principal ● Chris Paul, Athletic Director ● Sondra Cook, Guidance Director Kim Burns, Jr High Counselor

Course Description Guide 2019-2020

Smith-Green Community Schools

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Table of Contents

Career Clusters········································································· Page 3 School Mission & Vision ····························································· Page 4 Procedures for Registration & Schedule Changes ································ Page 4 Diploma Information ·································································· Page 5 High Ability/Gifted Education ······················································· Page 5 Special Education ····································································· Page 5 Graduation Requirements ···························································· Page 6 Dual Credit Classes……………………………………………………………Page 8 Business Education ···································································· Page 8 Language Arts·········································································· Page 9 Fine Arts ················································································ Page 11 World Languages ······································································ Page 12 Mathematics ············································································ Page 12 Health & PE ············································································ Page 14 Science ·················································································· Page 14 Social Studies ·········································································· Page 15 Career and Technical Education ····················································· Page 16 Agriculture ············································································· Page 18 IMPACT Institute······································································ Page 19 EMT/Firefighting Program……………………………………………………Page 23 Post Secondary Opportunities ······················································· Page 24

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Churubusco Career Clusters

Agriculture Arts, AV, Technology &

Communication

Education & Training

Hospitality & Human Services

Manufacturing & Logistics

Architecture & Construction

Business & Marketing

Health Science

Public Safety

Transportation &

Logistics

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School Mission and Vision Mission The mission of Churubusco Junior/Senior High School is to create a safe, respectful, inclusive learning environment that fosters and develops in students the knowledge, skills, and citizenship neces-sary for students to become active and positive members of a global society. Vision Providing excellence in education, promoting lifelong learning, and

preparing students for an evolving world.

Slogan

“Preparing our students for the world of tomorrow!”

Churubusco Junior Senior High School believes: Students

will learn and achieve excellence in a safe, disciplined environment where students feel trusted, supported and have a sense of belonging.

will accept responsibility for setting high academic and character goals and work to give their best effort in achieving those goals.

will develop a commitment to the community. Staff

will create and maintain a learning environment that is safe, motivat-ing, student centered and focused on state academic standards.

will meet whole group and individual needs of students which will foster a love of lifelong learning.

will encourage each other and work together to create an atmosphere of collegiality and collaboration in all grade levels.

NOTICE OF NONDISCRIMINATION AND INTERNAL COM-PLAINT PROCEDURES (INCLUDING TITLE II, TITLE VI, TI-

TLE VII, AND TITLE IX, SECTION 504, AND ADA)

The School Board does not discriminate on the basis of religion, race, color, national origin, sex, disability, age, or genetic information in its

programs, activities, or employment. Further, it is the policy of this Corpo-ration to provide an equal opportunity for all students, regardless of race,

color, creed, age, disability, religion, gender, ancestry, national origin, place of residence within the boundaries of the Corporation, or social or

economic background, to learn through the curriculum offered in this Cor-poration. Complaint Procedure Section I Any person who believes that s/he has been discriminated against or denied equal opportunity or access to programs or services may file a complaint, which may be referred to as a

grievance, with the Corporation’s Civil Rights Coordinator:

Business Manager Smith-Green Community Schools

222 West Tulley Churubusco, IN 46723

260-693-1003

The individual may also, at any time, contact the U.S. Department of Edu-cation, Office for Civil Rights, Chicago Office, Citigroup Center, 500 W. Madison Street, Suite 1475, Chicago, Illinois 60661; telephone: (312) 730-1530; Fax: (312) 730-1576; TDD: 877-521-2172; E-mail: OCR@ed.gov; Web: http://www.ed.gov/about/offices/list/ocr/complaintintro.html.

Registration Students who qualify for provisional enrollment in the Corporation’s schools and programs in accord with Board of School Trustees Poli-cy 5111 shall be accepted for enrollment when one or more of the follow-ing documents confirms the student’s right to attend school in the Corpo-ration: A. A birth certificate or other appropriate documentary evidence B. A court order establishing child custody or legal guardianship (if

applicable) C. Proof of legal settlement consisting of a deed, building permit, rental

agreement, property tax settlement, voter registration card or com-pletion of Form 5111 F2b.

Procedures for

Scheduling Classes 1. Begin by scheduling your required courses (refer to page 5).

Balance required courses with elective courses in your schedule paying close attention to the homework level indicated for each course.

2. Students will start scheduling in January. Students should enroll in seven classes. Students will complete paper forms which should be signed by parents. If student does not return this form in a timely manner, a schedule will be created for him/her by the school counselor.

3. Students who are taking a dual college credit course may enroll in five classes at the high school and one college course for a total of six courses. Students may have 2 periods “off” for one college course. Students must meet the minimum number of courses to meet eligibility for extracurricular activities.

4. No study hall classes will be offered. 5. The master schedule of classes offered will be determined

based on student requests. Each student has been given the opportunity to request the course he/she would like to take for the school year. The students are instructed to make their choices based on their interests and needs. Students are pro-vided with course description books, transcripts, and gradua-tion progress reports. Based on those students’ requests, only classes that hold a viable number are offered. Each student has an opportunity to review his/her schedule prior to the start of the school year. Due to the significant role that each student plays in determining the classes offered and classes he/she is signed up for, there will be no student-initiated schedule changes after the start of the school year or any point after. Only schedule changes initiated by the Guidance Department, Administration or at a teacher recommendation will be considered.

6. Seniors will be allowed to graduate mid-year if they have com-pleted all graduation requirements including passing both sec-tions of the Graduation Exams. Special permission must be ob-tained and paperwork must be completed in guidance prior to the end of the student’s junior year.

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7. Students will have the option of graduating after six semesters only if they are planning to pursue post-secondary opportunities or plan to join the military. Documentation is required stating that the student has been accepted into the military or a post-secondary insti-tution. Students must also complete all graduation requirements, including passing both sections of the Graduation Exams, by the end of their junior year. This will allow students to be eligible for the Mitch Daniels Early Graduation Scholarship. Special permission must be obtained and paperwork must be completed in guidance prior to the end of the student’s sophomore year. State law requires the student to have passed the graduation exam to be eligible.

Mitch Daniels Early Graduation Scholarship Students who graduate from a publicly supported high school at least one year early, after December 31, 2010, may apply for the Mitch Daniel Early Graduation Scholarship. The scholar-ship is a one-time $4,000 award that may be applied toward tuition and fees at any SSACI eligible Indiana college.

Additional information regarding the scholarship is available at: http://www.in.gov/che/4508.htm

Diplomas

There are four different designations of diplomas that students can earn: the General Diploma, Core 40, Core 40/Technical Honors, or Core 40/Academic Honors. The requirements for all of these diplomas are different so it is important that students and parents take an active role in the four year plan. At Churubusco Jr. - Sr. High School, we have the expectation that all students will work toward, at a mini-mum, the Core 40 diploma. The completion of a Core 40 is an Indiana graduation require-ment. Indiana’s Core 40 curriculum provides the academic foundation all students need to succeed in college and the work-force.

To graduate with less than a Core 40, the following formal opt-out process must be completed:

The student, the student’s parent/guardian, and the student’s counselor (or another staff member who assists students in course selection) must meet to discuss the student’s progress.

The student’s Graduation Plan (including four year course plan) is reviewed.

The student’s parent/guardian determines whether the student will achieve greater educational benefits by completing the general curriculum or the Core 40 curriculum.

If the decision is made to opt-out of Core 40, the student is required to complete the course and credit requirements for a general diploma and the career/academic sequence the student will pursue is determined.

Repeating Courses

If a student fails a required course, he/she will be required to retake the course the following school year or summer school if multiple failures have occurred. Electives will be replaced by discretion of the Guidance Director. When a class is retaken, both grades will remain on the transcript and will be factored into the GPA.

Honor Roll Information

We publish the honor roll four times a year. Students who achieve a grade point average of 9.6 or above are on the honor roll list. Those who score below 9.6 but above 7.6 will be listed as honorable mention. Academic excellence is not limited to the students who make this list, but this award is indicative of hard work and achievement.

Valedictorian/Salutatorian

Valedictorian and Salutatorian will be determined at the end of the 7th semester by the top two cumulative GPAs in the Senior Class. To be eligible, the students must attend the last 4 semes-ters at Churubusco High School.

NCAA Eligibility

A student entering a Division I or Division II institution directly out of high school, must have graduated with a mini-mum grade point average of 2.3 on a 4.0 scale (7.0 on a 12.0 scale). This grade point average must be achieved in a core curriculum of at least 16 academic full-year courses. The NCAA recommends you do this by taking 4 years of English, 4 years of Math, 4 years of Social Science, and 4 years of Science. None of these courses may be vocational, remedial, or Special Education courses to qualify. Along with these required aca-demic courses, the student must score an aligned score with your GPA on the ACT or SAT. Students must also register with the NCAA Clearinghouse. APEX classes do not count toward NCAA.

High Ability-Gifted Education High Ability students can take advantage of many oppor-tunities during their high school years. For one, students have the opportunity to excel and challenge themselves in many aca-demic areas while taking high school courses at Churubusco Jr. - Sr. High School. Secondly, students have the option of acquir-ing dual/concurrent credit during their junior or senior year with area universities. These courses can be either campus-related or online. In addition, we encourage students to become involved in extra-curricular activities such as Destination Imagination, Academic Teams, and other academically-related groups that promote academic and critical thinking skills. Furthermore, we highly encourage students to take full advantage of summer opportunities: “gifted” camps (GERI Camp at Purdue Universi-ty, iD Tech camps at various locations, Culver Academies Sum-mer Camp, etc.), dual credit, or travel opportunities. These options can be found in the Smith-Green Community Schools

High Ability booklet available in the office or upon request .

Special Education

The senior high follows the inclusion model in its curricu-lum with all students on a diploma track participating in regular classrooms. The IEP (Individualized Education Plan) is imple-mented by teachers and paraprofessionals providing support in classrooms to accommodate students needs. Additional support is provided in the Resource Room in the form of small group instruction based on student need.

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Effective beginning with stu-dents who enter high school in 2012-13 school year (class of 2016).

Course and Credit Requirements

English/ Language Arts

8 credits

Including a balance of literature, compo-sition and speech.

Mathemat-ics

6 credits (in grades 9-12)

2 credits: Algebra I 2 credits: Geometry 2 credits: Algebra II Students must take a math or quantitative reasoning course each year in high school AND must take a math course their junior or senior year.

Science 6 credits

2 credits: Biology I 2 credits: Chemistry I or Physics I or Integrated Chemistry-Physics 2 credits: any Core 40 science course

Social Studies

6 credits

2 credits: U.S. History 1 credit: U.S. Government 1 credit: Economics 2 credits: World History/Civilization or Geography/History of the World

Directed Electives

5 credits

World Languages Fine Arts Career and Technical Education

Physical Education

2 credits

Health and Wellness

1 credit

Electives* 6 credits (College and Career Pathway courses recommend-

41 Total Credits Required

Schools may have additional local graduation requirements that apply to all students

* Specifies the number of electives required by the state. High school schedules provide time for many more electives during the high school years. All students are strongly encouraged to complete a College and Career Pathway (selecting electives in a deliberate manner) to take full advantage of career and college exploration and preparation opportunities.

with Academic Honors (min. 47 crs)

For the Core 40 with Academic Honors diploma, students must:

Complete all requirements for Core 40.

Earn 2 additional Core 40 math credits.

Earn 6-8 Core 40 world language credits (6 credits in one language or 4 credits each in two languages).

Earn 2 Core 40 fine arts credits.

Earn a grade of a “C” or better in courses that will count toward the diploma.

Have a grade point average of a “B” or better.

Complete one of the following: A. Earn 4 credits in 2 or more AP courses and take corresponding AP

exams

B. Earn 6 verifiable transcripted college credits in dual credit courses from the approved dual credit list.

C. Earn two of the following:

1. A minimum of 3 verifiable transcripted college credits from the approved dual credit list,

2. 2 credits in AP courses and corresponding AP exams,

3. 2 credits in IB standard level courses and corresponding IB exams.

D. Earn a combined score of 1750 or higher on the SAT critical read-ing, mathematics and writing sections and a minimum score of 530 on each

E. Earn an ACT composite score of 26 or higher and complete written section

F. Earn 4 credits in IB courses and take corresponding IB exams.

For the Core 40 with Technical Honors diploma, students must:

Complete all requirements for Core 40.

Earn 6 credits in the college and career preparation courses in a state-approved College & Career Pathway and one of the following:

1. State approved, industry recognized certification or creden-tial, or

2. Pathway dual credits from the approved dual credit list result-ing in 6 transcripted college credits

Earn a grade of “C” or better in courses that will count toward the diploma.

Have a grade point average of a “B” or better.

Complete one of the following,

A. Any one of the options (A - F) of the Core 40 with Academic Honors

B. Earn the following scores or higher on WorkKeys; Reading for Information – Level 6, Applied Mathematics – Level 6, and Locating Information-Level 5.

C. Earn the following minimum score(s) on Accuplacer: Writing 80, Reading 90, Math 75.

D. Earn the following minimum score(s) on Compass; Algebra 66, Writing 70, Reading 80.

with Technical Honors (mini. 47 crs)

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Students in the graduating class of 2023 must satisfy all three of the following Graduation Pathway Requirements by completing one of the associated Pathway Options:

Graduation Requirements Graduation Pathway Options

1. High School Diploma Meet the statutorily defined diploma credit and curricular requirements for an Academic Honors, Technical Hon-ors, Core 40 or General Diploma.

2. Learn and Demonstrate Employability Skills (Students must complete at least one of the following)

Learn employability skills standards through locally developed programs. Employability skills are demonstrated by one of the following: Project-Based Learning Experience;

OR Service-Based Learning Experience;

OR • Work-Based Learning Experience.

3. Postsecondary-Ready Competencies (Students must complete at least one of the following)

Honors Diploma: Fulfill all require-ments of either the Academic or Tech-nical Honors diploma; OR

ACT: College-ready benchmarks; OR SAT: College-ready benchmarks; OR ASVAB: Earn at least a minimum

AFQT score to qualify for placement into one of the branches of the US mili-tary; OR

State- and Industry-recognized Cre-dential or Certification; OR

Federally-recognized Apprenticeship; OR

Career-Technical Education Concen-trator: Must earn a C average in at least two non-duplicative advanced courses (courses beyond an introductory course) within a particular program or program of study; OR

AP/IB/Dual Credit/Cambridge Interna-tional courses or CLEP Exams: Must earn a C average or higher in at least three courses; OR

Locally created pathway that meets the framework from and earns the approval of the State Board of Education.

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Dual credit courses through Ivy Tech for 2019-2020: 1. Ivy Tech dual credit courses: A. English Composition: ENGL 111 (11th grade English) B. Introduction to Literature: ENGL 206 (12th grade English) C. Pre-Calculus: MATH 136 & 137 D. Calculus—Long 1: MATH 211 (Calculus AB AP) E. American History I & II: HIST 101, 102 (U.S. History) F. World History: HIST 111 G. Agribusiness Management: AGRI 102 H: Food Science: AGRI 104 I. Agriculture Mechanization: AGRI 106 J. Natural Resource Management: AGRI 115 K. Survey of Horticulture: AGRIC 116 ( 64 college credits available through these classes)

Important Information regarding dual credit courses:

Students are required to meet the requirements for each indi-vidual course in order to take the course as dual credit.

Students will need to meet the cutoff scores for PSAT, SAT, ACT, or the Accuplacer test in order to enroll.

Students must complete an Ivy Tech dual credit application.

Students wanting to take ENGL 206 are required to take ENGL 111 their junior year. It is a required prerequisite.

Students wanting to take MATH 211 are required to take both MATH 136 & MATH 137 as a prerequisite.

New Courses Added 1. Principles of Engineering 2. College Entrance Exam Preparation 3. Kinesiology

Business Education Business, Management, and Finance is a career and technical education sequence that prepares students to plan, organize, direct, and control the functions and processes of a firm or organization and to perform business-related functions. Students are provided opportunities to develop attitudes and apply skills and knowledge in the areas of business administration, management, and finance. Individual experiences will be based upon the student’s career and educational goals. The Business Department provides instruction in the areas of gen-eral and basic business education, office occupational education, computer education, and vocational education. The use of computers in our daily lives and in the work place con-tinues to grow. Therefore, all students will learn computer skills. Tech-nology impacts all citizens, and our students must be prepared to live and succeed in a technological environment.

Busco Business Academy (BBA) The Busco Business Academy will motivate and assist students in their journey to become the business leaders of tomorrow, with a rigorous busi-ness curriculum that prepares them for secondary-level business education and the professional world. Students will be selected based on perfor-mance through Planning for College and Careers, as well as Digital Appli-cations and Responsibility. Students selected will be those who preform exceptionally in these courses, demonstrate the desire to study business or are undecided and have at least a 3.10 GPA (8.25/12 GPA). Students also must successfully complete an interview with the panel of business educa-

tion teachers.

In addition to the rigorous business curriculum, students will partake in workshops throughout the year that highlight specific career paths within business, skills, and professional development themes. Upon completion of the Busco Business Academy, students will receive a letter of recom-mendation from the staff and a honor cord to wear at graduation.

Required Courses for Business Academy:

1) Principles of Marketing– 2 semesters 2) Intro to Accounting- 2 semesters 3) ICE or WBL—2 semesters

PREPARING FOR COLLEGE & CAREERS (GRADE 9) 1 Credit; 18 Weeks

Preparing for College & Careers addresses the knowledge, skills, and behaviors all students need to be prepared for success in college, career, and life. The focus of the course is the impact of today’s choices on to-morrow’s possibilities. Topics to be addressed include twenty-first centu-ry life and career skills; high order thinking, communication, leadership, and management processes; exploration of personal aptitudes, interests , values, and goals; examining multiple life roles and responsibilities as individuals and family members; planning and building employability skills ; transferring school skills to life and work; and managing personal resources. Required for graduation and a prerequisite for ICE/WBL.

DIGITAL APPLICATIONS AND RESPONSIBILITY (GRADE 9) 1 Credit; 18 Weeks

Digital Applications and Responsibility prepares students to use technolo-gy in an effective and appropriate manner in school, in a job, or everyday life. Students develop skills related to word processing, spreadsheets, presentations, and communications software. Students learn what it means to be a good digital citizen and how to use technology, including social media, responsibly. Students expand their knowledge of how to use digital devices and software to build decision-making and problem-solving skills. Required for graduation and recommended to be taken during fresh-man year.

PERSONAL FINANCIAL RESPONSIBILITY

(GRADE 10-12); 1 Credit; 18 Weeks Personal Finance is a course that focuses on personal financial planning. The content includes financial planning, income and asset protection, in-come and money management, and spending and credit management. Students will learn the financial concepts and principles that provide a basis for avoiding financial pitfalls. Required for graduation and recommended to be taken during Sopho-more year.

PRINCIPLES OF MARKETING (GRADE 10-12); 2 Credits; 36 weeks

Principles of Marketing provides a basic introduction to the scope and importance of marketing in the global economy. Emphasis is placed on oral and written communications, mathematical applications, problem solving, and critical thinking skills as they relate to advertising/promotion/selling, distribution, financing, marketing information management, pric-ing, and product/service management. Prerequisite: Digital Applications and Responsibility

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INTRODUCTION TO ACCOUNTING (GRADE 10-12) 2 credits; 2 semesters

Offered 2019-2020

Introduction to Accounting introduces the language of business using Generally Accepted Accounting Principles (GAAP) and procedures for proprietorships and partnerships using double-entry accounting. Em-phasis is placed on accounting principles as they relate to both manual and automated financial systems. This course involves understanding, analyzing, and recording business transactions and preparing, analyzing, and interpreting financial reports as a basis for decision-making. Prerequisites: Digital Applications & Responsibility

CADET TEACHING

(GRADE 11, 12) 2 Credits; 2 Semesters

This elective course provides students in grades eleven (11) or twelve (12) organized exploratory teaching experiences in grades kinder-garten (K) through grade nine (9). All teaching experiences should be preplanned by the high school Cadet Teaching Experience teacher-trainer and the cooperating teacher(s) who are supervising prospective teachers and providing them with pre-training experiences in one or more classes. This course provides a balance of class work relating to: (1) classroom organization, (2) classroom management, (3) the curriculum and instruc-tional process, (4) observations of teaching, and (5) instructional experi-ences. Study topics and background reading provide the cadets with in-formation concerning the teaching profession and the nature of the cadet teachers’ assignments. Evaluation is based upon the cadet teachers’ coop-eration, day-to-day practical performance, and class work including the cadets’ potential ability to teach. The total workload of the Cadet Teach-ing course is comparable to those for other subjects in the high school curriculum. Students MUST be interested in the field of education to apply.

INTERDISCIPLINARY COOPERATIVE EDUCATION (ICE)

(GRADE 12); 3-6 Credits; 1 or 2 Semesters

Interdisciplinary Cooperative Education (ICE) spans all career and tech-nical education program areas through an interdisciplinary approach to training for employment. The following two components must be includ-ed as part of the Interdisciplinary Cooperative Education course. Related Instruction, There is a classroom component of ICE. It will be organized and planned around the activities associated with the student’s individual job and career objectives in a career cluster area; and shall be taught during the same semesters as the student is receiving on-the-job training. The con-cepts, skills, and attitudes basic to occupational competence are to be taught in school and are to be applied and tested on the job. Because each student’s on-the-job activities will vary according to the types of occupations in which they have been placed, part of the related instruc-tional time will be individualized. For a student to become occupationally competent and therefore employable, the related instruction should cover in varying proportions: (a) general occupational competencies, (b) specif-ic occupational competencies, and (c) specific job competencies. On-the-Job Training This is the actual work experience in an occupation in any one of the Indiana career clusters that relates directly to the student’s career objec-tives. On-the-job, the student shall have the opportunity to apply the concepts, skills, and attitudes learned during Related Instruction, as well as the skills and knowledge that have been learned in other courses. The student shall be placed on-the-job under the direct supervision of experi-enced employees who serve as on-the-job trainers/supervisors in accord-ance with pre-determined training plans and agreements and who assist in evaluating the student’s job performance. Prerequisite: 5.0 GPA and ability to work 275 hours a semester (approximately 15 hours a week) ICE is 4 periods long with 1 period for a class. May be taken AM or PM and 4th period is class.

WORK BASED LEARNING

NON-PAID (Grade 12); 2-4 Credits; 1 or 2 semesters

Work Based Learning is a career and technical education busi-ness and information technology course that is designed to provide oppor-tunities for students to participate in workplace learning that is reflective of a student’s career interest. Upon completion of the internship, students will review and revise their career plans. Students will participate in a workplace experience, in regularly scheduled meetings with the supervis-ing teacher, and in workshops or seminars that assist students in making the connection between academic learning and workplace experiences. Internships can be tailored to the unique needs and interests of the learner. A learning agreement outlines the expectations of all parties: the student, parent, supervisor, employer, and school. Work-Based Learnings are non-paid Internships Training plans and agreements will be used to help the student have a

successful experience. Prerequisite: A 5.0 GPA and the ability to intern 175 hours a semester

(approximately 10 hours a week) WBL is 3 periods long with 1 period being for travel time.

INTRO TO MICROCOMPUTERS (CINS 101)

(Grade 11 & 12) 1 high school credit, 3 college credits; 18 weeks

Students in Introduction to Microcomputers expand their com-puter literacy by focusing on advanced projects in word processing, spreadsheets, database management and presentation software. Use of a professional business application package is emphasized, and students enrolled in this course may have the opportunity to earn Dual Cred-it. Most all of the work for this course is done during class time, and stu-dents should find they can complete all work in class, unless the student has been absent. Prerequisite: Digital Applications. Must meet spe-cific Ivy Tech criteria and complete an Ivy Tech application to enroll to receive dual credit.

Language Arts

Belief Statement The English/Language Arts Department believes that with profes-

sional growth, communication, and a commitment to our students we can achieve greater continuity, build relationships with students, and create a professional learning environment that supports the learning of language, literature, written and oral communication, and the development of 21st century skills.

ACADEMIC ENGLISH 9 (GRADE 9) 2 Credits; 36 Weeks

English 9, an integrated English course based is a study of lan-guage, literature, composition, and oral communication, focusing on litera-ture within an appropriate level of complexity for this grade band. Stu-dents use literary interpretation, analysis, comparisons, and evaluation to read and respond to representative works of historical or cultural signifi-cance in classic and contemporary literature balanced with nonfiction. Students write, responses to literature, expository (informative), narrative, and argumentative/persuasive compositions, and sustained research as-signments. Students deliver grade-appropriate oral presentations with at-tention to audience and purpose and access, analyze, and evaluate online information.

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HONORS ENGLISH 11/ENGL COMPOSITION (ENGL 111) (GRADE 11) 2 high school credits & 3 college credits; 36 Wks

The first semester of this composition course (ENGL 111) is designed to develop students’ abilities to think, organize, and express their ideas clearly and effectively in writing. This course incorporates reading, re-search, and critical thinking. Emphasis is placed on the various forms of expository writing such as process, description, narration, comparison, analysis, persuasion, and argumentation. A research paper is required. Numerous in-class writing activities are required in addition to extended

essays written outside of class. Placement determined through student data and teacher recommen-

dation. Must meet specific criteria and complete an Ivy Tech application to enroll if taking for dual credit

ENGLISH LITERATURE & COMPOSITION AP (GRADE 12) 2 Credits; 36 weeks

Literature and Composition is a college-level class with col-lege requirements. This course will provide you with intellectual chal-lenges and workload consistent with an undergraduate college English literature course. The focus of this course is the study of artistic use of language of increasing complexity as employed by skilled authors to achieve specific effects on their readers. Evaluation of your progress will be through in-class and out-of class writing assignments and, timed writ-ing prompts, as well as content-related coursework throughout the grad-ing period. This course includes a study of works from various genres from British and American writers from the sixteenth to the twentieth century. At the end of the spring semester you will have the opportunity to earn college credit by taking the Advanced Placement Examination in English Literature and Composition. A student who earns a 3 or above in the exam will be granted college credit at most colleges and universities throughout the United States. Placement determined through student data and teacher recommen-dation.

INTRODUCTION TO LITERATURE (ENGL 206) (GRADE 12) 2 high school credits & 3 college credits; 36 Wks

Introduction to Literature (ENGL 206) is a college-level course that emphasizes the development of basic strategies for critically reading and interpreting poetry, fiction, and drama. It also includes an introduc-tion to the premises and motives of literary analysis and critical methods associated with various literary concerns through class discussion and focused writing assignments. Prerequisite: Completion of English 111 with a C average.

ACADEMIC ENGLISH 12 (GRADE 12) 2 Credits; 36 Weeks

Academic English 12 is a study of language, literature, writing, vocabulary, and oral communication, like previous English courses; but students are expected to work with an increasing degree of independence as they work to prepare for college and career. This course increases students’ awareness and development of language arts skills and commu-nication skills required of students to achieve success in post-secondary experiences, either in the world of work or education. With emphasis on the needs of students, this course sharpens critical thinking and interpre-tive skills, with an emphasis on higher level thinking skills. Oral com-munication, such as interviewing, prepares students to adapt content, presentation and delivery. A variety of writing experiences will occur, including a capstone project. Students will critically study complex works of British literature, including fiction, poetry, and essays. Students will also read a variety of nonfiction pieces—both historical and contem-porary.

HONORS ENGLISH 9 (GRADE 9) 2 Credits; 36 Weeks

Honors English 9 is an integrated study of language, literature, writing, vocabulary, and oral communication. Students are given the opportunity for many self-directed activities to develop literacy skills. Creativity and self-expression are encouraged in writing activities, and emphasis on high level thinking is integrated throughout the curriculum. Writing assignments stress analytical skills, proper organization, and increasingly sophisticated style, as well as how to communicate with different purposes, audiences, and styles. Essays of multiple paragraphs are stressed, and process writing is used. A persuasive research paper, structured around a thesis statement, provides students with the oppor-tunity to learn and use research skills. Essay questions are also widely used in connection with literature selections. Oral communication as-signments give students the opportunity to listen and speak effectively. Vocabulary, which includes Greek and Latin word roots, is also stressed. Honors English 9 literature includes nonfiction, drama, poetry, short stories, and novels; all of which students are encouraged to evaluate criti-cally. Placement determined through student data and teacher recommen-dation.

ACADEMIC ENGLISH 10

(GRADE 10) 2 Credits; 36 Weeks

Through the integrated study of language, literature, composi-tion, vocabulary, and oral communication, this course continues to devel-op skills strengthened and acquired in Academic English 9. This course includes the study of both fiction and nonfiction; thus including the com-prehension and analysis of drama, poetry, short stories, articles, debate, and novels. Each highlight various cultures, messages, authors, and themes. Academic English 10 also continues to develop research, library media skills, and technology use together with writing and speaking, so as to prepare students for college-level study. Vocabulary study for the impending SAT and ECA will also take place.

HONORS ENGLISH 10

(GRADE 10) 2 Credits; 36 Weeks

Honors English 10 recognizes that these students are at mastery level of many of the skills covered in Academic English 9. Through an integrated study of language, literature, composition, vocabulary, and oral communications, Honors English 10 emphasizes special projects and assignments to showcase and continue to polish these skills. This course includes the study of both fiction and nonfiction; thus including the com-prehension and analysis of drama, poetry, short stories, articles, debate, and novels. Each highlight various cultures, messages, authors, and themes. Honors English 10 also continues to develop research, library media skills, and technology use together with writing and speaking so as to prepare students for college-level study. Extensive writing projects and research assignments provide opportunities for self-directed activities, and creativity is also encouraged. Placement determined by student data and teacher recommendation.

ACADEMIC ENGLISH 11 (GRADE 11) 2 Credits; 36 Weeks

Through the integrated study of language, composition, and oral communication, Academic English 11 further develops the skills and knowledge previously learned. Its focus, however, is on American Liter-ature. Understanding the relationship among literature, culture, and his-tory is emphasized. Vocabulary, particularly in preparation for the SAT, continues to be included. At least one major research project will be included among the various composition assignments and projects. The literacy emphasis of Honors English 11 is American Literature. Under-standing the relationship between literature and the other core classes is emphasized.

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LANGUAGE ARTS LAB

(GRADE 10-12) 1 Credit; 18 weeks Language Arts Lab is a supplemental course that provides students with individualized or small group instruction designed to support success in completing course work aligned with the Indiana Academic Standards for English Language/Arts focusing on the writing and reading standards. All students should be concurrently enrolled in an English course in which class work will address all of the Indiana Academic Standards. Students are required to be in this course if they do not pass the Eng 10 ISTEP+. ELECTIVE CREDIT

COLLEGE ENTRANCE PREPARATION

(GRADE 10/11—2nd semester, GRADE 11/12—1st semester) 1 credit; 18 weeks (9 week LA, 9 week Math)

Prepares students for the SAT and ACT with the main concentration on SAT. Based on student score reports students will receive targeted in-struction to strengthen their foundations in critical reading, writing, math-ematics, and science sections of college admission and placement exams. As appropriate, the course will also encompass test . Being “college ready” means being prepared for any postsecondary education or training experience, including readiness for study at two-year and four-year insti-tutions leading to a postsecondary credential (i.e., a certificate, license, Associate’s or Bachelor’s degree). Being ready for college means that a high school graduate has the English and mathematics knowledge and skills necessary to qualify for and succeed in entry-level, credit-bearing college courses without the need for remedial coursework.

FINE ARTS

Belief Statement The Fine Arts Department of Churubusco Jr./Sr. High is com-

mitted to engaging students in a process that enables them to devel-op the self-esteem, self-discipline, self-motivation, and cooperation for success in life, as well as inspire students to become life-long participants and supporters of the arts.

ART

INTRODUCTION TO 2-D ART

This course introduces students to the Elements of Art and Principles of Design while developing artistic skills. Studio experiences in the class-room will give students opportunities to experience a variety of media (pencil, pen, ink, charcoal, pastel, watercolor, and tempera paint as well as clay and printmaking) while developing student’s individual style and creative problem solving skills. Students will demonstrate their ability to respond, to analyze and to interpret their own artwork and the work of others through discussions, critiques, and writings. This is a one semes-ter course and can be taken first or second semester. 1st Semester (fall): pencil, pen/ink, charcoal, pastels, and watercolor . 2nd Semester (spring): hand built ceramics and glazing, pr intmaking, tempera painting, portrait and perspective drawing. Course Requirements: Classroom projects, homework sketching, art history, critiques, notes, tests, art kit, ART FEE.

ADVANCED ART 1 & 2 (GRADE 9, 10, 11, 12) 1 Credit; 18 Weeks

This course introduces students to the Elements of Art and Prin-ciples of Design while developing artistic skills. Studio experiences in the classroom will give students opportunities to experience a variety of media (pencil, pen, ink, charcoal, pastel, watercolor, and tempera paint as well as clay and printmaking) while developing student’s individual style and creative problem solving skills. Students will demonstrate their ability to respond, to analyze and to interpret their own artwork and the work of others through discussions, critiques, and writings. This course is meant to be taken for the entire year but can be taken for 1 semester opposite Intro to Art. 1st Semester (fall): pencil, pen/ink, charcoal, pastels, and watercolor . 2nd Semester (spring): hand built ceramics and glazing, pr intmaking, tempera painting, portrait and perspective drawing. Course Requirements: Classroom projects, homework sketching, art history, critiques, notes, tests, art kit, ART FEE.

ADVANCED 2-D ART (Art 3-4) (GRADE 11, 12) 2 Credits; 36 Weeks

Students in this course build on the sequential learning experiences of Introduction to Two-Dimensional Art that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create two-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disci-plines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources. Studio experiences include: 1st Semester (fall): watercolor , canvas painting with oils/acrylics, graphite pencil drawing. 2nd Semester (spring): hand-built ceramics, printmaking, mixed media. Course Requirements: Classroom projects, homework journal draw-ings, art history, critiques, art kit, ART FEE. Prerequisite: Grade of a “B” or higher in Intro. to 2-D and completion of 4 semesters (or 2 years) of Art projects.

MUSIC

CONCERT BAND (GRADE 9, 10, 11, 12) 2 Credits; 36 Weeks

Students taking this course are provided with a balanced com-prehensive study of music through the concert band, which develops skills in the psychomotor, cognitive, and affective domains. Ensemble and solo activities are designed to develop elements of musicianship including tone production, technical skills, intonation, music reading skills, listening skills, analyzing music, studying historically significant styles of literature, and integration of other applicable disciplines. Experiences include impro-vising, conducting, playing by ear, and sight-reading. Students develop the ability to understand and convey the composer's intent in performance of music. Students are required to participate in performance opportunities outside of the school day that support and extend learning in the class-room. The group performs at football games, basketball games, parades, college band days, three concerts, and may participate in ISSMA contest. This course is a one-year commitment unless otherwise approved by the director. Prerequisite: Must have an instrument

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INTERMEDIATE CHORUS

(GRADE 9, 10, 11, 12) 2 Credits; 36 Weeks

Mixed chorus provides students with opportunities to develop musicianship and specific performance skills through ensemble and solo singing. The chorus will be compromised of male and female singers. Activities create the development of quality repertoire in the diverse styles of choral literature that is appropriate in difficulty and range for the students. Instruction is designed to enable students to connect, examine, imagine, define, try, extend, refine, and integrate music study into other subject areas. This class will provide instruction in creating, performing, conducting, listening to and analyzing music. Students develop the abil-ity to understand and convey the composer’s intent in order to connect the performer performances by professionals during and outside of the school day. A limited amount of time, outside the school day, may be scheduled for dress rehearsals and performances. Students must partici-pate in performance opportunities, outside of the school day, that support and extend learning in the classroom. Choral repertoire should be devel-opmentally appropriate. Additional emphasis is placed in sight-reading, critical listening skills, and vocal technique.

CHORAL CHAMBER ENSEMBLE: NEW ERA (GRADE 9, 10, 11, 12) 2 Credits; 36 Weeks

New Era is a select vocal and instrumental ensemble whose members must audition and be selected by the director. The choir studies Classical, Popular, Vocal, Jazz, and Broadway Music. Each year New Era will learn and perform a show choir stage production. Course em-phasis will be on proper vocal production, sight-reading, dancing, as well as choral and solo singing basics (blend, tone quality, dictation, etc.) During the fall, much emphasis is placed on preparing a complete show choir production; i.e. a selection of various tempi and styles of music, choreography and props, as well as individual solos and small ensembles made up of students within the group. New Era is the touring ensemble of the Choral Department. The group performs at various contests in and out of the state. (New Era also takes a small or extended tour during the Spring depending on the year, and at the discretion of the director.) All members of New Era will purchase and maintain an outfit for the entire year. This course is a one-year commitment.

World Languages

Belief Statement The World Language teachers believe that with professional growth, communication, and a commitment to our students, we can achieve greater continuity, build relationships with students, and create a professional learning environment that supports our students’ acquisition of a second language, appreciation for other cultures, and awareness of how studying a second language connects many areas of their lives.

SPANISH I (Grade 9, 10, 11, 12); 2 Credits; 36 Weeks

In level I of Spanish, students will obtain basic oral and written competencies which enable them to (1) answer/ask simple questions, (2) exchange greetings, (3) make routine requests, (4) listen and respond to simple directions and commands, (5) express likes and dislikes, (6) de-scribe people, places, and things, (7) express agreement and disagree-ment, and (8) state simple problems. Students will also make connec-tions and comparisons with other cultures as they gain knowledge and understanding of those cultures. Prerequisite: Must have a C+ or better in English and Jr. High Spanish teacher approval

SPANISH II (Grade 10, 11, 12) 2 Credits; 36 Weeks

In level II of Spanish, the above skills are further developed with the study of additional vocabulary and language structure, as well as exposure to elementary authentic literature. They will concentrate on command forms, the use of reflexive verbs and begin to use and refine the past tense. Prerequisite: Must have a C+ or better in Spanish I, a clear under-standing of verb usage and conjugation must be achieved, and Span-ish teacher approval.

SPANISH III

(Grade 11, 12) 2 credits; 36 Weeks

Spanish is the primary medium of instruction. The goal of the course is to continue the development and reinforcement of the skills of the target language: listening, speaking, reading and writing at an inter-mediate level. The course continues the study of grammar/syntax and vocabulary building and introduces Spanish and Latin American civiliza-tion through conversation coordinated with the reading of cultural and literary texts as well as written and oral reports. Conversational Spanish will be graded each semester. Prerequisite: Must have a C+ or better in Spanish II and Spanish teacher approval.

SPANISH IV

(Grade 12) 2 Credits; 36 Weeks

Spanish IV will concentrate on some studies of art, the Mayan culture and their reflection on our own culture. There will be practice journal writings and sample advanced placement test-ing used for college Spanish placement. Prerequisite: Successful completion of preceding levels of Spanish with a grade of a C+ or better and Spanish teacher approval

Mathematics

Belief Statement The vision and mission of the CJSHS Math Department is to

promote and encourage the understanding of mathematics as a field of study as well as an integral part of an ever changing society.

COLLEGE ENTRANCE PREPARATION

(GRADE 10/11—2nd semester, GRADE 11/12—1st semester) 1 credit; 18 weeks (9 week LA, 9 week Math)

Prepares students for the SAT and ACT with the main concentration on SAT. Based on student score reports students will receive targeted in-struction to strengthen their foundations in critical reading, writing, math-ematics, and science sections of college admission and placement exams. As appropriate, the course will also encompass test . Being “college ready” means being prepared for any postsecondary education or training experience, including readiness for study at two-year and four-year insti-tutions leading to a postsecondary credential (i.e., a certificate, license, Associate’s or Bachelor’s degree). Being ready for college means that a high school graduate has the English and mathematics knowledge and skills necessary to qualify for and succeed in entry-level, credit-bearing college courses without the need for remedial coursework.

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ALGEBRA I (GRADE 8, 9, & 10) 2 Credits; 36 Weeks

Algebra I formalizes and extends the mathematics students learned in the middle grades. Algebra I is made up of 5 strands: Real Numbers and Ex-pressions; Functions; Linear Equations, Inequalities, and Functions; Sys-tems of Equations and Inequalities; Quadratic and Exponential Equations and Functions; and Data Analysis and Statistics. These critical areas deep-en and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The eight Process Standards for Mathematics apply throughout the course. Together with the content standards, the Process Standards prescribe that students experience mathe-matics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations.

MATH LAB

(GRADE 10-12) 1 Credit; 18 Weeks Math Lab is a two-semester course designed to reinforce and elevate the Algebra 1 and 7th and 8th grade geometry knowledge and skills necessary for students to successfully complete high school mathematics courses beyond Algebra 1 and essentials for passing the state's graduation qualify-ing exam in mathematics. The standards for this course are aligned to the state standards that students need to master for success with the state's graduation qualifying exam in mathematics and the next level math cours-es. Emphasis is on a variety of instructional methods designed to meet each student's needs and delivered through competency-based units with frequent pre and post assessment data analyzed to drive instructional de-sign and delivery. Students are required to be in this course if they do not pass the Math 10 ISTEP+. ELECTIVE CREDIT.

GEOMETRY (GRADE 9-11) 2 Credits; 36 Weeks

Geometry is study of points, lines, planes, triangles, polygons, circles, and special solids. Special topics studied include area, volume, constructions, similarity, congruence, and deductive reasoning. The Geometer’s Sketchpad program will be used a great deal to investigate these geometric topics on the computer. This course will cover all of the Indiana Standards for a college prep geometry course. Prerequisite: Algebra I

ALGEBRA II (ACADEMIC HONORS DIPLOMA & CORE 40)

(GRADE 10- 12) 2 Credits; 36 Weeks

Algebra II builds on work with linear, quadratic, and exponential func-tions and allows for students to extend their repertoire of functions to in-clude polynomial, rational, and radical functions. Students work closely with the expressions that define the functions, and continue to expand and hone their abilities to model situations and to solve equations, including solving quadratic equations over the set of complex numbers and solving exponential equations using the properties of logarithms. Algebra II is made up of seven strands: Complex Numbers and Expressions; Functions; Systems of Equations; Quadratic Equations and Functions; Exponential & Logarithmic Equations and Functions; Polynomial, Rational, and Other Equations and Functions; and Data Analysis, Statistics, and Probability. The eight Process Standards for Mathematics apply throughout the course. Together with the content standards, the Process Standards prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Prerequisite: Algebra I and Geometry

PRE-CALCULUS WITH TRIGONOMETRY (MATH 136 & 137)

(GRADE 11, 12) 2 Credits and 6 college credits; 36 Weeks Must meet Ivy Tech requirements and complete Ivy Tech application

to enroll if taking it for dual credit

This course will provide students with skills that will be useful in Calcu-lus or other college mathematics courses. Some topics covered are theo-ry of equations, sequences and series, logarithmic and exponential func-tions, conic sections, graphing, and trigonometry. Some of the main trigonometric topics studied are the basic trig functions, triangles, identi-ties, polar coordinates, complex numbers, and inverse trig functions. Some introductory Calculus topics will also be studied. Scientific and graphing calculators will both be used. This course should be taken by students who are planning on continuing their education in mathematics, sciences, engineering, or business. Prerequisite: B- or better in Algebra II or Instructor approval. Must meet Ivy Tech requirements for Dual Credit.

CALCULUS AB AP/CALCULUS I (MATH 211) (GRADE 12) 2 high school credits & 4 college credits; 36

Weeks Reviews the concepts of exponential, logarithmic and inverse functions. Studies in depth the fundamental concepts and operations of calculus including limits, continuity, differentiation including implicit and loga-rithmic differentiation. Applies differential calculus to solve problems in the natural and social sciences, to solve estimations problems and to solve optimization problems. Applies differential calculus to sketch curves and to identify local and global extrema, inflection points, increas-ing/decreasing behavior, concavity, behavior at infinity, horizontal and vertical tangents and asymptotes, and slant asymptotes. Applies the con-cept of Riemann sums and antiderivatives to find Riemann integrals. Applies the fundamental theorem of calculus to solve initial value prob-lems, and to find areas and volumes and the average values of a function. Must take the AP exam at the end of the course if enrolled in AP. Prerequisite: B- or better in Pre-Calculus and Instructor Approval for Calculus AB AP. MATH 136 & 137 for MATH 211 and meet Ivy Tech requirements

PROBABILITY & STATISTICS (GRADE 11 & 12) 1 Credit; 18 Weeks

Probability and statistics includes the concepts and skills needed to apply statistical techniques in the decision-making process. Topics in-clude: descriptive statistics, probability, and statistical inference. Practi-cal examples based on real experimental data are used throughout. Stu-dents plan and conduct experiments or surveys and analyze the resulting data. Prerequisite: B- or better in Algebra I, Algebra II, & Geometry

AP STATISTICS

(GRADE 11 & 12) 1 Credit; 18 weeks

The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad conceptual themes: 1. Exploring Data: Describing patterns and departures from pat-terns 2. Sampling and Experimentation: Planning and conducting a study 3. Anticipating Patterns: Exploring random phenomena using probability and simulation 4. Statistical Inference: Estimating population parameters and testing hypotheses. Must take the AP exam at the end of the course. Prerequisite: B- or better in Alg 1, Geo, Alg II, & Probability & Sta-tistics

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Health & PE Belief Statement The Churubusco Health and Physical Education Department is committed to preparing students to live healthy, productive, and physically active lives for the 21st century. Our mission is to provide students with the knowledge, skills (motor skills and life skills), and attitudes necessary for living active, fit, and healthy lives. Ultimately it is our goal that our stu-dents will take personal responsibility for practicing good health habits and for engaging in regular physical activity, so as to develop them into students who are healthy, fit and ready to learn today, and prepared to be productive members of society tomorrow.

HEALTH & WELLNESS

(GRADE 9, 10) 1 Credit; 18 Weeks

This course provides the basis to help students adopt and maintain healthy behaviors. Health education should contribute directly to a stu-dent’s ability to successfully practice behaviors that protect and promote health and avoid or reduce health risks. Through a variety of instructional strategies, students practice the development of functional health infor-mation (essential concepts); determine personal values that support health behaviors; develop group norms that value a healthy lifestyle; develop the essential skills necessary to adopt, practice, and maintain health-enhancing behaviors. This course includes the application of priority areas in a planned, sequential, comprehensive health education curriculum.

PE I & PE II (GRADE 9) 2 Credits, 36 Weeks

The emphasis of this course is based upon the integral role that physical activity can play in the overall educational growth of each indi-vidual student. The Goal of the Physical Education Curriculum is to de-velop individuals who are proficient at movement and who can use physi-cal activity to: Maintain or develop fitness, Develop skills for sport and recreation, and Use movement for self-expression, enjoyment, challenge, and social interaction. This course will help promote general, overall physical fitness and an appreciation of the further pursuit of team sports, dual sport activities, individual physical activities, and outdoor pursuits.

ELECTIVE PE—STRENGTH AND AGILITY TRAINING

(GRADE 10, 11, 12) 2 Credits; 36 Weeks

The emphasis on this class will be on the proper techniques and programs used to increase an individual’s strength, flexibility, and agility. The purpose being to decrease the possibility of serious injury and to im-prove the physical and mental well being of the individual. This is not a sports activity class. This is a training course for greater strength, agility, and overall health. Prerequisite: PE I & PE II and Teacher Recommendation

ELECTIVE PE—ADVANCED FITNESS (GRADE 10, 11, 12) 2 Credits; 36 Weeks

Students will enhance their cardiovascular fitness, flexibility, and muscular endurance through a variety of both high and low impact exercises as well as core and muscle toning exercises. Prerequisite: PE I & PE II and Teacher Recommendation

ELECTIVE PE— KINESIOLOGY (GRADE 11, 12) 2 Credits; 36 weeks

The emphasis of the course is the study of human movement as it relates to the physiology of exercise and the physics of sports-related performance. Students will receive instruction in a classroom setting with research and lab components as well as through collaborative efforts with the Anatomy and Physiology and Physics instructors. Students will learn how the structure of the human body determines its function and factors that determine how human movements are produced. This course will provide a foundation for students interested in pursuing a career in motor learning, physical therapy, athletic training, human performance or a relat-ed field. Prerequisite: PE I & PE II, Health & Wellness, and Teacher Recom-mendation

ELECTIVE PE—LIFETIME SPORTS (GRADE 10, 11, 12) 2 Credits; 36 Weeks

Advanced Physical Education promotes lifetime sport and rec-reational activities and provides an opportunity for continued improve-ment of physical fitness. Activities will include team sports, individual sports, lifetime sports and fitness goals. It will also include principles of sport and exercise, as well as, opportunities to develop or refine skills and attitudes that promote lifelong fitness. All students will have the oppor-tunity to participate in a program that enables them to achieve a lifelong level of fitness. Prerequisite: PE I & PE II and Teacher Signature

Science

Belief Statement We believe that students learn best through hands-on, problems solving, and discover-based learning. Science is best learned when connected to real-life experiences. Overall, we believe that good science curriculum should motivate students to pursue further science education and science-related career fields

BIOLOGY

(GRADE 9) 2 Credits; 36 Weeks Biology I is a course based on the following core topics: cellu-lar chemistry, structure and reproduction; matter cycles and energy trans-fer; interdependence of organisms; molecular basis of heredity; genetics and evolution. Instruction should focus on developing student under-standing that scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investiga-tions guided by theory and by evaluating and communicating the results of those investigations according to accepted procedures.

INTEGRATED CHEMISTRY-PHYSICS (GRADE 10) 2 Credits; 36 Weeks

Integrated Chemistry-Physics is a laboratory-based course in which students explore fundamental chemistry and physics principles. Students enrolled in this course examine, through the process of scientific inquiry, the structure and properties of matter, chemical reactions, forces, motion, and the interactions between energy and matter. Working in a laboratory environment, students investigate the basics of chemistry and physics in solving real-world problems that may have personal or social consequences beyond the classroom. Prerequisite: Algebra I or taking Algebra I concurrently with this course. Scientific calculator required.

CHEMISTRY I (GRADE 10, 11) 2 Credits; 36 Weeks

Chemistry I is a course based on the following core topics: properties and states of matter; atomic structure; bonding; chemical reac-tions; solution chemistry; behavior of gases, and organic chemistry. Stu-dents enrolled in Chemistry I compare, contrast, and synthesize useful models of the structure and properties of matter and the mechanisms of its interactions. Instruction should focus on developing student under-standing that scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investiga-tions guided by theory and by evaluating and communicating the results of those investigations according to accepted procedures. Prerequisite: B– or better in Algebra I (1st sem) and teacher recom-mendation. Approval by current math and science teachers. Scien-tific calculator is required.

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BIOLOGY II

(GRADE 10 & 11) 2 Credits; 36 Weeks

Biology II is an advanced laboratory, field, and literature investigations-based course. Students enrolled in Biology II examine in greater depth the structures, functions, and processes of living organisms. Students also analyze and describe the relationship of Earth’s living organisms to each other and to the environment in which they live. In this course, students refine their scientific inquiry skills as they collaboratively and inde-pendently apply their knowledge of the unifying themes of biology to biological questions and problems related to personal and community issues in the life sciences. Prerequisite: Biology I

ANATOMY & PHYSIOLOGY

(GRADE 11, 12) 2 Credits; 36 Weeks Anatomy & Physiology is a course in which students investigate concepts related to health science, with emphasis on interdependence of systems and contributions of each system to the maintenance of a healthy body. Introduces students to the cell, which is the basic structural and functional unit of all organisms, and covers tissues, integument, skeleton, muscular and nervous systems as an integrated unit. Through instruction, including laboratory activities, students apply concepts associated with Human Anatomy & Physiology. Students will understand the structure, organiza-tion and function of the various components of the healthy body in order to apply this knowledge in all health related fields. Prerequisite: Biology, Biology 2 and Chemistry

AP CHEMISTRY* (GRADE 11, 12) 2 Credits; 36 Weeks

The AP Chemistry course is designed to be equivalent of the general chemistry course usually during the first college year. AP students should attain an enduring understanding in dealing with chemical problems. The course should contribute to the development of the students abilities to think clearly and to express their ideas, orally and in writing, with clarity and logic. The college course in general chemistry differs qualitatively from Chemistry I with respect to the kind of textbook used, the topics covered, the emphasis on chemical calculations and the mathematical for-mulation of principles, and the kind of laboratory work done by students. Quantitative differences appear in the number of topics treated, the time spent on the course of students, and the nature and the variety of experi-ments done in the laboratory. Prerequisite: B or better in Chemistry and Chemistry teacher recom-mendation.

PHYSICS* (GRADE 10, 11, 12) 2 Credits; 36 Weeks

Physics I is a course focused on the following core topics: constant veloci-ty; constant acceleration; forces; energy; linear momentum in one dimen-sion; simple harmonic oscillating systems; mechanical waves and sound; simple circuit analysis. Instruction should focus on developing student understanding that scientific knowledge is gained from observation of natural phenomena and experimentation by designing and conducting investigations guided by theory and by evaluating and communicating the results of those investigations according to accepted procedures Prerequi-site: Biology and Algebra 2

* = counts as a quantitative reasoning course if taken during 11th or 12th grade

AP PHYSICS* (Grade 11 & 12) 2 Credits; 36 weeks

AP Physics1 is a course based on the content established and copyrighted by the College Board. The course is not intended to be used as a dual credit course. AP Physics 1: Algebra-based is equivalent to a first-semester college course in algebra-based physics. The course covers Newtonian mechanics (including rotational dynamics and angular mo-mentum); work, energy, and power; mechanical waves and sound. It will also introduce electric circuits. You MUST take the AP exam at the end of the year. Prerequisite: Biology and Algebra 2

Social Studies

Belief Statements The primary purpose of Social Studies is to train all students for responsi-ble and effective citizenship. To this end we embrace all disciplines which are concerned with people and society, from earliest time to the present, studying the history and social practices of all cultures through-out the world.

WORLD HISTORY AND CIVILIZATION (GRADE 10) 2 Credits; 36 Weeks

In this course, students study the basic foundations of our culture through the investigation of early civilizations. Students study the devel-opment and relationships of design, government, philosophy, and religion on historical events. Students are expected to compare and contrast events and developments involving diverse peoples and civilizations in different regions of the world. They will examine examples of continuity and change, universality and particularity, and unity and diversity among various peoples and cultures from the past to the present. The second semester will be a survey of history since 1095 from a Eurocentric viewpoint. Students will study the events, customs, laws, and philosophies that had an impact on the development of our modern society.

WORLD HISTORY AP/HIST 111 (IVT) (GRADE 10) 2 Credits; 36 Weeks

Advance Placement World History is equivalent to the rigors of a college course. This world history course will challenge students to develop higher level historical thinking skills and prepare them for the College Board AP World History Exam in May. The course is divided into six periodic units which focus on five major themes and nineteen key con-cepts. The course will put the student in the role of a historian by investi-gating various resources and utilizing critical historical thinking skills to understand and argue various interpretations of the events, themes and “Big Picture” of world history. Prerequisite: Placement determined through student data & teacher recommendation. Students must meet a minimum score on Ac-cuplacer and complete a practice assignment before the end of the school year.

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MULTICULTURAL STUDIES (Grade 9-12), 1 credit, 18 weeks

Multicultural Studies provides opportunities to broaden students’ perspec-tives concerning lifestyles and cultural patterns of ethnic groups in the United States. This course will focus on ethnic groups, or use a compara-tive approach to the study of patterns of cultural development, immigra-tion, and assimilation, as well as the contributions of specific ethnic or cultural groups. The course may also include analysis of the political im-pact of ethnic diversity in the United States.

INDIANA STUDIES (Grade 9-12), 1 credit, 18 weeks

Indiana Studies is an integrated course that compares and contrasts state and national developments in the areas of politics, economics, history, and culture. The course uses Indiana history as a basis for understanding cur-rent policies, practices, and state legislative procedures. It also includes the study of state and national constitutions from a historical perspective and as a current foundation of government. Examination of individual leaders and their roles in a democratic society will be included and student will examine the participation of citizens in the political process. Selections from Indiana arts and literature may also be analyzed for insights into historical events and cultural expressions.

U.S. HISTORY (GRADE 11, 12) 2 Credits; 36 Weeks

United States History is a two-semester course that builds upon concepts developed in previous studies of U.S. History and emphasizes national development from the late nineteenth century into the twenty-first century. After reviewing fundamental themes in the early development of the na-tion, students are expected to identify and review significant events, per-sons, and movements in the early development of the nation. The course then gives major emphasis to the interaction of key events, people, and political, economic, social, and cultural influences in national develop-ments from the late nineteenth century through the present as they relate to life in Indiana and the United States. Students are expected to trace and analyze chronological periods and examine the significant themes and concepts in U.S. History. Students develop historical thinking and research skills and use primary and secondary sources to explore topical issues and to understand the cause for changes in the nation over time. Students must participate in class activities and discussions relating to issues presented.

U.S. HISTORY AP/AMERICAN HISTORY I & II (HIST 101 & HIST 102)

(GRADE 11) 2 high school credits & 6 college credits; 36 Wks Must complete application to enroll at Ivy Tech if taking for

dual credit

1st sem. - Covers major themes and events in history including exploration of the New World; the colonial period; causes and results of the American Revolutions; the development of the federal system of govern-ment; the growth of democracy; early popular American culture; territorial expansion; slavery and its effect; reform movements, sectionalism; causes and effects of the Civil War 2nd sem. - Covers major themes including the post Civil War period, west-ern expansion, industrial growth of the nation and its effects, immigration and urban discontent and attempts at reform, WWI, the Roaring Twenties, social and governmental changes of the thirties, WWII and its consequenc-es, the growth of the federal government, social upheaval in the sixties and seventies, and recent rends in conservatism, globalization, and cultural diversity Prerequisite: “B” in English and permission from World History Teacher. If taking for Dual Credit, must meet Ivy Tech requirements.

ECONOMICS (GRADE 12) 1 Credit; 18 Weeks

Economics examines the allocation of resources and their uses for satis-fying human needs and wants. The course analyzes economic reasoning and behaviors of consumers, producers, savers, investors, workers, vot-ers, institutions, governments, and societies in making decisions. Stu-dents will explain that because resources are limited, people must make choices and understand the role that supply, demand, prices, and profits play in a market economy. Key elements of the course include the study of scarcity and economic reasoning, supply and demand, market struc-tures, the role of government, national economic performance, the role of financial institutions, economic stabilization, and trade.

U.S. GOVERNMENT

(GRADE 12) 1 Credit; 18 Weeks

United States Government provides a framework for understanding the purposes, principles, and practices of constitutional representative democracy in the United States. Responsible and effective participation of citizens is stressed. Students understand the nature of citizenship, poli-tics, and governments and understand the rights and responsibilities of citizens and how these are part of local, state, and national government. Students examine how the United States Constitution protects rights and provides the structure and functions of various levels of government. How the United States interacts with other nations and the government’s role in world affairs will be included. Using primary and secondary re-sources, students will articulate, evaluate, and defend positions on politi-cal issues. As a result, they will be able to explain the role of individuals and groups in government, politics, and civic activities and the need for civic and political engagement of citizens in the United States.

Career and Technical Education

Belief Statements The belief of the Churubusco Vocational Department is to help empower

students for effective participation in a global economy as world-class workers and citizens.

We believe the knowledge, skills and ethics taught are necessary for ac-tive, life-long participation in a comprehensive, technological and informational society, fostering success in one’s personal life, col-lege study/or career path.

Family and Consumer Sciences

CHILD DEVELOPMENT (GRADE 10, 11, 12) 1 Credit; 18 Weeks

Child Development is especially relevant for students interested in careers that draw on knowledge of children, child development, and nur-turing of children. This course addresses issues of child development from conception/prenatal through age 3. It includes the study of prenatal development and birth; growth and development of children; child care giving and nurturing; and support systems for parents and caregivers. This course provides the foundation for continuing and post-secondary education in all career areas related to children, child development, and nurturing of children.

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ADVANCED CHILD DEVELOPMENT (GRADE 10, 11, 12) 2 Credits; 36 Weeks

Advanced Child Development is for those students interested in life foundations, academic enrichment, and/or careers related to knowledge of children, child development, and nurturing of children. This course addresses issues of child development from age 4 through age 8 (grade 3). It builds on the Child Development course. Advanced Child Development includes the study of professional and ethical issues in child development; child growth and development; child development theories, research, and best practices; child health and wellness; teaching and guid-ing children; special conditions affecting children; and career exploration in child development and nurturing. Prerequisite: Child Development.

NUTRITION & WELLNESS (GRADE 9, 10, 11, 12) 2 Credits; 36 Weeks

Nutrition and Wellness is an introductory course valuable for all students as a life foundation and academic enrichment; it is especially relevant for students interested in careers related to nutrition, food, and wellness. This introduces students to only the basics of food preparation so they can become self-sufficient in accessing healthy and nutritious foods. Major course topics include nutrition principles and applications; influ-ences on nutrition and wellness; food preparation, safety, and sanitation; and science, technology, and careers in nutrition and wellness. Food prep-aration experiences are a required component. Second semester focuses more on fitness.

ADVANCED NUTRITION AND FOODS (GRADE 10, 11, 12) 2 Credit; 36 Weeks

Advanced Nutrition and Wellness is a course which provides an extensive study of nutrition. Advanced Nutrition and Wellness is an espe-cially appropriate course for students interested in careers in the medical field, athletic training and dietetics. This course builds on the foundation established in Nutrition and Wellness, which is a required prerequisite. Topics include extensive study of major nutrients, nutritional standards across the lifespan, influences on nutrition/food choices, technological and scientific influences, and career exploration in this field. Laboratory expe-riences will be utilized to develop food handling and preparation skills; attention will be given to nutrition, food safety and sanitation.

ADULT ROLES & RESPONSIBILITIES (GRADE 10, 11 & 12) 1 Credit; 18 Weeks

Adult Roles and Responsibilities is recommended for all stu-dents as life foundations and academic enrichment, and as a career se-quence course for students with interest in family and community services, personal and family finance, and similar areas. This course builds knowledge, skills, attitudes, and behaviors that students will need as they complete high school and prepare to take the next steps toward adulthood in today’s society. The course includes the study of interpersonal stand-ards, lifespan roles and responsibilities, individual and family resource management, and financial responsibility and resources. This course pro-vides the foundation for continuing and postsecondary education in all career areas related to individual and family life.

HUMAN DEVELOPMENT AND WELLNESS

(GRADE 10, 11, 12) 1 credit; 18 weeks

Human Development and Wellness is valuable for all students as a life foundation and academic enrichment; it is especially relevant for students interested in careers impacted by individuals’ physical, social, emotional, and moral development and wellness across the lifespan. Major topics include principles of human development and wellness; impacts of family on human development and wellness; factors that affect human develop-ment and wellness; practices that promote human development and well-ness; managing resources and services related to human development and wellness; and career exploration in human development and wellness. Life events and contemporary issues addressed in this course include (but are not limited to) change; stress; abuse; personal safety; and relationships among lifestyle choices, health and wellness conditions, and diseases.

Technology Education

INTRODUCTION TO ENGINEERING DESIGN

(GRADE 9, 10, 11, 12) 2 Credits; 36 Weeks

This is a fundamental pre-engineering course where students be-come familiar with the engineering design process. Students work both individually and in teams to design solutions to a variety of problems using industry standard sketches and current 3D design and modeling software to represent and communicate solutions. Students apply their knowledge through hands-on projects and document their work with the use of an engineering notebook. Students advance from completing struc-tured activities to solving open-ended projects and problems that require them to develop planning, documentation, communication, and other professional skills. Ethical issues related to professional practice and product development are also presented.

INTRODUCTION TO DESIGN PROCESSES (GRADE 10, 11, 12) 2 Credits; 36 Weeks

Introduction to Design Processes is a course that specializes in modern design and engineering processes with a focus on creative prob-lem solving in developing, testing, communicating, and presenting post-evaluation of products. Students use the design process to analyze re-search, develop ideas, and produce products solutions. This process gives a framework through which they design, manufacture tests present their ideas. Students will demonstrate and utilize design principles and ele-ments for visual presentation. Designing aspects will also cover aesthet-ics, ergonomics, the environment, safety, and production. The design process is a core-learning tool for many courses enabling the student to solve problems in a systematic, logical and creative manner.

CONSTRUCTION SYSTEMS

(GRADE 9, 10, 11, 12) 1 Credit; 18 Weeks (2020-2021)

Specializes in how people use modern construction systems and the man-agement of resources to efficiently produce a structure on a site. Stu-dents will explore the application of tools, materials, and energy in de-signing, producing, using, and assessing the construction of structures. Classroom activities introduce students to the techniques used in apply-ing construction technology to the production of residential, commercial and industrial buildings in addition to civil structures. Students learn how architectural ideas are converted into projects and how projects are managed during a construction project in the course.

PRINCIPLES OF ENGINEERING (GRADE 10, 11) 2 Credits’ 36 Weeks

Principles of Engineering is a course that focuses on the process of apply-ing engineering, technological, scientific and mathematical principles in the design, production, and operation of products, structures, and sys-tems. This is a hands-on course designed to provide students interested in engineering careers to explore experiences related to specialized fields such as civil, mechanical, and materials engineering. Students will en-gage in research, development, planning, design, production, and project

management to simulate a career in engineering. The topics of ethics and the impacts of engineering decisions are also addressed. Classroom activities are organized to allow students to work in teams and use mod-ern technological processes, computers, CAD software, and production systems in developing and presenting solutions to engineering problems. Prerequisite: Intro to Engineering Design, Teacher Recommendation

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. Agriculture

INTRODUCTION TO AGRICULTURE, FOOD & NATURAL RESOURCES

(GRADE 9, 10, 11, 12) 2 Credits; 36 Weeks Fundamentals of Agricultural Science and Business is a year long course that is highly recommended as a prerequisite and foundation for all other agricultural classes. The nature of this course is to provide stu-dents with an introduction to careers and the fundamentals of agricultural science and business. Units to be covered include: agricultural literacy, basic principles of and employability in the agricultural/horticultural industry, basic agribusiness principles and skills, developing leadership skills in agriculture, and supervised experience in agriculture/horticulture purposes and procedures. Student learning objectives are defined. In-struction includes not only agriculture education standards but many academic standards are included through the use of “hands-on” problem-solving individual and team activities.

LANDSCAPE MANAGEMENT I* (GRADE 9, 10, 11, 12) 2 Credits; 36 Weeks

Offered 2020-2021

Landscape Management provides the student with an overview of the many career opportunities in the diverse field of landscape management. Students are introduced to the procedures used in the planning and design of a landscape using current technology practices, the principles and procedures of landscape construction, the determination of maintenance schedules, communications and management skills necessary in land-scape operations and the care and use of equipment utilized by landscap-ers. Students will also participate in leadership development, supervised agricultural experience and career exploration activities in the area of landscape management. Prerequisite: Introduction to Agriculture, or by permission of the teacher

HORTICULTURE SCIENCE/SURVEY OF HORTICUL-TURE (AGRI 116)

(GRADE 9, 10, 11, 12) 2 Credits; 36 Weeks Offered 2019-2020

Horticulture Science is designed to give students a background in the field of horticulture and its many career opportunities. It addresses the biology and technology involved in the production, processing and mar-keting of plants and its products. Topics covered include: reproduction and propa-gation of plants, plant growth, growth media, management practices for field and greenhouse production, marketing concepts, production of plants of local interest and pest management. Students participate in a variety of activities to include extensive laboratory work usually in a school green-house, leadership development, supervised agricultural experience and learning about career opportunities in the area of horticulture science. Prerequisite: Introduction to Agriculture, or by permission of the teacher

FOOD SCIENCE/FOOD SCIENCE (AGRI 104) (GRADES 11, 12) 2 HS Credits; 3 College Credit; 36 Weeks

Offered 2019-2020

This course is a yearlong program that provides students with an overview of food science and its importance. Introduction to principles of food processing, food chemistry and physics, nutrition, food microbi-ology, preservation, packaging, and labeling, food commodities, food regulations, issues and careers in the food science industry help students understand the role that food science plays in the securing of a safe, nutri-tious, and adequate food supply. A project-based approach is utilized along with laboratory, team building, and problem solving activities to enhance student learning.

AGRICULTURE POWER, STRUCTURE & TECHNOLGY / AGRICULTURE MECHANIZATION (AGRI 106)

(GRADES 11, 12) 2 High School Credits/3 College Credits; 36 Weeks

Agricultural Mechanization is a year long lab intensive course in which students develop an understanding of basic principles of selection, operation, maintenance, and management of agricultural equipment in concert with utilization of safety and technology. Topics covered include: small and large gas and diesel engine repair, power transfer systems in-cluding hydraulic, pneumatic and robotic systems, arc- metal fabrication such as MIG, TIG and SMAW welding, concrete, wood, metal, electricity and electronics, re-circulating aquaculture systems, hydroponics systems, surveying , precision farming equipment, remote sensing technology and global positioning systems equipment, building agriculture related build-ings and structures including greenhouses, tillage, planting, irrigation, spraying, grain and forage harvesting, feed and animal waste management systems, agricultural industry communications and customer relations, safety and safety resources, career opportunities in the area of agricultural mechanization and employability skills. Must meet specific criteria and complete an Ivy Tech application to enroll if taking for dual credit. Teacher recommendation required.

NATURAL RESOURCES/NATURAL RESOURCES

MANAGEMENT (AGRI 115) (GRADES 10, 11, 12) 2 High School Credits/3 College Credits;

36 Weeks

This course is a yearlong program that provides students with a background in natural resource management. Students are introduced to career opportunities in natural resource management and related indus-tries, understanding forest ecology importance, recognizing trees and their products, tree growth and development, forest management, measuring trees, timber stand improvement and urban forestry, soil features, erosion and management practices, conservation practices, water cycles, uses, quality standards, reducing water pollution, conducting water quality tests, watersheds, and its importance to natural resource management, hazardous waste management, native wildlife, waterfowl, wetlands, and fish manage-ment, topography map use, management of recreational areas, game bird and animal management, outdoor safety, and weather. “Hands-on” learn-ing activities encourage students to investigate areas of environmental concern including: identification and management of ecosystems, natural succession identification, natural communities, recycling and management of waste in the environment, soil conservation management practices, land uses, and air quality. Must meet specific criteria and complete an Ivy Tech application to enroll if taking for dual credit. Teacher rec-ommendation required.

ANIMAL SCIENCE/ANIMAL SCIENCE (AGRI 103) (GRADES 10, 11, 12) 2 High School Credits/3 College credits;

36 Weeks Offered 2020-2021

This course is a yearlong program that provides students with an overview of the field of animal science. Students participate in a large variety of activities and laboratory work including real and simulated ani-mal science experiences and projects. Areas that the students study may be applied to both large and small animals. Topics to be addressed in-clude: anatomy and physiology, genetics, reproduction and biotechnology, nutrition, aquaculture, careers in animal science, animal health, meeting environmental requirements of animals, and management practices for the care and maintenance of animals. Must meet specific criteria and complete an Ivy Tech application to enroll if taking for dual credit. Teacher recommendation required.

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AGRIBUSINESS MANAGEMENT*/AGRI BUSINESS AND FARM MANAGEMENT (AGRI 102)

(GRADE 11, 12) 2 High School Credits/3 College Credits; 36 Weeks

Agribusiness Management is a yearlong course that presents the concepts necessary for managing an agriculture-related business from a local and global perspective. Concepts covered in the course include: exploring careers in agribusiness, global visioning, applying E-commerce, risk management, understanding business management and structures, entrepreneurship, the planning, organizing, financing, and operation of an agribusiness, economic principles, credit, computerized record keeping, budgeting, fundamentals of cash flow, federal, state, property and sales tax, insurance, cooperatives, purchasing, the utilization of information technology in agribusiness, marketing agricultural products, developing a marketing plan, advertising and selling products and services, understand-ing consumers and buying trends, agricultural law applications and em-ployability skills. Must meet specific criteria and complete an Ivy Tech application to enroll if taking for dual credit. Teacher recom-mendation required. *=counts as a quantitative reasoning course if taken during 11th or 12th grade

IMPACT INSTITUTE (Grades 11, 12); 6 Credits; 36 Weeks

AUTOMOTIVE TECHNOLOGY The Automotive Technology program is designed to meet the needs of those students who plan to pursue a career in automotive technology. An Automotive Technician is someone with a high mechanical aptitude. Stu-dents looking to apply for this program should be mature, accountable and possess a professional attitude. If you want your car repair hobby to turn into a career, this class is for you. This course meets the guidelines of NATEF/ASE Certification in the areas of Brakes, Electrical/Electronics, Engine Performance, Heating and Air Conditioning, and Suspension and Steering. Students completing the two-year program will earn one-year credit towards their ASE Certification. Students also have the opportunity to participate in the AYES program, in their 2nd year of instruction. Program Duration: The Automotive Technology program is a two year program. No prerequi-sites are required for this program; however, a strong desire to pursue a career in the automotive technology field is recommended. Credits: Students enrolled in Automotive Technology may be eligible to apply for the following dual credits over the course of their 2 years of instruction: Ivy Tech Community College: 1st year AUTI100 Basic Automotive Service-3 credits AUTI121 Braking Systems-3 credits AUTI122 Steering & Suspension-3 credits 2nd year AUTI131 Engine Performance Systems 1-3 credits AUTI111 Electrical & Electronics-3 credits Certification: AYES and ASE

AUTO BODY COLLISION REPAIR Students applying for the Auto Body Collision Repair program should have a strong passion for automobiles. The ideal student must be hands on and be a creative thinker, who strives to see the final product of his/her labor and hard work.

Formal training in Auto Body Technology is highly desirable because advances in technology in recent years have greatly changed the struc-ture, components, and even materials used in automobiles. The program is designed to provide the latest in practical, hands-on coursework driven by current industry standards and the basic skills required for employ-ment in the auto body industry. All phases of auto collision damage, repair, replacement and repainting will be covered. Some techniques include welding, masking, sanding, painting and uni-body frame straight-ening. Program Duration: The Auto Body Collision Repair program is a two (2) year program. No prerequisites are required for this program, however; a strong desire to pursue a career in the automotive repair industry is recommended. Credits: Students enrolled in Auto Body Collision Repair may be eligible to apply for the following dual credits over the course of their 2 years of instruc-tion: Vincennes University-1st year Body100 Body Repair-3 credits Body100L Body Repair Lab-4 credits Body150 Painting & Refinishing—3 credits Body 150L Painting & Refinishing Lab—4 credits Ivy Tech Community College-2nd year AUBR103 Automotive Paint Fundamentals-3 credits Certification: ASE and ICAR

COMPUTER AIDED DRAFTING (CAD)

Classroom and lab experiences in the CAD Drafting program are orga-nized to prepare students for college or employment in the broad area of the drafting industry. Instruction covers CAD Drafting, Architectural Drafting, Industrial Mechanical Drafting, Graphic Design and Civil Drafting. The curriculum also includes 3D modeling technology, 3D prototyping technology and multiple versions of CAD software. Current-ly the CAD program utilizes AutoCAD 2012, Inventor, Pro-E, Solid Works and Architectural Desktop to complete the competencies in either mechanical or architectural drafting. Program Duration: The Computer Aided Drafting (CAD) program is a two (2) year program. No prerequisites are required for this program, however; a strong desire to pursue a career in the drafting industry is recommended. Credits: Students enrolled in Computer Aided Drafting (CAD) may be eligible to apply for the following dual credits over the course of their 2 years of instruction: 1st year students: Vincennes University-DRAF140 Introduction to CAD-3 credits Vincennes University-ARCH141 Intro to Architectural CAD-3 credits Ivy Tech DESN101 Intro to Design Technology-3 credits 2nd year students: Ivy Tech DESN104 Mechanical Graphics-3 credits Ivy Tech DESN105 Architectural Design 1-3 credits Vincennes University ARCH221 Adv Architect Software Appl-4 credits Vincennes University DRAF120 Computers for Technology-2 credits

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Enrollment Procedure: The enrollment and interview processes for this course begins in late winter each year, with due dates in mid-February. Contact your guidance counselor for additional details and an application packet. Fees: Students are responsible for a one-time kit fee. This fee includes text-books, supplies and smocks to complete the required skills. Full payment is due no later than the first day of class in August. Certification: State Board of Cosmetology Licensure

CRIMINAL JUSTICE Students wishing to enroll in the Criminal Justice program must possess many qualities, such as being a good communicator with above par writ-ten and listening skills. They should have an idea of the many areas Law Enforcement serves and be aware that it isn’t like what you see on TV; the Hollywood portrayal of law enforcement is beyond reality. Students must have high moral integrity, be courageous and have a desire to serve and protect and to help those who either can’t or won’t help themselves. This course provides students with an introduction to Criminal Justice professions such as police officer, FBI Agent, Secret Service Agent, At-torney, Paralegal, Probation Officer, law clerk, State Trooper, Detectives and others. Students will study criminal justice careers through classroom theory, field trips, personal guest speakers, hands on experiences, and case studies. Students will explore organized crime, fingerprinting, crim-inal patterns, interrogations, arrest procedures, crime scene investigation, patrol techniques, evidence and collection, traffic accident investigations, report writing, constitutional rights, and many other areas related to crim-inal justice careers. Program Duration: The Criminal Justice program is a one-year program, available to Juniors or Seniors. No prerequisites are required for this program, however; a strong desire to pursue a career in the many areas of Criminal Justice is recommended. Credits: Students enrolled in Criminal Justice may be eligible to apply for the following dual credits during their year of instruction: Vincennes University: LAWE100 Survey of Criminal Justice - 3 credits LAWE101 Basic Police Operations—3 credits LAWE145 Ethics & Professionalism in Criminal Justice– 3 credits LAWE150 Criminal Minds & Deviant Behavior– 3 credits

CONSTRUCTION TRADES

The Construction Trades program exists for students who have an interest in careers in the construction industry. Students in the program will learn the many facets of the industry by taking part in the construction of new home or commercial building. During the project, students will be ex-posed to the latest in building technology and have the opportunity to see, or be involved in, the project from start to finish. Areas of study within the project will include: concrete work, framing, roofing, siding, window installation, dry walling, finish work, some plumbing, heating, and all electrical. Program Duration: The Construction Trades program is a two (2) year program. No prereq-uisites are required for this program, however; a strong desire to pursue a career in the construction industry is recommended. Credits: Students enrolled in Construction Trades may be eligible to apply for the following dual credits over the course of their 2 years of instruction: 1st Year Ivy Tech Community College: BCTI 100 Introduction to Construction -3 credits BCTI 101 Introduction to Carpentry, Part 1-3 credits 2nd Year BCTI 102 Introduction to Carpentry, Part 2 -3 credits BCTI 103 Carpentry Framing & Finishing, Part 1—3 credits BCTI 104 Carpentry Framing & Finishing, Part 2— 3 credits Certification: NCCER

COSMETOLOGY A Cosmetologist is someone who is innovative and creative with a dedi-cated attitude and the drive to work their way up in this competitive in-dustry. Ideal students should be able to work independently and possess above average communication skills to succeed in this customer service driven industry. Students enrolled in this program receive 1,500 hours of training during the two-year program in areas such as hair cutting, coloring, perms, fa-cials, facial makeup, bacteriology, nails and nail disorders, chemistry, personal grooming, and many more areas. Training follows the state-mandated curriculum with the goal of students earning their cosmetology license upon successful completion of the State Board exam. Students in the program are also highly active in community service projects. Program Duration: The Cosmetology program is a two (2) year program, following a State mandated curriculum. No prerequisites are required for this program, however; a strong desire to pursue a career in the beauty industry is rec-ommended. Credits: Students enrolled in Cosmetology may be eligible to apply for the fol-lowing dual credits over the course of their two years of instruction. Students must pass required Accuplacer exam in year 1 in order to be eligible for dual credits. Vincennes University: 1st Year COSM100 Cosmetology 7 credits COSM150 Cosmetology 7 credits 2nd Year COSM200 Cosmetology 7 credits COSM250 Cosmetology 9 credits

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CULINARY ARTS

Potential Culinary Arts students need to be hard working and understand that the food service industry requires dedication. Students should be team oriented, but also be able to complete task alone in an efficient manner. He/she should also be creative with a good vision and imagination and have a strong desire to learn the industry. The Culinary Arts program is designed to prepare students to join the workforce or continue their education in the area of food service operation, preparation, and ultimately, professional chef. Targeted areas of curricu-lum will include: nutrition, sanitation and safety, basic food preparation, baking, pastries, meat and seafood, equipment utilization and maintenance, purchasing, inventory and management. Students will have an opportunity to earn their ServSafe Certification. Program Duration: The Culinary Arts program is a two (2) year program. No prerequisites are required for this program, however; a strong desire to pursue a career in the food service industry is recommended. Credits: Students enrolled in Culinary Arts may be eligible to apply for the follow-ing dual credits over the course of their 2 years of instruction: Ivy Tech Community College: 1st year HOSP101 Sanitation & First Aid-3 credits HOSP102 Basic Food Theory & Skills-3credits 2nd year HOSP104 Nutrition-3 credits HOSP105 Introduction to Baking-3 credits Certification: Serv-Safe Certification, Prostart, Heartsaver CPR & First Aid

HEALTH OCCUPATIONS EDUCATION (HOE) The Health Occupations class is one for students who know they want to pursue higher education in healthcare, but are unsure of which specific area. These potential students should be prompt, mature and have a ma-ture attitude. They must be a team player; goal oriented and possesses leadership qualities. This three hour, morning class provides high school seniors the opportuni-ty to participate in the daily happenings at hospitals and health care facili-ties within the community. Throughout the academic year, students are introduced to basic patient care skills and a variety of careers by participat-ing in one to two week clinical rotations. They not only discover the skills necessary for each career, they also explore the educational requirements needed to reach certain levels of professional expertise. Students will achieve CPR certification and First Aid training. Program Duration: The Health Occupations program is a one (1) year program open to seniors only. Though there are no specific prerequisites, students must be planning to attend college to pursue a career in health care. Credits: Students enrolled in Health Occupations may be eligible to apply for the following dual credits while participating in the course: Ivy Tech Community College: HLHS100 Introduction to Health Careers-3 credits HLHS101 Medical Terminology-3 credits Students must pass an Ivy Tech assessment exam in order to receive this credit.

Enrollment Procedure: The enrollment and interview processes for this course begins in late winter each year, with due dates in mid-February. Contact your guidance counselor for additional details and an application packet. All students chosen for this program is subject to a limited criminal background check. **NOTE: Students will need to provide their own daily transpor ta-tion because of training rotation locations. Certification: Healthcare Provider CPR

ELECTRICAL, PLUMBING & HVAC The Electrical, Plumbing & HVAC program is a two-year program. Basic skills taught in this program include the installation, on-going oper-ation, and troubleshooting of residential wiring, plumbing, and heating, ventilation, air conditioning, and refrigeration systems. The course will teach knowledge and skills in basic electricity, installation of wiring, outlets, switches, blueprint reading, installation of copper and plastic supply lines and cast iron and plastic waste water lines, sheet metal pat-terns, welding, soldering, and piping. The goals of the program are to train the students for entry-level job positions, encouraging them to fur-ther their knowledge in apprenticeship programs and technical schools. Students completing the two-year program will have the opportunity to earn one-year credit towards apprenticeship training through the Plumb-ers & Steamfitters Local 166 JATC program. In order for apprenticeship credit to be earned, a student must first be accepted in the JATC pro-gram,. Program Duration: The Electrical, Plumbing & HVAC program is a two (2) year program. No prerequisites are required for this program, however; a strong desire to pursue a career in the heating and cooling industry is recommended. Credits: Students enrolled in HVAC may be eligible to apply for the following dual credits over the course of their 2 years of instruction: Ivy Tech Community College: 1st Year HVAC101 Heating Fundamentals-3 credits HVAC103 Refrigeration-3 credits INDT113 Basic Electricity 2nd year HVAC107 Duct Fabrication & Installation-3 credits Certification: EPA 608

INTERACTIVE MEDIA

The Interactive Media program is designed to teach creative individuals how to improve their skills while helping to develop an eye for design and translate that knowledge into a career. This course will teach stu-dents to communicate ideas through different media with exposure in video, print, motion graphics and the web. Some possible areas of study within the 2 years of instruction will include, but not be limited to: Music and Video recording, editing and mixing, Game Design & Development including motion graphics, 3D graphics and animation, Branding/Marketing through computer graphics and more. Some possible career paths with the program and post-secondary educa-tion may include: Graphic Designer, Flash Designer, Illustrator, Web Designer, Web Developer, Production Artist, Digital Media Artist, 3D Modeler, Visual Effects Artist, Web Content Developer and Video Edi-tor.

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Program Duration: The Interactive Media program is a two (2) year program. No prerequi-sites are required for this program, however; a strong desire to pursue a career in digital media is recommended. Credits: Students enrolled in Interactive Media may be eligible to apply for the following dual credits over the course of their 2 years of instruction Ivy Tech 1st year PHOT104 Basic Photography VISC105 Video & Sound 2nd year VISC102 Fundamentals of Imaging VIDT210 Production Editing I Certification: Adobe Certified Associate

PRECISION MACHINING A student looking to enroll in the Precision Machining class should be a creative, productive and motivated craftsman. The program introduces students to the basics of the precision tool making trade. Students will be instructed in the use of lathes, mills, surface grinders, O.D. grinders, drill press, saws and other machine shop equipment related to precision tool making. More technically advanced machinery includes CNC mill, CNC lathe, EDM Sinker and EDM Wire. Student projects are geared toward building precision tools to use when they enter this career field. Second year students will learn more advanced techniques of machining projects. Program Duration: The Precision Machining program is a two (2) year program. No prereq-uisites are required for this program, however; a strong desire to pursue a career in the machining industry is recommended. Credits: Students enrolled in Precision Machining may be eligible to apply for the following dual credits over the course of their 2 years of instruction: Ivy Tech 1st Year MTTC101 Introduction to Machining 2nd year MTTC102 Turning Processes I MTTC106 Print Interpretation MTTC107 CNC Set Up & Operation MTTC110 Turning & Milling Process Certification: NIMS

MARINE MECHANICS The Marine Mechanics program is looking for students who are excited to learn to diagnose and repair complete marine systems. Ideal students will be good with their hands and comfortable with tools, be a team player and be open to completing tasks of all levels. The FCAVC Marine Mechanics program is the only Marine Mechanics program in the United States to have earned the Marine Industry Certification. Marine Mechanics is orga-nized to provide classroom and lab experiences to prepare students for employment in the broad area of the boating industry. Students completing the two-year program will earn their MIC certifica-tion. Instruction covers many facets of the industry including outboard and stern drive engine repair, repair and testing of stern drive lower units, steering mechanisms, hull repair and detailing, trailer adjustments, winter-izing of engines, boat handling and safety of operation, trouble shooting mechanical and electrical problems, customer relations, EFI troubleshoot-ing and other areas.

Program Duration: The Marine Mechanics program is a two (2) year program. No prerequi-sites are required for this program, however; a strong desire to pursue a career in the marine/watersports industry is recommended. Credits: Students enrolled in Marine Mechanics receive credit based upon the type of schedule offered at each school. Students also may be able to test out of portions of the Marine Mechanic’s Institute marine mechanics programs and also will have access to additional opportunities through Wyotech. Students also receive 5 National Essentials Certifications from Bombardier as well as Mercury E-Skills.

PRIMARY HEALTH CARE Students looking to enroll in Primary Health Care will be involved in a yearlong course of intensive training. Students should be team players, have empathetic personalities, be organized and have great critical think-ing and interpersonal communication skills. Training in this program prepares students for a career in the health care industry. Broken down into two sections, Primary Health Care is a year-long course for students interested in nursing and directs patient/resident care as well as learning the duties and responsibilities of administrative and clinical medical assistants. One semester of the course takes students through the Certified Nursing Assistants (CNA) certification process with the Indiana State Department of Health, Long Term Care CNA Curriculum. This curriculum includes a required 30 hours of classroom instruction; demonstration and practice of 48 skills, and 75 hours of clinical work at a long term care facility. The other semester of the course focuses on basic skills that one might see performed in a doctor’s office or outpatient facility (Medical Assist-ing). Various instructional strategies and technologies will be used to give students the opportunity to gain additional knowledge of anatomy, physiology and medical terminology. Health Care Provider CPR certifi-cation and First Aid training are also obtained during this portion of the class. Program Duration: The Primary Health Care program is a one (1) year program open to jun-iors or seniors. Though there are no specific prerequisites, students should be planning to attend college pursuing a career in health care. Credits: Students enrolled in Primary Health Care may be eligible to apply for the following dual credits while participating in the course: Ivy Tech Community College: HLHS107 Certified Nursing Assistant (CNA)- 5 credits HLHS112 Home Health Aide Bridge-2 credits Enrollment Procedure: The enrollment and interview processes for this course begins in late winter each year, with due dates in mid-February. Contact your guidance counselor for additional details and an application packet. All students chosen for this program is subject to a limited criminal background check.

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WELDING

A Welder is a problem solver with an eye for detail. Students enrolling in the Welding program should be self-motivated, be able to work alone, be able to stay on task and accept and learn from constructive criticism. The Vocational Welding program is designed to prepare students to join the workforce or continue their education. The main emphasis is placed on theory and practice of shielded metal arc welding, shielded metal gas welding, gas tungsten, arc welding, plasma arc cutting and oxyacetylene cutting. Students are also instructed on safely setting up and operating horizontal saws, chop saws, ironworkers, power shears, drill presses and brakes and hand grinders. The equipment used is of the latest technology available with tigs and migs having computerized pulse capabilities. The welding program follows the American Welding Society (AWS) curricu-lum, which offers students the opportunity to earn AWS, Level I Certifica-tion. This certification will be recognized throughout the United States, Canada and much of the world. Program Duration: The Welding program is a two (2) year program. No prerequisites are required for this program, however; a strong desire to pursue a career in the welding industry is recommended. Credits: Students enrolled in Welding may be eligible to apply for the following dual credits over the course of their 2 years of instruction: Ivy Tech 1st year INDT114 Introductory Welding WELD108 Shielded Metal Arc Welding WELD109 Oxy-Fuel Gas Welding & Cutting 2nd year WELD 2017 Gas Metal Arc Welding WELD 298 Gas Tungsten Arc Welding Certification: AWS Sense and D1.1

COLUMBIA CITY HIGH SCHOOL

FIREFIGHTING TRAINING PROGRAM (GRADE 11) 4 credits; 36 weeks

The road to becoming a certified firefighter is demanding and filled with obstacles that will require hard work, diligent study habits and a profes-sional attitude to be successful. Once you have overcome these obstacles you will have earned several certifications that are highly desired in the fire service. With the completion of this program, you will be able to join your local volunteer fire department, be a part of a team that shares the goal of helping others and be able to help protect the very community that has helped you grow up. The training/certifications that you will receive will be able to be taken to other communities and in many cases, other states. This training will also give you a decided advantage on a very com-petitive job market should you consider to make firefighting your career. This is a 2 year program and will take place at Columbia City High School. Prerequisite: Must be 17 by October 1st, passed the ISTEP+ 10, and be on track to graduate. Application must be completed.

EMERGENCY MEDICAL TECHNICIAN

(GRADE 11 or 12) 4 credits; 36 weeks Emergency Medical Technician prepares students for a state certification which may lead to a career in Emergency Medical Services. Examples of those careers include Emergency Medical Technician and Paramedic. This course is designed for persons desiring to perform emergency medi-cal care. Theories, techniques, and operational aspects of pre-hospital emergency care, within the scope and responsibility of the basic emer-gency medical technician are covered in this course. Students will learn to recognize the seriousness of the patient’s condition, use the appropri-ate emergency care techniques and equipment to stabilize the patient, and safely transport them to the hospital. The handling of victims of hazard-ous materials accidents is also addressed in this course. Opportunities for laboratory practice and clinical observation in a hospital emergency room and ambulance are also included to provide occasions for students to further develop clinical skills and the appropriate ethical behavior. Lead-ership skills are developed and community service opportunities are pro-vided. Can receive Dual Credit through Ivy Tech. The classes will take place at Columbia City High School. Prerequisite: Must be 18 by May 30th, passed the ISTEP+ 10 and be on track to graduate.

Notes:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Purdue Fort Wayne Collegiate Connection Jump Start Your College Career The Collegiate Connection program is a great way to get a taste of college! While still in high school, you can earn college credit at north-east Indiana’s premier university—PFW. The Collegiate Connection program is an exciting opportunity for students to earn dual credit (college and high school); take more advanced courses or courses not offered at the high school level; explore a career direction; earn ac-credited transferable university credit; and experience college.

PFW also offers you FREE academic help. As a Collegiate Connection Participant, you receive:

access to a reference librarian to assist with research and access to all IU libraries.

career counseling services

Internet account and computer labs

help with reading and study skills

two hours of tutoring per class per week (one-on-one or drop-in)

writing assistance You also receive lots of other freebies:

access to the Athletic Center with fitness/conditioning equip-ment, indoor track, basketball/volleyball/wallyball courts

admission to all PFW music, theatre, and fine arts events

discounts at various businesses with your Official University ID

discounts for movie tickets

access to more than 100 student organizations and clubs

admission to all athletic home games, including those at the Coliseum

access to hundreds of campus events, from comedians and cookouts to distinguished lecturers

Selection Criteria Students must meet the following criteria for participation in the Collegiate Connection program:

Maintain a B average (2.8 on a 4.0 scale or 7.4 on a 12.0 scale) Meet the prerequisites (if any)

Completed (or making satisfactory progress toward) enough high school credits to meet CORE 40 or Academic Honors high school graduation requirements

Approval from parent/guardian Questions Questions concerning your high school schedule should be directed to your school guidance counselor. Questions concerning the Col-legiate Connection program such as course selection, admission to IPFW, financial aid, etc., should be directed to Ann Brown, PFW, 260-481-5478 or email connection@ipfw.edu. connec-tion@pfw.edu Visit the web site at http://www.ipfw.edu/cconnect. https://www.pfw.edu/connect

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As a Junior or Senior in high school you can ENROLL IN COLLEGE NOW and start re-ceiving college credit toward a four-year Bachelor’s degree or a two-year Associate’s de-gree. This program through Indiana Tech is called Early Start. Taking a college-level course can not only make completing high school more interesting, it allows you to experi-ence education in a different way, often challenging you to apply what you are learning.

By enrolling as an Early Start student on campus, you will be able to:

1. Experience the personal attention and hands-on learning opportunities of our small class sizes 2. Connect with Indiana Tech students, faculty, and support staff 3. Use all of the facilities on campus including McMillen Library, computer labs, rec center, and Fitness and Rec Center 4. Participate in all of our campus activities and events Early Start Scholarship

Classes are just $25 per credit hour compared to $510 per credit hour for a traditional student enrolled at our campus. If you take the maximum number of Early Start courses, you can save approximately $17,000 over the course of your undergraduate degree.

Receive a $500 Indiana Tech scholarship for every Early Start class you complete with a grade of C or higher (up to $1,500) if you enroll as a

freshman at Indiana Tech.

Students who are eligible to receive free or reduced lunches through their high school are eligible to get one Early Start class fee waived.

Earning College Credit You may want to take a course just to see what it is like or perhaps work on receiving your degree ahead of schedule. There are several ways to make this happen. 1. Enroll as a high school student at Indiana Tech. Typical courses taken by Early Start student include: 2. Several Cisco Networking courses can earn you college credits if successfully completed (see website for more details). 3. Credit may be obtained by scoring at certain levels on AP (Advance Placement) exams. 4. Proficiency credit may be obtained through programming courses already taken in high school. Apply Now

Sophomore class standing with cumulative GPA of 2.75 or higher

Junior or senior class standing with cumulative GPA of 2.5 or higher

Testing

To qualify for math classes, Early Start students must schedule a Math ACCUPLACER exam. If the student has dual credit through another institution, Indiana Tech can potentially accept that credit in place of the ACCUPLACER exam.

To qualify for English classes, Early Start students can submit their ACT or SAT and be placed according to their score. If the stu-dent does not have the ACT or SAT, or did not receive a high enough score to qualify for English Composition, they can opt to take the English ACCUPLACER exam.

Degree Programs Check out the various degree programs at www.admission,indianatech.edu/early-start/contact. For questions about our Early Start pro-gram contact Doris Foss Dual Enrollment and Underclassmen Counselor phone: 260.422.5561, ext. 3433 email: difoss@indianatech.edu office: Abbott Center 2nd Floor.

Accreditation Indiana Tech is fully accredited by the High Learning Commission and is a member of the North Central Association. Credit courses taken at Indiana Tech normally transfer to most colleges and universities.

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Churubusco Jr. - Sr. High School 1 Eagle Drive

Churubusco, IN 46723 260-693-2131

CHANGING LIVES. MAKING INDIANA GREAT. www.ivytech.edu

Ivy Tech Community College Northeast offers many opportunities for students to take classes while still in high school. If you are a high school student who is 16 years or older, you may be able to get a jump start on college. At $133.15 per credit hour, and most classes being 3 credit hours courses are usually around $399.45 . Students are able to set-up pay-ment plans with the college and spread their payments out over a semester if needed. Ivy Tech is also regionally accredited by the North Central Association allowing are credits to transfer smoothly to other universities and colleges. To find out more about college-based dual credit opportunities or to register for a dual credit class, contact Kimberly Waugh at kwaugh7@ivytech.edu or 260-481-2018. Students can get registered for classes in as easy as four steps: 1. Complete a free admissions application online at www.ivytech.edu and click on the ‘Apply Now’ link located at the top left. 2. Call the admissions office 260-480-4268 to request your Ivy Tech student ID number. 3. Meet course placement requirements for your course. 4. Contact Kimberly Waugh at kwaugh7@ivytech.edu or 260-481-2018 to set-up a time to register for your course/s. Ivy Tech has two main campuses in Fort Wayne: Coliseum Campus North Campus 3800 North Anthony Blvd. 4900 Saint Joe Road Fort Wayne, IN 46805 Fort Wayne, IN 46825

Student Life Center – Location for the Office of Admissions