Table of Contents
Quick Study Guide
Inside Front Cover
Letter from the Principal
2
Credit Requirements
3
Cayuga Advantage Program
3
Testing Requirements
4
Student Scheduling
5
Course Descriptions
Art
6
Business
7
English
10
Family and Consumer Sciences
14
Health Education
15
Languages Other Than English
15
French
16
German
17
Spanish
18
Mathematics
19
Music
22
Occupational Education at CiTi
24
New Visions Program
25
Physical Education
25
Pre-Engineering
26
Science
27
Social Studies
29
Technology Education
32
Vocational Education
34
Foundation for College Success
34
College Planning Guide for Parents and Students
35
Senior Year Quick Study Guide
50
Graduation Checklist
51
Sample Four-Year Plan
Inside Back Cover
G. RAY BODLEY HIGH SCHOOL
ADMINISTRATIVE STAFF
Mrs. Donna Parkhurst, Principal
Mr. Will Greene, Assistant Principal
Ms. Amy Stephenson, Assistant Principal
GUIDANCE STAFF
Mr. Dante Ascenzi
Ms. Carrie Coniski
Mr. Matt Goodnough
Mrs. Laura Hyde (replacement 2014-15)
Ms. Tiffany Stubbmann
January 2015
Dear Students and Parents,
On behalf of the G. Ray Bodley faculty and staff, I am pleased to present our 2015-16 Course Catalog.
Our goal, in partnership with families and our community, is to provide an education that enables each
student to achieve to his or her highest levels of academic proficiency and to become a well-rounded,
responsible citizen.
This Course Catalog presents you with a wide range of courses. It also provides critical information
regarding graduation requirements, educational opportunities offered by our school to meet individual
student needs and explains how our counseling program is designed to support essential outcomes at each
grade level. We urge you to read the catalog carefully and choose your educational program thoughtfully.
Please evaluate your strengths and areas in which you need to improve, as well as your goals and interests
when selecting courses. Our hope is that you will make choices that will result in a challenging and
rewarding educational program that will help you grow as a learner and prepare you for a promising
future.
Students should seek parental guidance as well as advice from counselors and teachers as we go through
the scheduling process. Counselors will ask students to make course selections in small group settings,
beginning in mid-March. By the end of March, students should reach their final decisions regarding their
educational programs for 2015- 2016.
Do not hesitate to call our Counseling Office (593-5400, ext. 3) for assistance during the course selection
process. We want your program and related course selections to meet all of your needs and help you
reach your post-high school graduation goals.
Sincerely,
Donna L. Parkhurst
Principal
2
High School Credit Requirements
Students who first entered high school in September 2001 and thereafter must earn at least
22 units of credit in order to graduate from high school. The chart below shows the credits
(units) required in each of the core subjects for the Regents Diploma and Advanced Regents
Diploma.
Core Subjects
English
Social Studies
Mathematics
Science
Art/Music
Health
Physical Education
LOTE•
Total Core Credits
Electives
Total Credits
Regents Diploma
4 units
4 units
3 units
3 units
1 unit
.5 unit
2 units
+ 1 unit
18.5 units
+ 3.5 units
22 units
Advanced
Regents Diploma
4 units
4 units
3 units
3 units
1 unit
.5 unit
2 units
+ 3* units
20.5 units
+ 1.5 units
22 units

Language Other Than English
*
Students acquiring five units of credit in occupational education, art or music may be exempted
from the three-unit Language Other Than English (LOTE) requirement for an Advanced Regents
Diploma. However, one unit of study in a LOTE is required and can be earned by passing either the
8th grade final exam in LOTE in Jr. High or passing a high school LOTE course. Career and Financial
Management is required if pursuing the occupational education option.
CAYUGA ADVANTAGE PROGRAM
Cayuga Advantage courses are offered at no cost to the student.
Cayuga Advantage is a partnership between Cayuga Community college and G. Ray Bodley High
School to award college (transcript) credit for college courses taught in secondary settings to
qualified high school students. Cayuga Advantage courses are college courses taught in high
school. These courses cover material at the college level, are more challenging and academically
rigorous than high school courses, and require greater independence of thought and action.
Cayuga Advantage courses are listed as Cayuga Community courses on an academic transcript
and are accepted by virtually all SUNY institutions. Acceptance of transfer credit by private
institutions is determined on a case-by-case basis.
Students who meet specific prerequisite requirements and have been recommended by a teacher or
guidance counselor are eligible to enroll in Cayuga Advantage courses.
Cayuga Advantage, as well as other college credit bearing courses, are designated with a (*) in this
Course Catalog.
3
Testing Requirements
Students must pass four required Regents exams in Science, Math, Social Studies and English Language
Arts. A fifth Regents may be an additional exam in social studies, math, science or LOTE. Additional
rigorous exams in technical education, arts or other assessment for the fifth examination required for
graduation have yet to be approved by the State Education Department.
Entering
Freshman
Class
2011 and
beyond
Local Diploma Requirements
Regents Diploma
Requirements
There are no Local diploma options for
regular education students.
Score 65 or above on
5 required Regents
exams.
Regents Diploma with
Advanced Designation
Requirements
Score 65 or above on 8 or 9
required Regents exams.
For students entering grade 9 in 2011 and beyond:
Pathways to Graduation is a “4+1” option that requires a student to pass four Regents exams in
English, social studies, math and science plus one additional exam in social studies, math, science or
LOTE. Additional rigorous exams in technical education, arts or other assessment for the fifth
examination required for graduation have yet to be approved by the State Education Department.
Mathematics Requirement for the Regents Diploma
Students who first enter grade 9 beginning in the fall of 2007 and thereafter are required to pass (with a final
average of 65 or higher) three units of credit in mathematics and pass the Integrated Algebra Regents/Algebra I
(Common Core) Examination.
Mathematics Requirement for the Regents Diploma with Advanced Designation
Students who first enter grade 9 beginning in the fall of 2007 and thereafter are required to pass (with a final
average of 65 or higher) three units of credit in mathematics and pass three regents exams in: 1) Integrated
Algebra/Algebra I (Common Core), 2) Geometry/Geometry (Common Core) and, 3) Algebra II and
Trigonometry/Algebra II (Common Core).
Science Requirement for the Regents Diploma
Students who first entered grade 9 beginning in the fall of 2001 and thereafter are required to pass (with a final
average of 65 or higher) three units of credit in science, including at least one unit each in earth science, chemistry
or physics and living environment (biology), and pass any science regents examination.
Science Requirement for the Regents Diploma with Advanced Designation
Students who first entered grade 9 beginning in the fall of 2001 and thereafter are required to pass (with a final
average of 65 or higher) three units of credit in science, including at least one unit each in physical setting (earth
science, chemistry or physics) and living environment (biology), and pass two science regents examinations – one
physical setting exam and one living environment exam.
Regents Diploma with Honors
22 units of credit as required and 5 Regents exams with a computed average score of 90 or better as follows: 1
Math, 1 Science, ELA, Global History and Geography, US History and Government
Regents with Advanced Designation with Honors
22 units of credit as required and 8 Regents exams with a computed average score of 90 or better as follows: 3
Math, 2 Science, ELA, Global History and Geography, US History and Government; and either a locally
developed Checkpoint B LOTE examination with a score of 65 or a 5 unit sequence in the Arts or CTE. (page 3)
Regents with Advanced Designation and annotation for Mastery in Math
Meets all assessment requirements for the Regents with Advanced Designation (see above) and in addition, scores
85 or better on each of 3 regents examinations in Mathematics.
Regents with Advanced Designation and annotation for Mastery in Science
Meets all assessment requirements for the Regents with Advanced Designation (see above) and in addition, scores
85 or better on each of 3 regents examinations in Science.
4
STUDENT SCHEDULING
1.
2
3.
4.
5.
Read the information in this guide carefully.
Write required courses on the recommendation form that will be given to you.
Choose appropriate electives.
Choose other electives to maintain your full-time student status (see Student Hand Book).
Discuss your tentative program with your counselor during your scheduling session.
DEAR PARENTS:
The education of students is a shared responsibility among the parents, their son or daughter and the school.
Because it is a shared responsibility, we would like you, the parent, and your high school-aged son or daughter to
have a full knowledge of the academic offerings available to high school students in the Fulton School District. We
hope that this information will be a help to you in assisting your child to select the appropriate academic programs
needed to achieve his/her life goals.
Please know that the guidance staff is ready to assist both you and your child in answering questions about any
phase of the academic program and what might be needed to achieve their educational and career goals.
NOTE TO STUDENTS:
Life is moving at such a rapid pace that you are finding it necessary to make important decisions earlier and earlier
in your life. This Course Catalog information is a valuable tool when combined with insights you gain in the
classroom, discussion with your counselor, and talks you have with your parents. After you plan your high school
program, check not only the courses needed, but the quality of preparation expected by the college, branch of the
Armed Forces, or on-the-job training opportunity for which you expect to qualify. As you look to the future, sense
the present and take a glance at the past. May you be successful both at G. Ray Bodley and in the years following
your graduation from high school.
A STUDENT SELF-ANALYSIS
You are living in an exciting era. New careers are emerging, educational programs are multiplying. The future is
bright for the young person who knows him/herself and builds upon his/her interests and strengths.
Since every one of you is a unique individual, your four-year program may, and should differ from that of your
friends. The best way to be certain that you are heading in the right direction is to analyze yourself in the light of
your goals. Be brutally honest with yourself, for only you stand to gain from the analysis.
Ask yourself these questions:
1. Presently, I plan to do the following upon
3. I have the highest interest in the following
graduation from high school:
 Go directly to work, enter the armed forces.
 Enter an apprenticeship or on-the-job training
program with my employer.
 Take a short (1 yr.) specialized vocational
course. Attend a two-year business institute.
 Attend a school of nursing, a community or
junior college. Attend a four-year college.
2. In view of my goal and in relation to what I know
I could achieve, my grades are:
 Lower than they should be or about right.
3. In English, math, and social studies the work in
my class is:
 Easier than it should be for me.
 Harder than it should be for me.
 Just about right for me.
courses:
4. I make the best grades in the following courses:
5. I seem to have difficulty with the following
courses:
Ask yourself these questions in relation to any
one of the above plans:
1. Will my high school record and references
qualify me for the plan I choose?
2. How will my credentials compare with those of
other applicants?
3. Have I discussed my plans with my parents?
4. Have I researched occupational and post high
school education/training that relate to the plans
I am developing?
5. Should I talk with my counselor in order to
clarify my goals?
5
ART EDUCATION
758 Studio in Art
40 Weeks
1 Credit
Grades 9-12
This is the comprehensive foundation course for Art Majors. This course will cover drawing, design, painting,
and exploration in various media. Art History and criticism will be covered through discussion, video and
through various related assignments. A sketchbook is required. The start of portfolio development begins
with work done here. This course may be used to satisfy 1 unit of the NYS Art/Music graduation requirement.
760 Studio in Advertising Design
40 Weeks
1 Credit
Grades 10-12
Prerequisite: Studio in Art
This course explores the principals of digital media utilized for visual communication. Students will receive
instruction in graphic design skills using traditional and digital tools, materials and procedures active in the
communication and fine arts industry. We will employ the creative use of the computer as a design tool and
illustrative medium. Topics include digital techniques as they relate to the elements and principles of design;
color, typography, spatial relationships and composition. Students will create a series of artworks involving
freehand and technical drawing to design advertisements, brochures, logos, posters, book jackets, and other
sales promotion material, as well as artworks that explore the student’s own personal expression.
756 Foundations in Art
20 Weeks
1/2 Credit
Grades 10-12
This course is offered to non-art majors seeking to satisfy the state art requirement. Basic artistic elements and
principles will be explored and used to create a series of art pieces. Students will be exposed to a variety of art
media, gain an appreciation for the creative mind and learn to appreciate their expressive potential. Readings in
Art History and aesthetic theory will develop the critical thinking skills necessary for a broader understanding of
the ideas, techniques and processes used in art.
This course may be used to satisfy ½ unit of the NYS Art/Music graduation requirement.
766 Studio in Drawing and Painting
40 Weeks
1 Credit
Grades 10-12
Prerequisite: Studio in Art. Offered in alternate years.
This course is devoted to exploratory experiences in Drawing and Painting. Mediums will include: ink
colored pencil, watercolors, acrylics and possible mixed media experiences to further enhance and sharpen
one's skills. Keeping a portfolio is required.
752 Ceramics 1
20 Weeks
1/2 Credit
Grades 11-12
This course introduces the students to the fundamental hand building techniques used throughout the ages to
shape clay into useful objects. Students will gain a working knowledge of these techniques and ceramic
vocabulary through a series of teacher directed projects.
762 Ceramics 2
20 Weeks
1/2 Credit
Grades 11-12
Prerequisite: Ceramics 1
Students will use the techniques learned in Ceramics 1 to complete several advanced functional sculptural
projects.
The American School Counselor (ASCA) Mindset & Behaviors for Student Success:
K-12 College and Career Readiness Standards for Every Student
Category 1: Mindset Standards
772
3
 Ceramics
Belief in development
of whole self, including a healthy balance of mental, social/emotional and
20 Weeks
physical well-being.
Prerequisite: Ceramics 1
1/2 Credit
Grades 11-12
6
This course may be offered in alternate years with Sculpture.
In this ceramics course the limitation of the ceramic medium is explored in-depth to create large scale
functional, sculptural, and large scale environmental instillation pieces. Clay becomes the sole sculptural
medium designed to defy its traditional usage.
770 Sculpture
20 Weeks
1/2 Credit
Grades 11-12
Prerequisite: Foundation of Art, Ceramics 1, or consent of instructor.
This course may be offered in alternate years with Ceramics 3.
This is an advanced art course designed to expose students to the creative and expressive potential of working
in three dimensions. Several traditional methods of developing sculpture will be investigated and employed
such as the additive, subtractive, and constructivist approaches
New York State Art/Music Graduation Requirement
For all students, the following courses will satisfy ½ or 1 unit of the
New York State Art/Music graduation requirement:
Foundations of Art
Studio in Art
Design/Drawing for Production
½ Unit
1 Unit
1 Unit
Concert Band
Wind Ensemble
Orchestra
Choir
1 Unit
1 Unit
1 Unit
1 Unit
NOTE: Any 1/2 credit Art course may be coupled with Foundations of Art to
complete the 1 unit New York State Art/Music graduation requirement.
BUSINESS
It is recommended that business students select the 5 unit Sequence listed below at the beginning of
ninth grade to qualify for an Advanced Regents Diploma (in lieu of the LOTE requirement on page 2). A
FIVE-UNIT sequence is recommended for optimum program skill development, particularly for students
interested in entering the job market directly out of high school or continuing with post-secondary
education.
Five Unit Sequence
Foundation Courses



Computer Toolbox I (1/2)
Career and Financial Management (1)
Comp Toolbox II (1/2) and *Comp App (1/2)
Plus 3 units from these courses:





Small Bus. Owner. & Entrepreneurship (1/2
Sports/ Entertainment/Fashion Marketing (1/2)
Law in Our Lives (1/2)
Accounting (1)
*CCC Advantage Accounting (1)
Three Unit Sequence
Foundation Courses



Computer Toolbox I (1/2)
Career and Financial Management (1)
Comp Toolbox II (1/2) and *Comp App (1/2)
Plus one unit from the following courses:






Small Bus. Owner. and Entrepreneurship (1/2)
Sports/ Entertainment/ Fashion Marketing (1/2)
Law in Our Lives (1/2)
Accounting (1)
*Business Law (1)
*CCC Advantage Accounting
Note: Students may specialize in the following sequences based on career interest area:
Financial: Accounting and CCC Advantage Accounting, Career and Financial Management
Management: Small Business Ownership and Entrepreneurship, Sports, Entertainment, & Fashion
Marketing and Law in Our Lives or Business Law
7
514 Computer Toolbox 1
20 Weeks
1/2 Credit
Grades 9-12
Required for Business Majors and recommended for all students
This course is designed to develop 21st century computer literacy skills. Students will be trained to utilize MS
Office to help improve written communication skills. Students will use Microsoft Word to format, create, edit
and proofread professional business letters, e-mails, research papers, and resumes. Learning to produce
correctly formatted documents will help students be successful in high school, college and prepare them for
the workplace.
526 Computer Toolbox 2
20 Weeks
1/2 Credit
Grades 9-12
Required for Business Majors and recommended for all students.
Computer Toolbox II familiarizes students with Microsoft Publisher, Excel and PowerPoint. Students will
create spreadsheets, charts, graphs, as well as many desktop publishing applications. Computer Toolbox II
will provide students with the skills and software knowledge needed to make high school assignments easier to
complete, as well as prepare students for the demands of college and future careers.
516 Webpage Design
20 Weeks
1/2 Credit
Grades 9-12
Prerequisite: Computer Toolbox I or II.
Recommended: Computer Toolbox II
This course is intended to help students create simple, professional quality web pages. The course covers the
social, ethical, and legal issues dealing with online content. Students will use Dreamweaver software to create
professional looking personal and business websites. Students will learn the basics of Web page design, how
to create effective content, and ways to add graphics and animation to enhance a web page.
546 Sports, Entertainment, and Fashion Marketing
20 Weeks
1/2 Credit
Grades 9-12
Students will enjoy learning about the many fascinating areas of marketing through the fashion, sports and
entertainment industries. Various hands-on activities will allow students to learn about the 4 p’s of marketing:
Product, Place, Price and Promotion. Students will frequently use computer applications such as
spreadsheets, databases, and the Internet to support curriculum topics. This course can be used as an elective
for all students.
530 Law in Our Lives
20 Weeks
1/2 Credit
Grades 10-12
Law in Our Lives gives students knowledge of their personal rights and obligations in both business and
personal situations. Topics covered include civil and criminal law, business contracts, the law as it applies to
minors, insurance law, landlord/tenant relationships, bankruptcy, vehicle and traffic law, marriage, divorce,
and wills. This law course is designed for business students and students interested in a career in the criminal
justice field.
538 Accounting
40 Weeks
1 Credit
Grades 10-12
Prerequisite: Career and Financial Management or permission of instructor.
This course places emphasis on developing a basic understanding of bookkeeping fundamentals, accounting
procedures and clerical recording activities. Students learn the accounting cycle and how to prepare and
interpret accounting records and financial statements. Both manual and computerized accounting systems are
taught. This course can be used as an elective for all students and is especially helpful for those students
considering majoring in business in college or for those students whose goal is to start their own business
someday.
520 Small Business Ownership/Entrepreneurship
20 Weeks
1/2 Credit
Grades 10-12
This course is designed to provide students with hands-on experience in the challenges of starting and
managing a small business. As part of this course, students are responsible for all aspects of running the
8
school store, “The Red Raider Den.” Students work to plan and organize the store. They select the product
line, as well as participate in the ordering and pricing of all store items. Topics covered throughout the course
include the creation of a business plan, business decision-making techniques, creating effective store layouts,
hiring and managing employees, marketing, inventory control, accounting, financial and legal considerations.
This course can be used as an elective for all students and would be especially helpful for those students
considering starting their own businesses in the future.
512 Career and Financial Management
40 Weeks
1 Credit
Grades 11- 12
Recommended for all students
Required for Business, Family and Consumer Science, Technology and all other Occupational
Education majors when using the occupational education option in place of the LOTE
requirement for the Advanced Regents Diploma. (See page 2)
This course provides students the opportunity to explore a variety of careers, learn and practice 21st century
skills and competencies needed for success in college and in the workplace; with a focus on financial literacy
and life skills. Students will be encouraged to begin to develop a career plan, to apply academic skills to real
world problems, and to become familiar with the universal foundation skills needed to be successful citizens,
employers and employees.
536 *CCC Advantage Computer Applications (3 SUNY College Credits)
20 Weeks
1/2 Credit
Grades 11-12
This is a 3 credit course offered in cooperation with Cayuga Community College. Students gain hands-on
experience in utilizing MS Office software. Students learn word processing skills in MS Word, spreadsheet
application knowledge in MS Excel, database creation and management skills in MS Access, and the ability to
create dynamic presentations in MS PowerPoint. This course or its equivalent is required at most colleges and
universities.
540 *CCC Advantage Business Law (3 SUNY college credits)
40 Weeks
1 Credit
Grades 11-12
Prerequisite: Law in Our Lives or permission of instructor.
CCC Advantage Business Law is a 3 credit course offered in cooperation with Cayuga Community College.
The emphasis of this course is on the nature and function of law: criminal, civil and common law, contracts,
agency and employment, bailments and personal property. This course is offered for all students with an
interest in further pursuing the fields of law or criminal justice.
548 *CCC Advantage Accounting (4 SUNY college credits)
40 Weeks
1 Credit
Grades 11-12
Prerequisite: Accounting or permission of instructor
CCC Advantage Accounting is a 4 credit hour course offered through Cayuga Community College. It is the
first of a two-course introduction to accounting, presenting the basic elements of financial accounting.
Contents include such topics as: The accounting cycle, including the work sheet and financial statement
preparation; accounting for receivables and payables; recording merchandise inventory; valuation of fixed and
intangible assets; accounting for cash payroll, and accounting systems and control procedures, including bank
reconciliations. Students will be given the opportunity to apply what they have learned through the
completion of an accounting simulation/practice set.
ENGLISH LANGUAGE ARTS
Four units of English and successful completion of the Comprehensive Regents
are required for high school graduation.
9


Essentially, all students are placed in grade level English (English 9, 10, 11 or 12). Students with significant reading
and/or language problems (generally two or more years below grade level) are placed in AIS English for remediation of
needed English skills. These courses are designed to help students develop skills which will enable them to work at their
reading level toward as much of the grade level curriculum as possible.
An important part of the English curriculum is preparation for the Common Core English Regents Examination. As the
level of expectation reflected in the new Common Core State Standards is more rigorous, beginning with grade 9, essay
questions parallel the tasks found on the examination. Skills needed for these examinations focus on the areas of listening
and writing for information and understanding, reading and response, and reading and writing for critical analysis.
028 English AIS
20/40 Weeks
0 Credit
Grades 9-12
These remediation courses in English Language Arts are provided for students who have failed the NYS ELA 8, ELA11
Regents, a final exam, or are otherwise recommended by an English teacher. Appropriate remediation for students failing to
demonstrate competency in English Language Arts is required by the New York State Department of Education before retesting occurs. Upon receiving a passing grade on the next English Language Benchmark Exam, students are no longer
required to take AIS.
012 English 9
40 weeks (NCAA Approved)
1 Credit
Grade 9
To become ready for college and careers, ninth grade students will learn to evaluate intricate arguments and
meet the challenges posed by complex written materials independently and confidently. Through wide and
deep reading of literature and literary nonfiction of steadily increasing sophistication, students will expand
their literary and cultural knowledge and better understand references and images. They will also develop the
flexibility, concentration, and fluency to produce high-quality, first drafts of writing and will revisit and make
improvements to a piece of writing. Students will continue to work on mastering the essential “rules” of
standard written and spoken English. By writing and participating in a variety of conversations, they will
learn to assert and defend claims and show what they know about a subject using appropriate examples and
evidence.
010 English 9 Honors
40 weeks (NCAA Approved)
1 Credit
Grade 9
English 9 Honors will lay the foundation for an advanced study in English Language Arts throughout a
student’s high school career. This class is specifically aligned to the rigors of the Common Core Standards for
College Readiness, and encourages students to delve deeper into the intricacies posed by a wide range of
fictional and non-fictional texts. Students will explore the larger cultural, societal and historical influences on
literature, developing a clear focus for the relevance of a specific text. In addition to the reading and class
discussions, students will be introduced to the academic vocabulary necessary for the success on the Advanced
Placement (AP) Test and college level coursework. This vocabulary will become an integral component to the
academic writing and conversations that students in an Honors class will participate in. Students will be
required to think critically about an author’s purpose and make specific connections to how literature reflects
the human condition. Through the rigorous environment of this setting, students will be encouraged to
appreciate the challenges and rewards that a study in English Language Arts can offer, and be well prepared to
succeed in English 10 Honors.
ASCA K-12 College and Career Readiness Standards for Every Student
Category 1: Mindset Standards
 Self Confidence in ability to succeed
 Sense of belonging in the school environment
022 English 10
40 weeks (NCAA Approved)
1 Credit
Grade 10
The English 10 program emphasizes the development of essential skills in reading, writing, speaking and
listening, and language acquisition as outlined in the Common Core State Standards. Students will use these
10
skills to develop critical reading and thinking skills through a variety of literature; conduct several research
projects; analyze and develop logical, well-reasoned arguments; closely read literature for literary techniques
and universal themes, and respond thoughtfully to multiple perspectives. Mastering these skills is necessary
for preparing students for college and careers and for the culminating assessment given at the end of the school
year.
020 English 10 Honors
40 weeks (NCAA Approved)
1 Credit
Grade 10
English 10 Honors seeks to build on essential skills learned in 9th grade in an environment that is challenging,
rigorous, and highly academic. Using the guidelines of the Common Core Standards, students will develop
skills in close reading/analysis as well as in research, argumentative, and narrative writing. Emphasis will be
placed on informational texts in addition to fiction, to nurture an appreciation and understanding of diverse
rhetoric. The Honors classroom encourages individual expression, which creates classes made up largely of
democratic discussions and conversations that address varying perspectives presented in texts. Mastering
these communication and analytical skills is necessary for preparing students for college and careers. In
addition, they will complete a culminating assessment given at the end of the school year and will be prepared
for the rigors of English 11 Honors.
032 English 11
40 Weeks (NCAA Approved)
1 Credit
Grade 11
Eleventh grade students will continue to be prepared for the rigors of college and career as well as twelfth
grade expectations, by participating in a wide range of activities designed to refine their writing, critical
thinking and communication skills. The readings will focus on close analysis of American Literature, but will
also include poetry as well as Shakespeare. In addition to the fictional material, students will closely examine
the meanings behind foundational historical documents for the purpose of connecting history to literature. To
further develop written and comprehension skills, careful attention will be paid to language development and
understanding the meanings of words and phrases. Activities that focus on the Greek and Latin derivatives of
words, the basic parts of speech and patterns of words will be reviewed and taught. As students develop their
reading and writing skills, practice will be provided in the form of short and sustained research projects.
These writing tasks will emphasize, and require students to complete a thorough evaluation of an argument,
develop a thesis that is well supported with relevant examples and indicate careful syntheses of the diverse
perspectives presented by the issue. Upon completion of their writing, students will participate in a range of
activities to present and discuss their findings among their peers. In all activities, technology will be utilized
to enhance student interest and engagement with the topics presented in class. The course will culminate in a
NYS assessment designed to evaluate students’ writing, reading and comprehension.
030 English 11 Honors
40 weeks (NCAA Approved)
1 Credit
Grade 11
English 11 Honors seeks to build on the skills learned in English 10 Honors. Using the guidelines of the
Common Core Standards, students will continue to develop skills in close reading/analysis as well as in
research, argumentative and narrative writing. Emphasis will be placed on informational texts in addition to
fiction, to nurture an appreciation and understanding of diverse rhetoric. The Honors classroom focuses on
discussions and conversations that address varying perspectives presented in texts. Mastering these
communication and analytical skills is necessary for preparing students for college and careers. In addition,
they will complete a culminating NYS assessment given at the end of the school year and will be prepared for
the rigors of AP English 12.
042 English 12
40 Weeks (NCAA Approved)
1 Credit
Grade 12
To ensure that students are ready for the demands of college and career, by the end of twelfth grade, students
will evaluate increasingly intricate arguments and independently and confidently meet the challenges posed by
highly complex written materials. Through continued close reading of short and full-length literature, literary
11
non-fiction, and informational texts of steadily increasing sophistication, students will expand their literary
and cultural knowledge and better understand references and images. They will demonstrate the flexibility,
concentration, and fluency to produce high-quality first drafts of writing under tight deadlines and they will
proofread, revise, edit, and make improvements to a piece of writing over multiple drafts, as needed.
Additionally, students will demonstrate mastery of essential conventions of standard written and spoken
English and they will resolve usage issues by consulting references and resources. Students will actively
engage in reading, writing, listening, speaking, and critical thinking activities to help them meet the demands
of the world beyond high school. By writing and by participating in a variety of conversations, they will assert
and defend claims with confidence and skillfully show what they know about a subject using appropriate
examples and evidence. Students will refine research skill by conducting several research projects that address
various topics and different aspects of the same topic using multiple sources.
040 English 12: Advanced Placement English
40 Weeks (NCAA Approved)
1 Credit
Grade 12
12Advanced Placement English is open to seniors (recommended by their English 11 teachers) who
would like to more fully develop critical/analytical thinking and writing skills expected at the college
level. This course is structured to prepare students for the Advanced Placement examination in English
Literature and Composition, administered in May. Students who do well on this exam may qualify to
waive and receive credit for freshman writing courses required at most colleges and universities.
The AP English course includes in-depth study of a wide variety of genres and writing styles. Students enrolled in
this course can expect to be engaged in intellectually stimulating discussions and writing activities that involve the
application of their critical/analytical skills.
043 English 12: Public Speaking/Theatre and Drama
40 Weeks
1 Credit
Grade 12
Public Speaking/Theatre & Drama will satisfy the Grade 12 ELA requirement, but is also open to juniors who
wish to receive elective credit. This course is intended to combine the unique performance skills of two
specific disciplines necessary for success in the professional world. Students will experience rigorous training
in the art of the spoken word as well as develop and refine performance/memorization skills. Theatre
workshop activities, historical periods of theatre and the literature of drama will be engaged in combination
with public speaking mechanics. The course will offer diverse experiences that will greatly enhance the
presentational skills of the individual. A warm and supportive learning environment is of the highest priority
so that students may build confidence and courage to do something most people greatly fear – speaking in
front of others – without the anxiety of being ridiculed. Skills and knowledge gained through this course will
lay foundation for success in all fields of study at the college level and beyond and will be immediately
relevant to the individual.
047 English 12: Journalism a/b
40 Weeks (NCAA Approved)
1Credit
Grade 12
Journalism will satisfy the Grade 12 ELA requirement, but is also open to juniors or seniors who wish to
receive elective credit. This course will provide practical instruction in journalistic forms and style, focusing
on news, sports, editorials and feature articles. Freedom of the press, journalistic ethics and journalism in
media other than print will also be discussed. Students will participate in a wide variety of English activities
that will include reading, writing, listening, and speaking. Outstanding work will be published in The Raider
student newspaper and online at www.oswegocountytoday.com Journalism A may be taken as a .5 unit
elective or it may be taken in conjunction with Journalism B as a fifth unit in a five-unit English sequence
open only to juniors. Seniors may take the full year class to fulfill their English 12 requirement.
041 English 12: OCC Freshman English (English 103/104)
40 Weeks (NCAA Approved)
1 Credit
Grade 12
Through continued close reading of short and full- length literature, literary non-fiction, and informational
texts of steadily increasing sophistication, students will expand their literary and cultural knowledge and better
understand references and images. They will demonstrate the flexibility, concentration, and fluency to
12
produce high-quality first drafts of writing under tight deadlines and they will proofread, revise, edit and make
improvements to a piece of writing over multiple drafts, as needed. Additionally, students will demonstrate
mastery of essential conventions of standard written and spoken English and they will resolve usage issues by
consulting references and resources. Students will actively engage in reading, writing, listening, speaking, and
critical thinking activities to help them meet the demands of the world beyond high school. By writing and
participating in a variety of conversations, they will assert and defend claims with confidence and skillfully
show what they know about a subject using appropriate examples and evidence. English 103 develops the
skills and forms necessary for writing college-level expository prose. Methods of developing content,
organizing information and ideas and presenting that material to a reader clearly, concisely, and coherently
will be taught. Various readings and multimedia sources may be used as a model for developing writing.
English 104 teaches students to comprehend, respond to and use the ideas of others in their writing. Skills
such as analytic and critical reading and writing, summarizing, and paraphrasing are developed through the
study of literature. Term paper form will be taught. Students will refine research skills by conducting several
research projects that address various topics and different aspects of the same topic using multiple sources.
ASCA K-12 College and Career Readiness Standards for Every Student
Category 1: Mindset Standards
4. Understanding that postsecondary education and life-long learning are necessary for long-term
success
5. Belief in using abilities to their fullest to achieve high-quality results and outcomes
6. Positive attitude toward work and learning
The American School Counselor (ASCA) Mindset & Behaviors for Student Success:
K-12 College and Career Readiness Standards for Every Student
Category 2: Behavior Standards
Learning Strategies
 Demonstrate critical Thinking skills to make informed decisions
 Demonstrate creativity
 Use time-management, organizational and study skills
 Apply self-motivation and self-direction to learning
 Apply media and technology skill
 Set a high standard of quality
 Identify long and short-term academic, career and social/emotional goals\
 Actively engage in challenging coursework
 Gather evidence and consider multiple perspectives to make informed decisions
 Participate in enrichment and extracurricular activities
FAMILY AND COMSUMER SCIENCES
The Family and Consumer Science sequences have been
developed around two areas of content:
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Food And Nutrition; Human Services And Family Studies.
720 Food and Nutrition FN-1
20 Weeks
1/2 Credit
Grades 9-10
The purpose of this course is to teach students beginning food preparation techniques with emphasis on
nutritious meal planning. Students will learn to plan, purchase, prepare and serve a variety of foods through
hands-on experiences in cooking labs.
722 Food and Nutrition 2
20 Weeks
1/2 Credit
Grades 9-10
Prerequisite: Successful completion of Food and Nutrition
This course is intended as a follow-up to the concepts studied in the Food and Nutrition course. Through class
instruction, teacher demonstrations and food labs, students will learn to prepare soups and sauces, salads and
salad dressings, eggs, poultry and fish. Fifty percent of the course will be devoted to teaching basic baking
skills.
724 Gourmet Foods FN-5
20 Weeks
1/2 Credit
Grades 11-12
From omelets to chocolate mousse, students in this course will be introduced to sophisticated cooking
principles and techniques of the three basic styles of French cuisine; provincial, classic and nouvelle. Through
food lab experiences, students will expand upon the basic food preparation skills to master the more
complicated procedures of the culinary arts. Projects include a presentation of a formal dinner and a
professional catering experience. 10th graders who have successfully completed FN-1 may take this course.
726 Global Foods FN-4
20 Weeks
1/2 Credit
Grades 11-12
This course will give students the opportunity of experience the foods, cultures and cooking techniques of
many of the major cuisines of the world. Students will discover, document and analyze the causes and
possible solutions to world hunger. Activities include food preparation labs and guest demonstrations. 10th
graders who have successfully completed FN-1 may take this course.
736 Human Development 1 HF-3
20 Weeks
1/2 Credit
Grades 10-12
This course provides the student with knowledge and practical experience in child development. The student
will explore the physical, emotional, intellectual and social development of the infant, toddler and preschooler.
Students will be given the opportunity to observe and interact with children.
738 Human Development 2 HF-3A
20 Weeks
1/2 Credit
Grades 10-12
Prerequisite: Lifespan Studies 1 (Teacher Recommendation Required)
Student will continue to develop an understanding of the physical, emotional, social and intellectual
development of the child. The course will focus on pre-school and school age children. Students will have an
opportunity interact with children in pre-school and day-care settings.
 Pending Approval: 11th and 12th graders have the option of earning College Credit upon successful
completion of this course.
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HEALTH EDUCATION
918 Health
20 Weeks
1/2 Credit
Grades 10-12
Health Education is a NYS requirement for graduation. This course is designed to provide students with
opportunities to develop and enhance critical life management skills necessary to make sound decisions and
take positive actions for health and effective living.
Specific content shall include, but not limited to, positive emotional development, communication,
interpersonal and coping skills, responsible decision-making, and plan, nutrition and weight management,
substance use and misuse, including hazards of smoking; prevention of communicable and degenerative
diseases including HIV/AIDS; knowledge and skills to be wise consumer; community resources and sexuality
education.
The conceptual areas of a healthy lifestyle as outlined by
New York State Health Education Syllabus:
 Human Growth and Development -- knowing the body and understanding the characteristics and
natural progression of development in the life cycle for taking actions that promote health.
 Mental and Emotional Health – Demonstrating the ability to practice health – enhancing
behaviors and reduce health risks.
 Nutrition Health -- understanding the role of nutrition in the promotion and maintenance of sound
nutrition practices.
 Environmental Health -- Recognizing that environmental factors have a direct effect on the health
of the individual and society, and taking actions that protect and improve the environment.
 Family Life Education -- appreciating the role of the family in society in preparing each member
for the responsibilities of family membership and adulthood, including marriage and parenthood.
 Diseases and Disorders -- understanding diseases and disorder, and taking actions to limit or
prevent their development.
LANGUAGES OTHER THAN ENGLISH
3 SUNY College credits are offered with the successful completion of both French A&B or
French C&D, German 4 A&B or German 4 C&D, and/or Spanish 4 A&B or Spanish 4 C&D for a
small fee. The 2014-15 school year price for these courses was $175 and is subject to change
for the next school year. College language requirements may also be waived by earning this
high school credit.
Process and procedure:
 Students are able to pre-register online before the end of the school year, with the help
of a SUNY Oswego official.
 Students are required to have their social security number available when registering.
 In August, students/parents will receive information from SUNY.
 Students who did not pre-register will have another opportunity to do so in September.
 Verification forms will be distributed in October.
A parent signature on the form
indicates a commitment for payment of the course fee.
 Registration is closed during the last week in October, (2015 date TBA).
 Students/parents receive reminders from SUNY regarding payment options and
deadlines.
 Payment is due by the beginning of December (2015 deadline TBD) to be eligible for
credit.
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FRENCH
050 French 1 Culture
40 Weeks
1 Credit
Grades 9-12
This course is designed for the high school student who needs to complete their basic LOTE credit for graduation.
These students must have already attempted to complete the coursework for checkpoint A of the NYS curriculum.
Students will work with French vocabulary and phrases within a variety of topics while enriching their cultural
understanding of French language, people and places.
051 French 1
40 Weeks (NCAA Approved)
1 Credit
Grades 9-12
This course offers a complete introduction to the language and culture. Students will develop proficiency aimed at
survival communication. It covers checkpoint A of the NYS syllabus. Successful completion will meet the
minimum NYS Education Department requirement for graduation, and enable the student to enroll in level 2
LOTE.
052 French 2
40 Weeks (NCAA Approved)
1 Credit
Grades 9-12
This course presents the first half of the material contained in Checkpoint B of the NYS syllabus, with a continued
development of grammar and vocabulary skills. Students will work to increase their proficiency in conversation,
comprehension, reading and writing in the target language. Successful completion will allow the student to enter a
level 3 LOTE.
053 French 3
40 Weeks (NCAA Approved)
1 Credit
Grades 10-12
This course completes the presentation of the material contained in Checkpoint B of the NYS syllabus. Reading,
writing, speaking and listening skills are stressed. Upon successful completion of this course and the final exam,
students will be eligible for an Advanced Regents Diploma. This course is strongly recommended for any student
planning to attend college.
054 French 4A: Culture and Civilizations of the French Speaking World
20 Weeks (NCAA Approved)
1/2 Credit
Prerequisite French 3
This 20-week course will be an in depth study of the cultures and customs of the French speaking world
including Canada, Switzerland, Belgium, Martinique, French Polynesia, African Nations and more. Topics may
include history, geography, art, music, food, dance, or literature.
055 French 4B: Creative Written Expression
20 Weeks (NCAA Approved)
1/2 Credit
Prerequisite French 3
This 20-week course is designed to improve the writing abilities of the student in French. Students will be given
many outlets in which to express themselves. Topics may include letters, poetry, newspaper writing, script writing,
children’s books and more.
056 French4C: Readings Past and Present
20 Weeks (NCAA Approved)
1/2 Credit
Prerequisite French 3
This 20-week course is based on current and classic readings from the French speaking world. Class assignments
and discussions will revolve around selections from magazines, newspapers, novels, short stories and other printed
materials. Emphasis will be on comprehension, discussion and analysis.
057 French 4D: Speech and Theater
20 Weeks (NCAA Approved)
1/2 Credit
Prerequisite French 3
This course is designed to facilitate the communicative abilities of the students. Focus will be on expression,
creativity and conversation strategies in French.
Note: French 4A/4B and French 4C/4D are offered in alternate years.
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GERMAN
050 German 1 Culture
40 Weeks
1 Credit
Grades 9-12
This course is designed for the high school student who needs to complete their basic LOTE credit for
graduation. These students must have already attempted to complete the coursework for checkpoint A of the
NYS curriculum. Students will work with German vocabulary and phrases within a variety of topics while
enriching their cultural understanding of German language, people and places.
061 German 1
40 Weeks (NCAA Approved)
1 Credit
Grades 9-12
This course offers a complete introduction to the language and culture and is intended for students who have
not studied German.
Students will develop proficiency aimed at survival communication. It covers
checkpoint A of the NYS syllabus. Successful completion will meet the minimum NYSED requirement for
graduation, and enable the student to enroll in level 2 LOTE.
62 German 2
40 Weeks (NCAA Approved)
1 Credit
Grades 9-12
This course presents the first half of the material contained in Checkpoint B of the NYS syllabus, with a
continued development of grammar and vocabulary skills. Students will work to increase their proficiency in
conversation, comprehension, reading and writing in the target language. Successful completion will allow
the student to enter a level 3 LOTE.
063 German 3
40 Weeks (NCAA Approved)
1 Credit
Grades 10-12
This course completes the presentation of the material contained in Checkpoint B of the NYS syllabus.
Reading, writing, speaking and listening skills are stressed. Upon successful completion of this course and the
final exam, students will be eligible for an Advanced Regents Diploma. This course is strongly recommended
for any student planning to attend college.
064 German 4A: Culture and Civilizations of the German Speaking World
20 Weeks (NCAA Approved)
1/2 Credit
Grades 11-12
Prerequisite: German 3
This 20 week course will be an in-depth study of the cultures and customs of the German speaking world
including Germany, Austria, and Switzerland. Topics may include history, geography, art, music, food, dance,
or literature.
065 German 4B: Creative Written Expression
20 Weeks (NCAA Approved)
1/2 Credit
Grades 11-12
Prerequisite: German 3
This 20 week course is designed to improve the writing abilities of the student. Students will be given many
outlets in which to express themselves. Topics may include friendly letters, business letters, poetry,
newspaper writing, script writing, children’s books and more.
066 German 4C: Readings Past and Present
20 Weeks (NCAA Approved)
1/2 Credit
Grades 11-12
Prerequisite: German 3
This is a 20 week course based on current and classic readings from the German speaking world. Class
assignments and discussions will revolve around selections form magazines, newspapers, novels, short stories
and other printed materials. Emphasis will be on comprehension, discussion and analysis.
067 German 4D: Speech and Theater
20 Weeks (NCAA Approved)
1/2 Credit
Grades 11-12
17
Prerequisite German 3
This 20 week course is designed to facilitate the communicative abilities of the students. Focus will be on
expression, creativity and conversation strategies in German.
Note: German 4A/ 4B and German 4C/4D are offered in alternate years.
068 German 4E: Independent Study
40 Weeks
1 Credit
Grade 12
Prerequisite: German 4 ABCD and approval of instructor.
This two-semester course provides the mature and responsible student the opportunity to choose a Germanbased topic of personal or career interest as the focus for a research project or projects. The end products will
be of superior academic and creative merit. The student works independently but in direct weekly
consultation with the German teacher, whose written approval is required for admission to this course.
SPANISH
080 Spanish 1 Culture
40 Weeks
1 Credit
Grades 9-12
This course is designed for the high school student who needs to complete their basic LOTE credit for
graduation. These students must have already attempted to complete the coursework for checkpoint A of the
NYS curriculum. Students will work with Spanish vocabulary and phrases within a variety of topics while
enriching their cultural understanding of Spanish language, people and places.
081 Spanish 1
40 Weeks (NCAA Approved)
1 Credit
Grades 9-12
This course offers a complete introduction to the language and culture. Students will develop proficiency
aimed at survival communication. It covers checkpoint A of the NYS syllabus. Successful completion will
meet the minimum NYSED requirement for graduation, and enable the student to enroll in level 2 LOTE.
082 Spanish 2
40 Weeks (NCAA Approved)
1 Credit
Grades 9-12
This course presents the first half of the material contained in Checkpoint B of the NYS syllabus, with a
continued development of grammar and vocabulary skills. Students will work to increase their proficiency in
conversation, comprehension, reading and writing in the target language. Successful completion will allow
the student to enter a level 3 LOTE.
083 Spanish 3
40 Weeks (NCAA Approved)
1 Credit
Grades 10-12
This course completes the presentation of the material contained in Checkpoint B of the NYS syllabus.
Reading, writing, speaking and listening skills are stressed. Upon successful completion of this course and the
final exam, students will be eligible for an Advanced Regents Diploma. This course is strongly recommended
for any student planning to attend college.
084 Spanish 4A: Culture and Civilizations of the Spanish Speaking World
20 Weeks (NCAA Approved)
1/2 Credit
Prerequisite Spanish 3
This 20 week course will study the cultures and customs of the Spanish speaking world including Spain,
Mexico, Central and South America as well as various islands in the Caribbean. History, geography, art, food,
dance, and literature will be included.
085 Spanish 4B: Readings Past and Present
20 Weeks (NCAA Approved)
1/2 Credit
Prerequisite Spanish 3
This 20-week course is based on a variety of readings both past and present and will revolve around a various
selection of novels, short stories, newspaper and magazine articles, as well as poetry.
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086 Spanish 4C: Creative Written Expression
20 Weeks (NCAA Approved)
1/2 Credit
Prerequisite Spanish 3
This 20-week course is designed to improve and expand on the writing abilities of each student. Topics may
include personal letters, business letters, poetry, creative writing, creating and illustrating children’s books as
well as writing and producing for the media.
087 Spanish 4D: Speech and Theater
20 Weeks (NCAA Approved)
1/2 Credit
Prerequisite Spanish 3
This 20-week course will explore a variety of professions and focus on improving communicative strategies
by means of augmenting vocabulary, dialoguing, increasing listening and conversational
skills as well as expanding on grammar structures so as to ensure success in today’s competitive working
world.
The American School Counselor (ASCA) Mindset & Behaviors for Student Success:
K-12 College and Career Readiness Standards for Every Student
Category 2: Behavior Standards
Self-Management Skills
 Demonstrate ability to assure responsibility
 Demonstrate self-discipline and self-control
 Demonstrate ability to work independently
MATHEMATICS
Graduation Requirements-Mathematics (see page 2)
All students are required to earn three credits of mathematics.
Regents Diploma- Students entering ninth grade in September of 2007 and thereafter must score 65 or higher on
the Integrated Algebra regents exam or the Algebra I exam starting in June 2014.
Advanced Regents Diploma- Students entering ninth grade in September of 2007 and thereafter must score 65 or
higher on the Integrated Algebra (or Algebra I), Geometry, and Algebra II & Trigonometry Regents exams.
328/329 Math AIS
20/40 Weeks
0 Credit
Grades 10-12
Math AIS is a non-credit bearing, 1 or 2 semester course for students who have previously failed either the
Algebra I or Integrated Algebra regents exam. This course is usually taken concurrently with a credit bearing
Math course to help prepare students for the Integrated Algebra regents.
The Algebra A, Algebra B, and Math C program is designed for students who have difficulty with
mathematics. The New York State learning standards are the focus of this program. The curriculum for the
Algebra regents is taught over a 2-year period. This program leads to a regents diploma. Students entering
ninth grade in September of 2007 and thereafter will take a two-year Algebra course and take the regents
exam in June of their sophomore year and then take 324 Geometry or Math C for their third credit of math.
316 Algebra A
40 Weeks (NCAA Approved)
1 Credit
Grade 9
Algebra A is the first year of a two- year program leading to the Algebra Regents Exam. This course covers
the common core learning standards at a slower pace. Units of study may include Relationships between
quantities, Linear and exponential Relationships, Descriptive Statistics, Expressions and Equations, and
Quadratic Functions and Modeling.
19
326CC Algebra B
40 Weeks (NCAA Approved)
1 Credit
Grade 10
Algebra B is for students who have passed Algebra A. Students are required to take the Algebra regents exam
in June. Topics include a continuation of Relationships between quantities, Linear and exponential
Relationships, Descriptive Statistics, Expressions and Equations, and Quadratic Functions and Modeling.
336 Integrated Math C
40 Weeks (NCAA Approved)
1 Credit
Grades 11-12
This is a third year class that relates math to real life, science, and business. Topics include: advanced
concepts in arithmetic, algebra and geometry in solving practical problems, functions, personal earnings,
investments and consumer credit. This course is only for students who have taken Algebra A and Algebra B.
It is not for students who have previously taken Geometry and/or Algebra II.
The Algebra I, Geometry, Algebra II, and Pre-Calculus program is designed for students who are seeking an
advanced regents diploma and/or plan to pursue higher education. Successful completion of this program
will help prepare students for college level mathematics.
312 Algebra I
40 Weeks (NCAA Approved)
1 Credit
Grade 9
Prerequisite: 8th grade Math and teacher recommendation. Grade 8 assessment scores should be level 3 or 4.
This is the first course in the progression leading toward a regents diploma with advanced designation. To prepare
for the regents exam, this course covers the common core learning standards for Algebra I. Units of study include
Relationships between quantities, Linear and exponential Relationships, Descriptive Statistics, Expressions and
Equations, and Quadratic Functions and Modeling.
322CC Geometry
40 Weeks (NCAA Approved)
1 Credit
Grade 10
Prerequisite: Algebra I with a course average and a regents exam grade of 80 or higher and teacher
recommendation.
This is the second course in the progression leading toward a regents diploma with advanced designation. To
prepare for the regents exam, this course covers the common core learning standards for Geometry. The units
of study include Congruence Proof, and Constructions, Similarity Proof and Trigonometry, Extending to Three
Dimensions, Connecting Algebra and Geometry through Coordinates, Circles with and without coordinates,
and Applications of Probability. The optional common core learning standards for Geometry are taught in this
course as a means of increasing the rigor.
324CC Geometry
40 Weeks (NCAA Approved)
1 Credit
Grade 10-11
This course is taught from an algebraic perspective and is designed for those students who score below an 80
on the Algebra I exam. This is either a second or third year math class for students who have completed
Algebra. To prepare for the regents exam, this course covers the common core learning standards for
Geometry. The units of study include Congruence Proof, and Constructions, Similarity Proof and Trigonometry,
Extending to Three Dimensions, Connecting Algebra and Geometry through Coordinates, Circles with and without
coordinates, and Applications of Probability.
332CC Algebra II
40 Weeks (NCAA Approved)
1 Credit
Grade 11-12
Prerequisite: Algebra and Geometry, teacher recommendation, a grade of 80 or higher on the
Algebra I and Geometry regents exams.
This is the third course in the progression leading toward a regents diploma with advanced designation. To
prepare for the regents exam, this course covers the common core learning standards for Algebra II. The units
of study include Polynomial, Rational, and Radical Relationships, Trigonometric Functions, Exponential and
20
Logarithmic Functions, and Inferences and Conclusions from Data. The optional common core learning
standards for Algebra II are taught in this course as a means of increasing the rigor. A graphing calculator is
required.
334CC Algebra II
40 Weeks (NCAA Approved)
1 Credit
Grade 11-12
Prerequisite: Algebra and Geometry.
This is a third year math class for students who have completed Algebra and Geometry/324 Geometry. This
course is not as rigorous as Algebra II (332) and includes the major Algebra II common core learning
standards that will be covered on the Algebra II regents exam. Students who scored below an 80 on the
Algebra I and/or Geometry regents exams should take this course. Some of the additional and supplemental
common core learning standards will not be taught. A Graphing calculator is highly suggested.
342 Pre-Calculus (College Credit through Onondaga CC)
40 Weeks (NCAA Approved)
1 Credit
Grade 12
Prerequisite: Passing grades on the Integrated Algebra, Geometry, and Algebra II & Trig regents
exams, an overall average of 65 or higher in all three of those courses, and teacher
recommendation.
This is the fourth year of mathematics for students planning to pursue higher education. Topics Include:
conics, relations & functions, sequences and series, theory of equations, rational functions, polynomial
analysis, advanced algebra, trigonometry functions and an introduction to limits. A graphing calculator is
required.
344 Trigonometry
40 Weeks (NCAA Approved)
1 Credit
Grade 12
Prerequisite: Algebra 2.
This is a fourth year math class for students who have completed Algebra II. This is a non-regents course,
however students may choose to take the Algebra II & Trig regents exam to try to qualify for a regents
diploma with advanced designation. Topics may include Quadratic Functions and Complex Numbers,
Exponential and Logarithmic Functions, Trigonometric Functions and their graphs, Trigonometric Identities
and Equations, and Applications of Trigonometry. A graphing calculator is suggested.
346 Statistics
40 Weeks (NCAA Approved)
1 Credit
Grade 12
Prerequisite: Passing grades on the Integrated Algebra, Geometry, and Algebra II & Trig regents
exams, and overall average of 65 or higher in all three of those courses and teacher recommendation.
Topics covering the descriptive and inferential aspects of statistics will include: frequency distributions,
graphs, measures of central tendency and dispersion, probability, probability distributions, binomial and
normal distributions, introductions to sampling theory, estimation theory, and hypothesis testing (mean
proportions).
350 AP Calculus AB Syllabus
40 Weeks (NCAA Approved)
1 Credit
Grade 12
Prerequisite: Scores of 80 or above on all 3 regents exams and an overall average of 80 or higher in
integrated Algebra, Geometry, Algebra II & Trig, and Pre- Calculus and teacher recommendation.
Topics: Functions, differential and integral calculus. The curriculum of this course is in alignment with the
AP exam and students will take the AP Calculus exam in May. A graphing calculator is required.
Math Course Progression
Course
If 65% in Course
then…
If less than 65%
in course then…
Algebra A
Algebra B
Algebra B
Math C or Geometry (324)
Repeat Algebra A
Repeat Algebra B
Math C
Geometry (324)
Geometry (see
Repeat Math C
Algebra I or Algebra
If less than 65% on Algebra
Geometry, or Algebra II exam
but passed course, then…
Math C and Math AIS
Geometry (324) and Math
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MUSIC
790 Concert Band
791 Wind Ensemble – By Audition Only
40 Weeks
1 Credit
Grades 9-12
These organizations rehearse every day and are designed to cover the performance and study of a wide variety
of musical styles and forms. Members of the group also participate in Jazz Band (20-25 members by
audition), Full Orchestra (by audition) and Parade Band (full band). Members of the group have weekly
lessons, which are included in their ensemble grade and are also a mandatory part of the class. Every other
year, students participate in a competitive trip.
Trips are mandatory for all Wind Ensemble members.
792 Symphonic Orchestra – By Audition Only
799 Concert Orchestra
40 Weeks
1 Credit
Grades 9-12
These organizations rehearse every day and are designed to cover the performance and study of a wide variety
of musical styles and forms. Members of the group participate in both String Orchestra, Full Orchestra (with
Orchestra Winds), and Chamber Orchestra (after school by audition). Members of the group have weekly
lessons, which are included in their ensemble grade and are also a mandatory part of the class.
793 Jazz Band
40 Weeks
1/2 Credit
Grades 9-12
This organization studies and performs a variety of jazz styles. Students will be expected to improvise and
transcribe jazz solos. Many performances are scheduled both in the community and surrounding areas. There
are two sections of this class. One section is for experienced Jazz musicians; the other is for those without
much Jazz experience and freshmen. Jazz Ensemble also participates in competitive trips.
Trips are mandatory for the advanced Jazz Ensemble members.
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794 Women’s Choir
40 Weeks
1 Credit
Grades 9-10
This class meets every day for a full year and is designed for the student who wishes to sing in rehearsal and
performance situations. This ensemble is designed for freshman and sophomore girls only. Students will
study music in a wide variety of styles and forms including classical, pop, folk, spirituals and Broadway tunes.
In addition to the large group, members of the class will sing in small groups for a grade. Written tests on
musical terminology and vocal pedagogy as well as three evening performances for the public are a mandatory
part of the course. Students are required to wear specific outfits for public performances and this will be
discusses the first day of class.
795 Concert Choir
40 Weeks
1 Credit
Grades 9-12
This course meets every day for a full year and is designed for the student who wishes to sing in rehearsal and
performance situations. This mixed vocal ensemble consists of boys in grades 9-12, and girls in grades 11-12
only. Students will study music in a wide variety of musical styles and forms including classical, pop, folk,
spirituals and Broadway tunes. In addition to the large group, members of the class will sing in small groups
for a grade. Written tests on musical terminology and vocal pedagogy as well as three evening performances
for the public are a mandatory part of the course. In addition, members of Concert Choir will have weekly
lessons in small groups, which is also a mandatory part of the grade.
796 Music Theory
40 Weeks
1 Credit
Grades 11-12
This course is designed for the serious music student wishing to fulfill a major sequence in music. It is
strongly recommended that students have at least two years in a major GRB performing organization (Concert
Band, Wind Ensemble, Orchestra, Concert Choir or Women’s Choir), and their ensemble teacher’s permission
before enrolling in this course. This course is designed to give students the basic tools needed for analysis of
compositions and composition skills. Course content includes notation, clefs, meter, scales, ear training,
modes, intervals, key signatures, triads, choral analysis with figured bass and composition assignments. This
course is designed to give students a more in-depth knowledge of music composition techniques and styles.
Course and content includes review of basic Music Theory material, secondary dominant chords, analysis and
many composition and conducting assignments. The use of computer music programs will be integrated into
the course.
797 Music Theory 2
40 Weeks
1 Credit
Grades 11-12
Prerequisite: Music Theory
This is the second course designed for the serious music student wishing to fulfill a 5 unit major sequence in
music. This course is designed to give students a more in depth knowledge of music composition techniques
and styles. Course content includes review of basic Music Theory 1 material, secondary dominant chords,
composition analysis and many composition and conducting assignments. There will be many composition
projects due throughout the course. The use of computer music programs is also integrated into the course.
Students must have successfully passed Music Theory to take this course. It is strongly recommended that
students have at least two years in a major GRB performing organization (Concert Band, Wind Ensemble,
Orchestra, Concert Choir or Women’s Choir), and their ensemble teacher’s permission before enrolling in
this course.
5 Unit Music Sequence in lieu of the LOTE requirement for an
Advanced Regents Diploma
 3 units of performing ensemble (Concert Band, Orchestra, Wind Ensemble, Women’s Choir,
Concert Choir)
 1 unit Music Theory and 1 unit Music Theory 2
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OCCUPATIONAL EDUCATION
Includes Business, Family and Consumer Sciences,
Technology, and Career & technical Education at CiTi
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
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Occupational Education students seeking an Advanced Regents diploma may opt for either the three-unit
language requirement or a 5-unit occupational education sequence.
Occupational Education Sequences are designed for students who are interested in developing skills for
entry-level employment after high school or pursuing post-secondary education.
Any student planning an Occupational Education Sequence must take Career and Financial Management.
Design and Drawing for Production is an Occupational Education course that may be used to satisfy the
New York State Art/ Music requirement for all students.
CAREER & TECHNICAL EDUCATION at CiTi
SELECTION AND SCHEDULING POLICY
An annual in-school program outlining the Career and Technical Education (CTE) options available at CiTi
will be held for all interested sophomores. Sophomores will also have the opportunity to visit two CTE
programs of their choosing on the CiTi campus prior to scheduling their junior year courses. Enrollment is
subject to space availability and the requirements below. All CiTi courses offer four credits.
Recommended criteria for all students interested in attending a CTE program at CiTi



be in the third year of secondary education
have shown interest in the occupational education course selected
have demonstrated measurable, positive behavioral characteristics and maturity
Requirements for all students attending a CTE program at CiTi Students entering their
junior year (11th grade) must have:


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earned credit in at least 3 of the 4 following courses – English 9, English 10, Global History 9, Global
History 10
earned 9 credits total before entering grade 11
an 85% attendance rate in the previous school year
Students entering their senior year (12th grade) must have:
earned credit in at least 5 of the 6 following courses – English 9, 10, 11 Global History 9, Global History
10 and American History
earned 15 credits total before entering grade 12
an 85% attendance rate in the previous school year.
All students must return a signed “Enrollment Form” to their guidance counselor before they will be scheduled.
Students who do not meet these entry level requirements, but who have some special circumstances (such as
extended illness or hospitalization) may appeal to the principal for consideration.
COURSES OF STUDY
Center for Instruction Technology and Innovation
Advanced Metal Manufacturing
Auto Body Repair
Automotive Technology I & II
Computer Systems & Networking A+
Computer Systems & Networking - Cisco
Construction Technology
Cosmetology Basic
Early Childhood Education
Heavy Equipment Repair and Operation
New Vision Allied Health
New Vision Business
New Vision Law and Government
New Vision Specialized Careers
Nursing Assistant
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New Vision
40 Weeks
4 Credits
Grade 12
New Vision is a one year, advanced Career and Technical Education program for high school seniors offered
in partnership with CiTi and SUNY Oswego. Students may select from four focus areas – New Vision Allied
Health for students interested in the health care field, New Vision Law & Government for students interested
in law enforcement and legal careers, New Vision Specialized Careers which can be individualized to a
student’s specific career interest and New Vision Business. Students complete their senior year English and
social studies graduation requirements as part of the program, while earning up to 12 college credits from
SUNY Oswego. The half-day program is available either morning or afternoon. Three days per week are
spent in the classroom on the college campus and two days are devoted to rotations with professionals in their
related fields. Program entrance is competitive. Interested students must meet entrance requirements-a
minimum grade point average of 85and 95% attendance as well as others-and complete an application and
interview process. Applications are available from your counselor in the Guidance Office.
PHYSICAL EDUCATION
900,902,908,910
Credits: 2 (1/2 unit taken each year in high school)
Grades 9-12
Physical Education is based upon the acquisition of knowledge and skills as a foundation for engaging in
physical activity. However, the mere acquisition of knowledge and skills is not enough. The mission of
physical education is to enable all students to sustain regular, lifelong physical activity as a foundation for
a healthy, productive and fulfilling life.
The curriculum is designed to develop the NYS Standards for Physical Education – Personal
Health/Fitness, A Safe and Healthy Environment and Resource Management.
 Physical Education is a New York State requirement for graduation. Students participate in a wide variety of
activities to help them develop good habits and an appreciation for fitness. Fitness activities, team sports,
individual sports, games, and project adventure are an integral part of the program.
Values such as
sportsmanship, accepting responsibility, respect for others, safety, cooperation, leadership/fellowship, effort
and attitude are taught throughout the activities.
 Students with special circumstances may fulfill the Physical Education requirement for graduation on a
Contract System. These students meet with a Physical Education teacher once a week for assessment and
guidance. Other students with limitations may be placed in an adapted or adaptive physical education class.
A Numerical Grading System is used in Physical Education. 25% of the grade is Voluntary Participation and
Effort; 20% of the grade is Personal Living Skills; 10% of the grade is Knowledge; 25% of the grade is
Formative Assessment; 20% of the grade is the student’s End of Unit Performance. Unprepared will have an
adverse effect on the student’s grade. Students are expected to wear proper clothing for Physical Education
classes, i.e., shorts or warm up pants, tee shirt, sweatshirt, socks, and tied sneakers, for hygiene and safety
reasons.
 Students are required to participate in class and are required to make-up any missed work.
According to the Board of Education graduation requirements, all students who successfully complete the
required units of credit who satisfy the four-year physical education requirement will receive a G. Ray Bodley
High School diploma, (see High School Credit Requirements Page 3). Maximum credit is one-half credit per
year regardless of the number of times the student is assigned to physical education classes.
Seniors will be required to complete a project worth 20% of their final average. The project will show the
students’ understanding of the fundamentals of fitness.
25
PRE-ENGINEERING
Project Lead the Way Pre-Engineering is a national program designed to introduce students to the
discipline of engineering prior to entering college. This program will allow students to explore various
areas of engineering study and determine if engineering is the career they desire. Students will
understand technology as a tool for problem solving and how it applies to the economy, individual
lifestyles, standards of living and career choices. Through this program, students will understand, apply,
analyze and design technological systems as they interface with other systems and humans. Students
will select an appropriate technology for a task and apply it, using the correct procedures, tools,
equipment and methods of analysis. PLTW classes use state-of-the-art technology equipment and
software, and are taught in a laboratory setting that involves projects rather than lectures to learn the
material. Students who complete this program will have a competitive advantage when they apply to
college. College credit from Rochester Institute of Technology is available.
PLTW Program consists of five 1-unit courses:
• Design and Drawing for Production
• Principles of Engineering
• Digital Electronics
• Computer Integrated Manufacturing
• Engineering Design and Development
 Design and Drawing for Production and Principles of Engineering are the entry-level courses.
 Digital Electronics and Computer Integrated Manufacturing are intermediate courses.
 Engineering Design and Development is the capstone course, only available to students who have
completed all entry level and intermediate courses
820 Principles of Engineering
40 Weeks
1 Credit
Grades 9-12
Prerequisite: Must be concurrently enrolled in Algebra I or higher.
This is a broad-based survey course designed to help students understand the field of engineering and its
career possibilities. Students will develop engineering problem solving skills that are involved in postsecondary education programs and engineering careers. They will explore various engineering system and
manufacturing processes. They will learn how engineers address concerns about the social and political
consequences of technological change. Students will solve engineering problems on the computer and handson projects will be a large part of this course of study.
812 Digital Electronics
40 Weeks
1 Credit
Grades 10-12
Prerequisite: Must be concurrently enrolled in Algebra I or higher.
Project lead the Way Digital Electronics is a course in applied digital logic. Students will be introduced to
digital circuits found in video games, watches, calculators, and thousand of other digital devices. Students will
study the application of digital logic and how digital devices are used to control automated equipment. This
course is similar to a first semester college course, and is an important course of study for a student exploring
a career in engineering. Students will build and design circuits on the computer and hands-on projects will be
a large part of this course of study. Four RIT credits are available. (see instructor)
What do colleges look for in the admissions process?
Grades ACT and /or SAT scores
Electives
Extracurricular activities
Honors and Advanced Placement classes
Letters of recommendation
Essay
822 Computer Integrated Manufacturing (CIM)
40 Weeks
1 Credit
Grades 10-12
Prerequisites: Must be concurrently enrolled or completed Geometry or higher and must have
completed PLTW Design/Drawing for Production. This course is offered every other year.
This pre-engineering course applies the principles of rapid prototyping, robotics and automation. This course
builds upon the computer solid modeling skills developed in the Design and Drawing for Production course.
Students will use computer controlled rapid prototyping and CNC equipment to solve problems by
constructing actual models of their three-dimensional designs. Students will also be introduced to the
fundamentals of robotics and how this equipment is used in an automated manufacturing environment.
26
Students will evaluate their design solutions using various techniques of analysis, and make appropriate
modifications before producing their prototypes.
830 Engineering Design and Development
40 Weeks
1 Credit
Grades 11-12
Prerequisite: Must be concurrently enrolled or completed Algebra 2/Trig or higher.
In this course, students will work in teams of two or four to design and construct the solution to an engineering
problem, (original, taken from a database of problems, or a national challenge), applying the principles
developed in the four proceeding courses. Students will create an extensive portfolio of their work.
SCIENCE
212 Earth Science and 213, 214 E Science Repeat
40 Weeks (NCAA Approved)
1 Credit
Grade 9
This course represents an opportunity for students to gain knowledge about the earth they live on and its place
in the universe. The topics of geology, astronomy, meteorology, environmental change, earth dynamics,
hydrology, and paleontology are sequentially developed into a physical history of the earth.
222, 223, 228, 229 Biology: The Living Environment
40 Weeks (NCAA Approved)
1 Credit
Grade 10
This course deals with the study of living things and their relationship with the environment. Topics covered
by lecture and laboratory experience include cell structure, biochemistry, animal systems and processes, plant
systems and processes, reproduction, genetics, evolution and ecology.
218, 219 AIS Science
20-40 Weeks
0 Credit
These courses are required for students who fail to meet State competency in science.
Grade 9-11
220 Advanced Placement (AP) Biology
40 Weeks (NCAA Approved)
1 Credit
Grades 11-12
Enrollment is contingent upon recommendation of current science teacher.
This is a college level course in Biology and is intended for the student who will be going on to college and
pursuing a course of study in the Sciences and/or Technology. R Biology, R Chemistry and R Physics are
prerequisites.
232, 233 Chemistry: Regents
40 Weeks (NCAA Approved)
1 Credit
Grades 10 or 11
This is a Regents course, which covers the major topics in Chemistry including the nature and interactions of
matter and energy. Topics are presented with lecture and demonstration as well as laboratory experiments.
Students preparing for college/careers in medical fields, science, engineering and other technological fields
will benefit from this course. This course is designed to prepare students for college level work.
234 Chemistry: Non-Regents
40 Weeks
1 Credit
Grade 11
Non Regents chemistry is a course designed to introduce the student to the basic nature of matter and energy.
Topics covered include, but are not limited to acids and bases, nuclear and organic chemistry. Lectures and
laboratory work are integrated into a single period.
242 *Physics (Up to 8 SUNY College Credits)
27
40 Weeks (NCAA Approved)
1 Credit
Grades 11 or 12
This course explores the major principles of governing the physical world. Topics include mechanics, light,
sound, magnetism and electricity. This course is recommended for students planning careers in science,
technology or related fields. This full year course may be worth 8 credits from Cayuga Community College
244 Physics: Non Regents
40 Weeks (NCAA Approved)
1 Credit
Grades 11-12
This course will enable a student to grasp the basic principles and theories of physics. The topics covered are
similar to those found in Physics 242, possibly with less emphasis on mathematics, theory and more on real
world application. Lectures and laboratory work are integrated into this class.
252 Global Environment EFB 120
40 Weeks (NCAA Approved)
1 Credit
12 Graders have 1st option
Prerequisite: Living Environment (Biology) and Regents Chemistry
The Global Environment is s college level course offered through SUNY ESF. Gain knowledge and tools to
make informed decisions regarding the environment and the earth’s future and be able to understand the
connections between such varied topics as pollution, deforestation, climate change, acid rain, soil depletion,
economics, evolution, history and social justice. Successful completion of the course will give you 3 credit
hours towards college.
254 Meteorology
40 Weeks (NCAA Approved)
1 Credit
Grades 11-12
This is a Non-Regents, elective science course which will study weather phenomena and introduce the basic
physical principles governing the atmosphere; weather, instruments, observations and more. Lectures and
laboratory work will be integrated into a single-period class.
256F/256S CCC Chemistry 103/104 (Up to 8 SUNY College Credits)
40 Weeks (NCAA Approved)
1 Credit
Grades 11-12
Enrollment is contingent upon recommendation of current science teacher
This course explores the major principles of chemistry, and is worth 8 credits from Cayuga community college
upon successful completion. This course is the introductory chemistry course at CCC for students who are
majoring in a science. To take this course, students must have completed Regents Chemistry, and have an
uninterrupted program in sequential mathematics.
The American School Counselor (ASCA) Mindset & Behaviors for Student Success:
K-12 College and Career Readiness Standards for Every Student
Category 2: Behavior Standards
Demonstrate perseverance to achieve long and
short-term goals
Demonstrate ability to overcome barriers to
learning
Demonstrate effective coping skill when faced
with a problem
Self-Management Skills (con’t)
Demonstrate the ability to balance school home
and community activities
Demonstrate personal safety skills
Demonstrate ability to manage transitions and
ability to adapt to changing situations and
responsibilities
SOCIAL STUDIES
All students are required to pass a two-unit course in Global History and Geography, a single unit course
in United States History and two one-half units in Economics and Participation in Government. All
students are required to pass two social studies Regents examinations, Global History and Geography
and US History, in order to be graduation candidates.
Grade 9 - Global History and Geography 9
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Grade 10 - Global History and Geography 10 and the passage of the Regents Examination in Global
History and Geography.
Grade 11 - United States History and Government and the passage of the Regents Exam in U.S. History
and Government.
Grade 12 - Economics 12 (one semester) and Participation in Government (one semester) including the
completion of various student projects.
Students who fail either of the Social Studies Regents exams require academic intervention, (AIS), in that course.
110 Global History and Geography 9 Honors
40 Weeks (NCAA Approved)
1 Credit
Grade 9
Global 9 Honors follows the core curriculum as identified by the state. However, instead of emphasizing basic
“common knowledge,” the course focuses on and explores the ideas behind the subject matter, and the
relationship between the subject and the other areas of knowledge. This is a challenging course of study that
requires extensive amounts of reading and writing. This course is designed to help students develop the skills
and confidence they need to succeed in Advanced Placement courses.
112 and 122 Global History and Geography 9 and 10
2 Year Program (NCAA Approved)
2 Credits
Grades 9-10
This is a two-year course with a Regents Examination at the end of the second year. All students are required
to successfully complete Global History and Geography 9 and 10 and pass the Regents Exam to be a candidate
for high school graduation in New York State. The Course is organized around a chronological history of the
world from ancient times to the present. World history is the organizing center around which geographic,
economic, social, moral and political themes are developed. The grade 9 part of the course will end around
1815. Grade 10 picks up there and goes to the present. The Regents exam emphasizes knowledge of world
history, geography, important historical and geographic themes, and writing.
120 AP World History
40 Weeks (NCAA Approved)
1 Credit
Grade 10
Prerequisite: Success in Global History and Geography 9 Honors.
The Advanced placement Program (AP) offers a course in World History to qualified students. The course is
equivalent to an introductory college course in world history. AP World History covers global world history
from approximately 1750 C.E. to the present, with careful review of previous developments of the
Foundations Units. College level reading, writing and analytical assignments are included in the course.
College credit is granted by individual colleges based upon the student’s performance on a nationwide
examination.
132 American History
40 Weeks (NCAA Approved)
1 Credit
Grade 11
The eleventh grade United States History and Government course is a chronological study of American
History beginning with the colonial period and continuing to the present. The historical implications for such
areas of American life as the development of an American culture, American government and the
Constitution, politics, nationalism, sectionalism, the legal system, immigration, civil rights, cultural and
intellectual achievements, economics, standards of morality and leadership in our national life are examined
and emphasized. Passage of the New York State Regents examination in U.S. History and Government is a
New York State requirement for graduation.
149 AIS Social Studies
20/40 Weeks
0 Credit
Grades 9-12
This remediation course is designed to strengthen the participants’ critical thinking skills while addressing
individual weaknesses in relation to content and skills in the core curriculum areas of English and Social
Studies. The curriculum focuses on lessons that are designed to reinforce the Social Studies curriculum
while at the same time strengthening the students’ reading, writing, listening and speaking skills.
29
Remediation for students failing to demonstrate competency in Global Studies and US History and
Government is required by NYS Department of Education before re-testing occurs.
140 Advanced Placement (AP) American History
40 Weeks (NCAA Approved)
1 Credit
Grades 11-12
The Advanced Placement Program of the College Entrance Examination Board offers an effective way for students
who wish to pursue college-level studies while in secondary school and receive college credit from institutions of
higher education where they will matriculate upon graduation from high school. This course is open to
recommended juniors who wish to take the course in lieu of American History 11 Regents and as an elective to
seniors who have been recommended by their American History 11 Regents teacher. This course cannot replace
the required Grade 12 requirements of Economics and Participation in Government. *The aim of this course is to
build on the student's knowledge and understanding of principle themes in American History and to develop an
awareness of the consequences of American actions on other parts of the world. A further goal is to improve the
ability of each student to analyze historical events. The chronological period begins with the discovery of America,
continues through the colonial period and development of our nation to the present. College level reading, writing
and research assignments are included in the course. College credit is granted by individual colleges based upon
the student's performance on a nationwide competitive examination.
142 Participation in Government
20 Weeks (NCAA Approved)
1/2 Credit
Grade 12
This course stresses what may properly be called the art of citizenship in a democratic society. The course
content deals with how government policies affect our everyday lives and the various factors, which influence
the formulation of public policy. The course includes a community service component and student projects
involving actual participation in some aspects of the functioning of government. This one semester course is a
requirement for graduation in New York State.
144 Economics
20 Weeks (NCAA Approved)
1/2 Credit
Grade 12
A solid, traditional course in Economics, this one-semester required course includes the basic economic
concepts and understanding which all people need to function intelligently in the economy of the United
States, helping students understand money matters from prices and taxes to investments and the stock market.
The one semester course is a requirement for graduation in New York State.
GRB Post High School Planning web sites:
New York State Private colleges and Universities: http://www.nycolleges.org
State University of New York: http://www.suny.edu/student
National Public and Private Colleges and Universities: http://nces.ed.gov/collegenavigator
Free College Applications to the following: Cayuga CC, Onondaga CC, Herkimer CC, Jefferson CC,
Mohawk Valley CC
Free On-Line Applications: Cayuga CC, Onondaga CC, Tompkins-Cortland CC, Broome CC,
Monroe CC
150 Advanced Placement (AP) Economics
40 Weeks (NCAA Approved)
1 Credit
Grade 12
The Advanced Placement Program of the College Entrance Examination Board offers an effective way for
students to pursue college-level studies while in secondary school and receive college credit from institutions
of higher learning where they will matriculate upon graduation from high school. The course is open to
recommended seniors only. This course may be used in lieu of students’ Senior Economics AND
Participation in Government requirements. Our regular economics course is not recommended as a prerequisite. The course offers a solid background in both, micro and macro economics. In addition the course
enhances students’ analytical and interpretive skills. College level reading, writing and research are included
in the course. College credit is granted by individual colleges and universities based upon the student’s
performance on a nationwide competitive examination.
30
152 Sociology
20 Weeks (NCAA Approved)
1/2 Credit
Grade 12
The study of sociology reveals and clarifies the structure of groups, group phenomena, and the role of the
individual in various kinds of groups. Sociologists endeavor to predict social behavior by use of the scientific
method and social research. This is a one semester elective course open to juniors and seniors.
154 Psychology
20 Weeks (NCAA Approved)
1/2 Credit
Grade 12
Psychology is the science of human behavior. It has as its aim the understanding and prediction of behavior.
This one semester elective course is concerned with the scientific study of all forms of behavior: e.g. learning,
growth and development, thinking, feeling, perceiving, social behavior, personality development, typical
behavior and the physiological process underlying behavior. This is a one semester elective course open to
juniors and seniors.
156 *World War II
20 Weeks or 40 Weeks EOD (NCAA Approved) 1/2 Credit
Grade 12
This course examines the causes, leaders, strategies, weapons and battles of WWII. Special focus will be on
analysis of historically accurate films from the perspectives of Jews, Germans, Soviets, Japanese and
Americans. Students will learn to research, write, and present a topic of their choice. This is a one semester
elective course open to seniors and is worth 3 credits from Cayuga Community College.
The American School Counselor (ASCA) Mindset & Behaviors for Student Success:
K-12 College and Career Readiness Standards for Every Student
Category 2: Behavior Standards
Social Skills
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Use effective oral and written communication skills and listening skills
Create positive and supportive relationships with other students
Create relationships with adults that support success
Demonstrate empathy
Demonstrate ethical decision-making and social responsibility
Use effective collaboration and cooperation skills
Use leadership and teamwork skills to work effectively in diverse teams
Demonstrate advocacy skills and ability to assert self, when necessary
Demonstrate social maturity and behaviors appropriate to the situation and environment
TECHNOLOGY EDUCATION
622/623 Design/Drawing for Production (DDP)
40 Weeks
1 Credit
Grades 9-12
Prerequisite for 623: Must be concurrently enrolled in Algebra I or higher.
DDP is a one unit, 40-week course that is open to all students. Students will experience challenging design
and problem-solving activities. The Design/Production process will focus on the steps taken from the design
concept to the completion of technical drawings, illustrations, and prototypes. Students will develop technical
drawing and model building skills and apply them to their own design ideas. Students will use technology
software applications in problem solving, design and the drafting process. Course 623 meets the initial
requirement
for
the
Project
Lead
the
Way
(PLTW)
program.
Either course may be used by all students to satisfy 1 unit of the NYS Art/Music graduation
requirement.
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610 Transportation Systems
20 Weeks
1/2 Credit
This course explores transportation systems from four perspectives:
•
Grades 9-12
•
Space Transportation
• Water Transportation
Air Transportation • Land Transportation
This course is based heavily in math and science, covering areas like: Newton’s Laws of motion,
aerodynamics, density, displacement, efficiency, and theories of flight. This course also covers systems, and
the societal, economic, political and environmental impacts of the transportation system.
636 Communication Systems
20 Weeks
1/2 Credit
Grades 9-12
A computer based exploratory course that provides the opportunity to discover means of modern
communication. Students will examine past, present, and future communication tools. Course objectives are
to utilize digital photography, desktop publishing, video capture/editing to communicate a desired idea or
message.
638 Graphic Communications
20 Weeks
1/2 Credit
Grades 9-12
This is a foundation course that introduces the application of visual principles. Electronic Graphic
Communications examines the printing, publishing, and design industries. With a computer based core, we
will examine digital image design, typography, computer software technology, image transfer and document
finishing.
644 Energy
20 Weeks
1/2 Credit
Grades 9-12
Every technological endeavor makes use of one or more energy forms. This Energy course, designed as a half
unit, 20-week course, is intended to acquaint students with the sources and forms of energy available now and
what may be available in the future.
Students will learn that there are often choices to be made about the most appropriate energy form to use. The
course stresses the importance of identifying the issues and problems associated with use of each energy form.
Identifying the consequences of choices is also an important aspect of the course. The first module identifies
the forms of energy, the conversion techniques used to make the energy more usable, the availability of each
form, and the uses made of each form in each major sector (residential, commercial, industrial, and
transportation). The second module deals with the major sources of energy and the problems and issues
surrounding their use. The third module emphasizes the conversion processes that make energy available in
more usable forms. The fourth module provides opportunities for students to make decisions about the
energy-related fields.
648 Manufacturing Systems
20 Weeks
1/2 Credit
Grades 9-12
Manufacturing Systems is the study of the processing of materials and knowledge to make products. This
course is organized around five topics: manufacturing inputs, resources, processes, outputs, and control. These
five categories have been specifically tailored to manufacturing concepts and correlate very closely to the
universal systems model.
1.
Inputs: desired project and expected impacts.
2.
Resources: people, information, materials, tools/machine, capital, energy, and time.
3.
Processes: forming, separating, combining, and conditioning.
4.
Outputs: products and impacts.
5. Control: reasons and methods.
650 Construction Systems
32
20 Weeks
1/2 Credit
Grades 9-12
This course is designed to introduce the student to on-site construction systems. Areas of study will include
site layout, foundation systems, floor framing, residential wall framing, truss construction, and roofing.
Students will become proficient in the use of an assortment of hand and power tools through the completion of
small scale projects, which accounts for 80% of this course.
618 Studio in Photography
20 Weeks
1/2 Credit
Grades 10-12
In this class students will learn the art of capturing images using digital photography. This hands-on course
will provide students with the opportunity to explore composition techniques and the various fields of
photography. Photoshop and GIMP programs will be used to edit photos and create the perfect shot. Digital
cameras will be provided for students to use.
642 Basic Automotive Technology 1
20 Weeks
1/2 Credit
Grades 10-12
Prerequisite: Successful completion of Transportation Systems
This Technology Education course has a focus on the main power system used in the transportation system,
the gasoline engine. Units of study include basic engine theory (2 stroke, 4 stroke, Diesel, and Rotary),
carburetion, ignition systems, lubrication systems, cooling systems, fuel systems, engine power, performance,
and efficiency. Students must provide a small 4 stroke gasoline type engine (lawnmower type)
for the practical section of this course.
646 Advanced Automotive Technology 2
20 Weeks
1/2 Credit
Grades 10-12
Prerequisite: Successful completion of Basic Automotive Technology 1
This course builds upon the previous knowledge and skills learned in the Basic Automotive Technology
course. Units of study include:
• Brake systems
• General automotive maintenance • Steering and suspension
• Troubleshooting
• Automotive electronics
• Automotive Repair
637 *Media Productions
20 Weeks
1/2 Credit
Grade 12
Lectures, demonstrations and hands on activities will enable students to discover the basic theory and
applications of film based and electronic imaging. Students will learn how to work with captured images,
process and manipulate digital images and create picture files that can be sequenced, saved or outputted to
electronic imaging or printing devices. Eligibility requirements for enrollment are found under Cayuga
Advantage Program on page 9.
This course is worth 3 credits from Cayuga Community College.
It is recommended that technology students select a 5 unit Sequence from the courses
listed below if qualifying for an Advanced Regents Diploma
(in lieu of the LOTE requirement, page 2).
Five Unit Technology Education Options
Required for 5 unit sequence
 Design and Drawing for Production (1)
 Career and Financial Management (1)
Elective Systems Courses
 Communications Systems (1/2)
 Construction Systems (1/2)
 Manufacturing Systems (1/2)
 Transportation Systems (1/2)
Required Foundation Courses
 Energy (1/2)
 Graphic Communications (1/2)
Electives
 Basic Automotive Technology (1/2)
 Advanced Automotive Technology (1/2)
 Digital Electronics (1)
 Photography (1/2)
 Principles of Engineering (1)
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Examples of
Occupations Requiring
College Preparation
Accountant
Teacher
Engineer
Diplomat
Research Assistant
Computer Analyst
Medical Illustrator Journalist
Financial Analyst
Insurance Agent
Scientist
Social Worker
Vocational Education
VOC1 Vocational Technology Education
40 Weeks
1 Credit
Grades 9-12
Courses are designed to offer training that is skills based rather than traditional academic classroom
teaching. Students will be trained in several technology related fields that will link school to the
workplace. Students will be expected to complete several hands-on projects that require machining,
welding, construction, fabrication and manufacturing. Students will explore career connections between
school and the workplace. Courses will explore trade-based skills for automotive, manufacturing,
construction, small engines, machining, and metal fabrication.
WKST Work Study/Job Shadow Internships
20 Weeks or 40 Weeks
½ or 1 Credit
Grades 10-12
Students enrolled in the internship program will have the opportunity to earn credit while being placed at
one of several local businesses, companies, organizations or programs. The internship is located off the
school campus at one of several places in the Fulton area. Enrolled students will be on track to complete
a minimum of 60 hours for .5 credit or 120 hours for I credit. While at their site, students will be working
collaboratively with other employees and will be a large part of the daily activities and job functions. The
goal of the internship is to allow students to gain real-world experiences to earn credit toward graduation
while being placed in the local workforce.
*Cayuga 101: Foundation for College Success (3 SUNY College Credits)
20 Weeks
½ Credit
Grades 11-12
Cayuga 101 is designed to increase students’ success in college and careers. The purpose of the
course is for students to be able to understand, evaluate, and plan to navigate critical aspects of life after
high school. This course will help students achieve success in college and in life by following the eight
On Course principles: personal responsibility, self-motivation, self-management, interdependence, selfawareness, life-long learning, emotional intelligence, and belief in themselves.
This course is specifically designed for students planning on attending college
College Planning Guide for Students and
Parents
INTRODUCTION
College-bound students are often overwhelmed by the scope of the decisions they must make during the
process of choosing a college. The anxiety-producing effects of decision-making are balanced by the
opportunity the adolescent student has to grow as an independent person and begin the difficult task of
breaking away from the influence of parents, peers and high school.
The job of the school counselor in this delicate situation is to provide the kind of information and
encouragement that will allow the student to make informed decisions based on the most comprehensive
information possible.
ABOUT THIS SECTION
This section is a result of compiling valuable guidance information from a number of sources into a
comprehensive, easy-to-follow guide for parents of college bound students. Starting with 8th grade, the
booklet offers advice, information and educational tips for each year of high school. In our attempt to
34
make this as easy to read and follow as possible, everything that is underscored in the text is contained in
the Glossary of Common Terms. Also, the dark boxes throughout this section contain helpful
information ranging from ACT registration to taking regents exams.
Although the first part of this booklet addresses the parent role in the college selection process, we
encourage a team approach in the process where the parent, student and counselor are all working
together to become as well prepared as possible in making an informed decision.
A message from your school counselors to parents and students.
We invite you to become acquainted with the many valuable resources available in the Guidance
Office. Some of the resources of interest include:
 computerized college search programs
 3 networked computers with internet access
 Scholarship search programs and books
 Financial Aid information
 SAT and ACT college entrance test prep materials
 College catalogs
 College videos and DVD’s
 Career and occupational information
 Military information
Start your search early, and feel free to ask your counselor for help. We will be happy to assist you.
PART I
THE HIGH SCHOOL EXPERIENCE
YEAR BY YEAR
Part I of this guide provides you with the information you need to advise your son or daughter at each
grade level. If you have any questions at any time, please call your son or daughter’s counselor. A
school counselor is an invaluable resource however you and your son or daughter must assume the
responsibility for meeting college requirements.
8th Grade
Getting ready for high school
Generally speaking, the grades that a student earns in eighth grade are not included in his/her Class Rank
or Grade Point Average, (GPA), except for a LOTE, Integrated Algebra and/or Earth Science which are
taken in eighth grade for high school credit. Nevertheless, eighth grade is an important year for a variety
of reasons.
1) Grades earned in eighth grade are used to determine placement in ninth grade course levels.
2) Students who develop and practice good study skills and work habits in elementary and junior high
are better prepared for high school. Good attendance is critical to school success and being present and
on time to school is a habit that will help students prepare for college and career.
3) With few exceptions, all students are required to take English, global history, math, science, and a
foreign language in their first year of high school. Students are given an opportunity to choose from an
assortment of electives, which they may want to continue through high school. Working with their high
school counselor, all of this information is placed on a Four-Year Plan, a document that helps track
graduation requirements. Parents may request a copy of the Four–Year Plan from their child's counselor
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at any time. This may also be a good time to investigate college requirements and match those
requirements with the four - year plan.
4) College and scholarship committees like to see students who are well rounded and active. G. Ray
Bodley High School offers numerous clubs and activities for all students. With this in mind, parents are
encouraged to help their child choose activities or identify clubs that he/she will enjoy in high school.
5) Students who attended 8th grade at the Fulton Junior High School during the 2013-14 school year have
created a college and career portfolio that will assist in tracking their personal, academic and career goals,
identify their areas of interest and select careers or college programs that align with their goals and
interests. This portfolio will be updated each year during high school.
9th Grade
Making the transition to high school
This is the year when everything “counts.” Grades that a student earns are used in determining class rank
and grade point average and are placed on the students’ transcript. Activities, awards and honors can all
be listed on the student’s activity record, which is a cumulative record of extra-curricular activities sent to
college and scholarship committees. Listed below are some suggestions that can help make your child’s
first year of high school a successful one. A sample activity record is located on the back cover.
1) Monitor academic progress.
All progress reports and report cards are mailed home. Make sure that you see them. Feel free to contact
your child’s counselor to provide support and encouragement to your son or daughter. In addition,
parents can monitor their child’s grades by checking SchoolTool frequently and communication with
teachers and the counselor regularly. Parents can find directions for accessing SchoolTool on the Web
site or by contacting the guidance office.
2) Update the activity record.
Remember to keep track of all activities, honors and awards to put on the activity record. These activities
should also be included in the college and career portfolio.
3) Encourage your son or daughter to become involved in school activities.
The degree of involvement in clubs and activities is a sign of commitment and dedication, positive
qualities evident to any college or scholarship committee. Encourage your son or daughter to develop
their leadership skills by becoming an officer or captain or by seeking another leader position. Activities
like volunteer work or community service also look impressive on an application.
4) Review your son’s or daughter’s course selections in the spring of the year.
With the help of their counselor and from teacher recommendations, your son or daughter will be placed
in the most appropriate academic course level for their sophomore year. Consult with your child’s
counselor to be sure your son or daughter is on track to meet college admission standards. You will be
required to sign off on the courses your child selects.
5) Monitor your child’s progress on his or her college and career portfolio.
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Portfolios will soon be available on an educational website. Your son or daughter will have the password
to access his/her account. When they become available, parents will be provided information about
accessing the portfolios. In the meantime, please feel free to contact your child’s counselor.
Helpful websites for: Career exploration, College search, Test preparation, Interest Inventories.
bigfuture.collegeboard.org
ACT.org
Choices (all users folder at GRB)
or go to our guidance website at fulton.cnyric.org and access links to: career zone,
college.gov, peterson’s, career zone, career ladders and occupational outlook handbook.
Other helpful websites are listed on page 43.
10th Grade
A year of growth and development.
Personal growth in terms of aptitude, interests, and abilities should be more evident in the sophomore
year. Students should be looking for more ways to develop the skills and talents further. You should:
1)
Continue to monitor academic progress.
2)
Ensure your child maintains good attendance habits and is present and on time for school
each day.
3) Continue to encourage your son or daughter to become involved in clubs, organizations,
volunteer work, community service, and other leadership roles.
4) Have your son or daughter register for the PLAN.
The PLAN is a pre-test for ACT which measures academic skills in English, math, reading and science
reasoning. A comprehensive description of PLAN can be found under College Testing.
5) If your son or daughter is enrolled in advanced courses, it may be a good time to consider taking
standardized tests.
Consult with your son or daughter’s counselor to see if taking the PSAT in the fall and SAT/ACT in the
spring is appropriate.
6) Consult with your son or daughter’s counselor regarding the four-year plan. Make sure that
your son or daughter has selected the most appropriate courses for their junior year. You will be
required to sign off on the courses your child selects.
11th Grade
The year to begin making serious decisions
regarding post-secondary options.
1) Continue to monitor academic progress and school attendance.
2) Continue to encourage your son or daughter to continue their involvement in clubs,
organizations, etc.
3) Be sure that your son or daughter registers for the PSAT.
The PSAT is a pre-test for the SAT I and measures academic strength in the areas of math, verbal, and
writing. This test is given in October only. A comprehensive description of the PSAT can be found
under College Testing.
4) Talk about college possibilities. Refer to the College Selection Process in Part III
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5) Be sure that your son or daughter registers for the ACT and SAT in the early spring. (see
College Testing in Part II).
Spring may also be a good time to take an SAT II subject test(s).
Late spring is a time when students are reviewing and otherwise preparing to take final exams. This
preparation can also have a secondary purpose of preparing for the SAT II, especially if your son or
daughter has been taking an Advanced Placement course.
Please note: Fee waivers are available for some students. Students should see their counselor for
qualifying information.
6) Visit college campuses and meet with college admissions representatives starting in the spring.
Call the college’s admissions office to arrange for a campus visit, interview with an admissions
representative and financial aid officer. Check the dates for scheduled “open houses.” If you visit a
campus during their break, be sure to revisit when the school is in session.
7) Be sure that your son or daughter maintains a competitive academic schedule during the senior
year.
The final year of high school is not the time to “lay off” or “take it easy.” Colleges like to see consistency
in a student’s academic program. Be sure that all requirements are in place for both graduation and
NCAA eligibility.
8) Keep the Activity Record updated and be sure your child’s college and career portfolio contains
comprehensive list of all activities and community service.
9) If you are interested in one of the Military Academies, the application process should begin after
the second report card of the junior year.
12th Grade
The year when everything comes together.
1) Continue to monitor your son or daughter’s academic progress.
Contrary to what some seniors may believe, senior grades are important. Many colleges request both first
quarter and half year grades along with a final transcript in June.
Beginning with the first progress report in October, if a senior is performing at a grade of 72 or below in
required courses, they will be placed on a S.N.I.G. list. SNIG is an acronym for “senior not in good
standing”. A grade of 72 is used because one bad test may bring the average to below 65. Students and
parents are informed of their SNIG status by the school administrators beginning after the first report card
(to cover first semester courses).
2) Have your son or daughter register for the first or second ACT and/or SAT.
The guidance department encourages all college-bound students to take the SAT I and ACT more than
once. If your son or daughter is hoping to be accepted into a competitive college or is applying for
scholarships, having high test scores could be important.
See College Testing in Part II for more information.
3) Help your son or daughter set up and maintain a calendar for the year.
Keep an accurate log of application deadlines for both college and scholarship applications, test dates, and
college visitations.
4) College applications.
Students should be able to apply to most colleges on their website or you may be able to download a
paper copy if available. Students applying to multiply colleges may want to use the Common Application
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or SENDEDU or SUNY.edu for NYS colleges. These application agencies serve students, member
institutions, and secondary schools by providing applications that students and school officials may
submit to any of over 500 members. Membership is open to colleges and universities that promote access
by evaluating students using a holistic selection process.
Be sure that all student information on the application is complete, with the appropriate fee, before taking
it to the guidance office. The counselor will complete the application by providing class rank/GPA
information, a profile, a letter of recommendation if required or requested, the activity record, and a
signature. All postage must be provided by the student.
Some colleges may require an essay or personal statement. Be sure that everything is neatly written and
proofread. Our English teachers are very happy to help students with their essays.
5) Apply for financial aid and scholarships.
The guidance office receives scholarship information from both local and national sources. We publish
and update a list of all available scholarships in a newsletter which is sent to all senior homerooms and is
always available in the guidance office. All eligible students are encouraged to apply. Please read all the
qualifications, conditions, and requirements of the scholarship before they are processed.
Our guidance office also contains numerous sources on scholarships and financial aid information
including internet addresses, computer programs and books. Take advantage of this information. This
material is for reference and must remain in the guidance office for all students to use.
The financial aid process begins with filing the FAFSA form no earlier that January 1st of your son’s or
daughter’s senior year. In December the guidance department sponsors a financial aid night hosted by a
local financial aid officer. This is a valuable event especially for parents who are going through the
process for the first time.
The guidance department also sponsors a financial aid workshop where area financial aid officers will
actually help parents fill-out the FAFSA application. This would take place in January or early February.
6) It’s time to make a decision.
After you’ve followed all the steps from the preceding pages, you’re ready to make a decision. After you
make your choice, be sure to remit all appropriate fees on time. As a courtesy, notify the other schools
that you are not accepting their offer for admission.
For financial aid help and information, go to: FAFSA.gov or HESC.com
For scholarship information, visit our guidance website at fulton.cnyric.org, “money for
college” and link to: scholarships.com, fastweb.com and schoolsoup.com
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To Avoid common errors in the college application process…
Completely read all instructions and the application itself before you fill it out.
Personally edit your essays. It is possible that a correctly spelled word may not be used
properly in your essay (e.g. accept, except or affect, effect).
Give yourself time to do a good job. Don’t rush. The appearance of your application
may send an important message about you.
Don’t procrastinate! Selecting a college is one of the most important, and costly
decisions you and your family will make. Make it a priority. Don’t put it off until the
last minute.
Give the Guidance office time to process your application, and the hundreds of others
we receive each year. Our office completes numerous equally important tasks, so don’t
assume that your “last minute” request can be accommodated. An application that is
late getting to our office will be late getting to the college.
Request recommendations early and follow up to be sure they are in our office in time
to send your application. Provide each person writing a recommendation with a profile
of your activities, awards, accomplishments, etc.
COLLEGE ADMISSIONS CRITERIA
What do colleges consider in determining whether they will accept an applicant? Although few colleges
would give exactly the same weight to all items on the following list, most would agree that the following
would be considered in determining an applicant's fitness for college.
Academic Record: Most colleges consider a student's overall academic average to be the single most
important indicator of how well an individual will do in college.
Average/Rank in Class: These are figures which compare students within a grade. In looking at the
average/rank, a college would want to know the kind of students who are competing.
Quality of Courses: Most colleges look more favorably upon a high average if it has been obtained
while taking academic courses. It should be noted that many colleges use only the academic courses in
computing a student's average for acceptance to their school. For example, they are most interested in
English, Social Studies, Math, Science and Language courses. Other courses may be taken into
consideration depending upon the declared major, i.e. technology, music, art.
Transcript: A transcript is a detailed record of academic activity. Our transcript contains the following:
1. Courses, grades, regents/final exams, and credit for each grade level completed, beginning with grade
9 (or grade eight if Course I and/or Earth Science was taken).
2. Cumulative GPA and class rank after 6 semesters of school, (end of the junior year).
3. Standardized testing results which can include the SAT I, ACT, SAT II, and/or AP Exam(s).
40
All college and most scholarship applications require an official transcript for processing. An official
transcript must include an official signature and school seal in order to certify authenticity and security.
An unofficial transcript contains the same information as an official transcript without the official
signature and seal. Seniors are given an unofficial transcript at the beginning of their senior year to check
for accuracy and for their use in presenting themselves to college admissions representatives.
College Entrance Examination Scores: Most colleges require a student to submit SAT or ACT scores
which are used as a measure of a student's ability to do college level work. The College Board also has
Achievement Tests (SAT II) available in single subject areas. Some highly competitive schools may
require the Achievement Tests. SUNY Schools will accept scores from either the SAT or ACT. Students
have an opportunity to see how well they will do on the College Board by taking the PSAT in their Junior
year or the PLAN for the ACT in tenth grade.
Recommendations: Some colleges require recommendations from various adults with regard to the
student's character, attitude, accomplishments, etc. As part of a comprehensive application, teachers are
asked to write letters of recommendation. In many cases, the counselor will be asked to write a
recommendation. Therefore, it is important to make him/her aware of any information that should be
included.
What do colleges ask school counselors to answer on their recommendation forms?
EXTRACURRICULAR What is the quality of the applicant’s participation in extracurricular,
community, or work activities? Please characterize the applicant’s leadership capability.
PERSONAL How would you and others describe the applicant in personal terms, including any
special strengths, ability, or problems?
ACADEMIC How would you evaluate the applicant’s general academic performance?
To what extent has the candidate made use of his or her intellectual potential and of the educational
opportunities available?
PART II
COLLEGE TESTING
G. Ray Bodley High School offers a comprehensive college admission testing program. A description of
each of the tests is described below.
PLAN
PLAN is a planning tool designed specifically for high school sophomores that serves as a practice test for
the ACT college entrance test, provides students with information about their current academic
preparation, initiates the exploration of post-secondary education and career plans, and offers students the
opportunity to receive information from colleges, universities and scholarship agencies. The exam is
available to all sophomores and is administered on a Saturday morning in the early fall.
PLAN is divided into 2 major sections – a 90 item career interest inventory that helps students identify
careers, and the 4 academic test areas (English, mathematics, reading and science).
It is recommended that all college bound sophomores take the PLAN. The results will help students and
their families: 1) analyze academic strengths and weaknesses, 2) begin or continue to explore future
41
career and educational opportunities, and 3) through the ACT Educational Opportunity Service, send
information about students to colleges and scholarship agencies you may be interested in exploring.
A nominal fee is required to register for the PLAN, and arrangements can be made through the Guidance
Office. Students signing up will receive a copy of the “Planning Guide for Students and Parents” that
contains testing tips and practice test items. PLAN results are received within 4-6 weeks of the testing
date, and are distributed to students in small group settings by the guidance department. Students receive
information regarding career interests, and scores in each of the four academic subject areas, as well as a
composite score (ranging from 1-32). All sophomores are encouraged to become familiar with the ACT
college testing format through the PLAN.
PSAT/NMSQT
The Preliminary Scholastic Assessment Test/National Merit Scholarship Qualifying Test is a practice test
for the SAT which is also used to determine National Merit semi-finalists. It is given each October only,
primarily to juniors.
The PSAT is divided into 5 sections (two verbal, two math and one writing). All college bound juniors
should take the PSAT for the following reasons: 1) It is good practice for the SAT and it will give
students a good idea of how they will score on the SAT. 2) Students, through their scores, are compared
with other college bound juniors from across the country. 3) Students with exceptionally high scores are
recognized by the National Merit Foundation which can lead to scholarships.
In order to register for the PSAT, a nominal fee is required. When a student registers, he/she will receive
a Student Bulletin containing test-taking tips and a practice test. Students should be encouraged to take
advantage of the practice test as a good preparation for the actual test.
The guidance department disseminates the test results by mid-December. Students receive a Verbal, Math
and Writing score, with each ranging between 20 and 80. For National Merit purposes the three scores
are added together to determine a Selection Index. Students whose Selection Index scores are in the top
five percent will be recognized by National Merit. High schools are notified of their National Merit
finalists in the Fall of the following year. The guidance department encourages sophomores who are in
Honors English 10 and/or Advanced Math or Science to take the PSAT to get a head start on standardized
testing. This is with the understanding that the students will take the test again as juniors, (only juniors
are eligible for National Merit competition).
ACT and SAT
SAT (Scholastic Assessment Test) and ACT (American College Testing): Virtually all four-year colleges
require scores from either the ACT or SAT I as part of their admission process. Many colleges will
accept scores from either test; however some colleges may prefer one over the other. Students should
check the college’s catalog for their test preference. Students may retake these tests as often as they like;
colleges will generally use the highest score from any of the tests, but some colleges will take scores from
a single test only. Again, check the college catalog for the school’s preference. Students should generally
take these tests beginning in the spring of the junior year in order to allow time to retake them if scores
are not as high as they need to be. Students who are hoping to be accepted into competitive colleges as
well as students who are applying for scholarships should take both the ACT and SAT I.
SAT II: These are subject tests that are one hour in length, and measure a student’s knowledge in specific
subjects like French, math, chemistry, English composition, etc. The SAT II may be required by some of
the more competitive colleges for admission or placement along with the SAT I. Students should always
check a school’s admission policy for the required tests. Up to three subject tests may be taken on any
one date. The same registration form for the SAT I is used for the SAT II. Students cannot take both the
SAT I and SAT II on the same date.
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ACT and SAT I Registration: Registration packets and study guides are available in the guidance office.
Students should read the study guides, and take the practice test. Additional preparation material is
available in the guidance office and library through books, videos and computer programs.
The ACT is generally offered in October, December, February, April, and June. The SAT is generally
offered in October, November, December, January, March, May, and June. G. Ray Bodley High School
hosts the ACT in October, December and June and the SAT in November and June. All tests are given on
a Saturday morning and last approximately four hours. Test results are mailed to the student and to the
guidance office within four to eight weeks after the test date. Registration deadlines are usually four or
five weeks prior to the test. Students should be aware of the registration deadlines in order to avoid
paying a late fee. The registration packet is mailed directly to the appropriate agency by the student.
Approximately two to three weeks before the test date, students are sent verification forms/admission
tickets from the testing agency along with any appropriate instructions. Students should make sure that
all the information is correct before they take the ticket with them to the test. If a test site was mistakenly
coded, an additional fee is required in order to change the test site. Be sure to check all code numbers for
accuracy in order to avoid paying correction fees.
Test scoring
The ACT contains four multiple choice tests: English, Math, Reading and Science Reasoning. Students
can score in a range of 1 to 36 for each section. The combined average of the four sections is the
Composite score, also from 1 to 36. The national average Composite score is approximately 20.8.
The SAT I is comprised of three sections, Critical Reading, Math, and Writing with scores ranging from
200 to 800 for each section. The highest possible combined score is 2400.
Useful Web Sites for:
www.careers.org
www.mapping-your-future.org
www.review.org
www.jobweb.org
www.jobcorp.gov
www.monstercollege.com
College and Career Planning:
www.petersons.com
www.collegeview.com
www.collegeboard.org
www.fastweb.com/college-search
www.finaid.org
www.studentaid.ed.gov/guide
PART III
www.review.com
www.suny.edu/student
www.gocollege.com
www.universities.com
www.opportunity.gov
www.studentloans.gov
THE COLLEGE SELECTION PROCESS
Graduation from high school is more of a beginning than an end as it can be a starting point for your
child’s future education and career goals.
Within the scope of "college", is included, four year colleges and universities, community colleges,
technical colleges, vocational schools, business schools, nursing schools, and the like. The best place to
start is to establish career goals. Your son or daughter has already received an abundance of information
about career options from the school counselors. The closer they get to making a career decision, the
easier it will be to determine their educational needs.
College majors are one of the most critical factors in selecting a college. If a career goal has been set, you
should look at schools which will best prepare your son or daughter for that career. If career goals have
not been formalized, look at schools which offer a wide variety of programs and will allow the most
flexibility. There are many sources for college majors and careers available in the guidance office. These
include many online sources, Peterson's Guide to Four Year Colleges, and Barron's: Profiles of
American Colleges. A list of career titles can be found in the U.S. Department of Labor's, Occupational
Outlook Handbook. By narrowing career fields, the choice of college majors narrows.
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To the Student:
The next few pages are written with the focus on
student involvement in the college selection process.
CHOOSING A COLLEGE
Choosing a college can be a difficult task if you don't know where to start. With over 3,000 colleges in
the United States, each with their own strengths and weaknesses, how can you best choose the college
that's right for you?
The best suggestion is to seek out people who can help. The most important individual in this process is
your school counselor. Other people who can help may include, teachers, college students, alumni and
college admissions counselors. Discuss your plans with them. Think about what is most important to you
as you plan for your future education and your career.
The size of the student enrollment can also be an important factor in choosing a school. There are
obvious advantages to a small, intimate college environment where students and professors can get to
know one another. Larger schools may seem too impersonal to suit your needs while at the same time,
offering a variety of courses and programs that small schools cannot. Location is also important in making
a decision. Will you be comfortable in a large city setting or is a small community better to meet your
needs? We strongly recommend visiting any school in your search.
Academic program
What degrees are offered? Majors? Minors? Electives? What core courses are required in your freshman
year? Are there any special programs such as: independent study, off-campus study, study abroad, joint
programs with other colleges? What program is the school noted for? How intense is the academic
pressure on students? Is the college accredited? By whom?
School life
Is the college religiously affiliated? Are students predominately of one religion? Are there facilities
available for religious services on or off campus? How is the social life? What kind of events are held on
campus? What are the college's athletic facilities? With which intercollegiate sports is the college
involved? Do students receive preferential seating at sporting events? Is public transportation available?
Can I have a car on campus? Are there any parking restrictions?
Before being mailed, all college applications must be processed by the counselor.
Processing includes attaching an official transcript and school profile, writing a
recommendation where applicable, and completing the school information section.
Counselors should also be informed if an application is submitted online.
Activities
Does the school sponsor a variety of activities such as newspaper, magazine, yearbook, dance, drama,
band, radio, TV, fraternities, sororities, political organizations, ethnic organizations, community service
programs, intramural and/or intercollegiate sports, etc.?
Admissions
What are the admissions requirements: SAT and/or ACT, number of high school academic units required,
interview, class rank, grade point average, recommendations, achievement tests (SAT II), special program
requirements (art portfolio, audition), placement tests, essay. Admissions deadlines? Rolling
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admissions? Early decisions? Deferred admissions? Application fee? Number of applications? What
percent are accepted?
Average SAT/ACT scores for incoming freshmen? Class rank average? Percentage of students who
continue for the following year? Percentage of graduates who enter graduate school? Job placement rate
upon graduation?
Counseling/faculty
Are faculty advisors provided? Personal or psychological counseling? Financial counseling? Career
counseling? Placement counseling? What is the size of faculty? Full and part-time? What percentage
hold Ph.D.'s? What is the student/faculty ratio? Do graduate students teach? What is the average class
size?
Costs
What are the charges for tuition, room and meals? Are there different plans? Is a down payment
required? What is the payment schedule? Any special payment plans? What is the anticipated budget,
(includes items from transportation to toothpaste)? What financial aid programs does the college have?
How many students receive financial aid? What are the requirements? Do you find your own job or does
the college do it for you? Is it on or off campus?
This is by no means a full list of questions and concerns but it's a good start.
KINDS OF COLLEGES
There are a variety of schools available to meet everyone's needs. You are limited only by your career
goals or finances. Here is a description of schools that may help you in finding what you are looking for.
Business School: Business schools fall into two categories. At some colleges it is possible to specialize
in business administration or in a two-year secretarial course in conjunction with supplementary liberal
arts courses. Other institutions offer predominantly the business or secretarial courses and may or may
not be regionally accredited.
College: An institution that offers educational instruction beyond high school level in a two-year or fouryear program.
Community College: Two-year public institution offering similar programs as junior colleges. Students
may need to commute, as the school does usually not provide dormitories.
Engineering or Technological College: Independent professional schools, which provide four-year
training programs in the fields of engineering and the physical sciences. They are often known as
Institutes of Technology or Polytechnic Institutes.
Junior College: Two-year institutions of higher learning which provide vocational training and academic
curricula (terminal and transfer).
Liberal Arts College: Four-year institution which emphasizes programs of broad undergraduate
education. Pre-professional or professional training may be available but is not stressed.
Nursing School: There are two kinds of nursing schools. At schools affiliated with hospitals, students
receive R.N. degrees upon completion of their training. At schools affiliated with four-year colleges,
students receive both a B.S. degree and an R.N., and have possibilities of entering the field of nursing
administration.
Teachers College: Almost all public teachers colleges have become liberal arts "state colleges" offering
majors in the fields beside education.
Technical Schools: A two-year institution which may offer terminal and transfer occupational programs
intended to prepare students for immediate employment in fields related to engineering and the physical
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sciences or to continue at a four-year Engineering or Technological College. These schools may also
offer one-year certificate programs in certain crafts and clerical skills. On-campus housing is usually
available.
Trade School: A school which offers specialized training of varying duration in specific work fields
such as: beautician, computer technology, practical nursing, culinary arts, drafting etc.
University: An academic organization which grants undergraduate and graduate degrees in a variety of
fields and which supports at least two degree-granting professional schools that are not exclusively
technological (such as medicine, journalism, or agriculture). It is composed of "schools" or "colleges","
each of which encompass a general field of study.
Upper-Division College: An institution offering bachelor's degree programs that begins with the junior
year. Entering students must have completed the freshman and sophomore years at other institutions.
SUNY Institute of Technology at Utica/Rome is an example of an Upper-Division College.
CHOOSING A COLLEGE MAJOR
The bulk of the college catalogue consists of the description of the programs and courses offered for your
major course of study. However, it is essential to consult with an advisor to ensure that you are taking the
appropriate curriculum to meet requirements for graduation, for entry into graduate and professional
colleges and for licensing and certification in such careers as teaching, nursing and accounting.
Registration deadlines for the SAT and ACT college entrance
exams are generally 3-5 weeks prior to the exam.
UNDECIDED MAJOR
Many freshmen enter college undecided about a major. This is normal; choosing a major and deciding
upon a career goal should be a deliberate and careful choice. Counselors are available on the college
campus to assist you in making a decision. In fact, your high school counselor is available all through
your senior year in high school to assist you in your quest to decide upon your goals.
Most colleges do not require a decision on a major until the end of the sophomore year. More than half of
all college students change their major at least once during their college career. Do not pressure yourself
to declare a major if you are still undecided. Rather, take a variety of courses in your first two years and
try different types of job experiences during vacations. This will hopefully aid you in making a decision.
CONCLUSION
Making decisions is never easy, particularly for younger students who have not had to make important
decisions before. Providing the information, encouragement, and counsel student’s need to learn and test
decision-making skills, is an important part of the educational experience. Deciding where to apply to
college can be one of the most important decisions of a person's life. It is an opportunity to look beyond
the limits of a high school education to the larger world of educational opportunity and its benefits. The
fact that entering the world of higher education requires decisions and actions is, in fact, the beginning of
an educational process. Parents, as advisors, go hand in hand with the student as they make that important
passage.
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GLOSSARY OF COMMON TERMS
Below are definitions of terms which students and parents will encounter as they pursue their
investigation into post-high school plans. Students should seek the most complete and up-to-date
descriptions of the procedures, programs and practices discussed.
Accelerated Program - A college program of study completed in less than the time usually required, most
often by summer school or by carrying extra courses during the regular academic terms. Completion of a
bachelor's degree program in three years is an example of acceleration, e.g. taking college-level courses,
(AP), in high school.
Achievement Tests (SAT II) - One-hour College Board tests in specific secondary school subject areas.
Not all colleges require Achievement Tests. You should check to see if the college you are interested in
requires them. The Achievement Tests are generally used for placement purposes. Specific test date
information is available from your school counselor.
Advanced Placement - Admission or assignment of a freshman to an advanced course in certain subjects
on the basis that the student has already completed the equivalent of the college's freshman course in that
subject. In most cases the college also grants credit for the college-level work that has been completed.
Advanced Placement Program (AP) - A service of the College Board (CEEB) that provides high schools
with course descriptions in college subjects and Advanced Placement Examinations in those subjects.
High schools administer the examinations to qualified students, (there is a fee involved), and several
hundred participating colleges offer advanced placement, college credit or both to students who obtain
satisfactory grades.
American College Testing Program (ACT) - The ACT is a multiple choice test measuring achievement in
four subject areas-English Usage, Mathematical Usage, Social Studies Reading and Natural Sciences
Reading. It is similar to the SAT in that it is constructed to assess each student's general educational
development and ability to complete college work. Unlike the SAT, the ACT is seems to be closely
related to material covered in school.
Associate Degree (A.S.) - The degree given for completing specified programs of at least two years of
study, usually in a two-year institution such as a junior college, community college or technical college.
Bachelor's Degree (B.S. & B.A.) - The degree given for completing specified undergraduate college
programs that normally take four years. This is also called the baccalaureate degree.
Certificate Program - An award for completing a particular program of study, usually given by a two-year
college instead of the associate degree.
Choices – A computer software program that allows students to select specific criteria in searching for
colleges that match student preferences. Located in the guidance office, this program, as well as all other
resources, is available to students and parents before and after school as well as during lunch or study hall
time.
Class Rank / Grade Point Average - The position of a student in his/her graduating class calculated
according to grade average accumulated in grades 9, 10 and 11. Final Rank is calculated at the end of the
third marking period in grade 12.
College View – is a computer-assisted, interactive CD-ROM program that assists students in finding the
right college, allows students to search a database of over 3,000 two and four year accredited colleges and
access in-depth information about each one.
A Regents exam can be retaken at any time it’s offered after you finish a class. The highest
score will always be used in the calculation of the final average.
All scores appear on the transcript.
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College Work-Study Program (CWSP) - A form of financial assistance through part-time work positions
either on or off campus.
Congressional Nomination - An additional requirement for admissions to all U. S. Military Academies,
except the Coast Guard. U. S. Senators and representatives can nominate a small number of candidates
from their district each year. At that time, the traditional admissions requirements are applied.
Deferred Admission - The practice of some colleges of permitting students to postpone enrollment for one
year after acceptance.
Early Decision - These plans are offered for applicants who are sure of the college they want to attend and
are likely to be accepted to that college. An early decision application is initiated by the student, who is
then notified of the college's decisions earlier than usual, generally by December 1 of the senior year.
Conditions of the Early Decision plan may include; not being able to apply to any other school until a
decision has been made or, being able to apply to a number of other schools with the understanding that if
the student is accepted, he/she will withdraw all other applications and make a deposit to the Early
Decision school. Early Action is a similar plan used by extremely competitive colleges.
Free Application for Federal Student Aid (FAFSA) - The Federal Government form required by colleges
and completed by parents in order to determine financial need for students attend college where federal
grants or loans are given.
Matriculated Student – A student attending college who is working toward a degree at that college. A
non-matriculated student is one taking courses, but not working toward a degree.
NCAA Initial-Eligibility Clearinghouse – an agency established by the National Collegiate Athletic
Association for the purpose of receiving, processing, and evaluating athletic eligibility data and which
certifies student-athletes to participate in Division I and II sports during their freshman year. There is a
fee required.
Need Blind Admissions - The practice of college admissions offices whereby a student's financial need
plays no role in acceptance to that college.
Open Admissions - The College admissions policy of admitting any applicant who is a high school
graduate.
Pell Grant - Federal money for needy undergraduate students. Awards range from $400 to $2,300
depending on need and course load.
Profile – form required by many private colleges and completed annually by parents in order to determine
financial need for students attending college. This form is filed in addition to the FAFSA.
Regents: Regents refers to two different standards at G. Ray Bodley High School. First, regents are a
curriculum developed by the New York State Education Department, which measures the level of mastery
in certain courses. Students are required to pass both the course and the regents exam in order to receive
regents credit. For some students, local credit is awarded if a student fails the regents exam, (between 55
and 64), but passes the course. Secondly, Regents refers to course of study available to the student at our
school. A student may be enrolled in some Regents courses and not in others depending on his or her
ability level. This may explain why a student who is not pursuing a Regents diploma is taking regents
level courses.
Reserve Officer Training Corps (ROTC) - Two and four year programs of military training culminating in
an officer's commission. In some colleges, credits for these courses can be applied toward fulfillment of
degree requirements. Offered by the Army, Navy and Air Force.
Rolling Admissions - A system used by colleges where admissions decisions are sent to applicants as they
are processed. These schools continue to accept applications until they are full.
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SAR (Student Aid Report) - The results of the calculation of the financial aid forms by the processor
(FAFSA), that are mailed to the student. Students must verify the information and give it to the college
financial aid office.
SAT II - College Board subject tests. See Achievement Tests.
Scholastic Assessment Test (SAT I) - A standardized test which measures developed verbal and
mathematical reasoning ability. Colleges typically utilize this test as one of the criteria for admission
assessing the student's aptitude to do college work.
TAP (Tuition Assistance Program) - A grant program for New York State residents attending college in
N.Y. State, based on need and for a family whose net taxable income does not exceed a prescribed limit.
Terminal Program - An educational program designed to prepare students for immediate employment
upon completion. These programs usually take two years or less beyond high school to complete and are
available in many community colleges, e.g. Cayuga, and in technical colleges, e.g. Canton.
Transfer Program - An educational program in a two-year college that is offered primarily for students
who plan to continue their studies in a four-year college.
University-Parallel Program – An educational program in a two-year college that is equivalent to the first
two years of a similar program in a four-year college or university. The University-Parallel Program is
designed to qualify a student for entrance to the third year of the four-year program with full credit for the
two years already completed.
The guidance office phone number is 593-5400
The High School fax number is 593-5427
The High School CEEB Code is: 332020
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Senior Year Quick Study Guide:
Register for the College Entrance Exams:
 ACT and SATI (some schools may require the SAT Subject Tests)
 Testing agencies prefer that you register online
 Test dates are posted in the Guidance Office
 SAT and ACT prep materials are available in the Guidance Office
 Plan ahead – registration deadlines are generally 4 or 5 weeks prior to the exam
 Taking the ACT and SAT by the end of your junior year is highly recommended
Become familiar with resources available in the Guidance Office:
 The High School experience – 11th grade
 Barron’s profiles of American Colleges
 Peterson’s 2 and 4 Year College
 The College Board’s College Handbook
 Choices – College and career computer program
 Rugg’s Recommendations
College Catalogs are the most comprehensive information sources for colleges and include
costs, financial aid, program of study and course descriptions. Catalogs are available for use in the
guidance office or for short-term loan.
 State University of New York (SUNY) Catalogs
 Private Colleges in New York State
 Private and Public out-of-state colleges
College Search Software:
Three computers are located in the GRB Guidance Career Room for college and career search
purposes. Your counselor will be happy to acquaint you with the programs. In addition to
Internet access, the college search program available is:
 Choices
Complete your college applications in the fall of your senior year:
 Your counselor can answer any questions you may have, check your completed
applications and help you find information.
 The Guidance Office will process, record, and mail all completed applications. Students
must supply stamped/addressed envelopes for each application and scholarship to which
they apply.
 Please inform you counselor if you have completed a college application on-line. The
Guidance Office will need to submit an official transcript and recommendations where
necessary.
Each college will have two important deadlines – one for the application and one for financial aid.
Kindly allow at least five (5) school days prior to the application deadline for adequate processing
tine in the guidance Office. Documents Needed:
 A completed application
 An official transcript
 A Student Profile including extracurricular activities, awards and/or community service.
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Graduation Checklist
The purpose of this
form is to verify
your graduation
requirements
.
Date:_____________
Progress Toward Graduation
Total Units required – 22
Units earned to date________
Senior year credits ________
Specific Graduation Requirements
E=currently Enrolled
C=has Completed
English
Social Studies
Science
Mathematics
Art/Music
Health
Physical Ed.
LOTE
(4 units)
(4 units)
(3 units)
(3 units)
(1 unit)
(1/2 unit)
(2 units)
(1 unit)
__
__
__
__
__
__
__
__
Senior Year Requirements
Required
Courses
__
__
__
__
__
__
__
__
__
__
__
__
__
English 12
Gov’t
Econ
Phys Ed
for
Grad
Adv
Diploma
E
E
E
E
Testing Requirements:
Science _____
Algebra _____
Global History_____
Am History_____graduation
ELA _____
Advanced Designation add: Geom ______ Alg2/Trig ______
and LOTE _____
OccEd _____
or
Art _____
Bio/Liv Env ______
Music______
Career/Fin Mgt._____
Honors designation-an overall average of 90 on required regents exams
Local Diploma _____
Regents Diploma _____
W/Honors _____
Advanced Regents Diploma _____
W/Honors _____
Mastery in Math: _____ Advanced Regents Diploma and an 85 or better on each of 3 Regents exams in math
Algebra_____
Geom _____
Alg2/Trig_____
Mastery in Science: _____Advanced Regents Diploma and an 85 or better on each of 3 Regents exams in science
Earth Science_____
Biology (Liv Env)_____
Chemistry_____
Physics_____
(CR and Ave. are approximate. Final rank determined after the 3 rd marking period)
Post HS plans:________________________ College(s)___________________ ___________________
Class Rank_____/_____ Ave.____________
___________________
___________________
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