madras high school course description...

Madras High School Course Description Guide

2015-2016

Madras High School 390 SE 10th St. Madras, OR 97741

541-475-7265

www.jcsd.k12.or.us/schools/mhs

Our mission at Madras High School is to create an inspired community of productive citizens and life-long learners. Our goal at Madras High School is to provide all students with the opportunity to obtain the quality of education needed to help them be successful for the rest of their lives. We want our students to feel proud to be a part of Madras High School and to take advantage of every opportunity provided them during their time with us.

We encourage you to choose your courses carefully. The necessary graduation requirements as well as your future goals should influence your course selections. Consider where you might like to go to college, what you might like go to college for, or what type of post-secondary technical train-ing you might want to pursue when forecasting for your classes. Please plan ahead so you get the classes and program that will best prepare you to find success and be college and career ready.

Each member of our staff is willing to assist you in making your selections, and we encourage par-ents and students to use this guide together to come up with a course schedule that will not only meet but exceed your educational goals.

2

Table of Contents

Exit Option: Oregon Diploma .......................................................................................................................................... 3

The Fine Print Terms You Should Know ......................................................................................................................................... 4 Schedule Change Policy ........................................................................................................................................... 5 Academic Eligibility for Athletics ........................................................................................................................... 5 MHS Grading Practices ............................................................................................................................................ 5

Academic Requirements High School Graduation Requirements by Department, Year ........................................................................... 6 Honors Recognition at Graduation ........................................................................................................................ 6 Admission Requirements for Oregon Public Universities ................................................................................... 6

Demonstrating Graduation Requirements Buff Learning Team and Essential Skills ................................................................................................................. 7 Common Core State Standards and Proficiency-Based Teaching and Learning .............................................. 7 Naviance and the Big 4 Requirements ................................................................................................................... 7

Options for Dual Enrollment and/or Credit Earning College Credit in High School .................................................................................................................. 8 College Now .............................................................................................................................................................. 8 Advanced Placement (AP) Classes .......................................................................................................................... 8 Advanced Diploma ................................................................................................................................................... 8 Expanded Options .................................................................................................................................................... 8

Course Descriptions

Career and Technical Education (CTE): Agriculture Technology ........................................................................................................................................... 9 Business Technology ............................................................................................................................................ 9-10 Graphic Design and Media ............................................................................................................................... 10-11

Fine Arts: Art ............................................................................................................................................................................. 11 Music ......................................................................................................................................................................... 12

Health and Physical Fitness .......................................................................................................................................... 13-14

Language Arts ................................................................................................................................................................ 14-16

Mathematics ........................................................................................................................................................................ 17

Science ............................................................................................................................................................................ 18-19

Social Studies ................................................................................................................................................................. 20-21

Spanish ................................................................................................................................................................................. 22

Electives: Success 111 ........................................................................................................................................................... 23 Language and Culture of the Confederated Tribes of Warm Springs ........................................................ 23 JROTC .................................................................................................................................................................. 23 Yearbook and Leadership, Yearbook Editor.................................................................................................... 23 Teen Parenting Lifeskills, TPP Child Care Center Teacher Assistant ......................................................... 23 School to Work: Peer Tutor, Work Experience, Internship ......................................................................... 23 Office Assistant .................................................................................................................................................... 24 Health Occupations ............................................................................................................................................ 24 AVID ................................................................................................................................................................... 24

Extracurricular Activities ................................................................................................................................................... 25

3

Exit Option: Oregon Diploma

DEFINITION/INTENT Within this diploma, Essential Learning Skills are being added with the intent to in-

crease the rigor so that high school graduates are more prepared for their post-secondary

options. This diploma is often referred to as the “standard” or “regular” diploma and is

the exit option offered at Madras High School with the most challenge and rigor.

TIMELINE It is assumed that all MHS students are working toward this diploma unless otherwise

specified. PowerSchool, on the Graduation Progress page, will reflect each student’s

current exit option. Any option other than this Oregon Diploma would require a meet-

ing of relevant parties that includes parent/guardian participation and/or notification.

IMPACT AFTER GRADUATION Satisfactory completion of the requirements under this exit option will allow a student to

enter the military, apply for college financial aid, apply for admissions to post-secondary

education as long as other admissions criteria as established by that institution are met

(entrance exam, SAT/ACT score, residency, additional admissions prerequisites, etc.).

CREDIT REQUIREMENTS (for Oregon Diploma and MHS graduation)

English 4.0 (at grade level)

Math 3.0 (starts w/Algebra 1 or higher)

Science 3.0 (IPS/Integrated Science, Biology, and third year of Science [AP Biology, Chemistry,

Physics, Forensic Science, Wildland Fire Science, Environmental Science 1, Environ-

mental Science 2, Intro. to Forestry, Horticulture Science, Animal Science])

Social Sciences 3.0 (Global Studies Enriched, Global Studies, US History 1 Enriched/US History 1, US

History 2 Enriched/US History 2, and US History 3 Enriched/US History 3, and Gov-

ernment and Economics/AP Government)

Health 1.0 (Health 1 & 2, Health 2: Health Occupations, Health 2: Anatomy and Physiology 1

& 2)

Physical Education 1.0 (PE 1 and 1 additional PE activity class)

Fine Arts/Applied Arts/

Foreign Language

3.0 (in any combination)

Fine Arts: Advanced Art, Advanced Ceramics, Advanced Drawing and Painting, Ce-

ramics, Concert Band, Concert Chorus, Drawing and Painting, Guitar 1, 2, & 3, Percus-

sion Ensemble, Symphonic Band

Applied Arts: Accounting 1 & 2, Advanced Agriculture Leadership, Advanced Com-

puter Technologies, Advanced Graphics Tech, Advanced Web & Video, Ag. Metal

Fabrication Technology, Agriculture Science and Technology 1 & 2, Animal Science,

AVID, Business Concepts, Career Readiness/Computer Applications, Computer Tech-

nologies, Digital Media & Video, Digital Photography, Graphics Tech 1, Horticulture

Science, Personal Finance, Web Design, Yearbook & Leadership, Yearbook Editor

Foreign Language: Spanish 1, Spanish 2, Advanced Spanish

Electives

6.0

Fine Arts: (see above)

Applied Arts: (see above)

Foreign Language: (see above)

Other: JROTC 1, 2, 3, 4, JROTC Leadership, Office Asst., Dept. Asst., Language and

Culture of CTWS, School to Work/Peer Tutor, School to Work/General Work Experi-

ence, School to Work/Internship, Spanish Essentials, Success 111, Teen Parenting Life-

skills, TPP Child Care Center Asst., Teacher Cadet

TOTAL CREDITS 24.0 Credits

ESSENTIAL LEARNING SKILLS

(ELS)

Reading, Writing, Math are demonstrated through passing scores on the Smarter Balanced test

administered Junior year, or through passing scores on locally-scored work samples. The remain-

ing Essential Learning Skills (listen actively and speak clearly and coherently; think critically and

analytically; use technology to learn, live, and work; demonstrate civic and community engage-

ment; demonstrate global literacy; and demonstrate personal management and teamwork skills)

are embedded throughout the general high school curricula.

4

Terms You Should Know

AP classes: Advanced Placement (AP) classes are advanced, college-level courses for

which you can receive college credit after passing the placement exam at the end of the

year.

Big 4: Tasks completed throughout high school, whose completion is recorded and

tracked in Naviance, in order to walk in the graduation ceremony. The Big 4 require-

ments are Success 111, Community Service, Job Shadow, and Senior Celebration.

Credit: For each class a student completes in a term, 0.50 credit is applied to the stu-

dent’s transcript. A total of 24 credits is needed to graduate.

Credit Recovery: Students can make up a failed class by enrolling in an online pro-

gram. Contact your counselor for details.

Dual Enrollment Classes: Classes for which you can receive high school credit as

well as community college credit for a nominal fee ($15-$60).

Enriched or Honors Classes: Classes with higher expectations of students than the regular level class. Teachers recommend

which students enter IPS (Introductory Physical Science) or other enriched, honors, and AP classes.

GPA (Grade Point Average): The average of all class grades. MHS grades on a four-point system: A+=4.3, A=4, B=3.3, C=2.3,

NE=0; NYP=0 but is exempt from the GPA.

Naviance: A college and career prep website accessible to students and parents at MHS. Through Naviance students access college

and scholarship information and applications, complete Big 4 requirements, and much more.

NCAA Core Course: Courses which satisfy eligibility requirements for athletes to play college sports after graduating high school.

Pass/Fail: Classes taken Pass/Fail receive a passing (P) or failing (NE) grade; while the Pass does not figure into the GPA, the NE

will have a detrimental effect on the cumulative GPA.

Post-secondary: pertaining to life after high school; post-secondary education can include community or four-year college, appren-

ticeships, career and technical training programs, Job Corps, etc.

Prerequisite: A student must have taken and passed a certain class prior to the currently desired class.

Proficiency: A standards-based scoring system through which students must demonstrate a basic understanding of each identified

standard in a course to earn credit.

Course Standards - the identified standards necessary for each course at MHS. Students must demonstrate the skills and

knowledge for each standard at a proficient level or higher in order to earn credit for the class.

Feedback - specific and measurable information on what a student needs to do and know for a particular standard in order to

grow.

Learning Targets (e.g., “I can” statements) - the priority standard broken down into student-friendly language that gives clear

expectations for what a student needs to know and be able to do to demonstrate proficiency or higher on that standard.

Performance Assessments - how a student demonstrates the knowledge and skill for each standard. This may be a quiz, test,

paper, project, etc. and is be scored by using the rubric for that standard.

Practice work - an assignment tied directly to a course standard (traditionally, homework).

Rubric - outlines clearly what a student needs to know and be able to do to demonstrate proficiency or higher on each standard.

Sufficiency - the number of times a student must demonstrate proficient or higher levels on each standard in order to attain

course credit.

Semester: Eighteen weeks of school; the school year is divided into two semesters; 0.50 credit is earned for each semester of a

class.

Teacher Approval: A teacher signs a course request form for a student, indicating permission granted to take the class, prior to the

student taking the class.

Transcript: A record of a student’s classes, grades, and attendance during his/her high school career. Grades reported on final re-

port cards are directly transferred to the transcript.

Weighted Grades: As an acknowledgement of their more rigorous curricula, AP classes receive weighted grades (A=5, B=4, C=3),

as reflected in the weighted GPA. Not all colleges accept weighted GPAs, therefore the student’s weighted and unweighted (simple)

GPAs are both listed on the transcript.

The Fine Print

5

Schedule Change Policy

Forecasting for classes occurs during the spring each year. Carefully selecting classes you want and/or need is the best way to get

the schedule you desire for the following school year. Student class schedules are mailed home during August. It is important for

students to review these schedules to ensure the classes listed meet their needs in order to graduate on time. Parents and students

may request an appointment to meet with a counselor prior to the first school day to make schedule changes. Some schedule chang-

es may require a teacher and/or administrator signature, depending on the nature of the schedule change. Schedule change requests

after the deadline must be presented to an administrator. Students will be held accountable for class changes needing administrative

approval up to and including a drop grade of an NE attached to the student’s transcript. Please make time with your family to dis-

cuss the importance of forecasting. Accurate forecasting by every student is the best way to ensure an MHS schedule that provides

for all students.

Academic Eligibility for Athletics

In order to be eligible for athletics at MHS, one must have passing grades in 5 classes the previous semester. Athletes must also

meet Adequate Progress for Graduation eligibility standards set forth by the OSAA. If an athlete has not passed 5 classes the previ-

ous semester, then he/she is ineligible for athletics for that semester or until 5 passing grades from the previous semester have been

attained. If the student is not making adequate progress towards graduation as defined by the OSAA, they are ineligible for that

school year. While in season an athlete must be passing 5 classes at the nine-week grading period. If the athlete is not passing 5

classes at the grade check, he/she will be placed on academic probation during which time he/she will have 6 days to reach the 5

passing classes threshold. After 6 days, the athlete will be ruled ineligible until the time he/she is passing 5 classes. If an athlete

feels he/she has reached the 5 passing class threshold, he/she must contact the Athletic Director who will confirm and determine eli-

gibility. All OSAA eligibility requirements must be met in order to participate in MHS athletic programs. Please refer to the MHS

Athlete/Parent Handbook or contact the Athletic Director for more details and/or if you have further questions regarding academic

eligibility for athletics.

MHS Grading Practices

The Fine Print

Marks Learning Levels Explanation Transcripted GPA Points

Level 6 Level Up Mastery Learner has demonstrated all of the necessary

knowledge and skills of the standard(s) at the highest

level (on every standard/performance assessment).

A+ 4.3

Level 5 Mastery Learner has demonstrated all of the necessary

knowledge and skills of the standard(s) on average at the

highest level.

A 4.0

Level 4 Exceeds Learner has demonstrated all of the necessary

knowledge and skills of the standard(s) on average at an

above-basic level.

B 3.3

Level 3 Proficient Learner has demonstrated all of the necessary

knowledge and skills of the standard(s) at a basic level. C 2.3

Level 2 Not Yet Proficient

Learner has demonstrated some of the knowledge and

skills of the standard(s). If a learner has demonstrated an NYP in any standard/performance assessment, then NYP is overall grade.

NYP

Exempt from

GPA

Level 1 Not Eligible for Credit Learner has not demonstrated any of the knowledge or

skills of the standard(s). Not eligible for credit for the course. If a learner has an NE on any course standard/

performance assessment, then NE for overall grade. NE may also be used when the learner has NYPs on more than half of the standards for the course.

NE 0.0

6

Madras High School

Graduation Requirements

Credit Type: Credits:

Language Arts 4.00

Mathematics 3.00

Science 3.00

Social Studies 2.00

Government/Economics 1.00

Health 1.00

Physical Education 1.00

Fine Arts/Applied Arts/

Foreign Language 3.00

Electives 6.00

Total minimum credits required: 24.00

Total credits attempted in four years: 28.00

Required Courses by Year

This is the general sequence of required classes by grade level:

Freshman Sophomore Junior Senior

English English English English

Math Math Math Math*

Science Science Science Science*

PE 1 Social Studies Social Studies Gov’t &

Success111 Health Health Econ. or

PE Elective AP Gov’t

*Extra year recommended, especially

for college-bound students.

Honors Recognition at Graduation

Two types of honors diplomas can be earned at MHS. In order

to graduate with honors, a student must have a minimum cumu-

lative grade point average of 3.60. In order to graduate with

highest honors, a student must take a minimum of four courses

from the core list below in addition to having a minimum cumu-

lative grade point average of 3.60. None of the four classes can

be taken Pass/Fail, and the classes chosen must be from at least

three different departments.

—Honors Core List—

English: AP Lang. & Comp., College Comp., English 4 Enr.

Mathematics: Functions/Trigonometry, AP Calculus

Science: Chemistry, AP Biology, Physics

Social Studies: AP Government

Also for highest honors, the student will need a minimum of

three additional classes, none of which can be taken Pass/Fail.

These classes can be selected from 1) the enrichment list be-

low, 2) the core list above (classes that have not already been

selected for the four required classes), or 3) a combination from

both lists.

—Honors Enrichment List—

Accounting/Business Concepts 2 credits

Adv. Comp. Tech/Adv. Web Design/

Adv. Web & Video 2 credits

Adv. Graphics Tech 2 credits

Adv. Spanish 1 credit

Agriculture 4 credits

Adv. Art/Adv. Ceramics/Adv. Drawing 2 credits

Band 4 credits

Chorus 4 credits

JROTC 4 credits

Yearbook Editor 1 credit

Additionally, the Highest Honors student(s) with the highest

cumulative GPA will be recognized as valedictorian(s).

Admissions Requirements for Oregon

Public Universities

Graduation from a public or accredited private high school

or home schooling program.

A satisfactory, minimum grade point average (GPA) in all

graded subjects taken toward high school graduation, or meet-

ing one of the alternatives, for admission to an OUS university.

If your GPA does not meet the campus requirement, you should

still apply because you may be considered through a more com-

prehensive review.

Satisfactory completion of 15 units of specified Subject

Requirements (at a grade of C- or better) or demonstrated profi-

ciency in at least 15 units of college preparatory high school

classes, with one unit defined as the equivalent of one year.

This must include 4 units of English, 3 units of Mathematics, 3

units of Science (including at least one year each in two differ-

ent fields of science), 3 units of Social Studies, and 2 units of a

Second Language. For details on whether your classes meet

these requirements, talk to a high school guidance or university

admissions counselor.

Completion of the SAT/ACT as part of the admission pro-

cess. It’s best to take either the ACT or SAT during the spring

of your junior year and then again early in your senior year so

that you may submit your scores when applying for admission.

If you do not meet these general requirements, talk to your

guidance counselor or college admissions officer at the campus

you’re interested in to understand your options. All Oregon

public universities conduct more comprehensive reviews of

students to assess strengths for those who do not meet the mini-

mum requirements.

SAT: www.collegeboard.org ACT: www.actstudent.org

Madras High School Code: 380620

Academic Requirements

7

Buff Learning Team and Essential Skills In addition to the normal seven periods that each student at-

tends, there is a BLT period. The purpose of BLT is to build

positive connections with students, to help students get in-

volved with what is going on at MHS, and to guide students in

developing the essential skills needed for graduation. The nine

Essential Skills identified by the state of Oregon that are re-

quired for graduation are:

1. Read and comprehend a variety of text.*

2. Write clearly and accurately.*

3. Apply mathematics in a variety of settings.*

4. Listen actively and speak clearly and coherently.

5. Think critically and analytically.

6. Use technology to learn, live, and work.

7. Demonstrate civic and community engagement.

8. Demonstrate global literacy.

9. Demonstrate personal management and teamwork skills.

*Reading, Writing, and Math will be formally assessed for all

students (see below, “Common Core State Standards and Profi-

ciency-Based Teaching and Learning”). Students will work

with their BLT teachers work towards successful graduation

progress. Students ultimately demonstrate the remaining 6 Es-

sential Skills by earning the 24 credits required for graduation.

Common Core State Standards and

Proficiency-Based Teaching and Learning Since 2012, all high school students are required to demonstrate

proficiency in identified Essential Skills to earn an Oregon di-

ploma. The Essential Skills are process skills that cross aca-

demic disciplines and are embedded in the content standards.

Measurement of these Essential Skills will be assessed using

the Common Core State Standards (CCSS), which provide con-

sistent learning goals for students regardless of their back-

ground or where they live.

The Common Core State Standards (CCSS) for English Lan-

guage Arts and Mathematics are consistent standards shared

among participating states. These standards are designed to

help ensure all students are college and career ready in literacy

and mathematics no later than the end of high school. These

two new sets of content standards replace Oregon’s current

standards in English Language Arts and Mathematics. The

CCSS will be fully implemented and assessed through a com-

mon assessment. For more information, parents are encouraged

to visit the Oregon Department of Education’s Common Core

State Standards for Parents web page at http://

www.ode.state.or.us/search/page/?id=3380.

At Madras High School, all courses have identified course

standards. These standards encompass what a student will need

to know and be able to do to earn credit for the course as well

as to enhance career and college readiness. In a standards-

based (or proficiency-based) scoring system, students must

demonstrate a proficient level of understanding of each Priority

Standard to earn course credit. In our current system, there are

no Ds. A student will either have an A, B, C, or NYP (Not Yet

Proficient) or NE (Not Eligible for Credit) based on the level of

thinking that student is able to demonstrate for that standard.

Assessments may take many forms; some, though not all, are

written tests. All assessments are tied directly to the Priority

Standards, and students are provided with clear targets as each

standard is introduced.

Proficiency-Based Teaching and Learning is built upon a

growth mindset. Teachers are constantly monitoring student

progress and adjusting instruction to meet the needs of individ-

ual learning. Assessment is directly tied to each standard and

level of learning which is much different than the traditional

scoring system. Students who are engaged in learning, com-

municate with teachers, and are willing to show what they

know with new learning will be eligible to continue working to

meet a proficient level or higher. If a student has not yet shown

proficiency in one or more standards and is not taking owner-

ship in his/her learning, the grade of NE (Not Eligible for Cred-

it) which will post as 0.00 credit on a student’s transcript unless

the student demonstrates learning at a proficient or higher level

in each of the course standards.

Naviance and the Big 4 Requirements

What is Naviance? “Naviance is a fully-integrated platform

designed to help raise student accountability and performance

across a number of key indicators leading to increased engage-

ment, improvements in academic performance, and overall

workplace and college readiness.” In short, Naviance is a web-

site that gives students and families easy access to learning

style inventories, career interest clusters, and college search

tools. Each student is given an account and can send and re-

ceive emails, apply to scholarships, take career interest invento-

ries, track their Big 4 requirements, and much more.

MHS requirements and Naviance: We have started tracking

our Big 4 graduation requirements (Success 111, Community

Service, Job Shadow, and Senior Celebration) through Navi-

ance. Students are all assigned tasks in Naviance that are re-

quired before students are allowed to participate in graduation.

To access Naviance, students are given their log-in information

in Success 111 and BLT. If parents would like to have access to

Naviance, requests to build a parent account can be made

through the registrar or counselors.

Log in to Naviance from the MHS home page or go directly to

https://connection.naviance.com/family-connection/auth/login/?

hsid=madrashs

Demonstrating Graduation Requirements

http://www.ode.state.or.us/search/page/?id=3380

http://www.ode.state.or.us/search/page/?id=3380

8

Earning College Credit in High School Our mission at MHS is to provide all students with the oppor-

tunity to get the kind of education they need to help them be

successful for the rest of their lives. While some students will

use their four years with us to prepare for university level edu-

cation, others will want to prepare for a post-high school career

which will require one to two years of specialized classes at the

community college level. To this end, we have partnered with

various post-secondary institutions to broaden the course offer-

ings available and/or allow for students to begin to earn higher

education (post-secondary) credit.

The next page contains information about programs that offer

dual credit (high school and college) and/or may assist with

some financial relief of post-secondary expenses. This infor-

mation is intended to give the “big picture” about these oppor-

tunities. All of these programs have sign-up/application dead-

lines that are mandated at the state level or by the institution

offering the program. For further information, contact the

course instructor.

College Now College Now classes are courses regularly offered at MHS that

give students the option to simply earn high school credit or to

earn both high school and college credit after registering and

paying a small fee. Listed below are courses that we currently

offer at MHS and their institution of offering:

Accounting 1, 2 (Central Oregon CC)

Advanced Computer Technology (Mt. Hood CC)

Adv. Graphics Tech (Mt. Hood CC)

Ag. Metal Fabrication (Blue Mountain CC)

Ag. Science & Tech 1, 2, and Advanced (Linn-Benton CC)

AP Calculus (Central Oregon CC)

AP Lang. and Comp. (Central Oregon CC)

Animal Science (Linn-Benton CC)

Business Concepts (Central Oregon CC)

College Composition (Central Oregon CC)

Computer Tech (Mt. Hood CC)

Digital Media & Video (Mt. Hood CC)

Digital Photography (Mt. Hood CC)

Functions/Trigonometry (Central Oregon CC)

Health 2: Anatomy and Physiol. 1, 2 (Central Oregon CC)

Health 2: Health Occupations (Mt. Hood CC)

Horticulture Science (Linn-Benton CC)

Web Design/Adv. Web Design (Mt. Hood CC)

AP Courses Advanced Placement (AP) classes are college-level classes of-

fered at the high school level. Expectations are high and the

pace is accelerated. Students can take the national AP test in the

spring, and a score of 3 or higher (on a scale of 1 to 5) may earn

the student college credit and/or advanced placement at many

colleges and universities. Some AP classes offer college credit

through local colleges, as shown below. Grades received for AP

classes at MHS are weighted to reflect the difficulty of the cur-

ricula. MHS offers AP Biology, AP Government, AP Calculus,

and AP Language and Composition. Additionally, students tak-

ing AP Language and Composition and AP Calculus are also

offered credit through post-secondary institutions and do not

need to take the AP exam. Please check with your future colle-

giate institution to decide which credit source is transferrable:

AP credit or college credit from the above listed colleges.

Advanced Diploma The MHS Advanced Diploma allows graduating seniors to

postpone collecting their high school diploma for one year

while attending Central Oregon Community College (COCC).

Students are dually enrolled with MHS and COCC during this

“fifth year” which allows students to have MHS pay for their

tuition and books at COCC. Seniors must fulfill ALL gradua-

tion requirements and be eligible for an Oregon Standard Di-

ploma from MHS (not a modified diploma or an alternative

certificate). Additionally, students must have a minimum high

school GPA of 2.15 to participate in the program. Students

must complete a minimum of 27 credits while at COCC to be

eligible for the Advanced Diploma. Students who do not meet

the requirements of the program are still eligible to return to

MHS to collect their standard high school diploma. During the

senior year of high school, students will receive information

regarding this program.

Expanded Options Expanded Options is a program offered through Jefferson

County School District 509J and Central Oregon Community

College (COCC). This program allows current junior or senior

high school students (or those who are at least 16 years old at

the time of enrollment) to take 100-level or higher college

courses on site at COCC on a seat-available basis, and 509J

pays for enrollment costs, tuition, course fees, textbooks, and

equipment. As a COCC student, you can begin earning college

credits while still in high school and apply college coursework

to high school graduation requirements. The earned credit will

be transcribed on both your high school and COCC transcripts.

Options for Dual Enrollment and/or Credit

Your univ

ersity’s nam

e here

9

Career and Technical Education

744/745: Agriculture Science and Technology 1 S1/S2

Grades: 9-12 (9th preferred)

Prerequisites: None

Credit: 1.0 credit of Applied Arts; dual enrollment credit

available (Linn-Benton Community College)

A course designed to introduce students to the flourishing in-

dustry of agriculture. Emphasizes career development, leader-

ship, communications, soil science, tractor driving, plant sci-

ence, parliamentary procedure, shop safety, welding, and super-

vised agricultural experience programs. A very hands-on, ac-

tivity-based course.

7441/7442: Agriculture Science and Technology 2 S1/S2

Grades: 10-12

Prerequisites: AST 1 S1 and S2



A course designed to expand on the skills and knowledge

learned in AST 1. Topics include sales, parliamentary proce-

dure, surveying, electricity, food science, meats, and animal

science. This is an exciting intermediate agriculture class.

748/7481: Advanced Agriculture Leadership S1/S2

Grades: 11-12

Prerequisites: AST 1 S1 and S2 and AST 2 S1 and S2



This is an advanced agriculture class for juniors and seniors.

Topics include agriculture issues, agriculture business, speak-

ing, plant science, dairy products, ag communications, parlia-

mentary procedure, and agriculture leadership. Class will ro-

tate yearly between an A and B schedule and can be repeated

for credit.

743: Horticulture Science

Grades: 10-12

Prerequisites: None

Credit: 0.50 credit of Applied

Arts or Science; dual enrollment credit availa-

ble (Linn-Benton Community College)

Students will learn plant classification; plant growth require-

ments; pesticide use; germination requirements; plant propaga-

tion; and careers in related fields. The greenhouse is utilized

for this class, and there will be a student-run plant sale at the

end of the semester.

752: Animal Science

Grades: 10-12

Prerequisites: None

Credit: 0.50 credit of Applied Arts or Science; dual

enrollment credit available (Linn-Benton Com-

munity College)

Students will learn about livestock management, including ani-

mal reproduction, animal nutrition, and anatomy and physiolo-

gy.

754/755: Agriculture Metal Fabrication Technology S1/S2

Grades: 10-12

Prerequisites: AST 1

Credit: 1.0 credit of Applied Arts; dual enrollment

credit available (Blue Mountain Community

College)

In this class, students will have the opportunity to advance their

welding and metal skills while building projects that the student

and teacher agree are within the student’s ability level. The

student will be required to draw plans to scale, provide a mate-

rial supply list, and purchase materials prior to commencement

of the project. Some projects may be assigned by the instructor

Agriculture Science and Technology

Business Technology

7901: Career Readiness/Computer

Applications

Grades: 9-12

Prerequisites: None

Credit: 0.50 credit of Applied Arts

The students will learn to use Microsoft Office

software which includes Word, Excel, Access,

PowerPoint, and Publisher. Students will also

produce documents with the software that they might encounter

in college or in a post-secondary career.

775: Personal Finance

Grades: 11-12

Prerequisites: None


This one-semester course centers around money management,

career exploration, education, saving, investing,

retirement, major purchases, banking, and

housing.

7761: Business Concepts

Grades: 10-12

Prerequisites: None

Credit: 0.50 credit of Applied Arts; dual en-

rollment credit available (Central Oregon Com-

munity College)

In this course students will learn about the many exciting and

challenging facets of business and its dynamic role in today’s

environment. Students will gain a working knowledge of com-

ponents of business including discussion of management, mar-

keting, entrepreneurship, and finance. During this course stu-

dents will be introduced to topics which are covered in greater

depth in higher-level business courses.

10

777/778: Accounting 1 S1/S2

Grades: 10-12

Prerequisites: None

Credit: 1.0 credit of Applied Arts (honors enrichment

class); dual enrollment credit available (Central

Oregon Community College)

Students will learn the fundamental principles of double-entry

accounting by simulating the practices of a present-day propri-

etorship and partnership business, completing four full ac-

counting cycles. Students will also learn to use accounting

software.

779/780: Accounting 2 S1/S2

Grades: 11-12

Prerequisites: Accounting 1


class); dual enrollment credit available (Central

Oregon Community College)

Students will continue to study basic accounting concepts and

to use the accounting software as well as MS Excel spread-

sheets. Additionally students will be introduced to advanced

accounting concepts, including depreciation and inventory con-

trol methods.


720: Graphics Tech 1

Grades: 9-12

Prerequisites: None


Students will learn techniques to design and print their own t-

shirts, water bottles, mouse pads, notepads, posters, stickers,

and many other items created in the graphics industry. Students

will also have the opportunity to operate a Heidelberg windmill

printing press to create printed projects as well.

722: Advanced Graphics Tech

Grades: 10-12

Prerequisites: Passing grades in Graphics Tech 1

Credit: 0.50 credit per term of Applied Arts (honors

enrichment class); dual enrollment credit availa-

ble (Mt. Hood Community College)

This course is repeatable. Students will take what they learned

from Graphics Tech 1 to the next level. They will continue to

design and create their own printed projects, as well as printing

for the school district and community organizations. Students

will also learn how to operate an AB offset printing press and

process camera. Students can receive 2 college credits through

MHCC upon completion this course.

724: Digital Photography

Grades: 10-12

Prerequisites: None

Credit: 0.50 Credit of Applied Arts; dual enrollment

credit available (Mt. Hood Community College)

This course is repeatable. Students will explore the fundamen-

tals of digital photography including: auto and manual camera

settings, lighting techniques, lens variety, and correct photo

composition. Students will also learn how to use Photoshop to

edit their photos. Students will be allowed to shoot indoors and

outdoors around the school, as well as utilize a photo studio.

There will also be opportunities to travel off campus. Students

can receive 2 college credits through MHCC upon completion

this course.

Business Technology (cont.)

791: Computer Technologies

Grades: 9-12

Prerequisites: None



This is an introduction to Design and Multimedia courses.

Spend the term exploring a variety of software, especially the

Adobe Creative Suite (CS6). Projects include Photoshop,

Logo Design, Windows Movie Maker, and web site design.

Choose a final project or two at the end of the term from a

wide variety of options, such as music mixing, beat creation,

Flash Animation, 2-D and 3-D design, video game design, and

video editing. Students can receive 1 college credit through


786: Advanced Computer Technologies

Grades: 10-12

Prerequisites: Computer Technologies


course); dual enrollment credit available (Mt.

Hood Community College)

This course is repeatable. Choose your own projects in this

individualized, self-paced class. Some choices include: anima-

tion, video game creation design, Web design, 2-D and 3-D

graphic design and multimedia, video editing, music mixing,

and music beat creation. Your projects are limited only by

your imagination. Students can receive 2 college credits

through MHCC upon completion this course.

Graphic Design and Media

11

Graphic Design and Media (cont.)

6476: Digital Media and Video

Grades: 10-12




The focus of this class is on digital media and video production

techniques. Learn the basics of effective planning, shooting,

and editing final video products using Adobe Photoshop and

Premiere. Collaboration in small groups with other class

members is expected. Students can receive up to 4 college

credits through MHCC upon completion this course.

792: Web Design

Grades: 10-12




Plan and create your own well-designed website in this intro-

ductory course. You’ll learn to code websites using HTML and

to design using Cascading StyleSheets (CSS), following current

industry (real-world) standards. Then you’ll learn to use

DreamWeaver, the web design software used by the pros. Stu-

dents can receive up to 2 college credits through MHCC upon

completion this course.

799: Advanced Web & Video

Grades: 10-12

Prerequisites: Web Design and/or Digital Media and Video


course); dual enrollment credit available (Mt.

Hood Community College)

This course is repeatable. Choose your own web design and/or

video projects in this individualized, self-paced course. Im-

prove and enhance your skills as you learn new techniques to

develop your talents in web design, digital filmmaking, and

media arts. You can use Adobe DreamWeaver, Premiere, After

Effects, Flash, and Audition, as well as other industry-standard

software. Students can receive up to 4 college credits through



Fine Arts

Art 640: Drawing/Painting

Grades: 9-12

Prerequisites: None

Credit: 0.50 credit of Fine Arts

Students will explore the media of pencil, pen and ink, and pastels. Still

lifes, portraits, figures, nature, and perspectives will be covered. Stu-

dents will also work with watercolors and acrylic paints

652: Advanced Drawing and Painting

Grades: 9-12

Prerequisites: Drawing and Painting

Credit: 0.50 credit of Fine Arts (honors enrichment class)

This course is repeatable. Students will show mastery of the media used

in Drawing and Painting. Students will work in pencil, pen, charcoal,

colored pencil, pastel chalk, watercolor, acrylic paints. Students will be

required to work at their own pace and be self-disciplined/motivated

enough to complete the work with minimum supervision.

642: Ceramics

Grades: 9-12

Prerequisites: None


Students will develop skills in hand forming and wheel forming of clay.

Glazing techniques will also be studied and developed.

650: Advanced Ceramics

Grades: 9-12

Prerequisites: Ceramics


This course is repeatable. Students will show mastery of the skills intro-

duced in Ceramics. They will be given opportunity to choose their pro-

jects. Students will be required to work at their own pace and be self-

disciplined/motivated enough to complete the work with minimum su-

pervision.

644: Advanced Art

Grades: 10-12

Prerequisites: Drawing and Painting, or Ceramics


This course is repeatable. Students will learn about art by doing re-

search, reading, writing, analyzing, and giving an oral presentation to the

class. They will also raise their art skills by doing more advanced work.

Students will be prepared to show their work in the school or in art

shows. They may also prepare a portfolio.

12

Fine Arts

Music

6240/6250: Concert Chorus S1/S2

Grades: 9-12

Prerequisites: None

Credit: 1.0 credit of

Fine Arts

(honors enrich-

ment class)

Students will have the oppor-

tunity to develop an apprecia-

tion for the various styles and

varieties of choral music. Students will develop vocal tech-

niques and abilities through peer and personal evaluation of

choral presentations. Performing in concert presentations is

required.

626/627: Concert Band S1/S2

Grades: 9-12

Prerequisites: Previous band experience


Concert Band is de-

signed for students com-

ing from 8th grade band

or students returning to

band after a period of

not playing. Students

are expected to enroll in

both semesters. Stu-

dents will develop skill

in tone production, into-

nation, rhythm, harmo-

ny, phrasing, and style.

A variety of styles,

forms, and music of dif-

ferent historical periods

will be studied. Class is

strongly geared towards

daily participation.

Concert performances

outside regular class

time are required.

628/629: Symphonic Band S1/S2

Grades: 10-12

Prerequisites: Previous band experience


Symphonic Band is designed to be the advanced band class at

the high school, and students are expected to enroll in both se-

mesters. Successful completion of Concert Band is normally

required for enrollment. Students will continue to develop skill

in tone production, intonation, rhythm, harmony, phrasing, and

style. A variety of styles, forms, and music of different histori-

cal periods will be studied. Class is strongly geared towards

daily participation. Concert performances outside regular class

time are required.

630: Percussion Ensemble

Grades: 9-12

Prerequisites: Previous percussion experience


This is a skills course for percussion players. Rudimentary

snare drum skills will be emphasized. In addition, music read-

ing, mallet skills, and auxiliary percussion will be studied as

time permits. Community performances are required. Offered

during Semester 1. Percussionists should enroll in Percussion

Ensemble for Semester 1, and either Concert or Symphonic

Band for Semester 2.

633: Guitar 1

Grades: 9-12

Prerequisites: None


This is a beginning guitar class that will focus on the funda-

mentals of music by learning to play the guitar. Music notation,

basic theory, chords, scales. and fingering patterns will be cov-

ered. Music will range from classical, folk, and blues to pop

and rock.

637: Guitar 2

Grades: 9-12

Prerequisites: Guitar 1, or previous guitar experience and

teacher signature


The Guitar 2 class is designed for players who have completed

Guitar 1 satisfactorily or have demonstrated previous guitar

experience to the instructor. Class will focus on advanced no-

tation and music reading, more complex chords and song

forms, advanced finger picking, flat picking, and solo skills.

Group playing in small and large ensembles will be required, as

will be public performance outside of class time.

6370: Guitar 3

Grades: 10-12

Prerequisites: Completion of Guitar 2 with a “C” or better


This guitar lab is intended for guitar players who have guitar

experience. Players should be able to read standard notation,

TAB notation, and guitar chords. Class will focus on ensemble

playing, primarily duets, trios, and quartets. A variety of styles

will be studied including bluegrass, classical, rock, folk, and

popular. In addition to

ensemble playing, solo

fingerstyle playing will be

studied. Students are

strongly encouraged to

have their own instruments.

A very few school instru-

ments might be available;

check with instructor.

13

514: Health 1

Grades: 10

Prerequisites: None

Credit: 0.50 credit of Health

The goal of this required class is to improve knowledge regard-

ing personal health. Emphasis is placed on health and the mind,

male and female anatomy, contraceptives, the role of drugs,

tobacco, and alcohol, and communicable and non-

communicable diseases. Students will also work on research

writing and note-taking throughout the course.

515: Health 2

Grades: 11

Prerequisites: Health 1

Credit: 0.50 credit of Health

The goal of this required class is to develop knowledge, skills,

and positive attitudes in physical, mental, and social health.

Subjects covered are physical health and fitness, nutrition, the

life cycle, and organ systems. Continuation of research writing

will occur, with an emphasis on writing in APA format.

Health and Physical Education

500: PE 1

Grades: 9

Prerequisites: None

Credits: 0.50 credit of Physical Education

Students will participate in fitness testing and a variety of team

and lifetime activities and sports. An emphasis will be placed

on fitness concepts, individual skills, and team strategies.

502: PE Make-Up

Grades: 9-12

Prerequisites: PE 1 attempted and failed

Credits: 0.50 credit of Physical Education; meets PE 1

requirement

Students not passing PE 1 must take and pass PE Make-Up in

order to make up that credit as well as be able to move on and

take another PE activity class. Students will participate in dai-

ly walking and/or running at the track. This class is only of-

fered during Semester 2 each school year.

521: Team Sports

Grades: 10-12 (freshman allowed during Semester 2 if

passed PE 1)

Prerequisites: PE 1


Students will participate in fitness testing, fitness, and a variety

of team sport activities and games. These activities include

soccer, indoor soccer, dodgeball, floor hockey, volleyball, soft-

ball, basketball, flag football, floor hockey, lacrosse, Techouk,

Sepak Tawkra, team handball, speedball, and other lifetime

activities. An emphasis will be placed on individual skills and

team strategies.

541: Weight Training/Sports Conditioning

Grades: 10-12 (9th during Semester 2 if passed PE 1)

Prerequisites: PE 1


Students will participate in a variety of fitness activities includ-

ing fitness testing, plyometric and cardiovascular training,

cross-fit, and an individualized strength program. An emphasis

will be placed on safety and proper technique in the weight

room.

550: Alternative Fitness


Prerequisites: PE 1


Students will participate in a variety of fitness activities includ-

ing step and dance aerobics, Jazzercise, TurboFire, P90X, In-

sanity, cross-fit, tae bo, pilates, and yoga. Students will also

participate in group projects which includes student-led fitness

routines.

551: Recreational Games


Prerequisites: PE 1

Credits: 0.50 credits of Physical Education

Students will participate in a variety of games and activities

that promote lifetime recreational pursuits. These activities

include bocce, horseshoes, dodgeball, ladder golf, shuffle-

board, roundtable, ultimate, disc golf, golf, floor hockey, table

tennis, pickleball, badminton, and tennis.

Physical Education

Students are required to meet state requirements and MHS graduation

requirements by passing PE 1 and one other PE activity class. Students

must pass PE 1 before they are eligible to enroll in another PE activity

class. Students may not enroll in more than two PE classes per semester

nor can students enroll in the same type of activity class during the same

semester (e.g., enrolling in two periods of weight training).

Health

14

190/191: English 1 S1/S2

Grades: 9

Prerequisites: None

Credit: 1.0 credit of Language Arts (NCAA core course)

English 1 is a course that provides a foundation for the further

study of Language Arts as defined by the Common Core State

Standards. The emphasis is on reading and analyzing literature

and informational text, and on writing narratives and essays of

various types. Students will study grammar, sentence structure,

organization, description, thesis statements, citing evidence,

and various modes of writing. They will read various types of

texts in order to determine the author's point of view and pur-

pose, to analyze the meaning, and to cite evidence from the

text. Students will also review concepts such as plot, character,

theme, setting, and figurative language. This class utilizes Pro-

ficiency-Based Teaching and Learning (PBTL), wherein stu-

dents earn credit by demonstrating that they are proficient or

better at the various skills of analyzing and writing text, and

they move through the material at their own pace.

1900/1901: English 1 Enriched S1/S2

Grades: 9

Prerequisites: Meets 8th grade benchmark; if student earned a

grade of “C” or lower in previous English class

he or she is strongly advised to meet with the

course instructor.


English 1 Enriched is a course designed to meet the standard

curriculum goals of the English Department while also provid-

ing more breadth and depth of literature and writing for those

students who are motivated and desire a greater academic chal-

lenge. The course focuses on perfecting techniques in various

modes of writing (e.g., narrative, persuasive, and expository)

and on deeper analysis of literary elements in novels, drama,

and poetry. Students taking this course should expect a sub-

stantial amount of out-of-class reading and writing as well as

having meaningful discussions and debates in class. This class

utilizes Proficiency-Based Teaching and Learning (PBTL),

wherein students earn credit by demonstrating that they are

proficient or better at the various Common Core State Stand-

ards for analyzing and writing text, and they may move through

the material at their own pace.

192/193: English 2 S1/S2

Grades: 10

Prerequisites: English 1


English 2 is a course where students will focus on strengthen-

ing reading, writing, listening, speaking, and critical thinking

skills. Throughout the course, students will concentrate on

reading comprehension, vocabulary, the writing process and the

four modes of writing—narrative, expository, persuasive, and

imaginative, as well as poetry, grammar, various literary devic-

es, and literary elements using short stories, novels, and drama.

During both semesters, teachers will use the Credit by Profi-

ciency model, wherein students earn credit by demonstrating

that they are proficient in the skills of analyzing English texts

and in writing their own pieces.

Health and Physical Education

Health (cont.)

5152: Health 2: Health Occupations Grades: 11-12

Prerequisites: Health 1; excellent attendance history; teacher

signature required; small fee charged by St.

Charles if job shadowing at the hospital facility

Credit: 1.0 credit of Health or Electives; dual enroll-

ment credit available (Mt. Hood Community

College)

The goal of this course is to expose students to the world of

health occupations. Students who take this course are required

to be enrolled for two classes periods in a row, job shadowing

at the hospital, veterinary clinic, pharmacy, emergency medical

provider, dentist, ophthalmologist, or other health facility,

which will occur a minimum of two days per week for the two

class periods. Students will also be required to research and

write essays regarding their experience at the health facility,

write a resume, research challenges facing medical profession-

als, and research the career of their choice. If job shadowing is

arranged at the hospital, a small fee must be paid to St. Charles

Healthcare at the beginning of the course.

5151/5153: Health 2: Anatomy and Physiology 1 & 2

Grades: 11-12

Prerequisites: Health 1

Credit: 0.50 credit of Health or Electives per term; dual

enrollment credit available (Central Oregon

Community College

The goals of this course are to pro-

vide students with a background in

anatomy and physiology and to

prepare students for college biology

courses. Covers body organization:

cell structures, skin, blood, heart

and circulation, immunity, respira-

tion, bones, and skeletal muscles.

Designed for students who are in-

terested in going into medical as-

sisting, health records, practical

nursing, and massage therapy pro-

grams.

Language Arts

15

Language Arts (cont.)


Grades: 10

Prerequisites: Enriched English 1 recommended. If student

earned a grade of “C” or lower in previous Eng-

lish class he or she is strongly advised to meet

with the course instructor.


English 2 Enriched is an accelerated course designed to prepare

students for advanced classes offered during the 11th and 12th

grade years. This course will be structured around the Common

Core State Standards for English Language Arts for the 11-12th

grade levels as part of the acceleration. During the course, stu-

dents will demonstrate proficiency in English Language Arts

Standards in Reading Literature, Reading Informative, Writing,

and Speaking and Listening. Students will demonstrate profi-

ciency in these standards by reading and interacting with texts

from English and American literature from various literary pe-

riods. English 2 Enriched is taught using Proficiency-Based

Teaching and Learning, meaning students are expected to gain

proficiency through various learning activities and practice

work. Students then demonstrate their proficiency by complet-

ing performance assessments. This course fulfills graduation

requirements for English.

194/195: English 3 S1/S2 Grades: 11


Credit: 1.0 credits of Language Arts (NCAA core

course)

English 3 is a survey course in American literature focusing on

major writers who have contributed—and continue their contri-

bution—to American literature, as well as the contributions of

multicultural writers. Students will develop their own reading,

writing, listening, speaking, and critical thinking skills by com-

pleting a variety of writing assignments, daily work, and spe-

cial projects. Throughout the course, students will study Amer-

ican literature in the context of American history, religion, and

thought. During both semesters, teachers use the Credit by

Proficiency model wherein students earn credit by demonstrat-

ing that they are proficient in the skills of analyzing texts, both

fiction and non-fiction, and in writing their own pieces.

196/197: English 4 S1/S2

Grades: 12



English 4 is a course designed to prepare students for further

study and further life. The course is structured using Common

Core State Standards for 11th-12th Grade English Language

Arts. These standards include Reading Literature, Reading In-

formative, Writing, and Speaking and Listening. Students will

demonstrate proficiency in these standards by reading and in-

teracting with texts from English and American literature from

many literary periods. English 4 is structured using the Profi-

ciency-Based Teaching and Learning, meaning students are

expected to gain proficiency through various learning activities

and practice work. Students then demonstrate their proficiency

be completing performance assessments. A self-paced option

may be available. This course fulfills graduation requirements

for English.

180/181: AP Language and Composition S1/S2

Grades: 12

Prerequisites: Minimum 3.0 GPA in English classes recom-

mended; English1 and 2 Enriched recommended;

if student earned a grade of “C” or below in pre-

vious English class he or she is strongly advised

to meet with the course instructor.

Credit: 1.0 credit of Language Arts (honors core class,

NCAA core course); receives weighted grade;

dual enrollment credit available (Central Oregon

Community College)

AP Language and Composition focuses primarily on the litera-

ture of the United States with intense focus on writing and rhe-

torical analysis. Students should expect an impressive amount

of outside reading and writing, including a summer reading

assignment. As with all Advanced Placement (AP) courses,

college credit is available to those students taking and passing

the national test. Designed for highly motivated individuals

who wish to pursue a college degree.

185/186: College Composition S1/S2

Grades: 11-12

Prerequisites: Minimum 3.0 GPA in English classes recom-

mended; English 1 and 2 Enriched recommend-

ed; if student earned a grade of “C” or below in

previous English class he or she is strongly ad-

vised to meet with the course instructor.

Credit: 1.0 credit of Language Arts (honors core class,

NCAA core course); dual enrollment credit of-

fered (Central Oregon Community College)

This is a college-level course concentrating on the practice of

writing skills, with a special emphasis on writing analytically,

usually about texts. Students will learn to adapt their writing

processes to the rhetorical constraints of academic writing.

This course will include argumentative and research synthesis

writing. Designed for highly motivated individuals who wish

to pursue a college degree.


Grades: 12

Prerequisites: AP Lang. and Comp. recommended; if student

earned a grade of “C” or below in previous

English class he or she is strongly advised to

meet with the course instructor.

Credit: 1.0 credit of Language Arts

English 4 Enriched is an accelerated course designed to prepare

students for college literature, writing, and humanities courses.

It is designed for advanced senior students who have already

taken AP Language and Composition, or advanced students

wishing more rigor than provided in English 4. While not an

Language Arts

16

Language Arts (cont.)

AP class, this course will focus on standards and skills needed

to pass the AP Literature and Composition exam in the spring,

and students may earn college credit if they pass that exam.

English 4 Enriched is structured around Common Core State

Standards for 11th-12th Grade English Language Arts. These

standards include Reading Literature, Reading Informative,

Writing, and Speaking and Listening. Students will demonstrate

proficiency in these standards by reading and interacting with

texts from English and American literature from the Renais-

sance to the present. English 4 Enriched is structured using the

Proficiency-Based Teaching and Learning, meaning students

are expected to gain proficiency through various learning activ-

ities and practice work. Students then demonstrate their profi-

ciency by completing performance assessments. This course

fulfills graduation requirements for English.

Language Arts Interventions/Electives

1594/1595: Language Arts Workshop S1/S2

Grades: 9-12

Prerequisites: By placement and/or student choice; reading level

test scores and/or state reading assessment score

Credit: 1.0 credit of Electives

This course is designed to help students acquire the necessary read-

ing skills to succeed in school and life. It covers reading skills and

strategies using several genres, test-taking skills, and state assess-

ment strand data to help prepare students to demonstrate the Essen-

tial Skill of Reading (as defined by the Oregon Department of Edu-

cation). Students will be simultaneously enrolled in a Language

Arts class.

1592/1593: Reading Workshop S1/S2

1485/1486: Basic Reading Workshop S1/S2

Grades: 9-12

Prerequisites: By placement only; reading level test scores and/or

state reading assessment score


This course is designed to help students acquire necessary reading

skills by focusing on comprehension and fluency. It covers read-

ing skills and strategies using several genres, test-taking skills, and

state assessment strand data to help prepare students to demon-

strate the Essential Skill of Reading (as defined by the Oregon

Department of Education). Students will be simultaneously en-

rolled in a Language Arts class.

1590/1591: Reading Strategies S1/S2

1483/1484: Basic Reading Strategies S1/S2

Grades: 9-12

Prerequisites: By placement only; reading level test scores and/or

state reading assessment score


This course is designed to help students acquire foundational read-

ing skills and strategies using several genres. It focuses on reading

decoding skills through explicit phonics instruction. Test-taking

skills to help prepare students to demonstrate the Essential Skill of

Reading (as defined by the Oregon Department of Education) are

also covered. Students will be simultaneously enrolled in a Lan-

guage Arts class.

1205/1206: English Language Development 1 S1/S2


Grades: 9-12

Prerequisites: By placement only; Woodcock-Muñoz Language

Survey (WMLS) score of 1 or 2, or Oregon Eng-

lish Language Proficiency Assessment (ELPA)

score of 1 or 2


English Language Development courses are designed to help stu-

dents acquire academic proficiency in all domains of the English

language (reading, writing, listening, and speaking). At these be-

ginning and early intermediate stages, students gain familiarity

with the sounds, rhythms, and patterns of English. Teachers intro-

duce the following language standards: constructing meaning from

oral presentations and written text; academic conversations; public

speaking; writing claims and supporting them with reasons and

evidence; conducting research; analyzing arguments; adapting

language to purpose, task and audience; vocabulary development;

creating clear and coherent grade-appropriate speech and text; and

using standard English to communicate.


Grades: 9-12


Survey (WMLS) score of 3 (RPI 34-57), or Ore-

gon English Language Proficiency Assessment

(ELPA) score of 3


At this intermediate stage, students demonstrate good comprehen-

sion of general meaning and increased comprehension of specific

meaning. Teacher introduces the following language standards at

this level: constructing meaning from oral presentations and writ-

ten text; academic conversations; public speaking; writing claims

and supporting them with reasons and evidence; conducting re-

search; analyzing arguments; adapting language to purpose, task

and audience; vocabulary development; creating clear and coherent

grade-appropriate speech and text; and using standard English to

communicate.


Grades: 9-12


Survey (WMLS) score of 3 (RPI 58-81), or Ore-

gon English Language Proficiency Assessment

(ELPA) score of 4


At this early advanced stage, students respond with detail in com-

pound and complex sentences. Teacher introduces the following

language standards at this level: constructing meaning from oral

presentations and written text; academic conversations; public

speaking; writing claims and supporting them with reasons and

evidence; conducting research; analyzing arguments; adapting

language to purpose, task and audience; vocabulary development;

creating clear and coherent grade-appropriate speech and text; and

using standard English to communicate.

Language Arts

17

204/205: Algebra 1 S1/S2

Grades: 9-12

Prerequisites: None

Credit: 1.0 credit of Mathematics (NCAA core course)

A traditional approach to the study of variables, equations, ex-

ponents, and formulas. Real world applications are employed

to aid in the understanding of algebraic concepts. Students are

encouraged to provide their own scientific calculators, espe-

cially for work at home.

206/207: Geometry S1/S2

Grades: 9-12

Prerequisites: Algebra 1 or teacher recommendation


Traditional Euclidean geometry. The course reinforces and

extends knowledge of algebra and carefully develops an under-

standing of proof. Real world applications are provided

throughout. Students are encouraged to provide their own

scientific or graphing calculators, especially for work at home.

208/209: Algebra 2 S1/S2

Grades: 10-12

Prerequisites: Geometry


A traditional approach to the study of linear, quadratic, expo-

nential, logarithmic, trigonometric, and polynomial functions.

Real world applications are used to develop and clarify func-

tion concepts. Students are encouraged to provide their own

scientific or graphing calculators, especially for work at home.

210/211: Functions/Trigonometry (Pre-Calculus) S1/S2

Grades: 11-12

Prerequisites: Algebra 2

Credit: 1.0 credit of Mathematics (honors core class;

NCAA core course); dual enrollment credit

offered (Central Oregon Community College)

Review of advanced algebra topics. Includes the study of func-

tions and their solutions. The course integrates the use of graph

-ing calculators into the processes. Exponential and logarith-

mic functions are included. This first part of the course corre-

sponds to college algebra. The study of trigonometry follows.

Includes trig functions and their graphs. Applications to prob-

lem solving including trig identities. Students are encouraged

to have their own graphing calculators.

212/213: AP Calculus AB S1/S2

Grades: 12

Prerequisites: Functions/Trigonometry

Credit: 1.0 credit of Mathematics (honors core class,

NCAA core course); receives weighted grade;

dual enrollment credit offered (Central Oregon

Community College)

Provides a background in calculus needed for those students

entering college with a major related to or requiring college

calculus. Covers graphs, functions, and limit theory, deriva-

tives and integrals and their applications, inverse functions,

techniques of integration, and sequences and series. Students

are encouraged to have their own graphing calculators.

Math Interventions

250/251: Math Workshop 1 S1/S2

256/257: Basic Math Workshop S1/S2

Grade: 9

Prerequisites: By placement only; math level assessment score


This course is designed to help those students who might need

extra assistance in successfully passing Algebra 1, Geometry,

or Algebra 2 assessments. Students set daily goals on what

they plan to accomplish and work towards completion of their

goals. Each student will focus on completing individual stand-

ards they are missing or whole sections of classes. Instructors

will be available to answer questions, provide short group les-

sons, and administer assessments to students.

252/253: Math Workshop 2 S1/S2

Grades: 10-11

Prerequisites: By placement and/or student choice; math level

assessment score


This course is designed to help students recover math credit to

get back on track for graduation. Students set daily goals on

what they plan to accomplish and work towards completion of

their goals. Each student will focus on completing individual

standards they are missing or whole sections of classes. In-

structors will be available to answer questions, provide short

group lessons, and administer assessments to students.

Mathematics

18

300/301: Integrated Science S1/S2

Grades: 9

Prerequisites: None

Credit: 1.0 credit of Science (NCAA core course)

Students who are enrolled in Integrated Science will cover

three “big ideas” during the school year: scientific inquiry,

chemistry, and physics. The first semester will cover scientific

inquiry and introduce students to chemistry. Students will write

hypotheses, identify variables, and complete a variety of inves-

tigations adhering to the steps of the scientific method. The

first semester will also expose students to the nature of matter,

atoms, molecules, and the periodic table. The second semester

will give students a foundation in physics concepts. Force, mo-

tion, speed, acceleration, energy, work, and the electromagnetic

spectrum will be covered. The goal of this course is to prepare

freshman for upper-level science classes they will take in the

future.

302/303: Introductory Physical Science (IPS) S1/S2

Grades: 9

Prerequisites: Algebra, 8th-grade teacher recommendation


Students will develop an understanding of science and the ap-

plication of scientific principles as they relate to physical sci-

ence. Students will measure mass and volume, study the char-

acteristics of solids, liquids, and gases, and develop procedures

to separate different substances. Students will then discover

the differences between elements, compounds, and mixtures,

and will work with scientific models. Finally, students will

look at radioactive decay, the periodic table, and end the chem-

istry section with sizes and masses of atoms and molecules.

The book and the course conclude with five chapters of intro-

ductory physics, including heating and cooling, potential and

kinetic energy, and we finish the year studying forces and how

they affect motion.

304/305: Biology S1/S2

Grades: 10

Prerequisites: None


Students will learn about the building blocks of life, the com-

mon biological threads that all living organisms have in com-

mon, and the scientific processes necessary to sustain life. Stu-

dents will have the opportunity to explore wide variety of liv-

ing organisms and their relationship to environment. Further-

more, students will develop an under-

standing man’s relationship to his place

in nature through current event research

and discussion. Finally, this class in-

cludes a laboratory component and will

thus focus on the development of basic

laboratory skills including the use of a

microscope.

Third-Year Science Options

308/309: AP Biology S1/S2

Grades: 11-12

Prerequisites: Chemistry recommended

Credit: 1.0 credit of Science (honors core class, NCAA

core course); receives weighted grade

AP Biology is a national standardized course that is designed to

teach high school students biology at a college level. It is a

rigorous course that challenges students to excel in biological

study. The course covers the material that would be taught in a

Biology 101 college course. Students who choose to take and

pass a proficiency test at the end of the class can obtain credit

for Biology 101 or the equivalent at most colleges, in addition

to receiving credit toward high school graduation. This class

will require a good deal of out-of-class study and reading.

There will also be many inquiry-based labs utilizing special-

ized laboratory equipment. A rigorous course; to successfully

complete the course and meet all of the required objectives,

students will need to do independent work both during the sum-

mer and throughout the school year.

310/311: Chemistry S1/S2

Grades: 10-12

Prerequisites: Algebra 1


core course)

Students will be introduced to the reasons we believe in atoms

and in molecules by looking at the properties of solids, gases,

and liquids. Students will develop an understanding of the

unique properties of elements and how they react with one an-

other. Computers will be used extensively in the laboratory.

This course is necessary for anyone considering a career in the

health care industry. A rigorous course; students should expect

daily homework.

314/315: Physics S1/S2

Grades: 11-12

Prerequisites: Algebra 2 or taken concurrently


core course)

Students will study motion, forces, collisions, waves, and light.

This course will emphasize the application of scientific con-

cepts and math relationships. Each student will build a spa-

ghetti bridge for testing, which allows him/her to practice some

engineering concepts. Experiments will include the extensive

use of computers and equipment designed to interface with

computers. This course is needed for anyone considering a

career in health care or engineering. A rigorous course; stu-

dents should expect daily homework.

Science

19

Third-Year Science Options (cont.)

330: Forensic Science

Grades: 11-12

Prerequisites: 2 years of high school science


This course is designed to take advantage of the recent interest

in forensic science to offer students an opportunity to partici-

pate in an inquiry-based course involving all fields of science.

Students will learn about the scientific principles, and laborato-

ry and field methods that forensic scientists use to solve prob-

lems. The authentic assessments will involve asking students to

examine physical evidence to establish relationships between

suspects, events, and circumstances. Students will apply the

scientific method, scientific techniques, technology, research,

and interviews to gather information. Diverse and complex

scenarios will emphasize critical thinking and encourage stu-

dents to produce evidence-based solutions to investigations.

This course will include sensitive and graphic material.

326/327: Environmental Science 1/2

Grades: 11-12

Prerequisites: Integrated Science (1 credit)

Credit: 1.0 credit of Science

In this class, students will delve into the concepts of earth sci-

ence while studying current environmental issues in conjunction

with content learning. The course is divided into four sections:

the atmosphere, hydrosphere, geosphere, and biosphere. Stu-

dents will learn specific content related to these spheres such as

understanding the causes of weather and climate, ocean life

zones and tidal rhythms, plate tectonic theory, and population

and community ecology. Specific current environmental issues

to be discussed are global warming, natural resource availabil-

ity, environmental policy, and conservation. During this class,

as in all science classes, students will utilize the scientific meth-

od to aid in scientific problem solving.

328: Introduction to Forestry

Grades: 11-12

Prerequisites: Biology


This course is an introduction to the entire discipline of forestry,

including the history of forest use and management, North

American forest regions, forest ecology, forest products, and the

importance of forest resources for uses other than wood fiber.

The course also covers an overview of state, regional, and local

employment opportunities.

329: Wildland Fire Science

Grades: 11-12

Prerequisites: None


Students will learn behaviors of wildland fire and the various

techniques used to fight fire. Students will become familiar

with basic hand tool use and safety practices. This course will

provide students the needed training for employment in the

wildland firefighting field.

743: Horticulture Science

Grades: 10-12

Prerequisites: None

Credit: 0.50 credit of Science or Applied Arts; dual


munity College)

Students will learn plant classification; plant growth require-

ments; pesticide use; germination requirements; plant propaga-

tion; and careers in related fields. The greenhouse is utilized

for this class, and there will be a student-run plant sale at the

end of the semester.

752: Animal Science

Grades: 10-12

Prerequisites: None

Credit: 0.50 credit of Science or Applied Arts; dual


munity College)

Students will learn about livestock management, including ani-

mal reproduction, nutrition, and anatomy and physiology.

Science

20

4500: Global Studies

Grades: 10

Prerequisites: None

Credit: 0.50 credit of Social Studies (NCAA core course)

In addition to an overview of geographic terms and themes, this

course will focus on political, physical, and human geography of

several world regions. Regions include Latin America, South Asia,

Africa, and others. Current social and political issues facing these

regions will also be discussed.

4600: Global Studies Enriched

Grades: 10

Prerequisites: Teacher recommendation

Credit: 0.50 credit of Social Studies (NCAA core course)

This is an enriched study of physical, cultural, and regional geogra-

phy. In addition to an overview of geographic terms and themes,

this course will focus on political, physical, and human geography

of several world regions. Regions include Latin America, South

Asia, Africa, and others. Current issues facing these regions will

also be discussed. Extra emphasis will be placed on current global

issues and problems, essay writing, and document analysis.

4501: US History 1

Grades: 10

Prerequisites: Global Studies strongly encouraged

Credit: 0.50 credit of Social Studies (NCAA core

course)

This is an American History survey course covering the time

period of 1865 to the 1920s. Topics include Westward expan-

sion, early labor conflicts, the challenges of growing cities, Pro-

gressivism, Imperialism, World War I, and the 1920s. World

history, government, geography, and economics will also be

integrated into this course.

4601: US History 1 Enriched

Grades: 10

Prerequisites: Global Studies 1 Enriched or teacher recommen-

dation


course)

This is an enriched American History survey course covering

the time period of 1865 to the 1920s. Topics include Westward

expansion, early labor conflicts, the challenges of growing cit-

ies, Progressivism, Imperialism, World War I, and the 1920s.

World history, government, geography, and economics will

also be integrated into this course. This course will emphasize

the use of primary documents, supplemental reading evaluation,

essay writing, and historical analysis.

4502: US History 2

Grades: 11

Prerequisites: Global Studies and American Studies 1 strongly

encouraged


course)

A survey of American history in the time period of the Great

Depression through the Cold War. Topics include: the causes

of the Depression, the rise of European dictatorships, the Holo-

caust, World War II, the Cold War, and the culture of the1950s.

This class will also address relevant topics in geography, world

history, government, and economics.


Grades: 11

Prerequisites: Global Studies Enr. and US History 1 Enr.

strongly encouraged


course)

A survey of American history in the time period of the Great

Depression through the Cold War, approximately 1930 to the

1960s. Topics include: the causes of the Depression, the rise

of European dictatorships, the Holocaust, World War II, the

Cold War, and the culture of the1950s. This class will also

address relevant topics in geography and world history, govern-

ment, and economics. This course will emphasize the use of

primary documents, supplemental reading evaluation, essay

writing, and historical analysis.

4503: US History 3

Grades: 11

Prerequisites: Global Studies and American Studies 1 and 2

strongly encouraged


course)

Social Studies

21

Social Studies (cont.)

A survey of American history in the time period of the mid

1960s to the present. Topics include the Civil Rights move-

ment, social movements of the 1960s, Vietnam, Watergate, the

Conservative Revolution, and the Clinton era. This class will

also address topics in government, economics, geography, and

current events.


Grades: 11

Prerequisites: Global Studies Enr., US History 1 and 2 Enr.

strongly encouraged


course)

A survey of American history in the time period of the mid

1960s to the present. Topics include the civil rights movement,

social movements of the 1960s, Vietnam, Watergate, the Con-

servative Revolution, and the Clinton era. This class will also

address topics in government, and economics. The impact of

these historical events will be used to discuss current issues.

This course will emphasize the use of primary documents, sup-

plemental reading evaluation, essay writing, and historical anal-

ysis.

4061: Government

Grades: 12

Prerequisites: Global Studies and US History 1, 2, and 3

Credit: 0.50 credit of Government (NCAA core course)

This required class for seniors is a one-semester survey course

of the United States government. Content Standards taught will

include the foundation of how the US government was formed,

the creation of the Constitution, the Constitution and individual

rights, and the institutions that the Constitution created in the

federal government. Other standards taught include Social Sci-

ence Analysis and Literacy.

4071: Economics

Grades: 12


Credit: 0.50 credit of Government (NCAA core course)

This required class for seniors is a one-semester survey course

of the American economic system and others around the world.

Content Standards taught will include the characteristics of

economies, the concepts of supply and demand, different busi-

ness organizations, and discussions on the global economy.

Other standards taught include Social Science Analysis and

Literacy.

411/412: AP Government S1/S2

Grades: 12


Credit: 1.0 credit of Government (honors core class;

NCAA core course); receives weighted grade

A college-level course in U.S. government; can earn college

credit if national AP exam is taken and passed. It will be

strongly encouraged that each student actively engage in taking

the AP exam. One-year course; can elect in place of Govern-

ment/Economics. Topics covered are the American system,

opinions, interests, and organizations, institutions of govern-

ment, and the politics of public policy.

Social Studies Electives

413: Psychology 1

Grades: 11-12

Prerequisites: None

Credit: 0.50 credit of Electives (NCAA core course for

Social Studies)

Available for 2015-2016; offered alternate years (alternating

with Topics in US History: The Holocaust). Students will study

psychological methods, biology and behavior, sensation, per-

ception, and consciousness. We will also take a close look at

memory, problem solving, and intelligence. The last part of the

course will focus on infancy, childhood, and adolescence.

414: Psychology 2

Grades: 11-12

Prerequisites: None


Social Studies)

Available for 2015-2016; offered alternate years (alternating

with Topics in US History: The Holocaust). Students will study

adulthood, motivation, and emotion. We will also discuss vari-

ous theories of personality, psychological tests, and gender

roles. The last part of the course will focus on stress and health,

psychological disorders, methods of therapy, and social interac-

tion.

404: Topics in US History: The Holocaust

Grades: 11-12



Social Studies)

Not available for 2015-2016; offered alternate years

(alternating with Psychology 1, 2). An in-depth look from an

American perspective at one of the most tragic events in histo-

ry: the calculated extermination of Jews and others in Nazi-

controlled Europe in the 1930s and 1940s.

Social Studies

22

Foreign Language: Spanish Foreign Language is not required for high school graduation.

Spanish fulfills the Fine Arts or Elective requirements. Two

years of a single foreign language (Spanish 1/2) or one year of

Level Three (Advanced Spanish) is required for admission to

and graduation from most four-year colleges. Most community

colleges have no foreign language requirement. All courses in

the Spanish Department are proficiency-based and involve per-

formance assessments.

6000: Spanish Essentials

Grades: 9-12

Prerequisites: No heritage speakers of Spanish


May be offered in alternate semesters or alternate years.

Novice-level survey of Spanish-speaking cultures and history

with basic vocabulary in Spanish. Students will participate in

crafts and games. This course is designed to prepare the stu-

dent for in-depth language study beginning with Spanish 1 and

does not meet college entry requirements for language. Recom-

mended for students who find Language Arts challenging: stu-

dents enrolled in Reading Workshop, Reading Strategies, or

English Language Development classes should enroll in Span-

ish Culture prior to taking Spanish 1. Proficiency/performance

based grading.

602/603: Spanish 1 S1/S2

Grades: 10-12

Prerequisites: English 1 (or concurrent enrollment), Spanish

Essentials, or teacher signature required; no

heritage speakers of Spanish

Credit: 1.0 credit of Foreign Language (NCAA core

course)

This class is designed for the college-bound student. Students

will learn basic communication in Spanish as well as a basic

understanding of Hispanic/Latino culture. The fundamentals of

listening, speaking, reading, and writing are stressed. Rigorous

focus on long-term language acquisition. Classwork requires

active, attentive, and persistent participation (i.e., speaking) in

group and partner settings. Class members will be expected to

actively participate in a variety of experiences including speak-

ing tests. It is strongly recommended that students pass Semes-

ter 1 to continue with Semester 2. Students enrolled in Reading

Workshops, Reading Strategies, or English Language Develop-

ment classes should enroll in Spanish Essentials prior to taking

Spanish 1. Proficiency/performance based grading.

604/605: Spanish 2 S1/S2

Grades: 11-12

Prerequisites: Spanish 1; no heritage speakers

Credit: 1.0 credit of Foreign Language (NCAA core

course)

This class is designed for the college-bound student. Rigorous

focus on long-term language acquisition, with emphasis on spo-

ken and impromptu language use. Classwork requires active,

attentive, and persistent participation (i.e., speaking) in group

and partner settings. Grammar patterns and skill building are

continued in all four areas of language (listening, speaking,

reading, and writing). Cultural history and geography are pre-

sented in a variety of activities. It is strongly recommended

that students pass Semester 1 to continue with Semester 2. Pro-

ficiency/performance based grading.

606: Advanced Spanish

Grades: 10-12 (9th graders only with permission of in-

structor)

Prerequisites: Spanish 2 or heritage speaker of Spanish

(hispanohablante)

Credit: 0.50 credit of Foreign Language (honors enrich-

ment class-2 semesters, NCAA core course)

May be offered in alternate semesters or alternate years.

Check with instructor to verify course availability.

This class is designed for the college-bound student. Rigorous

focus on long-term language acquisition, with emphasis on spo-

ken and impromptu language use. Classwork requires active,

attentive, and consistent participation (i.e., speaking) in group

and partner settings. Language arts in Spanish for hispanohab-

lantes (students who already speak Spanish) as well as Spanish

3 and Spanish 4 students. Exploration of Hispanic/Latino cul-

ture and literature in Spanish. Development of the four lan-

guage skills (listening, speaking, reading, and writing). Stu-

dents will be expected to collaborate with each other to bring

their personal strengths in Spanish to the group. Grading is

based on each student’s portfolio of evidence and Individual-

ized Learning Plan. Up to four terms may be taken for credit.

23

7000: Success 111

Grade: 9

Prerequisites: None

Credit: 0.50 Applied Arts

This required course is designed to help students foster aca-

demic success in their high school careers, and to aid in suc-

cessfully reaching life goals set by the individual student. Stu-

dents will be introduced to strategies for identifying possible

career interests and researching those interests, and end the

semester with a working digital and paper career resource port-

folio using Naviance. The student’s working portfolio will be

accessible to him/her throughout the rest of his/her high school

career and beyond, in order to build upon the foundational

framework started with the work done here.

4150/4151: Language and Culture of the Confederated

Tribes of Warm Springs S1/S2

Grade: 9-12

Prerequisites: None


This course is a survey of Native American literature, lan-

guages, history, styles of dance, music, visual arts, and social

customs of American tribal communities with emphasis on the

Confederated Tribes of Warm Springs. This course will take a

comprehensive approach to studying the contemporary issues

affecting the group in the past and present, with a look toward

the future. Topics could include Native American literature

and instruction in the CTWS ancestral languages of Kiksht,

Numu, and Ichishkiin.

804/805: JROTC 1 S1/S2

806/807: JROTC 2 S1/S2

808/809: JROTC 3 S1/S2

810/811: JROTC 4 S1/S2

Grades: 9-12

Prerequisites: None for JROTC 1; passing grade required be-

fore advancing to next level


This Program of Instruction (POI) focuses on the development

of better citizens through the instruction of skills in leadership,

citizenship, life success, geography, and wellness in a struc-

tured, interactive environment. The program intends to teach

cadets to: appreciate the ethical values and principles that un-

derlie good citizenship; develop leadership potential while liv-

ing and working cooperatively with others; be able to think

logically and to communicate effectively with others, both oral-

ly and in writing; appreciate the importance of physical fitness

in maintaining good health; understand the importance of high

school graduation for a successful futures, and learn about col-

lege and other advanced education and employment opportuni-

ties; develop mental management abilities; become familiar

with military history as it relates to America’s culture, and un-

derstand the history, purpose, and structure of the military ser-

vices; and develop the skills necessary to work effectively as a

member of a team.

1321/1331: Yearbook and Leadership S1/S2

Grades: 10-12

Prerequisites: Application and teacher recommendations


While ASB/student leadership officers are strongly encouraged

to enroll in Yearbook and Leadership, this is open to any stu-

dent who wishes to apply and be recommended for it. This is a

class for self-directed students who are able to get along with

others, structure their time, be good role models and leaders,

and be responsible for the completion of assigned projects.

Students will be responsible for planning pep assemblies and

creating other activities to promote a positive school climate

(food drive, blood drive, spring fling, etc.). Students are also

responsible for development and publication of the Hi-Sage

Yearbook. Skill and/or aptitude in writing, design, or photog-

raphy is a plus, but students can contribute at all levels. Selling

of ads and promotion of Yearbook sales are required. Instructor

uses the Credit by Proficiency model, wherein students earn

credit through personal mastery of standards related to tasks in

class.

134/135: Yearbook Editor S1/S2

Grades: 11-12

Prerequisites: Yearbook and Leadership, teacher invitation


class)

This is a class for self-directed students who are willing to take

on a leadership role in overseeing development and completion

of the Hi-Sage Yearbook. Yearbook Editors must be able to get

along with others, structure their time well, meet deadlines, and

produce quality work.

814: Teen Parenting Lifeskills

Grades: 9-12

Prerequisites: Teacher signature required

Credit: 0.50 Pass/Fail credit of Electives

This course is repeatable. A lifeskills class for pregnant and

parenting teens. This class offers a supportive environment to

students who balance parenthood and school. The class content

is based on the needs of the individual student with a strong

focus on positive parenting, pre/post-natal health for parent and

child, community resources, and building strong families and

healthy relationships.

865: TPP Child Care Center Teacher Assistant

Grade: 11-12

Prerequisites: Teacher approval

Credit: 0.50 Pass/Fail credit of Electives

This course is repeatable. Students must love to work with

kids age 6 weeks to 4 years. Other skills/assets: ability to

work with others, good attendance, and desire to gain experi-

ence in a professional childcare setting. Having childcare or

babysitting experience is a plus but not a requirement.

Electives

24

817: Office Assistant

Grades: 11-12

Prerequisites: Administrative signature required


Students will perform various duties as assistants in the Main

Office or Student Services, including copying, sorting and de-

livering mail, and delivering messages.

821: School to Work/General Work Experience

Grades: 11-12

Prerequisites: Counselor approval

Credit: 0.50 credit of Electives; dual enrollment credit

available (Central Oregon Community College)

On-site actual work by the student that is not related to the cur-

riculum of the student’s occupational goal, but which is coordi-

nated by school staff and is approved in advance with the STW

Coordinator. Minimum requirements for 0.50 credit of work

experience include 60 hours in the workplace and 8 writing

assignments.

822: School to Work/Internship

Grades: 11-12

Prerequisites: Counselor approval

Credit: 0.50 credit of Electives; dual enrollment credit

available (Central Oregon Community College)

Students choose and are placed in a local business where they

explore a career area of interest, learn basic transferable work

skills, and gain additional information for planning their next

job or career step after high school. Minimum requirements for

0.50 credit for internship include 60 hours in the workplace and

8 writing assignments

820: School to Work/Peer Tutor

Grades: 11-12

Prerequisites: Counselor approval; good GPA, attendance,

and behavior history


The same as an internship with the exception that the mentor is

an elementary school teacher. The student works in the ele-

mentary classroom with the teacher/mentor learning transfera-

ble workplace skills as well as a variety of skills associated

with elementary teaching. In addition to the classroom experi-

ence, students will be responsible for assignments.

8202: Teacher Cadets

Grades: 11-12

Prerequisites: Counselor approval; good GPA, attendance,

and behavior history


This course is a study of the history, development, organiza-

tion, and practices of preschool, elementary, and secondary

education designed to increase the number of students in the

education pipeline and to recruit qualified, caring, and compe-

tent teachers for the state of Oregon.

5152: Health 2: Health Occupations Grades: 11-12

Prerequisites: Health 1; excellent attendance history; teacher

signature required; small fee charged by St.

Charles if job shadowing at the hospital facility

Credit: 1.0 credit of Health or Electives; dual enroll-

ment credit available (Mt. Hood Community

College)

The goal of this course is to expose students to the world of

health occupations. Students who take this course are required

to be enrolled for two classes periods in a row, job shadowing

at the hospital, veterinary clinic, pharmacy, emergency medical

provider, dentist, ophthalmologist, or other health facility,

which will occur a minimum of two days per week for the two

class periods. Students will also be required to research and

write essays regarding their experience at the health facility,

write a resume, research challenges facing medical profession-

als, and research the career of their choice. If job shadowing is

arranged at the hospital, a small fee must be paid to St. Charles

Healthcare at the beginning of the course.

7001/7002: AVID S1/S2

Grades: 9

Prerequisites: Application required


AVID is Advancement Via Individual Determination. This

elective class is designed to foster encouragement and support

for those students who, although may desire to attend college,

need extra academic, career-planning, and even emotional sup-

port. AVID students learn organizational and study skills, work

on critical thinking and asking probing questions, get academic

help from peers and college tutors, and participate in enrich-

ment and motivational activities (guest speakers, college and

career exploration, etc.) that make college seem attainable.

More information about AVID can be found at http://

www.avid.org/secondary.ashx. Interested students and families

should consider joining the extracurricular groups Juntos

(Latino focus), Papalaxsimisha (Native American focus), and

Together (Anglo focus); see Page 25.

Interested in Driver Education? Contact High Desert Educational

Service District (HDESD) 541-693-5699

www.hddriversed.org

“The Oregon Parent Guide to Teen Driving” http://www.odot.state.or.us/forms/dmv/7190.pdf#parent_teen

Electives

http://www.hddriversed.org/

25

Get involved!

Associated Student Body (ASB): Student-run leadership organiza-

tion at the high school that plans student activities which include

homecoming week, blood drives, and assemblies. The student pep

group “The Herd” is also an extension of ASB.

Art Club: Goes on field trips to see art.

Be the Change (BTC): Supports a community of acceptance and

connection, continues the work of Challenge Day.

Book & Movie Club: Anyone can join any time, and the goal is to

enjoy reading and discussing books that have also been made into

movies.

Cultural Enrichment Club:

Drama Club: Produces plays for the enjoyment of students, their

families, and the community.

Future Business Leaders of America (FBLA): Provides business

leaders of tomorrow with the necessary skills to successfully compete

in the job market, pursue post-secondary education, or manage person-

al skills. Members learn how to lead and participate in group discus-

sions by engaging in practical problem solving and decision-making

activities. Members learn the value of competition through directed

competitive events.

Future Farmers of America (FFA): Part of the National FFA Or-

ganization which is a youth leadership organization centered on agri-

culture, food, fiber, and natural resources systems.

Gay-Straight Alliance (GSA): Setting that brings together LGBTQ

and straight students to support each other, provide a safe place to

socialize, and create a platform for acceptance.

Graphic Tech Club: Involved in a number of fundraising activities

such as creating and selling photo buttons, water bottles, t-shirts, and

other printed projects.

JROTC Drill Team: Highly disciplined precision marching unit with

interstate competitions held in Oregon and Washington.

Juntos: Make the dream of going to college happen. This club pro-

vides support for Latino students and their families who are interested

in going to college.

Link Crew: International organization that trains juniors and seniors

to act as mentors for frosh class, help with frosh orientation, back-to-

school night, and other leadership activities.

National Honor Society (NHS): Annual induction to NHS and com-

munity service projects each year.

Papalaxsimisha: a free program that offers Native American parents

and their students the knowledge and resources to graduate from high

school and create a pathway to a higher education.

Pep Band: Music club that plays at home football and basketball

games.

Science and Math Investigative Learning Experience (SMILE):

Learn about science and how it applies to habitats, ecosystems, and

living organisms.

Shooting Club: Part of JROTC.

SkillsUSA: National student-directed leadership class for students in

the career and technical education program.

Together: Make the dream of going to college happen. This club

provides support for Anglo students and their families who are inter-

ested in going to college.

Extracurricular Activities

MHS Sponsored Clubs and Activities

School-Sanctioned Competitive Teams

Oregon High School Equestrian Team (OHSET)

Water Polo

Fall

Cheerleading

Cross-Country

Football

Soccer

Volleyball

Winter

Basketball

Cheerleading

Wrestling

Swimming

Spring

Baseball

Softball

Tennis

Track and Field

MHS Sponsored Athletics

Interested in a Foreign Exchange Experience?

Plan for your future!

MHS believes a foreign exchange experience will teach you

many life skills vital to post-secondary success. We are now

meeting with students, reviewing evidence, and learning from

students participating in foreign exchanges, and potentially

awarding high school credit!

26

Notes

madras high school course description...

Documents