Operation Graduation: High School Planning Guide 2011-2012
Transcription
Operation Graduation: High School Planning Guide 2011-2012
Operation Graduation: High School Planning Guide 2011-2012 This book belongs to: _________________________________ 1 TABLE OF CONTENTS INTRODUCTION/ SUPERINTENDENT’S MESSAGE Bibb County Public Schools: Vision and Mission How To Use This Booklet High School Directory 5 6 7 8 SECTION I: BIBB COUNTY SCHOOLS GRADUATION REQUIREMENTS 9 A: Diploma Requirements and Options for Students Entering 9th Grade in the FALL of 2010 10 Program of Study 11 Promotion Policy 13 Transfer Students 13 SECTION II: PLANNING THE HIGH SCHOOL PROGRAM The Four Year Plan Who Is Involved High School Policies and Procedures Block Scheduling Placement Procedures Schedule Changes Guidance and Counseling Student Advisement Grading Scale Progress Reports and Report Cards Credit Recovery GPA Calculations Class Rank and Honor Graduates HOPE GPA Calculations Credit for Work in Other Schools Monitoring Graduation Status Early Graduation Tests Required for Graduation End of Course Tests Georgia High School Writing Test Waivers and Variances Other Learning Opportunities Career, Technical, and Agricultural Education (CTAE) English to Speakers of Other Languages (ESOL) Hospital Homebound Program for Exceptional Children 2 14 15 16 17 17 17 17 18 18 18 18 18 19 19 20 20 21 21 21 21 22 22 23 23 23 23 24 Magnet Programs Engineering Magnet Westside High School Fine Arts Magnet Central High School Health Science Magnet Northeast High School International Baccalaureate Central High School Law Academy Southwest High School Hutchings Career Center Other Specialized High School Pathways (Non-magnet): School of International Studies – Rutland High School JROTC Military Science Ombudsman Athletic, Cheerleading, and Literary Activity Eligibility SECTION III – CTAE PROGRAM CONCENTRATIONS Using CTAE Program Concentrations and Pathways Questions and Answers Program Concentrations SECTION IV: PLANNING BEYOND HIGH SCHOOL Postsecondary Planning Calendar Programs for Prospective Postsecondary Students HOPE Scholarship HOPE Grant Zell Miller Scholarship ACCEL Program Dual Enrollment Move On When Ready Early Admissions Advanced Placement Classes International Baccalaureate Work-Based Learning Experience Postsecondary Admission Standards Freshman Index Financial Assistance Types of Financial Aid Financial Aid and Scholarship Information Web Sites Eligibility for College Athletics Postsecondary Admission Testing PSAT/NMSQT National Merit Scholarship Qualifying Test (NMSQT) Scholastic Assessment Test (SAT Reasoning Test) Scholastic Assessment Test (SAT II Subject Test) 3 24 24 25 25 25 26 26 28 27 27 28 28 31 32 32 33 36 37 38 38 38 38 38 39 39 39 40 40 40 40 41 43 43 44 45 47 47 48 48 50 American College Test (ACT) Advanced Placement Tests (AP) International Baccalaureate (IB) SECTION V– GLOSSARY SECTION VI - APPENDICES Appendix A: Course Descriptions Appendix B: Bibb County’s CTAE Career Pathways 2010-2011 Appendix C: High School Graduation Tracking Sheet Graduation Tracking Sheet - Diploma with Distinction Notes/Resume Preparation 4 50 51 52 53 58 59 107 114 115 116 Dear Class of 2015, As Superintendent of the Bibb County School District, I want to welcome you to high school and wish you the best as you begin to make decisions that will have an impact on your future. This planning guide – as well as the educators in your school and a variety of online resources – is at your disposal to identify a path which will lead to a successful, productive, and satisfying life. I encourage you to take every advantage and opportunity placed before you to earn a highquality education and to graduate in 2015 because in today’s changing world, education is more important than ever to your success. I also want to stress that you don’t stop once you have earned your high school diploma; the best jobs of today already require some type of post-secondary education, and the requirements increase each year. Graduates today are not competing with their neighbors for jobs; they are competing against graduates from all over the world for highly-skilled and high-paying jobs. This planning guide is filled with helpful and important information that will help you and your parents determine your best path towards success. In it, you will find information about high school, descriptions of courses, a list of choices for the career pathway you will be selecting, and information to help you plan for your options after high school. You also have a great online tool to help select your high school coursework and plan for entry into college, technical school, or the workforce. Ask your school counselor about GAcollege411 and how you can create an account that will serve you through all four years. It is my goal, my hope, and my expectation for you to graduate from high school in four years prepared for their next step in your journey. That journey has already begun and requires your determination to graduate with the Class of 2015. I am working diligently to ensure you are provided with a high-quality education which meets your needs, and I ask that you partner with me by taking advantage of what your teachers, media specialists, counselors, administrators, support staff, and community do every day. We are dedicated to providing you the skills and knowledge needed to be successful in a 21st century multiethnic global economy. Graduating needs to be your goal, and graduation and life-long success will be your reward. I look forward to shaking your hand when you cross the graduation stage in 2015. Sincerely, Romain Dallemand, Ed. D. Superintendent of Schools 5 Bibb County School District Vision: Achievement and Performance for: - Every child - Every classroom -Every school Bibb County School District Mission: Our mission is to provide a high quality education for all Bibb County students in a safe and comfortable environment, and to make use of all human and technological resources in preparing graduates for post-high school objectives. Bibb County Board of Education: William T. Barnes III Gary Bechtel Ella M. Styles Carter Lynn Farmer Tom E. Hudson Susan Y. Middleton Susan K. Sipe Wanda West Superintendent, Dr. Romain Dallemand It is the policy of Bibb County Board of Education not to discriminate on the basis of sex, race, religion, marital status, national origin, or disability in its educational programs of employment. 6 HOW TO USE THIS BOOKLET Our recommendation for use of this booklet is to review each section carefully. We suggest students and parents refer to each section when needed. School administrators, counselors, advisors, and other school personnel are available to clarify or elaborate on this information, to answer questions, and to help in the selection of appropriate courses. We strongly recommend students and parents keep this booklet until graduation from a Bibb County High School. Section I provides information about graduation requirements for Bibb County students. This section explains requirements for students who are enter 9th Grade in the Fall of 2010 and beyond. Read carefully so you are familiar with all of the programs available for you. Section II provides information about planning the high school program. It contains information about the Four Year Plan which is a vital part of planning your high school program. Admission standards to Georgia Colleges and Universities and Bibb Board of Education graduation requirements are contained in this section. Section III provides information that will help you learn about possible career fields. It is organized into eleven program concentrations. For each concentration, you will find a description, related curriculum, programs of study and occupations. You will also find course choice listings and electives for each program concentration which will assist the student in planning the fouryear program. Section IV provides information to help students plan for post secondary options, whether you plan to attend a four year college, a two year technical school, enter the military or go into the workforce.. This section includes information on Hope Scholarship, Dual Enrollment, various tests which impact college credit or admission, and collegiate athletic eligibility. Section V is a glossary of term. Section VI is a list of courses available in Bibb County High Schools. Not all courses are available in all schools. Section VII is an appendix containing course descriptions, pathway descriptions, and helpful templates. 7 HIGH SCHOOL DIRECTORY School Principal Address Phone # Central Howard Hutchings Career Center Northeast Rutland Southwest Westside Dr. Jeff Homan Mr. Matt Adams Mr. Russ Chesser Mr. Quentin Green Dr. Jerri Hall TBA Mrs. Laura Perkins 2155 6400 2011 1646 6250 1775 2851 779-2300 779-4850 779-2550 779-4100 779-3100 779-4500 779-3800 Napier Ave Forsyth Road Riverside Dr Upper River Rd Skipper Rd Williamson Road Heath Rd MIDDLE SCHOOL DIRECTORY School Principal Address Phone # Appling Bloomfield Ballard-Hudson Howard Miller Rutland Weaver Mr. Steve Jones Dr. Efrem Yarber Mr. Kenneth Lanier Dr. Eric Carlyle Dr. Sherri Flagg Mr. Richard Key Dr. Pam Carswell 1210 Shurling Dr 4375 Bloomfield Dr Ext 1070 Anthony Road 6600 Forsyth Rd 751 Hendley Street 6260 Skipper Rd 2570 Heath Rd 779-2200 779-4800 779-3400 779-3500 779-4050 779-4400 779-4650 SPECIALTY SCHOOLS AND PROGRAMS School Director/Principal Address Phone # Elam Alexander Academy Ms. Lara Sims 2051 Second Street 779-3930 Ombudsman Eisenhower 3750 Eisenhower Pkwy 781-7746 Ombudsman Riverside 1200 Riverside Dr. 742-0966 484 Mulberry Street 2011 Riverside Dr 484 Mulberry St 765-8660 779-2526 765-8624 Program After School Program Apprenticeship Program Mentors Project Mary Parrish Mary Beth Francine June O'Neal 8 Section I: Bibb County Schools Graduation Requirements for Students Who Enter High School in the Fall of 2011 9 Graduation Requirement and Diploma Options for Students Who Enter 9th Grade in the Fall of 2011 Note: students who entered high school prior to the fall of 2011 should look at the high school planning guide printed in the year they entered high school. • Bibb High School Diploma – completion of this program is signified by a High School Diploma indicating that the student has satisfactorily completed the curriculum outlined below as specified by the State Board of Education and Bibb County Board of Education. A minimum of 28 Carnegie units and successful completion of the Georgia High School Writing Test (GHSWT) are required to complete this program of study. See the chart on the next page for specific course requirements. • Bibb High School Diploma with an Academic Seal of Distinction – completion of this program is signified by a High School Diploma with an Academic Seal of Distinction indicating that the student has satisfactorily completed an academically advanced program of study specified by the Bibb County Board of Education. A minimum of 30 Carnegie units, successful completion of the Georgia High School Writing Test (GHSWT) are required to complete this program of study. See the chart on the next page for specific course requirements. • Bibb High School Transition Diploma – the document awarded to students with disabilities assigned to a special education program who have not met the state assessment requirements referenced in Rule 160-3-07 Testing Programs – Student Assessment or who have not completed all of the requirements for a high school diploma but who have nevertheless completed their Individualized Education Programs. Note: Students with Significant Cognitive Disabilities may graduate and receive a regular high school diploma when the student’s IEP team determines that the student has: 1. completed an integrated curriculum based on the GPS that includes instruction in Mathematics, English/Language Arts, Science and Social Studies as well as career preparation, self determination, independent living and personal care to equal a minimum of 23 units of instruction, and 2. participated in the GAA Georgia Alternate Assessment) during middle school and high school, earned a proficient score on the high school GAA test, and 3. reached the 22nd birthday OR has transitioned to an employment/ education/training setting in which the supports needed are provided by an entity other than the local school system. State Rule 160-4-2-.48 Note: Students must earn at least one of the above exit documents to be eligible to participate in graduation ceremonies. • The High School Certificate of Attendance - the document awarded to pupils who do not complete all of the criteria for a diploma and/or who have not passed the state assessment requirements. Students who are awarded the High School Certificate shall not participate in high school graduation exercises. 10 Students entering the ninth grade for the first time in 2008-2009 and subsequent years must meet the requirements outlined below and must meet the prescribed student graduation assessment requirements of the Georgia Board of Education. SUBJECTS English See Footnotes 5 and 6 Mathematics See Footnotes 1, 5 and 7 Science NEW BIBB DIPLOMA WITH ACADEMIC SEAL OF DISTINCTION NEW BIBB DIPLOMA 4 Units of English Language Arts 1 unit of 9th Grade Literature and Composition 1 unit of American Literature and Composition 2 additional units from the following: 10th Grade Literature and Composition, World Literature and Composition; English Literature/Composition; ACCEL course; can be any AP or IB course 4 Units of English Language Arts 1 unit of 9th Grade Literature and Composition (advanced content) 1 unit of American Literature and Composition (advanced content, AP or IB) 2 additional units from the following: World Literature/Composition (advanced content); English Literature/Composition (advanced content); ACCEL; or any AP or IB course 4 1 1 1 1 4 Units of Mathematics 1 unit of Accelerated Math I 1 unit of Accelerated Math II 1 unit of Accelerated Math III 1 unit of Additional Math (which can be Calculus, AP, IB, or ACCEL) Units of Mathematics unit of Math I or Accelerated Math I unit of Math II or Accelerated Math II unit of Math III or Accelerated Math III unit of Math IV or Calculus, AP, IB or ACCEL course 4 Units Total 1 unit of Biology (can be AP/IB or ACCEL) 1 unit of Physics or Physical Science (can be AP/IB or ACCEL) 1 unit of Chemistry, Earth Systems, Environmental Science, or an AP/IB course or ACCEL course 1 other science of choice (AP; IB; ACCEL; academic science, or specific CTAE science course from DOE approved list 4 Units Total 1 unit of Biology (advanced content; can be AP/IB) 1 unit of Physics (advanced content, if offered; AP; IB; ACCEL) 1 unit of Chemistry (advanced content; AP; IB; ACCEL) 1 other science of choice (AP; IB;ACCEL; academic science, or specific CTAE science course from DOE approved list) 4 Units Total 1 unit World History (can be AP/IB; ACCEL) 1 unit US History (can be AP/IB; ACCEL) 1 unit Economics/Business/Free Enterprise (can be AP/IB: ACCEL) 1 unit Local, State, and American Government (can be AP/IB; ACCEL) 4 Units Total 1 unit World History (advanced content), AP World History or IB World History or ACCEL 1 unit US History (advanced content) or AP US History (or IB History of the Americas) or ACCEL 1 unit Economics/Business/Free Enterprise (advanced content) or AP Economics (or IB or ACCEL) 1 unit Local, State, and American Government (advanced content) or AP Government (or IB or ACCEL) Health & Physical Education See Footnote 2 1 Unit of Health and Physical Education (3 units of ROTC may substitute for the Health/PE requirement) 1 Unit of Health and Physical Education (3 units of ROTC may substitute for the Health/PE requirement) Career, Technical, or Agricultural Education(CTAE); Fine Arts: or Foreign Language A total of 3 units required from CTAE and/or Foreign Language and/or Fine Arts and/or American Sign Language (excluding computer applications) or ACCEL A total of 4 units required (excluding computer applications) • 2 or more units of the same foreign language • 1 or more units of Fine Arts • 1 or more units from CTAE • May be ACCEL courses See Footnotes 5 and 8 Social Studies See Footnotes 5 and 9 See Footnote 5 Local Required Note: To be considered in the Georgia Scholar Program, a student must have one unit in fine arts. Note: Students planning to enter or transfer into a University of Georgia institution or other post-secondary institution must take two units of the same foreign language Note: To be considered in the Georgia Scholar Program, a student must have one unit in fine arts. Note: Students planning to enter or transfer into a Georgia University System institution or any other post-secondary institution must take two units of the same foreign language 1 Unit of Computer Applications 1 Unit of Computer Applications 2 additional “Core Academic” (Language arts, math, science, social studies, or foreign language) or Fine Arts units See Footnote 3 7 additional elective units, which should complete the student’s career pathway or program concentration; math support class units count as electives 6 additional elective units, which should complete the student’s career pathway or program concentration Total Units Needed 28 30 Grades Required Passing Grade on All 28 Above Units 3.0 cumulative grade point average on a 4.0 scale across all coursework attempted that satisfy “Core Content” graduation requirements in English, Mathematics, Science, Social Studies, and Foreign Language See Footnote 4 Electives 11 FOOTNOTES: *1. Students with disabilities who take and pass Math I in conjunction with a math support class and Math II in conjunction with a support class, upon determination through the Individualized Education Plan (IEP) process may meet diploma requirements by completing Math III or its equivalent for a total of 3 math credits. Completion of 3 units of math may not meet mathematics admission requirements for entrance into a University System of Georgia institution or other post-secondary institution without additional course work. *2. JROTC course includes required Health and Physical Education components and is Board approved as an allowable substitute. *3. CTAE, Fine Arts, Modern Language, or Journalism electives should be used to complete the student’s pathway or program concentration of choice. *4. The Computer Applications requirement may be satisfied with a proficiency test; however, a unit of credit cannot be earned by passing the test. *5. ACCEL courses may substitute for required courses where appropriate. *6. IB English requirements are 9th Grade Lit./Comp, American Lit/Comp., IB 11th World Lit/ Comp., IB 12th World Lit./Comp. *7. IB Math requirements are Accelerated Math I, Accelerated Math II, IB Math 11/Advanced Algebra and Trig., and IB Math 12/ Calculus. *8. IB Science requirements are biology, chemistry, and physics. *9. IB Social Studies requirements are 1 unit local/state/US Gov., 1 unit Economics, 1 unit IB History of the Americas (US), and 1 unit of IB 20th Century World History (World). 12 Promotion Policy Promotion and retention at the high school level follow the guidelines listed below: • Students in high school progress toward graduation on a course-by-course basis. Students take courses based upon academic performance, academic needs, graduation requirements and previous credits earned. • A student entering high school in Bibb County is expected to graduate within a four year cycle. The graduation requirements in effect at the time of entrance apply for the student’s entire high school career. It should be the student’s goal to graduate within a four year cycle. • The number of credits earned by the student will determine assignments in subsequent years Students who entered high school in the Fall of 2009 and subsequent years must pass all four core courses and have earned the number of credits indicated on the chart in order to be promoted to the next grade level. The four core areas are: English, Math, Science and Social Studies. • Units necessary to advance to 10th Grade: th 6 Units (must include 4 core) • Units necessary to advance to 11 Grade: 13 Units (must include 8 core) • Units necessary to advance to 12th Grade: 20 Units (must include 12 core) Transfer Students (Transferring into Bibb County Schools) Students who enter high school for the first time in the Fall of 2008 or after and who transfer into a Bibb County high school from a school which does not use a block schedule (have possibility to earn up to 8 units during a regular school year) shall be required to complete the number of units set forth in this chart: Number of semesters completed 1 2 3 4 5 6 7 Units required for grade 10: Units required for grade 11: Units required for grade 12: Units required for Graduation: 6 5 5 5 5 5 5 13 13 12 11 11 11 11 20 19 19 18 17 16 15 28 27 27 26 25 24 23 13 Section II: Planning the High School Program 14 SECTION II: PLANNING THE HIGH SCHOOL PROGRAM THE FOUR YEAR PLAN Planning is a vital part of a well designed program of studies for high school. Toward the end of the eighth grade, freshman course selections are made upon the recommendations of the eighth grade teachers with consent of the parents. All students should have registered for a GAcollege411 account. Middle school counselors along with each 8th grade students were to complete a four year plan and enter each student’s plan iin that student’s GAcollege 411 account. During the first year of high school, counselors, advisors, and/or teachers will meet with freshmen to revise the tentative Four Year Plan of study. The purpose of this tentative Four Year Plan is to familiarize students with graduation requirements, diploma seal options, and program concentrations. Each year thereafter, students will meet with advisors to revisit and make any needed adjustments to their four year plans. With the appropriate selection of electives and requirements, students will have opportunities to receive the preparation needed to reach desired goals. One important function of the Four Year Plan is to insure that graduation requirements are met. These requirements are the minimum program which must be satisfied to receive the Bibb Diploma, the Bibb Diploma with Distinction, or the Bibb High School Transition Diploma. Students should plan to exceed these requirements in order to prepare adequately for post-high school study or immediate employment. There is a course of study which must be successfully completed to meet requirements for regular admission to Georgia’s University System. See your guidance counselor for additional information. While administrators, counselors, teachers, and parents have an important role to play in the planning process, ultimately it is the responsibility of the student to register for and pass all courses required for the chosen diploma. As students register for each semester, teachers will advise students about course selection based upon prior performance in the subject area and the chosen program concentration/ career pathway. It is important to remember that the tentative Four Year Plan and the selection of a career pathway are both planning tools. The Four Year Plan, like any other plan, is meant to be changed and/or modified as students progress through high school. If students or parents are unsure of how particular course selections affect progress toward graduation, then consultation with administrators, counselors, or teachers may be appropriate. Using the appropriate course choice listings in the program concentrations section of this Planning Guide and the sample plan, students and parents can begin designing or making needed adjustments to their four year course of study. 15 PLANNING THE HIGH SCHOOL PROGRAM: WHO IS INVOLVED? Many educational opportunities are available to students in Bibb County High Schools. To make the most of these opportunities, it is essential to carefully plan educational experiences. Advisors, teachers, parents, and most importantly, students have roles to play in this process. With appropriate choices of electives and requirements, students will have the opportunity to reach desired goals. School’s Role • • • • • • • Plan instruction appropriate for each student’s academic needs. Encourage and monitor student attendance. Encourage each student to achieve his or her academic goals. Provide resources to enhance the learning process. Provide a safe environment conducive to learning. Maintain regular contact with home about student progress. Help students identify and enhance career interest. Student’s Role • • • • • • • • • • • • Register for and pass all courses required for the chosen diploma. Be on time and ready to learn. Achieve Georgia Performance Standards (GPS) for each course. Register for and pass all courses required for the diploma choice. Demonstrate acceptable work habits and attitudes. Attend diligently to instruction, study, develop habits of active learning. Explore and develop career interest areas. Be actively involved in personal education and career development. Be persistent in getting the information and help needed. Utilize all available career resource materials including on-line sources. Successfully pass Georgia High School Writing Test (GHSWT). Have all necessary class materials Parent’s Role • • • • • • • • Be an active participant in your student’s education. Make school attendance a priority for your student. Provide opportunities for the student to explore his/her career interest areas. Establish strong work habits and attitudes in your student. Read all materials that come home from the school and discuss with your student. Be in touch with school personnel about your concerns and questions. Become informed about state and system standards for promotion, graduation, and postsecondary admissions. Be proactive in getting the information you need. 16 HIGH SCHOOL POLICIES AND PROCEDURES Block Scheduling Bibb County High Schools operate on a two semester, 4x4 block schedule for most classes. Students take four courses for eighteen weeks with the potential to earn one credit or Carnegie unit for each course. Each class meets for 90 minutes. After completing the first term of eighteen weeks, students begin a second term and take four additional courses. Under the 4x4 block system, students earn a final grade and credit for each course taken at the end of the eighteen-week semester. Under this block schedule, students can earn up to eight Carnegie units (credits) each year during the regular school year. For some math and English classes, students are on a traditional year-long schedule to allow students extended processing time for the rigorous mathematics curriculum. Students may earn additional credits during summer school. Placement Procedures Recommendations concerning instructional placement and progress of students are the responsibility of the teachers, school counselor and other professional staff directly involved with the students. Parents and students should make certain that they are well informed of the process. The final decision concerning placement, however, rests with the principal. Schedule Changes Students will have five (5) days after a semester begins to request a schedule change. Legitimate reasons for dropping/adding a class within the limited number of days may include these situations: 1. The student has already received maximum credit for the course. 2. The student is taking a course out of sequence. 3. The student is scheduled erroneously into a class that does not contribute to the student’s chosen course of study or CTAE pathway. Since all students are required to take four classes each semester, any class dropped must be replaced with another class (see reminder below). Such additions of courses will depend on available space in the class the student wishes to add. Changes in student schedules will not be made to move a student from one teacher to another or from one period to another unless the school must do so to balance class sizes. Reminder: Athletic eligibility is tied to students successfully passing courses in which they enroll. As a general rule, students must be enrolled in and pass three (3) classes, or the equivalent in a secondary school, per semester to maintain athletic/ competitive extra-curricular eligibility. Refer to the details of rules regarding athletic eligibility at the end of Section II in this guide. 17 Guidance and Counseling Professional School Counselors are in each high school to work with students individually and in groups to assist with personal, social, career and educational development. It is critical that students communicate with their high school counselor each year of their high school experience. Student Advisement Each student in Bibb County high schools is assigned to an advisement group with a faculty advisor. The purpose of this group is to insure that all students are afforded periodic advisement during their high school years. Topics of discussion range from course of study selection to extracurricular activity decisions. Each year students complete and update their Four Year Plans during advisement. Advisement is also provided to give every student a staff member with whom they can have contact when school-related questions or problems arise. Grading Scale As mandated by the state, students earn numeric grades. Passing grades are 70 and above. A cumulative numeric average will be computed at the end of each semester for scholarship and college entrance requirements. The following scale will appear at the bottom of each student’s transcript. A= B= C= F= 90 80 70 69 and above – 89 - 79 and below Progress Reports and Report Cards Progress reports are given to students to take home every four and a half weeks. A final report card is issued at the end of the semester. Credit earned for the course will be awarded to the student at the end of each semester. Parents are encouraged to contact the student’s teacher about their student’s progress at any time during the semester. Counselors and teachers are available to discuss with parents the program and the progress of their child. Attendance – See Code of Conduct for specific attendance requirements. Credit Recovery – credit recovery is a program available to all high school students who are not on track for graduating in four years. Each high school has an Achievement Center which houses the Education 2020 credit recovery program. This Web-based program provides instruction to students 24 hours a day. Students may work on the materials at home, although tests must be taken in class with a teacher. Students may earn more than one credit in one block period if they work diligently. Students may recover credits for a class or classes they failed or earn credits for a class they have not taken if they need to earn additional credits to maintain progress toward graduation. 18 GPA (Grade Point Average) Calculations 1. Cumulative Grade Point Averages shall be computed for all students (Grades 9 12) at the end of each semester. 2. All courses attempted by the student, whether a passing or failing grade was earned, will be included in the calculation including all grades earned in summer school and in any approved dual enrollment (ACCEL) course. 3. Grade Point Averages shall be computed using a 100 point scale numeric system and shall include weights for specified courses. Courses classified as PreInternational Baccalaureate (PIB) or Gifted/Advanced Content shall be weighted by the addition of three (3) points to the final numeric course average. Courses classified as Advanced Placement (AP), International Baccalaureate (IB), and ACCEL (Dual Enrollment) shall be weighted by the addition of five (5) points to the final numeric course average. 4. Weights shall be added when course grades are final. 5. The method used to compute GPA’s and Class Rank will be reported to students, parents, and any authorized transcript recipient. Class Rank Calculation and Procedure 1. In order to determine class rank, the cumulative, weighted Grade Point Average (GPA) will be computed for all seniors at the end of the first semester of their senior year. Included in this calculation will be all final course grades (passing and failing) as well as any pending course grades (current weighted grade averages for courses in which the student has been enrolled but for which grades will not be final until the end of the school year such as Advanced Placement and Dual Enrollment classes.) Specifics regarding GPA calculation are explained above (GPA Calculations). 2. The above Class Rank Calculation (completed at the end of the 1st Semester) will be used to determine the Valedictorian, the Salutatorian, and the Honor Graduates for the Graduating Class. The student having the highest cumulative, weighted Grade Point Average and graduates with his or her class will be the Valedictorian. The student having the second highest cumulative, weighted Grade Point Average and graduates with his or her class will be the Salutatorian. Students with a cumulative, weighted Grade Point Average of 90 or higher who graduates with their class will be Honor Graduates. 3. In the case of a tie in determination of the Valedictorian, the student having completed the highest number of AP/IB/ACCEL or gifted level courses shall be designated the Class Valedictorian. 4. The method used to compute GPA’s and Class Rank will be reported to students, parents, and any authorized transcript recipient. 5. Rank entered on a student’s permanent record is available to the student and the parent(s) or guardian(s) of the student. 6. Class Rank is confidential information and thus will only be released a) to appropriate school personnel, b) at the request and with the written consent of the student and/or parent or guardian for students under the age of 18, and c) in response to formal legal processes. 19 HOPE GPA Calculation To receive HOPE Scholarship funding, students must graduate from a HOPE-eligible high school with a 3.0 grade point average on a 4.0 scale as calculated by the Georgia Student Finance Commission (GSFC). (GSFC only weights Advanced Placement and International Baccalaureate courses, not gifted and honors courses.) Each grade for a student in English, Mathematics, Science, Social Science, and Foreign Language classes which is defined as a core curriculum class are included in the calculation, in addition a student must meet the following: 1. be enrolled as a degree-seeking student at an eligible public or private college or university or technical college in Georgia. 2. Meet HOPE's Georgia residency requirements. 3. Meet HOPE's U.S. citizenship or eligible non-citizen requirements. 4. Be in compliance with Selective Service registration requirements. 5. Be in compliance with the Georgia Drug-Free Postsecondary Education Act of 1990. A student may be ineligible for HOPE payment if he or she has been convicted for committing certain felony offenses involving marijuana, controlled substances, or dangerous drugs. 6. Not be in default or owe a refund on a student financial aid program. 7. Maintain satisfactory academic progress as defined by the college. The money provided to HOPE Scholars varies and depends on the type of institution a student is attending. The Zell Miller Scholarship Program is for students who have demonstrated academic achievement and that are seeking a college degree. A student must graduate with a 3.70 GPA and a minimum score on the SAT/ACT. Detailed information about the Georgia’s HOPE Program can be found at www.GAcollege411.org in the Financial Aid Planning section. Note: Regardless of the curriculum track, grades in coursework that is classified as “Advanced Placement” or “International Baccalaureate” will be weighted by the Commission for HOPE Scholarship GPA eligibility. Grades for Gifted and Honors courses or other special courses will be calculated without the Bibb County School District weighting. Credit for Work at Other Schools In accordance with Georgia State Board Code 160-5-.15 and the Southern Association of Colleges and Schools Standard 3.4.9, Bibb County Schools will validate competency, by course, before awarding Bibb County Schools credit for work completed at any school (including home school or private school) that is not accredited by approved accrediting agencies: the Southern Association of Colleges and Schools or one of the SACS equivalents, the Georgia Accrediting Commission, or the Georgia Private School Accreditation Council (GAPSAC), or the Georgia Association of Christian Schools, the Association of Christian School International, the Association of Independent Schools. Bibb County Schools accepts at face value credit transferred from accredited schools as defined above. 20 Students entering a Bibb County High School from private or home schools not accredited by one of the above associations will be required to validate competency through testing. Specific requirements regarding validation procedures are contained in Bibb School Board Policy IHF (8). Please contact the local school counseling office for details. If students attend or plan to attend a school not accredited by one of the above associations or a home school and subsequently request credit for the experience from a Bibb County High School, students will have to pass an End of Course Test or Comprehensive Final Exam to be awarded credit for each course taken at a nonaccredited school or home school. Monitoring Graduation Status Students in high school progress toward graduation on a course by course basis. It should be the student’s goal to graduate within the four year cycle. While administrators, counselors, and parents have an important role to play in planning and monitoring graduation status, ultimately it is the student who is responsible for registering and passing coursework needed for graduation. The Four Year Plan is an important document and advisement an important process to help student stay on track for graduation. Early Graduation Under block scheduling it is possible in certain instances for high school students to earn sufficient credits to allow them to graduate before the end of the expected four-year (eighth term) time frame. Students who desire to graduate at the end of their eleventh grade year or in the middle of their twelfth grade year must meet the following requirements: 1. 2. 3. 4. 5. 6. The student must meet all the requirements for a Bibb Diploma as delineated for the year the student entered high school. The student must have passed all required portions of the GHSGT as well as required EOCT’s. The student and his/her parent must send a letter of intent at the beginning of the student’s 11th grade year stating the desire to graduate early. The student will need approval of the counselor and principal. The student must achieve a grade point average of 3.5 or higher. The student must have an overall attendance rate of 95% or better. TESTS REQUIRED FOR GRADUATION End-Of-Course Tests Students entering high school in the fall of 2011 are required to take state-mandated End-of-Course tests: Mathematics I and Mathematics II, U.S. History, Economics, Physical Science (where applicable), Biology, 9th Grade Literature and Composition, and American Literature and Composition. These tests will count 20% of the student’s overall grade for the semester and count as the final exam for the course. Students 21 must take the End-of-Course Test in order to receive Carnegie Units for the courses requiring the EOCT. For all students, EOCT’s are extremely important in that successfully passing these tests is one of the determining factors in whether students who seek a graduation variance ultimately earn a high school diploma. A passing score on the Georgia High School Writing Test is required for any high school diploma. It is administered for the first time in the 11th grade. WAIVERS AND VARIANCES OF HIGH SCHOOL GRADUATION ASSESSMENTS Waiver: A Georgia High School Graduation Test waiver may be granted to a student who • due to a disability, is rendered incapable of passing the GHSWT as documented in the student’s individualized education plan (I.E.P.) or • has not had a reasonable opportunity to pass the GHSWT due to a substantial hardship beyond the student’s control. Variance: When a student is not rendered incapable of passing the GHSWT due to a disability or substantial hardship, a variance may be granted to allow the student to use alternative means of demonstrating academic proficiency in lieu of passing the GHSWT, provided they meet all variance criteria including passage of corresponding End Of Course Tests. Variances are for those students who are receiving a regular high school diploma provided other criteria are satisfied. In order to qualify for a variance, a students need to meet all criterion below: 1. Has tried to pass the GHSWT a minimum of four times. 2. Has taken advantage of structured remediation after each unsuccessful test attempt. 3. Has successfully passed each related EOCT for which a waiver or a variance is sought. 4. Has met the attendance and course unit requirements for graduation (or is currently on track for completing graduation requirements). 5. Has a 90% or better attendance record, excluding excused absences, while in grades 9-12. 6. Has a scaled score on the GHSWT within one standard error of measurement. A student wishing to apply for a variance should contact their guidance counselor for specific requirements for applying for a variance. Parents need to request either a waiver or a variance for students under the age of eighteen (18); students who are 18 years old may request the appropriate one for themselves. A student seeking a waiver or variance must do so by the specified deadline. Any request submitted to Bibb County School District after this deadline will not be forwarded to the Georgia Department of Education due to the state-mandated deadline. Please visit the DOE website or see your high school counselor for the state deadline. 22 Student and Parent Checklist for Waiver or Variance Submission Write a letter addressed to the Superintendent of Bibb County Schools Items that must be included in the letter: o o o o o Date Statement about the GHSWT for which you are requesting a variance OR waiver. All remediation classes which you have taken (who taught the class, when, where, etc.) Why you are requesting a waiver OR variance? What do you want to do after high school? How will the lack of a high school diploma affect your plans? The following statement should be the last sentence in your letter: I give permission for the Bibb County Board of Education to share with the Georgia Department of Education any and all of my educational records for their review in consideration of my request for a waiver or variance. (Only use the word “waiver” or the word “variance.”) Request for variance form If you are 17 or younger, a parent or guardian must sign this form. Be sure that the phone number is in service. If you are 18 or older, you may sign the form yourself. OTHER LEARNING OPPORTUNITIES Career, Technical & Agricultural Education Programs Career, Technical & Agricultural Education (CTAE) pathways are available in all high schools and offer students an opportunity to align their academic preparation with technical skills and workplace readiness. See Section III and Appendix B for more information about CTAE classes and pathways. Contact your local school for information about the programs available at your high school and at Hutchings Career Center. English to Speakers of Other Languages (ESOL) The goal of the ESOL program is to provide an opportunity for students whose dominant language is not English to acquire English proficiency and at the same time continue learning content. The school system identifies those students whose dominant language is not English. The opportunity for English language proficiency testing is required by law for language minority students to determine their English proficiency for academic purposes. Special elective classes (ESOL) are available for students whose dominant language is not English. Hospital Homebound This program is offered to students who cannot attend school in a regular setting due to illness or accident. Students must be absent or anticipate being absent a minimum of ten (10) consecutive school days. Consult your local school for the form necessary for 23 entry into the program. Instruction in certain courses may be provided on an individually determined basis. Arrangements to meet curricular needs beyond those provided by Homebound teacher must be made through the local school. Program for Exceptional Children Special education programs are available to high school students who meet specific eligibility criteria in the following program areas: specific learning disabilities, intellectual disabilities, emotional and behavioral disorders, speech/language impairments, visually impaired and/or hearing impaired, orthopedically impaired, and other health impaired. Bibb County School District adheres to all due process procedures mandated by state and federal laws. MAGNET PROGRAMS Bibb County High Schools offer Bibb County students several choices of programs that are unique to the particular high school. Magnet programs are available for all students. An application may be obtained in each school’s guidance office. Students who are accepted in a magnet program must take the required courses each semester. Failure to take the required magnet courses can result in dismissal from the magnet program. Students dismissed from a magnet program must return to their zoned high school. The following are the magnet opportunities available in Bibb as well as locations for the program: Engineering Magnet: Fine Arts Magnet: Health Sciences Magnet: International Baccalaureate Program: Law Academy: Career Center Magnet: Westside High School Central High School Northeast High School Central High School Southwest High School Hutchings Career Center To apply for any of the magnet programs, a student must submit an application by a specific deadline. If accepted, participation requires that the student be enrolled full time at the school where the magnet program is housed. In the case of the Fine Arts magnet at Central High School, student auditions are an additional component of the admission requirements. Contact the magnet high school or your guidance counselor for detailed information about the magnet programs. Engineering Magnet Program - Westside High School Students accepted to Westside High School’s pre-engineering magnet program will concentrate in the core academic fields of science and mathematics. Pre-engineering graduates will graduate with a minimum of six advanced content/AP level science classes, as well as five advanced academic mathematic courses. Students may also choose to participate in ACCEL classes collaboratively with Macon State College by attending classes on Westside’s campus while receiving academic credit that is transferable, but not limited to any accredited University system campus in Georgia. Westside offers Principles of Technology, a hands-on exploration of engineering 24 principles, and Research and Design - an initial 18 week research project that may be continued throughout a student’s high school career. Fine Arts Magnet - Central High School Admission to Central Fine Arts Magnet Program is based upon school grades and an audition to determine interest and aptitude in the fine arts. Students apply and are selected on the basis of talent, interest, motivation, and commitment to their disciplines and abilities. Fine Arts Concentrations are in two areas: Performing Arts (band, chorus, dance, strings, and theater) and Communicative Arts (visual arts, mass media, and journalism.) There are seven fine arts courses plus humanities required in the Fine Arts Magnet Program. To participate in the magnet, incoming freshmen are required to take eight fine arts courses (one required each semester) as well as to maintain a 2.5 GPA or higher in all academic subjects each term and a 3.0 GPA in Fine Arts subjects each semester or be placed on probation. Students in the magnet program are also required to attend and document four (4) Community Cultural Events each semester (plays, concerts, art exhibits, readings, other performances) as well as document ten (10) volunteer service hours in the community or school each semester. Health Sciences Magnet - Northeast High School Northeast High School-Health Science Magnet provides a unique opportunity for students who are interested in health science fields to receive hands-on experience and exposure to the world of health. Rising 9th and 10th graders can apply to the Northeast Health Science Magnet Program which has expanded science, mathematics, and health curriculums as well as opportunities for shadowing and internships with health care professionals. Once students are in the program, they may enroll in postsecondary training while still in high school as well as train for entry level jobs in the health care field. Patient Care Assistance Programs, Pre-Pharmacy and Pre-Med programs provide students with the opportunity to be well prepared for post secondary options in the health science field. The Health Science Magnet offers Dual enrollment with Central Georgia Technical College, medical internships, magnet seminars, Health Science field trips, shadowing and hands on experiences. International Baccalaureate (IB) Program - Central High School The IB Program includes two years of pre-IB curriculum which challenges students and leads to two years of the IB diploma program in the 11th and 12th grade years. The program is comprehensive, covering all academic disciplines: English, mathematics, social studies, science, modern language and theory of knowledge. The IB program is designed to provide highly-motivated college-bound students with a balanced education. Admission to the Central High School IB program is based on school grades, standardized test scores, written tasks, and demonstrated interests. Students apply and 25 are accepted on the basis of ability and motivation after review by Central High School IB staff. Requirements for the IB diploma, which is offered in addition to the Bibb County Schools diploma, are structured to meet the entrance requirements of universities throughout the world. A measure of the IB’s success is its recognition for college credit. Credit for individual IB courses is usually granted by universities based on exam results similar to granting Advanced Placement (AP) credit. Students should seek specific information on how these credits are treated with individual colleges and universities of interest. A directory of schools recognizing this credit is available in the IB office. Law, Government and Justice Academy Magnet - Southwest High School Southwest High School Magnet Law Academy provides students with an enriched program of studies emphasizing a historical and comparative perspective on law and government; focuses on all aspects of law, as well as identifies and develops skills needed for entry in to many governmental agencies; and focuses on the justice system as a possibilitity for employment after graduation from high school. Southwest provides an early opportunity for students who are interested in a career in law to participate in mock trials and learn the courtroom procedures. Local attorneys work with students to enrich their knowledge, skill and interest. The Academy also includes the Public Safety CTAE pathway to prepare students to enter professions such as law enforcement, fire service, criminal justice, criminal investigations, and forensics. Hutchings Career Center Hutchings Career Center is the only all-magnet school in Bibb County with enrollment open to any student in the system. Hutchings Career Center students are prepared to enter a two or four year college after high school and continue their education in a technical college that provides additional instruction and training in the field of study they began at Hutchings. Students may choose to move directly into a career path. Students are eligible to attend Hutchings as early as ninth grade and select an area of study in one or more of the following CTAE (Career Technical Agriculture Education) pathways: Biotechnology Research and Development Culinary Arts Flight Operations Interactive Media Small Business Development (Business Education) Therapeutic Services – Nursing or Medical Services Transportation Logistical Support (Automotive Service Technology) After selecting the pathway that they would like to complete, students combine academic and career studies to prepare for careers that require professionals to be highly skilled and knowledgeable in their chosen field, to be capable of solving problems and working with technology, and to be comfortable interacting with people at all levels of their profession. 26 In addition to in-school labs in both scientific and CTAE programs, students at Hutchings also participate in one or more of the following Work-based Learning activities and programs: Clinical Experiences- structured, supervised student learning that takes place in a community-based healthcare setting (hospital) that is an integral part of a student’s Healthcare Science program of studies. Cooperative Education- structured student learning in a paid work position that connects student’s career interest to academic and CTAE learning from school with responsibilities in business and industry. Internships- specialized career exploration or knowledge enhancement activities that enable students to participate in business and industry in paid or non-paid positions. Job Shadowing- structured supervised exploratory activities that allow students to learn about a particular career of interest. School based Enterprises- school projects that teach business activities through structured learning and lead to finished products or services. Youth Apprenticeships- a program of study that integrates school-based and work-based learning, then coordinates with business, industry, and labor to provide apprentices the opportunity to earn a high school diploma, postsecondary credential or diploma, and certificate of occupational skills. OTHER SPECIALIZED HIGH SCHOOL PROGRAMS (Non-magnet) School of International Studies –Rutland High School The School of International Studies at Rutland High School is a four year program designed toward accelerating the top students to reach their full potential. During the program, students will take at least six Advanced Placement classes; donate time and effort to various campus and community service projects; research, present and defend original research and interact with students from other countries. JROTC There are Air Force JROTC units at Southwest and Westside High Schools, an Army ROTC unit at Central and Northeast High Schools and a Marine ROTC unit at Rutland High School. Students who earn three Carnegie units of credit for JROTC fulfill the Physical Education graduation requirement. Note: JROTC courses include Comprehensive Health and Physical Education Rule requirements as stated in State Board of Education Rule 160-4-2-.12 27 Ombudsman The Ombudsman program is a supportive, content-rich alternative environment which offers assistance and support to those students who are transitioning back to their home schools. The school offers a comprehensive curriculum that is aligned with the curriculum offered in the district’s middle and high schools. Students given the opportunity to attend the Ombudsman program must remain the entire length of their assignment before they may return to their home school. Students may be approved to apply for one of the Bibb County School District’s Ombudsman Centers after being expelled from their home schools through the evidentiary process due to severe or excessive Code of Conduct Violations. Additionally, students may be given the opportunity to attend the Ombudsman program by way of a Bibb County Administrative Team placement decision. ATHLETIC, CHEERLEADING, AND LITERARY ACTIVITIES ELIGIBILITY All high schools in Bibb County adhere to the rules of the Georgia High School Association (GHSA). Academic eligibility requirements affect all students who participate in interscholastic athletics, cheerleading, or literary activities. Interscholastic is defined as activities that involve competition between schools and require preparation outside of the regular classroom more than one day per week. Students gain eligibility to practice or compete for the school in which they are enrolled after they have been certified by the principal of that school, after eligibility forms have been processed by the GHSA office, and after the students have met the standards of academic requirements, age, semesters in high school, residence in the school's service area, and transfer rules To be eligible to participate and/or try-out for a sport or activity, a student must be enrolled full time in Grades 9-12 inclusive at the school seeking eligibility for that student and must be in regular attendance. Note: Students establishing eligibility as entering 9th graders are automatically eligible for the first semester. A student has eight (8) consecutive semesters or four (4) consecutive years of eligibility from the date of entry into the ninth grade to be eligible for athletics. To be eligible to participate, practice, and/or try out in interscholastic activities, a student must be academically eligible. On the high school block schedule, a student is required to pass three (3) Carnegie unit subjects counting toward graduation in the semester immediately preceding participation. (Exception: First semester ninth grade.) a. Passing in all GHSA member schools is a grade of seventy (70). b. If a student is taking a multiple-period subject such as a CTAE course for a full morning or afternoon, it may be counted for more than one subject. The number of subjects counted will be equivalent to the number of units given. c. Students participating in junior varsity or “B” team competition must meet all scholastic requirements. 28 For eligibility purposes, students must accumulate Carnegie units (credits) towards graduation according to the following criteria: a. First-year students (entering 9th grade) are eligible academically. Second semester first-year students must have passed at least three (3) courses the previous semester in order to participate. b. Second-year students must have accumulated four (4) total Carnegie units in the first year, AND passed at least three (3) courses in the previous semester. c. Third-year students must have accumulated ten (10) Carnegie units in the first and second years, AND passed at least three (3) courses in the previous semester. d. Fourth-year students must have accumulated sixteen (16) Carnegie units in the first three years, AND passed at least three (3) courses in the previous semester. e. Students may accumulate the required Carnegie units for participation during the semester and eligibility will be reinstated at the beginning of the next semester. Students gain or lose eligibility on the first day of the subsequent semester. The first day of the Fall semester shall be interpreted as the first date of practice for the first sport. Exception: Students who successfully complete summer school to maintain eligibility become eligible the last day of summer school. A maximum of two (2) Carnegie unit credits earned in summer school may be counted for eligibility purposes. NOTE: Additional credits may be earned in credit recovery programs or make-up programs. Summer school credits earned in non-accredited home study programs or non-accredited private schools may not be used to gain eligibility. Courses completed after the beginning of a new semester may not be used to gain eligibility for that semester (i.e., night school classes, correspondence courses, etc.) Age Requirement Students must not have reached their 19th birthday prior to May 1st preceding their year of participation to be eligible to participate in athletics. Medical Requirements • • • Students must have a current physical examination on file at the school prior to try-outs, practice or games that approve the student for participation in athletics. Physical exams are considered current if they have occurred within 365 days of the date of the exam or taken on or after April 1st for the following school year. The physical examination must be conducted by a licensed medical physician (MD), doctor of Osteopathic medicine (DO), physician’s assistant, or nurse practitioner with the latest edition of the pre-participation physical evaluation form used for the exam. The exam must be signed by a doctor. Students must have on file an athletic consent form signed by their parent or legal guardian prior to participating in athletics. 29 Discipline • • A student suspended from school or assigned to the alternative school for violating school rules or for disciplinary reasons will not be allowed to participate in any athletic activity (try-outs, practice, games, etc.) during the period of suspension. The suspension ends when the student is physically readmitted to the classroom. A student may be removed from an athletic team by the team’s coach for any behavior deemed detrimental to the team, school, or school system. Prospective Division I and II athletes should see Section III of this Planning Guide for information as to NCAA Clearinghouse requirements (collegiate participation). Information can also be accessed through www.ghsa.net. 30 Section III: Using CTAE Program Concentrations as a Planning Guide 31 SECTION III: USING CTAE PROGRAM CONCENTRATIONS AS A PLANNING GUIDE HOW TO USE THIS SECTION The following steps best describe how to use this section of the Planning Guide to help you plan your high school program: 1. With the help of your counselors, teachers and parents, consider your academic history, career goals, interests, talents, abilities, and plans for additional education beyond high school. 2. Determine the career pathway you are interested in pursuing. 3. Read the description of each program concentration, related curriculum, related programs of study, and related occupations. 4. Choose the program concentration that closely matches your area of interest. 5. The next step is to turn to the CTAE and elective choice course listing pages. Select the elective and/or CTAE courses you need to complete your program. QUESTIONS AND ANSWERS Why Program Concentrations? INCREASED EXPECTATIONS FOR OUR STUDENTS: • Higher academic standards • Increased diploma requirements • More rigorous admissions criteria for postsecondary institutions • A competitive employment market • Focused course selection These are the realities that our students face. How can we ensure they are best prepared for the rich opportunities the future holds for them? We believe one answer lies in the program concentrations. What are program concentrations? Program concentrations represent a grouping of occupations in career clusters as defined by the U.S. Department of Education. These groupings provide a way to help students focus their learning in high school around an area that interests them. All of the required courses and particularly elective courses in the high school curriculum are organized into these eleven broad concentrations. Within each Program Concentration are Career Pathways that student can choose to follow. A Career Pathway is three or four elective units in a coherent sequence that includes rigorous content aligned with industry-related standards leading to college and work readiness in a focused area of student interest. These pathways are organized under program concentrations. 32 The eleven program concentrations: • Agriculture This concentration covers the production, processing, marketing, distribution, financing and development of agricultural commodities and resources. Jobs in this concentration are in Agribusiness Management, Plant Science/Horticulture, Animal Sciences, Forestry/Natural Resources and Agriscience. • Architecture, Construction, Communications, and Transportation Those pathways include Construction: Engineering, Drawing and Design; Automotive Technologies; Flight Operations; Aviation Support; Broadcast and Video Productions; Network Systems; Information Support/Services; Graphic Communications; Telecommunications and Logistics. • Arts and Humanities These pathways include programs related to visual and performing arts, entertainment services, journalism and foreign language. • Business and Computer Science Pathways in this area include Small Business Development, Financial Management, Administrative/Information Support, Information Technology, Computing and Interactive Media. These career opportunities are available in many sectors of the economy. • Culinary Arts Students interested in pursuing careers in professional foods and restaurant management may wish to select this pathway. • Education Students interested in the teaching profession may select Early Childhood Education or Teaching as a Profession career pathways. • Engineering and Technology Students who have an interest in math and engineering to plan, manage, provide research and professional and technical services may follow pathways including Technology, Engineering, Electronics and Manufacturing. • Family and Consumer Sciences Students who enjoy helping and working with others or creating and designing may select pathways which include Consumer Services, Family/Community Services, Interior Design, and Nutrition. • Government and Public Safety This concentration involves planning, managing, and providing legal, public safety, protective services and homeland security and includes JROTC and Public Safety pathways. 33 • Healthcare Science Students pursuing careers in planning, managing, and providing therapeutic and diagnostic services, public health, support services and biotechnology research and development would follow these career pathways which include Diagnostic Services, Therapeutic Services, Public Health, Health Informatics or Bio-Medical. • Marketing, Sales and Service Students who are interested in planning, managing, and performing marketing activities to reach organizational objectives can select from the following pathways: Marketing Management, Fashion Marketing and Marketing Communications and Promotion. Note: See Appendix B for descriptions of all Concentrations and Pathways. All Concentrations and Pathways are not available at every Bibb County High School and may change as additional courses are added or deleted. Whether students are pursuing a regular Bibb Diploma or a Bibb Diploma with an Academic Seal of Distinction, they will use the program concentrations as a guide in deciding what courses to take each semester. Program concentrations also can help the student in choosing such things as summer employment, service learning, communitybased learning, and extracurricular activities that connect to the areas on which the learner is focusing in their course work. FREQUENTLY ASKED QUESTTIONS When and how do schools prepare students to choose a program concentration? Beginning in elementary school, students will be introduced to the concept of program concentrations. At the end of 8th Grade or beginning of 9th Grade, students will be asked to make an initial choice of a program concentration on which to focus. The district’s approach to career development includes activities to assist students in making this choice. Is this a significant change for students? It is a significant change in that the program concentrations lead students to think more concretely about their high school studies in light of what they want to do after graduation. That might mean going to college, to work, or to a technical institute for further career training. The new structure does not add any more graduation requirements. Will students be locked into one program concentration? No. As students learn more about each program concentration, they may decide that is not the career area for them, and will work with a counselor to consider another concentration. Students should commit to a concentration by the end of 10th grade in order to be able to schedule the desired courses for graduation. 34 Will students be able to participate fully in activities that require elective courses each year of high school? For all Georgia students there are new requirements for earning a public high school diploma. That means students must plan ahead to include the electives they want to take. In deciding on a program concentration, a student, along with his or her parents, teachers, and counselors, must talk about plans for after high school, and his or her potential and special talents. Then a relevant, focused high school program can be planned that allows the student to earn the desired diploma, explore career options through a program concentration, and participate in electives of choice. Peach State Pathways: Education and Career Planning Tools The creation and implementation of career pathways is a national trend in Career, Technical and Agriculture Education (CTAE). The concept has its roots in the over-all education and career planning process involving ALL students. Parents and students should become familiar with the Education and Career Planning Tools (programs of study) in an effort to maximize opportunities for students to be better prepared for their next step in the education and career planning process—the workforce or postsecondary education. As a resource for first-time ninth grade students entering high school in Fall 2010, please see the program concentrations and pathways listed in Appendix B. 35 Section IV: Planning Beyond High School 36 THE POSTSECONDARY PLANNING CALENDAR 9th 1. Grade 2. 3. 4. Maintain an academically rigorous course of study. Update your GA College411 account. Register for SAT online. Meet with counselors to revise your Four Year Plan 1. 10th Grade 2. Plan to take elective courses that are related to your career interest and visit some job sites. The Preliminary SAT (PSAT) is given to all 10th grade students in the fall of their sophomore year. (check with counselors prior to October regarding the date.) The PSAT is given once a year. Take the PSAT to determine areas of academic strength and weakness. Continue to update your GA College411 account. Consider ACCEL/Dual enrollment/Move On When Ready for your junior year 3. 4. 5. 1. 11th Grade 2. 3. 4. 5. 6. 7. 8. 1. 12th Grade 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. To qualify for National Merit Scholarship and other scholarship competition, the PSAT must be taken during the junior year. (Students must pay to take the PSAT). Check with counselors prior to October regarding the PSAT date. Juniors must register to take the PSAT. Take the Scholastic Assessment Test (SAT) and/or American College Test (ACT) in the spring. Check postsecondary catalogs, college websites or www.GAcollege411.org to determine which test is required for admission. Visit the high school counselor regularly. The counselor will guide students in the exploration of careers and postsecondary education possibilities and the application process. Take advantage of books, videos, and catalogs in the counseling office and Career Resource Center as well as the library and Internet. Begin to visit college and university campuses. Register with the NCAA Clearinghouse in the spring and send an official transcript if interested in an athletic scholarship in a Division I or II school. Begin the process for military appointments. Consider ACCEL/Dual Enrollment/MOWR Continue to update your GA College411 account. Maintain an academically rigorous course of study. Meet with counselor to confirm graduation eligibility (graduation verification). Continue to update your GA College411 account. Listen to announcements concerning postsecondary representatives’ visits, PROBE Fair, scholarship information, and test registration dates. Retake the SAT or ACT in early fall to improve scores. Select postsecondary and technical schools. Write a letter to each postsecondary choice requesting scholarships, applications, catalogs, and a financial aid application. (Can be done through GaCollege411.org) Submit application, application fee, and high school transcript to at least two colleges. Prospective Division I or II athletes must send final transcript to the NCAA Clearinghouse in May. Obtain Federal Student Aid Form (FAFSA). Private institutions may require additional forms. Visit postsecondary institutions of choice. Finalize postsecondary choices. 37 PROGRAMS FOR PROSPECTIVE POSTSECONDARY STUDENTS Adequate preparation for postsecondary level work requires a concerted effort by teachers, parents, and students. Just as the level of difficulty increased dramatically between middle school and high school, so do the demands increase from high school to the postsecondary level. In order to be prepared to do well at the post-secondary level, students have to work beyond the minimum necessary to receive a high school diploma. Courses recommended for success in post-secondary education are set by the Georgia Board of Regents, the Technical College System of Georgia, and the Georgia Department of Education. Students who excel at the post secondary level generally have excelled in a more challenging and rigorous program of studies in high school. Whatever your program – do your best work. 1. HOPE Scholarship – Helping Outstanding Pupils Educationally is a four year scholarship program funded by the Georgia Lottery. This program provides funds for tuition fees in degree programs at any Georgia public or private college or university for Georgia residents who meet certain criteria. Keep up to date on HOPE and other student financial aid programs available from the Georgia Student Finance Commission by visiting the website at www.GAcollege411.org or calling 1-800-505-GSFC. 2. HOPE Grant – Helping Outstanding Pupils Educationally is a grant funded by the Georgia Lottery. This program provides funds for a portion of a student’s tuition for all Georgia high school graduates who attend technical colleges and institutes pursuing diploma or certificate programs. No grade point average is required, but students must meet entrance requirements of the postsecondary institute to which they apply. 3. Zell Miller Scholarship Program – is a program for students who have demonstrated academic achievement and are seeking a college degree. To become eligible a student must graduate from an eligible high school with a 3.70 GPA and a minimum score on the SAT/ACT. 4. ACCEL with Post-Secondary Institutions- The University System of Georgia recognizes the need to provide academically talented high school students with opportunities for acceleration of their formal academic programs. This recognition has led to the development of three organized programs: (1) a dual enrollment program (ACCEL) in which the student, while continuing his/her enrollment in high school as a junior or senior, enrolls in courses for college credit; and (2) an early admission program in which the student enrolls as a fulltime college student following completion of the junior year in high school. (3) Move on When Ready (MOWR) Students who are interested in dual enrollment or early graduation may be eligible for funding under ACCEL, the State of Georgia’s admission program. Students who are interested should see their guidance counselor or consult the Director of the ACCEL Program at the Georgia Department of Education. ACCEL funding will not affect a student’s HOPE award. 38 To participate in any of these programs, a student must be enrolled in public or private secondary high school which is accredited. Each of these options is described below: a. Dual Enrollment – Postsecondary Options (PSO) has been replaced by the ACCEL Program, a program funded by the Lottery and administered by the Georgia Student Finance Commission. A student must be classified as a junior or senior to participate. The program allows students to apply, be accepted, and then pursue postsecondary study at approved public and private colleges and technical colleges while receiving dual high school and college credit for courses successfully completed. Courses are predominantly available in the areas of the core graduation requirements: English, Mathematics; Social Studies; Science; Foreign Language. Additionally, a limited number of opportunities exist for CTAE courses in Healthcare and in Business and Computer Science. The program pays for tuition, mandatory fees and provides participating students with a book allowance, in keeping with the benefits provided by the HOPE program. Students must take the End-of-Course Test in order to receive Carnegie Units for the courses requiring the EOCT Assessment. A student must meet certain requirements to maintain extracurricular eligibility and eligibility for honor graduate, valedictorian, salutatorian, etc. Consult local school administrators for details. b. Move On When Ready - Move on When Ready (MOWR) is a program that will allow high school juniors and seniors to take all of their classes at a participating college or technical school. Students are still responsible for meeting the local graduation and End of Course Test testing requirements as well as passing the Georgia High School Graduation tests. In order to be eligible a student must be a resident of Georgia. Students must maintain satisfactory progress toward meeting high school graduation requirements. They must be enrolled as full-time college students, or they will have to return to their high schools. Tuition and fees will be paid; however, parents will be responsible for transportation, books, food, and housing if students chose to live on campus. Move on When Ready hours will not count against HOPE scholarships or grants.. c. Early Admissions – Any accelerated student who has fulfilled all Bibb County Schools graduation requirements may apply to college at the beginning of his/her senior year or earlier per the Early Graduation Board Policy. The student must also satisfy all testing requirements, including state mandated End of Course Tests and state mandated Georgia High School Graduation Writing test. A student who applies for early admissions must follow the admissions procedures of each college to which he/she chooses to apply. Early admission cases do not occur very often and are handled on a case-by-case basis. 39 5. Advanced Placement (AP) Classes – Postsecondary level classes which are taught at the high school during the regular high school day. A national exam is given at the end of the school year (even if the course is completed in December) and graded by readers employed by the College Board. Many postsecondary institutions either award postsecondary credit for successfully completing an A.P. exam or allow a student to exempt certain courses. Some postsecondary institutions do not honor AP credit. The required exam is funded by Bibb County Schools. 6. IB (International Baccalaureate) Classes- The International Baccalaureate (IB) offers high quality program of international education to a worldwide community of schools. There are more than 602,000 IB students at 2,257 schools in 126 countries. The International Baccalaureate (IB) Diploma Programme is a challenging two-year curriculum, primarily aimed at students aged 16 to 19. It leads to a qualification that is widely recognized by the world’s leading universities. Participation is limited to students accepted into an approved IB program. Work-Based Learning Programs Work-based learning programs allow students to receive course credit for supervised technical experiences in area businesses. The programs included are Cooperative Business Education (CBE), Marketing Education (ME) and Youth Apprenticeships. Workbased learning experience includes apprenticeships, cooperative education, and internships. Local school coordinators will help students connect what they have learned at school with what is learned in the workplace. See local school personnel for details. At Hutchings Career Center, a full time work-based learning coordinator and the Hutchings CTAE staff help identify on-the-job training locations related to the student’s career goals in all career and technical areas of study. POSTSECONDARY ADMISSION STANDARDS Applicants to the Board of Regents schools will be considered for admission based on their Freshman Index (FI). The Freshman Index is a formula using the SAT scores and the Grade Point Average (GPA) in college-preparatory courses (CPC). CPC courses are courses taken in the areas of language arts, mathematics, science, social studies, modern/classical language, humanities, and fine and performing arts. Students with any course deficiencies in the five areas of the CPC will not be admissible to research universities, regional universities, or state universities. Depending on their other academic qualifications, some of these students will be admissible to two-year colleges where they will be required to take additional courses to make up for CPC deficiencies and/or learning support courses. The formula used by the Regents Colleges and Universities to calculate a student’s Freshman Index can be found on the next page.. 40 Freshman Index The Freshman Index (FI) = 500 x (HSGPA) + SAT I Critical Reading + SAT I Math Or FI = 500 x (HSGPA) + (ACT Composite x 42) + 88 The minimum FI required for admission to a research university is 2500; regional university is 2040; state two-year college is 1830. Research Institutions www.usg.edu University of Georgia Georgia Institute of Technology Georgia State University Medical College of Georgia MINIMUM SYSTEM STANDARDS 16 College Preparatory Courses (CPC) and Freshman Index (FI) of > 2500, SAT-430 Critical Reading/400 Math or ACT English and Math 17 Regional Institutions www.usg.edu Georgia Southern University Valdosta State University MINIMUM SYSTEM STANDARDS 16 College Preparatory Courses (CPC) And Freshman Index (FI) of > 2040 SAT-430 Critical Reading/400 Math or ACT English and Math-17 The Georgia Board of Regents strongly urges students with college plans to take as many college preparatory courses as possible State Universities www.usg.edu Albany State University Armstrong Atlantic State University Augusta State University Clayton State University Columbus State University Fort Valley State University Georgia College & State University Georgia Southwestern State University Kennesaw State University North Georgia College & State University Savannah State University Southern Polytechnic State University University of West Georgia MINIMUM SYSTEM STANDARDS 16 College Preparatory Courses (CPC) and Freshman Index (FI) of > 1940 SAT-430 Critical Reading/400 Math or ACT English and Math-17 41 State Colleges www.usg.edu Abraham Baldwin Agricultural College Dalton State College Gainesville State College Georgia Gwinnett College Gordon College Macon State College* Middle Georgia College South Georgia College Atlanta Metropolitan College Bainbridge College Coastal Georgia Community College Dalton College* East Georgia College Georgia Highlands College Georgia Perimeter College Waycross College MINIMUM SYSTEM STANDARDS 16 College Preparatory Courses (CPC) with a 2.0 GPA And Freshman Index (FI) of > 1830 SAT-330 Critical Reading/310 Math or ACT English - 12 and Math-14 Following admission, learning support placement testing is required of all students in this sector. Students may exempt placement testing with a minimum SAT-430 Critical Reading/400 Math or ACT scores of 17 in English and 17 in Math * Open Admissions – no minimum SAT or ACT requirement but admission is dependent on number of Learning Support Classes required. Students will not be accepted who need more than two areas of Learning Support. Two-Year Technical Institutes & Colleges www.dtae.org Albany Technical College Altamah Technical College Appalachian Technical College Athens Technical College Atlanta Technical College Augusta Technical College Central Georgia Technical College Chattahoochee Technical College Columbus Technical College Coosa Valley Technical College DeKalb Technical College East Central Technical College Flint River Technical College Georgia Aviation Technical College Georgia Virtual Technical College Griffin Technical College Gwinnett Technical College Heart of Georgia Technical College Lanier Technical College Middle Georgia Technical College Moultrie Technical College North Georgia Technical College North Metro Technical College Northwestern Technical College Ogeechee Technical College Okefenokee Technical College Sandersville Technical College Savannah Technical College South Georgia Technical College Southwestern Technical College Southwest Georgia Technical College Swainsboro Technical College Valdosta Technical College West Central Technical College West Georgia Technical College MINIMUM SYSTEM STANDARDS Technical Institutes & Colleges offer 3 programs; Certificate, Diploma and Degree. Certificate and Diploma programs require: High School Diploma or GED ASSET or Compass Test may be required upon admission. Degree programs require: High School Diploma or GED or one of the following: SAT-480 Critical Reading/440 Math or ACT-21 English/19 Math or ASSET Test ASSET or Compass Test may be required upon admission. 42 FINANCIAL ASSISTANCE Postsecondary institutions including colleges, universities, technical, secretarial and specialty schools administer certain major financial aid programs. Upon acceptance, or after January 1 and before February 15, contact the College Financial Aid officer to request the appropriate financial aid form and to obtain additional scholarship information. These forms are used to determine the distribution of loans, grants, scholarships and jobs for incoming students. Students need to contact their postsecondary institution for information about campusbased awards. Students need to contact individual departments if they have strong interests or talents in that area to request information and special scholarship offerings. Types of Financial Aid 1. Loans: A loan is money that you borrow and must repay with interest to the lender. 2. Grants: Money that is awarded as financial aid that does not have to be repaid. To apply for grant money, you must complete the appropriate financial aid form. 3. Scholarships: There are numerous scholarships available to Bibb County students. Students should receive announcements regularly regarding the availability of scholarships and the criteria for selecting scholarship recipients. Many scholarships are based on some combination of leadership, financial need, and/or academic achievement. For entering freshmen, high school averages and SAT/ACT scores are considered. To apply, complete the sponsoring agency’s application for financial aid. 4. Post-secondary Work- Study: Postsecondary Work-Study Programs provide jobs for students who show financial need and who must earn a part of their educational expenses. This is a federal program administered by the college’s financial aid office. To apply, complete the college’s application for financial aid. 43 Financial Aid and Scholarship Information Web Sites www.gacollege411.org GAcollege411 - Helping Students Plan, Apply, and Pay for college www.gcic.peachnet.edu Georgia Career Information Systems Career Inventory www.collegeboard.com Access to PSAT/SAT information and on-line test registration www.act.org American College Testing (ACT) & Compass information www.gsfc.org Georgia Student Financial Commission’s home page for the HOPE Scholarship and other Georgia student financial aid programs www.nasfaa.org National Association of Student Financial aid Administrators www.eduinconline.com/eduweb College applications to thirty four HBCU’s www.ed.gov U.S. Department of Education www.ed.gov/about/offices/list/ope/index.htm U.S. Office of Postsecondary Education www.fastweb.com Access to Fast Web database of 400,000 private scholarships www.finaid.com A central site to link sources of scholarships, colleges, and special interests www.fafsa.ed.gov Access to the Free Application for Federal Student Aid registration www.bls.gov/oco Occupational Outlook Handbook www.myfuture.com Resumes, college information, etc. www.petersons.com College rankings www.usnews.com College Information www.kaptest.com Information on the SAT and the ACT www.scholarships.com Information on scholarships-updated daily www.usg.edu Information on the University System of Georgia 44 ELIGIBILITY FOR COLLEGIATE ATHLETICS The National Collegiate Athletic Association (NCAA) has established a central clearinghouse to certify athletic eligibility for Divisions I and II institutions. Please see your coach for current information. Registration materials can be obtained by calling the Clearinghouse at 877-262-1492 or at their website www.elibilitycenter.org If you intend to participate in college in Division I or II athletics as a freshman in college, you must be registered with and be certified eligible by the NCAA InitialEligibility Clearinghouse (CH). The Clearinghouse must receive official high school transcripts and ACT or SAT test scores in order to determine eligibility. Test scores must be sent directly from the testing agency using code “9999”. Please note that initial eligibility certification pertains only to whether or not you meet the NCAA requirements for participation in Division I or II athletics and has no bearing on your admission to a particular Division I or II institution. To be considered a qualifier at a Division 1 institution and be eligible for financial aid, practice and competition during your first year, you must: 1. Graduate from high school. 2. Present a minimum combined test score on the SAT critical reading and math sections or a minimum composite score on the ACT. See the NCAA website for latest information. 3. Present a minimum grade point average (GPA) in at least 16 core courses in the following areas: a. 4 years of English b. 3 years of Mathematics (Math I, Math II, Math III; support classes do not count) c. 2 years of Natural/Physical Science (1 year of lab if offered by the high school) d. 2 years of Social Studies e. 1 year of additional English, Mathematics or Natural/Physical Science f. 4 years of additional courses (from any area above or Foreign Language, Nondoctrinal Religion/Philosophy) g. Credit Recovery classes are acceptable only if there is a standardize curriculum and the work is completed within a set period of time. To be a qualifier at a Division II institution, you must: 1. Graduate from high school 2. Present a minimum grade-point average of 2.0 in at least 14 core courses in the same areas noted above. 3. Present a 68 (sum of scores on the four individual tests) on the ACT, or an 820 total score on the SAT (total score on the SAT verbal and math sections) or a minimum composite score on the ACT of 17. 4. Present a minimum grade point average in at least 16 core courses in the following areas: 3 years of English 2 years of Mathematics (Alg I or higher) 2 years of Natural/Physical Science (1 year of lab if offered by high school) 2 years of additional English, Mathematics or Natural/Physical Science 2 years of Social Studies 3 years of additional courses (from any area above, foreign language or nondoctrinal religion/philosophy) 45 Students should ask their coach or athletic director or guidance counselor about any new NCAA requirements or contact the NCAA National Office at 317-917-6222 or visit their website at www.ncaa.org. When should I register? You apply for certification after your junior year in high school (6 semesters) if you are certain you expect to participate in intercollegiate athletics as a freshman at a Division I or II institution. How do I register? Recent changes in the process only allow registration to be done online at www.ncaaclearinghouse.net. Registration requires a credit or debit card to cover the fee. The fee can be waived if you received a waiver of the ACT or SAT fee. When doing the online registration, you will be asked for a PIN number. You will also be required to print two transcripts release forms – one for current transcripts and one for your final graduation transcript. These forms must be signed and returned to the school who handles sending the official transcript to the NCAA. What if I have attended more than one school? If you have attended multiple high schools since ninth grade, you must provide the Clearinghouse (CH) with a transcript from each high school. These transcripts can come from each high school you attended, or the school you are graduating from should also have copies. The transcripts must come by mail (not fax) directly from the high school (not from you). Please make sure you have printed the transcript release forms that are needed to accompany the transcripts. Faxed transcripts are not acceptable under any circumstances. What if I’ve been “home-schooled”? If you have been “home-schooled” during all of grades 9 through 12, you must register with the Clearinghouse. Your eligibility status will be determined by the NCAA. All home-school requirements can be viewed at www.ncaaclearinghouse.net. If you attended a “traditional” school for some parts of grades 9 through 12, you are required to register with the Clearinghouse. Are standardized test scores required? Qualifying test scores are required for participation at both Division I and Division II institutions. If you intend to participate at either a Division I or II school, the test scores must be sent to the CH directly from the testing agency. How can I arrange for my scores to be sent directly from the testing agency? When you register to take the ACT or the SAT, you must mark code 9999 so that the CH will be one of the institutions receiving your scores; or alternatively, you can submit a request (and fee) for an “Additional Score Report” to the appropriate testing agency by indicating code 9999 on your request form. What will the CH provide to those institutions that are recruiting me? The CH will send your eligibility status to any Division I or II institution that requests it. Please note that the CH will not send your eligibility information at your request; rather, the institution must make the request for that information. Additionally, if no member institution requests your eligibility status, a final certification decision may not be processed. 46 POSTSECONDARY ADMISSIONS TESTING Since different colleges, universities, and the technical institutes have varying admission policies, students must carefully check into the admission requirements for institutions to which they plan to apply. The school counselors can help with details of registering to take the various tests. It is recommended that most students take the SAT and/or ACT no later than the spring of their junior year and again the fall of their senior year. Some students find that they do much better on one test than the other. Remember that rigorous courses taken in high school contribute to achieving a successful score on the SAT and ACT. Special Accommodations Students with a documented disability may be eligible for special accommodations on the SAT Program Tests (PSAT, SAT Reasoning Test, and SAT Subject tests) or ACT tests. Arrangements can be made if you need adjustments to the test setting, such as wheelchair accessibility or seating where you can lip read; or if you need other accommodations such as a printed copy of spoken directions, or access to snacks or medicine due to a medical condition. To receive test accommodations, you need to apply for and receive approval. Fee Waivers Fee waivers are available for both SAT and ACT tests. A student must attend high school as a junior or senior in the United States, U.S. territories, Puerto Rico, or Canada, and meet at least one indicator of economic need. Ask your counselor for more information. Preliminary Scholastic Assessment Test (PSAT/NMSQT) What is this test? The PSAT/NMSQT is a shorter version of the Scholastic Assessment Test (SAT). It consists of 130 minutes of interspersed critical reading and mathematics sections. A writing section is included on the assessment. This is the qualifying test for the National Merit Scholarship Program as well as the National Achievement Program for African American Students. Who should take the test? The PSAT is good preparation for the SAT. The state of Georgia pays for all 10th grade students to take the test. Please note: only 11th Grade PSAT scores can be used for to qualify for Governor’s Honors and the National Merit Scholarship Program. For these scholarship programs, 11th Grade PSAT scores are a requirement for being considered. PSAT is sometimes linked to eligibility for other scholarship opportunities. Students who take the PSAT as 11th Graders must pay the registration fee. 47 When is the test given? The PSAT/NMSQT is given in October. Students should ask their counselor for the specific date. Where is the test given? The PSAT is given at each high school on the Wednesday test date. How do students apply to take the test? You will receive information at your school concerning the PSAT. There is no charge to 10th grade students. Students are given a booklet containing a practice PSAT which should be studied carefully before the test date. How are scores reported? The scores are returned to the local high school along with an individual REPORT OF STUDENT ANSWERS. This report indicates the correct answers for each item on the test and the answers each student actually gave. In addition to the score report, the student also receives a test booklet so that items missed can be carefully reviewed. The scores for verbal and mathematics are between the 20 to 80 range. National Merit Scholarship Qualifying Test (NMSQT) What is this test? This is the same test as the PSAT. A selection index score is derived from the PSAT score. The selection index scores are used each year to identify the top one-half of one percent of students who expect to graduate the following year in every state. These students are called “National Merit Semi-Finalists” and may become “Finalists” in the National Merit competition. To qualify as a finalist, each student must make a comparable score on the SAT Reasoning, must have made good grades in high school, and must have the endorsement of his/her principal. Students must take PSAT/NMSQT in October of their junior year to qualify for this program – even if they take the PSAT as a sophomore. The names, but not the scores, of the students who become semi-finalists are published by the National Merit Corporation and are distributed nationwide. To obtain the selection index, the student’s verbal score is doubled and added to the mathematics score, with the range from 60 to 240. The qualifying score for the National Merit Semi-Finalist varies from state to state. It changes from year to year depending on the composition of each year’s junior class statewide. Scholastic Assessment Test (SAT Reasoning Test) What is this test? The SAT Reasoning Test is a nationally-normed post secondary admission test. The Georgia University System accepts the SAT or ACT. The SAT Reasoning Test consists of three parts – Critical reading, math and writing – and requires approximately 3 hours of testing time. 48 Who should take the test? Students should consult websites or catalogs for colleges where they are applying and determine if the institution of their choice requires the SAT. Georgia colleges will accept the SAT or ACT. Visit the www.gacollege411.org website for admission questions. When is the test given? In Georgia, the SAT is given in October, November, December, January, March, April, May and June. Where is the test administered? The SAT is administered only at official College Entrance Examination Board Test Centers. Students can select one of several other test centers in Bibb County Schools or in the Macon area. Students should consult the Student Bulletin for exact dates and test centers or on-line at www.collegeboard.com for test dates and locations. How do students apply to take the test? Registration information is on-line. Students must submit the application and payment directly to the Admissions Testing Program of the College Board in Princeton, New Jersey. The registration should be mailed or completed on the internet by the deadline which is approximately five weeks before the test date, or as late as three weeks before the test date with payment of the late fee. The exact test dates, registration deadlines, and fees are listed in the Student Bulletin or on line at www.collegeboard.com. A fee must always accompany the registration. Students may obtain Taking the SAT Reasoning Test from the counseling office. It is a sample full-length SAT Reasoning Test given at an earlier date. It includes timing and scoring instructions along with the correct answers for the practice test. How are the scores reported? SAT reasoning scores are reported directly by mail to the students. Each high school has a school code number. The students fill in this number on the registration form. This enables the student’s high school to receive a copy of the scores. SAT Reasoning scores are also sent directly to four institutions of the student’s choice, indicated by assigned numbers in the Student Bulletin. Students can request that scores be sent to additional colleges or organizations by the payment of an additional fee. Scores are only sent from the SAT testing agency. Can the SAT Reasoning Test be taken more than once? Yes, the SAT Reasoning can be taken as frequently a student desires. Some students have improved their scores by taking the test more than once. Since score reporting is cumulative, score reports will include scores up to five previous test dates. What is the best preparation for the SAT Reasoning Test? The best preparation for the SAT Reasoning is to study a wide variety of courses with emphasis on academic courses and to read extensively. Most experts agree taking rigorous courses in high school is English, math, science, social studies and modern language is the best preparation. The Georgia DOE has provided an on-line SAT tutorial program for every high schools student. See your school counseling office for more information. 49 Scholastic Assessment Test (SAT Subject Tests) What are these tests? Achievement Tests are one-hour tests which measure the student’s knowledge of a particular subject and the ability to apply that knowledge. Tests are available in 23 specific subjects. Who should take them? SAT Subject Tests should be taken by any student who intends to apply to a post secondary institution that requires them. Students should check the college catalog. When are they given? They are given seven times a year for most tests; once a year for others. Other test dates for Foreign Language, etc. can be obtained by calling 1-888-728-4357. (See the Student Bulletin.) The Achievement Tests are given on the same day as the SAT Reasoning. See www.collegeboard.org for test dates and locations. Where are they given? They are given at the same centers as the SAT Reasoning. How do students apply to take them? Students use the same applications and procedures as stated for the SAT Reasoning. How are scores reported? Scores are reported in the same manner as the SAT Reasoning, using the same range. American College Test (ACT) What is this test? The ACT is a test similar to the SAT but with a different format. All Georgia Public postsecondary institutions accept this test. Many states outside of Georgia require it for admission. It consists of four tests: English, mathematics, reading and science reasoning. Who should take the test? Students should consult either the postsecondary catalog or handbook to determine if the institution of their choice requires the ACT. Georgia institutions will accept the SAT or ACT (see this section under SAT). When is the test given? The ACT is given six times a year in September, October, December, February, April and June. Where is the test administered? It is given only at designated test centers. This information is in the application packet. There are centers in Bibb County Schools and in the Macon area. 50 How do students apply to take the test? Applications are available in every guidance office. They must be mailed directly to ACT Registration in Iowa City, Iowa, or make application on the Internet by the deadline. A fee must accompany the application. How are scores reported? Test results are sent directly to the high schools and are mailed to the students. Scores are reported for each subject area and a composite score is reported, which is an average of the four scores. The range is from 1 to 36. Advanced Placement Tests (AP) What are they? Advanced Placement (AP) Tests measure achievement in freshman post-secondary level courses taught in the high school, and depending upon examination results, may enable students to receive advanced placement, postsecondary credit, or both when they enter college. They are recognized and accepted by a majority of the colleges and universities in the United States. The tests are three-hour examinations in several disciplines. Who should take them? Those students who successfully complete the AP course take the test. The Georgia Department of Education will pay for one test for students who are enrolled in AP classes. All tests are free for students who qualify for free or reduced lunch and are enrolled in the AP classes. Since these are postsecondary level courses, they are specifically for the student who is prepared to devote extra time and to give superior effort to meet demanding requirements. Students who feel they have the depth of knowledge required by an AP course may take the test. They must register in advance and pay for the cost of the test. When are they given? AP Tests are given in May each year. Where are they given? See your AP teacher or school counselor for information about locations. How do students take them? The AP teacher gives their students information concerning the procedures for registering and taking the tests. Registration is always in advance of the test date. (Note: Some tests are given locally and some are given centrally.) Students who require special needs accommodations should indicate need on the registration form. How are scores reported? Scores are reported directly to the student, the high school, and the postsecondary institution which the student designates. Scores are on a five-point scale, with five being the highest possible score. Most institutions require a score of three or higher for consideration for course exemption or course credit. 51 International Baccalaureate Tests (IB) What are they? International Baccalaureate (IB) tests are called External Assessment and are integral parts of each IB course. The External Assessment for each course is set by the International Baccalaureate Organization (IBO) and is administered to all IB students enrolled in each course at the same time. The External Assessments are sent to designated Examiners, who grade sets of Assessments, then forward samples to multiple levels of Moderaters who validate the Examiners' grading. Final grade award is made by a grade award committee, and grades are then assigned to each student. What do they measure? The IB External Assessments (tests) measure achievement in each prescribed IB course taught during the 11th and 12th grade IB years. Each test is comprehensive, covering material delivered during each full course, which entails two years of study. Examination results collectively determine the awarding of the International Baccalaureate Diploma. Collective and individual course results may also enable students to receive advanced placement, postsecondary credit, or both when they enter college. IB results are generally recognized and accepted at major colleges and universities in the United States and abroad. Each course entails as many as three twoto-three hour examinations. Who takes the IB examinations? Only students who are formally enrolled in the International Baccalaureate Diploma program may take the IB exams. Central High School is the only IB Diploma school in the Bibb County school system, so only CHS IB students may take the exams. The exams are administered to students formally registered by the CHS IB Coordinator, and fees are assessed by the IBO. Fees for registration and examinations are paid using funds in the IB budget at Central High School. When are they given? IB External Assessments are given during May each year. Where are they given? IB External Assessments are normally given in a secure off-campus testing location in order to ensure prescribed testing conditions and to minimize disruption to the school environment. The location is coordinated by the CHS IB Coordinator. How do students take them? The CHS IB Coordinator registers students for the IB exams and pays the examination fees to the IBO in October, for May exams. Special needs are identified at that time and the IBO issues approval for specific accommodations well in advance of the test dates. The IB Coordinator provides each IB student a schedule of testing, and takes testing materials to the testing site. All examinations are written, using test response booklets and answer sheets provided by the IBO. 52 Section V: Glossary 53 GLOSSARY Academic Courses: Courses designed to prepare a student for a junior college or four-year college program. ACCEL: Tuition is paid to Georgia public postsecondary schools for high school juniors and seniors who meet certain criteria. These classes may be on a joint enrollment or early admissions basis. Students must be age 16, or an 11th or 12th grader, have a 3.0 average in academic subjects, and 970 on SAT or 21 on ACT (higher at some colleges). ACT (American College Test): An admission test covering English, reading, science reasoning, and mathematics. AP (Advanced Placement): A program by which college freshmen may bypass entrylevel courses by providing that they have already taken the equivalent in high school. College credit may be awarded if a student earns a certain grade on a specially designed College Board exam at the conclusion of an AP course. AP Courses taught within the Bibb County Schools include English, European History, U. S. History, Comparative Government, American Government, Macro Economics, Micro Economics, Psychology, Calculus, Biology, Chemistry, Physics, Computer Science, Statistics, French, and Spanish. Career Resource Center: A room located in the high school where students may research various careers, colleges, technical institutes, employment opportunities and military service. Class Rank: a student’s standing based on his or her cumulative Grade Point Average (GPA) or cumulative average as compared with that of other members of the class. In a class of 100, the student with the highest GPA would be Number 1, the lowest Number 100. College Board: The organization which provides college entrance testing, such as SAT Reasoning, SAT Subject, TOEFL, PSAT, etc. ETS (Educational Testing Service) is the testing development company employed by the College Board. CLEP: (College-Level Examination Program): Administered by the College Board, this program offers a series of general and subject examinations for college applicants who have learned in such non-traditional ways as independent reading, on-the-job training, or correspondence courses. Core Courses: Courses chosen from English, mathematics, science, social studies, and modern language for a high school diploma. CTAE: Career, Technical and Agriculture Education. CTAE Program Concentrations: Program concentrations are a way to help students focus their learning in high school around an area that interests them. 54 CGPA (Cumulative Grade Point Average): Students’ CGPA is the average of all their course GPA’s in every high school course they have taken, using 4 for an A, 3 for a B, etc. Cumulative Record: The complete record of all courses and grades earned. Students transcripts contain their cumulative record. Degree: Titles given to college graduates upon completion of a program. A four-year degree is usually a BA (Bachelor of Arts), or BS (Bachelor of Science), a 5th-or 6th-year degree is often an MA (Master of Arts), with a doctoral degree requiring approximately five additional years beyond the BA. Dual Enrollment/ ACCEL: a joint enrollment program (ACCEL) in which students, while continuing their enrollment in high school as a junior or senior, enrolls in courses for college credit. Early Admission: This plan allows students to begin college work after their sophomore year of high school. This program usually is limited to exceptional and motivated students. EOCT’s (End of Course Tests): End-of-course assessments given in grades nine through twelve for the following core subjects: Mathematics (Math I and Math II); Social Studies (United States History and Economics/Business/Free Enterprise ); Science (Biology and Physical Science), and English Language Arts (Ninth Grade Literature & Composition and American Literature & Composition). Expected Family Contribution: The amount of college costs the family and student are expected to pay before any financial aid is awarded. FAFSA (Free Applications for Federal Aid): A federal government form required by most colleges when applying for financial aid. Financial Aid: Money which may be derived from a variety of sources (grant, loan, scholarships, work-study), which helps pay college costs. The “package” of funds is determined by family financial need and the availability of funds. Financial Need: The difference between the cost of education and what the family or the applicant can reasonably be expected to contribute. Fee Waiver: A form available to students having a low family income. The Fee Waiver Form is submitted instead of money when applying for college testing or admission. GED (General Educational Development Examination): A series of tests that adults take to qualify for a high school equivalency certificate issued by the State. These test are administered locally at Central Georgia Technical College. 55 GHSWT (Georgia High School Writing Test): A writing test administered in the fall of a student’s junior year. A student must obtain a passing score to graduate and participate in the Graduation ceremony. Georgia Scholar Program: A state-sponsored program designed to identify and honor outstanding graduating seniors and provide them opportunities to apply for the Governor’s Scholarship. See your counselor for details. Honor Graduate (Bibb County High Schools) seniors eligible for the regular high school diploma who have a cumulative grade point average of ninety (90) at the end of the first term of their senior year. HOPE Grant: Helping Outstanding Pupils Educationally is a four-year scholarship program funded by the Georgia Lottery. This program provides funds for tuition fees in degree, diploma or certificate programs at any Georgia public or private college, university or technical institute for Georgia residents who meet certain criteria. Hospital/Homebound: This program is offered to students who cannot attend in a regular setting due to illness or accident. Students must be projected to be out at least ten consecutive school days. Consult your local school for the necessary form to enter the program. Humanities: Courses accepted by the Georgia Board of Regents in meeting their college preparatory curriculum requirements in areas like literature, American sign language (for non-hearing impaired students); AP Computer Science A & AB; psychology, sociology; world geography, business law; and the fine and performing arts including band, orchestra, chorus, visual arts, dance and drama. International Baccalaureate Program: The IB Program is a rigorous comprehensive curriculum for highly motivated college bound students. Students who complete the program receive the IB diploma in addition to the diploma issued by the State of Georgia. Joint Enrollment: Enrollment of a student in high school and technical or college courses simultaneously with high school enrollment. See dual enrollment/ACCEL. Needs Analysis: A technique used to estimate a student’s need for financial assistance to help meet educational expenses. It consists of two major components: (1) estimating the family’s ability to contribute to educational expenses, and (2) estimating the student’s educational expenses. Official Transcript: High school transcript containing the school seal that is issued and certified by the school registrar. Prerequisites: Courses, test scores, and/or grade level that must be completed before taking the next sequential course, grade, etc. 56 Program Concentrations: Program concentrations represent a grouping of occupations in career clusters as defined by the U.S. Department of Education. PSAT/NMSQT (Preliminary Scholastic Assessment Test/National Merit Scholar Qualifying Test): A shortened version of the SAT offered in October for high school sophomores and juniors. To qualify for the National Merit Scholarship, the PSAT must be taken during the junior year. SAT (Scholastic Assessment Test): A college admission exam measuring verbal and math reasoning in addition to proficiency in Standard Written English. Service-Learning: Service-Learning is a teaching/learning method that connects meaningful community service experiences with Academic Knowledge and Skills, personal growth, and civic responsibility. Service-Learning allows students opportunities to learn through active participation. TOEFL (Test of English as a Foreign Language): Some colleges and universities require international students to earn a minimum score on this test to take regular courses. Transfer Courses: College courses giving credit which may be transferred from one college to another. Tuition: A fee that is paid for instruction in a school, college or university. Undergraduate: College student who has not yet received a bachelor’s degree. 57 Section VI: Appendices 58 Appendix A COURSE DESCRIPTIONS Honors and Gifted / Advanced Academic classes teach the same Georgia Performance Standards as the intermediate class; however, students will be required to work more independently, read more challenging material, and complete critical thinking tasks. Only Gifted/Advanced Content counts toward the Diploma with Distinction. ENGLISH/LANGUAGE ARTS Required Courses (Meets Graduation Requirements for English/Language Arts) Ninth Grade Literature and Composition: 23.0610000 This course focuses on a study of literary genres; the students will develop initial understanding of both the structure and the meaning of a literary work. The students will explore the effect of the literary form in regards to interpretation. While the focus is technical writing in ninth grade literature, the students will also demonstrate competency in a variety of writing genres. Tone of these courses is required. (EOCT course) Ninth Grade Literature and Composition – Honors: 23.0610050 Ninth Grade Literature and Composition –Gifted and Advanced Content: 23.2610000 Access to Ninth Grade Literature and Composition 23.0615000 Only for students participating in the Georgia Alternative Assessment (GAA) per State Board Rule 160-4-2-.48. This course must reflect the Ninth Grade Literature and Composition Georgia Performance Standards (GPS’s) and elements identified as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as identified in Individual Education Plans (I.E.P.’s). Tenth Grade Literature and Composition: 23.0620000 This course focuses on a study of literary genres; the students will develop understanding that theme is what relates literature to life and that themes are recurring in the literary world. The students will explore the effect of themes in regard to interpretation. While the focus is persuasive writing in tenth grade literature, the students will also demonstrate competency in a variety of writing genres. The students will engage in research, timed writings, and the writing process. The students will demonstrate an understanding of listening, speaking, and viewing skills for a variety of purposes. This course, Tenth Grade World Literature and Composition- Honors, or Tenth Grade World Literature and Composition- Gifted, and Advanced Content, fulfills an English/Language Arts graduation requirement. Tenth Grade World Literature and Composition- Honors: 23.0630050 Tenth Grade World Literature and Composition- Gifted and Advanced Content: 23.2630000 Access to Tenth Grade Literature and Composition 23.0625000 Only for students participating in the Georgia Alternative Assessment (GAA) per State Board Rule 160-4-2-.48. This course must reflect the Tenth Grade Literature and Composition Georgia Performance Standards (GPS’s) and elements identified as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as identified in Individual Education Plans (I.E.P.’s). 59 American Literature/Composition: 23.0510000 This course focuses on the study of American literature, writing modes and genres, and essential conventions for reading, writing, and speaking. The students will develop an understanding of the ways the period of literature affects its structure and how the chronology of a literary work affects its meaning. While expository writing is the focus in American literature, the students will also demonstrate competency in a variety of writing genres. The students will engage in research, timed writing, and the writing process. This course, American Literature and Composition- Honors, American Literature/Composition–Gifted and Advanced Content, or AP Language and Composition: American Literature Focus is required. (EOCT course) American Literature/Composition- Honors: 23.0510050 American Literature/Composition- Gifted and Advanced Content: 23.2510000 Access to American Literature and Composition 23.0515000 Only for students participating in the Georgia Alternative Assessment (GAA) per State Board Rule 160-4-2-.48. This course must reflect the American Literature and Composition Georgia Performance Standards (GPS’s) and elements identified as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as identified in Individual Education Plans (I.E.P.’s). AP Language and Composition: American Literature Focus: 23.0530000 This course focuses on the study of American literature, embracing its rhetorical nature and recognizing the literature as a platform for argument. The students will develop an understanding of how historical context in American literature affects its structure, meaning, and rhetorical stance. The course will enable students to become skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts. The students will compose a variety of writing modes and genres, including expository, analytical, and argumentative writings. Students will analyze primary and secondary sources and develop the research skills needed to effectively synthesize these sources for their writing. Students must take the state End of Course test for this course (also weighted as 20% of course grade and final exam) as well as take the AP Exam for this course. International Baccalaureate English 11 HL: 23.0680000 International Baccalaureate English 12 HL: 23.0690000 (Central High School only) This two year course, Language A1, focuses on the thematic approach to world literature, research, oral and written composition. This literature module must be taught in both the 11th and 12th grade. This course includes an externally assessed oral presentation and two World Literature papers (11th grade), a recorded oral commentary, and two exams (12th grade), requiring independent textual commentary on both familiar and unfamiliar pieces of writing. In addition, students must meet the individual classroom requirements for both 11th and 12th grade English. IB candidates will be expected to demonstrate an ability to express ideas with clarity, coherence, conciseness, precision and fluency in both written and oral communication. Students will write expository, analytical, and research based essays. The students will gain an understanding of the different genres of literature and writing. The students observe and listen critically and respond appropriately to written and oral communication. Conventions are essential for reading, writing, and speaking. Instruction in language conventions will, therefore, occur within the context of reading, writing, and speaking rather than in isolation. The students will understand and acquire new vocabulary and use it correctly in reading, writing, and speaking. These courses are a core requirement of the International Baccalaureate Program and are exclusive to IB students. Additionally, these courses fulfill English/Language Arts graduation requirements. 60 English Literature/Composition: 23.0520000 This course focuses on the study of British literature. The students will develop an understanding of the ways the period of literature affects its structure and how the chronology of a work affects its meaning. While the continued focus is expository writing in British literature, the student will also demonstrate competency in a variety of writing genres. The students will engage in research, the impact that technology has on writing, timed writing, and the writing process. The students will demonstrate an understanding of listening, speaking, and viewing skills for a variety of purposes. This course, English Literature and Composition- Honors, English Literature and Composition- Gifted and Advanced Content, or AP Literature and Composition, fulfills an English/Language Arts graduation requirement. English Literature/Composition- Honors: 23.0520050 English Literature/Composition- Gifted and Advanced Content: 23.2520000 Access to English Literature and Composition 23.0525000 Only for students participating in the Georgia Alternative Assessment (GAA) per State Board Rule 160-4-2-.48. This course must reflect the English Literature and Composition Georgia Performance Standards (GPS’s) and elements identified as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as identified in Individual Education Plans (I.E.P.’s). Advanced Placement (AP) Literature/Composition: 23.0650000 The course focuses on an intensive study of representative works from various literary genres and periods. The focus is on the complexity and thorough analysis of literary works. The students will explore the social and historical values that works reflect and embody. The textual detail and historical context provide the foundation for interpretation: the experience of literature, the interpretation of literature, and the evaluation of literature. Writing to evaluate a literary work involves making and explaining judgments about its artistry and exploring its underlying social and cultural values through analysis, interpretation, and argument (e.g. expository, analytical, and argumentative essays). The writers will develop stylistic maturity. Students must take the corresponding AP Exam. College Level Composition I with Board Approved University 23.0520400 (ACCEL) 3 Hours college credit ; this course and College Level English Literature and Composition II together can equal one unit of high school English/Language Arts credit This is a composition course focusing on skills required for effective writing in a variety of contexts, with emphasis on exposition, analysis, and argumentation, and also including introductory use of a variety of research skills. Prerequisite: Teacher recommendation; must apply and be accepted to Macon State, Fort Valley State, Mercer, or Wesleyan for joint enrollment prior to signing up for this course. This course can satisfy an English/Language Arts graduation requirement. College Level English Literature/Composition II with Board Approved University 23.0520405 (ACCEL) 3 Hours college credit ; this course and College Level English Literature and Composition II together can equal one unit of high school English/Language Arts credit This is a composition course that develops writing skills beyond the level of proficiency required by ENGL 1101 which emphasizes interpretation and evaluation based on an introduction to fiction, drama, and poetry, and that incorporates a variety of more advanced research methods. An oral communication component may also be required. Prerequisite: Teacher recommendation; must apply and be accepted to Macon State, Fort Valley State, Mercer or Wesleyan for joint enrollment prior to signing up for this course. 61 English for Speakers of Other Languages (ESOL) English ESOL I 23.09100 English ESOL II 23.09200 English ESOL III 23.09300 English ESOL IV 23.09400 These courses support and enhance literacy and listening skills necessary for success in the content areas. Guiding the courses are the five basic WIDA Standards with particular emphasis on reading and listening skills in language arts, science, social studies and mathematics. The suggested proficiency level is CPL 1-3. American Literature and Composition (required course) 23.05100 English Literature and Composition 23.05200 Ninth Grade Literature and Composition (required course) 23.06100 Tenth Grade Literature and Composition 23.06200 World Literature and Composition 23.06300 Multicultural Literature and Composition 23.06700 A Composite Proficiency Level of 4.3 – 4.8, linked to a strong proficiency score in Reading, is suggested for each of the these ELA courses. Communication Skills I55.02100 Communication Skills II55.02200 These courses focus on the acquisition of social and instructional language across the four language domains as prescribed in WIDA Standard 1. The suggested proficiency level of the student is CPL 1-2. Elective Course Choices (Cannot Be Used to Meet Graduation Requirements for English/Language Arts, but Can Fulfill Elective Credit) Not all electives are offered at all high schools. Multicultural Literature/Composition: 23.0670000 The course focuses on world literature by and about people of diverse ethnic backgrounds. Students will explore themes of linguistic and cultural diversity by comparing, contrasting, analyzing, and critiquing writing styles and universal themes. The students will write expository, analytical, and response essays. A research component is critical. The students will observe and listen critically and respond appropriately to written and oral communication. Conventions are essential for reading, writing, and speaking. Instruction in language conventions will occur within the context of reading, writing, and speaking rather than in isolation. The students will understand and acquire new vocabulary and use it correctly in reading, writing, and speaking. Contemporary Literature/Composition: 23.0660000 The course focuses on the short story, nonfiction, drama, poetry, and the novel (novella) since 1960. The students will explore writing by international authors, focusing on various cultures, genders, races, and writing styles. Students will write expository, analytical, and response essays. A research component is critical. The students will observe and listen critically and respond appropriately to written and oral communication. Conventions are essential for reading, writing, and speaking. Instruction in language conventions will occur within the context of reading, writing, and speaking rather than in isolation. The students will understand and acquire new vocabulary and use it correctly in reading, writing, and speaking. 62 Journalism I: 23.0320000* This course focuses on journalistic writing through analysis of newspapers, yearbooks, literary magazines, and broadcast journalism publications. A concentration on the following components of journalistic writing is critical: influence, purpose, structure, and diction. Reading, writing, and critical thinking are key components as students explore the power and influence of journalism. Students will participate in news gathering, the study of ethics, and the aspects of copy writing, editing, and revising and will study the ethics of journalism. Students will learn the process of publishing through production of the school’s yearbook, newspaper, literary magazine, or newspaper. Journalism II: 23.0330000* Journalism III: 23.0350000* Journalism IV: 23.0360000 These courses offer advanced study of journalistic writing. The students will focus on a more intense analysis of print and broadcast publications. Students will read extensively to explore and analyze the influence of good journalistic writing. These courses require more critical thinking and more in-depth writing. * Three classes in journalism are considered a career pathway for graduation purposes. Dramatic Arts Fundamental I: 52.0210000 This course serves as prerequisite for other theater/drama courses. It develops and applies performance skills through basic vocal, physical and emotional exercises; It also includes improvisation and scene study and related technical art forms. (This course is an elective). Dramatic Arts/Fundamentals II: 52.0220000 Prerequisite: Drama I Dramatic Arts/Fundamentals III: 52.0230000 Prerequisite: Drama I, II Dramatic Arts Fundamentals IV: 52.0240000 Prerequisite: Drama I-III These courses enhance skills by producing and studying theater in depth with performance opportunities. They introduce the historical development of theater and the literature of each historical period, focus on architecture, significant people, and events. Introduce advanced acting process. Dramatic Arts/Musical Theater I 52.0320000 Dramatic Arts/Musical Theater II: 52.0320000 (Westside; Central) These courses introduce the style and characteristic elements of modern musical theater. They cover production staging, orchestration, voice and dance; offers an opportunity for team teaching through interdisciplinary collaboration with the chorus, band, art, technology, physical education and dance instructors. It also offers opportunity for performance. IB Theater Arts HL 11 52.0530000 IB Theater Arts HL 12 52.0540000 Pre-requisite: IB Theatre Arts HL. (Central only) These courses focus on the study of forms of theatre from multiple cultural aspects. They also explore different theatre traditions in their historical contexts. Additionally, they develop the skills to experience and work both individually and collectively on innovative theatre projects with the aim to develop an understanding of theatre as an art form. They further develop proficiency in more than one area of theatre technique. 63 Speech/Forensics I: 23.0460000 This course is a detailed study of forensic speaking including extemporaneous speaking, oration, and interpretation of literature, and debate. There is an emphasis on understanding various forensic speaking formats and the importance of applying reasoning, research, and delivery skills. Critical thinking is a major component of this course. This course also concentrates on elements of persuasive writing and speaking with opportunities for practical application. Other applications may include mock trials, mock United Nations, and model Congress. Advanced Composition: 23.0340000 This course focuses on the writing process The students will focus on different writing genres and organizational structures: expository, persuasive, narrative, descriptive, comparison-contrast, exemplification, process analysis, classification, cause and effect, and definition. An emphasis on research is also required. (This course is an elective). Visual Arts/Graphics I: 50.07210000 This course introduces graphic design as seen in posters, advertisements, logos, illustrations, signs, and package or product designs. It covers selected graphic design elements, vocabulary and the media, tools, equipment, techniques, processes and styles used for graphics. It also investigates the historical development of graphics design and its function in contemporary society. Additionally, it stresses using the computer as a major design tool and explores career opportunities. Visual Arts/Graphics II: 50.07220000 Visual Arts/Graphics III: 50.07230000 Visual Arts/Graphics IV: 50.07240000 These courses enhance skills in graphic design. They further explore advanced design problems and how to apply creative ideas using storyboards, layouts and models. They also stress use of vocabulary, tools, media, equipment and techniques in planning and producing the product. They emphasize design elements and principles, marketing psychology, production techniques and schedules. Basic Reading/Writing I: 23.1830000 This course provides fundamental skills development in the five strands of the GPS courses: Reading and Literature, Reading Across the Curriculum, Writing, Conventions, and Listening, Speaking, and Viewing. The class includes opportunities in reading comprehension, vocabulary development, reading, writing. Communication Skills : 23.0810000 This course focuses on reinforcement of Georgia Performance Standards. The students receive reinforcement in the following strands: Reading and Literature, Reading Across the Curriculum, Writing, Conventions, and Listening, Speaking, and Viewing. The emphasis is to offer reading skills, vocabulary development, reading opportunities, writing process activities, and conventions study. Reading Enrichment: 23.0820000 This course, an extension of the Communication Skills course, focuses on reinforcement of the Georgia Performance Standards. It provides additional remediation for students who have not mastered the language arts objectives for the Georgia High School Graduation Test. The emphasis is to offer reading skills, vocabulary development, reading opportunities, writing process activities, and conventions study. 64 Library Science 80.0100. This course allows students to work in the high school Media Center under the direction of the Media Specialist. Students will acquire specialized skills and knowledge relating to various media center procedures. The course is open to juniors and seniors only, and an application process is required. Only 8 student, 2 per block will be selected for this elective. COURSE DESCRIPTIONS MATHEMATICS Required Courses for Students Entering Ninth (9th) Grade in Fall of 2008 and beyond (Meets Graduation Requirements for Mathematics) Mathematics I: Algebra/Geometry/Statistics 27.0810000 (Prerequisite: Successful completion of 8th Grade Mathematics.) This is the first in the sequence of secondary mathematics courses designed to ensure that students are college and work ready. This course introduces basic functions, expressions, a variety of equations, geometric figures in the coordinate plane, mathematical argument and justification, properties of polygons, basic probability, and summary statistics. Students must take the state End of Course Test (EOCT) for this course (also counted as the final exam and weighted as 15% of the overall grade.) This course, Accelerated Mathematics I -Honors, or Accelerated Mathematics I -Gifted and Advanced Content is required. Access to Mathematics I 27.0815000 Only for students participating in the Georgia Alternative Assessment (GAA) per State Board Rule 160-4-2-.48. This course must reflect the Mathematics I Georgia Performance Standards (GPS’s) and elements identified as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as identified in Individual Education Plans (I.E.P.’s). Accelerated Mathematics I : Geometry/Algebra II/ Statistics - Honors 27.0910050 (Prerequisite: Successful completion of 8th Grade Mathematics.) This is the first in the sequence of mathematics courses designed to ensure that students are prepared to take higher level mathematics courses during their high school career, including Advanced Placement Calculus AB, Advanced Placement Calculus BC, and Advanced Placement Statistics. In addition to all topics taught in Mathematics I, this course also covers complex numbers, properties of circles and spheres, and curve fitting from the Mathematics II curriculum. Students must take the state End of Course Test (EOCT) for this course (also counted as the final exam and weighted as 15% of the overall grade.) This course, Mathematics I, or Accelerated Mathematics I -Gifted and Advanced Content is required. Gifted/ Advanced Content 27.2910000 65 Mathematics II: Geometry/Algebra II/Statistics 27.0820000 (Prerequisite: Successful completion of Mathematics 1) This is the second in the sequence of secondary mathematics courses designed to ensure that students are college and work ready. This course covers complex numbers, advanced equations and inequalities, algebraic modeling, inverses of functions, right triangle trigonometry, properties of circles and spheres, standard deviation of data, and curve fitting. Students must take the state End of Course Test (EOCT) for this course (also counted as the final exam and weighted as 15% of the overall grade.) This course, Accelerated Mathematics II-Honors, or Accelerated Math II- Gifted and Advanced Content is required. Access to Mathematics II 27.0825000 Only for students participating in the Georgia Alternative Assessment (GAA) per State Board Rule 160-4-2-.48. This course must reflect the Mathematics II Georgia Performance Standards (GPS’s) and elements identified as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as identified in Individual Education Plans (I.E.P.’s). Accelerated Mathematics II: Advanced Algebra/ Geometry/Statistics Honors 27.0920050 This is the second in the sequence of mathematics courses designed to ensure that students are prepared to take higher level mathematics courses during their high school career, including Advanced Placement Calculus AB, Advanced Placement Calculus BC, and Advanced Placement Statistics. This course covers all of the topics from Mathematics III as well as the following topics from Mathematics II: inverses of functions, algebraic modeling, right triangle trigonometry, and standard deviation of data. Students must take the state End of Course Test (EOCT) for this course (also counted as the final exam and weighted as 15% of the overall grade.) This course, Mathematics II, or Accelerated Mathematics II -Gifted and Advanced Content is required. Gifted and Advanced Content 27.2920000 Mathematics III: Advanced Algebra/Statistics 27.0830000 This is the third in the sequence of secondary mathematics courses designed to ensure that students are college and work ready. This course extends polynomial functions to higher degrees, explores logarithmic functions and exponential functions, and solves a variety of equations and inequalities. In addition, this covers matrices, properties of conic sections, and normal distributions of data. Also as a part of this course students will design and conduct experimental and observational studies. This course, Accelerated Mathematics III- Honors, or Accelerated Mathematics III- Gifted and Advanced Content is required. Access to Mathematics III 27.0835000 Only for students participating in the Georgia Alternative Assessment (GAA) per State Board Rule 160-4-2-.48. This course must reflect the Mathematics III Georgia Performance Standards (GPS’s) and elements identified as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as identified in Individual Education Plans (I.E.P.’s). 66 Accelerated Mathematics III: Pre-Calculus/Trigonometry/Statistics- Honors 27.0930050 This is the third in the sequence of mathematics courses designed to ensure that students are prepared to take higher level mathematics courses during their high school career, including Advanced Placement Calculus AB, Advanced Placement Calculus BC, and Advanced Placement Statistics. This course covers complex numbers in trigonometric form, parametric representations of plane curves, and polar equations as well as all topics from Mathematics IV. Gifted and Advanced Content 27.2930000 This course, Mathematics III, or Accelerated Mathematics III-Gifted and Advanced Content is required. Mathematics IV: Pre-Calculus/Trigonometry/Statistics 27.0840000 This is a fourth year mathematics course designed to prepare students for calculus and similar college mathematics courses. This course investigates rational functions, analyzes trigonometric functions, solves trigonometric equations, uses trigonometric relationships to find areas of triangles, uses sequences and series, introduces and uses vectors, investigates the Central Limit Theorem, and uses margins of error and confidence intervals to make inferences from data. This course, Calculus, any AP or IB Mathematics, or ACCEL math course can fulfill the 4th math graduation requirement. AP Calculus AB 27.0720000 Follows the College Board syllabus for the Advanced Placement Calculus AB Examination. Includes properties of functions and graphs, limits and continuity, differential calculus, and integral calculus. This course, Calculus, any other AP or IB Mathematics, or ACCEL math course can fulfill the 4th math graduation requirement. AP Statistics 27.0740000 Follows the College Board syllabus for the Advanced Placement Statistics Examination. Covers four major themes: exploratory analysis, planning a study, probability, and statistical inference. This course, Calculus, any other AP or IB Mathematics, or ACCEL math course can fulfill the 4th math graduation requirement. Advanced Mathematical Decision Making: * This course is designed to follow the completion of Mathematics I, II, and III. It will prepare students for non-mathematics intensive college majors, for technical training, or for a range of career options. AMDM gives students 21st century tools to deal with the numerical information we see every day. It will help prepare students to make informed decisions as a voter and participant in society. This course deals with a variety of topics, such as voting and polling; understanding credit, debt, and investments; managing data; and network graphs. Developed by the Dana Center at the University of Texas, Austin, this course “includes descriptive statistics, financial/economic literacy, and basic trigonometry, with a heavy emphasis on using algebraic, geometric, and statistical models for a range of situations and problems.” 67 Advanced Mathematical Decision Making in Industry and Government: * This course is designed to follow the completion of Mathematics I, II, and III. Modeled after operations research courses, AMDM in Industry and Government allows students to explore decision making in a variety of industries such as: Airline – scheduling planes and crews, pricing tickets, taking reservations, and planning the size of the fleet; Pharmaceutical – R& D management; Logistics companies – routing and planning; Lumber and wood products – managing forests and cutting timber; Local government – deployment of emergency services, and Policy studies and regulation – environmental pollution, air traffic safety, AIDS, and criminal justice policy. Students learn to focus on the development of mathematical models that can be used to model, improve, predict, and optimize real-world systems. These mathematical models include both deterministic models such as mathematical programming, routing or network flows and probabilistic models such as queuing, and simulation. Advanced Mathematical Decision Making in Personal Finance:* This course is designed to follow the completion of Mathematics I, II, and III. Students will learn how algebra works within the most critical areas of finance. Students will learn about investments, credit, automobile expenses, insurance, income tax, and household budgeting. Students will explore the stock market, banking services, employment basics, budget preparation, planning for retirement, and general independent living. All of these topics will be explored through previously learned mathematics. All students will find the topics of this course useful in their future. Does not count as a core math credit for college admissions. IB Mathematics I: 27.06120000 Pre-requisite: Accelerated Math II (Central Only) IB Math I is a course in the International Baccalaureate (IB) Program developed by the International Baccalaureate Diploma Program Board. IB Math I is the first year of a comprehensive two-year curriculum that allows its students to fulfill requirements of various national education systems. The model is based on the pattern of no single country but incorporates the best elements of many. IB Math I consists of the study of six core topics: Numbers & Algebra; Functions & Equations; Circular Functions and Trigonometry; Vector Geometry; Statistics & Probability; and Calculus. A portfolio is also required. Portfolio assignments represent the following three activities: mathematical investigation, extended closed-problem solving and mathematical modeling. This course fulfills a math graduation requirement. IB Mathematics II: 27.061300000 Prerequisite: IB Mathematics I (Central only) IB Math II is the second year of the IB Math Program. Students enrolled in this course should have already taken IB Math I. IB Math II is more extensive than IB Math I. It is a continuation and further development of the six core subjects: Numbers & Algebra; Functions & Equations; Circular Functions and Trigonometry; Vector Geometry Statistics & Probability; and Calculus, and of the portfolio tasks begun in IB Mathematics I. This portfolio is internally assessed by the teacher and externally moderated by the International Baccalaureate Organization (IBO). Assessment by the IBO is criterion-referenced. This course fulfills a math graduation requirement 68 Mathematics Support Course Choices for Students Entering High School in the Fall of 2011 or after (Cannot Be Used to Meet Core Graduation Requirements for Mathematics, but Can Fulfill Elective Credit) Mathematics Support I 27.04400 The purpose of the Mathematics Support class is to address the needs of students who have traditionally struggled in mathematics by providing the additional time and attention they need in order to successfully complete their regular grade-level mathematics course without failing. Mathematics Support is an elective class that should be taught concurrently with a student’s regular mathematics class. Students are selected for this class based on agreed upon criteria. Mathematics Support II 27.04500 The purpose of the Mathematics Support class is to address the needs of students who have traditionally struggled in mathematics by providing the additional time and attention they need in order to successfully complete their regular grade-level mathematics course without failing. Mathematics Support is an elective class that should be taught concurrently with a student’s regular mathematics class. Students are selected for this class based on agreed upon criteria. Mathematics Support III 27.04600 The purpose of the Mathematics Support class is to address the needs of students who have traditionally struggled in mathematics by providing the additional time and attention they need in order to successfully complete their regular grade-level mathematics course without failing. Mathematics Support is an elective class that should be taught concurrently with a student’s regular mathematics class. Students are selected for this class based on agreed upon criteria. COURSE DESCRIPTIONS SCIENCE Required Courses for Students (Meet Graduation Requirements or Science) Access to Physical Science: 40.0115000 (All High Schools) Only for students participating in the Georgia Alternative Assessment (GAA) per State Board Rule 160-4-2-.48. This course must reflect the Physical Science Georgia Performance Standards (GPS’s) and elements identified as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as identified in Individual Education Plans (I.E.P.’s). Physics I: 40.0810000 The Physics curriculum is designed to continue student investigations of the physical sciences that began in grades K-8 and provide students the necessary skills to be proficient in physics. This curriculum includes more abstract concepts such as interactions of matter and energy, velocity, acceleration, force, energy, momentum, and charge. This course introduces the students to the study of the correction to Newtonian 69 physics given by quantum mechanics and relativity. Students investigate physics concepts through experience in laboratories and field work using the processes of inquiry. THIS COURSE MUST REFLECT THE GEORGIA PERFORMANCE STANDARDS. Content from this course is covered on the Georgia High School Graduation Test. This course or Physics I-Honors or Physics I-Gifted, Advanced Content can fulfill a core graduation requirement. Physics I– Honors: 40.0810050 Physics I–Gifted, Advanced Content: 40.2810000 Physics II 40.0820000 This course is design to enhance the concepts that were covered on Physics I. Physics II students acquire a deeper of understanding of circular and angular motion, thermodynamics, electric and magnetic fields, particle physics, nuclear physics, and special relativity. The students investigate phenomena using the process of inquiry. This course can fulfill a core graduation requirement. Advanced Placement (AP) Physics B: 40.0830000 (Prerequisite: Physics) The AP Physics B course includes topics in both classical and modern physics. Knowledge of algebra and basic trigonometry is required for the course; the basic ideas of calculus may be introduced in connection with physical concepts, such as acceleration and work. Understanding of the basic principles involved and the ability to apply these principles in the solution of problems should be one of the major goals of the course. Students taking this course should cover the following five content areas: Newtonian mechanics, fluid mechanics and thermal physics, electricity and magnetism, waves and optics, and atomic and nuclear physics. The Physics B course should also include a hands-on laboratory component with a minimum of 12 student-conducted laboratory investigations. Each student should complete a lab notebook or portfolio of lab reports. (College Board course description September 2007) Students are required to take the corresponding AP Exam. This course can fulfill a core graduation requirement. Advanced Placement (AP) Physics C: Mechanics 40.084100000 (Prerequisite: Physics) This AP Physics course should provide instruction in each of the follow ing six content areas: kinematics; Newton’s laws of motion; work, energy, and power; systems of particles and linear momentum; circular motion and rotation; and oscillations and gravitation. Laboratory experiences should be included as part of the instruction. Students taken this course should be able to: design experiments; observe and measure real phenomena; organize, display, and critically analyze data; analyze sources of error and determine uncertainties in measurement; draw inferences from observations and data; and communicate results, including suggested ways to improve experiments and proposed questions for further study. (College Board course description September 2007) Note: Chemistry can be taken simultaneously with AP Physics C This course can fulfill a core graduation requirement. International Baccalaureate Physics I SL: 40.0850000 (Central Only) This course is designed to introduce students to the laws of physics, the experimental skill required in physics, and the social and historical aspects of physics as an evolving body of human knowledge about nature. The course is offered at both higher level (HL) and standard level (SL). Students at HL and SL 70 study six topics: physical measurement, mechanics, thermal physics, waves, electricity and magnetism, and atomic and nuclear physics. Optional course topics for students at both HL and SL, from which the HL student may choose two, while the SL student may choose two from this list as well as further options list. The optional course topics are: biomedical physics, the history and development of physics, astrophysics, relativity, and optics. The further options for students at SL include: mechanics extension, quantum physics and nuclear physics, and energy extension. Students at SL are required to study any two options with duration each of 15 hours. Students at HL are required to study any two options with duration each of 22.5 hours. (IBO: A Guide to the IB Diploma Programme for Universities & Colleges). This course can fulfill a core graduation requirement. Biology I: 26.0120000 The Biology curriculum is designed to continue student investigations of the life sciences that began in grades K-8 and provide students the necessary skills to be proficient in biology. This curriculum includes more abstract concepts such as the interdependence of organisms, the relationship of matter, energy, and organization in living systems, the behavior of organisms, and biological evolution. Students will investigate biological concepts through experience in laboratories and field work using the processes of inquiry. This course or Biology I-Honors or Biology I Gifted / Advanced Content can fulfill a core graduation requirement. Biology I – Honors: 26.0120050 Biology I – Gifted/Advanced Content: 26.2120000 Access to Biology I 26.0125000 (All High Schools) Only for students participating in the Georgia Alternative Assessment (GAA) per State Board Rule 160-4-2-.48. This course must reflect the Biology I Georgia Performance Standards (GPS’s) and elements identified as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as identified in Individual Education Plans (I.E.P.’s). Biology II: 26.0130000 Enhances student’s skills and further develops the concepts on interdependence of organisms, energy flow in living systems, and biological evolution that were studied in Biology I. This course can fulfill a core graduation requirement. Biology II – Honors 26.0130050 Biology II – Gifted/AC 26.2130000 Advanced Placement (AP) Biology: 26.0140000 (Prerequisite: Biology) This course is designed to be the equivalent of a two semester college introductory biology course usually taken by biology majors during their first year. The AP Biology course is designed to be taken by students after the successful completion of a first course in high school biology and on in high school chemistry. It aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology. The topics covered on the course are molecules and cells, heredity and evolution, and organisms and populations. (College Board course description September 2007) This course can fulfill a core graduation requirement. 71 International Baccalaureate Biology HL: 26.4180000 (Central only) This course is offered at two levels, the higher level (HL) and the standard level (SL). At the HL level the course is taken over two years. Students taken the course at the SL level must take it on one year. Students at both levels study the following five core topics; cells, the chemistry of life, genetics, ecology and evolution, and human health and physiology. Optional course topics for students at both HL and SL are evolution, neurobiology and behavior, applied plant and animal science, and ecology and conservation. Students at SL also have the option of studied diet and human nutrition, physiology of exercise and cells and energy. Students at SL are required to study any two options with duration each of 15 hours. Students at HL are required to study any two options with duration each of 22.5 hours. (IBO: A Guide to the IB Diploma Programme for Universities & Colleges). This course can fulfill a core graduation requirement. Chemistry I: 40.0510000 The Chemistry curriculum is designed to continue student investigations of the physical sciences that began in grades K-8 and provide students the necessary skills to be proficient in chemistry. This curriculum includes more abstract concepts such as the structure of atoms, structure and properties of matter, characterization of the properties that describe solutions and the nature of acids and bases, and the conservation and interaction of energy and matter. Students investigate chemistry concepts through experience in laboratories and field work using the processes of inquiry. This course or Chemistry I Honors or Chemistry I – Gifted / Advanced Content can fulfill a core graduation requirement. Chemistry I– Honors: 40.0510050 Chemistry I– Gifted and Advanced Content: 40.2510000 Chemistry II: 40.0520000 This course is design to enhance the concepts that were cover on Chemistry I. Chemistry II students acquire a deeper of understanding of qualitative and quantitative analysis and are introduced to organic chemistry. This course can fulfill a core graduation requirement Chemistry II: Honors Chemistry II: Gifted/ AC 40.0520050 40.2520000 Advanced Placement (AP) Chemistry: 40.0530000 (Prerequisite Chemistry I) Students should attain a depth of understanding of fundamentals and a reasonable competence in dealing with chemical problems. AP chemistry students should study topics related to the structure and states of matter, chemical reactions, and descriptive chemistry. To develop the requisite intellectual and laboratory skills, AP Chemistry students need adequate classroom and laboratory time. The AP Chemistry course is designed to be taken after the completion of a first course in high school chemistry. In addition, the recommended mathematics prerequisite for an AP Chemistry class is the successful completion of a second-year algebra course. It is highly desirable that a student have a course in secondary school physics and a four-year college preparatory program in mathematics. (College Board course description September 2007) This course can fulfill a core graduation requirement. 72 OTHER Fourth Science Choices The following courses will count as the 4th Science option. These courses can be used to meet both science and CTAE or elective requirements, but they can only earn ONE CREDIT. Students cannot earn two credits for one course. Anatomy/Physiology: 26.0730000 Areas of study include organization of the body; protection, support and movement; providing internal coordination and regulation; processing and transporting; and reproduction, growth and development. Chemistry should be integrated throughout anatomy and not necessarily taught as a standalone unit. Whenever possible, careers related to medicine, research, health-care and modern medical technology should be emphasized throughout the curriculum. Case studies concerning diseases, disorders and ailments (i.e. real-life applications) should be emphasized. This course can fulfill a core graduation requirement. Environmental Science: 26.0611000 The Environmental Science curriculum is designed to extend student investigations that began in grades K8. This curriculum is extensively performance, lab and field based. It integrates the study of many components of our environment, including the human impact on our planet. Chemistry, physics, mathematical, and technological concepts should be integrated throughout the course. This course can fulfill a core graduation requirement. Access to Environmental Science 26.0615000 (All High Schools) Only for students participating in the Georgia Alternative Assessment (GAA) per State Board Rule 160-4-2-.48. This course must reflect the Environmental Science Georgia Performance Standards (GPS’s) and elements identified as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as identified in Individual Education Plans (I.E.P.’s). Advanced Placement Environmental Science: 26.0620000 AP Environmental Science is designed to provide students with the scientific principles, concepts, and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving and/or preventing them. The following themes provide a foundation for the structure of the AP Environmental Science course: (1) Science is a process, (2) Energy conversions underlie all ecological processes, (3) The Earth itself is one interconnected system, (4) Humans alter natural systems, (5) Environmental problems have a cultural and social context, and (6) Human survival depends on developing practices that will achieve sustainable systems. (Advanced Placement Course Description, May 1997. The College Board.) This course can fulfill a core graduation requirement. Forensic Science: 40.0930000 (Westside and Southwest HS Law and Justice Academy Magnet course) In this course students will learn the scientific protocols for analyzing a crime scene, how to use chemical and physical separation methods to isolate and identify materials, how to analyze biological evidence and the criminal use of tools, including impressions from firearms, tool marks, arson, and explosive evidence. 73 Science Elective Chemical and Material Science Engineering: 40.094000000 This course supports students in the Engineering Magnet program at Westside. This course cannot be used as a core science to meet graduation requirements. COURSE DESCRIPTIONS SOCIAL STUDIES Required Courses for Students (Meet Core Graduation Requirements for Social Studies) American Government: 45.0570000 Examines the American constitutional, political, and legal systems. This course focuses on the foundation, principles and structure of the American system of government, examines the role of political parties, social factors as they relate to the role of the citizen, and analyzes the decision-making process that are a part of the system of American political behavior. This course meets the state’s Citizenship requirement for graduation. This course, American Government- Honors, American Government-Gifted and Advanced Content, or Advanced Placement Government / Politics is required for graduation. American Government- Honors: 45.0570050 American Government-Gifted/Advanced Content: 45.2570000 Access to American Government/Civics 45.0575000 (All High Schools) Only for students participating in the Georgia Alternative Assessment (GAA) per State Board Rule 160-4-2-.48. This course must reflect the Government/Civics Georgia Performance Standards (GPS’s) and elements identified as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as identified in Individual Education Plans. Advanced Placement Government/Politics: United States: 45.0520000 This course conforms to College Board topics for the Advanced Placement United States Government and Politics Examination. Equivalent to introductory level college courses in Government and Politics. This course covers federalism, separation of powers, influences on the formulation and adoption of the Constitution, political beliefs, political parties and elections, interest groups, institutions and policy processes and civil liberties and civil rights. Students must take the AP Exam. World History: 45.0830000 A survey course beginning with the earliest civilizations and highlighting important developments throughout the world until the early 21st century. The course includes topics related to Early Civilizations and Classical Empires; Growth, Expansion, and the Emergence of the Modern World; Global Interaction and Conflict; and the Contemporary World. This course, World History – Honors, World History- Gifted and Advanced Content, OR Advanced Placement World History is required for graduation. World History- Honors: 45.0830050 World History: Gifted/Advanced Content 45.2830000 74 Access to World History 45.08350 (All High Schools) Only for students participating in the Georgia Alternative Assessment (GAA) per State Board Rule 160-4-2-.48. This course must reflect the World History Georgia Performance Standards (GPS’s) and elements identified as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as identified in Individual Education Plans (I.E.P.’s). Advanced Placement World History: 45.0811000 Conforms to the College Board topics for Advanced Placement World History Examination. Equivalent to introductory level college courses in World History. Examines cultural, political, social and economic history. Emphasizes critical analysis, research, and writing skills. Students must take the AP Exam. This course, World History, World History-Honors, or World History –Gifted and Advanced Content is required for graduation. International Baccalaureate 20th Century World History Topics: 45.0880000 (Central High only) This course examines the social, political, and cultural trends from a world perspective. Equivalent to introductory level college courses in global history. Course also focuses on challenges to democracy; the rise and rule of single party states; and the causes, practices and effects of war in the Twentieth Century using examples from multiple world regions. Course emphasizes critical analysis and writing skills. United States History: 45.0810000 The course includes topics related to Colonization through the Constitution; New Republic to Reconstruction; Industrialization, Reform, and Imperialism; Establishment as a World Power; and the Modern Era. Students must take state End of Course test for this course. This course, United States History-Honors, United States History –Gifted and Advanced Content, or Advanced Placement United States History is required for graduation. United States History- Honors: 45.0810050 United States History- Gifted/Advanced Content: 45.2810000 Access to United States History 45.08150 (All High Schools) Only for students participating in the Georgia Alternative Assessment (GAA) per State Board Rule 160-4-2-.48. This course must reflect the United States History Georgia Performance Standards (GPS’s) and elements identified as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as identified in Individual Education Plans (I.E.P.’s). AP United States History: 45.0820000 Conforms to College Board Topics for the Advanced Placement United States History Examination. Equivalent to introductory level college courses in US History. Examines the history and historiography of the United States in depth. Emphasizes critical analysis and writing skills. Students must take state End of Course test for this course as well as the US History AP Exam. 75 History of the Americas IB: 45.0870000 (Central only) Emphasizes the comprehensive study of the colonization, development, independence and formative periods in the Americas including Canadian, United States, and Latin American histories during the period of 1500 to 1995 with the emphasis on 1800 to 1995. Examines the social, political and cultural trends from a regional perspective. Students must take State End of Course Test for this course (also weighted as 15% of the course grade). This course fulfills a graduation requirement Economics/Business/Free Enterprise: 45.0610000 An introductory course into the principles of economics. The course includes topics related to Fundamental Economic Concepts, Microeconomics Concepts, Macroeconomics Concepts, International Economics, and Personal Finance Economics. Students must take state End of Course test for this course. This course, Economics-Honors, Economics –Gifted and Advanced Content, Advanced Placement Macroeconomics, or Advanced Placement Microeconomics is required for graduation. Economics/Business/Free Enterprise- Honors: 45.0610050 Economics/Business/Free Enterprise-Gifted/Advanced Content: 45.2610000 Access to Economics/Business/Free Enterprise 45.06150 (All High Schools) Only for students participating in the Georgia Alternative Assessment (GAA) per State Board Rule 160-4-2-.48. This course must reflect the Economics/Business/Free Enterprise Georgia Performance Standards (GPS’s) and elements identified as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as identified in Individual Education Plans (I.E.P.’s). Advanced Placement Macroeconomics (APMAC): 45.0620000 Conforms to College Board topics for the Advanced Placement Macroeconomics Examination. Covers basic economic concepts, measurement of economic performance, national income and price determination and international economics and growth. This course, Economics, Economics-Honors, Economics –Gifted and Advanced Content, or Advanced Placement Microeconomics is required for graduation. Advanced Placement Microeconomics (APMIC): 45.0630000 Conforms to College Board topics for the Advanced Placement Microeconomics Examination. Covers basic economic concepts, the nature and functions of product markets, factor markets and efficiency, equity and the role of government. This course, Economics-Honors, Economics/Gifted and Advanced Content, or Advanced Placement Macroeconomics is required for graduation. IB Theory of Knowledge : 35.0700000 (Central High IB students only) This course is REQUIRED of all IB students. It unifies knowledge that students acquired during the course of their schooling and includes reflection on acquired knowledge to distinguish the subjective from the objective, the particular from the universal, and opinion from scientific knowledge. 76 Elective Course Choices (Cannot Be Used to Meet Graduation Requirements for Social Studies, but Can Fulfill Elective Credit) The following course offering vary by school. Please contact your counselor. Advanced Placement European History: 45.0840000 Conforms to College Board topics for the Advanced Placement European History Examination. Equivalent to introductory college level courses in European History. Examines intellectual and cultural history, political, social, and economic history. Emphasizes critical analysis and writing skills. AP Human Geography: 45.0770000 Conforms to the College Board topics for Advanced Placement Human Geography Examination. Equivalent to introductory college level courses in Human Geography. Introduces students to the systematic study of patterns and processes that have shaped human understanding, use, and altercation of the Earth’s surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. Additionally learn about the methods and tools geographers use in their science and practice. AP Psychology: 45.0160000 Covers methods, approaches and the history of psychology as a science, biological bases of behavior, sensation and perception, states of consciousness, learning, cognition, motivation and emotion, developmental psychology, personality, testing and individual differences, abnormal psychology, treatment of psychological disorders and social psychology. Comparative Religions: 45.0110000 Compares major religions of the world; covers ethical-philosophical teachings, historical development, social and cultural impact on various societies and commonalities found in all religions. Current Issues: 45.0120000 Analyzes current issues and influences that are related to these issues and examines how decisions are made concerning those issues. Integrates and reinforces social studies skills. This course counts as one of Southwest’s Law Magnet courses. Ethnic Studies: 45.0320000 Examines the diversity of American society; focuses on various ethnic groups that make up the American population. Covers cultural orientation, contributions of each group and cultural perspectives of each group. Integrates and reinforces social studies skills. Humanities/Social Studies: 45.0140000 Investigates philosophical ideas and values in human affairs with history and philosophy as the basis. Provides an interdisciplinary approach that embraces literature, language, composition, music and art, science and mathematics. 77 The Individual and the Law (INDLAW): 45.0560000 Analyzes the foundations and functions of the American legal system. Examines types of laws, the individual’s relationship to the law and major court decisions. Integrates and reinforces social studies skills. This course counts as one of Southwest’s Law Magnet courses. Modern United States Military History: 45.0890000 Investigates United States Military History from 1918 to the present. Includes analysis of major battles, strategies, and weapon development. Early United States Military History: 45.0891000 Investigates Untied States military history from Colonial times through World War I. Includes analysis of major battles, strategies, weapon development, and social results of war. Middle Eastern Studies (MIDEAST): 45.0740000 Examines the geographical, political, economic, and cultural development of Middle Eastern societies. Psychology: 45.0150000 Investigates the principles of psychology, developmental psychology, heredity and environmental aspects of psychology, learning theory, personality, intelligence, social disorders and research methods. Sociology: 45.0310000 Investigates principles of sociology, the individual in groups, social institutions, social control and the use of research methods to examine social problems. Integrates and reinforces social studies skills. United States and World Affairs: 45.0910000 Focuses on global interrelationships, analyzing strategic geographic, political, economic and social issues that influence the United States' relationships with other countries in an interdependent world. World Area Studies: 45.0920000 Examines a region of the world, focusing on an investigation of the geographic, historic, cultural, economic and political development of the region. World Geography: 45.0710000 Investigates regions of the world and how these regions influence the historical, economical, political and cultural development in an interdependent world. Includes geographic concepts, physical phenomena and the relationship of people to their environment. Includes environmental issues and decision-making skills. Covers regions, location (position on earth's surface), place (physical and human characteristics), relationships within places and movement (human interaction on the earth). 78 US History in Film: 45.08120000 Explores selected topics in the history of the United States History. This course includes analysis and interpretation of events through both print and film. Constitutional Theory: 45.055…. (Southwest Law Magnet) Focuses on the philosophical basis for our judicial system and the history of the development of the law. Examines major court decisions and consequences of those decisions for society. COURSE DESCRIPTIONS MODERN LANGUAGE NOTE: Three classes in a Modern Language are considered a career pathway for graduation purposes. Spanish I: 60.0710000 Introduces the Spanish language; emphasizes all skills: listening, speaking, reading, and writing skill. Includes how to greet and take leave of someone, to ask and respond to basic questions, to speak and read within a range of carefully selected topics and to develop an understanding of Spanish-speaking cultures. Spanish I –Honors 60.0710050 Spanish I –Gifted/Advanced Content, and Pre-IB : 60.2710000 Spanish II: 60.0720000 Prerequisite: Spanish I Enhances Level One skills in Spanish within a range of carefully selected topics to increase understanding of Spanish-speaking cultures. Spanish II –Honors: 60.0720050 Spanish II –Gifted/Advanced Content and PIB 60.2720000 Spanish III: 60.0730000 Prerequisite: Spanish II Enhances Level Two skills in Spanish Enhances Level One skills in Spanish within a range of carefully selected topics to increase understanding of Spanish-speaking cultures. Spanish III – Honors: 60.0730050 Spanish III – Gifted/Advanced Content and PIB 60.2730000 Advanced Placement Spanish/Language: 60.0770000 Prerequisite: Spanish II Emphasizes the ability to comprehend formal and informal spoken Spanish, to acquire the vocabulary and grasp of structure to read newspapers, magazines and Hispanic literature, to compose expository passages and to speak accurately and fluently. 79 International Baccalaureate Spanish III B SL: 60.0717000 Prerequisite: Spanish II (Central) Prepares students for the examination of the International Baccalaureate (Spanish) in advanced listening, oral, reading, writing, and text handling skills with a wide range of oral and written texts on themes that explore change, groups in society and leisure. International Baccalaureate Spanish IV B SL: 60.0718000 Prerequisite: International Baccalaureate Spanish A1 SL: 60.07170 Continues to prepare students for the examination of the International Baccalaureate (Spanish) in advanced listening, oral, reading, writing, and text handling skills with a wide range of oral and written texts on themes that explore change, groups in society and leisure. Spanish IV: 60.0740000 Prerequisite: Spanish III Enhances Level Three skills in Spanish and provides further opportunities to increase listening, speaking, reading, and writing skills in an integrated way. Provides continued language development through exploration of familiar and unfamiliar topics and provides opportunities for a broader and more extensive understanding of Spanish-speaking cultures. Spanish IV – Honors: 60.0740050 Spanish IV – Gifted and Advanced Content 60.2740000 Spanish V: 60.0750000 Prerequisite: Spanish IV Enhances Level Four skills in Spanish, provides opportunities to increase levels of proficiency in all skill areas and to deepen understanding of Spanish-speaking cultures. Spanish VI: 60.0760000 Prerequisite: Spanish V Enhances Level Five skills in Spanish, provides opportunities to increase levels of proficiency in all skill areas and to deepen understanding of Spanish-speaking cultures. Offers further opportunities to study Spanish literature and advanced level topics. French I: 60.0110000 Introduces the French language; emphasizes all skills: listening, speaking, reading, and writing in an integrated way. Includes how to greet and take leave of someone, to ask and respond to basic questions, to speak and read within a range of carefully selected topics and to develop an understanding of Frenchspeaking cultures. French I –Honors: 60.0110050 French I –Honors, Gifted/Advanced Content and PIB 60.2110000 80 French II: 60.0120000 Prerequisite: French I Enhances Level One skills in French and provides opportunities to develop listening, speaking, reading, and writing skills in an integrated way. Provides continued practice in how to greet and take leave of someone, to ask and respond to basic questions, and to speak and read within a range of carefully selected topics. Provides opportunities to increase understanding of French-speaking cultures. French II – Honors: 60.0120050 French II-, Gifted/Advanced Content and PIB 60.2120000 French III 60.0130000 Prerequisite: French II Enhances Level Two skills in French and provides further opportunities to increase listening, speaking, reading, and writing skills in an integrated way. Provides continued practice in previous topics and introduces new topics; offers further opportunities to increase understanding of French-speaking cultures. French III – Honors: 60.0130050 French III – Gifted/Advanced Content and PIB 60.2130000 International Baccalaureate French III B SL: 60.0112000 Prerequisite: French II (Central) Prepares students for the examination of the International Baccalaureate (French) in advanced listening, oral and reading, writing, and text handling skills with a wide range of oral and written texts on themes that explore change, groups in society and leisure. French IV: 60.0140000 Prerequisite: French III Enhances Level Three skills in French and provides further opportunities to increase listening, speaking, reading, and writing skills in an integrated way. Provides continued language development through exploration of familiar and unfamiliar topics and provides opportunities to develop a broader and more extensive understanding of French-speaking culture. French IV - Honors: 60.0140050 French IV: - Gifted/Advanced Content 60.2140000 International Baccalaureate French IV B SL: 60.0113000 Prerequisite: French III (Central) Prepares students for the examination of the International Baccalaureate (French) in advanced listening, oral and reading, writing, and text handling skills with a wide range of oral and written texts on themes that explore change, groups in society and leisure. 81 French V: 60.0150000 Prerequisite: French IV Enhances Level Four skills in French, provides opportunities to increase levels of proficiency in all skill areas and to deepen understanding of French-speaking cultures. Advanced Placement French: Literature: 60.0180000 Prerequisite: French IV Promotes proficiency and the ability to read and understand prose and verse of moderate difficulty, to formulate and express critical opinions and judgments orally or in writing and to read and analyze French literature critically. Advanced Placement (AP) French: Language: 60.0170000 Conforms to College Board topics for the Advanced Placement French Language Examination. Emphasizes using the language for active communication. Stresses the ability to understand French in various contexts, to develop a vocabulary sufficient for reading newspapers, magazines, and literary texts. COURSE DESCRIPTIONS PHYSICAL EDUCATION Required Course for All Students (Meet Graduation Requirements for Comprehensive Health and Physical Fitness) Personal Fitness/Comprehensive Health: 36.0510000 This course (or three units in ROTC) must be passed to satisfy the state graduation requirement*. The course allows the student to develop a lifetime fitness program based on a personal fitness assessment and including the five fitness components-strength, muscular endurance, flexibility, body composition and cardiovascular endurance. The state required comprehensive health components are included (ADAP, Family Life and HIV/AIDS) are also addressed as are health topics including health and wellness, first aid and safety, consumerism, nutrition, emotional health and stress management. Three (3) units of credit in JROTC may be used to satisfy this requirement. Elective Course Choices (Cannot Be Used to Meet Graduation Requirements for Physical Fitness/Comprehensive Health, but Can Fulfill Elective Credit) General Physical Education I: 36.0110000 Focuses on any combination or variety of team sports, lifetime sports, track and field events, outdoor education experiences, rhythmics /dance, recreational games, and self-defense. Provides basic methods to attain a healthy and active lifestyle. General Physical Education II: 36.0120000 General Physical Education III: 36.0130000 General Physical Education IV: 36.0140000 82 Principles of Athletic Training/Sports Medicine: 36.0150000 Introduces techniques to prevent, recognize, evaluate, manage, treat, and rehabilitate athletic injuries. Introductory Team Sports: 36.0210000 Introduces fundamental skills, strategies, and rules associated with team sports. Intermediate Team Sports: 36.0310000 Introductory Lifetime Sports: 36.0220000 Introduces fundamental skills, strategies, and rules associated with lifetime sport. Intermediate Lifetime Sports: 36.0320000 Introductory Recreational Games: 36.0270000 Introduces recreational games suitable for lifetime leisure activitie. Emphasizes the rules skills to play. Physical Conditioning: 36.0520000 Provides opportunities to participate in a variety of activities to enhance flexibility, muscular strength and endurance, cardiovascular endurance and body composition. Advanced Physical Conditioning: 36.0620000 Aerobic Dance: 36.0530000 Provides opportunities to perform choreographic routines to music and to increase strength, cardiovascular and muscular endurance and flexibility. Includes fitness concepts for developing healthy lifetime habits. Weight Training: 36.0540000 Introduces weight training; emphasizes strength development training and proper lifting techniques. Includes fitness concepts for developing healthy lifetime habits Advanced Weight Training: 36.0640000 Exercise and Weight Control: 36.0550000 Provides safe, effective and physiologically sound ways to manage weight and alter metabolism and body composition. Includes consumer information on products, programs and fitness concepts for developing healthy lifetime habits. Body Sculpting: 36.0560000 Provides methods to redefine body shape through specific exercises. Covers weight training, conditioning exercises and proper nutrition to improve muscle tone, muscle definition, posture, bodily proportions, overall condition of the body and increase energy levels. Based on the American College of Sports Medicine guidelines for fitness and conditioning programs. Promotes healthy means to body sculpting goals. Advanced Body Sculpting: 36.0660000 83 COURSE DESCRIPTIONS CAREER, TECHNICAL AND AGRICULTURAL EDUCATION (CTAE) Computer Applications 7.4411000 Required Course for All Students to Meet Bibb County Schools Graduation Requireme Knowing how to use computer applications software is a basic skill for everyone. Students in this course become proficient in word processing, database, spreadsheet, publishing, and presentation software. Note: The Computer Applications requirement may be satisfied with a proficiency test; however, a unit of credit cannot be earned by passing the test. Prerequisite for all CTAE Pathways. PROGRAM CONCENTRATION: Business and Computer Science Business Essentials (Prerequisite: Computer Applications) 6.4160000 Business Essentials is a foundations course for the Small Business Development Career Pathway. It is also appropriate for students enrolled in any Career Pathway who plan to own and operate their own businesses. The course will help students build a strong knowledge base and develop management skills as they study forms of business ownership, functions of management, budgeting and finance, technology, communications, legislation, leadership and teamwork, marketing, and economics. Legal Environment of Business (Prerequisite: Business Essentials) 6.4150000 Legal issues will include contracts, sales, consumer law, agency and employment law, personal and real property, risk management, environmental law, ethics, international business principles, and government. Entrepreneurial Ventures (Prerequisite: Legal Environment of Business) 6.4170000 Students will study management strategies for developing and implementing business plans; structuring the organization; financing the organization; and managing information, operations, marketing and human resources. Computing in the Modern World (Prerequisite: Computer Applications) 11.4130000 Students will acquire a working understanding of the Internet, common formats for data transmission, and some insights into the design of the human-computer interface; and ethical issues. Fundamentals of Web Design (Prerequisite: Computing in the Modern World) 11.4310000 Students will learn to write code manually and use graphical authoring tools. Students will also learn to work with web page layout and graphical elements, including images, hyperlinks, tables, forms, and frames. Advanced Web Design (Prerequisite: Fundamentals of Web Design) 11.4320000 Topics include the web development process, advanced layout and design features, advanced study of scripting languages, site development with HTML editors, and web servers and databases. 84 Insurance and Risk Management (Prerequisite: Banking and Investing) 7.4230000 Using project-based instruction, students analyze risk management techniques from the viewpoints of those employed in the industry as well as from business owners seeking to meet risk management needs. Principles of Accounting I (Prerequisite: Business Essentials) 7.4110000 Students analyze business transactions and financial statements, perform payroll, examine the global perspective of accounting, and evaluate the effects of transactions on the economic health of a business. Principles of Accounting II (Prerequisite: Accounting I) 7.4120000 Students apply accounting procedures to the formation, dissolution, and liquidation of business entities. In addition, students apply managerial accounting techniques. Banking and Investing (Prerequisite: Business Essentials) 7.4211000 Students explore the major functions of bank employees by completing a flow-of-work simulation. Students formulate business and individual investment decisions by comparing and contrasting a variety of investment options. Students analyze annual reports, predict growth rates, and chart trend lines. Beginning Programming (Prerequisite: Computing in the Modern World) 11.4180000 The major goal of this course is for students to develop the computer science skills of algorithm development, problem solving, and programming. Intermediate Programming (Prerequisite: Beginning Programming) 11.4210000 Students will learn key concepts of software engineering, graphical user interface, and user interface design. Students will gain a deeper understanding of basic data structures and solve complex problems. Information Technology Essentials (Prerequisite: Computing in the Modern World) 11.4140000 Students learn the details of operating systems, networking, and system installation and maintenance ; includes both software and hardware components. Dual enrollment with Central Georgia Technical College. Information Technology Support (Prerequisite: Information Technology Essentials) 11.420000 Students in this course develop skills in maintaining security requirements of operating systems, system installation and maintenance, and computer user support including PC hardware repair. Dual enrollment with Central Georgia Technical College. PROGRAM CONCENTRATION: Marketing, Sales and Service Marketing Principles (Prerequisite: Computer Applications) 8.4740000 Students develop skills in applying economic concepts to marketing, distribution and logistics, information management, finance, product/service planning, pricing mixes, promotional strategies, and personal selling. 85 Advanced Marketing (Prerequisite: Entrepreneurship) 8.4750000 Students assume a managerial perspective in applying economic principles in marketing, analyzing operations needs, examining distribution and financial alternatives, managing marketing information, pricing products and services, developing product/service planning strategies, promoting products and services, purchasing, and professional sales. Entrepreneurship: Building a Business (Prerequisite: Marketing Principles) 8.4360000 Students in this entrepreneurship course focus on recognizing a business opportunity, starting a business based on the recognized opportunity, and operating and maintaining that business. This course may be taken as a part of a student’s Marketing Pathway or may serve as a standalone course. Marketing Research [Elective] (Prerequisite: Marketing Principles) 8.4800000 By planning and implementing a data collection experiment, students will learn to examine research design and collection methods, treatments, control groups, experimental units, random assignment and replication, and the identification of possible sources of bias and placebo effects. PROGRAM CONCENTRATION: Architecture, Construction, Communications and Transportation Automotive CTAE Courses: Foundations of Transportation & Logistics (Prerequisite: Computer Applications) 47.5710000 (Hutchings) This is the beginning course for the Transportation Logistical Pathways. It is also appropriate for students enrolled in any career pathway who plan to own or operate their own businesses. Electrical/Electronic Systems and Design (Prerequisite: Foundations of Transportation & Logistics) 47.5760000 (Hutchings) This second course in the Transportation Logistical Pathways will help students build a strong scientific knowledge base and develop skills related to electrical and electronics in logistics and transportation. Chassis System and Design (Brake & Steering) 47.5770000 (Hutchings) The course will help students build a strong scientific knowledge base and develop skills related to vehicle chassis systems in the logistics and transportation sector. Engine Performance Concepts 47.5790000 (Hutchings) The course will help students build a strong scientific knowledge base and develop skills related to vehicle engine performance in the logistics and transportation sector. Transportation Logistics Internship 47.5750000 (Hutchings) The course will help students build a strong knowledge base and develop management skills as they study forms of business ownership, functions of management, budgeting and finance, technology, communications, legislation, leadership and teamwork, marketing, and economics. 86 Flight Operations CTAE Courses: Fundamentals of Aviation (Preferred prerequisite: Computer Applications) 47.4610000 (Hutchings) In this foundation course students will build a solid knowledge base in the history of aviation, the principles of flight and navigation, the aerospace community, and aviation meteorology. Navigation and Communication (Prerequisite: Fundamentals of Aviation) 47.4650000 (Hutchings) This course provides a foundation that enables the student to apply the basics of aircraft navigation and utilize efficient communication methods for safe aircraft operations. Standards include basics in aeronautical charting, flight planning using navigation and communication tools and incorporating weather information. Students will learn the various roles of air traffic control in the airspace system and the complexities of operating in three-dimensional space. Aviation Meteorology (Prerequisite: Navigation and Communication) 47.46600 (Hutchings) Students will build a meteorological foundation in atmospheric dynamics and concepts that will enable them to understand environmental variables that create and change the earth’s weather patterns. Students will apply learned skills to the aeronautical needs and procedures of the air transportation industry. Broadcast and Video CTAE Courses: Broadcast and Video Production 1 (Prerequisite: Computer Applications) 10.5111000 (Central) This course will develop skills in basic theory, practice, and operations of a television studio, the portable camera, and videotape editing. Through problem-solving activities, projects, and discussions, knowledge of how video/film affects life and society will be demonstrated. Broadcast and Video Production 2 (Prerequisite: Broadcast and Video Production I) 10.5121000 (Central) The Level II course provides in-depth and specialized experiences in video and film equipment operation; covers switches, cameras, lighting, audio boards and tape machines. May include the performing arts with instruction in acting, voice, movement, scenery, costumes, choreography, music and set building. Broadcast and Video Production 3 (Prerequisite: Broadcast and Video Production II) 10.5131000 (Central) This course enhances level two skills and provides entry-level occupational skills or continuing education options through internship, practicum, apprenticeship and/or enrollment in postsecondary institutions. Broadcast/Video Production Lab [Elective] (Prerequisite: Broadcast/Video Production III) 10.5151000 (Central) This course is laboratory based and allows the student to further develop skills and competencies learned in earlier courses. Emphasis is on performing at an independent level of proficiency and refine building a digital portfolio of his/her work for college entrance or industry placement. Students will work independently and must have instructor’s permission to enroll. 87 Broadcast/Video Production Research [Elective] (Prerequisite: Broadcast/Video Production Lab) 10.51610000 (Central) Production Research is an advanced course in broadcast producing and directing and is intended to prepare the student to thoroughly design and successfully execute a series of advanced broadcasting productions. This course will prepare the students to become media researchers, artists, and professionals. The emphasis is on the creative aspect of broadcasting communication. Students will work independently and must have instructor’s permission to enroll. Construction CTAE Courses: Occupational Safety and Fundamentals (Prerequisite: Computer Applications) 46.5450000 (Southwest, Westside) This course explains the safety obligations of workers, supervisors, and managers to ensure a safe workplace. Course content discusses the causes and results of accidents and the dangers of rationalizing risks. It includes the basic content of OSHA 10-hour safety standards. It also includes the basic knowledge and skills needed in the following areas: construction math, hand and power tools used in the field, general blueprints, and basics of rigging safety. Introduction to Construction (Prerequisite: Occupational Safety and Fundamentals) 46.5460000 (Southwest, Westside) This course is preceded by the Occupational Safety and Fundamentals course. This course offers an opportunity for students to build on their knowledge and skills developed in Occupational Safety. The goal of this course is to introduce students to the history and traditions of the carpentry, masonry, plumbing, and electrical craft trades. The student will also learn and apply knowledge of the care and safe use of hand and power tools as related to each trade. In addition, students will be introduced to, and develop skills to differentiate between blueprints, as is related to each individual craft area. Carpentry I (Prerequisite: Introduction to Construction 46.5500000 (Southwest, Westside) This course provides an overview of the building materials used in the carpentry craft. It teaches techniques for reading and using blueprints and specifications especially as related to the carpentry craft. It provides specific knowledge and skills in site layout and floor and wall framing systems. It includes the basic industry terminology for a carpentry craftsperson. Carpentry II (Prerequisite: Carpentry I) 46.5510000 (Southwest, Westside) This course is preceded by Carpentry I and is the fourth of four courses that provides the student a solid foundation in carpentry skills and knowledge. It is the final step in gaining a Level One Industry Certification in Carpentry. This course provides the knowledge of various kinds of roof systems. It provides knowledge and skills for layout and cutting of the various types of roof rafters. It provides knowledge and skills for installing exterior doors, windows, and skylights. It also provides the student with knowledge and skills to layout, cut, and install various types of stairs and the code requirements needed to properly do so. Electrical I [Elective] (Prerequisite: Introduction to Construction) 46.5600000 (Southwest, Westside) This course builds on the concepts of electrical safety introduced in Occupational Safety. It provides knowledge of the hardware and systems used by an electrician and the basic skills to install them. It provides a general knowledge of electrical systems including series, parallel, and series-parallel circuits. It provides the basic skills and knowledge to navigate and use the National Electrical Code. It provides an introduction to the skills and knowledge of conduit bending and installation. 88 Architectural Drawing and Design (CAD) CTAE Courses Introduction to Engineering, Drawing & Design (Prerequisite: Computer Applications) 48.5410000 (Rutland, Westside) Emphasis is placed on safety, geometric construction, fundamentals of Computer-Aided Drafting, and multiview drawings. Students learn drafting techniques through the study of geometric construction at which time they are introduced to computer-aided drafting and design. Architectural Drawing and Design I (Prerequisite: Intro to Engineering, Drawing & Design) 48.5450000 (Rutland, Westside) Architectural Drawing and Design I introduces students to the basic terminology, concepts, and principles of architectural design. Emphasis is placed on house designs, floor plans, roof designs, elevations (interior and exterior), schedules, and foundations. Architectural Drawing and Design II (Prerequisite: Architectural Drawing & Design I) 48.54600000 (Rutland, Westside) Emphasis is placed on schedules, plumbing, heating and air, graphic presentations, plot/site plans, specifications, and building estimations. While the term computer-aided design (CAD) does not appear in each competency, CAD tools and software should be used extensively throughout the course. Graphic Communications CTAE Courses Introduction to Graphics Design (Prerequisite: Computer Applications) 48.56100000 (Howard) Students will learn the theories behind creating aesthetically pleasing designs and how to work with consumers. Graphic Communications includes the technologies of printing, publishing, packaging, electronic imaging, and their allied industries; digital photography is included. Graphic Design and Production (Prerequisite: Introduction to Graphics Design) 48.56200000 (Howard) This course focuses on the procedures commonly used in the graphic communication and design industries. Students will gain experience in creative problem solving and the practical implementation of those solutions across multiple areas of graphic communications. Skills USA-VICA is an appropriate organization for providing leadership training and for reinforcing specific career and technical skills and may be considered an integral part of the instructional program. Graphic Output Processes (Prerequisite: Graphic Design and Production) 48.56900000 (Howard) Students learn to manage the graphic communications output and completion process including customer relations management, printing, finishing, and binding. Students work samples build their portfolio. Skills learned in this course are reinforced through participation in Skills USA-VICA. PROGRAM CONCENTRATION: Family and Consumer Sciences CTAE Courses Introduction to Early Childhood Care and Education (Prerequisite: Computer Applications) 20.5251000 The course addresses early childhood care and education and development issues that include guiding the physical, cognitive, creative, social, emotional, and moral development of children. 89 Human Growth and Development for Early Childhood (Prerequisite: Introduction to Early Childhood Care and Education) 20.4232000 Human Growth and Development for Early Childhood addresses the knowledge, skills, attitudes, and behaviors associated with supporting and promoting optimal growth and development of infants and children. Topics that may be addressed include principles of physical, emotional, social, cognitive, and moral development; human needs across the ages and stages of childhood; impacts of family and societal crisis on the development of the child; and career decisions. Health, Safety and Nutrition for the Young Child (Prerequisite: Human Growth and Development) 20.5261000 This course develops skills for employment in early childhood-related occupations, including professional issues and work ethics; developmentally appropriate practices; health, safety and nutrition education; certification in CPR/First Aid/Fire Safety; child abuse and neglect; symptoms and prevention of major childhood illnesses and diseases; and prevention and control of communicable illnesses. The development of an educational portfolio for employment in early childhood education is required. Early Childhood Education Internship [elective] (Prerequisite: Health, Safety & Nutrition for the Young Child) 20.5271000 The internship offers a candidate in the Early Childhood Education career pathway a field experience under the direct supervision of a certified early childhood educator (mentor). The candidate intern will develop a portfolio of their skills, plan and teach a lesson or lessons, understand and practice confidentiality as it pertains to early childhood education, meet the needs of special education students, maintain the safety of the students, and practice professionalism and ethical behavior. Food, Nutrition and Wellness (Prerequisite: Computer Applications) 20.4161000 Food, Nutrition and Wellness is an essential course in understanding nutritional needs and food choices for optimal health of individuals across the lifespan. Interrelationships with wellness are explored. This course leads to the advanced nutrition pathway and develops a knowledge base and the skills necessary to select among alternatives in the marketplace, with an emphasis on nutrient content, the development of chronic diseases, and food safety. Food and Nutrition through the Lifespan (Prerequisite: Food, Nutrition & Wellness) 20.41710 Food and Nutrition through the Lifespan is an advanced course in food and nutrition that addresses the variation in nutritional needs at specific stages of the human life cycle: lactation, infancy, childhood, adolescence, and adulthood including old age. The most common nutritional concerns, their relationship to food choices and health status and strategies to enhance well-being at each stage of the lifecycle are emphasized. This course provides knowledge for real life and offers students a pathway into dietetics, consumer foods, and nutrition science careers with additional education at the post-secondary level. Food Science (Prerequisite: Food and Nutrition through the Lifespan) 20.41810 Food science integrates many branches of science and relies on the application of the rapid advances in technology to expand and improve the food supply. Students will evaluate the effects of processing, preparation, and storage on the quality, safety, wholesomeness, and nutritive value of foods. Building on information learned in Nutrition and Wellness and Chemistry, this course illustrates scientific principles in an applied context, exposing students to the wonders of the scientific world. Careers will be explored. 90 PROGRAM CONCENTRATION: Culinary Arts CTAE Courses Introduction to Culinary Arts (Prerequisite: Computer Applications) 20.5310000 (Hutchings) Introduction to Culinary Arts is a course designed to introduce students to fundamental food preparation terms, concepts, and methods in Culinary Arts where laboratory practice will parallel class work. Fundamental techniques, skills, and terminology are covered and mastered with an emphasis on basic kitchen and dining room safety, sanitation, equipment maintenance and operation procedures.. Culinary Arts I (Prerequisite: Introduction to Culinary Arts 20.5321000 (Hutchings) Culinary Arts I is designed to create a complete foundation and understanding of Culinary Arts leading to post secondary education or a foodservice career. Iinvolves in-depth knowledge and hands on skill mastery. Culinary Arts II (Prerequisite: Culinary Arts I) 20.5331000 (Hutchings) Culinary Arts II is an advanced and rigorous in-depth course designed for the student who has continued the Culinary Arts Pathway and wishes to continue education at the post secondary level or enter the foodservice industry in the commercial kitchen. PROGRAM CONCENTRATION: Education CTAE Courses Examining the Teaching Profession (Prerequisite: Computer Applications) 13.0110000 Examining the Teaching Profession prepares candidates for future positions in the field of education. Teaching Profession candidates study, apply, and practice the use of current technologies, effective teaching and learning strategies, the creation of an effective learning environment, the creation of instructional opportunities for diverse learners and students with special needs, and plan instruction based on knowledge of subject matter, students, community, and curriculum performance standards. Candidates will be prepared to practice their skills and knowledge at a variety of elementary and secondary education sites. Contemporary Issues in Education (Prerequisite: Examining the Teaching Profession) 13.0120000 This course engages the candidate in observations, interactions, and analyses of critical and contemporary educational issues. The candidate will investigate issues influencing the social and political contexts of educational settings in Georgia and the United States and actively examines the teaching profession from multiple vantage points both within and outside of the school. Teaching as a Profession Internship (Prerequisite: Contemporary Issues in Education) 20.5210000 Field experience under the direct supervision of a certified teacher (mentor teacher). The internship stresses observing, analyzing, and classifying activities of the mentor teacher and comparing personal traits with those of successful teachers. 91 PROGRAM CONCENTRATION: HEALTHCARE SCIENCE CTAE Courses: Introduction to Healthcare Science (Prerequisite: Computer Applications) 25.5210000 (Northeast, Hutchings) The concepts of health, wellness, and preventative care are evaluated, as well as, ethical and legal responsibilities of today’s healthcare provider. Fundamental healthcares skills development is initiated including medical terminology, microbiology, and basic life support. Students are required to meet both national and intrastate professional guidelines as designated by applicable regulatory agencies such as the Occupational Health and Safety Administration (OSHA) and Center for Disease Control (CDC). Pharmacy Operations Fundamentals (Prerequisite: Introduction to Healthcare Science) 25.5710000 (Dual Enrollment at CGTC) Students in this course will receive an orientation to the pharmaceutical industry. They will learn safety and security operations, pharmacy law, how to maintain the pharmacy, storage and inventory control procedures, and methods for prescription processing, packaging, labeling, and dispensing. Medical Calculations and Drug Administration (Prerequisite: Introduction to Healthcare Science) 25.5720000 (Dual Enrollment at CGTC) Students will acquire skills in healthcare mathematical procedures, systems of measurement, medical calculations of percent, ratio, and proportions, medication dispensing, dosage calculations, administration of medications, age specific care, controlled substances, intravenous therapy techniques, and patient education. Nursing Essentials (Prerequisite: Applications of Therapeutic Services) 25.5610000 (Northeast, Hutchings) This course is designed to provide students with skills most commonly associated with the entry level career title Nursing Assistant. This course with prerequisites meets the Certified Nurse Assistant curriculum content as specified by the Georgia Medical Care Foundation. Students meeting all academic, attendance, and age requirement may elect to sit for the Georgia Registry’s Examination. Successful completion of the Georgia Registry Examination allows students to seek employment in the state of Georgia as a Certified Nursing Assistant. Dual enrollment with Central Georgia Technical College. Application of Therapeutic Services (Prerequisite: Introduction to Healthcare Science) 25.522000 (Northeast, Hutchings) Applications of Therapeutic Services is an intermediate course for the Therapeutic Services Career Pathway and is designed to provide an overall framework of basic skills utilized in the provision of direct client care. Monitoring and evaluating client status includes assessment techniques such as vital signs, the application of mathematical concepts appropriate to clinical expectations and/or work-based learning. General Medicine : (Prerequisite: Applications of Therapeutic Services) 25.5250000 (Northeast, Hutchings) The course is designed to offer students (preferably upper classmen – juniors or seniors) the opportunity to become effective and efficient multi-skilled healthcare providers as they develop a working knowledge of each of the major departments of the average acute care setting/hospital, including but not limited to: Orthopedics, Cardiology, Diagnostic Imaging, MedSurg, Gastroenterology, Urology, and Customer Care. 92 PROGRAM CONCENTRATION: Agriculture CTAE Courses Basic Agricultural Science and Technology: 02.4710000 (Pre-requisite: Computer Applications) (Northeast only) The course introduces the major areas of scientific agricultural production and research and presents problem solving lessons and introductory skills and knowledge in agricultural science and agri-related technologies. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities. General Horticulture and Plant Science 01.4610000 (Pre-requisite: Basic Agriculture Science and Technology) (Northeast only) This course is designed as an introduction for the Horticulture/Plant Science Pathway Program of Study. The course introduces the major concepts of plant and horticulture science. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities. Nursery and Landscape: 01.4700000 (Prerequisite: General Horticulture and Plant Science) (Northeast only) This course is designed to provide students with the basic skills and knowledge utilized by the green industry in nursery production and management and landscape design and management. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership activities PROGRAM CONCENTRATION: Government and Public Safety CTAE Courses Introduction to Law and Justice (Preferred Prerequisite: Computer Applications) 43.4300000 (Southwest) The course will explore the history and development of law enforcement in the United States. Students will then examine the components of the criminal justice system, including the roles and responsibilities of the police, courts, and corrections. Additionally, students will learn the classification and elements of crimes. Students will receive instruction in critical skill areas including communicating with diverse groups, conflict resolution, the use of force continuum, report writing, operation of police and emergency equipment, and courtroom testimony. Career planning and employability skills will be emphasized. Law, Community Response and Policy (Prerequisite: Introduction to Law and Justice) 43.4350000 (Southwest) This course emphasizes the structure of the American legal system while examining constitutional legal issues. Students will evaluate the powers granted to the police and the restrictions placed upon them by the respective constitutions and their amendments. Specific topics of discussion will include search and seizure, arrests, interviews, interrogations, and confessions in the context of criminal prosecution. Students will be exposed to advanced law and justice skills. Criminal Investigation and Forensics (Prerequisite: Law, Community Response and Policing) 43.4330000 (Southwest ) Students will learn the importance of the identification, collection, and processing of evidence and of its contribution to the criminal investigation. Students will learn of the legal responsibilities and challenges which the forensic investigator may encounter. Included in this course will be the importance of preserving and documenting the crime scene and enabling the investigator to analyze evidence and its relationship to 93 the crime. The student will also study interviews and interrogations and how those statements are used as evidence in court. Students will express understanding of their knowledge by composing clear, concise, and thorough investigative reports, indicating a successful conclusion to an investigation. COURSE DESCRIPTIONS MILITARY SCIENCE CTAE COURSES (JROTC) Three (3) units of credit in JROTC may be used to satisfy the Comprehensive Health and Personal Fitness Education Rule requirements for graduation provided that two key components (“Alcohol and Drug Use” and “Sex Education/Aids Education”) of the required Comprehensive Health and Personal Fitness courses are included in the JROTC curriculum. JROTC Air Force (Southwest and Westside High Schools Only) JROTC / Air Force I: 28.0110000 Introduces the history of the military and the U.S. Air Force role in defense, beliefs and values in a democracy, leadership styles and group interactions, communications processes, health, personal hygiene, and first aid. Covers the Air Force ROTC mission and organization, and U.S. Air Force policies. JROTC / Air Force II: 28.0120000 Covers citizenship, leadership, communications, health and hygiene, map reading and military geography. JROTC / Air Force III: 28.0130000 Covers methods to improve leadership, communications, and advanced map-reading skills. JROTC / AIR FORCE IV: 28.0140000 Enhances level-three skills; leadership, communication, managerial and decision-making skills. Emphasizes career awareness and continuing education options. JROTC / Air Force V: 28.0150000 Aerospace Science: The Exploration of Space guides students through an all new world of satellites, orbits, space environments and travel to other planets. Students gain great insights into how and why we go to so much trouble to put complicated satellites into orbit. The discoveries and sacrifices of many space pioneers are highlighted in this course. Basic concepts of space flight, high school math, physics, and science are brought to life as students study space exploration. JROTC / Air Force VI: 28.0160000 This course will be helpful to students deciding which path to take after high school. JROTC / Air Force VII: 28.0170000 Through the study of geography, students will learn to see their world through many different perspectives. 94 JROTC / Air Force VIII: 28.0180000 A guide to understanding the fundamentals of management, managing yourself, and others. JROTC ARMY (Northeast and Central High Schools only) JROTC/Army 1: 28.0310000 Introduces the history of the military and the U.S. Army role in defense, beliefs and values in a democracy, leadership styles and group interactions, communications processes, health, personal hygiene, and first aid. Covers the Army ROTC mission and organization, customs and courtesies, and U.S. Army policies. JROTC/Army 2: 28.0320000 Pre-requisite: JROTC I Advanced citizenship, leadership, communications, health and hygiene, map reading and military geography. JROTC/Army 3: 28.0330000 Pre-requisite: JROTC II Enhances level-two skills; covers methods to improve leadership, communications, and map-reading skills. JROTC/Army 4: 28.0340000 Pre-requisite: JROTC III In-depth study of leadership, communication, managerial, and decision-making skills. JROTC/Army 5: 28.0350000 Pre-requisite: JROTC IV Enhances level-four skills; in-depth study of previous topics and practice of leadership, communication, managerial, and decision-making skills. Emphasizes service learning and community service . JROTC/Army 6: 28.0360000 Pre-requisite: JROTC V Enhances level-five skills; in-depth study of previous topics and practice of leadership, communication, managerial, and decision-making skills. Emphasizes character education and service. JROTC/Army 7: 28.0370000 Pre-requisite: JROTC VI Enhances level-six skills; offers options for more in-depth study of previous topics and practice of leadership, communication, managerial, and decision-making skills. Emphasizes economics and service. JROTC/Army 8: 28.0380000 Pre-requisite: JROTC VII Enhances level-seven skills; practice of leadership, communication, managerial, and decision-making skills. Emphasizes citizenship performance opportunities. 95 JROTC MARINES (Rutland High School only) JROTC/Marines 1: 28.0410000 Introduces the history of the military and the U.S. Marine role in defense, beliefs and values in a democracy, leadership styles and group interactions, communications processes, health, personal hygiene and first aid. Covers the Marine ROTC mission and organization, customs and courtesies, uniform regulations for badges and insignia, and U.S. Marine policies. Also incorporates the required comprehensive health and personal fitness graduation components (alcohol and drug use and sex education/aids education.) JROTC/Marines 2 28.0420000 Pre-requisite: JROTC I Enhances level-one skills; covers in-depth topics of citizenship, leadership, communications, and health and hygiene. Introduces map reading and military geography. ROTC/Marines 3: 28.0430000 Pre-requisite: JROTC II Enhances level-two skills; covers methods to improve leadership, communications, and map reading skills. Introduces career and vocational options. JROTC/Marines 4: 28.0440000 Pre-requisite: JROTC III Enhances level-three skills; offers options for more in-depth study of previous topics and practice of leadership, communication, managerial, and decision-making skills. Emphasizes career awareness and continuing education options. JROTC/Marines 5: 28.0450000 Pre-requisite: JROTC IV This course builds, refines and introduces cause and effect relationships dealing with the foundations attained in previous leadership classes (leadership, citizenship, personal growth and responsibility, and general military subjects), with increased emphasis in the area of general Marine Corps subjects and leadership instruction. Career exploration, financial management and responsibility, and relationships with other military services are introduced. JROTC/Marines 6: 28.0460000 Pre-requisite: JROTC V Topics include leading close order drill activities and marksmanship competition. School and community service activities are also emphasized. Marine Corps participation in World War Two is reviewed and advanced compass and land navigation techniques are introduced. Additional instruction in the Uniform Code of Military Justice is also provided. JROTC/Marines 7: 28.0470000 Pre-requisite: JROTC VI This course includes classroom instruction and practical application of more advanced tasks included in training cadets and managing assets. The course emphasizes the application of the skills acquired in the first six Leadership Education courses and provides the cadet with practical experience in leadership experiences. 96 JROTC/Marines 8: 28.0480000 Pre-requisite: JROTC VII This course includes classroom instruction and practical application of advanced tasks. Military history, Marine Corps procedures, and development of a personal resume are included. Work-Based Learning and Youth Apprenticeship Courses: Work-Based Learning The Work-Based Learning program is designed to give students the opportunity to participate in community-centered work. Work-based learning activities are designed for enrichment and application of in-school student learning. To qualify for a WBL placement, a student must be in grades 11 or 12 and at least 16 years old. Students must also have a defined Career Pathway in order to participate in the Work-Based component of CareerRelated Education. Course numbers for this program are constructed based on each student’s field of study. Youth Apprenticeship Youth Apprenticeship offers juniors and seniors school-based and work-based learning opportunities that are related to the students’ career interest area COURSE DESCRIPTIONS COMMUNITY SERVICE Community Service 1: 70.0410000 Course experience based on opportunities to provide services by students, which connect the school and the community. Goals and objectives are cooperatively defined by the teacher, student, and when appropriate, the community agency being served. The principal must approve the plan. Community Service 2: 70.0420000 Community Service 3 : 70.0430000 Community Service 4: 70.0440000 Pre-requisite: previous Community Service class Course experiences are based on opportunities to provide services by students, which connect the school and the community. Goals and objectives are cooperatively defined by the teacher, student, and when appropriate, the community agency being served. The principal must approve the plan. 97 COURSE DESCRIPTIONS MUSIC, ORCHESTRA, CHORUS, THEATRE Note: Three classes in Fine Arts are considered a career pathway for graduation purposes. Music, Chorus, Orchestra and Theatre Beginning Band 1: 53.0361000 Provides opportunities to develop performance skills on a wind or percussion instrument. Emphasizes performance and production; may include analysis, historical and cultural influences, improvisation and appreciation of music. Organizes objectives for self-paced progress through all four levels. Stresses individual progress and group experiences. No previous experience required. Beginning Band 2: 53.0362000 Intermediate Band 1: 53.0371000 Provides opportunities for intermediate-level performers to increase performance skills and precision on a wind or percussion instrument. Includes performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses individual progress and learning and group experiences; strengthens reading skills. Director recommendation required. Intermediate Band 2: 53.0372000 Intermediate Band 3: 53.0373000 Intermediate Band 4: 53.0374000 Advanced Band 1: 53.0381000 Provides opportunities for advanced-level performers to increase, develop and refine performance skills and precision on a wind or percussion instrument. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music at advanced levels of understanding. Organizes objectives for self-paced progress through all four levels. Stresses individual progress and learning strategies and ensemble experiences. Director recommendation and successful audition required. Advanced Band 2: 53.0382000 Advanced Band 3: 53.0383000 Advanced Band 4: 53.0384000 Beginning Instrumental Ensemble 1: 53.0741000 Offers smaller ensemble experience for instrumentalists in large band and orchestra. Emphasizes the performance style and literature of the instrumental chamber group medium. Includes brass, woodwind, percussion, and string ensembles. Covers performance and production, analysis and theoretical studies, creative aspects of music, historical and cultural influences and music appreciation. Director placement. Intermediate Instrumental Ensemble 1: 53.0751000 Beginning Guitar Techniques 1: 53.0841000 Introduces basic guitar techniques. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Provides an individualized setting. No previous experience required. Intermediate Guitar Techniques 1: 53.0851000 Advanced Guitar Techniques 1: 53.0862000 98 Beginning Keyboard Techniques 1: 53.0941000 Introduces basic piano keyboard techniques. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Provides an individualized setting. Beginning Orchestra 1: 53.0561000 (Central) Provides opportunities to develop performance skills and precision on orchestral stringed instruments. Emphasizes performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Organizes objectives for self-paced progress through all four levels. Stresses individual progress and ensemble experiences. No previous experience required. Beginning Orchestra 2: 53.0562000 Intermediate Orchestra 1: 53.0571000 Provides opportunities for intermediate-level performers to increase performance skills and precision on orchestral stringed instruments. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Organizes objectives for self-paced progress through all four levels. Stresses individual progress and group experiences. Director placement and/or successful audition required. Intermediate Orchestra 2: 53.0572000 Intermediate Orchestra 3: 53.0573000 Intermediate Orchestra 4: 53.0574000 Advanced Orchestra 1: 53.0581000 Provides opportunities for advanced-level performers to increase performance skills and precision on orchestral stringed instruments. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Organizes objectives for self-paced progress through all four levels. Stresses individual progress and group experiences. Director placement and/or successful audition required. Advanced Orchestra 2: 53.0582000 Advanced Orchestra 3: 53.0583000 Advanced Orchestra 4: 53.0584000 Intermediate Jazz 1: 53.0651000 Offers opportunities for intermediate-level performers to increase performance skills and knowledge on instruments or voice in a jazz idiom. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music (especially improvisation and composition) and appreciation of music. Organizes objectives for self-paced progress through all four levels. Stresses individual progress and group experiences. Emphasizes jazz as an indigenous American art form and a major component of our cultural heritage. Beginning Mixed Chorus 1: 54.0211000 Provides opportunities to develop performance skills and knowledge in mixed choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Organizes objectives for self-paced 99 progress through all four levels. Stresses individual progress and group experiences. No previous experience required. Beginning Mixed Chorus 2: 54.0212000 Beginning Mixed Chorus 3: 54.0213000 Beginning Mixed Chorus 4: 54.0214000 Intermediate Mixed Chorus 1: 54.0221000 Provides intermediate-level performers opportunities to increase performance skills and knowledge in mixed choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Organizes objectives for self paced progress through all four levels. Stresses individual progress and group experiences. Advanced Mixed Chorus 1: 54.0231000 Provides advanced-level performers opportunities to increase performance skills and knowledge in mixed choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Organizes objectives for self paced progress through all four levels. Stresses individual progress and group experiences. Director placement and /or successful audition required. Intermediate Women's Chorus 1: 54.0251000 Provides opportunities for intermediate-level female performers to increase performance skills and knowledge in all-female choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Organizes objectives for self-paced progress through all four levels. Stresses individual progress and group experiences. Director placement required. Advanced Choral Ensemble 1: 53.0731000 Provides opportunities for advanced-level performers to increase performance skills and knowledge in large group choral singing. Limited to 16 to 20 performers and includes madrigal, notes, quartet and solo literature of all style periods. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Organizes objectives for self-paced progress through all four levels. Stresses individual progress and group experiences and a variety of styles appropriate to the smaller ensemble. Director placement and/or successful audition required. Advanced Women's Chorus 1: 54.0261000 Provides opportunities for advanced-level female performers to increase performance skills and knowledge in all-female choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects of music and appreciation of music. Stresses self-paced progress and group experiences. Previous experience recommended. Advanced Placement Music Theory: 53.0230000 Conforms to College Board topics for the Advanced Placement Music Theory Examination. Covers terminology and notational skills, writing skills, visual analysis and aural skills and advanced levels of understanding. 100 Music History and Literature 1: 53.0240000 Introduces musical genres, styles, composers and media in historical context. Includes comparison and contrast of musical style periods from antiquity to the contemporary period, the prominent composers and literature of the period, social and cultural influences, interdisciplinary studies of art, theater, dance, politics, music of world cultures and indigenous American music. Emphasizes perceptive listening and analysis and speaking and writing about music and musicians. Music Appreciation 1: 53.0140000 Introduces production and performance; covers terminology and idioms, elements of music, perceptive listening and attitudes and appreciation. Stresses the ability to become a literate consumer and the ability to speak and write about music. Introduction to Music Technology 53.02210 Introduces mediums of technology used in music, including composition, mixing and recording software; covers terminology and idioms, styles of production, hands-on experience with computer programs, and the internal workings of the necessary hardware. Emphasizes the practical use of technology in music and encourages the building of musical skills with which new compositions, styles and genres will be realized. The intermediate and advanced Music Technology classes will gain in intensity and application. Intermediate Music Technology Advanced Music Technology 53.02220 53.02230 Dramatic Arts/Fundamentals 1: 52.0210000 Serves as prerequisite for other theater/drama courses. Develops and applies performance skills through basic vocal, physical and emotional exercises; includes improvisation and scene study and related technical art forms. Dramatic Arts/Musical Theater 1: 52.0310000 Introduces the style and characteristic elements of modern musical theater. Covers production staging, orchestration, voice and dance; offers an opportunity for team teaching through interdisciplinary collaboration with the chorus, band, art, technology, physical education and dance instructors. Offers opportunity for performance. Audition required and recommendation of previous director. Ballet 1: 51.0210000 Introduces basic ballet technique; stresses aesthetic perception, creative expression and performance, historical and cultural heritage and aesthetic judgment and criticism. Ballet 2: 51.0220000 Ballet 3: 51.0230000 Ballet 4: 51.0240000 101 Jazz Dance 1: 51.0310000 Introduces basic jazz techniques and vocabulary. Emphasizes aesthetic perception, creative expression and performance, historical and cultural heritage and aesthetic judgment and criticism. Jazz Dance 2: 51.0320000 Jazz Dance 3: 51.0330000 Jazz Dance 4: 51.0340000 Modern Dance 1: 51.0410000 Introduces modern dance; stresses aesthetic perception, creative expression and performance, historical and cultural heritage and aesthetic judgment and criticism. Modern Dance 2: 51.0420000 Dramatic Arts/Technical Theater 1: 52.0410000 Introduces technical considerations of play production; covers properties, lighting and settings, program, box office, marketing, management, make-up and costumes. Dramatic Arts/Advanced Drama 1: 52.0510000 Introduces acting and theater as disciplined art forms; ncludes basic techniques of stage movement and use of physical expression for communication. Enhances vocal techniques and patterns for communication. Dramatic Arts/Advanced Drama 2: 52.0520000 Dramatic Arts/Acting 1: 52.0610000 Introduces advanced acting process. Stresses developing imagination, observation, concentration powers and self-discipline. Includes developing physical and vocal control while transmitting emotions, convictions and ideas; enhances self-confidence and self-awareness. Focuses on scene study. Dramatic Arts/Acting 2: 52.0620000 Enhances level-one skills with emphasis on classical and historical scene study. Dramatic Arts/Acting 3: 52.0630000 Emphasizes advanced monologue work, advanced scene study, extensive audition training, studentdirecting, ensemble acting in a variety of main-stage productions, and object exercises. The course can also provide opportunities to compete in literary competitions and one-act play festivals. 102 COURSE DESCRIPTIONS VISUAL ARTS Visual Arts/Comprehensive 1: 50.0211000 Introduces art history, art criticism, aesthetic judgment and studio production. Emphasizes the ability to understand and use elements and principles of design through a variety of media, processes and resources. Visual Arts/Comprehensive 2: 50.0212000 Visual Arts/Comprehensive 4: 50.0214000 Visual Arts/Comprehensive 3: 50.0213000 Visual Arts/Drawing 1: 50.0311000 Explores a variety of drawing techniques and media; emphasizes developing basic drawing skills and critical analysis skills for responding to master drawings. Covers Western and non-Western cultures. Visual Arts/Drawing 2: 50.0312000 Visual Arts/Drawing and Painting 1: 50.0313000 Introduces drawing and painting techniques and a variety of drawing and painting media. Stresses critical analysis of master paintings and drawings of different styles and historical periods; emphasizes problemsolving techniques to achieve desired results in personal work. Visual Arts/Drawing and Painting 2: 50.0314000 Visual Arts/Ceramics/Pottery 1: 50.0411000 Introduces the characteristics of clay and design in clay using various techniques of construction and decoration. Emphasizes hand building and introduces other forming techniques, surface decoration and glaze applications. Covers styles of ceramic works from Western and non-Western cultures. Visual Arts/Ceramics/Pottery 2: 50.0412000 Visual Arts/Fibers 1: 50.0421000 Introduces fabric and fiber design techniques such as weaving, stitchery and printing and a variety of design techniques, materials and supplies. Explores historical origins and use of fabric in Western and non-Western cultures. Applies art criticism techniques to judgments about fiber/fabric designs. Visual Arts/Fibers 2: 50.0422000 Jewelry and Metal Crafts 1: 50.0460000 Students will use a variety of materials and methods to design and create jewelry. The student will learn basic techniques in metalworking. Historical and contemporary developments in jewelry design. Visual Arts/Printmaking 1: 50.0511000 Introduces a variety of printmaking techniques using processes such as relief printing (monoprint, collograph block), intaglio processes (etching and engraving) and perigraphy (silkscreen films, stencils, block-out). Investigates the historical development of printmaking in Western and non-Western cultures. Emphasizes design elements and principles; introduces art criticism approach applied to fine art prints. Visual Arts/Printmaking 2: 50.0512000 103 Visual Arts/Sculpture 1: 50.0611000 Introduces the design and production of relief sculpture and sculpture-in-the-round. Emphasizes the historical origins and functions of sculpture in Western and non-Western cultures. Includes additive, subtractive and modeling methods; explores traditional and nontraditional materials for sculpted works. Visual Arts/Sculpture 2: 50.0612000 Visual Arts/Photography 1: 50.0711000 Introduces photography as an art form; covers the historical development of photography and photographic design and its cultural influences. Emphasizes the basics of exposing and processing photographs; introduces 35mm photography. Stresses appropriate processing techniques and safe use of photographic materials and equipment. Visual Arts/Photography 2: 50.0712000 Enhances level-one skills and provides opportunities to apply photographic design methods. Introduces enlarging negatives and stresses composing and processing techniques using a 35mm camera and pinhole camera with varied focal lengths. Emphasizes appropriate processing techniques and safe use of photographic materials and equipment and darkroom techniques. Visual Arts/Photography 3: 50.0713000 Visual Arts/Photography 4: 50.0714000 Visual Arts/Graphics 1: 50.0721000 Introduces graphic design as seen in posters, advertisements, logos, illustrations, signs and package or product designs. Covers selected graphic design elements, vocabulary and the media, tools, equipment, techniques, processes and styles used for graphics. Investigates the historical development of graphics design and its function in contemporary society. Visual Arts/Graphics 2: 50.0722000 Visual Arts/Graphics 3: 50.0723000 Visual Arts/Graphics 4: 50.0724000 Graphics Animation and Design Projects: 50.0725000 Students learn the foundational knowledge and skills required in graphic applications and animation. The principles of animation are applied to animation in this hands-on class. Students learn both 2D and 3D. Visual Arts/Advanced Placement Studio: Drawing Portfolio: 50.0811000 Conforms to College Board topics for the Advanced Placement Studio Art Drawing Portfolio Examination. Requires submission of original works and slides to be evaluated on quality. Provides experiences using different drawing media and approaches; designed for students interested in the practical experiences. Advanced Placement Studio: 2D Design Portfolio: 50.0813000 Focuses on two dimensional mastery of design in concept, composition, and execution; students submit portfolios for evaluation at the end of the school year. Students develop technical skills learn the functions of the visual elements, and students become independent thinkers who will contribute inventively and critically to their culture through the making of art. 104 Advanced Placement Studio: 3D Design Portfolio: 50.0814000 Focuses on three dimensional mastery of design in concept, composition, and execution. Students submit portfolios for evaluation at the end of the school year. Students develop technical skills and learn the functions of the visual elements. International Baccalaureate Visual Arts 11 HL: 50.0440000 (Central only) Investigates past, present and emerging forms of visual arts, and engages in producing, appreciating, and evaluating visual arts forms. Study of various forms of visual art from local, national, and international perspectives. Create a variety of art forms, and develop sensitivity to the cultural and individual impacts created by the varying art forms. International Baccalaureate Visual Arts 12 HL: 50.0450000 (Central only) Continues development of topics and skills begun in IB Visual Arts 11. Investigates past, present and emerging forms of visual arts, and engages in producing, appreciating, and evaluating visual arts forms. Study of various forms of visual art from local, national, and international perspectives. Create a variety of art forms, and develop sensitivity to the cultural and individual impacts created by the varying art forms. Prerequisite: IB Visual Arts 11 Visual Arts/Art History and Criticism I: 50.0911000 Introduces art history through art works from antiquity to the present. Covers style, symbolism, media, subject matter and the purposes of art and artist; explores the technological, economic, religious, political and social influences on development of architecture, painting, sculpture and other art forms. Emphasizes the relationship of history to art criticism, aesthetics and art productions. Visual Arts/Advanced Placement History of Art: 50.0921000 Conforms to College Board topics for the Advanced Placement History of Art Examination. Covers prehistory to Egyptian, Greek and Roman, Early Christian, Byzantine, Early Medieval, Romanesque, Gothic, Renaissance and Mannerist, 17th and 18th century, 19th century, 20th century and non-Western art. International Baccalaureate Theatre Arts 11 HL: 52.0530000 (Central only) Study of forms of theatre from multiple cultural aspects. Explores different theatre traditions in their historical contexts. Develops the skills to experiment and work both individually and collectively on innovative theatre projects, with the aim to develop an understanding of theatre as an art form. Develops proficiency in more than one area of theatre technique. International Baccalaureate Theatre Arts 12 HL: 52.0540000 (Central only) Continues development of topics and skills begun in IB Theatre Arts 11. Study of forms of theatre from multiple cultural aspects. Explores different theatre traditions in their historical contexts. Develops the skills to experiment and work both individually and collectively on innovative theatre projects, with the aim to develop an understanding of theatre as an art form. Develops proficiency in more than one area of theatre technique. Prerequisite: IB Theatre Arts 11 105 Fine Arts Pathways for Performance and Visual Arts The following courses may be taken in any combination of three courses to comprise the Fine Arts Performance Pathway. Beginning Band Intermediate Band Advanced Band Percussion Beginning Instrumental Ensemble Beginning Guitar Techniques Beginning Keyboard Techniques Beginning Orchestra Intermediate Orchestra Advanced Orchestra Intermediate Jazz (Music) Beginning Mixed Chorus Intermediate Mixed Chorus Advanced Mixed Chorus Intermediate Women’s Chorus Advanced Women’s Chorus Advanced Choral Ensemble Advanced Placement Music Theory Music History and Literature Music Appreciation Introduction to Music Technology Dramatic Arts/Fundamentals Dramatic Arts/Musical Theatre Dramatic Arts/Technical Theatre Dramatic Arts/Advanced Drama Dramatic Arts/Acting International Baccalaureate Theatre Arts Ballet Jazz Dance Modern Dance The following courses may be taken in any combination of three courses to comprise the Fine Arts Visual Arts Pathway. Visual Arts/Comprehensive Visual Arts/Drawing Visual Arts/Painting Visual Arts/Drawing and Painting Visual Arts/Ceramics/Pottery Visual Arts/Fibers Jewelry and Metal Crafts Visual Arts/Printmaking Visual Arts/Sculpture Visual Arts/Photography Visual Arts/Graphics Graphics Animation and Design Projects Advanced Placement Studio: Drawing Portfolio Advanced Placement Studio: 2D Design Portfolio Advanced Placement Studio: 3D Design Portfolio International Baccalaureate Visual Arts Visual Arts/Art History and Criticism Visual Arts/Advanced Placement History of Art 106 Appendix B: BIBB COUNTY’S CTAE CAREER PATHWAYS Average salary information and education levels needed for occupations listed below were obtained from the Georgia Department of Labor. Why take CTAE Courses? CTAE courses will get you on the fast track to your future. Whatever your plans may be after high school, CTAE courses and career pathways will give you a head start in many technical and professional careers. Our goal is for you to be a success whether you choose to go into the workforce, enlist in the military, go to a technical college, or enter a college or university. Within each Program Concentration listed below you will find career pathways for you to choose. Each career pathway has three to four classes you must take to complete the requirements for your pathway. AGRICULTURE PROGRAM CONCENTRATION Plant Science/Horticulture Pathway Courses (NHS) • Basic Agricultural Science and Technology (Prerequisite: Computer Applications) • General Horticulture and Plant Science (Prerequisite: Basic Agricultural Science • and Technology) Nursery and Landscape (Prerequisite: General Horticulture and Plant Science) Occupation Specialties Manager of Landscaping/Lawn Service/Groundskeeping Workers Pesticide Handler, Sprayer and Applicator Soil and Plant Scientist Level of Education Needed Average Salary Work Experience $36,483 Moderate-Term On-the-Job Training Bachelor’s Degree $29,640 Bachelor’s Degree $28,517 Bachelor’s Degree $73,195 Farm and Home Management Advisor Landscape Architect $56,077 ARCHITECTURE, CONSTRUCTION, COMMUNICATIONS & TRANSPORTATION PROGRAM CONCENTRATIONS Architectural Drawing and Design (Computer Assisted Drafting) Pathway Courses (RHS) • Introduction to Engineering, Drawing & Design (Prerequisite: Computer Applications) • Architectural Drawing and Design I (Prerequisite: Intro to Engineering, Drawing & Design) • Architectural Drawing and Design II (Prerequisite: Architectural Drawing and Design I) Occupation Specialties Level of Education Needed Average Salary Architectural and Civil Drafter Postsecondary Vocational Training Surveying and Mapping Technician Moderate-Term On-the-Job Training $29,099 Surveyor Bachelor’s Degree $42,349 Architect Bachelor’s Degree $71,989 107 $42,078 Broadcast & Video Production Pathway Courses (CHS) • Broadcast & Video Production 1 (Prerequisite: Computer Applications) • Broadcast & Video Production 2 (Prerequisite: Broadcast & Video Production 1) • Broadcast & Video Production 3 (Prerequisite: Broadcast & Video Production 2) • Broadcast/Video Production Lab [Elective] (Prerequisite: Broadcast/Video Production 3) • Broadcast/Video Production Research [Elective] (Prerequisite: Broadcast/Video Production Lab) Occupation Specialties Level of Education Needed Average Salary Audio & Video Equipment Technician Long-Term On-the-Job Training $40,498 Broadcast News Analyst Bachelor’s Degree $57,845 Broadcast Technician Radio & Television Announcer Associate’s Degree Long-Term On-the-Job Training $35,443 $34,445 Construction Pathway Courses (SHS, WHS) • Occupational Safety and Fundamentals (Preferred Prerequisite: Computer Applications) • Introduction to Construction (Prerequisite: Occupational Safety and Fundamentals) • Carpentry I (Prerequisite: Introduction to Construction) • Carpentry II (Prerequisite: Carpentry I) • Electrical I [Elective] (Prerequisite: Introduction to Construction) Occupation Specialties Construction Manager Level of Education Needed Bachelor’s Degree Average Salary $75,171 Construction/Building Inspector Long-Term On-the-Job Training $41,725 Electrician Long-Term On-the-Job Training $39,458 Plumber and Pipefitter Long-Term On-the-Job Training $37,981 Flight Operations Pathway Courses (HCC) • Fundamentals of Aviation (Prerequisite: Computer Applications) • Navigation and Communications (Prerequisite: Fundamentals of Aviation) • Aviation Meteorology (Prerequisite: Navigation and Communications) Occupation Specialties Level of Education Needed Average Salary Commercial Pilot Air Traffic Controller Airfield Operations Specialist Aerospace Engineer Postsecondary Vocational Training Long-Term On-the-Job Training Long-Term On-the-Job Training Bachelor’s Degree $71,418 $122,221 $60,778 $87,610 Graphic Communications Pathway Courses (HHS) • Introduction to Graphics Design (Prerequisite: Computer Applications) • Graphic Design and Production (Prerequisite: Introduction to Graphics Design) • Graphic Output Processes (Prerequisite: Graphic Design and Production) Occupation Specialties Level of Education Needed Average Salary Printing Machine Operators $33,509 Lay-out workers On-the-job; Postsecondary Vocational Award On-the-Job Training Prepress Technicians and Workers Postsecondary Vocational Award $35,443 108 $25,875 Transportation Logistical Operations and Support (Automotive) Pathway Courses (HCC) • Foundations of Transportation & Logistics (Prerequisite: Computer Applications) • Electrical/Electronic Systems & Design (Prerequisite: Foundations of Transportation & Logistics) • Chassis System & Design (Brake & Steering) • Engine Performance Concepts • Transportation Logistics Internship • Heating, Ventilation, Air Conditioning, & Refrigeration Concepts (HVACR) • Preventative Maintenance Inspection Occupation Specialties Level of Education Needed Average Salary Automotive Service Technician & Mechanics Bus and Truck Mechanic/Diesel Engine Specialist Vocational Teacher, Postsecondary School Electrical and Electronics Repairers, Commercial and Industrial Equipment Postsecondary Vocational Award $34,549 Postsecondary Vocational Award $36,504 Bachelor’s Degree or higher + work experience Postsecondary Vocational Award $44,637 $47,611 BUSINESS AND COMPUTER SCIENCE PROGRAM CONCENTRATIONS Small Business Development Pathway Courses (CHS, HCC, HHS, RHS, SHS, WHS • Business Essentials (Prerequisite: Computer Applications) • Legal Environment of Business (Prerequisite: Business Essentials) • Entrepreneurial Ventures (Prerequisite: Business Essentials) Occupation Specialties Level of Education Needed Average Salary Advertising and Promotion Manager Chief Executive Bachelor’s Degree Bachelor’s Degree plus work experience $76,898 $155,168 Employment, Recruitment, and Placement Specialist Social and Community Service Manager Bachelor’s Degree $50,877 Bachelor’s Degree $59,904 Training and Development Manager Bachelor’s Degree $79,498 Interactive Media Pathway Courses (Offered at all Bibb County High Schools) • Computing in the Modern World (Prerequisite: Computer Applications) • Fundamentals of Web Design (Prerequisite: Computing in the Modern World) • Advanced Web Design (Prerequisite: Fundamentals of Web Design) Occupation Specialties Level of Education Needed Average Salary Graphic Designer Bachelor’s Degree $44,034 Desktop Publisher Postsecondary Vocational Training $30,680 Computer Specialist Associate’s Degree $55,640 Multi-Media Artist and Animator Bachelor’s Degree $44,554 109 Computing Pathway Courses (HHS, NHS, RHS) • Computing in the Modern World (Prerequisite: Computer Applications) • Beginning Programming (Prerequisite: Computing in the Modern World) • Intermediate Programming (Prerequisite: Beginning Programming) Occupation Specialties Level of Education Needed Average Salary Computer and Information Systems Managers Computer Programmers Bachelor’s Degree plus work experience $101,400 Bachelor’s Degree $73,674 Computer Software Engineers Bachelor’s Degree $77,022 Computer System Analysts Bachelor’s Degree $74,443 Financial Management—Services Pathway Courses (RHS, WHS) • Business Essentials (Prerequisite: Computer Applications) • Banking and Investing (Prerequisite: Business Essentials) • Insurance and Risk Management (Prerequisite: Business Essentials) Occupation Specialties Level of Education Needed Average Salary Financial Analyst Bachelor’s Degree $80,787 Real Estate Sales Agent Postsecondary Vocational Award $38, 334 Actuary Bachelor’s Degree $84,822 Securities/Commodities Sales Bachelor’s Degree $81,536 Brokerage Clerk Moderate-Term On-the-Job Training $30,597 Financial Management—Accounting Pathway Courses (HHS) • Business Essentials (Prerequisite: Computer Applications) • Principles of Accounting I (Prerequisite: Business Essentials) • Principles of Accounting II (Prerequisite: Accounting I) Occupation Specialties Level of Education Needed Average Salary Accountants and Auditors Bachelor’s Degree $54,330 Bookkeeping/Accounting/ Auditing Clerks Budget Analysts Moderate-Term On-the-Job Training $29,619 Bachelor’s Degree $58,698 Tax Preparers Moderate-Term On-the-Job Training $30,285 Computer Systems & Support Pathway Courses (NHS) Dual Enrollment with Central GA Tech • Computing in the Modern World (Prerequisite: Computer Applications) • Information Technology Essentials (Prerequisite: Computing in the Modern World) • Information Technology Support (Prerequisite: Information Technology Essentials) Occupation Specialties Level of Education Needed Average Salary Computer Operations On-the-Job Training $33,821 Computer Specialist Associate’s Degree $55,640 Computer Support Specialist Associate’s Degree $42,765 110 CULINARY ARTS PROGRAM CONCENTRATION Culinary Arts Pathway Courses (HCC) • Introduction to Culinary Arts (Preferred Prerequisite: Computer Applications) • Culinary Arts I (Prerequisite: Introduction to Culinary Arts) • Culinary Arts II (Prerequisite: Culinary Arts I) Occupation Specialties Level of Education Needed Average Salary Chef and Head Cook Work Experience $31,304 Food Service Manager Work Experience $46,384 General and Operations Manager Bachelor’s Degree plus Work Experience Work Experience $87,152 Manager of Food Preparation and Serving Workers $27,477 EDUCATION PROGRAM CONCENTRATIONS Early Childhood Education Pathway Courses (NHS, RHS, WHS) • Introduction to Early Childhood Care and Education (Prerequisite: Computer Applications) • Human Growth and Development for Early Childhood (Prerequisite: Intro to Early Childhood Care • • & Education) Health, Safety and Nutrition for the Young Child (Prerequisite: Intro to Early Childhood Care & Education) Early Childhood Education Internship [Elective] (Prerequisite: Health, Safety & Nutrition for Young Child) Occupation Specialties Level of Education Needed Average Salary Elementary School Teacher Bachelor’s Degree $46,888 Preschool Teacher Postsecondary Vocational Training $24,419 Kindergarten Teacher Bachelor’s Degree $45,969 Special Education Teacher – Preschool, Kindergarten, Elementary Bachelor’s Degree $46,358 Education & Teaching Pathway Courses (CHS, HHS) • Examining the Teaching Profession (Prerequisite: Computer Applications) • Contemporary Issues in Education (Prerequisite: Examining the Teaching Profession) • Teaching as a Profession Internship (Prerequisite: Examining the Teaching Profession) Occupation Specialties Level of Education Needed Average Salary Postsecondary Education Administrator Secondary School Teacher Bachelor’s Degree plus Work Experience Bachelor Degree $81,328 Postsecondary Vocational Education Teacher Middle School Special Education Teacher Bachelor’s Degree plus Work Experience $45,386 Bachelor’s Degree $46,891 111 $49,956 FAMILY & CONSUMER SCIENCES PROGRAM CONCENTRATIONS Nutrition and Food Science Pathway Courses (CHS, HHS, NHS, RHS, SHS, WHS) • Food, Nutrition & Wellness (Preferred Prerequisite: Computer Applications) • Food & Nutrition Through the Lifespan (Prerequisite: Food, Nutrition & Wellness) • Food Science (Prerequisite: Food, Nutrition & Wellness) Occupation Specialties Level of Education Needed Average Salary Food Scientist and Technologist Bachelor’s Degree $55,869 Health Educator Master’s Degree $53,290 Dietician/Nutritionist Bachelor’s Degree $42,619 Food Service manager Work Experience $46,384 GOVERNMENT AND PUBLIC SAFETY PROGRAM CONCENTRATIONS Law & Justice Pathway Courses (SHS) • Introduction to Law and Justice (Preferred Prerequisite: Computer Applications) • Law, Community Response and Policing (Prerequisite: Introduction to Law and Justice) • Criminal Investigation and Forensics (Prerequisite: Law, Community Response and Policing) Occupation Specialties Level of Education Needed Average Salary Corrections Officer Moderate-Term On-the-Job Training $27,498 Lawyer First Professional Degree $115, 960 Forensic Science Technician Associate’s Degree $35,818 Police & Sheriff’s Patrol Officer On-the-Job Training $35,402 JROTC Pathway Courses • Air Force JROTC I, II, III, IV, V, VI, VII, VIII (Preferred Prerequisite: Computer • Army JROTC 1, 2, 3, 4, 5, 6, 7, 8 (Preferred Prerequisite: Computer Applications) • Marine Corps JROTC I, II, III, IV, V, VI, VII, VIII (Preferred Prerequisite: Computer Applications) Applications) (SHS, WHS) (CHS, NHS) (RHS) Occupation Possibilities Level of Education Needed* Average Salary* Enlisted Personnel On-the-Job Training $47,000 Officer Bachelor’s Degree $71,000 * Source: http://usmilitary.about.com HEALTHCARE SCIENCE PROGRAM CONCENTRATIONS Therapeutic Services—Nursing Pathway Courses (HCC, NHS) Dual Enrollment with Central GA Tech • • • • • Introduction to Healthcare Science (Prerequisite: Computer Applications) Application of Therapeutic Services (Prerequisite: Introduction to Healthcare Science) Nursing Essentials (Prerequisite: Application of Therapeutic Services) Nursing Internship [Elective] (Prerequisite: Nursing Essentials) General Medicine [Elective] (Prerequisite: Applications of Therapeutic Services) 112 Occupation Specialties Level of Education Needed Average Salary Registered Nurse $53, 893 Health Educator Associate’s Degree Bachelor’s Degree Master’s Degree Medical and Health Services Manager Occupational Therapist Bachelor’s Degree + Work Experience Master’s Degree $74,486 $53,290 $58,427 Pre-Pharmacy Technology Pathway Courses (Dual Enrollment with Central GA Tech ) • Introduction to Healthcare Science (Prerequisite: Computer Applications) • Pharmacy Operations Fundamentals (Prerequisite: Introduction to Healthcare Science) • Calculations and Drug Administration (Prerequisite: Introduction to Healthcare Science) Occupation Specialties Level of Education Needed Average Salary Pharmacy Aide Short-term On-the-Job Training $20,093 Pharmacy Technician Post-secondary Vocational Training and/or Moderate Term On-the-Job Training Professional Degree $27,227 Pharmacist $103,064 MARKETING, SALES & SERVICES PROGRAM CONCENTRATION Marketing and Management Career Pathway Courses (CHS, HHS, NHS, RHS, SHS, WHS) • • • Marketing Principles (Prerequisite: Computer Applications) Advanced Marketing (Prerequisite: Marketing Principles) Entrepreneurship in the Marketplace (Prerequisite: Marketing Principles) Occupation Specialties Level of Education Needed Average Salary Chief Executive Bachelor’s Degree plus work experience $155, 168 Marketing Research Analyst Bachelor’s Degree $61,464 Marketing Manager Bachelor’s Degree plus work experience $94,307 Personal Financial Advisor Bachelor’s Degree $75,754 Human Resources, Training, and Labor Relations Specialist Bachelor’s Degree $53,061 113 Appendix C Notes/Resume Preparation: Goals: 1. Personal: _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ 2. Professional _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Clubs: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Offices Held: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Honors: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Service: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Work Experience: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 114 High School Graduation Tracking Sheet Student name: High School Graduation Test (checked if passed): Writing Subject ENGLISH Units Req. 1 1 1 1 Required Courses 9th Grade Literature & Composition 10th Grade Literature & Composition American Literature & Composition English Literature & Composition MATH 1 1 1 1 Math I Math II Math III Math IV, calculus, or an AP or IB math class SCIENCE 1 1 1 1 Conceptual Physics Biology Environmental Science or Chemistry Other science of choice SOCIAL STD. 1 1 1 1 American Gov't World History U.S. History Economics OTHER 1 1 Health/Phys. Ed. Computer Applications CTAE, FINE ARTS, OR FOR. LANG. Classes completed 1 1 1 ELECTIVES 1 1 1 1 1 1 1 Total 28 Pathway #1 Pathway # 2 Pathway # 3 Elective 4 Elective 5 Elective 6 Elective 7 **Core Courses are courses chosen from English/Language arts, mathematics, science, social studies and foreign language 115 High School Graduation Tracking Sheet - Diploma with Distinction Student name: High School Graduation Test (checked if passed): Writing DIPLOMA WITH ACADEMIC SEAL OF DISTINCTION Units Subject Req. 1 9th Grade Lit. & Comp. (advanced content) ENGLISH 10th Grade Lit. & Comp. (adv. content or AP) 1 American Lit.& Comp. (adv. content or AP) 1 English Lit. & Comp. (adv. content or AP) 1 MATH 1 1 1 1 Accel Math I G/AC Accel Math II G/AC Accel Math III G/AC Calculus, or an AP or IB math class SCIENCE 1 1 1 1 Biology (adv. Content; AP/IB) Chemistry (adv. content; AP/IB) Physics (adv. content; AP/IB) Other science of choice (AP/IB) SOCIAL STD. 1 1 1 1 American Gov't (adv. content or AP/IB) World History (adv. content or AP/IB) U.S. History (adv. content or AP/IB) Economics (adv. content or AP/IB) OTHER 1 1 Health/Phys. Ed. Computer Applications CTAE, FINE ARTS, OR FOR. LANG. 1 1 1 1 Foreign Language 1 Foreign Language 2 Fine Art Any CTAE ADDITIONAL CORE ACAD. 1 1 ELECTIVES 1 1 1 1 1 1 Total GPA required 30 Pathway # 1 Pathway # 2 Pathway # 3 Elective 4 Elective 5 Elective 6 3.0 cumulative 116 Units Earned