school board of miami-dade countymnorland.dadeschools.net/curriculum bulletin_10.pdf · curriculum...

SCHOOL BOARD OF MIAMI-DADE COUNTY Ms. Perla Tabares Hantman, Chair

Dr. Lawrence S. Feldman, Vice‐Chair

Dr. Dorothy Bendross‐Mindingall, Board Member

Mr. Carlos L. Curbelo, Board Member

Mr. Renier Diaz de la Portilla, Board Member

Dr. Wilbert “Tee” Holloway, Board Member

Dr. Martin Karp, Board member

Ms. Raquel A. Regalado, Board Member

Dr. Marta Pèrez, Board Member

Mr. Alberto M. Carvalho, Supertintent of schools

EDUCATION TRANSFORMATION OFFICE

Mr. Nikolai P. Vitti, ETO Assistant Superintendent Ms. Martha Montiel, Administrative Director Mr. Yaset Fernandez, Executive Director

Ms. Darliny G. Katz, Instructional Supervisor Ms. Viviana Arias, Instructional Supervisor

Mr. Ernesto Gonzalez, Instructional Supervisor

ADMINISTRATION Principal………………………………………………………………………………………………………..…Mr. Luis B. Solano Vice Principal……………………………………………………………………………………………………Mr. Ja Marv Dunn Assistant Principal……………………………………………..……………………………………………………Ms. Try Diggs Assistant Principal……………………………………………………………………………………………..Mr. Reginald Lee Assistant Principal……………………………………………………………..……………….Dr. A. Michelle Digirolamo

STUDENT SUPPORT SERVICES

Student Services Chairperson……………………………………………………………………Mrs. Christina B. Lloyd College Assistant Program Advisor……………………………………………………………………..Ms. Sonja Miller Activities Director……………………………………………………………….………………………………..Ms. Lori Bailey Athletic Director……………………………………………………………………………………………………….Mr. Ira Fluitt Business Manager……………………………………………………………………………………………..Mr. David Schorr

“Commit to Excellence” MIAMI NORLAND SENIOR HIGH SCHOOL

1050 NW 195TH Street Miami, Florida 33169

(305) 653-1416 (305)651-6175 FAX

TABLE OF C

Table of Contents…………………………………….………….………2

Principal’s Message…………………………………………………..…4

Mission Statement……………………………………………………...5

Department Chairpersons……………………………………….....6

Secondary Reform Framework……………………………….....7

Subject Selection Registration……………………………..…..…8

High School Graduation Programs…………….......…….….10

High School Graduation Requirements……………………..12

Special Education: Special Diploma……........................16

Waiver for FCAT…………………………………………………..…..17

Admission to the Florida State University System.......23

Florida’s Bright Futures Scholarship Program……………24

Florida Academic Scholars

Florida Medallion Scholars

Florida Gold Seal Vocational Scholars……………………25

Career Planning/ College Entrance Examinations……..27

The Career Technical Education/ College Connection.27

CTE Courses

High School Diplomas/ Certificates…………………………..28

Standard Diploma

Certificate of Completion

CPT- eligible Certificate of Completion

Special Diplomas and Special Certificate of

Completion………………………………………………………………28

Grading Student Performance………………………………...29

Grade and Bonus Point Values………………...………………30

Provisions for Acceleration……………………………………….31

Home Learning Policy.…………………………………….……....34

Attendance Policy…………………………………………………….35

Eligibility requirements for participation in Athletics and

ONTENTS

Activities………………………………………………………………..….37

The Family Educational Rights and Privacy Act……….….39

Magnet/ Innovative Choice Programs……………….……….40

Viking Freshman Academy………………………………….……..43

Academy of Hospitality & Tourism……………………….……44

Academy of Teaching Profession…………………………….…46

Academy of Law, Public Safety, Corrections, &

Security…………………………………………………………………..…48

S.P.E.D. Department……………………………….………..….…...49

Academy of Information Technology………………………...50

Academy of Visual and Performing Arts………………….…52

Academy of Biotechnology & Forensic Science............54

Advanced Placement Department…………………………....55

AP Policy……………………………………………………………….…..57

Clubs, Organizations…………………………………………….……58

Course Descriptions……………………………………………….….61

Language Arts…………………………………………………….……..61

Mathematics….………………………………………………….………65

Timeline for Implementation of the Secondary School

Redesign Act Amendment…………………………………………67

Science….………………………………………………….……….…..…70

Social Studies…..………………………………………………….….…73

Foreign Language……………………………………………….….….77

Fine Arts……………………………………………………………….…..78

Academy of Information Technology………………….…..…83

Cooperative Education………………………………………….…..84

JROTC………………………………………………………………….…….85

Physical Education………………………………………………..……86

Special Education …………………………………….……………....87

English for Speakers of Other Languages…………….….….91

MISSION STATEMENT

The Mission of Miami Norland Senior High School is to provide a quality experience

that will educate students to fulfill their roles as responsible, productive citizens, who

respect individuality and cultural differences and who realize their potential as lifelong

learners.

VISION

The vision of Miami Norland Senior High School is to endeavor to be the exemplar

for academic, social, and cultural values for the greater Miami Norland community. We

strive to facilitate the embrace of ever higher academic achievement, the joy of cultural

diversity, and the importance of social responsibility and conscience among the students

and staff; we envision a community where these beliefs and values will be supported

and embraced by all of our stakeholders. The realization of this vision will be a future

where our students will make positive local, national and global contributions through

the internalization and actualization of lifelong academic, social, and emotional

development and welfare.

DEPARTMENT CHAIRPERSONS

Academy of Hospitality & Tourism Magnet Lead Teacher………………………………………….Lena McArthur Academy of Law Public Safety, Correction and Security…………………………………Erhabor Ighodaro Academy of Visual and Performing Arts……………………………………………………………Vanette E. Pinder Advanced Placement……………………………………………………………………………………………………Mary Morcos Business Education………………………………………………………………………..………………………Lou Ann Goddard Academy of Teaching Profession………………………………………………………………………………..Johnnie Young Exceptional Student Education…………………………………………………………………………….......…….Sonja Ross Fine Arts……………………………………………………………………………………………………………………..Lori Quintiliani Foreign Language……………………………………………………………………………………………………….Gloria Cordova Freshman Academy……………………………………………………………………………………………...….Nikeyta Jackson Health /Driver’s Education / Physical Education………………………………………………Barbara Smith-Brown JROTC…………………………………………………………………………………………………………….Colonel Richard Hinton Language Arts………………………………………………………………………………………………………....……..Hope Grant Mathematics………………………………………………………………………………………..…………………Tarrence Holmes Media Center……………………………………………………………………………………………………….Trevor Colestock Reading…………………………………………………………………………………………………………………....Nikeyta Jackson Reading Coach………………………………………………………………………Hope Grant/Vernatta Lee/Linda Garcia Science………………………………………………………………………………………………………………………Chanda Gilzean Social Studies……………………………………………………………………………………………………….……….Cynthia John Student Services……………………………………………………………………………………………………..Christina B. Lloyd Testing………….………………………………………………………………………………………………………………..Toni Cooper Vocational Education……………………………………………………………………………………………Lou Ann Goddard

SCHOOL REFORM FRAMEWORK Miami-Dade County Public Schools’ Secondary School Reform Framework is designed to transform high schools into high performing educational centers. To accomplish this task, Miami Norland Senior High’s ninth graders will be assigned to small learning communities. These communities will monitor the students’ academic and social progress through their high school years, providing guidance and offering the student with career exploration opportunities. The students will select a career pathway at the end of the ninth grade year and follow the course of study for that pathway for their 10-12 grade years. The goal is to provide students with a solid educational foundation during their early high school years which they can put into use through internship as seniors.

UNIQUE PROGRAM(S) / FEATURES OF MIAMI NORLAND SENIOR HIGH SCHOOL

MIAMI NORLAND SENIOR HIGH SCHOOL’S INNOVATIVE EIGHT-PERIOD FLEXIBLE BLOCK SCHEDULE In 2005-2006, Miami Norland Senior High established an eight period alternating block schedule which permits students to complete 32 credits in 4 years. SOME ADVANTAGES OF THE EIGHT-PERIOD FLEXIBLE BLOCK SCHEDULE It is easier to focus with fewer classes per day. Students have an opportunity to take more academics and experience more elective

classes. Students enjoy more activities and variety in their classes. There is more time for review. Teachers can give more individualized instruction to students.

WHAT IS ALTERNATING DAY BLOCK SCHEDULING? Four Class periods per day = 8 class periods Class time = 90 minutes Classes meet on an alternate odd/even schedule

.

SUBJECT SELECTION REGISTRATION

ASK YOURSELF NOW: “WHAT ARE MY CAREER PLANS?” AND “WHAT DO I PLAN TO DO AFTER HIGH SCHOOL GRADUATION?”

Dear Students and Parents, Selection registration is an extremely important time for students at Miami Norland Senior High School. Decisions

made at this time affect student’s schedule for the 2011‐2012 school year. The registration process involves many people, not just students and parents. Teachers and counselors will help students determine the proper courses next year. Student registration enables the faculty and staff to determine the number and type of courses that will be offered next year. Low student enrollment is one of the reasons that certain courses do not make the final master schedule. Although students are sometimes frustrated by that outcome, each school must utilize its resources to service the needs of the entire population. Therefore, students are asked to list alternative elective courses to ensure that their schedule meets their individual needs. Knowledge of course credits are necessary for students to register in the appropriate courses. As you plan your course of study, remember that high school will prepare you for career, technical school and/ or university study. Miami Norland Senior High School offers a variety of magnet programs, academies and career pathways. Our outstanding vocational, business and fine arts courses offer in‐depth preparation for students who plan to enter the world of work upon graduation as well as those who plan to continue their education beyond high school. Review the career strands carefully, discuss the choices with your family and teachers, and remember that it is important to select your electives in consecutive order so you will leave high school prepared for your future.

HOW TO USE THIS BULLETIN Read the entire Curriculum Bulletin carefully. Know the requirements for graduation. Make a four year plan. What courses do you need to take in the 9, 10, 11, 12 grades? Refer to the appropriate career pathway, academy and department for the list of course offers. Use the Subject Selection Worksheet provided to you by the Student Services Department. Acquire the approval of a teacher or Department Chairperson when signatures are required. Sign up for eight subjects. Intensive Reading and/ or Mathematics elective will be assigned to students based on the FCAT exam. All students in grade eleven must be enrolled in a science course, even if science credit requirements have been met. All students in grade 10 must be enrolled in a Creative Writing course. Select four (4) ELECTIVE SUBJECTS along with alternatives. Put them in order of preference. If your choice is closed, you will be scheduled into your next course, etc. Note that all semester courses are paired with other semester courses. You will be required to take both semester courses as an annual block. Work with your counselor to complete your worksheet if you need assistance.

A reminder: student initiated schedule changes for 2011-2012 should be completed by June 1, 2011. Counselors may be available on a limited basis during the summer to discuss individual situations to career/ educational changes. Schedule changes during the opening of school are based on the following criteria: ONLY: (a) completion of a scheduled course during summer school; (b) computer error; and or (c) class leveling. During

class leveling students can be moved from one section to another depending on the capacity of the class.

Miami-Dade County Public Schools

2011-2012

GRADUATION GUIDELINES & COURSE REQUIREMENTS

High School Graduation Programs

2011-2012 High School Graduation Options and Requirements

Admission to Florida State University System

Florida’s Bright Futures Scholarship Program

Career Planning / College Entrance Examinations

Career Technical Education / College Connection

High School Diplomas / Certificates

Grading Student Performance

Grade Point Average

Provisions for Acceleration

Homework Policy

Attendance Policy

Eligibility for Participation in Interscholastic Extracurricular Athletics and Activities

Student Rights and Responsibilities

The Family Educational Rights and Privacy Act

Magnet Programs

CURRICULUM BULLETIN - 1 FRONTMATTER

HIGH SCHOOL GRADUATION PROGRAMS

The Secondary School Redesign Act, also known as the “A++ Plan for Education,” was initially passed by the Florida Legislature and signed into law by the Governor to become effective on July 1, 2006 and was amended by the Legislature in the 2010 session. The provisions of this law include academic course requirements at the middle school level to better prepare middle school students for senior high school. Also, in order to increase the rigor and relevance of the senior high school experience and to prepare high school students for college and the workplace, the high school instructional program was changed significantly. Ninth graders who entered high school in the 2007-2008 school year and thereafter, are required to earn 16 core academic credits and eight elective credits in order to graduate with a high school diploma. Core requirements consist of four credits in English and mathematics; three credits of science and social science; one credit of fine and performing arts; and one credit of physical education with the integration of health education. The amended Secondary School Redesign Act increased the rigor of mathematics and science requirements and also revised the assessment procedures used to assess student performance. Currently, there are five options for high school graduation and earning a diploma, two of which are accelerated options. Students and their parents may select from one of the five options, although if the student and his/her parents do not select a graduation option, the student will be considered to have selected the four-year, 24-credit standard program. In order to graduate all five options require students to earn a passing score on the Grade 10 Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) Reading test, earn a specific grade point average (GPA) on a 4.0 scale, and successfully complete the required courses listed in the chart entitled 2011-2012 Graduation Requirements.@ The graduation options are as follows: • A four-year, 24-credit standard program; • A three-year, 18-credit college preparatory program; • A three-year, 18-credit career preparatory program; • An International Baccalaureate program; and • An Advanced International Certificate of Education program. Prior to selecting one of the two three-year, 18-credit programs the following requirements must be met: 1. The requirements, advantages, and disadvantages of each graduation option are to be explained

to the student and his/her parents. 2. A signed parental consent form (FM-6911) must be submitted to the principal and school

counselor to enroll in either one of the accelerated programs. The requirements for the two three-year, 18-credit options have been changed several times by the Florida Legislature since these options became available to students in 2003-2004. Students are responsible for the requirements in force at the time they selected an accelerated program. As mentioned above, the requirements for the four-year, 24-credit program were changed by the Florida Legislature for students who entered the 9th grade in 2007-2008 and again for students who entered 9th

grade in 2010-2011. Students who enrolled in the four-year, 24-credit program prior to July 1, 2007, are responsible for the requirements in force at that time. High school courses successfully completed by a student in grades 6 - 8 can be applied to the requirements for graduation. However, the student and his/her parents are reminded that high school credits earned prior to 9th grade as well as those through the adult education program may not be recognized by the National Collegiate Athletic Association (NCAA) toward a student’s eligibility to participate in college athletics. For information regarding athletic scholarships and eligibility, it is recommended that contact be made with the National Collegiate Athletic Association (NCAA) at www.ncaa.org or the athletic director at the student’s school. A student selecting either of the two three-year, 18-credit programs must be enrolled in high school for a minimum of three school years. Upon graduation this student will be eligible to apply for a Florida Bright Futures Scholarship, if he/she has met the program’s requirements. A student, who has selected one of the three-year, 18-credit programs and is considering enrollment in a magnet school/program, career-focused academy, or career technical education preparation program, will need to inquire about the requirements of the specific program. There are certain programs which have requirements that would not be able to be met within either accelerated option. Staff responsible for the individual programs will be able to explain the requirements of a given program and whether or not it would be possible to meet those requirements within the three-year, 18-credit option. Students who successfully complete the International Baccalaureate curriculum or the Advanced International Certificate of Education curriculum meet the graduation requirements and are eligible to receive a standard diploma. In order to graduate, a student who has selected the four-year, 24-credit standard program, must demonstrate mastery of the Next Generation Sunshine State Standards and complete a community service project. In order to be designated as a 10th grade student, a 9th grade student must have earned a minimum of four credits, which must include one credit in English/ESOL and/or one credit in mathematics. To be designated as an 11th grade student, a 10th grade student must have earned a minimum of 9 credits, which must include two credits in English/ESOL, one credit in mathematics, and one credit in science OR one credit in English/ESOL, two credits in mathematics, and one credit in science. To be designated as a 12th grade student, an 11th grade student must have earned a minimum of 16 credits, which must include three credits in English/ESOL, two credits in mathematics, and two credits in science OR two credits in English/ESOL, three credits in mathematics, and two credits in science. For a student enrolled in either one of the two accelerated graduation programs, the student must earn at least five credits by the end of grade 9 and 11 credits by the end of grade 10. Entering 9th grade students must have completed an electronic Personalized Education Plan (ePEP). The ePEP should have been initiated in middle school and reviewed and revised, if necessary, at each grade level thereafter. Students entering 9th grade without an ePEP, must complete one no later than the end of the first semester of 9th grade.

HIGH SCHOOL GRADUATION REQUIREMENTS

2011-2012 This table represents requirements for students who entered 9th grade in the 2007-2008 through 2010-2011 school years. In order to graduate from high school and earn a diploma, students must successfully complete the required credits, earn the required grade point average (GPA), and earn a passing score on the FCAT graduation test.

24 CREDIT OPTION

18 CREDIT COLLEGE

PREPARATORY OPTION

18 CREDIT CAREER

PREPARATORY OPTION

ENGLISH/ESOL

4 credits (major concentration in composition, reading for information, and literature)



MATHEMATICS

4 credits (Algebra I, Geometry, & 2 courses at the Algebra II level or higher)



SCIENCE

3 credits (Earth/Space Science & Biology I and 1 course from the following: Chemistry, Physical Science, Physics, or Integrated Science III)



SOCIAL SCIENCE

3 credits (World History, United States History, United States Government, & Economics)



FOREIGN

LANGUAGE

Not required (foreign language credit is required for admission to state universities)

2 credits in the same language or demonstrated proficiency in a second language

Not required

PERFORMING/FINE

ARTS

OR

PRACTICAL ARTS

1 credit in performing/ fine arts or a practical arts course that incorporates artistic content and techniques of creativity, interpretation, and imagination.

Not required Not required

PHYSICAL

EDUCATION/ HEALTH

1 credit

Not required

Not required

ELECTIVES 8 credits 2 credits

3 credits in a single career/ technical education program & 1 elective credit; or 3

credits in a single technical certificate dual enrollment & 1 elective credit; or 4 credits in career/ technical education (including 3 credits in one sequential career/technical education program)

GRADE POINT

AVERAGE(GPA)

2.0 3.5 (beginning with students who entered 9th grade in 2006-2007 and thereafter; for students who entered 9th grade prior to 2006-2007, required GPA is 3.0)

3.0

MINIMUM GRADE TO

EARN COURSE

CREDIT

D

B (weighted or unweighted)

C (weighted or unweighted)

ANTICIPATED TIME

TO COMPLETION

4 years

3 years

3 years

TESTING

Students must earn a passing score on the Grade 10 FCAT 2.0 Reading or scores on a standardized test that are concordant with the passing scores on the FCAT (ACT or SAT)



COMMUNITY

SERVICE

Required (see Explanatory Notes chart)

Not required

Not required

1. Explanatory Notes ENGLISH/ LANGUAGE ARTS

English I, II, III, & IV or English I-IV Through ESOL are required to meet the English/language arts graduation requirement. This requirement applies to all three graduation options. It should be noted that grade 9 and 10 students who scored at Levels 1 and 2 on the most recent administration of the FCAT reading test as well as grade 11 and 12 retakers will be required to take an intensive reading course in lieu of an elective and in addition to the required English course. ELLs scoring at Levels 1 and 2 on the most recent administration of FCAT reading are to be enrolled in a Developmental Language Through ESOL course in lieu of an intensive reading course. The district’s K-12 CRRP requires each school to conduct a screening and diagnostic process to identify appropriate placement of Level 1 and Level 2 students in reading classes to be completed prior to the end of the school year. The K-12 CRRP also requires a daily double block for all students who have reading deficiencies in decoding and fluency (Intensive Reading Plus). Some high achieving FCAT Level 2 students as per the CRRP may attend either an Intensive Reading or a

homogeneously grouped language arts course, in which the language arts teacher instructs the reading course, while infusing the language arts benchmarks into the course.

MATHEMATICS

For the 24 credit option for students who entered 9th grade prior to 2007-2008, 3 credits of mathematics are required to graduate; for students who entered 9th grade in 2007-2008 and thereafter, 4 credits of mathematics are required to graduate. For the 18 credit options students must earn 3 credits. A four-year sequence includes Algebra I, Geometry, Algebra II, & Advanced Topics in Mathematics. Business Math & Liberal Arts Math meet the high school graduation requirement, but do not meet the minimum entrance requirement for the Florida University System nor the Florida Bright Futures Scholarship Award. For students who entered grade 9 in 2010-2011, Algebra I and Geometry are required graduation courses. For students entering grade 9 in 2012-2013, Algebra II will be a graduation requirement. This phase in of graduation requirements also applies to students in the two accelerated options, who, beginning with those students who entered grade 9 in 2010-2011, will be required to earn 4 mathematics credits in order to graduate.

SCIENCE

For students selecting any one of the three graduation options, 3 credits are required. The three-year recommended sequence includes: Earth/Space Science, Biology I, and 1 course from the following: Chemistry, Physical Science, Physics, or Integrated Science III. Students who entered grade 8 in 2007-2008 and thereafter, must enroll in one of the required science courses in grade 11. For students entering grade 9 in 2011-2012, Biology I will be a graduation requirement. For students entering grade 9 in 2013-2014, either Chemistry or Physics or an equally rigorous science course will be required for graduation.

SOCIAL SCIENCE Regardless of the date of entry into grade 9, for students selecting the 24 credit program and the two accelerated programs, the required courses include: World History – 1 credit, United States History – 1 credit, United States Government - .5 credit, and Economics - .5 credit.

PERFORMING/FINE

ARTS/PRACTICAL

ARTS/CAREER &

TECHNICAL

EDUCATION

For students in the 24 credit option who entered 9th grade prior to 2007-2008, they are to earn .5 credit in performing/fine arts (art, dance, theatre, music, speech, or debate) and .5 credit in practical arts (any career/technical education course or a district-approved annual computer or journalism course). It should be noted that state statute provides for three methods by which high school students enrolled in the four-year, 24-credit, standard program can meet the Performing Fine Arts/Practical Arts graduation requirement. M-DCPS students are to earn 0.5 credit in Performing Fine Arts and 0.5 credit in Practical Arts. However, students transferring to M-DCPS from another Florida school district can meet the Performing Fine Arts and Practical Arts graduation requirement if they have met one of the other two methods provided in state statute, i.e., 1.0 credit in Performing Fine Arts or 1.0 credit in Practical Arts. For students in the 24 credit option who entered 9th grade in 2007-2008 and thereafter, they must earn 1 credit in performing/fine arts or an approved practical arts (see details in Graduation Options chart above). Students enrolled in the college preparatory program or the career preparatory program do not have to meet any requirement in this area. Completion of two years in a Junior Reserve Officers Training Corps (J.R.O.T.C.) class, a significant component of which is drill, shall satisfy the one-credit requirement in performing arts. This credit may not be used to satisfy the personal fitness requirement.

PHY SICAL

EDUCATION

For students in the 24 credit option who entered 9th grade prior to 2007-2008, this requirement is met by successful completion of Personal Fitness or Adaptive Physical Education and any other approved physical education semester course. Participation in an interscholastic sport at the junior varsity or varsity level, for two full seasons, and obtaining a passing score of AC@ or higher on a competency test on personal fitness shall satisfy the one credit physical education requirement. If the student satisfies the physical education graduation requirement through the interscholastic sport option, the student must earn one additional elective credit since no credit is

granted for an interscholastic junior or senior varsity sport. Completion of one semester with a grade of C or better in a marching band class, in a physical activity class that requires participation in marching band activities as an extracurricular activity, or in a Junior Reserve Officers Training Corps (J.R.O.T.C.) class with a significant component of drills, shall satisfy the one-half physical education elective requirement, but the student must still complete the Personal Fitness or the Adaptive Physical Education course. For students who entered 9th grade in 2007-2008 and thereafter, this requirement is met by successful completion of Personal Fitness or Adaptive Physical Education and any other approved physical education semester course. Participation in an interscholastic sport at the junior varsity or varsity level for two full seasons shall satisfy the one credit physical education requirement if the student passes a competency test on personal fitness with a score of “C” or higher. If the student satisfies the physical education graduation requirement through the interscholastic sport option, the student must earn one additional elective credit since no credit is granted for an interscholastic junior or senior varsity sport. Completion of one semester with a grade of “C” or higher in a marching band class, in a physical activity class that requires participation in marching band activities as an extracurricular activity, or in a dance class shall satisfy one-half credit in physical education or one-half credit in performing/fine arts. Students must still successfully complete the Personal Fitness course or the Adaptive Physical Education course. Completion of two years of a Junior Reserve Officer Training Corps (J.R.O.T.C.) class with a significant component in drill and taking the one-half credit Personal Fitness course or, if appropriate, the Adaptive Physical Education course, shall satisfy the one-credit requirement in physical education and the one-credit requirement in performing fine arts. This credit may not be used to satisfy the personal fitness requirement or the requirement for adaptive physical education under an individual education plan (IEP) or 504 plan. Students who entered 9th grade prior to 2007-2008 must earn .5 credit in Life Management Skills. Students enrolled in either of the two 18 credit options are not required to take physical education.

ELECTIVES

For students in the 24 credit option who entered 9th grade prior to 2007-2008, 8.5 elective credits are required. Students enrolled in the college preparatory are required to take 3 credits and those students in the career preparatory program are required to take 2 credits unless they select the 5-credit career/technical option. For students enrolled in either of the two accelerated programs and who entered grade 9 in 2010-2011, the number of electives for the college preparatory program has been reduced from 3 to 2. For students enrolled in the career preparatory program the number of credits has been reduced from 2 to 1, unless they select the 4-credit career/technical option. For students in the 24 credit option who entered 9th grade in 2007-2008 and thereafter, they are required to complete 8 elective credits in sequential courses in a career/technical program, fine and performing arts, or academic content areas, selected by the student as part of the student’s ePEP. For students enrolled in the College Preparatory program at least six (6) of the 18 credits must be dual enrollment, Advanced Placement, International Baccalaureate, Advanced International Certificate of Education, or Level 3 courses. Honors courses are not included in these six credits.

COMMUNITY

SERVICE

For students in the 24 credit option, the completion of a community service project is an additional graduation requirement regardless of their date of entry into 9th grade. Students in either one of the 18 credit options are not required to complete a community service project. However, one of the requirements for the Florida Bright Futures Scholarship Program’s Academic Scholars Award is 75 hours of community service.

SPECIAL EDUCATION: SPECIAL DIPLOMA

Graduation Test Requirement Waivers for Students with Disabilities:

• IEP teams have the authority to waive passing the FCAT as a requirement for graduation with a standard high school diploma for students with disabilities whose abilities cannot accurately be measured by the FCAT. (See Appendix I).

• For certain students with disabilities, under specific circumstances, a request

may be made to the Commissioner of Education for an exemption from the graduation test requirement for students with disabilities seeking a standard diploma. (See Appendix J for a checklist of procedures for this request.)

• In order to be considered for the waiver from the FCAT graduation requirement,

the student must: 1) be identified as a student with a disability, as defined in Section 1007.02(2), F.S.; 2) have an IEP; 3) have been provided with instruction to prepare students to demonstrate proficiency in the core content knowledge and skills necessary for grade-to-grade progression; 4) have taken the Grade 10 FCAT with appropriate allowable accommodations at least twice, once in grade10 and once in grade 11; 5) and 6) be progressing toward meeting the state‟s credit/course and 2.0 cumulative GPA requirements and any other district requirements for graduation with a standard diploma.

MIAMI-DADE COUNTY PUBLIC SCHOOLS

(Describe and attach documentation.)

ADMISSION TO THE FLORIDA STATE UNIVERSITY SYSTEM Admission decisions are based on high school graduation, grade point average in academic core courses, admissions test scores, and course distribution requirements. The minimum requirements apply to all of the state universities; however, universities are permitted to have higher admission standards. There are three methods to qualify for admission into the universities: the traditional admissions criteria based on the Florida Division of Colleges and Universities sliding scale, the Talented Twenty program, or the student profile assessment.

TRADITIONAL REQUIREMENTS

In addition to graduation from an accredited high school with the 18 credits in approved college prep courses, students must meet grade point average and test score requirements as indicated on the chart below. The weighted grade point average (GPA) will be calculated by the university using a 4.0 scale from grades earned in high school academic core courses in designated subject areas. Additional weights may be assigned to certain grades in state designated Honors, Advanced Placement, International Baccalaureate, Dual Enrollment, Advanced International Certificate of Education, International Studies, and other advanced courses. Admissions eligibility for students who are not in the Talented Twenty program will be determined from the sliding scale, which allows an applicant to balance a lower recalculated GPA with a higher test score or a lower test score with a higher GPA.

If the GPA in Academic Core Courses is:

One of the following composite admission test scores must equal or exceed:

HSGPA SAT-I ACT 2.0 1140 25 2.1 1110 24 2.2 1090 24 2.3 1060 23 2.4 1030 22 2.5 1010 21 2.6 1000 21 2.7 990 21 2.8 980 21 2.9 970 20 3.0 * *

* There is no minimum test score for students with a GPA of 3.0 or better. However, either an ACT or SAT score must still be submitted.

TALENTED TWENTY

The Talented Twenty Program is part of the Governor's One Florida Initiative. Students eligible for the Talented Twenty Program are guaranteed admission to one of the eleven state universities, and are given priority for award of funds from the Florida Student Assistance Grant (FSAG). The FSAG program is a need-based grant; therefore, Talented Twenty students must meet FSAG eligibility requirements in order to be eligible for priority funding. Please note that while eligible students are guaranteed admission at one of the state universities, they may not be admitted to the campus of choice. In order to qualify for the Talented Twenty Program, one must:

Be enrolled in a Florida public high school and graduate with a standard diploma. Be ranked in the top 20% of the class after the posting of seventh semester grades (with

validation of the eighth semester ranking) for students enrolled in the 4-year, 24-credit program. For students in either one of the two 3-year, 18-credit programs, the ranking will occur after the posting of the fifth semester grades (with validation of the sixth semester ranking).

Take the ACT or SAT (with no minimum score required). Complete the eighteen college preparatory courses as specified in State Board of

Education Rule. (See www.FACTS.org. for a list of these courses.)

APPLICATION FOR STATE UNIVERSITIES:

High school counselors and College Assistance Program advisors are prepared to assist students with the application process for state university admissions. To be considered for the FSAG program, students must file the Free Application for Federal Student Aid (FAFSA) in time to meet the application deadline established by the institution they plan to attend. The FAFSA is available online at www.fafsa.ed.gov and uses parent and student income information in a formula developed by the United States Congress to calculate the financial contribution families are expected to make toward a student's post-secondary education.

STUDENT PROFILE ASSESSMENT The majority of students are admitted on the basis of their past academic achievement and admissions test scores in relation to the minimum requirements. Universities are allowed flexibility to admit a limited number of students as exceptions to the minimum requirements provided that the university determines that the student has potential to be successful in college. Applicants who do not meet minimum requirements may be eligible for admission through a student profile assessment which considers factors such as: family educational background, socioeconomic status, special talents, or the high school or geographic location of the applicant. Any important attributes of special talents should be reported with the application. The factors will not include preferences on the basis of race, national origin, or gender.

FLORIDA’S BRIGHT FUTURES SCHOLARSHIP PROGRAM The Bright Futures Scholarship Program establishes a lottery-funded scholarship for Florida high school graduates based on academic achievement, who enroll in eligible Florida postsecondary institutions. The scholarship may be used for either full-time or part-time enrollment and is renewable. Basic information and qualification requirements are outlined below. Requirements for all scholarship levels include:

Be a Florida resident and a U. S. citizen or an eligible non-citizen; Authorize the release of eligibility information to the Florida Department of Education; Earn a Florida high school diploma or its equivalent from a Florida public or private high school; Successfully complete certain courses while attaining the grade point average specified in the

scholarship type; Be accepted by and enroll in an eligible Florida postsecondary education program; Be enrolled for at least six (6) semester credit hours or the equivalent; Not have been found guilty of, nor pled no contest to a felony charge;

Apply for a scholarship from the program prior to high school graduation by completing the online Florida Financial Aid Application (FFAA) for the Florida State Student Financial Assistance Database (SSFAD) at www.FloridaStudentFinanciallAid.org ; and use the award within three years of high school graduation.

Requirements for 2011-2012 Applicants

FLORIDA ACADEMIC

SCHOLARS AWARD (FAS) FLORIDA MEDALLION

SCHOLARS AWARD (FMS)

FLORIDA GOLD SEAL

VOCATIONAL AWARD

(GSV)

AWARD AMOUNT A student may receive funding for only one award (FAS, FMS, or GSV)

Students will receive the specified (cost per credit hour) award established by the Florida Legislature each year. Currently the award amounts are $110 per semester hour at a four-year public or private institution, $68 per semester hour at a two-year institution (community college), $76 per semester hour at a Florida college offering four-year degree, and $48 per semester hour at a career/technical center. Full time students must earn 24 semester credits per academic year and students must submit a refund to the institution for any course(s) dropped or withdrawn after the drop/add period.

Students will receive the specified (cost per credit hour) award established by the Florida Legislature each year. Currently the award amounts are $83 per semester hour at a four-year public or private institution, $68 per semester hour at a two-year institution (community college), $57 per semester hour at a Florida college offering a four-year degree, and $48 per semester hour at a career/technical center. Full time students must earn 24 semester credits per academic year and students must submit a refund to the institution for any course(s) dropped or withdrawn after the drop/add period.

Students will receive the specified (cost per credit hour) award established by the Florida Legislature each year. Currently the award amounts are $83 per semester hour at a four-year public or private institution, $52 per semester hour at a two-year institution (community college), $57 per semester hour at a Florida college offering a four-year degree, and $48 per semester hour at a career/technical center. Full time students must earn 24 semester credits per academic year and students must submit a refund to the institution for any course(s) dropped or withdrawn after the drop/add period.

GRADE POINT AVERAGE

(GPA) Additional weighting for more challenging, higher level courses, i.e., 1.0 credit course = .50, 0.5 credit course = 0.25

3.5 weighted GPA using the credits listed below, combined with the test scores and community service hours listed below.

(Note: GPAs are not

rounded)

3.0 weighted GPA using the credits listed below, combined with the test scores listed below.

(Note: GPAs are not

rounded)

3.0 weighted GPA using the 16 credits listed below for a 4-year diploma and a 3.5 unweighted GPA in a minimum of 3 career/technical job-preparatory or technology education program credits in one career/technical education program). (See Other ways to Qualify for 3-year graduation options.)

(Note: GPAs are not

rounded)

REQUIRED CREDITS See Comprehensive Course Table on Bright Futures Web site to identify courses that count toward each award level.

Courses must include 16 credits of college preparatory academic courses: 4 English (3 with substantial writing) 4 Math (Algebra I, geometry, and above) 3 Science

Courses must include 16 credits of college preparatory academic courses: 4 English (3 with substantial writing) 4 Math (Algebra I, geometry, and above) 3 Science

16 credits required for high school graduation: 4 English 4 Math (Algebra I, geometry, and above) 3 Science (2 with substantial lab) 3 Social Science 1 Performing Fine Arts or 1 Practical Arts

(2 with substantial lab) 3 Social Science 2 Foreign Language (in the same language) May use up to 2 additional credits in the academic areas listed above and/or fine arts AP, IB, or AICE courses to raise the GPA.

(2 with substantial lab) 3 Social Science 2 Foreign Language (in the same language) May use up to 2 additional credits in the academic areas listed above and/or fine arts AP, IB, or AICE courses to raise the GPA.

1 Physical Education (See Other Ways to Qualify for 3-year graduation options.)

COMMUNITY SERVICE 75 hours, as approved by

M-DCPS Not required

Not required

TEST SCORES

Sections of the SAT, ACT, or CPT from different test dates may be used to meet the test criteria. For spring eligibility evaluations, test dates through the end of January will be admissible. For summer eligibility evaluations, test dates through the end of June will be admissible.

Note: High school students graduating in 2012-2013 & 2013-2014 will be required to earn higher SAT/ACT scores.

Best composite score of 1270 SAT Reasoning Test or 28 ACT

Note: The new writing sections for both the SAT and ACT will not be used in the composite. SAT Subject Tests are not used for Bright Futures eligibility. (ACT scores are rounded up for scores with .5 and higher; SAT scores do not require rounding.)

Best composite score of 980 SAT Reasoning Test or 21 ACT Note: The new writing sections for both the SAT and ACT will not be used in the composite. SAT Subject Tests are not used for Bright Futures eligibility. (ACT scores are rounded up for scores with .5 and higher; SAT scores do not require rounding.)

Students must earn the minimum score on each section of the CPT or SAT or ACT. Sections of different test types may not be combined. CPT Reading 83 Sentence Skills 83 Algebra 72 SAT Reasoning Test Critical Thinking 440 Math 440 ACT English 17 Reading 18 Math 19

OTHER WAYS TO

QUALIFY Initial eligibility criteria used in Other Ways to Qualify@ must be met by high school graduation.

National Merit or Achievement Scholars and Finalists; National Hispanic Scholars; IB Diploma recipients; Students who have completed the IB curriculum with best composite score of 1270 SAT or 28 ACT; AICE Diploma recipients; Students who have completed the AICE curriculum with best composite score of 1270 SAT or 28 ACT; GED with best composite score of 1270 SAT or 28 ACT and a 3.5 weighted GPA in the above 15 required credits; Early Admissions with best composite score of

National Merit or Achievement Scholars and Finalists and National Hispanic Scholars who have not completed 75 hours of community service; Students who have completed the IB curriculum with best composite score of 970 SAT or 20 ACT; AICE Diploma recipients who have not completed 75 hours of community service; Students who have completed the AICE curriculum with best composite score of 970 SAT or 20 ACT; GED with best composite score of 970 SAT or 20 ACT and a 3.0 weighted

The other ways to qualify listed below must also include a 3.5 unweighted GPA in a minimum of 3 career education credits in one career education program and minimum test scores listed above. 3-year Career Preparatory diploma with 3.0 weighted GPA using the 14 core credits required for graduation listed below: 4 English (3 with substantial writing) 4 Math (including Algebra I) 3 Science (2 with substantial lab) 3 Social Science; or 3-year College

1270 SAT or 28 ACT and a 3.5 weighted GPA in courses completed; or 3-year college preparatory program with best composite score of 1270 SAT or 28 ACT and a 3.5 weighted GPA in the above 16 required credits.

GPA in the above 16 required credits; or 3-year college preparatory program with best composite score of 980 SAT or 21 ACT and a 3.0 weighted GPA in the above 16 required credits.

Preparatory diploma with 3.0 weighted GPA using the 16 core credits required for graduation listed below: 4 English (3 with substantial writing) 4 Math (including Algebra I) 3 Science (2 with substantial lab) 3 Social Science; 2 Foreign Language; or GED with 3.0 weighted GPA using the core credits required for the selected high school graduation program (standard, career, or college).

Additional information on the Bright Futures Scholarship Program may be obtained on the internet: www.floridastudentfinancialaid.org/ssfad/bf or you may call toll free 1-888-827-2004.

CAREER PLANNING / COLLEGE ENTRANCE EXAMINATIONS

In completing their postsecondary education plans, students may find it advisable to complete one or more of the standardized tests listed below which are used for college admissions, career planning, placement in college courses, and/or eligibility for scholarships. Recommended grade levels during which tests should be taken are shown in parenthesis ( ). 1. ACT: American College Testing Program (11, 12) 2. ASVAB: Armed Services Vocational Aptitude Battery (11, 12) 3. PLAN : Preliminary ACT (10) 4. PSAT: Preliminary SAT (10, 11) 5. SAT I: Reasoning Test – formerly the Scholastic Assessment Test (11, 12) 6. SAT II: Subject Tests – formerly the Scholastic Assessment Test (11, 12) 7. CPT: College Placement Test (10, 11, or 12) Students should see their school counselor for further information about the tests that would be most appropriate for meeting their needs. Some tests require the completion and mailing of a registration form several weeks in advance of the test date. These materials are available in the student services office.

THE CAREER TECHNICAL EDUCATION/COLLEGE CONNECTION

Students completing specific Career Technical Education (CTE) programs can earn post-secondary hours and/or scholarships to enable them to complete post-secondary training. The following options explain how students may maximize their high school CTE course work. For additional information students should contact their program instructor or school counselor.

ARTICULATION AGREEMENTS - POSTSECONDARY CREDIT FOR CTE COURSES

Students completing CTE training courses in the high school may earn credits toward completion of CTE training programs at area technical centers (Miami Lakes Educational Center, Robert Morgan Educational Center, Lindsey Hopkins Technical Education Center). Students completing CTE training programs at area technical centers may earn credits toward an Associate of Science degree at Miami-Dade College.

Specifically negotiated agreements between the college and M-DCPS award students college credit for CTE program work successfully completed in high school.

CAREER PATHWAYS

Career Pathway is an exciting and challenging educational initiative that allows students to obtain a sequential program of study which leads to a post-secondary career. Career Pathway students typically select general programs of study; show interest in career technical fields; transition on to a two-year certificate program; or pursue an associate or baccalaureate degree. The Career Pathway program of study provides students with skills and knowledge through a variety of curriculum choices and college credits. Students should check with their school counselors for information and approval of Career Pathway courses. After graduation from high school, students can continue their career-focused education at the community college or post-secondary institutions and earn a two-year associate degree or a two-year certificate. Post-secondary credits are granted through articulation agreements which may contain a dual-enrollment component.

HIGH SCHOOL DIPLOMAS / CERTIFICATES

The Miami-Dade County School Board provides for the awarding of a standard diploma, a certificate of completion, a CPT-eligible certificate of completion, a special diploma, or a special certificate of completion.

STANDARD DIPLOMA

A standard diploma will be awarded to graduates, if the student has earned the required credits and attained the grade point average for the graduation program selected. Also, students must pass the Grade 10 Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) Reading test. The purpose of the standard diploma is to certify that the student has met all district and state standards for graduation. A special education student will be awarded a standard diploma if all of the criteria for a standard diploma have been met by that student.

SUPERINTENDENT'S DIPLOMA OF DISTINCTION

This diploma will be awarded to students who are enrolled in the 4-year, 24-credit program and complete an academically rigorous course of study. The requirements include at least four honors, Advanced Placement, International Baccalaureate, Advanced International Certificate of Education, and/or International Studies courses; and completion of 75 hours of community service, which includes identification of a social problem of interest, development of a plan for personal involvement in addressing the problem and, through papers and other presentations, evaluate, and reflect upon the experience. All students must earn a 3.5 GPA (weighted scale) by the end of the first semester of the senior year with no final grade less than a "C."

CERTIFICATE OF COMPLETION

A student who is enrolled in the 4-year, 24-credit program and has met all requirements for graduation except passing the FCAT graduation test, or earning the 2.0 GPA required for graduation shall be awarded a certificate of completion. A student may make further attempts to meet the requirements for a standard diploma.

CPT – ELIGIBLE CERTIFICATE OF COMPLETION

Students who earn the 24 required graduation credits and achieve a GPA of 2.0 or higher, but do not pass the FCAT graduation test, are eligible to receive the College Placement Test (CPT) – eligible certificate of completion. Students who receive the CPT – eligible certificate of completion may enroll directly into a Florida community college or post-secondary career and technical education program.

Based upon the score the student receives on the CPT, the student may enroll in remedial or credit courses at the community college.

SPECIAL DIPLOMA AND SPECIAL CERTIFICATE OF COMPLETION

Students with disabilities who are enrolled in the 4-year, 24-credit program and have been properly classified may be eligible to receive a special diploma or a special certificate of completion. Parents who have questions concerning these special diplomas or certificates are urged to consult the school counselor, special education department chairperson, or Regional Center exceptional student education staffing specialist.

FOR STUDENTS WHO ENTERED GRADE 9 IN 2007-2008 AND THEREAFTER, THE FOLLOWING STANDARD

DIPLOMA DESIGNATIONS ARE AVAILABLE: • Completion of four or more accelerated college credit courses in Advanced Placement, International Baccalaureate, International Certificate of Education, or dual enrollment • Career education certification • Florida Ready to Work Credential

GRADING STUDENT PERFORMANCE

By School Board directive, academic grades are to reflect the student's academic progress. The determination of the specific grade a student receives must be based on the teacher's best judgment after careful consideration of all aspects of each student's performance during a grading period, including such factors as class attendance, homework, and participation. In authorized semester courses, the student's final grade shall be determined as follows: 40 percent value for each of two nine-week grading periods and 20 percent value for the final examination, with a provision for teacher override. In authorized annual courses, the student's final grade shall be determined as follows: 20 percent value for each of four nine-week grading periods, 10 percent value for the midterm exam, and 10 percent for the final exam, with a provision for teacher override. In order to pass an annual course in grades 9-12, a student must earn a minimum of 10 grade points, of which a minimum of five must be earned in the second semester. Teacher override (either up or down) can be used. For senior high school students the forgiveness policy for required courses is limited to replacing a grade of D or F with a grade of C or higher earned subsequently in the same or comparable course. The forgiveness policy for elective courses is limited to replacing a grade of D or F with a grade of C or higher earned subsequently in another course. In either situation when a student attempts forgiveness for a grade, only the new grade will be used to compute the student=s GPA. Any course not replaced according to this policy shall be included in the calculation of the cumulative grade point average required for graduation. In both authorized semester courses and authorized annual courses, the criteria for grading certain students with disabilities may be modified by the Individual Educational Plan (IEP) team. The following are the academic grades used:

Grade Numerical Value (%) Verbal Interpretation Grade Point Value

A 90 - 100 Outstanding progress 4 B 80 - 89 Good progress 3 C 70 - 79 Average progress 2 D 60 -69 Lowest acceptable progress 1 F 0 - 59 Failure 0 I 0 Incomplete 0

GRADE POINT AVERAGE Grade point averages (GPA) may be used for any of the reasons listed below.

High school graduation Rank in class Eligibility to participate in interscholastic extracurricular activities Academic Recognition Program Placement on the honor roll and/or membership in honor societies College admissions and scholarship competitions

The grade and bonus point values shown in the chart below are used in determining unweighted (without bonus points) and weighted (with bonus points) GPA's.

Letter Grades

Grade Points

BONUS POINTS

Honors Advanced Placement

International Baccalaureate/Advanced

International Certificate of Education

A 4 1 2 2

B 3 1 2 2

C 2 1 1 1

D 1 0 0 0

F 0 0 0 0

NOTE: Dual enrollment courses are awarded the equivalent of Advanced Placement, International Baccalaureate, or Advanced International Certificate of Education bonus points as required by state statute.

The grade point average used for determining the final rank in class for students includes grades from all courses in which credits have been earned for high school graduation and the first semester of the students' final year. The calculation process produces an unweighted GPA to which bonus values are added. This GPA is used for the ranking process.

Students selecting one of the three-year accelerated programs are included in the overall class ranking for their graduation year based on the relative ranking of his/her cumulative GPA. These students are also eligible for consideration for the academic recognition program and the Talented Twenty program.

The levels of the Academic Recognition Program are as follows:

Cum Laude: the upper 15% of the graduating class, excluding the Summa and Magna Cum Laude students, using a weighted GPA or students who have a 4.0 GPA or higher

Magna Cum Laude: the upper 10% of the graduating class, excluding the Summa Cum Laude students, using a weighted GPA

Summa Cum Laude: the upper 5% of the graduating class using a weighted GPA

The school counselor can assist students and parents in determining the processes for computing the GPA's used for the various purposes listed above.

PROVISIONS FOR ACCELERATION

Students may utilize the acceleration options listed below to pursue a more challenging program of study or to accelerate entry into postsecondary institutions or vocations of their choice. In addition to the two accelerated graduation programs (the college preparatory program and the career preparatory program), there are several provisions whereby students may accelerate their graduation or take additional courses prior to graduation. These include: Middle School Option. Credits may be earned, with parental permission, in grades 6, 7, and/or 8,

which may be applied toward the total credits needed for graduation, college admission, or Florida Bright Futures Scholarship Program requirements. During the time students are enrolled in designated senior high school courses, they are considered to be grade 9 students for those class periods. The decision to accept or reject the earned credit will be made at the beginning of the student’s ninth grade year, for those high school courses taken prior to the 2007-2008 school year. The courses will remain a part of the students' middle school record. Factors to be considered in removing the courses from the high school record include the impact on the student’s GPA and subsequent rank in class, the possible lack of recognition by the National Athletic Association (NCAA) for senior high school courses taken in a grade below grade 9, and the benefit of retaking a course in which all the skills have not been mastered.

Optional Seventh Period. With prior approval of the high school principal, credits earned in an adult education optional seventh period may be applied to graduation for a senior high school program. The optional seventh period classes funded through the adult education program are considered an extension of the senior high school program.

Career Pathway. Career Pathway is a senior high school transition initiative that allows students to obtain a sequential program of study which leads to a post-secondary career. Students should check with their school counselors for information and approval of Career Pathway courses. Dual Enrollment. Dual enrollment allows high school students who have completed ninth grade to simultaneously earn college or career technical education credit toward a post-secondary degree or certificate and credit toward meeting their high school graduation requirements. Students must meet the following eligibility criteria: (a). 3.0 unweighted grade point average (GPA) to enroll in college credit courses, or a 2.0 GPA to enroll in CTE certificate courses, (b). pass the appropriate section of the college placement test (CPT), and (c). meet additional admissions criteria established by the post-secondary institution. The college courses selected by the student must count toward high school graduation. They may earn bonus points equivalent to those earned in Advanced Placement, International Baccalaureate, or Advanced International Certificate of Education courses. Approval in advance of course registration is required. Students should check with their school counselors for information and approval of dual enrollment courses. Early Admission. Early admission is a form of dual enrollment through which eligible students may enroll in a college or university on a full-time basis in courses that are creditable toward a high school diploma and the associate or baccalaureate degree. To be considered full-time, a student must enroll in a minimum of 12 college credit hours, but may not be required to enroll in more than 15 college credit hours.

Advanced Placement. Advanced Placement (AP) courses provide college experience to students while they are still high school students. AP programs are offered in each major academic area. Post-secondary credit for an AP course shall be awarded to students who score at least a 3 on a 5-point scale on the corresponding AP exam. A student who elects to enroll in an AP course that is jointly offered with a dual enrollment course may not earn postsecondary credit for that course through dual enrollment.

International Baccalaureate/Advanced International Certificate of Education/International Studies. The International Baccalaureate (IB), the Advanced International Certificate of Education (AICE), and the International Studies (IS) programs are offered in several schools for which eligible high school students earn credit toward graduation and may receive post-secondary credit at colleges and universities.

Career Education. Any career education course authorized for grades 13 or higher may be taken for credit by students in grades 9-12, based on the career objectives of the students.

Florida Virtual School. Middle and senior high school students are eligible to enroll in the Florida Virtual School (FLVS). The courses offered are teacher-facilitated and available throughout the state. Courses are based upon the same criteria as those taught in the standard high school program and, therefore, generate the same credit for students. Middle school students may earn credit only in those courses designated as "acceleration" courses as indicated above. Secondary students are also eligible to enroll in courses offered through the Miami-Dade Virtual School. A complete list of courses is available through FLVS,s web site at http://www.flvs.net or Miami-Dade Virtual School’s (M-DVS) web site at http://mdvs.dadeschools.net.

Credit by Examination. Credit by examination is a method by which post-secondary credit is earned based on the receipt of a specified minimum score on a nationally standardized general or subject area examination.

Credit Acceleration Program (CAP). Students may earn credit for selected high school courses by taking the End-of-Course (EOC) assessment for the course and earning a score that indicates the student has attained a satisfactory score on a state EOC assessment or on a district-created standardized EOC.

Students may obtain more information about any of these opportunities for acceleration from their school guidance counselors.

Florida Virtual School Option While the initiative to use Florida Virtual (FLVS) classes district-wide originated with the class-size mandate, online learning was already common place in many students’ educational experiences. With the mass proliferation of online digital content as well as changes in students’ learning modalities, virtual education is continuing to expand and is a reality of the evolution of education. A 2008 study released by the Hoover Institute at Stanford University estimates that 50% of education courses will be delivered online by the year 2019. The advantages of virtual education include self-paced learning and access to course work not available in schools or not accessible due to scheduling conflicts. Additionally, virtual education provides students with a learning environment that closely resembles the 21st century workplace. In K-12 education, more than 70 percent of school districts in the United States currently offer at least one online course and at least two states have adopted policies that require high school students to take an online course to graduate. While Florida has yet to adopt such a policy, it was considered during the last legislative session and current trends such as computer-based end-of-course tests and legislation mandating full-time, K-12 virtual education are strong predictors that Florida may soon follow suit. Florida Virtual Course Offerings • The FLVS course list can be found at this link:

http://www.flvs.net/areas/flvscourses/Pages/Course%20Catalog/CourseListing.aspx. Schools may not limit core courses that are graduation requirements to online FLVS classes. For

example, courses such as Government and Economics may be offered to students via Florida Virtual; however, face-to-face classes must also be offered.

Elective courses may be limited to online options. Courses that will be provided online through Florida Virtual will be identified on subject selection

forms.

Recommended Participation Criteria for Students

• Students who are reading at or above grade level (FCAT Reading score of 3 or above). • Students who are motivated with a previous grade of A or B in subject area. • Students with good attendance history. • Students who have access to a computer with Internet access after school hours. • Students who are English Language Learners (ESOL Levels 3 and 4) may participate based on the

course and English proficiency. • Students with disabilities may participate only if the IEP supports participation in online classes. Notification of Parents • FLVS does not require parent permission to register students for online classes. • Schools will advise parents when students are enrolled in an FLVS class. Progress and Grade Reporting FLVS progress reports will be provided to parents on a monthly basis. Grades will be reported at the end of each semester.

HOMEWORK POLICY*

Regular, purposeful homework is an essential part of a student's education. Homework is an integral factor in fostering the academic achievement of students and in extending school activities into the home and the community. Regular homework provides opportunities for developmental practice, drill, the application of skills already learned, the development of independent study skills, enrichment activities, and self-discipline. Homework should provide reinforcement and extension of class instruction, and should serve as a basis for further study and preparation for future class assignments.

Student's Responsibilities

1. Completing assigned homework as directed and in the spirit in which it was assigned.

2. Returning homework to the teacher by the designated time.

3. Submitting homework assignments that reflect careful attention to detail and quality of work.

4. Devoting a minimum of 30 minutes each day to reading as an additional part of the homework assignment

NOTE: Students can receive additional help through the Homework Helpers Program, which includes the Dial-A-Teacher program, at 305-995-1600, Monday through Thursday from 5:30 P.M. to 8:30 P.M., WLRN, Channel 17. Students may also access Miami-Dade County Public School’s web page at: http://www.dial-a-teacher.com.

Parents' Responsibilities While it is understood that parents are not responsible for providing a great deal of assistance to their child in completing homework, there is still much that parents can do to promote good study habits. Parents' responsibilities include:

1. Providing an environment conducive to study. 2. Providing continued interest and concern for the child's successful performance in

school, through, encouraging and supporting the child in his/her performance of homework assigned.

3. Indicating an interest in assignments and assisting, if possible, when requested by the child, but not to include performing the work for the child.

4. Supporting the school in regard to the child being assigned homework. 5. Requesting assignments for the child when short-term absences are involved. 6. Assuring that the child reads for a period of at least 30 minutes each day in addition to

any other assigned homework.

* Excerpt from School Board Rule 6Gx13- 6A-1.23

ATTENDANCE POLICY

There is probably no factor more important to a student’s progress in school than regular and punctual attendance. Miami-Dade Public Schools has a vision whereby each student engages in a rigorous instructional program which prepares him/her for a myriad of successful post-secondary options. Students are expected to: • be present at school each and every day; • attend class as scheduled; • arrive at school and class(es) on time; and • demonstrate appropriate behavior and readiness to learn. Miami-Dade Public Schools has the affirmative obligation to increase student attendance through a monitoring process that will classify all absences as excused or unexcused, to inform parents of student absences, and to ensure that compulsory attendance laws are enforced as mandated by Florida statutes. This obligation will be satisfied through the implementation of an attendance review procedure, which monitors the type and number of student absences, as well as the impact of these absences on learning. Each school has an Attendance Review Committee, which is comprised of a minimum of a student services representative and an administrator or an administrative designee. The committee will provide guidance and support to students with significant absences by providing early intervention by convening when students reach an accumulation of five (5) unexcused absences in a semester course or ten (10) unexcused absences in an annual course. A. Attendance Defined 1. School Attendance - Students are to be counted in attendance only if they are actually present or

engaged in a school-approved educational activity which constitutes a part of the instructional program for the student.

2. Class Attendance - Students are to be counted in attendance if they are physically present in

class or have been excused by the teacher on a class-related assignment, or have been requested by a member of the school support staff for an approved school activity.

3. Tardiness - It is a reasonable expectation that in order for a learning activity to take place, each

student must arrive to school and class on time. Accumulated unexcused tardies will be counted toward the threshold for initiating attendance review.

4. Early Sign-outs - The early release of students causes disruption to academic performance of all

students and may create safety and security concerns. No student shall be released within the final 30 minutes of the school day unless authorized by the school principal or principal’s designee, e.g., emergency, sickness.

B. Absences Defined 1. Excused School and Class Absences and Tardies

Student illness: students missing 5 or more consecutive days of school due to illness or injury are required to provide a written statement from a medical provider. The written statement must include all the days the student has been absent from school. If a student is continually ill and repeatedly absent from school due to a specific medical condition, he/she must be under the supervision of a physician in order to receive excused absences from school.

Medical appointment: If a student is absent from school because of a medical appointment, a written statement from a medical provider indicating the date and time of the appointment must be submitted to the principal.

Death in family.

Observance of a religious holiday or service when it is mandated for all members of a faith that such a holiday or service be observed.

School sponsored event or educational enrichment activity that is not a school sponsored event, as determined by the principal or principal’s designee. The student must obtain advance written permission from the principal or the principal’ designee. Examples of special events include: public functions, conferences, and regional, state, and national competitions.

Subpoena by law enforcement agency or mandatory court appearance. Outdoor suspensions. Other individual student absences beyond the control of the parent or student, as

determined and approved by the principal or the principal’ designee. The principal shall require documentation related to the situation.

2. Unexcused School Absence Any absence that does not fall into one of the above excused absence categories is to be considered unexcused. Any student who has been absent from school will be marked unexcused absent until he/she submits the required documentation as specified above. Failure to provide the required documentation within three school days upon the return to school will result in an unexcused absence. Unexcused absences include:

Absences due to vacations, personal services, local non-school event, program, or sport activity.

Absence due to older students providing day care services for siblings. Absences due to the illness of others. Absences due to non-compliance of immunization requirements unless lawfully

exempted. The student is expected to:

1. Attend school/classes one hundred and eighty (180) days each school year. 2. Request the make-up assignments for all excused absences/tardies from his/her

teachers upon his/her return to school or class. It should be noted that all classwork, due to the nature of the instruction, is not readily subject to make-up work.

3. Complete the make-up assignments for classes missed within three school days of the return to school. Failure to make up all assignments will result in the lower assessment of the student’s academic and/or effort grade.

4. Be reported as present for the school day in order to participate in athletic and extracurricular activities.

The parent is expected to:

1. Be responsible for his/her child’s school attendance as required by law and stress the importance of regular and punctual school attendance with his/her child.

2. Report and explain an absence or tardiness to the school. 3. Ensure that his/her child has requested and completes make-up assignments for

all excused absences/tardies from the child’s teachers upon his/her return to school or class.

4. Appear before the Attendance Review Committee at the scheduled time to provide information relating to his/her child’s absences and support prescribed activities.

This information is from School Board Rule 6Gx13- 5A-1.041

ELIGIBILITY REQUIREMENTS FOR PARTICIPATION IN INTERSCHOLASTIC EXTRACURRICULAR ATHLETICS AND ACTIVITIES

In order for a student to participate in extracurricular athletics and activities, a student must meet the standards set forth by Section 1006.15, Florida Statutes, policies of the Greater Miami Athletic Conference (GMAC), and Miami-Dade County School Board rules. In addition, a student must comply with the school district’s Contract for Student Participation in Interscholastic Competitions or Performances, FM-7155. To be eligible to participate in interscholastic extracurricular student athletics and activities a student must maintain an unweighted cumulative grade point average (GPA) of 2.0 or above on a 4.0 scale in the courses required for graduation. The student must also maintain a 2.0 GPA in conduct for the previous semester. Computation of grade point averages requires the inclusion of all applicable high school courses to which a forgiveness policy has been applied. A student shall be eligible during the first semester of his/her ninth-grade year provided that it is the student’s first entry into ninth grade and he/she was regularly promoted from eighth grade the immediate preceding year. If a student becomes ineligible during the second semester of his/her ninth-grade year or during the first semester of his/her 10th-grade year because the student’s cumulative grade point average was below 2.0 at the conclusion of the previous semester and continues to be below 2.0 at the conclusion of the semester of ineligibility, he/she may regain his/her eligibility for the following semester provided: (a) the student signs an academic performance contract with his/her school at the beginning of the semester in which he/she is ineligible that states, at a minimum, that the student will attend summer school, or its graded equivalent, AND (b) earns a grade point average of 2.0 or above on a 4.0 unweighted scale or its equivalent in all courses taken during the semester of ineligibility. Once a student enters grade 11, he/she must have and maintain from that point forward a 2.0 or above cumulative grade point average on a 4.0 scale, or its equivalent, in all courses required for graduation at the conclusion of each semester to be eligible to participate during the following semester. If a student’s eligibility is affected by an incomplete grade, the student is ineligible until the incomplete grade is removed and all eligibility requirements are met. All students participating in interscholastic athletic competition or who are candidates for an interscholastic team(s) are required to pass an annual medical evaluation and purchase the School Board’s sponsored insurance program prior to engaging in any practice, tryout, or pre- or post-season physical activity associated with the student’s candidacy for an interscholastic athletic team. A student shall be eligible for no more than four (4) consecutive academic years from the date he/she first enrolls in the ninth grade. Four years from the date he/she first enrolls in the ninth grade, he/she shall become ineligible for further interscholastic athletic competition. For students enrolled in either one of the two accelerated graduation programs, once they have met all the graduation requirements, they cannot remain in high school for a fourth year in order to continue eligibility to participate in high school athletics/activities. The school athletic director and guidance counselor can assist students in planning a program of study that will include the appropriate courses to prepare for college entrance examinations and meet core course requirements for participation in National Collegiate Athletic Association (NCAA) athletic programs. They can also assist students in determining how to calculate the GPA required to be eligible to participate in NCAA athletics and advise the student regarding which courses do not meet NCAA eligibility requirements.

STUDENT RIGHTS AND RESPONSIBILITIES*

GRADES

PHILOSOPHICAL BASIS: Grades, at best, are but an indicator of the student's knowledge or skill at any particular time. Grades are not necessarily an accurate gauge as to whether learning has taken place. However, since much emphasis is placed upon grades, a student's academic grade should reflect the teacher's most objective assessment of the student's academic achievement. Academic grades should not be used as a threat in order to maintain classroom decorum.

Rights: Responsibilities:

Students have the right to be informed Students have the responsibility to ask of the teacher’s grading criteria, which is teachers in advance of a graded consistent with district guidelines, at the assignment, for an explanation of any beginning of each grading period. Grading criteria or practice they may question or that needs clarification. Students have the right to receive an Students have the responsibility for academic grade that reflects their maintaining reasonable standards of achievement. academic performance commensurate with their ability. Students have the right to be notified Students have the responsibility for when they are performing making every effort to improve their unsatisfactorily. performance upon receipt or notification of unsatisfactory performance. Students have the right to receive a Students have the responsibility to conduct and effort grade in each class conduct themselves in each class in ways consistent with their overall behavior and that are conducive to the learning process. effort. Students have the right to achieve Students have the responsibility to academic success based upon their own earn grades based upon their performance initiative and ability without interference while guarding against cheating by other from others. students.

(*) Excerpt from the Code of Student Conduct (Secondary) Board Rule 6Gx13- 5D-1.08

THE FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT

The Family Educational Rights and Privacy Act (FERPA) is a federal law. The intent of this law is to protect the accuracy and privacy of student educational records. Under this law, parents have the right upon request, to inspect, release, and challenge information contained within the student's educational records. This right transfers to the student when he/she reaches the age of 18. Only authorized individuals having legitimate educational interest will have access to a student’s educational records. The Board approved directive for implementing the provision of the Family Educational Rights and Privacy Act is contained in the document "Student Educational Records," and is available http://www.ehandbooks.dadeschools.net/policies/91/SER. FERPA’s legal statute citation can be found in the U.S. Code of Federal Regulations for Title 34; (20 USC section 1232g; 34 CFR Part 99).Education records include a range of information about a student that is maintained in schools in any recorded way, such as handwriting, print, computer media, video or audiotape, film, microfilm, and microfiche. Examples are:

1. Date and place of birth, parent’s address, and where parents can be contacted in emergencies;

2. Grades, test scores, courses taken, academic specializations and activities, and official letters regarding a student’s status in school;

3. Special education records; 4. Disciplinary records; 5. Medical and health records that the school creates or collects and maintains; 6. Documentation of attendance, schools attended, courses taken, awards conferred, and

degrees earned; 7. Personal information such as a student’s identification code, social security number,

photograph, or other information that would make it easy to identify or locate a student.

Personal notes made by teachers and other school officials that are not shared with others are not considered educational records as long as they are kept private by the maker of the record. Additionally, law enforcement records created and maintained by a school district law enforcement unit are not education records. Parents or eligible students are guaranteed the right, upon request, to inspect and review their children's records and to obtain copies of them under federal and state laws. Parents are guaranteed a right of "meaningful" access to copies of their children's records. The parent or eligible student also has the right to request that a school correct records which he/she believes to be inaccurate or misleading. The parent’s rights extend to any lawyer, lay person, or advocate whom the parent authorizes to represent him or her. Access must be granted within 30 calendar days from the initial request. NOTE: The Florida Department of Education (and all state education agencies) is required to afford parents and eligible students (students who are 18 years of age or older) to access educational records the state agency maintains, e.g., state assessment tests.

MAGNET PROGRAMS 2010-2011

Through the School Choice & Parental Options office, Miami-Dade County Public Schools offers numerous Magnet program options that infuse career-oriented themes, provide enhanced quality educational opportunities, and promote diversity. Thus, the District has one of the largest representations of Magnet programs/schools in the United States. A major feature of the programs/schools has been to appeal to students with similar interests but diverse backgrounds, and to draw them into a learning environment in which they will prosper.

These programs provide unique educational experiences for students in areas of interest or special talent. Such programs have been successful because their content has satisfied the educational needs of the students. Some programs accept all interested students, while other programs have specific entrance criteria. When the number of eligible students exceeds the number of available seats in non-talent magnets programs, a random selection procedure is utilized to admit students according to guidelines set in the Magnet School Board Rule 6Gx13- 6A-1.46.

CAREERS AND PROFESSIONS A variety of programs prepare senior high school students for careers and professions. These programs are tailored to maximize the understanding of any given career and profession. Students are given experiences in real-world situations to enable them to succeed in college and the workforce. Information about individual school programs in Careers & Professions can be found at: http://choice.dadeschools.net/ms.asp LIBERAL ARTS

The Liberal Arts magnet theme provides programs that prepare students to be knowledgeable citizens and empower them to meet the challenges of a rapidly changing world. The programs are dedicated to the formation of knowledge in the Humanities, Natural Sciences, and Social Sciences through the use of cutting edge technology, research, and artistic production. Academic excellence and commitment to the values of diversity, community, and collaboration and an appreciation for aesthetics distinguish the Liberal Arts Magnet schools. Each program views learning as a transformative, socially interactive process.

These schools are committed to furthering the career aspirations of students by developing their intellectual powers and offering them experiences in a variety of vocational directions before they enter their chosen careers.

Information about individual school programs in Liberal Arts can be found at: http://choice.dadeschools.net/ms.asp

INTERNATIONAL PROGRAMS

International programs offer a challenging curriculum promoting high levels of academic productivity, comprehension of world cultures, and the acquisition of a foreign language. Through internationally benchmarked academic study and interdisciplinary courses, students become active lifelong learners and global citizens prepared to succeed in an ever-changing international society and economy.

INTERNATIONAL THEMES:

Through the International Studies program, school administration, teachers, students, and parents work collaboratively with foreign ministries of education in Spain, France, Italy, Brazil, and Germany to ensure that the educational requirements and standards of that country are infused and taught in the curriculum. The pedagogy results in the acquisition of a second language.

The International Baccalaureate (IB) Programme is a highly coordinated, rigorous course of study linking Humanities, Science, Mathematics, Languages, and Community Service. Curriculum in the IB Diploma Programme incorporates standards that assume a high level of aptitude and achievement. The IB Diploma is highly recognized at colleges and universities throughout the country and world-wide. For more information, visit www.ibo.org.

The Cambridge (AICE Diploma) Program is a challenging, accelerated curriculum that is based on Britain’s A Level examinations. At the senior high school level, the Cambridge Program becomes a four-year curriculum that progresses from two years of preparatory classes to entrance in the Advanced International Certificate in Education (AICE) Diploma Program. For more information, visit www.cie.org.uk.

International Education Programs immerse students in multicultural education with an emphasis on learning a second language. These programs which are delivered in various, successful, curricular designs prepare students to live effectively in a fast changing global society and economy.

Florida senior high school students who earn the International Baccalaureate Diploma or the Cambridge AICE Diploma qualify for the Florida Bright Futures Scholarship Program.

Information about individual school offerings in International Programs can be found at: http://choice.dadeschools.net/ms.asp

MONTESSORI Montessori programs are based on a philosophy whose fundamental belief is that children learn best within a social environment which supports each child’s individual development. The child is considered as a whole. The physical, emotional, social, aesthetic, spiritual, and cognitive needs and interests are inseparable and equally important. The aim of Montessori education is to foster responsible and active citizens who will become lifelong learners and problem solvers. These programs offer carefully planned, stimulating environments that promote the development of essential study habits, decision-making skills, self-awareness, and ideas which are vital for continuous learning. Learning occurs in an inquiring, nurturing atmosphere that encourages social interaction for cooperative learning, peer teaching, and emotional development. Students increase their own knowledge through self and teacher-initiated experiences. The specific and uniquely designed curriculum and the use of multi-sensory learning materials enable students to become self-directed and motivated learners. Information about individual school featuring Montessori programs can be found at: http://choice.dadeschools.net/ms.asp

MATHEMATICS, SCIENCE, AND TECHNOLOGY

Mathematics, Science, and Technology programs utilize innovative strategies and technology to engage students in investigation and discovery. This hands-on approach captures natural curiosity and stimulates interest, thereby building better understanding and quality performance. Students utilize mathematics,

science, and technology laboratories, as well as real world environmental sites, to engage in mathematical analysis, scientific inquiry, and engineering design. Information about individual school programs in Mathematics, Science and Technology can be found at: http://choice.dadeschools.net/ms.asp

VISUAL AND PERFORMING ARTS

Visual & Performing Arts talent programs provide intellectually stimulating and educationally challenging classes in the arts. Students and teachers engage in a continuous exchange with numerous opportunities to develop and showcase talents. Information about individual school programs in Visual & Performing Arts can be found at: http://choice.dadeschools.net/ms.asp

FRESHMAN ACADEMY

About Viking Freshman Academy

The Miami Norland Senior High School’s Viking Freshman Academy, which is

developed around the concept of a small learning community, is a school-within-a-school, utilizing interdisciplinary teams of language arts, mathematics, science, and social studies teachers who share a specific area of the school building. The Viking Freshman Academy also offers a transition course which focuses on developing personal and academic skills.

Mission Statement

The mission of Miami Norland Senior High School’s Viking Freshman Academy

is to provide our students with a long lasting quality experience that will educate them to fulfill their roles as responsible and productive citizens in a challenging global society who respects individuality and cultural differences as lifelong learners. For more information, please contact: Mrs. Nikeyta Jackson, Lead Teacher at 305-653-1416.

Viking Freshman Academy Goals

Produce high academic achievement

Close the achievement gap

Reduce the dropout rate

Increase the graduation rate

Promote civic, personal growth, and pride among all high school aged youth

ACADEMY OF HOSPITALITY & TOURISM

Travel (Hospitality) & Tourism

MAI #6070

Sports & Entertainment Marketing MAI #4221

Sports Medicine MAI #4222

Culinary Operations MAI #6109

Intro. to Hospitality & Tourism* Grade 9

(885011001) Sports Recreation &

Entertainment Essentials*

Grade 9

(882741001) Intro. to Hospitality &

Tourism***

-Personal Fitness for Sports Medicine

Grade 9

-Earth Space Science or Biology -Comp. Fitness/First Aid*

Culinary Operation 1 Grade 9

(851521001) -Intro. to Hospitality &

Tourism***

Destination Geography Grade 10

(050040001) Destination Geography

Grade 10

Computer Applications for Tourism

(884514002)

-Fitness Lifestyle Design for Sports

Grade 10

(150131001) -Biology or Chemistry

- Destination Geography

-Culinary Operation 2 Grade 10

(851522002) -Destination Geography -Intro. to Hospitality &

Tourism***

Computer Applications for Tourism

Grade 11

(884514002)

Sports Recreation & Entertainment Applications

Grade 11

(882742001)

-Care Prevention/Athletic Injuries

Grade 11

(150249003) -Health Science 1 for Sports

Medicine -Chemistry

Culinary Operation 3 Grade 11

(851523002)

Executive Internship Summer




Travel & Tourism Marketing- Honors

Grade 12

(884512003)

Sports Recreation & Entertainment Marketing

(Honors)

Grade 12

(882743001)

-Care/Prevention of Athletic Injuries (Honors)

Grade 12

(150249002) -Sports Medicine

-Anatomy & Physiology -Sports Marketing

Management

Culinary Operation 4 (Honors)

Grade 12

(851524002)

Marketing OJT** Grade 12




-Hospitality Industry Knowledge Industry Certification

-National Professional Certification in Customer Service -A*S*K Certification (Marketing) -Marketing Concepts Certification

-National Professional Certification in Customer Service

Industry Certification

-A*S*K Certification (Marketing) -Marketing Concepts Certification

-Massage Therapy Industry Certification

-ServSafe (Certified Professional Food Service Manager)

Industry Certification

-National ProStart Certificate of Achievement

*New academy students can also take this course in Grade 10 **Optional but can be used in place of the Executive Internship ***Sports & Entertainment Marketing and Culinary Operation students must take the Introduction to Hospitality course during 9th or 10th grade

Student Organizations/Club Future Business Leaders of America (FBLA), DECA Marketing Club, AOHT Advisory Board, English, Math and

National Honor Societies, Leadership Conferences and Tutoring/Mentoring, Magnet Student Advisory. CAREER OPTIONS

• “Hospitality and Tourism

•

careers in guest services; travel destination; customer service assist; hospitality representative; independent business owner; reservations & ticketing, cruise line, rental car and visitors center agents. Sports Administration, Entertainment and Event Planning

•

careers in Sports and Facility Management and event planning for all organizations Sports Medicine(SM)

•

careers in sports which help individuals achieve optional health and performance goals such as message therapy and Coach. Culinary Arts careers in Culinary, Chef and Hospitality organizations, food and beverage prep., hostesses and waitress/waiter.

Academy of Hospitality & Tourism

Hospitality & Business

Management

Sports Entertainment, &

Event Planning Sports Medicine Culinary

Grade 9

Intro. To Hospitality &

Tourism*

Grade 9

Sports Recreation &

Entertainment

Essentials*

Grade 9

- Personal Fitness for Sports

Wellness

- Earth Space Science or Biology

- Comp. Fitness/First Aid*

Grade 9

-Culinary Operation1

- Intro to Hospitality &

Tourism***

Grade 10

Destination Geography

Grade 10

Destination Geography

Grade 10

-Fitness Lifestyle Design for Sports

- Biology or Chemistry

- Destination Geography

Grade 10

- Culinary Operation 2

- Destination

Geography

- Intro. to Hospitality

& Tourism***

Grade 11

- Computer Applications for

Tourism

Grade 11

Sports Recreation &

Entertainment

Applications

Grade 11

- Health Science for Sports Medicine

-Chemistry

- Care Prevention/Athletic Injuries

Grade 11


Summer

Executive Internship

Summer


Summer


Summer


Grade 12

Travel & Tourism Marketing

Grade 12

Sports Recreation &

Entertainment Marketing

Grade 12

-Care/Prevention of Athletic

Injuries

- Sports Medicine

-Anatomy & Physiology

-Sports Marketing Management

Grade 12


Grade 12

Marketing OJT**

Grade 12

Marketing OJT**

Grade 12

Marketing OJT**

Grade 12

Marketing OJT**

*New Academy students can also take this course in Grade 10

**Optional but can be used in place of the Executive Internship

***Culinary Operation students must take the Introduction to Hospitality course during 9th or 10th grade

STUDENT ORGANIZATIONS/CLUB

Future Business Leaders of America (FBLA), DECA marketing Club, AOHT Advisory Board, English, Math and

National Honors Societies, Leadership Conferences and Tutoring/Mentoring, Magnet Student Advisor.

A.T.O.P Teacher Education Early Childhood Education As an A.O.T.P student, you have the unique ability to: * Change the world, one student at a time. * Experience the joy of working with children. * Share your creativity and development with others. * Mentor, nurture, and serve as a role model for young people. CURRICULUM INCLUDES: * Advanced, Honors, and Advanced Placement Core Classes * Basic Teaching Skills * Dual Enrollment * Psychology/Teaching Internship * Childcare Certification/ Licensing * Child Growth and Development *Child Management * Instructional Strategies for Students of Special Needs * Health and Safety Procedures * Nutrition * Virtual School Classes (Laptops with Internet access provided for students who qualify) * Introduction to Education (New Strand) Academy Activities: * Summer Career Prep Institute * Ninth Grade Transition Academy * College Tours (Local and Out of State) * End of the Year Awards * Executive Internship * Psychology/Teaching Internship * Invisible Children Program * HOBY (Hugh O’Brian Youth Leadership) * Silver Knights

ACADEMY of Teaching Profession

The Teaching Academy Magnet

Pre-Academy Grade 9 Grade 10 Summer Grade 11 Grade 12

Summer Link

Celebrating the

Exceptional

-Cultural Mosaic -The Power of Language -Sign Language -The Taste of Cultural Diversity Florida International

University

(recommended for

incoming 9th

and 10th

graders)

English I –

Honors/Gifted

English II –

Honors/Gifted

Dual Enrollment

FIU Courses

English III –

Honors/A.P.

English IV-

Honors/Gifted

Algebra or Higher Geometry or

Higher

Dual Enrollment

/Academy

Internship

Algebra II or

Higher

Pre-Calculus or

Other Mathematics

Course

Earth & Space

Science or

Biology

Biology or

Chemistry

Dual Enrollment

/Academy

Internship

Chemistry or

Physics or

Physical Science

Science Elective or

Other Elective

World History Elective Dual Enrollment

/Academy

Internship

American

History

American

Government/

Economics

9th

Grade

Transition

Foreign

Language or

Other Elective

Dual Enrollment

/Academy

Internship

Foreign

Language or

Other Elective

Foreign Language or

Other Elective

Teacher

Assisting I

890901001

Teacher

Assisting II

890902001

Dual Enrollment

/Academy

Internship

Teacher

Assisting III

890903001/

Practicum

Research

Internship/Executive

Internship

Business Systems Global Studies Dual Enrollment

/Academy

Internship

Psychology/

Teaching

Internship

(Elective)

Elective

Elective Personal Fitness Dual Enrollment

/Academy

Internship

Elective Elective

Student Organizations / Clubs

Future Educators of America, Best Buddies, Social Studies Honor Society, Student Government, Model United Nations, Geography Bee,

H.O.B.Y. (Hugh O’Brien Youth Leadership Conference), Tutoring/Mentoring, Magnet Student Advisory

Academy Student Testimonials

The Teaching Academy Magnet is more than a program, or an educational outlet, it is a family- a well knit family that augments the

character of any of its participants. In the Teaching Academy Magnet, you learn life! –Alounso Gilzene

The Teaching Profession Magnet is an educational program that develops young leaders. It prepares them through career exploration

opportunities and hands on activities. In short The Teaching Academy Magnet CARES! – Dwayne Stewart

In the Teaching Academy Magnet you are taught that if you can believe it, you can achieve it! – Natalie Jefferson

Academy of Law, Public Safety, Corrections, & Security

The purpose of Miami Norland Senior High School Academy of Law, Public Safety, Corrections and Security (ALPSCS) is to prepare students for employment. Students can explore career opportunities as attorneys, bailiffs, correction officers, crime scene investigators, Drug Enforcement Agency (DEA) agents, Federal Bureau of Investigations (FBI) agents, police officers, probation officers, and Secret Service Agents. The academy is structured to foster an extensive study of the Florida criminal justice system through a variety of course work and experimental activities. Furthermore, students will have the opportunity to participate in activities such as mock trials, investigation and arrest procedures, dual enrollment, internships, and on the job training. Students who demonstrate the requisite skills may compete in annual conferences. Program Strand: CRIMINAL JUSTICE OPERATIONS Students who choose a career in Criminal Justice explore every aspect of crime, the law, and the justice system.

Grade 9 Grade 10 Grade 11 Grade 12

English I English II English III English IV

Algebra or Higher Geometry or Higher Algebra II or Higher Pre-calculus or Other Mathematics Course

Earth & Space Science or Biology

Biology or Chemistry Chemistry, Physics, or Physical Science

Science Elective or Other Elective

World History Elective American History American Government/ Economics

9th Grade Transition Foreign Language or Elective Foreign Language or Elective Foreign Language or Elective

Criminal Justice Operations I 891801001

Criminal Justice Operations II 891802001

Criminal Justice Operations III 891803001

Public Service Education Directed Study 890010001

Elective Elective Elective Elective

Elective Elective Elective Elective

Internship Opportunities: Internship Cooperative Education Job Shadowing School-Based Enterprise Service Learning Dual Enrollment Portal to CEO Student Organizations/Clubs: D.A.R.E Local Criminal Justice Club Mock Trial Team Skills USA Florida Public Service Association (FPSA) Police Explorers Club Earn Upon Completion: Industry Title & FLDOE OCP’s correlated to the individual areas. For more information on the Florida Department of Education Bright Futures Scholarship Programs: Florida Academic Scholars Award (FAS), Florida Medallion Scholars Awards (FMS), and Florida Gold Seal Vocational Scholars Award (GSV) Please contact a guidance counselor or visit: Florida Bright Futures Scholarship Programs. For more information about TECH PREP Articulation Agreements with local Colleges, please contact your guidance counselor. Certification Programs: Court Reporting Registered Professional Reporting Fire Management Officer Transportation Security/Association Officer (TSA) TSA Certifications National Court reporting Association Certification Community College (A.A. / A.S.) or Proprietary Programs: Paralegal Registered Professional Reporting Criminal Investigation Information Records Clerk Forensic Photography Miami Dade College Law and Criminal Justice Programs Broward Community College Criminal Justice Programs

Four-Year College University Programs: University of Central Florida Criminal Justice Florida Memorial University

Criminal Justice Program FIU Criminal Justice Program

“Anchored In Excellence” “Every Child, Every Chance, Every Day”

Miami Norland Senior High SPED department offers a wide variety of programs for students with disabilities. We offer diploma options that will fit the needs of our students upon graduation as listed below. Standard Diploma (24 credit hours required) • 4 English • 4 Mathematics • 3 Science • 3 Social Studies • I Fine Arts • I Physical Education • I Performing Arts • 8 Electives (major, minor, or electives) — (2 Foreign Languages for students planning on attending college) Saturday school tutoring is offered to all standard diploma students. The students may participate in school wide clubs, organizations, and sports offered at Miami Norland Senior High School. Standard diploma students who meet the criteria of a 2.0 and above GPA and a conduct grade of “c” or better are eligible to submit an application to participate in one of the following magnet programs: • Travel and Tourism • Teaching Profession Academy • Fine Arts • Law • Lindsey Hopkins Vocational/Technical Program • OJT Work Program Special Diploma (Mastery of the Sunshine State Standards for special diploma) • 24 credits • 2.0 G.P.A. • 4 English • 4Math • Science • Social Studies • Physical Education • Life Management Skills • Career Prep • Electives (approved general electives) Special diploma students who meet the requirements for acceptance into the program can participate in the following programs: • Project Victory • Lindsey Hopkins • OJT Work Program Extracurricular activities offered are: • Special Olympics • Best Buddies

The mission of the Academy of Information Technology is to prepare students to enter the business world and successfully participate in a rapidly-changing, culturally diverse global society by using human and technological resources in the school environment, in the business community, and in the family setting. Information Technology offers web design, digital design and information technology classes, which play an integral part in carrying out the tasks in today’s business world. FBLA (Future Business Leaders of America, Phi Beta Lambda) is the Information Technology student organization for students interested in business. These students have the opportunity to compete in various events at the district, state and national levels.

The Academy of Information Technology is associated with the National Academy Foundation (www.naf.org). The National Academy Foundation provides project-based curriculum and guidance to academies across the United States to better prepare our students for college and their future careers.

Students completing Information Technology programs satisfactorily will receive Certificates of Proficiency.

Academy of Information Technology students will be able to: 1. Make career decisions based on their individual needs, aptitudes, abilities and career objectives. 2. Develop a professional or technical foundation that supports successful pursuit of advanced education. 3. Acquire a foundation of basic skills and knowledge for employment in a changing technology environment in the following areas: Science and mathematics Technology applications Communication Teamwork Professional behavior and ethics Analysis and problem solving 4. Establish behaviors that lead to intellectual curiosity, professional development and lifelong learning.

Academy Goals

Academy Curriculum

* Between their junior and senior years, students must complete a compensated internship.

Strands Grade 9 Grade 10 Grade 11* Grade 12 Web Design Technology 8207340

Introduction to Information Technology 820731001

Web Design I 820711001

Web Design II 82712001

Web Design III 820713001

Digital Design Technology 8209600

Introduction to Information Technology 820731001

Digital Design I 820951001

Digital Design II 820952001

Digital Design III 820953001

http://www.naf.org/�

Four Years At-A-Glance

9th Grade Cohort 10th Grade Cohort 11th Grade Cohort 12th Grade Cohort Any year English AOIT English I

(Academic & Honors)

AOIT English II (Academic & Honors)

AOIT English III (Academic & Honors)**

AOIT English IV (Academic & Honors)**

Social Studies AOIT World History (Academic & Honors)

AOIT Civics & Economics (Academic & Honors)

AOIT US History (Academic & Honors)**

Student’s choice

Science AOIT Biology (Academic & Honors)

AOIT Earth Science (Academic & Honors)

Student’s choice Student’s choice

Math Varies AOIT Algebra I AOIT Algebra II Honors

Varies Varies Varies

IT- Elective students must complete one of the two full 4 year sequences

AOIT Introduction to IT*

AOIT Web design I AOIT Web Design II AOIT Web design III/ Dreamweaver Extension Certification

Miami Dade enrichment classes

AOIT Introduction to IT

AOIT Digital Design I AOIT Digital Design II AOIT Digital Design II

Miami Dade Dual Enrollment classes

Elective PE (required) Student’s choice Student’s choice Student’s choice Student’s choice Elective Student’s choice Student’s choice Student’s choice Student’s choice Student’s choice Elective Student’s choice Student’s choice Student’s choice Student’s choice Student’s choice

Miami Norland Senior High

Academy of Visual and Performing Arts Career Development Timetable

All students will follow the following Core Course schedule

Grade 9 Grade 10 Grade 11 Grade 12 English I English II English III English IV Algebra or Higher Geometry or Higher Algebra II or Higher Pre-calculus or Other

Mathematics Course Earth & Space Science or Biology

Biology or Chemistry Chemistry, Physics, or Physical Science

Science Elective or Other Elective

World History Elective American History American Government/ Economics

9th Grade Transition Foreign Language or Elective

Foreign Language or Elective

Foreign Language or Elective

Elective Elective Elective Elective -Intensive Reading is a mandated elective for FCAT Reading Level I students.

Each student will select one of the following strands for Career Development: Theatre, Visual Arts, Vocal Music, Instrumental Music, or Dance

Grade 9 Grade 10 Grade 11 Grade 12 THEATRE THEATRE THEATRE THEATRE Acting I 040037001 Acting II 040038001 Acting III 040039001 Acting IV 040040001 VISUAL ARTS VISUAL ARTS VISUAL ARTS VISUAL ARTS Art 2-D/3-D Comprehensive 010130001

Drawing & Painting I 01432001

Portfolio I 010931001

AP Drawing Portfolio 010430001

VOCAL MUSIC VOCAL MUSIC VOCAL MUSIC VOCAL MUSIC Intro to Music Performance 130130001

Vocal Ensemble II 130345001

Vocal Ensemble III 130346001

Vocal Ensemble IV 130347001

Vocal Ensemble I 130344001 or Vocal Techniques I 130340001

Vocal Techniques II 130341001

Vocal Techniques III 130342001

Vocal Techniques IV 130343001

INSTRUMENTAL MUSIC INSTRUMENTAL MUSIC INSTRUMENTAL MUSIC INSTRUMENTAL MUSIC Music Theory I 130000001

Music Theory II 130001001

Music Theory III 130002001

AP Theory 130033001

Jazz Band I or Piano I Jazz Band II or Piano II Jazz Band III or Piano III Jazz Band IV or Piano IV or or or or

Music Theory I 130000001

Music Theory II 130001001

Music Theory III 130002001

AP Theory 130033001

Instrumental Ensemble Woodwind Percussion or Brass

Woodwind Percussion or Brass

Woodwind Percussion or Brass

DANCE DANCE DANCE DANCE Dance Technique I/Aesthetics 030031001/030047001

Dance Technique II 030032002

Dance Technique III Honors 030033001H

Dance Technique IV Honors 030034004H

Dance Repertory I 030040001

Dance Repertory II 030041001

Dance Repertory III 030042001

Dance Choreography Performance II 030039001

“Committed to Excellence in the Arts”

The Miami Norland Senior High Academy of Visual and Performing Arts is designed to

develop academic excellence while immersing students in theory and practice of their chosen art form in preparation for post-secondary experiences.

ACADEMIC OPPORTUNITIES PERFORMANCE OPPORTUNITIES

* AP and Honors Courses * Marching Band * Broad Range of Artistic Exposure * Jazz Band * Career Development Conferencing & Coaching * Marching Band Auxiliaries * Courses in Theory and Practice * Art Club * Cross-Strand Studies * Thespian Club * Event Production Opportunities * Viking Dance Theatre * Instruction in Composition and Improvisation * Choir * Field Studies and College Campus Tours

The purpose of the Biotechnology/Forensic Science Program at Miami Norland Senior High is to provide students with a challenging curriculum that will expose them to critical thinking, technology, mathematics, science, field studies, projects, competitions, scientific research, acceleration mechanisms; such as, Advanced Placement (AP) and Dual Enrollment (DE), and internships throughout their high school years.

Academy of Biotechnology/Forensic Science

Our goal is to graduate students who possess the knowledge, skills and habits of mind necessary to work and live in the 21st

century environment, i.e., academically prepared for entrance into institutions of higher learning, the workforce and be proficient thinkers and problem solvers who are aware of world events and cultures and global dynamics. Upon successful completion of the program, students will be eligible to receive either a College Credit Certificate from Miami Dade College or pursue a career path into the Biotechnology and Biosciences.

Biotechnology Program: Subject Area Grade 9 Grade 10 Grade 11 Grade 12 Language Arts 9th 10 Grade English th 11 Grade English th 12 Grade English or AP

English

th Grade English or AP English

Social Studies World History (No required Social Studies. A Social Studies elective is recommended).

American History Economics (0.5 credits) and United States Government (0.5 credits)

Mathematics Honors Geometry Honors Algebra II Pre-Calculus, AP Calculus, AP Statistics, or Dual Enrollment

AP Calculus, AP Statistics, or Dual Enrollment

Science Biology or Chemistry Chemistry or Physics Physics or AP Chemistry Physics or AP Biology, or AP Chemistry

Field of Study Courses Forensic Science I College Algebra College General Chemistry (DE)

Biotechnology: Methods and Applications I (DE)

Field of Study Courses/Electives

Technology Course Anatomy and Physiology College General Chemistry Lab (DE)

Biotechnology: Methods and Applications II (DE)

Other Graduation Requirements

Physical Education Life Management Skills (0.5 credit)

Performing Fine Arts (0.5 credit) and Practical Arts (0.5 credits)

Foreign Language

Summer Courses* Introduction to Bioscience Manufacturing

Introduction to Quality Assurance (DE)

*Students could be given the option of taking these DE courses in any of the summers of their four years of high school. * The MDC College Credit Certificate program in Biotechnology will require 19 college credits and will prepare students for immediate entry-level employment in the bioscience industry. The college credits will apply towards an Associate in Science (AS) degree in Biotechnology which could also provide a career path in the fields of Bioscience, Biotechnology, Bioinformatics, or Chemical Technology. Crime Scene Technician Program: Subject Area Grade 9 Grade 10 Grade 11 Grade 12 Language Arts 9th 10 Grade English th 11 Grade English th 12 Grade English or AP

English

th Grade English or AP English

Social Studies World History (No required Social Studies. A Social Studies elective is recommended).

American History Economics (0.5 credit) and United States Government (0.5 credit)

Mathematics Algebra I Geometry Algebra II Advanced Topics in Math Science Earth/Space or Biology Biology or Chemistry Chemistry or Physics Physics or AP Biology or

AP Chemistry Field of Study Courses Forensic Science

Introduction Fundamentals of Speech Communication

Basic Fingerprinting (DE) Introduction to Criminal Justice (DE)

Electives Technology Course Forensic Science I

Crime Scene Technology I (DE)

Criminal Investigation (DE)

Other Graduation Requirements

Physical Education Life Management Skills (0.5 credit)

Performing Fine Arts (0.5 credit) and Practical Arts (0.5 credit)

Foreign Language

Summer* Psychology of Personal Effectiveness

Functional Anatomy (DE) and Human Behavior (DE)

*Students could be given the option of taking these courses in any of the summers of their four years of high school. *The MDC College Credit Certificate program in Crime Scene Technician will require 28 college credits and will prepare students for employment in the field of criminalistics with a specialty in Crime Scene Investigation and Forensic Science. The student can serve as, but is not limited to, positions of Forensic Science Technician, Crime Scene Technician, Medical Examiner Investigator, Medical Investigator, Insurance Investigator, Legal Investigator, Forensic Paralegal, Crime Scene Investigator, and Laboratory Technician.

Scholars in the Making…

Preparation is fundamental in all disciplines. The Advanced Placement Program offers students an opportunity to enroll in college-level courses while in high school. These AP courses provide a culturally inviting academic atmosphere that creates an opportunity for students to enter into a world of intense thought where students are given the intellectual responsibility to think for themselves.

Is AP right for you?

Take the quick survey and find out:

If you answered yes to any of the questions, AP is right for you! Read on…

What is AP? Advanced Paranoia? Approaching Problems? NO AP is Academic Prosperity, Achieving Purposefully, Accepting Progress

Courses Offered American Government Biology Calculus AB Calculus BC Chemistry English Language English Literature Environmental Science French Language Spanish Literature Macro Economics Music Theory Physics B Psychology Spanish Language Statistics Studio Art (Portfolio) U.S. History World History Human Geography American History AP Program Quick Facts • 90% of students taking AP in high school earn higher class grades in college • Gain college-level skills • Earn college credit • Save money by passing classes in high school

□ Do I enjoy challenges?

□ Do I learn better in small classes?

□ Would I like to have opportunities to learn

outside of the classroom?

□ Do I want to prepare myself for college before

I get there?

□ Am I willing to push myself in a subject even

if I am not strong in that subject?

• Graduate college in less than four years • Courses are taught by dedicated and enthusiastic teachers who follow course guidelines developed and published by the College Board

AP Scores

AP Grade Qualification

5 Extremely Well Qualified

4 Well Qualified

3 Qualified

2 Possibly Qualified

1 No Recommendation

*Students enrolling in any AP course must take the corresponding exam in May. Students who earn 3, 4, or 5 receive college credit or placement. What’s New In AP • Students will visit various poetry clubs and the first spoken word event will be held on campus • Visiting museums such as MOCA

“The AP classes help you out in college as a

whole. Even though I didn’t pass the AP exam,

I learned a lot, and I was better prepared for

college than the students who didn’t take

AP.”-UF student

“AP is not hard it is

challenging.”

-Tasha H

“Our AP classes expect us to strive for excellence and that is what we do.”- K. McCoy, AP student “The atmosphere is lovely, the materials keeps me going...l love the mathematical challenges”-- J. Hamilton “...after learning about the different cultures, I found Spanish to be quite interesting.”—Sophia

AP Student Testimonials

“dedicated teachers... work is challenging.” V. Charles

“I love this *AP English Lit+ class. This is

one of the only classes that I look forward to coming to.”-Jovy

“My English teachers at UM were

very pleased with my level of

writing.”-Shajena E., UM student

Miami Norland Senior High School has established an Advanced Placement Program Policy. This policy will be honored throughout the year. All students enrolling in an AP course must remain in the course for the first nine weeks before a change is considered. (Pending Administrative Approval). No changes in AP courses will be permitted unless academically advised by the AP teacher, parent, counselor and administrator. Students interested in enrolling in the Advanced Placement program at Miami Norland Senior High School must be aware that they are entering a program designed to deliver a rigorous “college-style” curriculum which requires students to be motivated, prepared and devoted to working diligently on increasing higher level thinking skills. Students enrolling in any AP courses are responsible for meeting the specific pre-requisite requirements listed on the Curriculum bulletin. All students enrolled in Advanced Placement Courses should expect an increased workload in logical, theoretical and practical activities to prepare for the Advanced Placement test; however, taking multiple AP courses requires the effective use of time management, mandatory school attendance and appropriate study skills to ensure success. Additional class and test preparation time are required and/or assigned by the instructor outside of class time (ex. before school, after school, during the summer or on weekends) to adequately prepare students for the AP exam. All students enrolled in an Advanced Placement course will be required to take the Advanced Placement exam at the end of the school year in order to determine mastery of the subject matter. Additionally, the AP exam is the culmination of each Advanced Placement course. With successful completion of the Advanced Placement exam, students can earn college credit in a wide variety of subject areas. Students enrolling in AP courses must adhere to the guidelines detailed in this AP Policy of Miami Norland Senior High School as well as the grade level requirements and prerequisites listed in the Curriculum Bulletin.

I understand the above policy and my signature below acknowledges that I will abide by these guidelines. PRINT Student Name: ____________________________________ ID# _________________

Student Signature: _____________________________________ Date: ____________

Parent/Guardian Signature: ______________________________Date: _____________

Received by: ___________________________________________ Date: _____________

Counselor Signature*___________________________________ Date: ______________

*Please keep on file with counselor records for the above when enrolling in an AP class*

Miami Norland Senior High School Clubs & Organizations

In addition to striving for academic excellence, students at Miami Norland Senior High School are encouraged to participate in extracurricular activities, clubs, and athletics. There are over 50 active clubs and sports programs at Miami Norland Senior High School. Students must maintain a grade point average and conduct average of at least a 2.0 in order to participate in Norland’s extracurricular activities

Performing Groups Viking Dance Theater-(VDT)-performing dance group that explores the various techniques of dance and produces shows/program Band-This group consists of students participating in the marching and symphonic bands Chorus-Choral performance group Drama Club/Thespian Honor Society-theater performance group and/or honor society Flagettes-Flag twirling auxiliary performance group of the marching and symphonic band Jazz Band -musical jazz performance group JROTC Performing Team-Junior Reserve Officers’ Corps competition and performing group Majorettes-Baton twirling auxiliary performance group of the marching and symphonic band Precious Pearls-Dancing auxiliary performance group of the marching and symphonic band Soul Steppers Step Team-performing group that develops the step team dance techniques

Student Government Association and Class Committees These elected students represent their classes in planning and implementing school wide and class events. The committees are listed below:

• Freshman Committee • Sophomore Committee • Junior Committee • Senior Committee

Student Government Association-consists of elected representatives of the student body who offer suggestions to the administration concerning school policy/procedures and alsoplan and implement school-wide activities/programs. This organization consists of president, first vice-president, second vice-president, secretary-treasurer, and parliamentarian. (2.50 grade point average needed)

Publications THOR Newspaper-group that produces the school’s newspaper VALHALLA Yearbook- the group that produces the school’s yearbook

Special Interest Clubs and Organizations

5000 Role Models of Excellence-school and community organization designed to inspire, uplift, and provide seminars and career workshops for interested male students African American Heritage Club-exploration of African history, culture, and traditions Art Club-development of artistic talent in the visual arts; preparation and participation in art contests. Best Buddies- pairs students in the general population with those with intellectual disabilities as they work to enhance each other’s lives through various integrated activities Bible Group-established to build and maintain character among students Book Club-students gather to read a book a month and volunteer to read to elementary aged students Cheerleaders-Junior Varsity and Varsity cheerleading groups for sports and school wide activities Debate Team-speech and debate club FEA- Future Educators of America Foreign Language Club-consists of students interested in various foreign languages Interclub Council (ICC)-comprised of presidents from all clubs and organizations to help plan and keep club members informed about all school-wide activities and programs JROTC- Junior Reserve Officer Training Corps Key Club-community, international and school service club to develop leadership skills and good citizenship SECME/Engineering-exploration of careers in the sciences; preparing for and participating in science and engineering competitions Silver Knights-highlights the accomplishments of seniors with strong records of service to their school and community within the school and in the community Sister Love Club-Club designed to inspire, uplift, and provide peer counseling to female students Students Against Drunk Driving (SADD)-increasing the public’s awareness of the dangers of alcohol and illegal drug use SWAT-Students Working Against Tobacco Viking Vogue/Glam Fashion Club-designed to develop a stable foundation for students interested in the fashion industry Webmasters-state of the art web page academy that establishes the school’s website Women of Tomorrow-designed to mentor young ladies, encourage better mother/daughter relationships, and encourage participation in community service Youth Crime Watch/Varsity Patrol-to develop democratic ideals to teach respect for law and order and to maintain high standards of cooperation, loyalty, and school spirit to prepare for adult life and citizenship.

Business and Job Training Organizations DECA 1- Distributive Education Clubs of America-A student marketing association and work experience program providing on the job training DECA 2-Tourism-exploration of marketing careers within the tourism industry and the school’s tourism magnet FBLA-Future Business Leaders of America-members work in developing the skills used in the world of business

Honor Societies

English Honor Society Math Honor Society

National Honor Society Social Studies Honor Society Tri-M Music Honor Society

Miami Norland Senior High School Athletic Programs

Junior Varsity and Varsity Football Junior Varsity and Varsity Boys Basketball Junior Varsity and Varsity Girls Basketball

Boys and Girls Volleyball Boys and Girls Water Polo Boys and Girls Swimming

Boys and Girls Golf Boys and Girls Bowling Boys and Girls Soccer Boys and Girls Track

Boys and Girls Cross Country Wrestling

Boys and Girls Badminton Girls Softball

Junior Varsity and Varsity Baseball Boys and Girls Tennis

LANGUAGE ARTS

Language is an essential part of social development. If students are to be educated and productive citizens in society, they must develop fundamental and advanced language skills that will enable them to communicate their ideas effectively. Four years of English are required for graduation. Students will be placed in the appropriate English course on the basis of scores on standardized tests, past performance in classes, and teacher recommendations. There are a variety of elective classes available to students who are interested in additional language development. 100041001- Intensive Reading 1.0 Credit Graduation Credit for Elective The purpose of this course is to provide intensive instruction and practice in reading skills for students two or more years below grade level in reading comprehension. The content should include, but not be limited to, content identified by diagnosis of each students needs for intensive instruction specified in the academic improvement plan and practice in test-taking skills and strategies for reading and writing. The course content must reflect appropriate Sunshine State Standards benchmarks. 100131001 - English I 1.0 Credit Graduation Credit for English Bright Futures The purpose of this course is to provide instruction in English language skills including reading, writing, speaking, and listening in the content areas of literature and language. The content should include, but not be limited to, instruction in reading, writing, speaking, and vocabulary. The course should include composition instruction that focuses on writing effective paragraphs and multi-paragraph papers, with emphasis on all stages of the writing process (prewriting, drafting, revising). Speech instruction should include formal and informal presentations. The course should include opportunities for students to evaluate mass media. Literature study should include analysis of genres. The study of language should encompass elements of grammar, usage and mechanics. 100134001 - English II 1.0 Credit Graduation Credit for English Bright Futures The purpose of this course is to provide instruction in English language skills and in the study of world literature. The content should include, but not be limited to, instruction in reading and vocabulary necessary for comprehension of printed materials. The course should include composition instruction that focuses on the writing of essays for various purposes and audiences, using literary and nonliterary subjects with emphasis on preparation for the Florida Comprehensive Assessment Test in reading and writing. Literature study should emphasize analysis of selections found in world literature. The study of language should include grammar, mechanics, usage, and other conventions of standard written English. The study of mass media should include an analysis of propaganda and persuasion techniques. Speech instruction should include analysis of effective techniques in oral presentations. 100137001 - English III 1.0 Credit Graduation Credit for English Bright Futures The purpose of this course is to provide instruction in American literature and in English language skills. The content should include, but not be limited to, frequent practice in writing multi-paragraph papers of various types, with particular attention given to the writing of documented papers. Relative to these writing assignments, reference and summarizing skills should also be stressed. Listening, speaking, and writing assignments should be related, when appropriate, to the study of American literature. Literature study should include the analysis of various examples of American literary works in various genres. Literature instruction should be supported by instruction in reading strategies that include skills tested on the Florida Comprehensive Assessment Test. Vocabulary study should focus upon verbal analogies, and other patterns commonly found on standardized tests. 100140001 - English IV 1.0 Credit Graduation Credit for English Bright Futures The purpose of this course is to provide instruction in English language skills and in the study of British literature

and other world literature. The content should include, but not be limited to, instruction in vocabulary and reading

necessary for students’ comprehension of printed materials. Literature study should include analysis of

representative examples from British literature and the literature of other cultures as they reflect changes in the

language and the development of literary traditions. Writing experiences should be structured to provide practice

in real-life writing situations likely to be encountered beyond secondary school. Opportunities should be given to

students for extending their speaking and listening skills.

HONORS COURSES 100132001 - English I Honors 1.0 Credit Graduation Credit for English Bright Futures The purpose of this course is to promote academic excellence in English language arts through enriched experiences in literature, writing, speaking, and listening. The content should include, but not be limited to, instruction in the critical analysis of major literary genres. Composition instruction should focus upon using the writing process in creative, logical, and critical modes, and should include frequent practice in all aspects of the writing process. Formal speaking experiences should be provided, and the critical skills of listening and observing should be taught. Teacher recommendation required. 100135001 - English II Honors 1.0 Credit Graduation Credit for English Bright Futures The purpose of this course is to promote academic excellence in English language arts through the study of world literature and through enriched experiences in composition, speech and listening skills. The content should include, but not be limited to, instruction in universal themes found in world literature, as well as the critical analysis of various genres in that literature. Composition instruction should emphasize the creative, logical, and critical aspects of the writing process. Frequent practice should be provided in utilizing all aspects of composition, including prewriting, drafting, and revising with emphasis on preparation for the Florida Comprehensive Assessment Test in reading and writing. The study of language should include usage, mechanics, and other elements of standard written English. Formal and informal speaking opportunities should be provided. 100138001 - English III Honors 1.0 Credit Graduation Credit for English Bright Futures The purpose of this course is to promote academic excellence in English language arts through enriched experiences in reading, writing, speaking, and listening and to provide instruction in the study of American literature. The content should include, but not be limited to, composition instruction with frequent practice in writing multi-paragraph essays in a variety of types, including documented papers. Literature study should include the written and oral analysis of American literary works representing the ethnic and cultural diversity of the American experience. The study of literature should also include analysis of American dialects as reflected in the literature. Reference skills and methods of summarizing information should be taught in relation to the production of documented papers. Formal and informal oral communication activities should be provided. Teacher recommendation required. 100141001 - English IV Honors 1.0 Credit Graduation Credit for English Bright Futures The purpose of this course is to promote academic excellence in English language arts through enriched

experiences in communication skills and through instruction in British literature as well as other world literature as

a part of our literary heritage. The content should include, but not be limited to, instruction in the written and oral

analysis of major British literary works of various genres in relationship to literature of other cultures and to the

development of the literary traditions of the English language. Composition instruction should emphasize writing

assignments that develop students’ abilities to analyze critically and to interpret information. Opportunities should

also be given for students to extend speaking, listening, and viewing skills. Language study should include

vocabulary development and an overview of the history of the language as reflected in literature. Teacher

recommendation required.

GIFTED HONORS COURSES

100132002- English I Honors Gifted 1.0 Credit Graduation Credit for English Bright Futures The purpose of this course is to promote academic excellence in English language arts through enriched experiences in literature, writing, speaking, and listening. The content should include, but not be limited to, instruction in the critical analysis of major literary genres. Composition instruction should focus upon using the writing process in creative, logical, and critical modes, and should include frequent practice in all aspects of the writing process. Formal speaking experiences should be provided, and the critical skills of listening and observing should be taught. This course incorporates the goals and objectives contained in the “Resource Manual for Gifted Programs” and are available only to students staffed into the gifted program. 100135002 - English II Honors Gifted 1.0 Credit Graduation Credit for English Bright Futures The purpose of this course is to promote academic excellence in English language arts through the study of world literature and through enrichment experiences in composition, speech, and listening skills. The content should include, but not be limited to, instruction in universal themes found in world literature, as well as the critical analysis of various genres in that literature. Composition instruction should emphasize the creative, logical, and critical aspects of the writing process. Frequent practice should be provided in utilizing all aspects of composition, including prewriting, drafting, and revising. The study of language should include usage, mechanics and other elements of standard written English. Formal and informal speaking opportunities should be provided. Vocabulary study should focus upon verbal analogies and other patterns commonly found on standardized tests. This course incorporates the goals and objectives contained in the “Resource Manual for Gifted Programs” and are available only to students staffed into the gifted program. 100138002- English III Honors Gifted 1.0 Credit Graduation Credit for English Bright Futures The purpose of this course is to promote academic excellence in English language arts through enriched experiences in reading, writing, speaking, and listening and to provide instruction in the study of American literature. The content should include, but not be limited to, composition instruction with frequent practice in writing multi-paragraph essays in a variety of types, including documented papers. Literature study should include the written and oral analysis of American literary works representing the ethnic and cultural diversity of the American experience. The study of literature should also include analysis of American dialects as reflected in the literature. Reference skills and methods of summarizing information should be taught in relation to the production of documented papers. Formal and informal oral communication activities should be provided. Earning credit for this course precludes the earning of credit for English III. This course incorporates the goals and objectives contained in the “Resource Manual for Gifted Programs” and are available only to students staffed into the gifted program. State-authorized honors course.

ADVANCED PLACEMENT COURSES 100142001 - Advanced Placement English Language and Composition 1.0 Credit Graduation Credit for English Bright Futures The purpose of this course is to provide students with an understanding of the semantic, structural and rhetorical resources of the English language as they relate to the principles of effective writing. The course is also designed to provide students with a variety of writing opportunities calling for the use of different styles and tones. The content should include, what is determined by the College Board Advanced Placement Program. Teacher recommendation required. 100143001 - Advanced Placement English Literature and Composition 1.0 Credit Graduation Credit for English Bright Futures The purpose of this course is to involve students in the study and practice of writing and in the study of literature. Students should learn to use the modes of discourse and to recognize the assumptions underlying various rhetorical strategies. Students should also acquire an understanding of the resources of the language and an understanding of the writer’s craft. They should develop critical standards for the appreciation of any literary work and increase their sensitivity to literature as shared experiences. The content should include, what is determined by the College Board. Advanced Placement Program. Teacher recommendation required.

ELECTIVE COURSES

100630011 - Journalism I (Newspaper Yearbook) 1.0 Credit Elective Credit for Language Arts The purpose of this course is to provide instruction in basic aspects of journalism and workshop experiences in journalistic production. The content should include, but not be limited to, instruction in recognizing and writing news for journalistic media and in developing editorials, sports articles, and feature stories. In addition to written work, students should receive instruction in the history and traditions of journalism as well as workshop experiences in photography, layouts, advertising, printing, and other practical aspects of journalistic enterprise. In connection with workshop experiences, one or more student journalistic productions may be included. Various aspects of journalistic production may be taught through workshop experiences and/or simulations. Teacher recommendation required. 100631011 - Journalism II (Newspaper Yearbook) 1.0 Credit Elective Credit for Language Arts The purpose of this course is to provide practical experience in newsgathering techniques and practice in journalistic writing, as well as opportunities to explore careers in journalism. The content should include, but not be limited to, training necessary for successful newsgathering for journalistic media. Students should receive frequent practice in gathering information and in writing news, sports, feature articles, and editorials through various media, students should explore career opportunities in journalistic fields. Practice in the preparation of materials for publication in journalistic media should occur within a workshop setting. Various aspects of journalistic production may be taught through workshop experiences and/or simulations. Teacher recommendation required. 100632011 - Journalism III (Newspaper Yearbook) 1.0 Credit Elective Credit for Language Arts The purpose of this course is to provide intermediate instruction in writing and production skills related to various journalistic media. The content should include, but not be limited to, instruction and practice in applying all aspects of the writing process, including prewriting, drafting, editing, and proofreading, to written work. Organization and management techniques relating to journalistic productions should be stressed, including leadership skills, record-keeping, time management, utilization of personnel, and task organization. Workshop experiences in producing various kinds of journalistic products should provide practice in the development of these skills. Various aspects of journalistic production may be taught through workshop experiences and/or simulations. Teacher recommendation required. 100633011 - Journalism IV (Newspaper Yearbook) 1.0 Credit Elective Credit for Language Arts The purpose of this course is to provide advanced instruction in journalistic writing and production techniques. The

content should include, but not be limited to, instruction in writing, designing, and managing journalistic

enterprises. The emphasis in the course should be upon implementing students’ creative skills and talents in

writing, graphic design and/or photography, and in providing regular practice in management skills and production

techniques in printed journalistic media. The course should provide opportunities to develop proficiency in various

forms of journalistic writing through the production of one or more student journalistic projects. Various aspects of

journalistic production may be taught through workshop experiences and/or simulations. Teacher

recommendation required.

MATHEMATICS

Mathematics courses provide students with the basic concepts and relationships fundamental to living in a highly technical society. Understanding the nature of mathematics encourages critical thinking, precise expression and analytical approaches to problem solving. Three years of mathematics are required for graduation; however, students are encouraged to take a fourth year of mathematics in twelfth grade. Placement in a particular mathematics course is determined on the basis of scores on standardized tests, past performance in courses and teacher recommendations. Students are encouraged to grow in mathematical awareness and competency consistent with their individual potential. Some classes require a scientific or graphic calculator.

REGULAR COURSES 120040001 - Intensive Mathematics 1.0 Credit Graduation Credit for Elective The purpose of this course is to enhance skills in algebra and geometry. Content shall include, but not be limited to concepts involving algebraic thinking, number sense, measurement, geometry and spatial sense, as well as data and probability. 120031001 - Algebra I 1.0 Credit Graduation Credit for Mathematics Bright Futures The purpose of this course is to provide the foundation for more advanced mathematics courses and to develop the skills needed to solve mathematical problems. Topics shall include, but not be limited to, sets variables structure and properties of the real number system first-degree equations/inequalities relations and functions graphs systems of linear equations/inequalities integral exponents polynomials factoring rational algebraic expressions irrational numbers radical expressions quadratic equations and mathematical problems. 120631001 — Geometry 1.0 Credit Graduation Credit for Mathematics Bright Futures The purpose of this course is to emphasize critical thinking involving the discovery of relationships and their proofs and skill in applying the deductive method to mathematical situations. Topics shall include, but not be limited to, logic and reasoning, the study of Euclidean geometry of lines, planes, angles, triangles, similarity, transformations, congruence, geometric inequalities, polygons and circles, area and volume, and constructions. 120033001 - Algebra II 1.0 Credit Graduation Credit for Mathematics The purpose of this course is to continue the study of the structure of algebra and to provide the foundation for applying these skills to other mathematical and scientific fields. Topics shall include, but not be limited to, the review and extension of the structure and properties of the real number system; relations, functions and graphs; polynomials and rational expressions; quadratic equations and inequalities; polynomial functions; rational and irrational exponents; logarithms; complex numbers; and problem solving. Prerequisite: Earning credit in this course precludes the earning of credit in Algebra II honors or Pacesetter Mathematics Ill. Annual 1.0; Not Repeatable; graduation requirement for mathematics; meets the M-DCPS Algebra requirement for graduation; meets Florida Bright futures requirement for mathematics. 121030003 - Probability and Statistics with Applications 1.0 Credit Graduation Credit for Mathematics Bright Futures The purpose of this course is to explore the concepts of probability, elementary statistics, and hypothesis testing. The content should include, but not be limited to, random experiments, probability concepts, permutations, combinations, sample space, binomial distribution, concepts of descriptive statistics, measures of central tendency, measures of variability, normal distribution, correlation and regression, hypothesis testing using the normal distribution, the t-distributions, the chi-squared distributions, the f-distribution and the application of various nonparametric statistical tests, multiple regression techniques, and the application of computer software to statistical problems. Computer investigations will include the application of software appropriate to selected topics in the content. Teacher recommendation required. HONORS COURSES 120032001 - Algebra I Honors 1.0 Credit Graduation Credit for Mathematics Bright Futures The purpose of this course is to provide a rigorous and in-depth study of algebra, emphasizing deductive reasoning skills as a foundation for more advanced mathematics courses and to develop the skills needed to solve

mathematical problems. Topics shall include, but not be limited to, operations and properties used within the real number system; algebraic and graphical solutions to first-degree equations and inequalities in one and two variables; relations and functions; direct and inverse variation; operations with polynomials, including all forms of factoring; rational and irrational algebraic expressions; quadratic equations, inequalities and functions. Teacher recommendation required. 120632001 — Geometry Honors 1.0 Credit Graduation Credit for Mathematics Bright Futures The purpose of this course is to give a rigorous in-depth study of geometry with emphasis on methods of proof and the formal language of mathematics. Topics shall include, but not be limited to, structure of geometry; separation properties; angle concepts; triangles; quadrilaterals; proofs, perpendicularity and parallelism in a plane and in space; similar polygons; circles and spheres; constructions; area and volume; coordinate geometry, topology, and transformational geometry. Teacher recommendation required. 120034001 - Algebra II Honors 1.0 Credit Graduation Credit for Mathematics Bright Futures The purpose of this course is to present an in-depth study of the topics of Algebra Il with emphasis on theory, proof, and development of formulas, as well as their applications. Topics shall include, but not be limited to, algebraic structure; first-degree equations in one and two variables solved algebraically and graphically; systems of equations and inequalities; functions and relations; polynomials and rational expressions; exponents and radicals, logarithms; complex numbers; conic sections; polynomial equations; sequences and series; permutations, combinations and probability; and matrices. Teacher recommendation required. 120234002 - Pre-Calculus (Honors) 1.0 Credit Graduation Credit for Mathematics Bright Futures The purpose of this course is to emphasize the study of functions and other skills necessary for the study of calculus. Topics shall include, but not be limited to, polynomial, rational exponential, logarithmic, and circular functions and their inversions; sequences; series; theory of limits; vectors; conic sections; polar coordinates; symbolic logic; mathematical induction; and matrix algebra. Teacher recommendation required. 120131001 - Analysis of Functions 1.0 Credit Graduation Credit for Mathematics Bright Futures The purpose of this course is to study mathematics using functions as a unifying theme. Content shall include, but not be limited to, polynomial and rational functions, statistical and probability functions, exponential and logarithmic functions, and trigonometric and circular functions. Teacher recommendation required.

GIFTED HONORS COURSES 120032002- Algebra I Honors Gifted 1.0 Credit Graduation Credit or Mathematics Bright Futures The purpose of this course is to provide a rigorous and in-depth study of algebra, emphasizing deductive reasoning skills, as a foundation for more advanced mathematics courses and to develop the skills needed to solve mathematical problems. Topics shall include, but not be limited to, operations and properties used within the real number system; algebraic and graphical solutions to first-degree equations and inequalities in one and two variables; relations and functions; direct and inverse variation; operations with polynomials, including all forms of factoring; rational and irrational algebraic expressions; quadratic equations, inequalities and functions. This course incorporates the goals and objectives contained in the “Resource Manual for Gifted Programs” and are available only to students staffed into the gifted program. Teacher recommendation required. 120632002- Geometry Honors Gifted 1.0 Credit Graduation Credit for Mathematics Bright Futures. The purpose of this course is to give a rigorous in-depth study of geometry with emphasis on methods of proof and the formal language of mathematics. Topics shall include, but not be limited to, structure of geometry; separation properties; angle concepts; triangles; quadrilaterals; proofs, perpendicularity and parallelism in a plane and in space; similar polygons; circles and spheres; constructions; area and volume; coordinate geometry, topology, and transformational geometry. This course incorporates the goals and objectives contained in the “Resource Manual for Gifted Programs” and are available only to students staffed into the gifted program. Teacher recommendation required. 120034002- Algebra II Honors Gifted 1.0 Credit Graduation Credit for Mathematics Bright Futures

The purpose of this course is to present an in-depth study of the topics of Algebra II with emphasis on theory, proof, and development of formulas, as well as their applications. Topics shall include, but not be limited to, algebraic structure; first-degree equations in one and two variables solved algebraically and graphically; systems of equations and inequalities; functions and relations; polynomials and rational expressions; exponents and radicals, logarithms; complex numbers; conic sections; polynomial equations; sequences and series; permutations, combinations and probability; and matrices. This course incorporates the goals and objectives contained in the “Resource Manual for Gifted Programs” and are available only to students staffed into the gifted program. Teacher recommendation required.

ADVANCED PLACEMENT COURSES 121032001 - Advanced Placement Statistics 1.0 Credit Graduation Credit for Mathematics Bright Futures The purpose of the advanced placement (AP) course in statistics is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: exploring data, observing patterns and departures from patterns planning a study: deciding what and how to measure; anticipating patterns in advance: producing models using probability and simulation; statistical inference: confirming models. Note: students who successfully complete the course and examination may receive credit and/or advanced placement for a one-semester introductory college statistics course. Teacher recommendation required. 120231001 - Advanced Placement Calculus AB 1.0 Credit Graduation Credit for Mathematics Bright Futures The purpose of this course is to explore elementary functions and the general theory and techniques of calculus. The content should include, the topics determined by the Advanced Placement Program. Teacher recommendation required.

SCIENCE

Students are required to complete 3 years of science for graduation. After completion of requirements, students are encouraged to take physics and at least one A.P. class to better prepare them for college. Through the electives, the department offers a broader study of the human body in Anatomy and Physiology, the relationship of living things to each other in Environmental Science and the study of plants/animals in the ocean in Marine Science. All science courses are designed to promote a sense of inquiry through laboratory experiences and to develop critical thinking skills. Eleventh grade students must take the science FCAT in the spring. REGULAR COURSES 200131001 – Earth Space Science 1.0 Credit Graduation Credit for Science Bright Futures The purpose of this course is to provide opportunities for the student to develop concepts basic to the Earth, its materials, processes, history and environment in space. Content should include, but not be limited to, formation of the universe, life cycle of stars, earth-moon system, U.S. manned space program, formation of igneous, sedimentary and metamorphic rock, identification of rocks and minerals, divisions of earth, formations of landforms and basic mountain types, fundamental plate tectonics, formation of water systems, erosion, oceanography, meteorology, soil composition, geologic periods and fossils, and renewable and non-renewable energy resources. Laboratory investigations of selected topics in the content, which also include the use of the scientific method, measurement, laboratory apparatus and safety, are an integral part of the course. 200031001 - Biology I 1.0 Credit Graduation Credit for Science Bright Futures The purpose of this course is to provide exploratory experiences, laboratory experiences, and real-life applications in the biological sciences. The content should include, but not be limited to the following: the nature of science; matter, energy, and chemical process of life; cell biology, reproduction and communication; genetic principles, diversity, and biotechnology; levels of organization, classification, and taxonomy; structure, function, and reproduction of plants, animals, and microorganisms; behavior of organisms; interdependence of organisms, humans, and the environment; biological selection, adaptations, and changes through time; agriculture, food, and

TIMELINE FOR IMPLEMENTATION OF THE FLORIDA SECONDARY SCHOOL REDESIGN ACT AMENDMENT

ENTERING 9TH

GRADERS 2010-2011

ENTERING 9TH

GRADERS 2011-2012

ENTERING 9TH

GRADERS 2012-2013

ENTERING 9TH

GRADERS 2013-2014

Algebra I – the EOC assessment will be 30% of the student’s grade for the course*

Algebra I – the EOC assessment must be passed in order to earn credit for the course*

Geometry - the EOC assessment must be passed in order to earn credit for the course*

Chemistry or Physics or an equally rigorous science course required for graduation

Geometry required for graduation

Geometry - the EOC assessment will be 30% of the student’s grade for the course*

Biology I - the EOC assessment must be passed in order to earn credit for the course*

Biology I required for graduation and the EOC assessment will be 30% of the student’s grade for the course*

Algebra II required for graduation

Major area of interest repealed

FCAT Science will be discontinued as the EOC assessment is implemented

Grade 9 FCAT Mathematics will be discontinued as the EOC assessment is implemented

Grade 10 FCAT Mathematics will be discontinued as the EOC assessment is implemented

* These requirements will be in effect according to the above schedule for middle school students who enroll in the respective senior high school courses. If a student transfers into a high school, the school principal shall determine, in accordance with State Board of Education rule, whether the student must take an end-of-course assessment in a course for which the student has credit that was earned from the previous school.

For each year in which a student scores at Level 1 or Level 2 on FCAT Reading, the student must be enrolled in and complete an intensive reading course the following year, with exception to ELLs who are required to enroll

in the Developmental Language Arts Through ESOL course. Students scoring at Levels 1 and 2 on the most recent administration of

FCAT Reading are to be enrolled in the appropriate Intensive Reading course in addition to their required English/Language Arts course in grades 9 and 10. Students in grades 11 and 12 who have not passed the FCAT Reading or met graduation requirements with concordant scores on appropriate assessments must be enrolled in the Reading Retaker course in addition to their required English/Language Arts course. The district’s K-12 CRRP requires each school to conduct a screening and diagnostic process

to identify appropriate placement of Level 1 and 2 students in reading classes to be completed prior to the end of the school year. TheK-12 CRRP also requires a daily double literacy block for all Level 1 or 2 FCAT Reading students who have reading deficiencies in decoding and fluency (Intensive Reading Plus). All FCAT Level 1 and 2 students are required to be enrolled in an Intensive Reading, Intensive Reading Plus, or Intensive Reading Enrichment course with the exception of ELLs who are required to enroll in a Developmental Language Arts Through ESOL course.

For each year in which a student scores at Level 1 or Level 2 on FCAT

Mathematics, the student must receive remediation the following year, which may be integrated into the student’s required mathematics course.

Any course listed in the current Florida Course Code Directory which is

appropriate for grades 9 or above may fulfill an elective credit for graduation except Study Hall and other courses identified as noncredit (NC), Adult Basic Education, and GED Preparation. In selecting their electives, students shall consider a specific career course plan.

Students will not be granted credit toward high school graduation for any

Level I course, as designated in the Florida Course Code Directory and Curriculum Bulletin-I, unless the student’s assessment indicates a more rigorous course of study would be inappropriate, in which case a written assessment of the need must be included in a student’s IEP signed by the principal, the guidance counselor, and the parent of the student. Level I courses may be taken for credit toward a standard diploma if they are approved and listed in an IEP. Remedial and compensatory courses can be counted only as elective credit toward a standard diploma.

Other Areas of Study - Human Growth and Development and units in HIV/AIDS and Sexually Transmitted Diseases, Substance Abuse education, and teen dating violence and abuse prevention are required at each grade.

The history of the Holocaust; African American history, culture, and experiences; the study of Hispanic and women's contributions to the United States; and in order to encourage patriotism, the sacrifices made by veterans to protect democratic values worldwide are to be incorporated throughout the curriculum as appropriate. Multicultural education and character education are to be incorporated throughout the curriculum as appropriate. In addition, Career Pathway strategies are to be infused throughout the curriculum.

Career and Technical Education Course substitutions are permitted for

students completing job preparation programs as specified in Curriculum Bulletin-I and Florida Board of Education rule. However, substitutions may not exceed two credits in each of the required academic areas of English, mathematics, and science, and may apply to only one area.

Adult Education Program Credit - A student who is eligible may, with prior

written approval of the high school principal and acceptance into the adult education high school credit program, earn credits from the adult education program to apply toward graduation requirements for a high school diploma (FM-4269). It should be noted that adult education high school courses taken through the regular adult education program may not be recognized by the National Collegiate Athletic Association (NCAA) as meeting eligibility requirements to participate in college athletics.

Senior high school students may not withdraw from a senior high school

class and enroll in the same or equivalent class for graduation credit through adult education in the same academic year except for extenuating circumstances and only by permission of the principal.

A Credit Certification for Adult Education form should be completed for each

student who will transfer credits earned in an adult education program to his/her high school transcript. This form should also be used when the student is no longer enrolled in senior high school, but will use the adult education credit(s) to earn his/her diploma.

Students should be encouraged to enroll in honors, Advanced Placement,

and dual enrollment language arts, social science, mathematics, and science courses whenever appropriate. Students should start the sequence of courses early in order to enable them to take the higher level courses. Students should not be restricted from taking multiple numbers of Advanced Placement courses; however, it is the school‟s responsibility to advise and caution students regarding an excessive workload.

Students who encounter difficulties in language arts, social science,

mathematics, and science courses should be provided assistance through peer tutoring, teacher tutoring, mentoring, before/after school programs, and Saturday school, where available.

Individual senior high schools may establish graduation requirements

greater than the prescribed district requirements for students enrolled in the four-year, 24-credit standard program, subject to the approval of the Regional Superintendent and the Superintendent of Schools, or designee. In each instance, the senior high school shall establish school-level procedures for waiving such requirements for students with a demonstrated educational need. If approved, an increase of academic credit shall not apply to students enrolled in grades 9 -12 at the time of the increase. Any increase in academic credit does not apply to a student who earns credit toward graduation requirements for equivalent courses taken through dual enrollment. Graduation requirements approved by the School Board may be waived only by the School Board. Additionally, students enrolled in the standard four-year, 24-credit or the two accelerated three-year, 18-credit programs may earn more than the 24 or 18 credits required for graduation.

SCIENCE

Students are required to complete 3 years of science for graduation. After completion of requirements, students are encouraged to take physics and at least one A.P. class to better prepare them for college. Through the electives, the department offers a broader study of the human body in Anatomy and Physiology, the relationship of living things to each other in Environmental Science and the study of plants/animals in the ocean in Marine Science. All science courses are designed to promote a sense of inquiry through laboratory experiences and to develop critical thinking skills. Eleventh grade students must take the science FCAT in the spring.

REGULAR COURSES 200131001 – Earth Space Science 1.0 Credit Graduation Credit for Science Bright Futures The purpose of this course is to provide opportunities for the student to develop concepts basic to the Earth, its materials, processes, history and environment in space. Content should include, but not be limited to, formation of the universe, life cycle of stars, earth-moon system, U.S. manned space program, formation of igneous, sedimentary and metamorphic rock, identification of rocks and minerals, divisions of earth, formations of landforms and basic mountain types, fundamental plate tectonics, formation of water systems, erosion, oceanography, meteorology, soil composition, geologic periods and fossils, and renewable and non-renewable energy resources. Laboratory investigations of selected topics in the content, which also include the use of the scientific method, measurement, laboratory apparatus and safety, are an integral part of the course. 200031001 - Biology I 1.0 Credit Graduation Credit for Science Bright Futures The purpose of this course is to provide exploratory experiences, laboratory experiences, and real-life applications in the biological sciences. The content should include, but not be limited to the following: the nature of science; matter, energy, and chemical process of life; cell biology, reproduction and communication; genetic principles, diversity, and biotechnology; levels of organization, classification, and taxonomy; structure, function, and reproduction of plants, animals, and microorganisms; behavior of organisms; interdependence of organisms, humans, and the environment; biological selection, adaptations, and changes through time; agriculture, food, and medical technologies, and biological careers. Laboratory investigations, which include the use of scientific research, measurement, laboratory technologies, and safety procedures are an integral part of this course.

medical technologies, and biological careers. Laboratory investigations, which include the use of scientific research, measurement, laboratory technologies, and safety procedures are an integral part of this course. 200334001 - Chemistry 11.0 Credit Graduation Credit for Science Bright Futures The purpose of this course is to provide students with the study of the composition, properties and changes associated with matter. The content should include, but not be limited to, classification and structure of matter, atomic theory, periodic table, bonding, chemical formulas, chemical reactions and balanced equations, behavior of gases, physical changes, acids, bases and salts and energy associated with physical and chemical changes. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. 200338001 - Physics I 1.0 Credit Graduation Credit for Science Bright Futures The purpose of this course is to provide students with an introductory study of the theories and laws governing the

interaction of matter, energy and the forces of nature. The content should include, but not be limited to,

kinematics, dynamics, energy, work and power, heat and thermodynamics, wave characteristics, light, electricity,

magnetism, and nuclear physics and sound. Laboratory investigations of selected topics in the content, which also

include the use of the scientific method, measurement, laboratory apparatus and safety, are an integral part of the

course.

HONORS COURSES 200132001 – Earth/Space Science Honors 1.0 Credit Graduation Credit for Science Bright Futures The purpose of this course is to provide opportunities for the student to develop concepts basic to the Earth, its materials, processes, history and environment. The content should include, but not be limited to, theories for the formation of the universe, solar system, life cycle of stars, interstellar matter, men of astronomy, study of astronomical observatories, different types of telescopes, the solar system, U.S. space program, inter-planetary explorations, nature of matter and atomic structure, periodic table, mineral identification, igneous, sedimentary and metamorphic rocks, rock cycle, Earth’s interior, land formation, theory of plate tectonics, formation of rivers and streams, erosion, wind, water and weathering, glaciers and glacial features and structures, hydrologic cycle, oceanography, island formation, atmosphere, mapping weather conditions, composition of soils, energy resources, and topographic maps. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety, are a part of this course. Teacher recommendation required. 200032001 - Biology I Honors 1.0 Credit Graduation Credit for Science Bright Futures The purpose of this course is to provide advanced, in-depth, exploratory experiences, laboratory experiences, and real-life applications in the biological sciences. The content should include, but not be limited to the following: the nature of science; matter, energy, and chemical process of life; cell biology, reproduction and communication; genetic principles, diversity, and biotechnology; levels of organization, classification, and taxonomy; structure, function, and reproduction of plants, animals, and microorganisms; behavior of organisms; interdependence of organisms, humans, and the environment; biological selection, adaptations, and changes through time; agriculture, food, and medical technologies, and biological careers. Laboratory investigations, which include the use of scientific research, measurement, laboratory technologies, and safety procedures, are an integral part of this course. Teacher recommendation required. 200335001 - Chemistry I Honors 1.0 Credit Graduation Credit for Science Bright Futures The purpose of this course is to provide students with a rigorous study of the composition, properties and changes associated with matter. The content should include, but not be limited to, heat, changes of matter, atomic structure, periodic table, bonding, formulas and equations, mole concept, gas laws, energy and order reaction rates and equilibrium, solutions, acids, bases, salts, nuclear chemistry, electrochemistry, and organic chemistry. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety, are an integral part of the course. Teacher recommendation required.

200339001 - Physics I Honors 1.0 Credit Graduation Creditor Science Bright Futures The purpose of this course is to provide students with a rigorous introductory study of the theories and laws governing the interaction of matter, energy and the forces of nature. The content should include, but not be limited to, kinematics, dynamics, energy, work and power, heat and thermodynamics, wave characteristics, light, electricity, magnetism, and nuclear physics and sound. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. Teacher recommendation required.

GIFTED HONORS COURSES 200032002 – Biology I Honors Gifted 1.0 Credit Graduation Credit for Science Bright Futures The purpose of this course is to provide advanced, in-depth, exploratory experiences, laboratory experiences, and real-life applications in the biological sciences. The content should include, but not be limited to the following: the nature of science; matter, energy, and chemical process of life; cell biology, reproduction and communication; genetic principles, diversity, and biotechnology; levels of organization; classification; and taxonomy; structure; function; and reproduction of plants; animals and microorganisms; behavior of organisms; interdependence of organisms, humans, and the environment; biological selection, adaptations, and changes through time; agriculture, food, and medical technologies, and biological careers. Laboratory investigations which include the use of scientific research, measurement, laboratory technologies, and safety procedures are an integral part of this course. Teacher recommendation required. 200335001 - Chemistry I Honors 1.0 Credit Graduation Credit for Science Bright Futures The purpose of this course is to provide students with a rigorous study of the composition, properties and changes associated with matter. The content should include, but not be limited to, heat, changes of matter, atomic structure, periodic table, bonding, formulas and equations, mole concept gas laws, energy and order reaction rates and equilibrium, solutions, acids, bases, salts, nuclear chemistry, electrochemistry, and organic chemistry. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. Teacher recommendation required. 200339001 - Physics I Honors 1.0 Credit Graduation Creditor Science Bright Futures The purpose of this course is to provide students with a rigorous introductory study of the theories and laws

governing the interaction of matter, energy and the forces of nature. The content should include, but not be

limited to, kinematics, dynamics, energy, work and power, heat and thermodynamics, wave characteristics, light,

electricity, magnetism, and nuclear physics and sound. Laboratory investigations of selected topics in the content

which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral

part of the course. Teacher recommendation required.

ADVANCED PLACEMENT COURSES 200138001 — Environmental Science Advanced Placement 1.0 Credit Graduation Credit for Science Bright Futures The purpose of this course is to provide the student with the study of man’s interaction with the environment. The content should include, what is determined by the Advanced Placement Program. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. SC***Precludes earning credit in any other environmental science. 200034001 - Advanced Placement Biology 1.0 Credit Graduation Credit for Science Bright Futures The purpose of this course is to provide a study of the facts, principles, and processes of biology, and the collection, interpretation, and formulation of hypotheses from available data. The content should include, what is determined by the advanced placement program. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety, are an integral part of the course. Teacher recommendation required.

200337001 - Advanced Placement Chemistry 1.0 Credit Graduation Credit for Science Bright Futures The purpose of this course is to provide students with a rigorous study of the composition, properties and changes associated with matter. The content should include but not be limited to, heat, changes of matter, atomic structure, periodic table, bonding, formulas and equations, mole concept, gas laws, energy and order reaction rates and equilibrium, solutions, acids, bases, salts, nuclear chemistry, electrochemistry, and organic chemistry. Laboratory investigations of selected topics in the content, which also include the use of the scientific method, measurement, laboratory apparatus and safety, are an integral part of the course. Teacher recommendation required. 200342001 - Advanced Placement Physics B 1.0 Credit Graduation Credit for Science Bright Futures The purpose of this course is to provide a systematic introduction to the main principles of classical and modem physics and emphasize the development of problem-solving ability. The content should include what is that determined by the advanced placement program. Laboratory investigations of selected topics in the content, which also include the use of the scientific method, measurement, laboratory apparatus and safety, are an integral part of the course. Teacher recommendation required.

ELECTIVE COURSES 200331001 - Physical Science 1.0 Credit Graduation Credit for Science Bright Futures The purpose of this course is to provide students with a quantitative investigative study of the introductory concepts of physics and chemistry. The content should include, but not be limited to, dynamics, classification and interaction of matter, periodic table, forms of energy, electricity and magnetism, chemical interactions, nuclear reactions, and career opportunities in physical science. 200036001 - Anatomy and Physiology Honors 1.0 Credit Graduation Credit for Science Bright Futures The purpose of this course is to provide students with exploratory and advanced activities in the structures and functions of the components of the human body. The content shall include, but not be limited to, anatomical terminology, cells and tissues, integumentary system, skeletal system, muscular system, nervous system, special sensory organs, endocrine system, circulatory system, respiratory system, digestive system, excretory (urinary) system, reproductive system, homeostasis, disease process, immune response, and heredity. Laboratory investigations of selected topics in the content, which also include the use of the scientific method, measurement, laboratory apparatus and safety, are an integral part of the course.

SOCIAL STUDIES Social Studies courses help prepare students to be knowledgeable, responsible, and active citizens of the community, nation and the world. Students are required to successfully complete three credits in Social Studies for graduation. Ninth grade students are required to take World History. American History is taken in the eleventh grade. American Government and Economics are two semester courses which are required for twelfth grade students. All three courses fulfill the requirements for the Florida Academic Scholars Certificate and for admission to the Florida state university system. Elective courses are available for those students who wish to specialize in a particular field or area of study. REGULAR COURSES 210931001 - World History 1.0 Credit Graduation Credit for World History Bright Futures The purpose of this course is to provide students the opportunity to acquire an understanding of the chronological development of civilization by examining the political, economic, social, religious, military, dynastic, scientific, and cultural events that have affected humanity. Specific content will include, but not be limited to, an understanding of geographic-historic and time-space relationships, the use of arbitrary per iodization in history, a review of prehistory, the rise of civilization and cultural universals, the development of nationalism as a global phenomenon, the origin and cause of economic systems and philosophies, the influence of major historical figures and events, and contemporary world affairs. 210031001 - American History 1.0 Credit

Graduation Credit for American History Bright Futures The purpose of this course is to provide students with the opportunity to acquire an understanding of the chronological development of the United States by examining the political, economic, social, religious, military, scientific, and cultural events that have affected the rise and growth of our nation. The student should gain an understanding of geographic, historic and time-space relationships, the synthesizing of American culture, the westward expansion of American settlements, the origin of American ideals, the American colonial experience, the American revolution and Declaration of Independence, formation of the Constitution and the federal system, the interpretive evolution of the Constitution over two centuries, sectionalism in American life, the Civil War as the solution to the states rights issue, the technological and urban transformation of the country, the evolution of American lifestyles and ideals, American foreign policy development, the development of the American economy, and contemporary domestic, and foreign issues. 210631001 - American Government 0.5 Credit Graduation Credit for American Government Bright Futures The purpose of this course is to provide students the opportunity to acquire an understanding of American government and political behavior. The content should include, but not be limited to, an analysis of those documents which shape our political traditions (the Declaration of Independence, the Constitution, and the Bill of Rights), a comparison of the roles of the three branches of government at the local, state, and national levels, an understanding of the evolving role of political parties and interest groups in determining policy, how the rights and responsibilities of citizens in a democratic state have evolved and been interpreted, and the importance of civic participation in the democratic political process. 210231001 - Economics 0.5 Credit Graduation Credit for Economics Bright Futures The purpose of this course is to provide students the opportunity to acquire an understanding of the way society organizes limited resources to satisfy unlimited wants, the major characteristics of the mixed market economic system in the U.S., and how economic questions are answered. Major emphasis is to provide students with an understanding of the forces of the marketplace by examining the effect of their role as producer, saver, consumer, investor, resource owner, voter, and taxpayer on the system. The student will develop an understanding of roles and impact of economics wants, productive resources, scarcity and choices, opportunity costs and tradeoffs, economic incentives, specialization, comparative advantage, division of labor interdependence, how markets work, savings and investment, roles of the citizen as producer, consumer and decision-maker, function of government policy, money, financial institutions and labor, distinctions between micro and macro-economic problems and similarities/differences of other economic systems. 210932001 - World History Honors 1.0 Credit Graduation Credit for World History Bright Futures The purpose of this course is to provide students the opportunity to acquire a comprehensive understanding of the past in terms of change or process as related to the development of humanity. This is done by analyzing the political, economic, social, religious, military, dynastic, scientific, and cultural events that have shaped and molded humanity. Implicit in this is an understanding of the historical method, the inquiry process, historical reasoning, and the issues of external/internal validity. Specific content includes comparative views of history, the origin and development of contrasting civilizations, an analysis of cultural universals, the role of religion in historical change, the varieties of contrasting political theories and philosophies, the role of science practices in the world, an analysis of the influence of the major figures and events, and interpretations concerning the historical development of the world. Teacher recommendation required. 210032001 - American History Honors 1.0 Credit Graduation Credit for American History Bright Futures The purpose of this course is to provide students with the opportunity to acquire a comprehensive understanding of the chronological development of the United States by examining the political, economic, social, religious, military, scientific, and cultural events that have affected our nation. Content will include analysis of significant trends in the development of American culture and institutions, evaluation of westward expansion, origin and development of American ideals, interpretations on the effects of American colonial experience, analysis of the Declaration of Independence, U.S. Constitution, and Bill of Rights, analyses of sectionalism and origin, course and aftermath of the Civil War, comparisons of the technological and urban transformations, interpretations on changes in lifestyles, analysis of changes in foreign policy from regional to global, evaluation of characteristics of the economy, analysis of contemporary, domestic, and foreign issues. Teacher recommendation required.

210632001 - American Government Honors 0.5 Credit Graduation Credit for American Government Bright Futures The purpose of this course is to provide students with the opportunity to acquire a comprehensive understanding of American Government and political behavior. Specific content to be covered will include, but not be limited to, an evaluation of those documents which shape our political traditions (the Declaration of Independence, the Constitution, and the Bill of Rights), an analysis of the roles of the three branches of government at the local, state and national levels, a comparative view of the changing nature of political parties and interest groups over time in determining government policy, an evaluation of the changing nature of citizen rights and responsibilities in a democratic state. State-authorized honors course. Teacher recommendation required. 210232001 - Economics Honors 0.5 Credit Graduation Credit for Economics Bright Futures The purpose of this course is to provide students the opportunity to acquire a comprehensive understanding of how society organizes to utilize its limited resources to satisfy unlimited wants. Students examine and analyze the implications of market solutions and public policy decisions related to economic problems within the context of the American mixed market system by analyzing the role and impact of economic wants, productive resources, scarcity choices, opportunity costs and trade-off s, economic incentives, specialization, comparative advantage, division of labor, interdependence, how a market functions, pricing and price determination, market failures, savings and investment, government and governmental policy, money and financial institutions, labor supply and demand, the distinction between micro and macroeconomics, competition, inflation, unemployment monetary and fiscal policy, socioeconomic goals, freedom, economic efficiency, equity, full employment, stability and growth. Teacher recommendation required.

ADVANCED PLACEMENT COURSES 210033001 - Advanced Placement American History 1.0 Credit Graduation Credit for American History Bright Futures The purpose of this course is to provide students with the opportunity to develop the analytic skills and factual knowledge necessary to deal critically with the problems, content, and materials of American historic development. This is done by focusing on persistent themes and change in history and by applying historical reasoning to seek solutions to contemporary problems. Appropriate concepts and skills will be developed in connection with the content that should include, what is determined by the advanced placement program. Teacher recommendation required. 210642001 - Advanced Placement American Government 0.5 Credit Graduation Credit for American Government Bright Futures The purpose of this course is to provide students with the opportunity to acquire a comprehensive understanding of American government and political behavior. Specific content to be covered will include, but not be limited to, an evaluation of those documents which shape our political traditions (the Declaration of Independence, the Constitution, and the Bill of Rights). Teacher recommendation required. 210938001 - Advanced Placement European History 1.0 Credit Elective Credit for Social Studies Bright Futures The purpose of this course is to provide students the opportunity to develop the analytic skills and factual knowledge necessary to deal critically with the problems, content, and materials of European historic development. This is done by focusing on persistent themes and change in history and by applying historical reasoning to seek solutions to contemporary problems. The content should include, what is determined by the Advanced Placement Program. 210735001 - Advanced Placement Psychology 1.0 Credit Elective Credit for Social Studies Bright Futures The advanced placement course in psychology introduces students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students analyze the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the methods psychologists use in their science and practice. Teacher recommendation required. 210237001 - Advanced Placement Economics 0.5 Credit Graduation Credit for Economics Bright Futures The purpose of this course is to enable students to develop decision-making and self-assessment skills, make informed career choices, and successfully plan for college or a career pathway. The content should include, but not

be limited to, the following: decision making, self-assessment, sources of educational and career information, occupational fields and educational requirements, sources of educational financial assistance, education and career planning. Teacher recommendation required. 210236001 - Advanced Placement Microeconomics 0.5 Credit Graduation Credit for Economics Bright Futures The purpose of advanced placement microeconomics is to provide students with the opportunity to analyze the behavior of individual households, firms, and markets, how prices and outputs are determined in those markets, and how the price mechanism allocates resources and distributes income. Specific content to be covered will include, but not be limited to, an understanding of fundamental economic concepts including scarcity, opportunity costs and trade-offs, productivity, economic systems and institutions, and exchange, money and interdependence. The analysis of microeconomic concepts includes markets and prices, supply and demand, competition and the market structure, income distribution, market failure, and the role of government. Completion of credit in this course precludes earning subsequent credit in Economics, Economics Honors, or Economics Honors Gifted, A.P. microeconomics gifted. Teacher recommendation required.

ELECTIVE COURSES 10034001 - African American History 0.5 Credit Elective Credit for Social Studies Bright Futures The purpose of this course is to provide students the opportunity to acquire an understanding of African- Americans through an overview of those significant events which have affected their lives in the United States. Specific content will include, but will not be limited to, an understanding of maps and time-spatial relationships, the African heritage, African-American life during the colonial period, the dilemma of African-American life in relation to the documents which framed this nation, the rise of the abolition movement, the effects of the American Civil War and reconstruction on African- Americans. The course also covers African- American involvement in the westward expansion and the industrialization of the nation, African- American population shifts in historical periods, the rise of Jim Crow in the south, the changes in African- American life styles from generation to generation, the civil rights movement, problems and potentials facing African-Americans in this nation, and the achievements of African-Americans. 100733001 - Debate I 1.0 Credit Elective Credit for Language Arts The purpose of this course is to provide instruction in the fundamentals of debate argumentation and problem solving. The content will include, but will not be limited to, instruction in logical thinking, organization of facts, and speaking skills. Students will practice research skills related to debate topics. They will also participate in frequent debate situations in class as well as out of class activities. 100734001 - Debate II 1.0 Credit Elective Credit for Language Arts The purpose of this course is to provide students with opportunities to continue the development of skills related to debate and forensic activities. The content should include, but will not be limited to, instruction with frequent practice in principles of effective communication for specific purposes, especially as these principles are applied to argumentation and debate skills. Research skills, critical thinking skills, listening and speaking skills, and formal written preparation of materials for competitive speaking activities will be included. This course is recommended for students who have successfully completed Debate I. 210330001 - World Cultural Geography 1.0 Credit Elective Credit for Social Studies The purpose of this course is to provide students the opportunity to acquire an understanding of the six essential elements of geography; i.e., world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography. Appropriate concepts and skills will be developed in connection with the content. Specific content to be covered will include, but not be limited to, an understanding of the relationship between physical geography, natural resources, and the economic, political, social, cultural, religious, and historic aspects of human activity as applied to a study of the following world regions: Western Europe, Eastern Europe, Russia, Anglo-America, Latin America, Southern and Eastern Asia, and Oceania.

210730001 — Psychology I & II 0.5 Credit Elective Credit for Social Studies Bright Futures The purpose of psychology is to provide students with the opportunity to acquire an understanding of human behavior, behavioral interaction, and the progressive development of individuals. Specific content to be covered will include, but not be limited to, the theories and methods of study employed by psychologists, human growth and development, self-concept development, adjustment, motivation and desire, intelligence, conditioning and learning, memory, personality and behavior.

MAIN COURSES 070834001 - Spanish I (NSS) 1.0 Credit Elective Credit for Foreign Language The purpose of this course is to introduce students to the Spanish language and its culture and to develop communicative skills and cross-cultural understanding. The content should include, but not be limited to, beginning skills in listening and speaking with special attention to pronunciation. An introduction to reading and writing should also be included, as well as the fundamentals of grammar and culture. 070132001 - French 1 1.0 Credit Elective Credit for Foreign Language The purpose of this course is to introduce students to the French language and its culture and to develop communicative skills and cross-cultural understanding. The content should include, but not be limited to, beginning skills in listening and speaking with special attention to pronunciation. An introduction to reading and writing and the fundamentals of grammar and culture are also presented.

HONORS COURSES 070835001 - Spanish II (NSS) 1.0 Credit Elective Credit for Foreign Language The purpose of this course is to reinforce fundamental skills in Spanish acquired by the students. This course further develops listening, speaking, reading, and writing skills and cultural awareness. The content should include, but not be limited to, an expansion of the listening and oral skills previously acquired. Reading and writing should receive more emphasis, while oral communication and the enhancement of grammar skills remain the primary objectives. This course should include a cultural survey of the Spanish- speaking people. Teacher recommendation required. 070836001 - Spanish Ill (NSS) 1.0 Credit Elective Credit for Foreign Language The purpose of this course is to reinforce fundamental skills in Spanish acquired by the students. This course further develops listening, speaking, reading, and writing skills and cultural awareness. The content should include, but not be limited to, an expansion of the listening and oral skills previously acquired. Reading and writing should receive more emphasis, while oral communication and the enhancement of grammar skills remain the primary objectives. This course should include a cultural survey of the Spanish speaking people. Teacher recommendation required. 070836001 - Spanish IV (NSS) 1.0 Credit Elective Credit for Foreign Language The purpose of this course is to expand on the skills previously acquired by the student. The content should include, but not be limited to, more advanced language structures and idiomatic expressions in Spanish. Conversational skills and vocabulary for practical purposes continue to be expanded. State-authorized Honors course. This course is for students who have completed 070836001, or its equivalent. Teacher recommendation required. 07013300:1 - French II 1.0 Credit Elective Credit for Foreign Language The purpose of this course is to reinforce the fundamental skills previously acquired by the student. This course further develops listening, speaking, reading, and writing skills and cultural awareness. The content should include, but not be limited to, an expansion of the listening and oral skills previously acquired. Reading and writing should receive more emphasis, while oral communication and the enhancement of grammar skills remain the primary

objectives. This course should include a cultural survey of the French- speaking people. Teacher recommendation required. 070134001 - French III 1.0 Credit Elective Credit for Foreign Language The purpose of this course is to master and expand the skills previously acquired by the student. The content should include, but not be limited to, the expansion of vocabulary and conversational skills through discussions based on selected readings. Analyzing reading selections will reinforce grammatical concepts. Contemporary vocabulary stresses activities, which are important to the everyday life of the French- speaking people. Teacher recommendation required. 070135001 - French IV 1.0 Credit Elective Credit for Foreign Language The purpose of this course is to expand on the skills previously acquired by the student. The content should include, but not be limited to, more advanced language structures and idiomatic expressions in French. Conversational skills and vocabulary for practical purposes continue to be expanded. Reading selections vary, and the writing process is emphasized. Teacher recommendation required.

ADVANCED PLACEMENT COURSES 070840001 - Advanced Placement Spanish Language 1.0 Credit Elective Credit for Foreign Language The purpose of this course is to develop language skills in Spanish that can be used in various contexts with reasonable fluency and accuracy. The content should include, but not be limited to, that determined by the advanced placement program. Teacher recommendation required. 070841001 - Advanced Placement Spanish Literature 1.0 Credit Elective Credit for Foreign Language The purpose of this course is to prepare students to read and analyze representative works of Spanish prose, poetry and drama and to acquire the basic concepts and terminology of textual analysis. The content should include, what is determined by the Advanced Placement Program. Teacher recommendation required. 070138001 - Advanced Placement French Language 1.0 Credit Elective Credit for Foreign Language The purpose of this course is to develop language skills in French that can be used in various contexts and with reasonable fluency and accuracy. The content should include, what is determined by the advanced placement program guidelines. Teacher recommendation required.

FINE ARTS (PERFORMING, VISUAL ARTS) All students are required to take 0.5 credits (one semester) of fine arts to meet the state requirements for graduation. Introductory courses are available as well as advanced courses for students who wish to specialize in a specific medium of expression. Most fine arts courses are one full credit. The following courses are available: PERFORMTNG ARTS 040031001 - Drama I 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to provide experiences in the study and practice of theatre arts and literature. The content should include, but not be limited to, an overview of the history of the theatre and literature of the theatre. Students should be introduced to the fundamentals of theatre production which include scenery construction, costuming, lighting, and make-up. Students should be introduced to the fundamentals of acting. 040032001 - Drama II 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to provide intermediate development of skills useful to the study and practice of theatre arts. The content should include, but not be limited to, instruction in reading and interpretation of dramatic literature. Other instructional emphasis should include techniques and mechanics of acting: set, costume, and lighting design, as well as other features of stagecraft; character analysis and portrayal; interpretive and analytical study of plays; and production of plays and other dramatic presentations.

130242001 - Instrumental Techniques I 0.5 Credit Graduation Credit for Fine The purpose of this course is to provide instrumental instruction in a class situation. The content should include, but not be limited to, instruction in performance techniques specific to given instruments with emphasis placed on technical and musical fundamentals. 130246001 - Instrumental Ensemble I 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to provide students with opportunities for performance in specific instrumentations through the study of appropriate literature. The content should include, but not be limited to, instruction developing ensemble concepts in balance, blend and stylistic interpretation of varied music. It provides for development of musical independence necessary for ensemble performance. 130131001 - Music Appreciation 0.5 Credit Graduation Credit for Fine Arts The purpose of this course is to provide a stimulus to the student interested in music and help the student acquire the knowledge and skills necessary to value the role of music and its contribution to life. The content should include, but not be limited to, enabling students to acquire the skill and knowledge needed to identify music fundamentals, styles, and musicians and development of musical judgments and values. 130130001 - Introduction to Music Performance 0.5 Credit Graduation Credit for Fine Arts The purpose of this course is to introduce music and music making through an exploration of various performance media such as guitar, keyboard, simple instruments and singing; through listening activities; through study of music in everyday life and other cultures. The content should include, but not be limited to, experimentation with various types of musical instruments, singing various styles of music, listening to live and recorded music, information about varied musical styles and career opportunities in music. 130230001 - Band I 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to provide students with opportunities to develop musicianship skills in band and instrumental ensembles. The content should include, but not be limited to, enabling students to develop fundamental skills in characteristic tone production, band performance techniques, musical literacy, and music appreciation. 130231001 - Band II 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to extend musicianship skills in band instrumental ensembles. The content should include, but not be limited to, extending skill development in characteristic tone production, band performance techniques, musical literacy and music appreciation. 130232001 - Band III 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to provide students with instruction in the development of musicianship and technical skills through study of varied band literature. The content should include, but not be limited to, interpreting medium level band music, establishing appropriate tone production and performance techniques, identifying simple musical form and varied style periods, and formulating aesthetic awareness. 130233001 - Band IV 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to provide students with instruction in the application of musicianship and technical skills through the study of varied band literature. The content should include, but not be limited to, interpreting medium level band music; refining tone production and performance techniques; understanding of musical form, style and aesthetic perceptions. 130234001 - Band V Honors 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to develop independence in musicianship, performance techniques and aesthetic awareness through the rehearsal and performance of varied band literature. The content should include, but not be limited to, interpreting difficult music; developing independent musicianship; tone production and performance techniques; analyzing form, style and history in the performance preparation of varied band literature; formulating critical listening skills and aesthetic values.

130250001 - Jazz Ensemble II.0 Credit Graduation Credit for Fine Arts The purpose of this course is to provide students with an introduction to styles and idiomatic performance techniques of representative contemporary popular music and jazz literature. The content should include, but not be limited to, enabling students to interpret beginning levels of varying styles of jazz literature. Emphasis is placed on characteristic tone production and idiomatic performance techniques. 130251001 - Jazz Ensemble II 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to develop and extend an understanding of styles and idiomatic performance techniques of representative contemporary popular music and jazz literature. The content should include, but not be limited to, the rehearsal and performance of diverse popular and idiomatic jazz literature. Basic improvisation, tone production, and individual and ensemble performance techniques are also emphasized. 130252001 - Jazz Ensemble III 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to develop the ability to apply the knowledge of styles and techniques of varied contemporary popular and jazz literature. The content should include, but not be limited to, the study and performance of varied medium level popular and jazz idiomatic literature. Improvisation, characteristic tone production, individual and ensemble performance techniques, and an appreciation of the history of jazz in the United States are emphasized and applied. 130253001 - Jazz Ensemble IV 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to develop independence in knowledge of styles and performance techniques of varied contemporary music and jazz literature. The content should include, but not be limited to, the study and performance of popular and idiomatic literature. Independence in improvisation, interpretation and performance is emphasized. The student will be expected to perform a solo for An audience or at an approved evaluation for a rating to be awarded honors credit. 130136001 - Keyboard I 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to provide students with introductory experiences on the keyboard in performance skills and interpretation of simple notation. The content should include, but not be limited to, the development of music fundamentals, keyboard performance techniques and interpretation of musical notation. 130137001 - Keyboard II 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to provide students with instruction in varied performance techniques on the keyboard. The content should include, but not be limited to, the development of music fundamentals, performance techniques and interpretation of musical notation. 130138001 - Keyboard III 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to provide students with instruction in the development of musicianship and technical skills through the study of varied keyboard literature. The content should include, but not be limited to, instruction for students who are capable of independent interpretation of medium-difficult level keyboard music. It offers development of various stylistic performance techniques. Musical form, style and historical eras are taught through the holistic study of varied keyboard literature. J44 130139001 - Keyboard IV 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to provide students with advanced instruction in individual keyboard performance. The content should include, but not be limited to, instruction in performing difficult solos and accompaniments of varied styles and historical eras. Emphasis is placed on individual style and performance. 130344001 - Vocal Ensemble I 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to develop performance in ensembles through the study of widely varied, appropriate choral literature. The content should include, but not be limited to, development of appropriate vocal balance, blend and stylistic interpretation, and may include instrumental accompaniment and choreography.

130345001 - Vocal Ensemble II 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to apply varied performance techniques in vocal ensembles through the study of widely varied, appropriate choral literature. The content should include, but not be limited to, application of appropriate vocal balance and blend and stylistic interpretation. It provides for demonstration of musical independence necessary for ensemble performance and may include instrumental accompaniment and choreography. 130346001 - Vocal Ensemble III 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to develop creativity and refine performance techniques in vocal ensembles through the study of widely varied, appropriate choral literature. The content should include, but not be limited to, refinement in balance and blend and varied stylistic interpretation. It provides for the development of the musical independence necessary for ensemble performance and may include instrumental accompaniment and choreography. 130347001 - Vocal Ensemble IV 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to foster creative performances in ensembles through the study of appropriate, highly varied literature as well as providing students with opportunities for leadership. The content should include, but not be limited to, fostering independent application of vocal balance blend and stylistic interpretation. It provides for development of musical independence necessary for small ensemble performance and may include instrumental accompaniment and choreography. The student will be expected to perform a solo for An audience or at an approved evaluation for a rating to be awarded honors credit. 130330001 - Chorus I 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to provide students with experiences in basic vocal production techniques and part singing. The content should include, but not be limited to, enabling students to develop basic fundamental skills in vocal tone production, choral performance techniques, musical literacy and music appreciation. 130331001 - Chorus II 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to extend experiences in basic vocal production techniques and part singing. The content should include, but not be limited to, extending development of basic musicianship skills including choral performance techniques, vocal tone production, musical literacy and music listening. 130332001 - Chorus III 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to provide students with instruction in the development of basic vocal musicianship and technical skills through the study of varied choral literature. The content should include, but not be limited to, interpretation of notation; establishment of appropriate tone production and performance techniques; holistic presentation of simple musical form, varied style periods, and aesthetic values. 130333001 - Chorus IV 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to provide students with instruction in the application of vocal musicianship and technical skills through the study of varied choral literature. The content should include, but not be limited to, independent interpretation of easy-medium easy (c-me) level choral music; refinement of tone production and performance techniques; analysis of musical form, varied style periods, and aesthetic perceptions. 130530001 - Eurhythmics I 0.5 Credit Graduation Credit for Fine Arts The purpose of this course is to provide students with basic instruction in the application of choreographed movement to music. The content should include, but not be limited to, basic movement sequences (with and without props) in various styles, safety practices related to eurhythmics, organization and identification of rhythmic and melodic patterns, and appropriate costuming and make-up techniques. 130531001 - Eurhythmics II 0.5 Credit Graduation Credit for Fine Arts This course is a continuation of the concepts and content included in Eurhythmics I. 130532001 - Eurhythmics III 1.0 Credit

Graduation Credit for Fine Arts This course is a continuation of the concepts and content included in Eurhythmics II 130533001 - Eurhythmics IV 1.0 Credit Graduation Credit for Fine Arts This course is a continuation of the concepts and content included in Eurhythmics III. 130031001 — Music Theory II 1.0 Credit Graduation Credit for Performing Arts The purpose of this course is to teach students analysis and application of musical fundamentals as practiced in the various historical periods. The content should include, but not be limited to, instruction in the structure of music composition through written analysis and performance with emphasis placed on aural development, harmonic notation and analysis. Teacher recommendation required. 130033001 — Advanced Placement Music Theory 1.0 Credit Graduation Credit for Performing Arts The purpose of this course is to develop the student’s ability to recognize and understand the basic materials and processes in any music that is heard or read in score. The content should include, what is determined by the Advanced Placement Program. Teacher recommendation required.

VISUAL ARTS 010432001 - Drawing and Painting 1 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to give students an understanding of design and composition in drawing and painting. The content should include, but not be limited to, study of composition in drawing, painting, and design, including its symbolic use in aesthetic expression; the function of line and mass in visual terms perception and response to the formal qualities and expressive content in a particular work of art; expression of in-depth conceptions about art and artists; production of works that show an in-depth understanding of design and composition; history of art as it relates to understanding of design and composition; and development and justification of judgments of the aesthetic merit and qualities of selected drawings and paintings. This course also includes development of a critical approach to painting in terms of color use: expressiveness, symbolism, emotional and aesthetic design, and spatial treatments. Recommend one year of comprehensive art prior to taking this course. Prerequisite: Art 2-D and Art 3-D Comprehensive. 010433001 - Drawing and Painting II 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to provide experience and skill development in design, composition, techniques, and media The content should include, but not be limited to, in-depth study of intellectual and creative approaches to techniques; investigation of media; significance of drawing and painting in art; the contributions of outstanding artists, present and past; perception and response to the formal qualities and expressive content in selected drawings and paintings; valuing and understanding of the functions of drawing and painting in society; production of drawings and paintings with selected composition, subject matter, expressive quality, or expressive content; knowledge about the history of drawings and paintings and their relationship to other processes and periods; the criteria for making judgments about the aesthetic merit and qualities of selected drawings and paintings; generation of creative ideas, problem-solving, and planning for personal expression; and exploration of art career possibilities. 010931001 - Portfolio I 1.0 Credit Graduation Credit for Fine Arts The purpose of this course is to give the students an introduction to the comprehension and understanding of quality, concentration and breadth of art. The content should include, but not be limited to, the introduction to development of a portfolio which reflects an understanding of the elements of designing varied forms of expression; the perception and response to the qualities of art found throughout history; the valuing of art as an important realm of human experience; the production of original and imaginative works of art; the history of art and its relationship to other processes and periods; and the criterion for making and justifying judgments about the aesthetic merit and qualities of works of art. 010932001 – Portfolio II 1.0 Credit Graduation Credit for Fine Arts

The purpose of this course is to provide students an advanced understanding of the aesthetic and creative factors of visual forms through instruction in two and three dimensional art forms. The course will concentrate on individual dual skill development. The content should include, but not be limited to, perception and response to the qualities of art found throughout history; the valuing of art as an important realm of human experience by expressing reasonable sophisticated conceptions about art and artists; the production of works of art which contain various concepts; the history of art and its relationship to other processes and periods; the criteria for making and justifying judgments about the aesthetic merit and qualities of works of art.

INFORMATION TECHNOLOGY Information Technology is a group of planned, specialized instructional programs designed to prepare students to enter employment, to make career progress, and to refine prescribed competencies required for employment in a cluster of business occupations or in a specific occupation chosen as a career objective. Courses will prepare students for jobs in a variety of fields such as Management and Supervision, Accounting, Computer Technology, and Clerical. All Business Technology courses satisfy the practical arts requirement. 820711001 - Web Design I 1.0 Credit Graduation Credit for Practical Art This course is designed to provide a basic overview of the internet, intranet, and World Wide Web. The content includes operating systems; basic HTML commands; navigation of the Internet, intranet, and web; and web page design. After successful completion of this course, students will have met Occupational Completion Point - Data Code C, Associate Web Designer — Industry Title. 820712001 - Web Design II 1.0 Credit Graduation Credit for Practical Art This course provides advanced concepts for Internet, intranet, and web design. The content includes Internet/intranet tools, web site promotion, advanced HTML commands, advanced page design, and multimedia applications. After successful completion of this course, students will have met Occupational Completion Point - Data Code D, Web Designer — Industry Title. 820713001 - Web Design III 1.0 Credit Graduation Credit for Practical Art This course provides advanced concepts in HTML, design, and Internet tools. After successful completion of Web Design III and IV, students will have met Occupational Completion Point - Data Code C, Web Graphic Designer- Industry Title. 820951001 - Digital Design I 1.0 Credit Graduation Credit for Practical Art This course is designed to develop basic entry-level skills required for careers in the digital publishing industry. The content includes computer skills; digital publishing concepts and operations; layout, design, and measurement activities; decision-making activities; and digital imaging. After successful completion of Digital Publishing I and II, students will have met Occupational Completion Point - Data Code C, Desktop Publisher - DOT code 979.382-026. 820952001 - Digital Design II 1.0 Credit Graduation Credit for Practical Art This course continues the development of basic entry-level skills required for careers in the Digital Publishing Industry. The content includes computer skills; digital publishing operations; layout, design, and measurement activities; decision-making activities; and digital imaging. After successful completion of digital publishing I and II, students will have met Occupational Completion Point - Data Code C, Desktop Publisher — DOT code 979.382-026. 820953001 - Digital Design III 1.0 Credit Graduation Credit for Practical Art This course continues the development of industry-standard skills required for careers in the digital publishing industry. The content includes the use of a variety of software and equipment to perform Digital Publishing and digital imaging activities. After successful completion of Digital Design III, students will have met Occupational Completion Point - Data Code C, Digital Production Designer -Industry Title. Teacher recommendation required 820331001 - Accounting Applications I 1.0 Credit Graduation Credit for Practical Art This course emphasizes double-entry accounting; methods and principles of recording business transactions; the preparation of various documents used in recording income, expenses, acquisition of assets, incurrence of

liabilities, and changes in equity; and the preparation of financial statements. The use of computers is required. After successful completion of Accounting Applications I and II, students will have met Occupational Completion Point - Data Code C, Accounting Clerk. 820332001 - Accounting Applications II 1.0 Credit – Graduation Credit for Practical Art This course is designed to continue the study of accounting principles. The content includes voucher systems, cash receipts, petty cash, payroll records and internal control systems. The use of computers is required. After successful completion of Accounting Applications I and II, students will have met Occupational Completion Point - Data Code C, Accounting Clerk. 8207310 – Introduction to Information Technology 1.0 Credit Graduation Credit for Practical Art This course is designed to provide an introduction to information technology concepts and careers as well as the impact Information Technology has on the world, people, and industry and basic web design concepts. The content includes information technology career research operating systems and software applications; electronic communications including e-mail and Internet services; basic HTML, DHTML, and XML web commands and design; emerging technologies, and web page design. If taken as part of the Information Technology program (8207300), after successful completion of this course, students will have met Occupational Completion Point A, Information Technology Assistant, SOC Code 15-1041.

COOPERATIVE EDUCATION

On-The- Job-Training

A high school cooperative education program (OJT) is an academic program that combines a comprehensive classroom curriculum with work experience in the business community. Co-operative education gives the student a wonderful opportunity to gain professional job experience related to a career goal. The cooperative education program is beneficial to all students and is respected and recognized by industries throughout the state. The cooperative education program links the high school, the student, the parent, the employer, and the teacher in a dynamic support partnership. Students are scheduled for classroom instruction and On-the-Job Training. The cooperative education program’s teacher/coordinator and the On-the-Job-Training supervisor share instruction and supervision, creating a strong partnership that is beneficial for the student, school and the business community. 882711002 - Marketing Essentials 1.0 Credit Graduation Credit for Practical Art The purpose of this course is to develop the competencies essential to marketing. These competencies include human relations, employability, communication, mathematics and economic skills. The fundamentals of marketing and selling are also included. Grades 11 and 12. Must be concurrently enrolled in marketing cooperative education (OJT) Co-op teacher acceptance required. 881200001 - Business Ownership 1.0 Credit Graduation Credit for Practical Art This course is designed to introduce students to the concept of entrepreneurship; present entrepreneurship as a career path that is worthy of consideration; provide students with the skills needed to realistically evaluate their potential as a business owner and develop the fundamental knowledge and skills necessary to start and operate their own business. Grade 12 only. Must be concurrently enrolled in marketing cooperative education (OJT) Coop Teacher acceptance required. 880041OJT Marketing Cooperative Education The purpose of this course is to provide students with realistic On-the-Job Training experiences to acquire and apply knowledge, skills and attitudes in their chosen marketing occupational field. An individualized job training plan is developed and utilized to assure fulfillment of job experiences and measures the degree of attainment.

Supervision of students On-the-Job is provided by their respective in-school related cooperative teacher and employer. *Students may earn multiple credits for this course. Selection Consideration Students must be paid for employment and work a minimum of 15 hours per week, a portion of which shall be during the regularly scheduled school hours. (Grades 11-12) Juniors must be concurrently enrolled in marketing essentials. Seniors must be concurrently enrolled in business ownership or marketing essentials.

(JROTC) The JROTC gives students the chance to participate in their education and learn to be a better citizen. The program provides students with the tools and skills needed to succeed in high school, but far more important, these tools and skills will be useful throughout the remainder of the student’s life. The program teaches students to appreciate the ethical values that underlie good citizenship, develop leadership potential and learn to live and work cooperatively with others. Students also learn to think logically and communicate effectively both orally and in writing as well as appreciate the importance of physical fitness in maintaining good health. 180330001 - Leadership Education & Training I 1.0 Credit Graduation Credit for Elective The purpose of this course is to develop informed and responsible citizens, strengthen character, promote an understanding of the basic elements and habits of self-discipline and respect for and understanding of the need for constituted authority in a democratic society. The content should include, but not be limited to, instruction on leadership, citizenship, national defense organization, common military courtesy, proper wearing of the uniform, physical fitness, close order drill, first aid, and elective subjects that the host school deems appropriate for the student population. 180331001 - Leadership Education & Training II 1.0 Credit Graduation Credit for Elective The purpose of this course is to develop informed and responsible citizens, strengthen character, promote an understanding of the basic elements and requirement for national security, form habits of self-discipline and respect for and understanding of the need for constituted authority in a democratic society. The content should include, but not be limited to, instruction on leadership, citizenship, national defense organization, common military courtesy, proper wearing of the uniform, physical fitness, close order drill, first aid, and elective subjects that the host school deems appropriate for the student population. 18032001- Leadership Education & Training III 1.0 Credit Graduation Credit for Elective The purpose of this course is to develop informed and responsible citizens, strengthen character, promote an understanding of the basic elements and requirement for national security, form habits of self-discipline and respect for and understanding of the need for constituted authority in a democratic society. The content should include, but not be limited to, instruction on leadership, citizenship, national defense organization, common military courtesy, proper wearing of the uniform, physical fitness, close order drill, first aid, marksmanship training, and elective subjects that the host school deems appropriate for the student population. 180333001 - Leadership Education & Training IV 1.0 Credit Graduation Credit for Elective The purpose of this course is to develop informed and responsible citizens, strengthen character, promote an understanding of the basic elements and requirement for national security, form habits of self-discipline and respect for and understanding of the need for constituted authority in a democratic society. The content should include, but not be limited to, instruction on leadership, citizenship, national defense organization, common military courtesy, proper wearing of the uniform, physical fitness, close order drill, first aid, marksmanship training, and elective subjects that the host school deems appropriate for the student population.

Physical Education 150242001 - Individual and Dual Sports II 0.5 Credit Graduation Credit for Elective The purpose of this course is to provide students with opportunities to acquire knowledge of strategies of individual and dual sports play, develop skills in selected individual and dual sports, and maintain and/or improve their personal fitness. The content should include, but not be limited to, knowledge and application of skills, techniques, strategies, rules, and safety practices necessary to participate in selected individual and dual sports. Individual and Dual Sports selected may include, but not be limited to, archery, badminton, bowling, golf, gymnastics, handball, paddleball, racquetball, skating, swimming, table tennis, and tennis. Activities selected in Individual and Dual Sports II shall not be repeated in Individual and Dual Sports I or III. Strategies of individual and dual sports play, skill acquisition, and the maintenance and/or improvement of personal fitness should be stressed. 150340001 - Beginning Aerobics 0.5 Credit Graduation Credit for Elective The purpose of this course is to provide students with opportunities to develop an individual optimal level of cardiovascular fitness, acquire knowledge of cardiovascular fitness concepts, and acquire knowledge of the significance of cardiovascular fitness on one’s health. The content should include, but not be limited to, knowledge of the importance of cardiovascular fitness, assessment of cardiovascular fitness, knowledge of health problems associated with inadequate cardiovascular fitness levels; knowledge of the cardiovascular and respiratory systems, knowledge and application of biomechanical and physiological principles to improve and maintain cardiovascular fitness, knowledge of psychological values of cardiovascular fitness including stress management, knowledge of consumer issues related to aerobic activities, and knowledge of safety practices related to aerobic activities. 150341001 - Intermediate Aerobics 0.5 Credit Graduation Credit for Elective The purpose of this course is to provide students with additional opportunities to develop an individual optimal level of cardiovascular fitness, acquire additional knowledge of cardiovascular fitness concepts, and acquire increased knowledge of the significance of cardiovascular fitness on one’s health. The content should include, but not be limited to, knowledge of the importance of cardiovascular fitness; assessment of cardiovascular fitness; knowledge of health problems associated with inadequate cardiovascular fitness levels; knowledge of the cardiovascular and respiratory systems; knowledge and application of biomechanical and physiological principles to improve and maintain cardiovascular fitness; knowledge of psychological values of cardiovascular fitness including stress management; knowledge of consumer issues related to aerobic activities; and knowledge of safety practices related to aerobic activities. Development of aerobic routines by students should be stressed. 030031001 - Dance Technique I 0.5 Credit Graduation Credit for Vocational The purpose of this course is to provide students with opportunities to acquire knowledge and skill in two or more styles of dance. The content should include, but not be limited to, in-depth knowledge and application of techniques of two or more dance styles (ballet, jazz, modern, theater, or tap), knowledge of dance terminology, and knowledge of basic choreography of movement sequences. Acquisition of technique should be stressed. 030030001 - Ethnic Dance 0.5 Credit Graduation Credit for Performing Arts The purpose of this course is to provide students with opportunities to explore and develop techniques in ethnic dance and enhance creativity. The content should include, but not be limited to, knowledge and application of ethnic dance techniques from a variety of cultures. Acquisition of technique should be stressed. 150134001 - Beginning Weight Training 0.5 Credit Graduation Credit for Elective The purpose of this course is to provide students with opportunities to acquire basic knowledge and skills in weight training that may be used in physical fitness pursuits today as well as in later life, improve muscular strength and endurance, and enhance body image. The content should include, but not be limited to, knowledge of the importance of muscular strength and endurance, assessment of muscular strength and endurance, knowledge of health problems associated with inadequate levels of muscular strength and endurance, knowledge of skeletal muscles, knowledge and application of biomechanical and physiological principles to improve and maintain muscular strength and endurance, knowledge of sound nutritional practices related to weight training, knowledge of safety practices related to weight training, and knowledge of consumer issues related to weight training. 150243001 — Individual & Dual Sports III 0.5 Credit

Graduation Credit for Elective The purpose of this course is to provide students with opportunities to acquire knowledge of strategies of individual and dual sports play, develop skills in selected individual and dual sports, and maintain and/or improve their personal fitness. The content should include, but not be limited to, knowledge and application of skills, techniques, strategies, rules, and safety practices necessary to participate in selected individual and dual sports. Individual and dual sports selected may include, but not be limited to, archery, badminton, bowling, golf, gymnastics, handball, paddleball, racquetball, skating, swimming, table tennis, and tennis. Activities selected in Individual and Dual Sports I and II shall not be repeated in Individual and Dual Sports III. Strategies of Individual and Dual Sports play, skill acquisition, and the maintenance and/or improvement of personal fitness should be stressed. SC**This is not an interscholastic extracurricular activity. 150335001 - Team Sports I 0.5 Credit Graduation Credit for Elective The purpose of this course is to provide students with opportunities to acquire knowledge of strategies of team sports play, develop skills in selected team sports, and maintain and/or improve their personal fitness. The content should include, but not be limited to, knowledge and application of skills, techniques, strategies, rules, and safety practices necessary to participate in selected team sports. Team sports selected may include, but not be limited to, basketball, flag football, flicker ball, gatorball, soccer, softball, speedball, track and field, and volleyball. Activities selected in team sports hall not are repeated in team sports II. Strategies of team sports play, skill acquisition, and maintenance and/or improvement of personal fitness should be stressed. 150130001 - Personal Fitness 0.5 Credit Graduation Credit for Physical Education The purpose of this course is to provide students with opportunities to develop an individual optimal level of physical fitness, acquire knowledge of physical fitness concepts, and acquire knowledge of the significance of lifestyle on one’s health and fitness. The content should include, but not be limited to, knowledge of the importance of physical fitness, assessment of the health related components of physical fitness, knowledge of health problems associated with inadequate fitness levels, knowledge and application of biomechanical and physiological principles to improve and maintain the health related components of physical fitness, knowledge of safety practices associated with physical fitness, knowledge of psychological values of physical fitness including stress management knowledge of sound nutritional practices, and consumer issues related to physical fitness. 080030001 - Health I: Life Management Skills 0.5 Credit Graduation Credit for Life Management The purpose of this course is to provide students with opportunities to develop and enhance critical life management skills necessary to make sound decisions and take positive actions for healthy and effective living. Specific content shall include, but not be limited to, positive emotional development; communication, interpersonal and coping skills; responsible decision-making and planning; nutrition and weight management; substance use and misuse, including the hazards of smoking; knowledge and skills needed to be a wise consumer; community resources; personal money management; performance of one-rescuer cardiopulmonary resuscitation (CPR) and first aid for obstructed airway. This course will include materials on HIV/aids; human sexuality and pregnancy prevention.

SPECIAL EDUCATION (SPED) REGULAR DIPLOMA

1001310011N/EBD - English I 1.0 Credit Graduation Credit for English Bright Futures The purpose of this course is to provide instruction in English language skills including reading, writing, speaking, and listening in the content areas of literature and language. The content should include, but not be limited to, instruction in reading, writing, speaking, and vocabulary. The course should include composition instruction that focuses on writing effective paragraphs and multi-paragraph papers, with emphasis on all stages of the writing process (prewriting, drafting, revising). Speech instruction should include formal and informal presentations. The

course should include opportunities for students to evaluate mass media. Literature study should include analysis of genres. The study of language should encompass elements of grammar, usage and mechanics. 1000134001 EBD- English II 1.0 Credit Graduation Credit for English Bright Futures The purpose of this course is to provide instruction in English language skills and in the study of world literature. The content should include, but not be limited to, instruction in reading and vocabulary necessary for comprehension of printed materials. The course should include composition instruction that focuses on the writing of essays for various purposes and audiences, using literary and nonliterary subjects with emphasis on preparation for the Florida Comprehensive Assessment Test in reading and writing. Literature study should emphasize analysis of selections found in world literature. The study of language should include grammar, mechanics, usage, and other conventions of standard written English. The study of mass media should include an analysis of propaganda and persuasive techniques. Speech instruction should include analysis of effective techniques in oral presentations. 100137001 EBD - English III 1.0 Credit Graduation Credit for English Bright Futures The purpose of this course is to provide instruction in American Literature and in English language skills. The content should include, but not be limited to, frequent practice in writing multi-paragraph papers of various types, with particular attention given to the writing of documented papers. Relative to these writing assignments, reference and summarizing skills should also be stressed. Listening, speaking, and writing assignments should be related, when appropriate, to the study of American literature. Literature study should include the analysis of various examples of American literary works in various genres. Literature instruction should be supported by instruction in reading strategies that include skills tested on the Florida Comprehensive Assessment Test (FCAT). Vocabulary study should focus upon verbal analogies and other patterns commonly found on standardized tests. 100041001 EBD- English IV 1.0 Credit Graduation Credit for English Bright Futures The purpose of this course is to provide instruction in English language skills in the study of British Literature and other world literature. The content should include, but not be limited to, instruction in vocabulary and reading necessary for students comprehension of printed materials. Literature study should include analysis of representative examples from British Literature and the literature of other cultures as they reflect changes in the language and the development of literary traditions. Writing experiences should be structured to provide practice in real-life writing situations likely to be encountered beyond secondary school. Opportunities should be given to students for extending their speaking and listening skills. 1200310011N/EBD - Algebra I 1.0 Credit Graduation Credit for Mathematics Bright Futures The purpose of this course is to provide the foundation for more advanced mathematics courses and to develop the skills needed to solve mathematical problems. Topics shall include, but not be limited to, sets; variables; structure and properties of the real number system; first-degree equations/inequalities; relations and functions; graphs; systems of linear equations/inequalities; integral exponents; polynomials; factoring; rational algebraic expressions; irrational numbers; radical expressions; quadratic equations and mathematical problems. 120631001N - Geometry 1.0 Credit Graduation Credit for Mathematics Bright Futures The purpose of this course is to emphasize critical thinking involving the discovery of relationships and their proofs and skill in applying the deductive method to mathematical situations. Topics shall include, but not be limited to, logic and reasoning, the study of Euclidean geometry of lines, planes, angles, triangles, similarity, transformations congruence, geometric inequalities, polygons and circles, area and volume, and constructions. 200131001 EBD – Earth/Space Science 1.0 Credit Graduation Credit for Science Bright Futures The purpose of this course is to provide opportunities for the student to develop concepts basic to the earth, its materials, processes, history and environment in space. Content should include, but not be limited to, formation of the universe life cycle of stars, earth-moon systems, U.S. manned space programs formation of igneous, sedimentary and metamorphic rock, identification of rocks and minerals, divisions of earth, formations of landforms and basic mountain types, fundamental plate tectonics, formation of water systems, erosion, oceanography, meteorology, soil composition, geologic periods and fossils, and renewable and non-renewable

energy resources. Laboratory investigations of selected topics in the content, which also include the use of the scientific method, measurement, laboratory apparatus and safety, are an integral part of the course. 2000310011N/EBD - Biology I 1.0 Credit Graduation Credit for Science Bright Futures The purpose of this course is to provide exploratory experiences, laboratory experiences, and real-life applications in the biological sciences. The content should include, but not be limited to, the following: the nature of science; matter, energy, and chemical process of life; cell biology, reproduction and communication; genetic principles, diversity, and biotechnology; levels of organization, classification, and taxonomy; structure, function, and reproduction of plants, animals, and microorganisms; behavior of organisms; interdependence of organisms, humans, and the environment; biological selection, adaptations, and changes through time; agriculture, food, and medical technologies, and biological careers. Laboratory investigations, which include the use of scientific research, measurement, laboratory technologies, and safety procedures, are an integral part of this course. 200331001 EBD - Physical Science 1.0 Credit Graduation Credit for Science Bright Futures The purpose of this course is to provide students with a quantitative investigative study of the introductory concepts of physics and chemistry. The content should include, but not be limited to, dynamics, classification and interaction of matter, periodic table; forms of energy, electricity and magnetism, chemical interactions, nuclear reactions, and career opportunities in physical science. (Self -Contained EH) 2109310011N/EBD - World History 1.0 Credit Graduation Credit for World History Bright Futures The purpose of this course is to provide students the opportunity to acquire an understanding of the chronological development of civilization by examining the political, economic, social, religious, military, dynastic, scientific, and cultural events that have affected humanity. Specific content will include, but not be limited to, an understanding of geographic-historic and time-space relationships, the use of arbitrary per iodization in history, a review of prehistory, the rise of civilization and cultural universals, the development of nationalism as a global phenomenon, the origin and cause of economic systems and philosophies, the influence of major historical figures and events, and contemporary world affairs. 210031001 EBD - American History 1.0 Credit Graduation Credit for American History Bright Futures The purpose of this course is to provide students with the opportunity to acquire an understanding of the chronological development of the United States by examining the political, economic, social, religious, military, scientific, and cultural events that have affected the rise and growth of our nation. The student should gain an understanding of geographic, historic and time-space relationships, the synthesizing of American culture, the westward expansion of American settlements, the origin of American ideals, the American colonial experience, the American Revolution and Declaration of Independence, formation of the constitution and the federal system, the interpretive evolution of the constitution over two centuries, sectionalism in American life, the Civil War as the solution to the states rights issue, the technological and urban transformation of the country, the evolution of American lifestyles and ideals, American foreign policy development, the development of the American economy, and contemporary domestic, and foreign issues. 798006001EX - Diversified Education/Related Instruction 1.0 Credit Elective Credit for SPED The purpose of this course is to enable exceptional students to develop occupational competencies (including employability skills) through concurrent paid, supervised, on-the-job training. Employment related instruction is in school instruction which includes competency development related to employment. Supervised on the job training provides opportunities for: selective placement based on the students’ abilities and competency development and evaluation through planned instructional activities in a job setting. 7980060JTEX - Diversified Education: (On the Job Training) 1.0 Credit Elective Credit for SPED The purpose of this course is to enable exceptional students to develop occupational competencies (including employability skills) through employment related instruction, and concurrent, paid, supervised, on-the-job training. Employment-related instruction is in-school instruction which includes competency development related to employment. Supervised-on-the-job training provides opportunities for selective placement based on the student’s ability and competency development and evaluation through planned instructional activities in a job setting.

791011001 VE/EH - English: 9-12 1.0 Credit Elective Credit for SPED This course is designed to provide instruction in the acquisition of English language skills necessary for successful performance in school and society, while providing exposure to various forms of literature. The content shall include, but not be limited to; oral and written communication skills, study skills, vocabulary development, and exposure to various forms of literature and mass media. 791010001 VE/FH - Reading 9-12 1.0 Credit Elective Credit for SPED This course is designed to develop basic reading skills. The content shall include, but not be limited to; instruction in basic skills for word attack, sight vocabulary, comprehension, and study techniques. 791205001VWEH - Math: 9-12 1.0 Credit Elective Credit in SPED This course is designed to provide instruction in mathematics computation. The content shall include, but not be limited to; skills in numeration, computation, money, time, measurement, calculators, geometric shapes, fractions, decimals, and percentages. 792101001/VWEH - Social Studies: 9-12 1.0 Credit Elective Credit for SPED This course is designed to develop a basic understanding of geography and government on the local, state, national and world levels. The content shall include, but not be limited to; an awareness of geography as it relates to the community, state, nation, and world and an introduction to government and economics. 792001001 VE/EWEM - Science: 9-12 1.0 Credit Elective Credit for SPED This course is designed to provide a general knowledge of the concepts of life and the physical world. The content shall include, but not be limited to; the study of plants and animals, the human body, the food chain, ecology, geography and geology of the earth, climate and weather, and the solar system. 796001001 VF/EH - Life Management and Transition: 9-12 1.0 Credit Elective Credit for SPED This course is designed to provide students with opportunities to recognize and develop life management skills necessary to make appropriate decisions and take positive actions for healthy and effective living. The content shall include, but not be limited to: further information on school and personal survival skills, interpersonal communications skills, independent living skills, knowledge of community resources, consumer decisions, marriage and family life skills, human sexuality, substance abuse, and cardiopulmonary resuscitation. 79800I1001VFJEH - Career Preparation 1.0 Credit Elective Credit for SPED The purpose of this course is to enable students with disabilities to acquire the career knowledge and skills necessary to identify career options, obtain community resources, and develop work-related behaviors. The course will provide a foundation for further progress toward achieving the student’s desired post school outcomes related to a career. The content should include, but not be limited to the following; self-appraisal, decision making, self-determination and self-advocacy career options, community resources related to career decisions, workforce competencies, and rights and responsibilities of employees. 7980100- Marketing Education 1.0 Credit Elective Credit The purpose of this course is to prepare students with disabilities for entry and success in marketing. The training provided is in accordance with the student’s level of functioning and the requirements of the particular job(s) for which the student is being prepared. 7919010-Driver Education for Special Learners .05 credit Elective Credit The purpose of this course is to provide students with disabilities with the basic knowledge necessary to obtain a Florida driver’s license. 7963140- Self Determination 1.0 Credit Elective Credit The purpose of this course is to enable students with disabilities to develop and apply self determination skills in school, home, community, and work settings. These skills will assist students with achieving their desired school

and post school goals. This course will also call for students to participate actively and effectively in planning meetings, and self -advocating in multiple settings. 7980190- Technology Education 1.0 credit Elective credit The purpose of this course is to aide students who are in need of extra assistance, in technological literacy and provides a foundation of knowledge and basic skills related to technology.

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES LANGUAGE ARTS Language is an essential part of social development. If students are to be educated and productive citizens in society, they must develop fundamental and advanced language skills that will enable them to communicate their ideas effectively. It is strongly recommended that students enrolled in ESOL classes also enroll in a foreign language. 100230002 - English I through ESOL Levels I-IV 1.0 Credit Graduation Credit for English Bright Futures The purpose of this course is to provide instruction in English language skills for speakers of other languages. The course includes reading, writing, speaking, and listening in the content areas of literature and language. This course addresses the needs of limited English proficient (LEP) students through the application of second language strategies. The content should include, but not limited to, instruction in reading, writing, speaking, and vocabulary. The course should include composition instruction that focuses on writing effective paragraphs and multi-paragraph papers with emphasis on all stages of the writing process (prewriting, drafting, revising). Speech instruction should include formal and informal presentations. The course should include opportunities for students to evaluate mass media. Literature study should include analysis of genres. The study of language should encompass elements of grammar, usage, and mechanics. 100231002- English II though ESOL Levels I-IV 1.0 Credit Graduation Credit for English Bright Futures The purpose of this course is to provide instruction in English language skills and in the study of world literature for speakers of other languages. This course addresses the needs of Limited English Proficient (LEP) students through the application of second language strategies. The content should include, but not be limited to, instruction in reading and vocabulary necessary for comprehension of printed materials. The course should include composition instruction that focuses on the writing of essay for various purposes and audiences using literary and nonliterary subjects with emphasis on preparation for the Florida Comprehensive Assessment Test in reading and writing. Literature study should emphasize analysis of selections found in world literature. The study of language should include grammar, mechanics, usage, and other conventions of standard written English. The study of mass media should include an analysis of propaganda and persuasion techniques. Speech instruction should include analysis of effective techniques in oral presentations. 100232002- English III through ESOL Levels I-IV 1.0 Credit Graduation Credit for English Bright Futures The purpose of this course is to provide instruction in American Literature and in English language skills for speakers of other languages. This course addresses the needs for limited English proficient (LEP) students through the application of second language strategies. The content should include, but not be limited to, frequent practice in writing multi-paragraph papers of various types with particular attention given to the writing of documented papers. Relative to these writing assignments, reference and summarizing skills should also be stressed. Listening, speaking, and writing assignments should be related, when appropriate, to the study of American Literature. Literature study should include the analysis of various examples of American literary works in various genres. Vocabulary study should focus upon verbal analogies and other patterns commonly found on standardized tests. 100252002- English IV through ESOL Levels I-IV 1.0 Credit Graduation Credit for English Bright Futures The purpose of this course is to provide instruction in English language skills in the study of British Literature and other World Literature for speakers of other languages. This course addresses the needs of limited English proficient (LEP) students though the application of second language strategies. The content should include, but not be limited to, instruction in vocabulary and reading necessary for students comprehension of printed materials. Literature study should include analysis of representative examples from British Literature and the literature of

other cultures as they reflect changes in the language and the development of literary traditions. Writing experiences should be structured to provide practice in real-life writing situations likely to be encountered beyond secondary school. Opportunities should be given to students for extending their speaking and listening skills.

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) DEVELOPMENTAL LANGUAGE THROUGH ESOL

1002380L1 - Developmental Language Arts through ESOL (ESOL I) 1.0 Credit Graduation Credit for Elective The purpose of this course is to provide instruction to speakers of a language other than English in the skills of listening, speaking, reading, and writing in English. The content should include, but not be limited to, instruction and practice in developmental vocabulary skills, reading skills, speaking skills, and writing skills. Reading skills should be taught within the context of selected literary works from various genres. Writing instruction should include simple sentences and paragraphs as well as completing forms necessary for obtaining and giving information. 1002380L2 - Developmental Language Arts through ESOL (ESOL II) 1.0 Credit Graduation Credit for Elective The purpose of this course is to provide instruction to speakers of a language other than English, in the skills of listening, speaking, reading, and writing in English. The content should include, but not be limited to, instruction and practice in developmental vocabulary skills, reading skills, speaking skills, and writing skills. Reading skills should be taught within the context of selected literary works from various genres. Writing instruction should include simple sentences and paragraphs as well as completing forms necessary for obtaining and giving information. 1002380L3 - Developmental Language Arts through ESOL (ESOL III) 1.0 Credit Graduation Credit for Elective The purpose of this course is to provide instruction to speakers of a language other than English in the skills of listening, speaking, reading, and writing in English. The content should include, but not be limited to, instruction and practice in developmental vocabulary skills, reading skills, speaking skills, and writing skills. Reading skills should be taught within the context of selected literary works from various genres. Writing instruction should include simple sentences and paragraphs as well as completing forms necessary for obtaining and giving information. 1002380L4 - Developmental Language Arts through ESOL (ESOL IV) 1.0 Credit Graduation Credit for Elective The purpose of this course is to provide instruction to speakers of a language other than English in the skills of

listening, speaking, reading, and writing in English. The content should include, but not be limited to, instruction

and practice in developmental vocabulary skills, reading skills, speaking skills, and writing skills. Reading skills

should be taught within the context of selected literary works from various genres. Writing instruction should

include simple sentences and paragraphs as well as completing forms necessary for obtaining and giving

information

The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in

educational programs/activities and employment and strives affirmatively to provide equal

opportunity for all as required by:

Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color,

religion, or national origin.

Title VII of the Civil Rights Act of 1964, as amended - prohibits discrimination in employment

on the basis of race, color, religion, or national origin.

Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of

gender.

Age Discrimination in Employment Act of 1967 (ADEA), as amended – prohibits

discrimination on the basis of age with respect to individuals who are at least 40.

The Equal Pay Act of 1963, as amended - prohibits gender discrimination in payment of wages

to women and men performing substantially equal work in the same establishment.

Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.

Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals

with disabilities in employment, public service, public accommodations, and

telecommunications.

The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide

up to 12 weeks of unpaid, job-protected leave to “eligible” employees for certain family and

medical reasons.

The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the

basis of pregnancy, childbirth, or related medical conditions.

Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender,

national origin, marital status, or handicap against a student, or employee.

Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom for

discrimination because of race, color, religion, sex, national origin, age, handicap, or marital

status.

School Board Rules 6Gx13- 5D-1.10, 6Gx13- 4A-1.01, and 6Gx13- 4A-1.32 prohibit

harassment and/or discrimination against a student or employee on the basis of gender, race,

color, religion, ethnic or national origin, political beliefs, marital status, age, sexual orientation,

social and family background, linguistic preference or disability.

Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and

Section 295.07, (Florida Statutes), which stipulates categorical preferences for employment.

Revised 05/20/05

school board of miami-dade countymnorland.dadeschools.net/curriculum bulletin_10.pdf · curriculum...

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